08172015 fundamental movement curriculum.pdf

BOKS Fundamental Movements Curriculum

Copyright © 2015 BOKSTM Build Our Kids’ Success. All Rights Reserved. 1

Fundamental Movements Curriculum 2015-2016

Active Kids = Active Minds`



What people are saying about our new curriculum

“American Council on Exercise couldn’t be more excited to support the BOKS program and their extensive, well-written new Fundamental Movement Curriculum. This curriculum is comprehensive yet easy-to-understand and will be accessible for a diverse audience. It addresses essential movement skills such as running, jumping, kicking, catching and throwing that help set the stage for youngsters to be physically active for life. Given the nationwide epidemics of physical inactivity and obesity, simple and easy-to-implement strategies such as those presented in this curriculum offer enormous potential and value from a population health perspective.”

-Cedric Bryant, Ph.D., FACSM, Chief Science Officer, American Council on Exercise

“This is the most amazing youth fitness curriculum I have ever been privileged to review. The BOKS program is outstanding in its breadth of activities/exercises and in its depth of information regarding health, fitness, nutrition, and lifestyle. The curriculum is presented in a logical, interesting, educational, and motivational manner that makes it easy to implement and compelling to complete. I am particularly pleased with the dual emphasis on physical fitness (purposeful exercises) and physical abilities (motor/sports skills). Finally, this exceptionally well-designed curriculum is both clear and comprehensive, making it ideal for both the BOKS instructors and the youth program participants.“

-Wayne Wescott , Author of 27 books on exercise/fitness, Professor of Exercise Science, Quincy College

Contact Information: www.bokskids.org

1895 JW Foster Blvd

Canton, MA 02021

[email protected]

BOKS is an initiative of Reebok and the Reebok Foundation.

http://www.bokskids.org/

mailto:[email protected]



Contents Lesson Plans..................................................................................................................................................7

BOKS Kid of the Week......................................................................................................................8

Skill of the Week Calendar...............................................................................................................9

Week 1, Day 1................................................................................................................................10

Week 1, Day 2................................................................................................................................14

Week 2, Day 1................................................................................................................................18

Week 2, Day 2................................................................................................................................22

Week 3, Day 1................................................................................................................................26

Week 3, Day 2................................................................................................................................30

Week 4, Day 1................................................................................................................................34

Week 4, Day 2................................................................................................................................38

Week 5, Day 1................................................................................................................................42

Week 5, Day 2................................................................................................................................46

Week 6, Day 1................................................................................................................................50

Week 6, Day 2................................................................................................................................54

Week 7, Day 1................................................................................................................................58

Week 7, Day 2................................................................................................................................62

Week 8, Day 1................................................................................................................................66

Week 8, Day 2................................................................................................................................70

Week 9, Day 1................................................................................................................................74

Week 9, Day 2................................................................................................................................78

Week 10, Day 1..............................................................................................................................82

Week 10, Day 2..............................................................................................................................86



Week 11, Day 1..............................................................................................................................90

Week 11, Day 2..............................................................................................................................95

Week 12, Day 1..............................................................................................................................99

Week 12, Day 2............................................................................................................................104

BOKS Bits...................................................................................................................................................109

Week 1..................................................................................................................................111-112

Week 2................................................................................................................................. 113-114

Week 3................................................................................................................................. 115-116

Week 4................................................................................................................................. 117-118

Week 5................................................................................................................................. 119-120

Week 6................................................................................................................................. 121-122

Week 7................................................................................................................................. 123-124

Week 8................................................................................................................................. 125-126

Week 9................................................................................................................................. 127-128

Week 10............................................................................................................................... 129-130

Week 11............................................................................................................................... 131-132

Week 12................................................................................................................................133-134

BOKS Blurbs.......................................................................................................................................135-136

Games and Activities.........................................................................................................................137-160

Locomotor Movements.....................................................................................................................161-162

Locomotors Warm-ups.............................................................................................................................163

Skills of the Week..............................................................................................................................164-166

Cool-down…………………………………………………………………………………………………………………………………..167-168



BOKS

Background: BOKS (Build Our Kids’ Success), an initiative of the Reebok Foundation, is a free before-school physical-activity program aimed to get children moving in the morning and their brains ready for a day of learning. In 2009, Kathleen Tullie, Co-founder and Executive Director of BOKS, read Spark, by Dr. John Ratey, which states that “exercise is the single most powerful tool that we have to optimize the function of our brains.” Spark, which clearly defines why kids should be active before school, inspired Kathleen to create a program at her children’s elementary school. With school approval and a group of passionate moms, BOKS was launched. Now in over 1,200 schools, BOKS continues to provide a completely free, yet robust curriculum while empowering the community to help the youth of this generation embrace healthy habits that will last a lifetime.

BOKS Mission: To promote the profound impact of physical activity on a child’s mind, body, and community

BOKS Vision: A world in which kids are active in every school, every day; physical activity is recognized as the key to kids’ success; and individuals are empowered to make positive changes in their communities

BOKS Goals: • Begin the morning with active play to jump-start kids’ brains and prepare them for a day of

productive learning. • Increase opportunities for children to be physically active and gain nutritional knowledge, in turn

creating healthy, life-long habits. • Empower communities to collaborate and make a positive difference in children's lives.



Fundamental Movements Physical literacy is the learning and development of fundamental movement skills that give kids the tools and confidence they need to participate in physical activity and sports. Like learning language, math, and science, basic building blocks are essential before moving on to more advanced learning. Teaching kids how to run, jump, throw, and kick will empower them to further their development in other sport-specific skills and physical activity. BOKS reaches across the lines of physical activity to connect play with sport. A before-school physical-activity program aimed to get children moving in the morning and their brains ready for a day of learning, BOKS lays the foundation of these fundamental movements to be active and confident, and to pursue sports. Our program does this by emphasizing movement through play. While your children are running around at BOKS learning these essential movements, they are also becoming more social and self-assured individuals. Emphasizing movement through play becomes the connection to get kids ready for the future. Research shows youth who enter sport programs lack basic movement skills and it’s time for us to help. Movement is crucial for children to do well in school, in the community, and socially. BOKS helps develop the physical, mental, and social abilities of the individual. BOKS empowers communities to help the youth of this generation embrace healthy habits that will last a lifetime.

Our Curriculum: Our new 12-week curriculum has lesson plans that will get kids moving twice a week for 45 minutes, with fun activities and games that focus on developing a Skill of the Week, learning fitness principles, and understanding nutrition information. The Skill of the Week introduces skills like running, jumping, kicking, throwing, and striking, while BOKS Blurbs emphasizes fitness principles such as endurance, agility, body control, hand-eye coordination, and more. The curriculum focuses on the complete well-being of the child, offering nutrition facts and information with our BOKS Bits, this gives kids the knowledge to make better food choices and learn how healthy habits affect their bodies. Topics include fruits and vegetables, macronutrients, vitamins, sleep, and more. The curriculum gives children the opportunity to practice the skills that they learn in a safe, fun environment through play that will build confidence and develop lifelong healthy habits.



Lesson Plans BOKS Fundamental Movement lesson plans are designed so that all participants are continuously moving as well as working on the necessary fundamental skills needed for sports. Skills are introduced in the first class of each week and are practiced through fun games and activities. The second lesson plan in each week is broken down into stations by grade or ability, allowing more focus on proper movement through games, relays, and more. This station format also allows kids to explore activities through free play, which is a great opportunity to introduce different sports. Try to keep kids in constant motion, starting from the warm-up until the end-of-class game, whenever possible.

BOKS lesson plans have the following components:

Drop-off/Set-up Participants are greeted by a BOKS trainer, who takes attendance and may distribute a colored wrist band, washable marker, or sticker to divide the class into teams. Kids can enjoy free play with friends and socialize before class starts, which can be a great opportunity for them to explore different sports. Other trainers are working to set up the space for class.

Meeting Set the standard for how BOKS will run for the session. Review the appropriate BOKS behavior and safety and announce the BOKS Kid of the Week. Briefly introduce the Skill of the Week and why it is important. Review the BOKS Blurbs and finish with the BOKS Rocks! Cheer!

Warm-up

The kids will do an active warm-up at with a moderate level of exertion. It is very important that the kids get a good warm-up since we want them to be ready for the skills they will be working on in the lesson plans.

Running and/or Running-related Actvity We strongly encourage the kids to run during every class. We encourage you to run outside even in the winter, weather permitting.

Skill of the Week Every week, all BOKS participants practice a Skill of the Week. The first day, they are introduced to the skill and shown the proper form. On the second day, kids will have time to work on their skills in a station format.

Game This can be a team or individual game. Trainers and volunteers should promote sportsmanship and encourage the kids to try their hardest and have fun.

Cool-down, BOKS Bit, Wrap-up/Transitions A trainer leads the kids in a cool-down stretch with some deep breaths. The Lead Trainer delivers an interactive discussion about the nutrition tip of the week. Kids collect their belongings and transition to class or school breakfast, as applicable. We suggest dismissing kids by grade: youngest first, oldest last. The Lead Trainer will be responsible for following and/or creating the daily lesson plans for his or her school, using the lesson plans and the Skill of the Week calendar. This freedom allows the Lead Trainer to decide what games and movements work best with his or her class. The program may look very different at each school based upon physical layout, the breakdown of kids’ grades, the ratio of boys to girls, and the number of volunteers helping with the program. We want to make sure the kids are having FUN and PLAYING while getting physically active. If your lesson plan is not working for any reason, consider modifying the plan by starting the game earlier in class or incorporating an extra game at the end of class.



BOKS Kid of the Week A BOKS Kid of the Week has shown positive qualities during the week. This is a child who is Friendly, puts in a good Effort, has a good Attitude, and is a Team-player. In other words, the child’s FEET have performed a FEAT. The BOKS Kid of the Week can be announced in class. The child will have the opportunity to demonstrate movements, lead his or her team for the day, or be given additional leadership responsibilities. Some programs that have difficulty deciding on the BOKS Kid of the Week therefore choose a BOKS Kid of the Day. Try to ensure that each child receives the award once each session. You can find our BOKS Kid of the Week certificate on our Trainer HUB.



Week Skill Fitness Principles

Sports that Use Them BOKS Blurbs

#1 Running Cardio, Stamina, Speed

Track, soccer, Tennis Cardiovascular Endurance

#2 Jumping Body Control, Agility, Power

Soccer, Volleyball, basketball

Body Control

#3 Kicking Strength, Balance, Coordination

Soccer, Football, Rugby Balance

#4 Catching – Big Objects

Coordination, Hand-Eye Coordination

Ultimate Frisbee, Football, Basketball

Coordination

#5 Catching – Little Objects

Coordination, Hand-Eye Coordination

Baseball, Lacrosse Hand-Eye Coordination

#6 Rolling Coordination, Hand-Eye Coordination, Balance

Bowling, Soccer Agility

#7 Underhand Throw Coordination, Hand-Eye Coordination, Balance, Flexibility

Horseshoe, Softball, Rugby Muscle Endurance

#8 Overhand Throw Hand-Eye Coordination, Strength, Flexibility

Baseball, Football, Softball Strength

#9 Striking – With Hands

Hand-Eye Coordination, Balance, Speed

Volleyball, Handball Speed

#10 Striking – With Implements

Hand-Eye Coordination, Balance, Strength

Tennis, Golf, Hockey Flexibility

#11 Mini Olympics FUN! FUN! FUN!

#12 Mini Olympics FUN! FUN! FUN!

Skill of the Week Calendar Teaching kids the fundamental movement skills that give them the tools and confidence needed to participate in physical activity and sports



Running Week 1, Day 1 Lesson Plan

Cardiovascular Endurance

Drop off/setup (5 minutes)

Arrive, check in, and receive color designation Put backpacks in designated grade area Free play (with trainers and volunteers) Trainers set up for class

Meeting (5 minutes)

Review appropriate BOKS behavior and safety Remind kids about the BOKS Kid of the Week Briefly state what the Skill of the Week is Review Class Agenda BOKS Blurbs: Cardiovascular Endurance BOKS Rocks! Cheer!

Warm-up (5 minutes)

Locomotor Lines (choose 3–5 movements to start)

Running-related Activity (10 minutes)

400M Walk/Jog. Walk and jog the 400-meter route that will be used so kids can familiarize themselves with it. Have older kids partner up with the younger kids.

Skill of the Week (10 minutes)

Skill of the Week: Running! Why? Running keeps your heart healthy and helps you develop cardiovascular endurance, which is utilized in many sports. Explain the activity and then demonstrate proper technique. Have kids be demonstrators to offer leadership opportunities!

Activity: Jumping Jack Relays

Game (5 minutes)

Capture the Flag

Cool-down/Nutrition Talk (5 minutes)

Full-body Stretch and deep breaths BOKS Bits (nutrition discussion) Have the kids line up and take a deep breath, and then dismiss by groups to go to class or breakfast.

Skill of the Week

Look where you are going

Run on the balls of your feet

Keep arms bent

Materials Needed

Cones

Hula hoops

Bean bags

Cones



What you need to know Week 1, Day 1 Lesson Plan

Skill of the Week: Running

Details: Stand up tall and look in the direction that you are going. Keep your arms bent and swinging back and forth. Run on the balls of your feet.

Key Points of Performance:



Keep arms bent

BOKS Blurb: Cardiovascular Endurance

Details: Exercising makes your heart stronger. The heart pumps oxygen and blood to where it is needed in the body, which will allow you to exercise longer and not get tired out. To the kids: Sometimes when you run you get very out of breath, but if you keep practicing you won’t get so tired and it will seem easier. You’re making your heart stronger. The heart pumps oxygen and blood to where it’s needed when you’re exercising.

Warm Up:

Locomotor Lines – Organize the kids in an even number of lines. The trainer is quickly calling out the locomotor movements in the middle. Once the first group of kids get past the trainer, they continue that movement to the end line, where they stretch until the rest of the group gets there and the trainer begins to call out new movements. (Allow no wait time.) Refer to the locomotor movement section for different moves.

Running: Run 400 meters

Format: Running Materials: None Set-up: Use the track or your running space (inside or outside) Object: To improve endurance Details: 1. This can be performed either outside or inside, and be timed or not timed. 2. Kids can also do repeats, particularly of the shorter distances. Have them run a 100, rest for one

minute, run again, and repeat. Have them run a 200, rest for 90 seconds or two minutes, run again, and repeat.

3. This type of drill should be performed at as high of an exertion level as possible.

Skill of the Week: Jumping Jack Relay

Format: Individual activity Materials: Cones, hula hoops Set-up: 8–12 cones, lined up on opposite sides of the gym or field, and cones or hula hoops to

split the space in half Skill: Running

Object: To work on running Details: 1. Form lines behind all the cones based on color groups.

2. There should be an equal number of kids from the color group lined up on opposite sides. 3. Everyone starts with three jumping jacks.



4. The first person from each line sprints to the middle of the space (have cones or hula hoops to show where they need to stop) and “high fives” with both hands the kid from the line across from them, and then runs back to his or her line.

5. When they are back in line, all the kids in line do three jumping jacks. 6. The next kid in line goes. 7. Have the kids go twice and then sit down so that it is easier to know when their line is done.

Game: Capture the Flag

Format: Divide the class into 2 teams Materials: Cones, bean bags, pinnies Set-up: Set up a jail zone on each side of the play area. Create the center boundary line that

divides the two teams/sides. Put an equal number of bean bags (“flags”) on the far end of each team’s space. Put one team in pinnies.

Skill: Running Object: To be the first team to capture the “flags” and get them back to your team’s side without

being tagged and sent to jail Details: 1. The whistle blows and kids start running to steal opponents “flags.”

2. Kids can get tagged once they cross the boundary to the other team’s area.

3. If tagged, they go to opponent’s jail.

4. To get out of jail, another teammate must tag the capture kid and free him or her without getting caught. When leaving jail, he or she get a free walk back to his or her team’s side, but the kid who did the releasing does not.

5. Kids can make a chain in jail by linking arms, and then only one kid needs to get tagged for them to all get released.

6. If a kid gets a “flag,” but then gets tagged, he or she needs to return the “flag” to its original spot and go to jail.

7. The first team to capture all the “flags” without getting sent to jail wins!

Cool down:

Deep Breaths

Take a deep breath in and slowly blow it out to the count of 10. Repeat this a few times. You can do this at the end of the game and as the kids line up to transition from class.

Full-body Stretch

Lie down on your back. Stretch the arms and fingertips overhead as high as possible, while stretching the legs as long as possible and pointing the toes.



BOKS Bits Week 1, Day 1 Games

Today’s Topic: Alphabet Food Game

Objective

To introduce BOKS Bits through fun games

Discussion Questions

1. Let’s play a game… Try to think of a food that starts with the letter A.

2. We will go around the room so that everyone who wants a turn can take one.

3. Let’s take turns by grades; kindergarten will start with A, first grade with B, and so on.

4. If we can’t think of a food that starts with A, another grade can help out too.

5. We will keep going until we get through the whole alphabet.

6. Next time you go to the market, you can look for some of the foods we talked about and try something new!

Suggestions

A – Apples, B – Blueberries, C – Carrots, D – Dill pickles, E – Eggplant, F – Frankfurter, G –

Grapes, H – Hamburger, I – Ice cream, J – Jalapeño peppers or Jam, K – Kiwi, L – Lettuce, M –

Macaroni, N – Noodles, O – Olives , P – Potatoes, Q – Quinoa (grain) or Quail, R – Radish, S –

Spaghetti, T – Tomatoes, U – Ugli fruit, V – Vegetables, W – Watermelon, X – Chex cereal, Y –

Yogurt, Z – Zucchini

Note to Trainer: BOKS Bits should be delivered by the same trainer at either the beginning or the end of each class. The primary purpose of presenting the BOKS Bit is to increase the kids’ knowledge and, ideally, positively impact their behavior. The BOKS Bits will be reinforced in upcoming weeks. Delivering the BOKS Bits in an accurate and appropriate (consistent and confident) manner ensures consistent messaging throughout schools.



Running Week 1, Day 2 Lesson Plan

Cardiovascular Endurance

Drop-off/Set-up (5 minutes)

Arrive, check in, and receive color designation Materials Needed Put backpacks in designated grade area Free play (with trainers and volunteers) Trainers set up for class

Meeting (5 minutes)

Review appropriate BOKS behavior and safety Remind kids about the BOKS Kid of the Week Briefly state what the Skill of the Week is Running Review Class Agenda BOKS Blurbs: Cardiovascular Endurance BOKS Rocks! Cheer!

Warm-up (5 minutes)

Locomotor Lines (use 3–5 movements)

Running-related Activity, Skill of the Week, Game (25 minutes)

Skill of the Week: Running! Why? Running keeps your heart healthy and helps you develop cardiovascular endurance, which is utilized in many sports. Explain the activity and then demonstrate proper technique. Have kids be demonstrators to offer leadership opportunities!

Stations: Group kids by grade, changing stations every 5–7 minutes Speed Obstacle Course BOKS Circle Relay Triangle Tag Hula Hoops and Jump Roping (free-play area)


Swan Dive and deep breaths BOKS Bits (nutrition discussion) Have the kids line up and take a deep breath, and then dismiss by groups to go to class or breakfast.

Skill of the Week



Keep arms bent

Materials Needed

Cones

Agility ladder

Hula hoops

Yarn balls or bean bags




Skill of the Week: Running

Details: Stand up tall and look in the direction that you are going. Keep your arms bent and swinging back and forth. Run on the balls of your feet.




Keep arms bent

BOKS Blurb: Cardiovascular Endurance

Details: Exercising makes your heart stronger. The heart pumps oxygen and blood to where it is needed in the body, which will allow you to exercise longer and not get tired out. To the kids: Sometimes when you run you get very out of breath, but if you keep practicing you won’t get so tired and it will seem easier. You’re making your heart stronger. The heart pumps oxygen and blood to where it’s needed when you’re exercising.

Warm Up:

Locomotor Lines – Organize the kids in an even number of lines. The trainer is quickly calling out the locomotor movements in the middle. Once the first group of kids gets past the trainer, they continue that movement to the end line, where they stretch until the rest of the group gets there and the trainer begins to call out new movements. (Allow no wait time.) Refer to the locomotor movement section for different moves.

Running/Skill of the Week/Game: Stations

Speed Obstacle Course

Format: Individual activity Materials: Cones, agility ladders, and hula hoops Setup: Make 2–4 mini obstacle courses for kids to run through. Having a few smaller courses

will keep kids moving better than 1 big course. Skill: Running Object: To work on running Obstacle course set-up:

Place agility ladders on the floor/ground and have kids run and get both feet in (one at a time) before moving on to next square.

4 hula hoops (2 side by side) for kids to do high knees while running

4 cones so kids can zig zag through them

1 cone at the end of each obstacle course

Details: 1. Have the kids form lines behind all the cones based on color groups.

2. The first kid runs through the obstacle course, touches the cone, and runs back to the line.



3. When the first kid gets through the agility ladder, the next kid in line should go to keep the first kid moving.

4. Have the kids do movements while waiting in line (jumping jacks, dancing, lunges, squats, jog in place).

BOKS Circle Relay Format: Group activity Materials: 2–4 yarn balls or bean bags Set-up: Divide the class into groups of 10–15 kids Skill: Throwing Object: To work as a team and get the ball around the circle before the other team Details: 1. Have each group of 10–15 kids form a big circle. 2. Pick a kid in each circle to be the starter and hand him or her a ball. 3. When the whistle blows, he or she runs around the circle holding the ball until he or she gets back to

the original spot and quickly throws the ball to anyone in the circle. Make sure everyone gets a turn. 4. The next person repeats until each kid has done this and the ball ends up back at the starter. 5. Make it a competition among all of the circles and play it a few times. The kids can cheer on their

team and have fun. Triangle Tag Format: Group activity Materials: None Set-up: Have the kids form groups of 4 Skill: Running Object: To work as a team and protect one teammate from the chaser

Details: 1. The kids form groups of three and hold hands. 2. The fourth person in each group will be on the outside of the circle as the chaser. 3. Designate one person in the circle as the person the chaser will try to tag. 4. On the trainer’s cue, the chaser will try to tag the designated person in the group. 5. The group holding hands will work together to protect the designated person. 6. Once the chaser tags the designated person, the kids switch roles among the group of four. Suggestion: Have a hula hoop or poly spot for each group as a marker, so kids stay in their area.

Hula hoops and Jump rope

Cool Down

Swan Dive

Start with the mountain post. Spread your out arms wide and exhale, bending at the waist toward the floor. Repeat as desired.

Deep Breaths





Today’s Topic: What is the most popular fruit?

Objective

To introduce fruits by playing the alphabet game


1. I am going to describe different fruits. Stand up if you like the fruit!

Apple (crunchy, eat it in the fall, red)

Banana (monkeys eat them, yellow)

Blueberries (little, blue)

Cantaloupe (orange, lots of little seeds)

Grapes (different colors like green or purple, round)

Mango (orange/yellow, big pit, rhymes with tango)

Peach (fuzzy outside, juicy)

Strawberry (stem on top, really sweet, red)

Watermelon (eat it in the summer, black seeds, really drippy) 2. Raise your hand if you have never tried one of these fruits.

3. Challenge the kids to try at least one new fruit listed and report back to class.




Jumping Week 2, Day 1 Lesson Plan

Body Control



Meeting (5 minutes)

Review appropriate BOKS behavior and safety Remind kids about the BOKS Kid of the Week Briefly state what the Skill of the Week is Review Class Agenda BOKS Blurbs: Body Control BOKS Rocks! Cheer!

Warm-up (5 minutes)

Locomotor Lines (choose 3–5 movements to start)


400M Jog. Jog the 400-meter route that will be used so kids can familiarize themselves with it. Have older kids partner up with the younger kids.


Skill of the week: Jumping! Why? This fundamental movement can be utilized in sports such as soccer, basketball, and volleyball. Explain the activity and then demonstrate the proper technique.

Activity: Just Jumping #1, #2, and #3

Game (5 minutes)

Rock, Paper, Scissors Tag


Mountain Pose and deep breaths BOKS Bits (nutrition discussion) Have the kids line up and take a deep breath, and then dismiss by groups to go to class or breakfast.

Skill of the Week

Bend your knees and hips

Swing your arms

Push off with your feet

Materials Needed

Cones

Pinnies




Skill of the Week: Jumping

Details: Start by standing up tall, bend your knees and hips. Bend and swing your arms for momentum. Push off and up with your feet so your jumping straight up.


Bend knees and hips

Swing your arms


BOKS Blurb: Body Control Details: Being in control of your body at all times during movement To the kids: What happens if you’re jumping or running so fast that you fall over or run into someone? Is that using good body control? No, this is not good body control. When you have good body control, you can jump or run or do any movement without falling or bumping into people because you are in control of what your body is doing.

Warm Up:



Format: Running Materials: None Set-up: Use the track or your running space (inside or outside) Object: To improve endurance Details:

1. This can be performed either outside or inside, and be timed or not timed. 2. Kids can also do repeats, particularly of the shorter distances. Have them run a 100, rest for one



Skill of the Week: Just Jumping #1 (squat jumps) Format: Individual activity Material: 2 cones per team Set-up: Place cones at each end of the gym. Skill: Jumping Object: Work on squat jumps Details: 1. The first kid does three squat jumps, runs to end cone and does three squat jumps, and then sprints

back to the start. The next kid begins.



Just Jumping #2 (tuck jumps) Format: Individual activity Material: 2 cones per team Set-up: Place cones at each end of the gym. Skill: Jumping Object: Work on tuck jumps Details: 1. The first kid does three tuck jumps, runs to end cone and does three tuck jumps, and then sprints


Just Jumping #3 (broad jumps) Format: Individual Activity Material: 2 cones per team Set-up: Place cones at each end of the gym. Skill: Jumping Object: Work on broad jumps Details: 1. The first kid does broad jumps down to then end cone, and then sprints back to the start. The next kid

begins.

Game: Rock, Paper, Scissors Tag Format: Group activity Materials: 6 plastic grocery bags or pinnies, 4 cones Set-up: Section off the play space in the gym or on the field with the 4 cones. Pick 6 kids to be

taggers and give them each a plastic bag or pinnie to stick into the side of their pants/shorts.

Skill: Jumping Object: Get moving and try not to get tagged Details: 1. Teach all of the kids the following movements:

Jump up and down then stand spread eagle for PAPER

Cross legs and arms for SCISSORS

Squat down for ROCK 2. Designate six taggers and gives them each a plastic grocery bag. 3. On the trainer’s “go,” the taggers start chasing the kids. 4. If a kid is tagged, he or she and the tagger play rock, paper, scissors using the movements above. 5. The winner continues to run around and the non-winner takes the plastic grocery bag, puts it into the

side of his or her pants/shorts, and becomes a tagger. 6. Play for three minutes and see if anyone wants to be a tagger who has not been one yet. Switch up

taggers and play again.

Cool down:

Mountain Pose

Stand up tall with arms resting at the sides. Take a deep breath in and raise the arms overhead. Stretch up toward the sky. Exhale and return arms to original position.

Deep Breaths





Today’s Topic: What is the most popular vegetable?

Objective

To introduce vegetables through the alphabet game


1. I am going to describe different vegetables. Stand up if you like the vegetable!

Broccoli (looks like a flower, green)

Carrots (crunchy, orange)

Celery (stringy, crunchy, green)

Cucumber (you peel it, turns into pickles, green)

Peas (small, round, green)

Pepper (comes in many different colors, crunchy, green stem on top)

Lettuce (use it for salad and sandwiches, green)

Tomatoes (some people think it is a fruit, seeds, red) 2. Raise your hand if you have never tried one of these vegetables.

3. Challenge the kids to try at least one new vegetable listed and report back to class.




Jumping Week 2, Day 2 Lesson Plan

Body Control



Meeting (5 minutes)

Review appropriate BOKS behavior and safety Remind kids about the BOKS Kid of the Week Briefly state what the Skill of the Week is Review Class Agenda BOKS Blurbs: Body Control BOKS Rocks! Cheer!

Warm-up (5 minutes)

Locomotor Lines (use 3–5 movements)

Running-related Activity, Skill of the Week, and Game (25 minutes)

Skill of the week: Jumping! Why? This fundamental movement can be utilized in sports such as soccer, basketball, and volleyball. Explain the activity and then demonstrate the proper technique.

Stations: Group kids by grade, changing stations every 5–7 minutes

Squat Jumps – work on landing softest (who has the softest landing) Tuck Jumps – work on height (who has the highest jump) Broad Jumps – work on distance (who can jump the farthest) Hula Hoops and Jump Roping (free play area)


Head Rolls and deep breaths BOKS Bits (nutrition discussion) Have the kids line up and take a deep breath, and then dismiss by groups to go to class or breakfast.

Skill of the Week

Bend your knees and hips

Swing your arms


Materials Needed

Hula hoops

Jump ropes

Cones




Skill of the Week: Jumping

Details: Start by standing up tall, bend your knees and hips. Bend and swing your arms for momentum. Push off and up with your feet so your jumping straight up.


Bend knees and hips

Swing your arms


BOKS Blurb: Body Control Details: Being in control of your body at all times during movement To the kids: What happens if you’re jumping or running so fast that you fall over or run into someone? Is that using good body control? No, this is not good body control. When you have good body control, you can jump or run or do any movement without falling or bumping into people because you are in control of what your body is doing.

Warm Up:



Format: Running Materials: None Set-up: Use the track or your running space (inside or outside) Object: To improve endurance Details:

1. This can be performed either outside or inside, and be timed or not timed. 2. Kids can also do repeats, particularly of the shorter distances. Have them run a 100, rest for one




Squat jumps

Format: Individual activity Material: 2 cones per team Set-up: Place cones at each end of the gym. Skill: Jumping Object: Work on squat jumps Details:



1. The first kid does three squat jumps, runs to end cone and does three squat jumps, and then sprints back to the start. The next kid begins.

Tuck jumps Format: Individual activity Material: 2 cones per team Set-up: Place cones at each end of the gym. Skill: Jumping Object: Work on tuck jumps Details:

1. The first kid does three tuck jumps, runs to end cone and does three tuck jumps, and then sprints back to the start. The next kid begins.

Broad jumps Format: Individual Activity Material: 2 cones per team Set-up: Place cones at each end of the gym. Skill: Jumping Object: Work on broad jumps Details:

1. The first kid does broad jumps down to then end cone, and then sprints back to the start. The next kid begins.

Hula hoops and jump rope

Cool down:

Head Rolls

Slowly rotate the head in a big circle clockwise, then reverse to counterclockwise. Repeat as desired.

Deep Breaths





Today’s Topic: Fruits

Objective

To discuss the importance of fruit in a balanced diet


1. Remember last week, when we played that fruit game where you stood up if you liked the fruit I called out? Have you tried a new fruit from the list?

2. It is recommended that we eat at least two or three pieces of fruit a day to help keep our bodies healthy.

3. When can you eat fruit? Anytime: breakfast, lunch, dinner, snack, or dessert!

4. Some examples of fruits include… (ask kids to raise hands to name a fruit). Apples, bananas, oranges, watermelon, grapes, mangos, strawberries, and pineapple.

5. Try to wash your fruit before you eat it to get off the dirt and germs.

6. What kind of fruit doesn’t need to be washed? Frozen! It is just as good, too.

Homework Assignment

Try to eat fruit more frequently over the next few days and remember to wash what you eat. At the end of the week, we will share what and how much you have eaten. Maybe try a new fruit!




Kicking Week 3, Day 1 Lesson Plan

Balance



Meeting (5 minutes)

Review appropriate BOKS behavior and safety Remind kids about the BOKS Kid of the Week Review Class Agenda Briefly state what the Skill of the Week is BOKS Blurbs: Balance BOKS Rocks! Cheer!

Warm-up (5 minutes)

Locomotor Lines (pick 3–5 movements)


Go, Back, Kick It!


Skill of the Week: Kicking! Why? This fundamental movement can be utilized in sports such as soccer, rugby, and football. Explain the activity and then demonstrate the proper technique.

Activity: Ribbit Ribbit Relay

Game (5 minutes)

Crab Soccer


Cat/Cow Pose and deep breaths BOKS Bits (nutrition discussion) Have the kids line up and take a deep breath, and then dismiss by groups to go to class or breakfast.

Materials Needed

Cones

Balls

Hula hoops

Skill of the Week

Non-kicking foot next to the ball

Kicking foot kicks the middle of the ball with the inside of the foot

Follow through




Skill of the Week: Kicking

Kicking Details: Place your non-kicking foot or planting foot next to the ball. Use the inside of your kicking foot to contact the middle of the ball. Follow through so your kicking foot goes to your target.




Follow through

BOKS Blurb: Balance Details: The ability to stop and move without falling, stumbling, or false stepping To the kids: Am I standing up? Yes, because I have good balance. How about now, when I’m on one leg (stumble so show the difference)? No, now I don’t have good balance because I can’t stand upright without falling over. Well how about now (go up on one foot and don’t stumble)? Now I have good balance. If you didn’t have good balance, you wouldn’t be able to kick without falling over.

Warm Up: Locomotor Lines – Organize the kids in an even number of lines. The trainer is quickly calling out

the locomotor movements in the middle. Once the first group of kids get past the trainer, they continue that movement to the end line, where they stretch until the rest of the group gets there and the trainer begins to call out new movements. (Allow no wait time.) Refer to the locomotor movement section for different moves.

Running: Go, Back, Kick It!

Format: Individual activity Materials: Cones Set-up: Create teams based on colored groupings and place cones at each end of the gym Object: To practice the Skill of the Week Details: 1. The first kid in each line goes first. 2. The trainer yells “GO!” The kids run as fast as they can toward the end of the gym. 3. The trainer can either yell “BACK” or “KICK IT!”

4. If the trainer yells “BACK,” the kids start running backward as fast as they can.

5. If the trainer yells “KICK IT!” the kids kick their right foot up and touch their left hand, jump back up, and start running again as fast as they can toward the end of the gym.

6. The trainer can alternate calling GO, BACK, or KICK IT as many times as they want until the kids reach the end of the gym.

7. Cycle through the lines, making sure all kids have a few turns to GO.

8. Note: When the kids are running, it is an all-out effort. They should not be slowly jogging and trying to predict what the trainer will say next.

9. Suggestion: Rotate the kids through at least twice so they can alternate legs for kicking.

Skill of the Week: Ribbit Ribbit Relay Format: Individual activity



Materials: Cones, hula hoops Set-up: 8–12 cones, lined up on opposite sides of the gym or field, and cones or hula hoops to

split the space in half Skill: Kicking Object: To get moving! Details: 1. Form lines behind all the cones based on color groups. 2. There should be an equal number of kids from the color group lined up on opposite sides. 3. Kids do two frog jumps and say “ribbit ribbit” and then kick the imaginary lily pad out of their way. 4. They then run to the middle of the space, tap their hand on a cone or hula hoop, and run back to their

line.

Game: Crab Walk Soccer Format: Group activity Materials: 3-4 balls, cones Set-up: Kids line up in teams on opposite sides of the gym. Divide the balls equally between

teams and set up two cones far apart as the goals.

Skill: Kicking Object: To get all the balls out of their side of the gym and into the goal at the other side

Details: 1. All kids assume a crab-walk position. 2. The kids need to kick the balls across the gym and into the goal. 3. When all balls are out of play, see which team has the most goals.

Cool down:

Cat/Cow Pose

Get onto your hands and knees. Arch the back and lift the head, like a cow. Then reverse by curling back in the opposite direction like a Halloween cat.

Deep Breaths





Today’s Topic: Veggies

Objective

To discuss the importance of vegetables in a balanced diet


1. Remember last week, when we played that vegetables game where you stood up if you liked the vegetable I called out? Have you tried a new vegetable from the list?

2. It is recommended that we eat at least five servings of vegetables a day to help keep our bodies healthy.

3. Examples of vegetables are… (ask kids to give you some examples). Lettuce, peppers, tomatoes, carrots, peas, broccoli, celery, and cucumber.

4. Try to wash your vegetables before you eat them to get the dirt and the germs off.

5. What kind of vegetable doesn’t need to be washed? Frozen! They are just as good, too.

6. What about canned vegetables? You should try to rinse them.

7. Can anyone think of a vegetable that is actually a grain (like wheat)? Potatoes and corn.

Homework Assignment

Eat vegetables as often as you can over the next few days and remember to wash them first. Come to

the next class and share what and how much you have eaten. Maybe try some new vegetables!




Kicking Week 3, Day 2 Lesson Plan

Balance



Meeting (5 minutes)

Review appropriate BOKS behavior and safety Remind kids about the BOKS Kid of the Week Review Class Agenda Briefly state what the Skill of the Week is BOKS Blurbs: Balance BOKS Rocks! Cheer!

Warm-up (5 minutes)

Locomotor Lines (pick 3–5 movements)

Running, Skill of the Week, and Game (25 minutes)

Skill of the Week: Kicking! Why? This fundamental movement can be utilized in sports such as soccer, rugby, and football. Explain the activity and then demonstrate the proper technique.


Have a Ball with Red Light Green Light Partner Passing BOKS Kick Bowling Hula Hoops and Jump Roping (free play area)


Tree Pose and deep breaths BOKS Bits (nutrition discussion) Have the kids line up and take a deep breath, and then dismiss by groups to go to class or breakfast.

Materials Needed

Balls

Hula hoops

Jump ropes

Skill of the Week



Follow through




Skill of the Week: Kicking





Follow through

BOKS Blurb: Balance Details: The ability to stop and move without falling, stumbling, or false stepping To the kids: Am I standing up? Yes, because I have good balance. How about now, when I’m on one leg (stumble so show the difference)? No, now I don’t have good balance because I can’t stand upright without falling over. Well how about now (go up on one foot and don’t stumble)? Now I have good balance. If you didn’t have good balance, you wouldn’t be able to kick without falling over.


the locomotor movements in the middle. Once the first group of kids get past the trainer, they continue that movement to the end line, where they stretch until the rest of the group gets there and the trainer begins to call out new movements. (Allow no wait time.) Refer to the locomotor movement section for different moves.


Have a Ball with Red Light, Green Light

Format: Individual activity Materials: None Set-up: Kids spread out across one side of the gym or field, each having a ball. Make groups if

there are not enough balls. There is a finish line at the opposite side of the field. Skill: Kicking Object: To get to the finish line and get moving!

Details: 1. Have a trainer or BOKS Kid of the Week be the “stop light” and lead the game. 2. The “stop light” faces away from the group when he or she says “green light,” but turns and faces the

group when he or she says “red light.” 3. The “stop light” cues the participants to start moving by saying “green light.” The participants should

walk fast or jog while kicking their ball, but not run. The participants will stop moving and stop their ball by putting the bottom of their foot on top of the ball to “trap” it when they hear “red light,” and the “stop light” turns around to make sure everyone is standing still and not still moving.

4. If a kid is caught moving after the “stop light” has said “red light,” he or she is sent back to the starting line.

5. Play until someone reaches the “stop light” and tags him or her. That person becomes the new “stop light.”

6. All of the kids go back to the starting line and play again.



Partner Passing (Kicking) Format: Partner activity Materials: 1 ball for each pair of kids Set-up: The kids line up in a straight line facing their partners, who are roughly 10 feet away Skill: Kicking Object: To pass with accuracy Details: 1. The kids on one side start with the ball. 2. The kids work on kicking the ball to their partners with the inside of the foot while trying to be

accurate. 3. The partner retrieves the ball and kicks it back. 4. Repeat.

Suggestion: Kids who are not able to kick 10 feet with accuracy can move in. Also, give them challenges like kicking accurately to each other five or 10 times based off of their skill level.

BOKS Kick Bowling Format: Individual activity Materials: Cones and balls Set-up: 8–12 cones lined up in a straight line where the kids will line up and one cone on the

opposite side per each line, 10–15 feet away depending on skill level Skill: Kicking Object: To kick the cone with accuracy Details: 1. Form lines behind all the cones based on color groups, roughly four to six kids per line. 2. Have one ball per line. 3. The kids in line are called BOKS Bowlers. 4. The first kid in line runs to the cone that is 10 feet away and is now called the “Pin PickerUPPER.” 5. The second kid in line kicks the ball, trying to knock down the cone. 6. The “Pin PickerUPPER” picks the cone back up if it is knocked over, retrieves the ball, brings it back

to the line, and puts in on the ground for the next BOKS Bowler to kick. He or she then goes to the end of the line to wait for his or her turn to be a BOKS Bowler.

7. The kid that kicks the ball runs to the cone and becomes the “Pin PickerUPPER.” 8. Repeat for as long as needed.

Suggestion: Give the kids challenges like trying to hit five or 10 in a row based on skill level, or move the cone further back. When the group meets the challenge, they yell “BOKS ROCKS.”


Cool down:

Tree Pose

Stand up straight. Take the right foot and place it on the upper, inner thigh of the left leg and balance. Place the hands in a “prayer” position or lift overhead like tree branches. Hold for a few seconds and then repeat with the opposite foot.

Deep Breaths





Today’s Topic: Rainbow Fruits

Objective

To discuss what fruits and veggies make you strong


1. Raise your hand if you tried a new fruit this week. Raise your hand if you tried a new vegetable this week. What did you try?

2. In order to get a variety of vitamins and minerals from your food, think about choosing lots of different colored foods.

3. Let’s see if we can make a rainbow choosing fruits and vegetables that make us strong.

4. Ask kids to raise their hands and give one example, or let each grade list a few fruits and veggies of each color:

Red: Apples, red pepper Orange: Carrots, orange pepper, orange, clementine Yellow: Lemon, banana, yellow pepper, summer squash Green: Lettuce, grapes, cucumber, celery, broccoli Blue: Blueberries Purple: Eggplant, grapes, blackberries, cabbage

5. A rainbow of different colored foods can give your energy levels a boost.




Catching- Big Objects Week 4, Day 1 Lesson Plan

Coordination



Meeting (5 minutes)

Review appropriate BOKS behavior and safety Remind kids about the BOKS Kid of the Week Review Class Agenda Briefly state what the Skill of the Week is BOKS Blurbs: Coordination BOKS Rocks! Cheer!

Warm-up (5 minutes)

Locomotion Style (clockwise/counterclockwise, pick 3–5 movements)


Cross-gym Sprints


Skill of the Week: Catching! Why? This fundamental movement can be utilized in sports such as ultimate frisbee, football, and basketball. Explain the activity and then demonstrate the proper technique. Have kids be demonstrators to offer leadership opportunities!

Activity: BOKS Zig Zag

Game (5 minutes)

Capture the Ball



Materials Needed

Cones

Balls

Hula hoops

Pinnies

Skill of the Week

Watch the ball

Reach the arms out toward the ball

Bring the ball close to your body




Skill of the Week: Catching

Details: Watch the ball as it is thrown and reach out with the arms and hands to catch. If the ball is below the waist, keep the pinkies together. If the ball is above the waist, put the thumbs together in a “W” form. Once the ball reaches the hands, bring the ball close to your body.


Watch the ball



BOKS Blurb: Coordination Details: The ability to move different parts of your body smoothly and accurately To the kids: Coordination involves getting your legs and arms to work together. When you walk up the stairs, you are getting your body, legs, and arms to work together to go up and down. If you didn’t, you might have a hard time going up stairs.

Warm Up: Locomotor Locomotion Style (clockwise/counterclockwise rotation) – All kids are moving on the

outside perimeter of your space. The trainer is in the middle calling out the movements while all kids are performing the movements. After a few rounds of locomotor movements being called out, yell “STOP” and have the kids stretch by reaching to the sky and to their toes so they can catch their breath. Change as necessary.

Running: Cross-gym Sprints

Format: Team activity Materials: None Set-up: Split the class into 2 groups (K–2 and 3–5). Object: To improve endurance Details: 1. Have the younger kids line up against the wall that creates the shorter distance from one side to the

other. 2. Have the older kids line up against the wall that creates the longer distance from one side to the

other. 3. On the lead trainer’s cue, the kids will alternate running back and forth as quickly as they can. 4. The movements can change from running to skipping to shuffling to butt kickers, etc. 5. Continue for at least five to seven minutes. 6. Make sure the kids spread out when they line up so they do not crash. 7. Cue them to line up shoulder to shoulder.

Suggestion: Try having the kids sprint to the center, then complete a movement, then sprint to the opposite side.

Skill of the Week: BOKS Zig Zag Format: Group activity Materials: 4–6 cones and balls Set-up: Color code or number the kids and divide into groups of 4–6. Keep teams with an even

amount of kids if possible. Set up 4 cones on the outside of the area so kids can run a lap around them.



Skill: Catching Object: To have the ball travel in a zig zag pattern without dropping it Details: 1. Each team goes to their designated color or numbered cone. 2. Within the group, half the kids line up in a straight line and half line up opposite them 3 feet away so

they each have a partner. 3. Have the kids start by tossing the ball back and forth six times with their partner, working on catching

with pinkies together for below the waist, and then six times with thumbs together for above-the-waist tosses.

4. Now only use two balls and give one ball to each kid at the start of the line. 5. Have one kid toss the ball diagonally across from their teammate. After catching the ball, that kid

passes diagonally from them so that the ball travels down the line making a zig zag pattern. 6. After the first ball has been tossed, have the second ball start and travel down the line. 7. When both balls make it to the end, the group runs one lap as a team around the designated area. 8. The kids line up again and repeat the zig zag pattern.

Game: Capture the Ball

Format: Group activity Materials: Cones, balls, 4 hula hoops, pinnies Set-up: Set up jail zones on each side of the play area with a hula hoop. Create the center

boundary line that divides the two teams/sides. Put an equal number of balls in a hula hoop on the far end of each team’s space. Put one team in pinnies.

Skill: Throwing Object: To be the first team to catch the balls and get them back to your team’s hula hoop without

being tagged and sent to jail Details: 1. The whistle blows and kids start running to steal an opponent’s ball (one at a time).

2. Kids can get tagged once they cross the boundary to the other team’s area.

3. If tagged, kids go to opponent’s jail.

4. To get out of jail, another teammate must tag you and free you without getting caught. When leaving jail, the kid gets a free walk back to his or her side, but the kid who did the releasing does not.


6. If a kid gets a ball but then gets tagged, he or she needs to return the ball to its original spot and go to jail.

7. If kids retrieve a ball without getting tagged, they can put it in their hula hoop.

8. Kids can throw the ball to their teammates and the teammate must catch the ball in order to keep it in their hula hoop.

9. The first team to capture all the balls without getting sent to jail wins!

Cool down:

Mountain Pose


Deep Breaths





Today’s Topic: Healthy Breakfast

Objective

To discuss the importance of a healthy breakfast from a mental and physical standpoint, as well

as the best types of foods


1. Today we are going to talk about breakfast. What does breakfast mean (break the fast)? Our bodies need fuel to keep going, just like a car.

2. Did you know that breakfast is the most important meal of the day? 3. If you skip breakfast, your brain and body are literally out of gas and won’t be able to perform well. 4. It is also important to eat the right kind of foods at breakfast. 5. Ask for some ideas of the right breakfast foods. Some examples include: fruit, eggs, cottage cheese,

plain or light flavored yogurt, turkey bacon, high-fiber cereals (with no added sugar like Wheat Chex or Puffins), and whole-wheat bagels.

6. Try to remember that when you eat fruit and cereal, they provide the spark for energy, but foods with protein like eggs, turkey bacon, and yogurt provide long-lasting energy.

Homework Assignment

Try to eat a healthy breakfast tomorrow. You will have the opportunity to share the results in the next class.




Catching- Big Objects Week 4, Day 2 Lesson Plan

Coordination



Meeting (5 minutes)

Review appropriate BOKS behavior and safety Remind kids about the BOKS Kid of the Week Review Class Agenda Briefly state what the Skill of the Week is BOKS Blurbs: Coordination BOKS Rocks! Cheer!

Warm-up (5 minutes)



Skill of the Week: Catching! Why? This fundamental movement can be utilized in sports such as ultimate Frisbee, football, and basketball. Explain the activity and then demonstrate the proper technique.


Animal Relay Partner Catching (pinkies together, then thumbs together) BOKS Bounce, Bounce, Bounce Hula Hoops and Jump Roping (free-play area)



Skill of the Week

Watch the ball



Materials Needed

Balls

Hula hoops

Jump ropes

Cones







Watch the ball



BOKS Blurb: Coordination Details: The ability to move different parts of your body smoothly and accurately To the kids: Coordination involves getting your legs and arms to work together. When you walk up the stairs, you are getting your body, legs, and arms to work together to go up and down. If you didn’t, you might have a hard time going up stairs.



Running/Skill of the Week/Game: Stations Animal Relay (bunny hop, bear crawl, crab walk)

Format: Team activity Set-up: 2 cones per team – place cones at each end of the gym Skill: Running Details: 1. Each kid does bunny hops to end of gym, then turns around and crab walks back to the start. Then,

the next kid begins.

Partner Catching Format: Partner activity Materials: 1 ball that can bounce for each pair of kids Set-up: The kids line up in a straight line facing their partners, who are roughly 3–4 feet away Skill: Catching Object: To work on catching and see how far back you can go and still catch Details: 1. The kids on one side start with the ball. 2. The kids work on tossing the ball to their partners while their partners try to catch the ball. 3. Work on catching three times below the waist and then three times above the waist. 4. Take one step back and repeat the activity.

BOKS Bounce, Bounce, Bounce



Format: Partner activity Materials: 24 Cones and balls Set-up: 8–12 cones lined up in a straight line on each side of the space. Have two kids per

cone. Skill: Catching Object: To work on catching Details: 1. Two kids per cone and one ball for each 2. The first kid bounces the ball and tries to catch it. 3. He or she then tosses the ball to the partner. 4. The partner repeats the action.

Suggestion: Give challenges such as how many times can they catch without dropping, bouncing the ball higher, clapping before catching, getting down on one knee and catching, and bouncing to their partner. Hula hoops and jump rope

Cool down:

Swan Dive


Deep Breaths





Today’s Topic: Breakfast Cereal

Objective

To discuss the Rule of 4s and learn to read a nutrition label


1. During the last class, we discussed the importance of eating breakfast and the fact that cereal can be a quick and healthy choice for breakfast.

2. Your homework assignment last class was to eat a healthy breakfast. Who wants to share what they ate? (Instruct kids to raise their hands to share and put their hand down if a peer mentions what they ate.)

3. Many breakfast cereals try to convince you they are healthy, but they are not.

4. An easy way to check is to use the “Rule of 4s”: On the back of the box, check the nutrition facts label and look for cereals that contain at least 4 grams of fiber and no more than 4 + 4, or 8, grams of sugar.

5. We have three cereals with the labels. Guess if you think they meet the rule: (1) Wheat Chex (2) Honey Nut Cheerios, and (3) Lucky Charms

6. Idea: If your favorite cereal does not meet the rule, try to mix half of your bowl of your cereal with half a bowl of a healthier option.

7. Ask the kids to check their cereal boxes at home and see which ones pass the rule.

Note

Please use nutrition label handouts for Wheat Chex, Honey Nut Cheerios, and Lucky Charms. Print off a few copies and highlight for the kids what to look for. You can pass them around the class. You can also bring in real cereal boxes. This is a very helpful tool!

Homework Assignment

Have them check a label at home and report back if it would pass!




Catching- Small Objects Week 5, Day 1 Lesson Plan

Hand-eye Coordination



Meeting (5 minutes)

Review appropriate BOKS behavior and safety Remind kids about the BOKS Kid of the Week Review Class Agenda Briefly state what the Skill of the Week is BOKS Blurbs: Hand-Eye Coordination BOKS Rocks! Cheer!

Warm-up (5 minutes)



400M Run with Obstacles


Skill of the Week: Catching! Why? This fundamental skill can be utilized in sports such as baseball and lacrosse. Explain the activity and then demonstrate proper technique. Have kids be demonstrators to offer leadership opportunities!

Activity: Red Cup Toss and Catch (use smaller objects)

Game (5 minutes)

Throw and Catch Tag



Materials Needed

Cups

Balls or bean bags

Hula hoops

Pinnies or foam noodles

Soft balls or tennis balls

Cones

Hurdles

Skill of the Week

Watch the ball









Watch the ball



BOKS Blurb: Hand-Eye Coordination Details: The ability to use your eyes to judge the movements of your hands To the kids: What do you think would happen if someone threw you a ball and you weren’t looking or weren’t paying attention? It would probably hit you or go by you. If you look at the ball coming and then try to catch it with your hands, you are using your hand-eye coordination. Your eyes are telling your hands that you have to put them out to catch the ball.



Running: 400M Run with Obstacles

Format: Running Materials: Hula hoops, cones, hurdles, etc. Set-up: Use the track or your running space (inside or outside) Object: To improve endurance Details: 1. This can be performed either outside or inside, and be timed or not timed. 2. Set up hula hoops for jumping, cones for zig zagging, hurdles and more to add interest to the run.

Skill of the Week: Red Cup Toss and Catch Format: Group activity

Materials: Cups, balls or bean bags, and hula hoops Set-up: Set up lines on both ends of the gym by color (relay style). Set up 1 hula hoop per line in

the middle of the gym or area. Place red cups and 1 ball in each hula hoop. Skill: Catching Object: To get as many cups as you can to build a big tower

Details: 1. The first person in each line runs to the center, picks up the ball, and passes it back and forth with his

or her teammate twice, focusing on catching. 2. He or she puts the ball back in the hula hoop and each kid takes one cup and runs back to his or her

line.



3. The next person in line takes his or her turn and so on. 4. Continue for three minutes and then give the kids one minute to build a tower with the cups that they

brought back.

Game: Throw and Catch Tag Format: Group activity Materials: 4–6 pinnies or foam noodles, 2 bean bags for older kids, 2 soft balls or tennis balls for

younger kids Set-up: Break the kids into 2 groups (younger kids in one side, older kids on the other). Play the

same game on each side. Each side has 2–3 taggers and 2 balls or bean bags. Skill: Catching Object: To work on catching skills

Details:

1. Choose a three or four kids to be the “taggers” and have them wear a pinnie or hold a foam noodle to tag with.

2. Choose two kids to hold one bean bag or ball each.

3. When tagged, kids do jumping jacks until someone with a ball or bean bag passes it to them.

4. Alternate taggers and throwers every two minutes.

5. Keep playing until time runs out, for a maximum five to 10 minutes.

Cool down:

Full-body Stretch


Deep Breaths





Today’s Topic: Juice vs. Fruit

Objective

To discuss the difference between juices and fruits


1. Did anyone remember to check the cereal box at home to see if it passed the Rule of 4s? Ask kids to share the results quickly.

2. Who drinks juice in the morning with breakfast? Who eats fruit in the morning with breakfast?

3. Did you know that eating an orange, or any fruit for that matter, in its natural state is healthier than drinking a glass of juice?

Why – because most juices contain a lot of sugar. 1. Who drinks soda in the morning with breakfast? No one, right. That is not a healthy choice…

2. Did you know that some juices contain as much sugar or even more than soda? WOW!

3. Drinking juice might not be as healthy as you thought, right?

4. Try eating an orange or an apple instead of drinking a glass of orange or apple juice.

5. A piece of fruit has a lot of fiber in it and makes you feel fuller than the juice, anyhow.

Homework Assignment

Try to eat an orange or apple instead of drinking juice. See if you are fuller. Tell us next class!




Catching- Small Objects Week 5, Day 2 Lesson Plan

Hand-eye Coordination



Meeting (5 minutes)

Review appropriate BOKS behavior and safety Remind kids about the BOKS Kid of the Week Review Class Agenda Briefly state what the Skill of the Week is BOKS Blurbs: Hand-Eye Coordination BOKS Rocks! Cheer!

Warm-up (5 minutes)



Skill of the Week: Catching! Why? This fundamental movement can be utilized in sports such as baseball and lacrosse. Explain the activity and then demonstrate the proper technique.


Relay Race Run Partner Catching (Use smaller objects and pinkies together, then thumbs together) Birdie Birdie in the Tree Hula Hoops and Jump Roping (free-play area)



Skill of the Week

Watch the ball



Materials Needed

Hula hoops

Jump ropes

Cones

Batons

Ball

Scarves







Watch the ball



BOKS Blurb: Hand-Eye Coordination Details: The ability to use your eyes to judge the movements of your hands To the kids: What do you think would happen if someone threw you a ball and you weren’t looking or weren’t paying attention? It would probably hit you or go by you. If you look at the ball coming and then try to catch it with your hands, you are using your hand-eye coordination. Your eyes are telling your hands that you have to put them out to catch the ball.




Relay Race Run

Format: Team activity Materials: Cones and batons Set up: 8–12 cones, lined up on opposite sides of the gym or field Skill: Running Object: To pass the baton and be the first team to finish!

Details: 1. Form lines behind all the cones based on color groups. 2. There should be an equal number of kids from the group lined up on opposite sides. 3. You can create batons out of paper towel holders and colored tape. Give one baton to each team. 4. Say “3-2-1 go,” and have the kids cycle through sprinting to the opposite cone and passing the baton

to the next runner. 5. The kids continue running until each has had at least a few turns (five to 10 minutes). 6. You can also add in a few repetitions of the Skill of the Week movement to change things up. 7. You can also add in other movements besides running like skipping, side shuffle, grapevine, etc., as

long as kids keep up the intensity of the pace.

Partner Catching Format: Partner activity Materials: 1 ball that can bounce for each pair of kids



Set-up: The kids line up in a straight line facing their partners, who are roughly 3–4 feet away Skill: Catching Object: To work on catching and see how far back you can go and still catch Details: 1. The kids on one side start with the ball. 2. The kids work on tossing the ball to their partners while their partners try to catch the ball. 3. Work on catching three times below the waist and then three times above the waist. 4. Take one step back and repeat the activity.

Birdie Birdie in the Tree Format: Individual activity Materials: Juggling scarves Set-up: Kids spread out in designated area Skill: Catching Object: To catch the scarves before they hit the ground Details: 1. Give each kid one or two scarves. 2. Each kid takes one scarf and says “Birdie Birdie in the tree, please fly down to me” and throws the

scarf in the air. 3. He or she then tries to catch the scarf with two hands. 4. Repeat with variations: one hand, opposite hand, throw it up and spin around, two scarves at once


Cool down:

Head Rolls


Deep Breaths





Today’s Topic: Healthy Snack Tests

Objective

To discuss how to test if a snack is a super healthy one


1. I am going to tell you a way to help you choose a super healthy snack.

2. Take your snack out of the package or the wrapper if it has one.

3. Go over to the kitchen sink and turn on the water, then run your snack under the water!

4. Can you still eat it?

5. If yes, it is probably a super choice; if no, maybe you can make a different choice.

6. What are some things that would be ok to eat after you run them under water? Fruits and vegetables, such as apples, grapes, strawberries, carrots, and peppers. Hard-boiled eggs, cheese sticks, nuts (if no allergies) ….

7. What would not be ok to eat? Cookies, potato chips, donuts, Twinkies ….

8. Another test could be if the food you are eating gets stuck in your teeth, then it is not a good choice either. (This can be in response to lollipops or candy or raisins being ok to eat after running them under water.)

Homework Assignment

Think about this when you get home from school today and see if you can make a really super choice!




Rolling Week 6, Day 1 Lesson Plan

Agility



Meeting (5 minutes)

Review appropriate BOKS behavior and safety Remind kids about the BOKS Kid of the Week Review Class Agenda Briefly state what the Skill of the Week is BOKS Blurbs: Agility BOKS Rocks! Cheer!

Warm-up (5 minutes)



800M Run with Obstacles


Skill of the Week: Rolling! Why? Rolling is a fundamental movement in developing ball-handling skills, which can progress into throwing skills. Rolling skills are also utilized in sports such as bowling and soccer. Explain the activity and then demonstrate proper technique. Have kids be demonstrators to offer leadership opportunities!

Activity: So Close

Game (5 minutes)

Junkyard



Skill of the Week

The body faces the target

Bring the arm back with a straight elbow back to shoulder height

Take a step, bend the opposite knee, and release the ball on the ground

Point at the target during the follow-through

Materials Needed

Hula hoops

Soft balls

Bean bags

Pinnies

Cones

Hurdles




Skill of the Week: Rolling

Details: Start with your feet shoulder-width apart and face the target or where you want to roll the ball. Support the ball with the non-throwing hand. Bring the ball back with a straight elbow past the hip and bring it up to shoulder height. Take a step forward, bending the opposite knee, and swing the arm forward like a pendulum. Release the ball on the floor by the forward foot. Point at the target with follow through.






BOKS Blurb: Agility Details: The ability to move quickly and change direction while maintaining good body control. Directly related to speed, balance, and coordination. To the kids: If you’re kicking a soccer ball and someone tries to kick it away from you, do you just stand there or do you move quickly in a different direction to try to keep the ball? When you move or turn quickly with your feet and go in a different direction, you are using agility.



Running: 800 meter run with obstacles

Format: Running Materials: Hula hoops, cones, hurdles, etc. Set-up: Use the track or your running space (inside or outside) Object: To improve endurance Details:

1. This can be performed either outside or inside, and be timed or not timed. 2. Set up hula hoops for jumping, cones for zig zagging, hurdles and more to add interest to the run.

Skill of the Week So Close! Format: Individual activity Materials: Hula hoops, balls Set-up: 8–12 cones lined up in a straight line where the kids will line up and 1 hula hoop on the

opposite side per each line, 10–15 feet away depending on skill level Skill: Rolling Object: To roll the ball into the hula hoop Details: 1. Have the kids form lines behind all the cones based on color groups, roughly four to six kids per line.

2. Have one ball per line.



3. The first kid in line runs to the hula hoop and waits for the ball to be rolled by the second kid in line. The first kid’s job is to retrieve the ball, bring it to the next person in line, and go to the end of the line.

4. The second kid in line rolls the ball, trying get the ball into the hula hoop.

5. If it goes into the hula hoop, he or she does one burpee. If the ball misses, he or she does one jumping jack.

6. The second kid then runs to where the hula hoop is and waits to retrieve the ball from the next roller.

7. Repeat for as long as needed.

Suggestion: Challenge the kids to see how many they can get in hula hoop in a certain amount of time.

Game: Junkyard Format: Group activity Materials: Bean bags, soft balls, pinnies, cones, any soft objects Set-up: Divide the class in half to make 2 teams. The teams line up on opposite sides of the gym.

Divide the equipment into 2 piles, and place 1 pile on each team’s side. Skill: Rolling Object: Each team tries to get all the “junk” (equipment) out of their side of the gym and onto the

other side. Details: 1. Kids try to roll or carry (any hard or big equipment) “junk” to opponent’s side.

2. Kids need to stay on their own side and just roll the equipment over the dividing line.

3. Kids work as fast as they can to keep cleaning the “junk” off of their side and sending it to their opponent’s side.

4. Let the kids play for at least five minutes and then call time—give them a warning ahead of time.

5. The lead trainer counts all of the “junk” to determine which team has the least junk on its side.

Cool down:

Cat/Cow Pose


Deep Breaths





Today’s Topic: Portion Sizes

Objective

To discuss the importance of portion sizes


1. Does everyone remember the super healthy snack test we talked about last class?

2. Today we are going to talk about other ways to help you eat the right amount of your snack.

3. What are some super snack choices? Apples, carrot sticks, peppers, 2% cheese sticks, turkey rollups, whole-wheat crackers, and nuts.

4. It is important to eat the right amounts of super healthy foods. Knowing the right portion size can help you determine how much food to eat.

5. If you are eating something from a package, the serving size is actually listed on the back of the box at the top of the nutrition label.

6. How many crackers do you think are in a serving? For most brands, one serving of crackers is equal to five crackers.

7. Other helpful snack tips include:

Use your hand to determine the right size. Your index finger can be used to measure the amount of cheese. Your palm measures protein like lunch meat. An open handful measures bag snacks like pretzels. A closed handful measures nuts and seeds. The tip of your thumb measures fats like peanut butter, butter, and salad dressing.

Take what you want on your plate and put away the serving container or dish. Try to sit and eat at the table, not from a bag or box.

Note

Consider bringing in a box of crackers to show where the serving size is listed.




Rolling Week 6, Day 2 Lesson Plan

Agility



Meeting (5 minutes)

Review appropriate BOKS behavior and safety Remind kids about the BOKS Kid of the Week Review Class Agenda Briefly state what the Skill of the Week is BOKS Blurbs: Agility BOKS Rocks! Cheer!

Warm-up (5 minutes)



Skill of the Week: Rolling! Why? Rolling is a fundamental movement in developing ball-handling skills, which can progress into throwing skills. Rolling skills are also utilized in sports such as bowling and soccer. Explain the activity and then demonstrate the proper technique.


Toilet Tag Knock It Off Rolling Relay Hula Hoops and Jump Roping (free-play area)


Tree Pose and deep breaths BOKS Bits (nutrition discussion) Have the kids’ line up and take a deep breath, and then dismiss by groups to go to class or breakfast.

Skill of the Week





Materials Needed

Hula hoops

Jump ropes

Pinnies

Cones

Tennis balls or bean bags

Balls




Skill of the Week: Rolling

Details: Start with your feet shoulder-width apart and face the target or where you want to roll the ball. Support the ball with the non-throwing hand. Bring the ball back with a straight elbow past the hip and bring it up to shoulder height. Take a step forward, bending the opposite knee, and swing the arm forward like a pendulum. Release the ball on the floor by the forward foot. Point at the target with follow through.






BOKS Blurb: Agility Details: The ability to move quickly and change direction while maintaining good body control. Directly related to speed, balance, and coordination. To the kids: If you’re kicking a soccer ball and someone tries to kick it away from you, do you just stand there or do you move quickly in a different direction to try to keep the ball? When you move or turn quickly with your feet and go in a different direction, you are using agility.



Running/Skill of the Week/Game: Stations Toilet Tag

Format: Divide kids by color groups Materials: Pinnies for taggers Set-up: The kids spread out across gym Skill: Running Object: To avoid getting tagged, to free teammates Details: 1. Choose a few kids to be the “taggers” and have them wear pinnies.

2. Kids run around the gym trying not to be tagged.

3. When tagged, the kids squat down like on the toilet, with one arm up.

4. When a kid on the same team “flushes” (pushes the arm down), the kid is back in the game.

5. Alternate taggers every two minutes.

6. Keep playing until time runs out, for a maximum of five to 10 minutes.

7. Have kids make a flushing sound when their arm is pushed, if desired.

Knock It Off

Format: Group activity



Materials: 10–20 cones, 10–20 tennis balls or bean bags, 10 balls Set-up: Divide the group into 2 teams. Set up a designated playing area with a center line with

one team on each side and 5–10 cones and a tennis ball or bean bag on top of each cone.

Skill: Rolling Object: To knock the tennis balls or bean bags off the cones Details: 1. Place five balls on each side of the playing area to start. 2. The kids roll the balls while trying to knock the tennis ball or bean bag off the cone. 3. The kids are not allowed to kick or throw the ball and must stay on their side of the playing area. 4. When all the tennis balls have been knocked over, everyone does 10 jumping jacks together and then

they put the tennis balls back on the cones and repeat the game. Challenge the kids to see how quickly they can put the tennis balls back on the cones.

Rolling Relay

Format: Individual activity Materials: Cones, hula hoops Set-up: Group the kids by color group. Set up lines on both ends of the gym. Set up 1 hula hoop

or cone per line in the middle of the gym or area. Skill: Running Object: To improve rolling skills

Details: 1. The first kid in each line has a ball and runs to the hula hoop in the middle of the space. 2. When he or she gets to the center, the kid rolls the ball back to the next person in line and runs back

to the line. 3. Once the second kid has the ball, he or she runs with the ball to the middle. 4. Repeat until all kids have gone at least twice. 5. Have kids doing jumping jacks or other movements while waiting. 6. Challenge them by timing to see how long it takes all the kids to get through their line as a group.


Cool down:

Tree Pose


Deep Breaths





Today’s Topic: Super or Sluggish Game

Objective

To discuss the importance of food choices so you feel super!


1. We are going to play a fun game today called “Super or Sluggish?”

2. Super foods get a thumbs-up and sluggish foods get a thumbs-down.

3. If a food is healthy it is a super food and makes you feel energetic. If a food is not so healthy it is a sluggish food and will make you feel tired

4. I am going to read a list of foods and you can call out “Super” or “Sluggish” after each one.

5. If the response is closely mixed, talk about why the kids think it is or is not super or sluggish and then have them vote again.

Chicken: Super French fries: Sluggish Turkey burger: Super Orange: Super Ice cream: Sluggish Blueberries: Super Potato chips: Sluggish Soda: Sluggish Nuts: Super




Underhand Throw Week 7, Day 1 Lesson Plan

Muscular Endurance



Meeting (5 minutes)

Review appropriate BOKS behavior and safety Remind kids about the BOKS Kid of the Week Review Class Agenda Briefly state what the Skill of the Week is BOKS Blurbs: Muscle Endurance BOKS Rocks! Cheer!

Warm-up (5 minutes)

Locomotion Lines (pick 3–5 movements


BOKS Beat the Clock


Skill of the Week: Underhand Throw! Why? Underhand throwing is a fundamental movement that is utilized in sports such as softball and rugby. Explain the activity and then demonstrate proper technique. Have kids be demonstrators to offer leadership opportunities!

Activity: Pizza Oven

Game (5 minutes)

Oscar’s Trash Can



Skill of the Week


Take a step with the opposite foot and bend your knee

Release the ball past your waist

Materials Needed

Stop watch

Cones

Hula hoops

Bean bags/various other small, soft objects




Skill of the Week: Underhand Throw Details: Start with your feet shoulder-width apart and face the target. Bring the ball back with a straight elbow past the waist. Take a step forward with the opposite foot while bending that knee and swing the arm forward like a pendulum. When your arm reaches your hip, start to release the ball as your arm goes forward, pointing at the target.





BOKS Blurb: Muscle Endurance Details: The ability of a muscle to exert force over a sustained period of time To the kids: Ever feel like you can throw or kick for a really long time? That’s because you have good muscle endurance, meaning your muscles are so strong that they don’t get tired that easily.


the locomotor movements in the middle. Once the first group of kids get past the trainer, they continue that movement to the end line, where they stretch until the rest of the group gets there and the trainer begins to call out new movements. (Allow no wait time.)

Running: BOKS Beat the Clock Format: Running

Materials: Stop watch, 4 cones Set-up: Set up 4 cones, marking off a running area Object: To run the entire time without needing to sit out a round

Details: 1. Have all of the kids spread out around the running area, inside or outside. 2. They should run on the perimeter of the field to avoid collisions. 3. The trainer says “go” and the kids run for 30 seconds. The trainer says “stop” and the kids will have

30 seconds to rest and recover. 4. Next, the trainer says “go” and the kids run for 40 seconds. The trainer says “stop” and the kids will

have 20 seconds to rest and recover. Then, the trainer says “go” and the kids run for 50 seconds. The trainer says “stop” and the kids will have 10 seconds to rest and recover.

5. Then, the trainer says “go” and the kids run for an entire minute. The trainer says “stop” and the kids will have a minute to rest and recover.

6. Repeat as desired, if time allows.

Skill of the Week Pizza Oven Format: Group activity Materials: Cones (one for each team), hula hoops (2 for each team), things that can be thrown

(small objects such as bean bags, balls) Set-up: Color-code the kids and put them into teams, relay style Skill: Underhand throw Object: To get as many toppings on your pizza as possible



Details: 1. Set up one cone for each team at one end of the space and have the teams line up behind their color. 2. Set up hula hoops at the center line, one per each color team (this is the oven). 3. Set up one hula hoop approximately 4 feet away from the center line hula hoop for each team (this is

the pizza). 4. Place small objects in the “oven” hula hoops. These are the toppings (call them different toppings for

each round). 5. The first kid in line runs to the “oven,” stops, and grabs one topping. He or she uses an underhand

throw to try to get it on the pizza. Make sure they are not rushing the throw. 6. After the underhand throw, they run back to their lines and the next person goes. 7. Repeat until all the toppings are gone. 8. Push the pizzas farther back for more of a challenge.

Game: Oscar’s Trash Can Format: Group activity Materials: Mats or cones, and as many small soft objects as you have to be used as “trash” Set-up: Make a circle with mats standing up on their sides or use cones to create a circular “trash

can.” Place all of the “trash” around the center circle. Skill: Throwing Object: To work on tossing accuracy, teamwork, and running Details: 1. Assign five to seven kids to get inside of the circle and become “Oscars.” 2. All other kids are on the outside of the trash can, trying to throw the trash inside of it. 3. The Oscars are trying to throw the trash out of the trash can at the same time. 4. Time the game for 90 seconds and then give a new group of kids a turn being Oscars.

Cool down:

Mountain Pose


Deep Breaths





Today’s Topic: Water

Objective

To discuss the importance of water consumption


1. Water is the most important thing you can put into your body to stay healthy and fit. All living things need water to survive.

2. Did you know that about two-thirds of our body is made up of water?

3. Thirst is your body’s way of telling you that it needs more water.

4. When are the best times to drink? Before, during, and after exercise and whenever you feel thirsty.

5. Question – How does your body lose water?

Your body loses water through sweat, going to the bathroom, and even breathing. 6. Question – Who knows what it means to be dehydrated?

“Dehydration” means lack of water. 7. We say you are dehydrated when you don’t have enough water for your body to function at its best.

8. It is important to drink water throughout the day, especially when it is hot outside and when you are exercising.

9. What do you think about Vitamin Water? Is that better? NO!!!! It has lots of added sugar.

10. Whenever you have a choice of what to drink, remember that nothing beats a cold glass of water!




Underhand Throw Week 7, Day 2 Lesson Plan

Muscular Endurance



Meeting (5 minutes)

Review appropriate BOKS behavior and safety Remind kids about the BOKS Kid of the Week Review Class Agenda Briefly state what the Skill of the Week is BOKS Blurbs: Muscle Endurance BOKS Rocks! Cheer!

Warm-up (5 minutes)

Locomotion Lines (pick 3–5 movements)


Skill of the Week: Underhand Throw! Underhand throwing is a fundamental movement that is utilized in sports such as baseball, softball and football. Explain the activity and then demonstrate the proper technique.


Over/Under Exercise Newcombe Running Wild Relay Hula Hoops and Jump Roping (free-play area)



Skill of the Week




Materials Needed

Cones

Ball

Hula hoops

Jump ropes




Skill of the Week: Underhand Throw Details: Start with your feet shoulder-width apart and face the target. Bring the ball back with a straight elbow past the waist. Take a step forward with the opposite foot while bending that knee and swing the arm forward like a pendulum. When your arm reaches your hip, start to release the ball as your arm goes forward, pointing at the target.





BOKS Blurb: Muscle Endurance Details: The ability of a muscle to exert force over a sustained period of time To the kids: Ever feel like you can throw or kick for a really long time? That’s because you have good muscle endurance, meaning your muscles are so strong that they don’t get tired that easily.



Running/Skill of the Week/Game: Stations Over/Under Format: Group activity Materials: Divide kids by color groups, 2 cones per team, and a ball Set-up: Place cones at the starting line and at the end of the gym. Skill: Underhand throw Object: To get your team past the end cone first. Details: 1. The kids form a straight line, facing away from the other side of the gym. 2. The first kid in line passes the ball overhead to the next kid. When done with the pass, the first kid

runs to the end of the line. 3. The next kid then passes the ball along underneath his or her legs to the next kid. When done with

the pass, the first kid runs to the end of the line. 4. Continue until the team reaches the other side of the gym. 5. The first team to pass the end cone wins. Suggestion: Time the group as a whole to see how long it takes them all to work as a team and complete the game. Challenge the group to beat specific times.

Exercise Newcombe Format: Group activity Materials: 1–3 balls Set-up: Divide the kids into two teams of 10–15 kids. Have them stand on either side of the

monkey bar structure, volleyball net (if one is available), or divide the space with cones if that is all you have to make a “net.”



Skill: Catching Object: To catch the ball and practice skills Details: 1. Set up some type of divider in the center of your space to make a “court” and have 10–15 kids stand

on either side of the divider. 2. A kid from one team throws the ball to the other team. 3. Anyone on that team can catch the ball, but the ball has to be caught before it touches the ground.

(You might also start off by saying that kids can catch the ball on one bounce.) 4. The person who catches the ball quickly throws it back to the other side. The action is repeated. 5. Kids on each team take turns throwing the ball until someone misses or the ball goes out of bounds.

(In either of these situations, the toss then goes to the other team.) 6. Let the team with the BOKS Kid of the Week start the game. 7. Points are earned when the opposing team drops or misses the ball. To deemphasize winning and

losing, try playing very short games (5 points or for one minute). The trainer should keep skill balance in mind as he or she forms groups and encourages kids to help one another out during play.

8. Each ball that is dropped equals one jumping jack. When time is up or 5 points have been reached, the team with most misses determines how many jumping jacks the group will do.

Suggestion: To make it more challenging, have the kids play balancing on one leg.

Running Wild Relay Race (running and skipping)

Format: Team activity Materials: Cone Set-up: 2 cones per team. Place cones at either end of the gym Object: To practice running and skipping in a fun setting Details: 1. The first kid starts out by running to the end cone, then skipping all the way back to the start. 2. The next kid begins to run when the first is finished. 3. Continue until all kids have gone through at least once.


Cool down:

Swan Dive


Deep Breaths





Today’s Topic: What should you drink while exercising?

Objective

To discuss the importance of replenishing your body during physical activity


1. During the last class, we talked about water. We are going to talk about it again …

2. Who was thirsty today when you were running (name daily activity)?

3. What do you think is the best way to quench your thirst when exercising? Ask for some answers; take 2 or 3 suggestions (water!)

4. Does anyone ever drink a sports drink such as Gatorade?

5. Did you know that an average 8-ounce bottle of a popular sports drink has as much sugar as six Hershey’s Kisses?

6. Did you know that the Gatorade bottle you buy from a vending machine is 20 ounces, or 2.5 servings? Remember, the serving size is what you are supposed to eat or drink at one time.

7. The electrolytes (things that add water back into your body) in a sports drink like Gatorade are geared for athletes that participate in vigorous activity for more than one hour.

8. How long do we exercise at BOKS? Usually 20 to 30 minutes.

9. So, what is the best choice for you to drink when exercising?

WATER! 10. Just one more interesting fact: How many Hershey Kisses does a 12 oz. can of Coke have? 16

Kisses!

Note

It may be helpful to bring in 8-ounce and 20-ounce bottles as props (Coke and Gatorade). You can also

bring in Hershey’s Kisses or sugar cubes.




Overhand Throw Week 8, Day 1 Lesson Plan

Strength



Meeting (5 minutes)

Review appropriate BOKS behavior and safety Remind kids about the BOKS Kid of the Week Review Class Agenda Briefly state what the Skill of the Week is BOKS Blurbs: Strength BOKS Rocks! Cheer!

Warm-up (5 minutes)



400M run/sprint


Skill of the Week: Overhand Throw! Why? Overhand throwing is a fundamental movement that is utilized in sports such as baseball and softball. Explain the activity and then demonstrate proper technique. Have kids be demonstrators to offer leadership opportunities!

Activity: Partner Scarf Throwing

Game (5 minutes)

Castle Ball



Skill of the Week

Turn sideways and point the opposite hand at the target in a “T” formation

Step the opposite foot toward the target

Turn and twist the hips to face the target while releasing the ball, and follow through

Materials Needed

Juggling scarves

Hula hoops or cones

Soft balls




Skill of the Week: Overhand Throw Details: Start in a “T” formation with the non-dominant hand and foot facing the target. The dominant hand holds the ball. Step toward the target, twisting the hips and bringing the throwing hand by the ear and throwing at the target. At this point, the body should be facing the target during the follow-through.





BOKS Blurb: Strength Details: The ability of the muscle to exert force To the kids: When you pick up your backpack full of books and supplies and put it on your back, you are using the strength in your muscles to be able to pick that up. If your muscles weren’t strong, then you might not be able to pick it up off the floor.



Running: 400M Run/Sprint




Skill of the Week Partner Scarf Throwing Format: Partner activity Materials: Juggling scarves Set-up: All kids will need a partner. Skill: Overhand throw Object: To work on throwing and catching scarves without dropping them Details: 1. Partner 1 has a scarf and rolls it up like a ball in a fist. 2. Partner 1 throws the scarf to partner 2, who tries to catch it before it hits the ground.



3. They throw it back and forth, trying not to drop the scarf. Suggestion: Challenge them to add an additional scarf and throw continuously back and forth, or have them throw for distance.

Game: Castle Ball Format: Group activity Materials: Hula hoops or cones and soft balls Set-up: Break the kids into teams of 6–8 and give each team 3 hula hoops and/or 3 cones, cups,

etc. Skill: Rolling/throwing Object: To protect your castle and knock down others Details: 1. Each team uses three hula hoops and/or three cones to make a structure (castle). Give the kids one

minute to do this. 2. To make the structure, the kids lay one hula hoop down, and inside the hula hoop they stand two hula

hoops leaning against each other. 3. Balls are placed randomly around the gym or field. 4. Once all castles are built, each team has to nominate one or two people to guard the castle. The

other team members run around and try to knock down other castles. 5. You can knock down a castle by rolling or throwing a ball into it. 6. Guards need to be a body’s length away from their own castle while guarding. 7. If your castle gets knocked over, then your team will do five burpees together and then rebuild your

castle in order to continue playing. 8. Other teams cannot knock down the castle while it is being rebuilt. 9. After two minutes of playing, blow the whistle and tell the kids to switch up guards. This gives

everyone a chance.

Cool down:

Full-body Stretch


Deep Breaths





Today’s Topic: Smoothies

Objective

To discuss how to make a tasty, super treat!


IDEA: Have a smoothie party! Ask the kids to bring in a variety of fruits, yogurt, juice, cups, etc. Also

consider bringing in apples for kids who will not drink the smoothies. Trainers can bring in blenders, ice

cubes, knives, colanders, and cutting boards. Get some extra parents to volunteer to cut the fruit and

make the smoothies while the kids are in class. This is a great end-of-session activity too!

1. All week we have been talking about what to drink. What is the best thing to drink? WATER

2. There is another drink made with fruit that is super yummy, sweet, and a good treat any time of the day. What is it? A smoothie!

3. Who knows what a smoothie is? What do you need to make a smoothie? Ask for suggestions:

A blender, food processor, or really good mixer and bowl, and an adult! A baseball-sized amount of fruit, which can be fresh or frozen Things that work well: bananas, mango, strawberries, kiwi, and berries Add a golf ball–sized amount of nut butter (peanut, almond, cashew) if you want and are not allergic. Things that don’t work so well include melon (too watery), pineapple, and citrus fruits (too stringy). Ice cubes

4. Maybe something white like…. (ask for suggestions) a tennis ball–sized amount of plain, Greek, or light yogurt, a little 2% milk, a little soy milk or soy yogurt, or coconut milk.

5. Put it in the blender and go for it, but FIRST make sure your mom or dad are around to help and say it is ok!

6. Enjoy it!




Overhand Throw Week 8, Day 2 Lesson Plan

Strength



Meeting (5 minutes)


Warm-up (5 minutes)



Skill of the Week: Overhand Throw! Why? Overhand throwing is a fundamental movement that is utilized in sports such as baseball and softball. Explain the activity and then demonstrate the proper technique of the skill.


Way Back! “X” Marks the Spot BOKS Circle Relay Hula Hoops and Jump Roping (free-play area)



Skill of the Week




Materials Needed

Bals

Tape

Bean bags

Yarn balls

Hula hoops

Jump ropes




Skill of the Week: Overhand Throw Details: Start in a “T” formation with the non-dominant hand and foot facing the target. The dominant hand holds the ball. Step toward the target, twisting the hips and bringing the throwing hand by the ear and throwing at the target. At this point, the body should be facing the target during the follow-through.





BOKS Blurb: Strength Details: The ability of the muscle to exert force To the kids: When you pick up your backpack full of books and supplies and put it on your back, you are using the strength in your muscles to be able to pick that up. If your muscles weren’t strong, then you might not be able to pick it up off the floor.



Running/Skill of the Week/Game: Stations Way Back! Format: Partner activity Materials: One ball for every pair of kids Set-up: Half of the kids (partner 1 in each pair) line up in a straight line, arm’s-distance apart.

Partner 2 lines up on the opposite side facing his or her partner. Skill: Overhand throwing Object: To work on overhand throwing for accuracy and distance Details: 1. Partner 1 and 2 should be roughly 5 feet away to start. 2. Partner 1 throws the ball to partner 2. Partner 2 retrieves it and throws it back. 3. When both partners have successfully thrown the ball to his or her partner without having to chase it,

they can both can take a giant step back and repeat.

See how far back they can go while keeping the ball under control and throwing with accuracy.

“X” Marks the Spot Format: Individual/partner activity Materials: Duct tape, balls or bean bags, and a wall Set-up: Tape 10–12 “X’s” on a wall with duct tape and on the floor roughly 6 away from the

target. Spread them out to allow room. Skill: Overhand throw Object: To hit the target with a ball Details:



1. One bean bag per kid/team.

2. Have the kids point their non-dominant hand and step with that same foot toward the target.

3. While stepping toward the target, the kids twist their hips and throw toward the target with their dominant hand. At this point, the body should be facing the target.

4. Switch partners.

5. Step back after each partner can hit the “X” five times.


the original spot and quickly throws the ball to anyone in the circle. Make sure everyone gets a turn. 4. The next person repeats until each kid has done this and the ball ends up back at the starter.

5. Make it a competition among all of the circles and play it a few times. The kids can cheer on their team and have fun.


Cool down:

Head Rolls


Deep Breaths





Today’s Topic: Ingredients

Objective

To discuss the importance of reading the ingredients list


1. When you look a box of food, you need to make sure that you read more than just the front of the box before you ask your parent to buy it!

2. When you turn the package around, you want to look at two things: the ingredient list and the nutrition label. This week we’ll talk about the ingredient list. Next week we’ll talk more about the nutrition label.

3. The ingredient list tells exactly what is in the food you are buying. It is written with really small letters.

4. The first ingredient on the list is the biggest. This means that the food you are eating is mostly made up of the ingredients that come first on the list. Read the list. What is the first ingredient?

5. You should also look at the second item on the list. There is a lot of that ingredient too.

6. Are the first and second ingredients super healthy for you? If not, could you make a different choice?

Note

Consider bringing in some packages that contain legible ingredient lists to show the kids. Bring in some foods with a few ingredients (Triscuits) and then some with tons (Oreos).




Striking with your hand Week 9, Day 1 Lesson Plan

Speed



Meeting and BOKS Blurbs (5 minutes)

Review appropriate BOKS behavior and safety Remind kids about the BOKS Kid of the Week Review Class Agenda Briefly state what the Skill of the Week is BOKS Blurbs: Speed BOKS Rocks! Cheer!

Warm-up (5 minutes)



800M run/sprint


Skill of the Week: Striking with your hand! Why? Striking is a fundamental movement that is utilized in sports such as volleyball and handball. Explain the activity and then demonstrate proper technique. Have kids be demonstrators to offer leadership opportunities!

Activity: Whack it!

Game (5 minutes)

Pin Down


Cat/Cow Pose and deep breaths BOKS Bits (nutrition discussion) Have the kids’ line up and take a deep breath, and then dismiss by groups to go to class or breakfast.

Skill of the Week

Keep your knees slightly bent and your eye on the target

Keep the hitting arm straight

Connect with the object and follow through

Materials Needed

Beach ball

Cones or pins

Hula hoops

Poly spots

Soft balls




Skill of the Week: Striking Details: There are many different ways to strike an object while using your hand or an implement (noodle, paddle, racket, etc.). What is important is to keep your eye on the target and knees slightly bent. Keep your hitting arm straight and connect with your object. It is important to follow through.





BOKS Blurb: Speed Details: The ability to move a body part quickly To the kids: Does a rabbit move fast or slow? Fast. Does a turtle move fast or slow? Slow. The rabbit goes fast because it uses its body to move quickly or fast. The rabbit uses his speed to outrun the turtle.



Running: 800M run/sprint




Skill of the Week Whack it! Format: Group activity Materials: Beach ball or other ball that bounces Set-up: Break the kids into groups (8-10 kids) and have each group make a circle. Skill: Striking with hands Object: To see how many times the players can keep the ball up in the air (if a beach ball) or hit

it to other players Details: 1. Have the kids start with a small group circle.

2. One kid hits the beach ball up in the air to someone in his or her group.

3. The kids should try to keep the ball from hitting the ground.

4. Make the circle bigger.



5. If you are using a tennis ball or other ball that bounces, have the kids try to hit it to another player with using only one bounce.

Game: Pin Down Format: Group activity Materials: 12–16 cones or pins, 12–16 hula hoops, 12–16 poly spots (optional), 16 soft balls Set-up: Break into 2 teams and split the playing area in half. Spread out 6–8 hula hoops and

place 1 cone or pin in each hula hoop. If you have poly spots, put 1 in each hula hoop to use as a marker for the cone/pin. Do the same on other side of the playing area with hula hoops and cones/pins. Scatter half the balls on one side and the rest on the other side.

Skill: Striking with hands Object: To knock down all the cones/pins while striking a ball with your hand

Details: 1. Each team has to stay on their own side during the entire game. 2. The kids find a ball, bounce it, and then strike it with their hand to try to knock the other team’s

cones/pins over. 3. The first team to knock all the pins over gets to choose the movement that the group will do (such as

jumps, squats, bear crawl, etc.). 4. The whole group does 20 repetitions of the movement the team chose. 5. The teams have 30 seconds to put the cones/pins back in the hula hoops and play again.

Cool down:

Cat/Cow Pose


Deep Breaths





Today’s Topic: Easy-to-pronounce Ingredients

Objective

To discuss the general rule of fewer ingredients


1. During the last class, we discussed the importance of reading the ingredient list on the package of food.

2. A general rule is that foods with fewer ingredients, and made with words you know, are healthier for you.

3. Fruits and vegetables, such as apples or carrots, only have one ingredient. Pumpkin seeds are made only of pumpkin seeds and sometimes a little salt.

4. Triscuits are a super snack choice because they only have three easy-to-pronounce ingredients – Whole wheat, oil, and salt.

5. Other super snack choices are hard-boiled eggs, deli meat, 2% cheese sticks, low-fat cottage cheese, fresh fruits and vegetables, applesauce without added sugar, fruit cups in water, and nuts, as long as you are not allergic.

6. Can you think of a snack you had yesterday that only had a few easy-to-pronounce ingredients?




Striking with your hand Week 9, Day 2 Lesson Plan

Speed




Review appropriate BOKS behavior and safety Remind kids about the BOKS Kid of the Week Review Class Agenda Briefly state what the Skill of the Week is BOKS Blurbs: Speed BOKS Rocks! Cheer!

Warm-up (5 minutes)



Skill of the Week: Striking with your hand! Striking is a fundamental movement that is utilized in sports such as volleyball and handball. Explain the activity and then demonstrate the proper technique.


Hit the Pie BOKS Four Square Go, Back, Hit It Hula Hoops and Jump Roping (free-play area)


Tree Pose and deep breaths BOKS Bits (nutrition discussion) Have the kids’ line up and take a deep breath, and then dismiss by groups to go to class or breakfast.

Materials Needed

Ball that bounces

Chalk or tape

Cones

Hula hoops

Jump ropes

Skill of the Week












BOKS Blurb: Speed Details: The ability to move a body part quickly To the kids: Does a rabbit move fast or slow? Fast. Does a turtle move fast or slow? Slow. The rabbit goes fast because it uses its body to move quickly or fast. The rabbit uses his speed to outrun the turtle.



Running/Skill of the Week/Game: Stations Hit the Pie Format: Group activity Materials: 1 ball and hula hoop per group Set-up: Group kids into color or number groups. Place 1 hula hoop down on the ground for each

group and have the kids make a circle around it. Skill: Striking with hands Object: To see how many times players can hit the pie. Details: 1. To start, kids stand roughly 5 feet away in a circle around the hula hoop. 2. The first kid bounces and hits the ball into the hula hoop or “pie.” The second kid hits it back, trying to

hit the pie. If all kids are successful hitting the pie, they get one pie for their group. 3. See how many times they can do it without stopping or how many they can get as a total. 4. See how far back they can go while keeping the ball under control and hitting with accuracy.

BOKS Four Square Format: Group activity Materials: Chalk or tape, 1 ball that bounces (per group) Set-up: Break kids into groups of eight. Chalk or tape an area that is a square roughly 6–7 feet

wide, and divide it into four even smaller boxes. In each square, write one letter: B-O-K-S. Make multiple squares for more groups.

Skill: Striking with hands Object: To pass a ball around using your hands Details:



1. Have one kid stand in each square. The kid in the “B” is the server. 2. The other kids will stand outside the square and do jumping jacks or other movements while waiting

their turn. 3. The server bounces and hits the ball to another player in the square. The ball must bounce in another

player’s square. The other player must hit the ball before it bounces twice. 4. If the ball bounces twice or goes outside the square, everyone rotates around: B goes to O, O goes to

K, and K goes to S. S goes to B. S goes back to B 5. Now the new server serves the ball and repeats the game. 6. Play for one minute and switch. All kids on the outside come into the square and the other kids do

jumping jacks now.

Go, Back, Hit It! Format: Individual activity Materials: Cones Set-up: Teams based on colored groupings, with cones at each end of the gym Skill: Running Object: Running with speed

Details: 1. The first kid in each line goes first. 2. The trainer yells “GO!” The kids run as fast as they can toward the end of the gym. 3. The trainer can either yell “BACK!” or “HIT IT!”

4. If he or she yells “BACK,” the kids start running backward as fast as they can.

5. If he or she yells “HIT IT!” the kids drop to the floor (like a burpee), jump back up, and start running again as fast as they can toward the end of the gym.

6. The trainer can alternate calling GO, BACK, or HIT IT! as many times as they want until the kids reach the end of the gym.


8. Note: When the kids are running, it is an all-out effort. They should not be slowly jogging and try to predict what the trainer will say next.

Suggestion: You can modify the “HIT IT!” with a squat, jump, or any other movement for the kids.


Cool down:

Tree Pose


Deep Breaths





Today’s Topic: Hard-to-pronounce Ingredients

Objective

To discuss the importance of looking for hard-to-pronounce ingredients and eating foods with

few ingredients


1. This week, we already talked about the importance of reading the ingredient list on your food.

2. Who has ever heard of partially hydrogenated oil? (ask kids to raise their hands if they have)

3. What is it? It is an unhealthy fat. 4. Who has ever heard of high-fructose corn syrup? (ask kids to raise their hands if they have)

5. What is it? It is another word for sugar. 6. These are unhealthy ingredients added to many foods and can make you feel sluggish.

7. Read through the ingredient list. Sometimes these items are not the first or second ingredient and they may be hiding in the middle of the list.

8. See if you can eat fewer foods that contain partially hydrogenated oil and high-fructose corn syrup or sugar.

9. If you see them in the ingredient list, can you make a different food choice or choose another similar food with less of it?

10. If you choose to eat fruits and vegetables, they just have one ingredient—themselves!

Homework Assignment

Trainers can bring in more labels to use as props to set up this homework assignment.

Try reading some different labels on the foods you eat and you will be amazed at what you can learn!




Striking with Implements Week 10, Day 1 Lesson Plan

Flexibility





Warm-up (5 minutes)



Relay Race Run


Skill of the Week: Striking with implements! Why? Striking with an object is a fundamental movement that is utilized in sports such as hockey, tennis, and golf. Explain the activity and then demonstrate proper technique. Have kids be demonstrators to offer leadership opportunities.

Activity: Fly Away

Game (5 minutes)

Fox and Rabbit



Materials Needed

Cones

Batons

Noodles cut short

Scarves

Balloons or beach balls

Poly spots or hula hoops

Skill of the Week












BOKS Blurb: Flexibility Details: The ability to move your body with ease. To be flexible means that your joints can move in a full range of motion. To the kids: Flexibility means you can move easily. When you kick a ball, your leg comes all the way back, kicks the ball, and then follows through. If you didn’t move easily or weren’t “flexible,” then you wouldn’t be able to bring your leg way back or follow all the way through.



Running:

Relay Race Run

Format: Team activity Materials: Cones and batons Set up: 8–12 cones, lined up on opposite sides of the gym or field Skill: Running Object: To pass the baton and be the first team to finish!


to the next runner. 5. The kids continue running until each has had at least a few turns (five to 10 minutes). 6. You can also add in a few repetitions of the Skill of the Week movement to change things up.

Suggestion: You can also add in other movements besides running like skipping, side shuffle, grapevine, etc., as long as kids keep up the intensity of the pace.

Skill of the Week: Fly Away Format: Partner Materials: Noodles cut short (2 feet), juggling scarves, balloons or beach balls, poly spots or hula

hoops Set-up: Kids spread out in the designated area



Skill: Striking with implements Object: To strike the scarf, balloon, or ball to keep it from hitting the ground Details: 1. Have kids spread out with their partners so there is enough room to use the noodles without hitting

each other. Place poly spots or hula hoops down so kids know where to stand.

2. Give each partner group two scarves or one beach ball or balloon.

3. Each kid takes one scarf and hits it up into the air using his or her noodle, trying to keep it from hitting the ground. Once the first kid gets the movement, he or she can pass to the partner. If using a beach ball or balloon, have them hit it back and forth to each other.

4. If you have a large group of kids, have some in the middle of the space playing the game while the others jog or do other movements around the perimeter of the area.

Game: Fox and Rabbit Format: Divide the class into teams of 20 kids each, or set up different games. Materials: None; this should be played in a gym or on the field. Set-up: Assign 5 foxes; the rest of the group is rabbits. Object: Foxes try to catch the rabbits. Details: 1. The rabbits get a 10-second head start to get away from foxes.

2. The foxes chase after the rabbits and tag them.

3. If a rabbit is tagged, he or she turns into a fox and helps catch the other rabbits.

Play until all rabbits are “caught.”

Cool down:

Mountain Pose


Deep Breaths





Today’s Topic: Nutrition Labels Part 1 (1 of 3)

Objective

To discuss what nutrition facts mean on a label


1. Last week, we talked about how important it is to read the ingredient list on the back of a food package—not just reading the front of the food package.

2. The fewer the ingredients, the more likely the food is a Super food and not a Sluggish food.

3. Today we are going to learn about the nutrition facts label, which can also help you figure out if a food is Super or Sluggish.

4. There are five main things to notice on the nutrition label: servings per container, calories, trans fat, fiber, and sugar. Today we will talk about the first two: servings per container and calories.

5. Let’s look at a Super cereal: Wheat Chex. Look to see how many servings are in the box before you start to eat! Try to remember that the serving size tells you how many portions you should be able to eat of this food before the box is empty.

6. Now let’s look at the calories. Remember, that is the number of calories for each serving, not for the whole box.

7. Remember that too much of even a good thing, like a Super cereal, will make you feel sluggish.

Note

Using the Wheat Chex label, you can make several copies to hand out if it is easier, or you can bring in the actual box of cereal.




Striking with Implements Week 10, Day 2 Lesson Plan

Flexibility





Warm-up (5 minutes)



Skill of the Week: Striking with implements! Why? Striking with an object is a fundamental movement that is utilized in sports such as hockey, tennis, and golf. Explain the activity and then demonstrate the proper technique.


BOKS Nest Noodle Hockey Musical Run Hula Hoops and Jump Roping (free-play area)



Skill of the Week




Materials Needed

Hula hoops

Jump ropes

Noodles

Bean bags

Poly spots

Ball

Pinnies

Cones









BOKS Blurb: Flexibility Details: The ability to move your body with ease. To be flexible means that your joints can move in a full range of motion. To the kids: Flexibility means you can move easily. When you kick a ball, your leg comes all the way back, kicks the ball, and then follows through. If you didn’t move easily or weren’t “flexible,” then you wouldn’t be able to bring your leg way back or follow all the way through.



Running/Skill of the Week/Game: Stations Nest

Format: Group activity Materials: 6–8 hula hoops, noodles, bean bags, poly spots, or something else to designate where to

stand Set-up: The kids will make a big circle and place the one hula hoop in the middle. This is the

“nest.” The rest of the hula hoops are placed around the nest. Place poly spots close enough so kids will be able to hit the bean bags into the hula hoops. Have each hula hoop represent a movement. Example green = burpees, red = squat jumps, and orange = kicking, and have the nest = group run.

Skill: Striking with hands Object: To get the bean bags into the nest Details: 1. Everyone does jumping jacks. 2. One at a time, each player from the circle comes to the poly spot and tries to strike the bean bag and

have it land in a hula hoop. 3. The player goes back to the circle and the next player comes in. Repeat this process until all kids

have had a turn. 4. Count up how many bean bags are in each hula hoop and have them do the associated movements.

For example, if three bean bags are in green, two are in red, and one is in the nest, they would do three burpees, two squat jumps, and one group run.

5. Repeat.



Noodle Hockey Format: Group activity Materials: 2 cones per goal, noodles, ball (use a larger ball for younger kids), and pinnies for one

team Set-up: Break the kids up into 2 teams. The kids try to score on the other team using noodles

instead of sticks. Skill: Striking with implements Object: To score on the opponent’s goal Details: 1. Have the kids try to score on the other team. 2. Emphasize good body control and not bringing noodles up past the waist.

Musical Run

Format: Individual activity Materials: Cones on outside corners of gym or field Set-up: Kids spread out across gym or field Object: To move while music is playing and stop when it is turned off Details: 1. Turn on the music and the kids start jogging. 2. Every time you stop the music, give the kids a new movement. 3. The kids can walk, jog, sprint, side shuffle, and skip. 4. Continue for eight to 10 minutes. 5. If you do not have music, you can cue the kids by blowing a whistle.


Cool down:

Swan Dive


Deep Breaths






Objective

To further understand how to read a nutrition label and determine if it is a Super food


1. Today we are still talking about the nutrition facts label.

2. Remember, there are five main things to notice on the nutrition label: servings per container, calories, trans fat, fiber, and sugar. Last time, we talked about servings per container and calories. Today, we will talk about trans fat, fiber, and sugar.

3. Let’s look at our Super cereal: Wheat Chex. How much trans fat per serving? 0 – that’s Super! The less trans fat, the better.

4. Now let’s look at the fiber. How much fiber per serving? 5 – that’s Super, too! The more fiber, the better.

5. Now let’s look at the sugar. How much sugar per serving? 5 – that’s Super, too! The less sugar, the better.

6. Who remembers the Rule of 4’s for breakfast cereal? The cereal should have 4 or more grams of fiber and less than 4 + 4, or 8, grams of sugar.

7. Use the information we’ve learned today to check out the food labels of your favorite foods. The more fiber and the less sugar and trans fat the better. That would be a SUPER food.

Note

Use Wheat Chex label or bring in the box to pass around.

Homework Assignment

When you go home, check out some of your favorite foods to see how much sugar they contain, and report back to us!




Mini Olympics Week 11, Day 1 Lesson Plan

Fun



Meeting (5 minutes)

Review appropriate BOKS behavior and safety Remind kids about the BOKS Kid of the Week Review Class Agenda Briefly state what the Skill of the Week is FUN! FUN! FUN! BOKS Rocks! Cheer!

Warm-up (5 minutes)


Mini Olympics (25 minutes)

Two teams play against each other. Teams will rotate together through all the stations. Look for the best team to demonstrate FEAT (see the BOKS Kid of the Week information on page 9. The following skills and games will be used:

Running: Speed Obstacle Course Jumping: Just Jumping #1, #2, and #3 Kicking: Have a Ball with Red Light Green Light Catching: BOKS Zig Zag



Materials Needed

Cones

Agility ladders

Hula hoops

Balls






Mini Olympics

Format: Group activity Materials: Follow the lesson plan for information about materials Set-up: The kids break into 2 teams and will be going through 4 stations working on skills already

learned. Each team will have their own 4-station set-up. Skill: All of the skills

Object: To have fun! Details: 1. The kids break up into two teams and go through the four different stations of skills that have been

worked on for the session.

Speed Obstacle Courses Format: Individual activity Materials: Cones, agility ladders, and hula hoops Setup: Make 2–4 mini obstacle courses for kids to run through. Having a few smaller courses










Just Jumping #1 (squat jumps) Format: Individual activity Material: 2 cones per team Set-up: Place cones at each end of the gym. Skill: Jumping Object: Work on squat jumps



Details: 1. The first kid does three squat jumps, runs to end cone and does three squat jumps, and then sprints





begins.



there are not enough balls. There is a finish line at the opposite side of the field. Skill: Kicking Object: To get to the finish line and get moving!

Details: 1. Have a trainer or BOKS Kid of the Week be the “stop light” and lead the game.

2. The “stop light” faces away from the group when he or she says “green light,” but turns and faces the group when he or she says “red light.”

3. The “stop light” cues the participants to start moving by saying “green light.” The participants should walk fast or jog while kicking their ball, but not run. The participants will stop moving and stop their ball by putting the bottom of their foot on top of the ball to “trap” it when they hear “red light,” and the “stop light” turns around to make sure everyone is standing still and not still moving.




BOKS Zig Zag Format: Group activity Materials: 4–6 cones and balls



Set-up: Color code or number the kids and divide into groups of 4–6. Keep teams with an even amount of kids if possible. Set up 4 cones on the outside of the area so kids can run a lap around them.






Cool down:

Full-body Stretch


Deep Breaths






Objective

To further develop the understanding of Super vs. Sluggish foods by reading the nutrition label


1. Today we will finish talking about the nutrition facts label.

2. I am going to describe the contents of a nutrition label. Tell me if you think the food is Super or Sluggish:

Servings per container: 12 Calories per serving: 100 Trans fat: 0 Fiber: 0 Sugars: 13

3. Sluggish, right? Because of all the sugar and no fiber.

4. This is the information for Strawberry Newtons, which are like Fig Newtons.

5. If you think about what we learned about ingredients a few weeks ago, you will see that strawberries are listed as the fifth ingredient, behind all the sugar and partially hydrogenated cottonseed oil. If you choose to eat an actual strawberry instead, you grab it and go and don’t need to read the label.

Note

Use a Strawberry Newtons label. You can make several copies to hand out if it is easier, or bring in a package. That will really make it real for the kids. You can also bring in a pack of strawberries.





Fun



Meeting (5 minutes)


Warm-up (5 minutes)



Two teams play against each other. Teams will rotate together through all the stations. Look for the best team to demonstrate FEAT (see the BOKS Kid of the Week information on page 8). The following skills and games will be used:

Rolling: Junkyard Underhand Throw: Over/Under Overhand Throw: Castle Ball Striking: Hit the Pie



Materials Needed

Bean bags

Soft balls

Pinnies

Cones

Ball

Hula hoops






Mini Olympics





Junkyard Format: Group activity Materials: Bean bags, soft balls, pinnies, cones, any soft objects Set-up: Divide the class in half to make 2 teams. The teams line up on opposite sides of the gym.


other side. Details: 1. Kids try to roll or carry (any hard or big equipment) “junk” to opponent’s side. 2. Kids need to stay on their own side and just roll the equipment over the dividing line. 3. Kids work as fast as they can to keep cleaning the “junk” off of their side and sending it to their

opponent’s side. 4. Let the kids play for at least five minutes and then call time—give them a warning ahead of time. 5. The lead trainer counts all of the “junk” to determine which team has the least junk on its side.

Over/Under Format: Group activity Materials: Divide kids by color groups, 2 cones per team, and a ball Set-up: Place cones at the starting line and at the end of the gym. Skill: Underhand throw Object: To get your team past the end cone first. Details: 1. The kids form a straight line, facing away from the other side of the gym. 2. The first kid in line passes the ball overhead to the next kid. When done with the pass, the first kid


the pass, the first kid runs to the end of the line. 4. Continue until the team reaches the other side of the gym.



5. The first team to pass the end cone wins.

Suggestion: Time the group as a whole to see how long it takes them all to work as a team and complete the game. Challenge the group to beat specific times.

Castle Ball Format: Group activity Materials: Hula hoops or cones and soft balls Set-up: Break the kids into teams of 6–8 and give each team 3 hula hoops and/or 3 cones, cups,






everyone a chance.

Hit the Pie Format: Group activity Materials: 1 ball and hula hoop per group Set-up: Group kids into color or number groups. Place 1 hula hoop down on the ground for each



Cool down:

Head Rolls


Deep Breaths





Today’s Topic: Introduction to Macronutrients

Objective

To introduce macronutrients


1. Today we are going to talk about macronutrients. What a long word! Can you say it with me?

2. MA-CRO-NU-TRI-ENTS

3. What is a macronutrient? It is a nutrient (or food) in our diet that provides us with energy.

4. We need macronutrients to live and we eat a lot of them.

5. There are three types of macronutrients. Can you guess what they might be?

Protein

Fat

Carbohydrates

6. What are they again? Please say them with me: protein, fat, and carbohydrates.

7. We will talk about each macronutrient in a class coming up.

Homework Assignment

Ask someone at home if they know what a macronutrient is!





Fun



Meeting (5 minutes)


Warm-up (5 minutes)




Running: BOKS Circle Relay Jumping: Squat Jump, Tuck Jump, Broad Jump Kicking: BOKS Kick Bowling Catching: BOKS Zig Zag



Materials Needed

Yarn balls or bean bags

Cones

Balls






Mini Olympics






the original spot and quickly throws the ball to anyone in the circle. Make sure everyone gets a turn. 4. The next person repeats until each kid has done this and the ball ends up back at the starter. 5. Make it a competition among all of the circles and play it a few times. The kids can cheer on their

team and have fun.

Just Jumping #1 (squat jumps) Format: Individual activity Material: 2 cones per team Set-up: Place cones at each end of the gym. Skill: Jumping Object: Work on squat jumps Details: 1. The first kid does three squat jumps, runs to end cone and does three squat jumps, and then sprints


Just Jumping #2 (tuck jumps) Format: Individual activity Material: 2 cones per team Set-up: Place cones at each end of the gym.



Skill: Jumping Object: Work on tuck jumps Details: 1. The first kid does three tuck jumps, runs to end cone and does three tuck jumps, and then sprints


Just Jumping #3 (broad jumps) Format: Individual Activity Material: 2 cones per team Set-up: Place cones at each end of the gym. Skill: Jumping Object: Work on broad jumps Details: The first kid does broad jumps down to then end cone, and then sprints back to the start. The next kid begins




7. The kid that kicks the ball runs to the cone and becomes the “Pin PickerUPPER.” 8. Repeat for as long as needed. 9. Suggestion: Give the kids challenges like trying to hit five or 10 in a row based on skill level, or move

the cone further back. When the group meets the challenge, they yell “BOKS ROCKS.”

BOKS Zig Zag Format: Group activity Materials: 4–6 cones and balls Set-up: Color code or number the kids and divide into groups of 4–6. Keep teams with an even









Cool down:

Cat/Cow Pose


Deep Breaths





Today’s Topic: Protein

Objective

To introduce macronutrients, providing elaboration on what foods contain proteins


1. Who remembers what we talked about last class? MA-CRO-NU-TRI-ENTS


3. There are three types of macronutrients: protein, fat, and carbohydrates. We will just talk about protein today.

4. Protein – This is anything that walked, swam, or flew before it got to you, or came from something that walked, swam, or flew before it got to you. Can you think of some examples of protein?

Steak or hamburger (cows walk) Turkey or chicken (birds fly) Tuna or salmon (fish swim) Eggs (come from chickens) Milk (comes from cows)

5. There’s one exception to the protein definition. Does anyone know what it is? Beans like soy or ones you find in chili or humus.

6. When is the best time to eat protein? Any time is a great time to eat protein! You can eat it with every meal.

7. Protein is the macronutrient that fills you up the most. It really keeps you satisfied!

8. What kind of protein is best to eat? Lean protein is best, like turkey, chicken, fish, seafood, eggs, ham, and roast beef.

Homework Assignment

Try to eat some protein at every meal and see if you feel fuller and have more energy.





Fun



Meeting (5 minutes)


Warm-up (5 minutes)




Rolling: Knock It Off! Underhand Throw: Oscar’s Trash Can Overhand Throw: Way Back! Striking: Noodle Hockey


Tree Pose and deep breaths BOKS Bits (nutrition discussion) Have the kids line up and take a deep breath, and then dismiss by groups to go to class or breakfast.

Materials Needed

Cones

Tennis balls or bean bags

Balls

Mats or cones

Small, soft objects

Noodles

Pinnies






Mini Olympics



Object: To have fun! Details:

1. The kids break up into two teams and go through the four different stations of skills that have been worked on for the session.

Knock It Off Format: Group activity Materials: 10–20 cones, 10–20 tennis balls or bean bags, 10 balls Set-up: Divide the group into 2 teams. Set up a designated playing area with a center line with


Skill: Rolling Object: To knock the tennis balls or bean bags off the cones Details: 1. Place five balls on each side of the playing area to start. 2. The kids roll the balls while trying to knock the tennis ball or bean bag off the cone. 3. The kids are not allowed to kick or throw the ball and must stay on their side of the playing area. 4. When all the tennis balls have been knocked over, everyone does 10 jumping jacks together and then


Oscar’s Trash Can Format: Group activity Materials: Mats or cones, and as many small soft objects as you have to be used as “trash” Set-up: Make a circle with mats standing up on their sides or use cones to create a circular “trash




Way Back! Format: Partner activity Materials: One ball for every pair of kids Set-up: Half of the kids (partner 1 in each pair) line up in a straight line, arm’s-distance apart.

Partner 2 lines up on the opposite side facing his or her partner. Skill: Overhand throwing Object: To work on overhand throwing for accuracy and distance Details:

1. Partner 1 and 2 should be roughly 5 feet away to start. 2. Partner 1 throws the ball to partner 2. Partner 2 retrieves it and throws it back. 3. When both partners have successfully thrown the ball to his or her partner without having to

chase it, they can both can take a giant step back and repeat. 4. See how far back they can go while keeping the ball under control and throwing with accuracy.


team Set-up: Break the kids up into 2 teams. The kids try to score on the other team using noodles

instead of sticks. Skill: Striking with implements Object: To score on the opponent’s goal Details: 1. Have the kids try to score on the other team. 2. Emphasize good body control and not bringing noodles up past the waist.

Cool down:

Tree Pose


Deep Breaths





Today’s Topic: Carbohydrates and Fats

Objective

To discuss what a carbohydrate is and what it does for your body, as well as the importance of

having fat in your diet

Discussion Questions about Carbohydrates

1. Today we are going to talk about macronutrients again.


3. There are three types of macronutrients: protein, fat, and carbohydrates.

4. Today we will talk about carbohydrates. Say it with me, CAR-BO-HY-DRATES. That is kind of hard to say. You can call a carbohydrate a “carb” for short.

5. Who can guess what a carbohydrate is? Fruits, vegetables, and grains

6. So, let’s think about some examples of carbohydrates:

Apples, mangos, bananas – any kind of fruit Carrots, lettuce, peppers – any kind of vegetable Whole-wheat bread, oatmeal, brown rice, whole-wheat crackers and pretzels, and pasta – any kind

of grain 7. Some carbohydrates are super to eat and have one or just a few ingredients that you can pronounce,

like apples, carrots, Triscuits, and oatmeal.

8. Sluggish carbohydrates have lots of ingredients that may be hard to pronounce. What are some examples? Pop Tarts, Cheese-its, Oreos, and Strawberry Newtons

Discussion Questions about Fats

1. Who remembers what we are talking about this week? MA-CRO-NU-TRI-ENTS


3. We already talked about protein and carbohydrates, so what is left?

4. Today we will talk about fat. Did you know that eating fat will not make you fat? In fact, it does the exact opposite. If you eat fat, it helps you to feel fuller, like protein. So, what are fats? Oils, spreads, dressings, and nuts. Here are some examples:

Olive oil, which your parents may cook with Spreads like mayonnaise that you put in tuna fish or on a sandwich Dressings like ranch dressing to dip your veggies in Nuts and seeds like peanuts, walnuts, sunflower seeds, and nut butters like peanut and almond

butter (only if you are not allergic) Avocado is also a Super fat!

5. Just like carbohydrates, eating too much fat may make you feel sluggish.

6. When we talked about snacks a few weeks ago, we talked about an easy way to know the right amount of fat to eat. Do you remember? The amount of fat you eat in one serving should be equal to the size of the tip of your thumb.



BOKS Bits

As a complement to the physical activity provided in the program, the BOKS curriculum includes

a nutritional tip for each class. These BOKS Bits are organized by weekly themes and include

fun games and important information about nutrition. BOKS Bits should be delivered by the

same trainer at the same time in each class. Delivering the BOKS Bits in an accurate (reading

the bits as written) and appropriate (consistent and confident) manner ensures consistent

messaging.

Each week’s lesson builds on knowledge provided during previous classes. The goal of the

BOKS Bits is to improve the participants’ knowledge of nutrition. Therefore, they are written in a

format that is easy to deliver and easy for the participants to understand. In turn, we hope that

the kids will learn to make good nutritional choices. Concepts discussed in class can be

reinforced if you choose to send out a program newsletter to participating families. Please

remember to be respectful of brands when discussing nutrition.

The BOKS Bits have been written in conjunction with Michael Leidig, MS, RD, LDN, CPT, the

Clinical Director of the Center for Youth Wellness at Floating Hospital for Children at Tufts

Medical Center in Boston, Mass. (www.floatinghospital.org/cyw)

http://www.floatinghospital.org/cyw



BOKS Bits Session 1



Week 1 – Games Today’s Topic: Alphabet Food Game

Objective

To introduce BOKS Bits through fun games


7. Let’s play a game… Try to think of a food that starts with the letter A.

8. We will go around the room so that everyone who wants a turn can take one.

9. Let’s take turns by grades; kindergarten will start with A, first grade with B, and so on.

10. If we can’t think of a food that starts with A, another grade can help out too.

11. We will keep going until we get through the whole alphabet.

12. Next time you go to the market, you can look for some of the foods we talked about and try something new!

Suggestions

A – Apples, B – Blueberries, C – Carrots, D – Dill pickles, E – Eggplant, F – Frankfurter, G –

Grapes, H – Hamburger, I – Ice cream, J – Jalapeño peppers or Jam, K – Kiwi, L – Lettuce, M –

Macaroni, N – Noodles, O – Olives , P – Potatoes, Q – Quinoa (grain) or Quail, R – Radish, S –

Spaghetti, T – Tomatoes, U – Ugli fruit, V – Vegetables, W – Watermelon, X – Chex cereal, Y –

Yogurt, Z – Zucchini




Week 1 – Games Today’s Topic: What is the most popular fruit?

Objective

To introduce fruits by playing the alphabet game


4. I am going to describe different fruits. Stand up if you like the fruit!

Apple (crunchy, eat it in the fall, red)

Banana (monkeys eat them, yellow)

Blueberries (little, blue)

Cantaloupe (orange, lots of little seeds)

Grapes (different colors like green or purple, round)

Mango (orange/yellow, big pit, rhymes with tango)

Peach (fuzzy outside, juicy)

Strawberry (stem on top, really sweet, red)

Watermelon (eat it in the summer, black seeds, really drippy) 5. Raise your hand if you have never tried one of these fruits.

6. Challenge the kids to try at least one new fruit listed and report back to class.




Week 2 – Games Today’s Topic: What is the most popular vegetable?

Objective

To introduce vegetables through the alphabet game


4. I am going to describe different vegetables. Stand up if you like the vegetable!

Broccoli (looks like a flower, green)

Carrots (crunchy, orange)

Celery (stringy, crunchy, green)

Cucumber (you peel it, turns into pickles, green)

Peas (small, round, green)

Pepper (comes in many different colors, crunchy, green stem on top)

Lettuce (use it for salad and sandwiches, green)

Tomatoes (some people think it is a fruit, seeds, red) 5. Raise your hand if you have never tried one of these vegetables.

6. Challenge the kids to try at least one new vegetable listed and report back to class.




Week 2 – Fruits and Veggies Today’s Topic: Fruits

Objective

To discuss the importance of fruit in a balanced diet


7. Remember last week, when we played that fruit game where you stood up if you liked the fruit I called out? Have you tried a new fruit from the list?

8. It is recommended that we eat at least two or three pieces of fruit a day to help keep our bodies healthy.

9. When can you eat fruit? Anytime: breakfast, lunch, dinner, snack, or dessert!

10. Some examples of fruits include… (ask kids to raise hands to name a fruit). Apples, bananas, oranges, watermelon, grapes, mangos, strawberries, and pineapple.

11. Try to wash your fruit before you eat it to get off the dirt and germs.

12. What kind of fruit doesn’t need to be washed? Frozen! It is just as good, too.

Homework Assignment

Try to eat fruit more frequently over the next few days and remember to wash what you eat. At the end of the week, we will share what and how much you have eaten. Maybe try a new fruit!




Week 3 – Fruits and Veggies Today’s Topic: Veggies

Objective

To discuss the importance of vegetables in a balanced diet


8. Remember last week, when we played that vegetables game where you stood up if you liked the vegetable I called out? Have you tried a new vegetable from the list?

9. It is recommended that we eat at least five servings of vegetables a day to help keep our bodies healthy.

10. Examples of vegetables are… (ask kids to give you some examples). Lettuce, peppers, tomatoes, carrots, peas, broccoli, celery, and cucumber.

11. Try to wash your vegetables before you eat them to get the dirt and the germs off.

12. What kind of vegetable doesn’t need to be washed? Frozen! They are just as good, too.

13. What about canned vegetables? You should try to rinse them.

14. Can anyone think of a vegetable that is actually a grain (like wheat)? Potatoes and corn.

Homework Assignment

Eat vegetables as often as you can over the next few days and remember to wash them first. Come to

the next class and share what and how much you have eaten. Maybe try some new vegetables!




Week 3 – Fruits and Veggies Today’s Topic: Rainbow Fruits

Objective

To discuss what fruits and veggies make you strong


5. Raise your hand if you tried a new fruit this week. Raise your hand if you tried a new vegetable this week. What did you try?

6. In order to get a variety of vitamins and minerals from your food, think about choosing lots of different colored foods.

7. Let’s see if we can make a rainbow choosing fruits and vegetables that make us strong.

8. Ask kids to raise their hands and give one example, or let each grade list a few fruits and veggies of each color:

Red: Apples, red pepper Orange: Carrots, orange pepper, orange, clementine Yellow: Lemon, banana, yellow pepper, summer squash Green: Lettuce, grapes, cucumber, celery, broccoli Blue: Blueberries Purple: Eggplant, grapes, blackberries, cabbage

6. A rainbow of different colored foods can give your energy levels a boost.




Week 4 – Breakfast Today’s Topic: Healthy Breakfast

Objective

To discuss the importance of a healthy breakfast from a mental and physical standpoint, as well

as the best types of foods


7. Today we are going to talk about breakfast. What does breakfast mean (break the fast)? Our bodies need fuel to keep going, just like a car.

8. Did you know that breakfast is the most important meal of the day? 9. If you skip breakfast, your brain and body are literally out of gas and won’t be able to perform well. 10. It is also important to eat the right kind of foods at breakfast. 11. Ask for some ideas of the right breakfast foods. Some examples include: fruit, eggs, cottage

cheese, plain or light flavored yogurt, turkey bacon, high-fiber cereals (with no added sugar like Wheat Chex or Puffins), and whole-wheat bagels.

12. Try to remember that when you eat fruit and cereal, they provide the spark for energy, but foods with protein like eggs, turkey bacon, and yogurt provide long-lasting energy.

Homework Assignment

Try to eat a healthy breakfast tomorrow. You will have the opportunity to share the results in the next class.




Week 4 – Breakfast Today’s Topic: Breakfast Cereal

Objective

To discuss the Rule of 4s and learn to read a nutrition label


8. During the last class, we discussed the importance of eating breakfast and the fact that cereal can be a quick and healthy choice for breakfast.

9. Your homework assignment last class was to eat a healthy breakfast. Who wants to share what they ate? (Instruct kids to raise their hands to share and put their hand down if a peer mentions what they ate.)

10. Many breakfast cereals try to convince you they are healthy, but they are not.

11. An easy way to check is to use the “Rule of 4s”: On the back of the box, check the nutrition facts label and look for cereals that contain at least 4 grams of fiber and no more than 4 + 4, or 8, grams of sugar.

12. We have three cereals with the labels. Guess if you think they meet the rule: (1) Wheat Chex (2) Honey Nut Cheerios, and (3) Lucky Charms

13. Idea: If your favorite cereal does not meet the rule, try to mix half of your bowl of your cereal with half a bowl of a healthier option.

14. Ask the kids to check their cereal boxes at home and see which ones pass the rule.

Note

Please use nutrition label handouts for Wheat Chex, Honey Nut Cheerios, and Lucky Charms. Print off a few copies and highlight for the kids what to look for. You can pass them around the class. You can also bring in real cereal boxes. This is a very helpful tool!

Homework Assignment

Have them check a label at home and report back if it would pass!




Week 5 – Breakfast Today’s Topic: Juice vs. Fruit

Objective

To discuss the difference between juices and fruits


4. Did anyone remember to check the cereal box at home to see if it passed the Rule of 4s? Ask kids to share the results quickly.

5. Who drinks juice in the morning with breakfast? Who eats fruit in the morning with breakfast?

6. Did you know that eating an orange, or any fruit for that matter, in its natural state is healthier than drinking a glass of juice?

Why – because most juices contain a lot of sugar. 6. Who drinks soda in the morning with breakfast? No one, right. That is not a healthy choice…

7. Did you know that some juices contain as much sugar or even more than soda? WOW!

8. Drinking juice might not be as healthy as you thought, right?

9. Try eating an orange or an apple instead of drinking a glass of orange or apple juice.

10. A piece of fruit has a lot of fiber in it and makes you feel fuller than the juice, anyhow.

Homework Assignment

Try to eat an orange or apple instead of drinking juice. See if you are fuller. Tell us next class!




Week 5 – Snacks Today’s Topic: Healthy Snack Tests

Objective

To discuss how to test if a snack is a super healthy one


9. I am going to tell you a way to help you choose a super healthy snack.

10. Take your snack out of the package or the wrapper if it has one.

11. Go over to the kitchen sink and turn on the water, then run your snack under the water!

12. Can you still eat it?

13. If yes, it is probably a super choice; if no, maybe you can make a different choice.

14. What are some things that would be ok to eat after you run them under water? Fruits and vegetables, such as apples, grapes, strawberries, carrots, and peppers. Hard-boiled eggs, cheese sticks, nuts (if no allergies) ….

15. What would not be ok to eat? Cookies, potato chips, donuts, Twinkies ….

16. Another test could be if the food you are eating gets stuck in your teeth, then it is not a good choice either. (This can be in response to lollipops or candy or raisins being ok to eat after running them under water.)

Homework Assignment

Think about this when you get home from school today and see if you can make a really super choice!




Week 6 – Snacks Today’s Topic: Portion Sizes

Objective

To discuss the importance of portion sizes


8. Does everyone remember the super healthy snack test we talked about last class?

9. Today we are going to talk about other ways to help you eat the right amount of your snack.

10. What are some super snack choices? Apples, carrot sticks, peppers, 2% cheese sticks, turkey rollups, whole-wheat crackers, and nuts.

11. It is important to eat the right amounts of super healthy foods. Knowing the right portion size can help you determine how much food to eat.

12. If you are eating something from a package, the serving size is actually listed on the back of the box at the top of the nutrition label.

13. How many crackers do you think are in a serving? For most brands, one serving of crackers is equal to five crackers.

14. Other helpful snack tips include:

Use your hand to determine the right size. Your index finger can be used to measure the amount of cheese. Your palm measures protein like lunch meat. An open handful measures bag snacks like pretzels. A closed handful measures nuts and seeds. The tip of your thumb measures fats like peanut butter, butter, and salad dressing.

Take what you want on your plate and put away the serving container or dish. Try to sit and eat at the table, not from a bag or box.

Note

Consider bringing in a box of crackers to show where the serving size is listed.




Week 6 – Snacks Today’s Topic: Super or Sluggish Game

Objective

To discuss the importance of food choices so you feel super!


6. We are going to play a fun game today called “Super or Sluggish?”

7. Super foods get a thumbs-up and sluggish foods get a thumbs-down.

8. If a food is healthy and gives you lots of energy, it is a super food. If a food is not so healthy and doesn’t give you energy, it is a sluggish food.

9. I am going to read a list of foods and you can call out “Super” or “Sluggish” after each one.

10. If the response is closely mixed, talk about why the kids think it is or is not super or sluggish and then have them vote again.

Chicken: Super French fries: Sluggish Turkey burger: Super Orange: Super Ice cream: Sluggish Blueberries: Super Potato chips: Sluggish Soda: Sluggish Nuts: Super




Week 7 – Drinks Today’s Topic: Water

Objective

To discuss the importance of water consumption


11. Water is the most important thing you can put into your body to stay healthy and fit. All living things need water to survive.

12. Did you know that about two-thirds of our body is made up of water?

13. Thirst is your body’s way of telling you that it needs more water.

14. When are the best times to drink? Before, during, and after exercise and whenever you feel thirsty.

15. Question – How does your body lose water?

Your body loses water through sweat, going to the bathroom, and even breathing. 16. Question – Who knows what it means to be dehydrated?

“Dehydration” means lack of water. 17. We say you are dehydrated when you don’t have enough water for your body to function at its best.

18. It is important to drink water throughout the day, especially when it is hot outside and when you are exercising.

19. What do you think about Vitamin Water? Is that better? NO!!!! It has lots of added sugar.

20. Whenever you have a choice of what to drink, remember that nothing beats a cold glass of water!




Week 7– Drinks Today’s Topic: What should you drink while exercising?

Objective

To discuss the importance of replenishing your body during physical activity


11. During the last class, we talked about water. We are going to talk about it again …

12. Who was thirsty today when you were running (name daily activity)?

13. What do you think is the best way to quench your thirst when exercising? Ask for some answers; take 2 or 3 suggestions (water!)

14. Does anyone ever drink a sports drink such as Gatorade?

15. Did you know that an average 8-ounce bottle of a popular sports drink has as much sugar as six Hershey’s Kisses?

16. Did you know that the Gatorade bottle you buy from a vending machine is 20 ounces, or 2.5 servings? Remember, the serving size is what you are supposed to eat or drink at one time.

17. The electrolytes (things that add water back into your body) in a sports drink like Gatorade are geared for athletes that participate in vigorous activity for more than one hour.

18. How long do we exercise at BOKS? Usually 20 to 30 minutes.

19. So, what is the best choice for you to drink when exercising?

WATER! 20. Just one more interesting fact: How many Hershey Kisses does a 12 oz. can of Coke have? 16

Kisses!

Note

It may be helpful to bring in 8-ounce and 20-ounce bottles as props (Coke and Gatorade). You can also

bring in Hershey’s Kisses or sugar cubes.




Week 8 – Drinks Today’s Topic: Smoothies

Objective

To discuss how to make a tasty, super treat!


IDEA: Have a smoothie party! Ask the kids to bring in a variety of fruits, yogurt, juice, cups, etc. Also

consider bringing in apples for kids who will not drink the smoothies. Trainers can bring in blenders, ice

cubes, knives, colanders, and cutting boards. Get some extra parents to volunteer to cut the fruit and

make the smoothies while the kids are in class. This is a great end-of-session activity too!

7. All week we have been talking about what to drink. What is the best thing to drink? WATER

8. There is another drink made with fruit that is super yummy, sweet, and a good treat any time of the day. What is it? A smoothie!

9. Who knows what a smoothie is? What do you need to make a smoothie? Ask for suggestions:

A blender, food processor, or really good mixer and bowl, and an adult! A baseball-sized amount of fruit, which can be fresh or frozen Things that work well: bananas, mango, strawberries, kiwi, and berries Add a golf ball–sized amount of nut butter (peanut, almond, cashew) if you want and are not allergic. Things that don’t work so well include melon (too watery), pineapple, and citrus fruits (too stringy). Ice cubes

10. Maybe something white like…. (ask for suggestions) a tennis ball–sized amount of plain, Greek, or light yogurt, a little 2% milk, a little soy milk or soy yogurt, or coconut milk.

11. Put it in the blender and go for it, but FIRST make sure your mom or dad are around to help and say it is ok!

12. Enjoy it!




Week 8 – Ingredients Today’s Topic: Ingredients

Objective

To discuss the importance of reading the ingredients list


7. When you look a box of food, you need to make sure that you read more than just the front of the box before you ask your parent to buy it!

8. When you turn the package around, you want to look at two things: the ingredient list and the nutrition label. This week we’ll talk about the ingredient list. Next week we’ll talk more about the nutrition label.

9. The ingredient list tells exactly what is in the food you are buying. It is written with really small letters.

10. The first ingredient on the list is the biggest. This means that the food you are eating is mostly made up of the ingredients that come first on the list. Read the list. What is the first ingredient?

11. You should also look at the second item on the list. There is a lot of that ingredient too.

12. Are the first and second ingredients super healthy for you? If not, could you make a different choice?

Note

Consider bringing in some packages that contain legible ingredient lists to show the kids. Bring in some foods with a few ingredients (Triscuits) and then some with tons (Oreos).




Week 9 – Ingredients Today’s Topic: Easy-to-pronounce Ingredients

Objective

To discuss the general rule of fewer ingredients


7. During the last class, we discussed the importance of reading the ingredient list on the package of food.

8. A general rule is that foods with fewer ingredients, and made with words you know, are healthier for you.

9. Fruits and vegetables, such as apples or carrots, only have one ingredient. Pumpkin seeds are made only of pumpkin seeds and sometimes a little salt.

10. Triscuits are a super snack choice because they only have three easy-to-pronounce ingredients – Whole wheat, oil, and salt.

11. Other super snack choices are hard-boiled eggs, deli meat, 2% cheese sticks, low-fat cottage cheese, fresh fruits and vegetables, applesauce without added sugar, fruit cups in water, and nuts, as long as you are not allergic.

12. Can you think of a snack you had yesterday that only had a few easy-to-pronounce ingredients?




Week 9 – Ingredients Today’s Topic: Hard-to-pronounce Ingredients

Objective

To discuss the importance of looking for hard-to-pronounce ingredients and eating foods with

few ingredients


11. This week, we already talked about the importance of reading the ingredient list on your food.

12. Who has ever heard of partially hydrogenated oil? (ask kids to raise their hands if they have)

13. What is it? It is an unhealthy fat. 14. Who has ever heard of high-fructose corn syrup? (ask kids to raise their hands if they have)

15. What is it? It is another word for sugar. 16. These are unhealthy ingredients added to many foods and can make you feel sluggish.

17. Read through the ingredient list. Sometimes these items are not the first or second ingredient and they may be hiding in the middle of the list.

18. See if you can eat fewer foods that contain partially hydrogenated oil and high-fructose corn syrup or sugar.

19. If you see them in the ingredient list, can you make a different food choice or choose another similar food with less of it?

20. If you choose to eat fruits and vegetables, they just have one ingredient—themselves!

Homework Assignment

Trainers can bring in more labels to use as props to set up this homework assignment.

Try reading some different labels on the foods you eat and you will be amazed at what you can learn!




Week 10 – Nutrition Labels Today’s Topic: Nutrition Labels Part 1 (1 of 3)

Objective

To discuss what nutrition facts mean on a label


8. Last week, we talked about how important it is to read the ingredient list on the back of a food package—not just reading the front of the food package.

9. The fewer the ingredients, the more likely the food is a Super food and not a Sluggish food.

10. Today we are going to learn about the nutrition facts label, which can also help you figure out if a food is Super or Sluggish.

11. There are five main things to notice on the nutrition label: servings per container, calories, trans fat, fiber, and sugar. Today we will talk about the first two: servings per container and calories.

12. Let’s look at a Super cereal: Wheat Chex. Look to see how many servings are in the box before you start to eat! Try to remember that the serving size tells you how many portions you should be able to eat of this food before the box is empty.

13. Now let’s look at the calories. Remember, that is the number of calories for each serving, not for the whole box.

14. Remember that too much of even a good thing, like a Super cereal, will make you feel sluggish.

Note

Using the Wheat Chex label, you can make several copies to hand out if it is easier, or you can bring in the actual box of cereal.





Objective

To further understand how to read a nutrition label and determine if it is a Super food


8. Today we are still talking about the nutrition facts label.

9. Remember, there are five main things to notice on the nutrition label: servings per container, calories, trans fat, fiber, and sugar. Last time, we talked about servings per container and calories. Today, we will talk about trans fat, fiber, and sugar.

10. Let’s look at our Super cereal: Wheat Chex. How much trans fat per serving? 0 – that’s Super! The less trans fat, the better.

11. Now let’s look at the fiber. How much fiber per serving? 5 – that’s Super, too! The more fiber, the better.

12. Now let’s look at the sugar. How much sugar per serving? 5 – that’s Super, too! The less sugar, the better.

13. Who remembers the Rule of 4’s for breakfast cereal? The cereal should have 4 or more grams of fiber and less than 4 + 4, or 8, grams of sugar.

14. Use the information we’ve learned today to check out the food labels of your favorite foods. The more fiber and the less sugar and trans fat the better. That would be a SUPER food.

Note

Use Wheat Chex label or bring in the box to pass around.

Homework Assignment

When you go home, check out some of your favorite foods to see how much sugar they contain, and report back to us!





Objective

To further develop the understanding of Super vs. Sluggish foods by reading the nutrition label


6. Today we will finish talking about the nutrition facts label.

7. I am going to describe the contents of a nutrition label. Tell me if you think the food is Super or Sluggish:

Servings per container: 12 Calories per serving: 100 Trans fat: 0 Fiber: 0 Sugars: 13

8. Sluggish, right? Because of all the sugar and no fiber.

9. This is the information for Strawberry Newtons, which are like Fig Newtons.

10. If you think about what we learned about ingredients a few weeks ago, you will see that strawberries are listed as the fifth ingredient, behind all the sugar and partially hydrogenated cottonseed oil. If you choose to eat an actual strawberry instead, you grab it and go and don’t need to read the label.

Note

Use a Strawberry Newtons label. You can make several copies to hand out if it is easier, or bring in a package. That will really make it real for the kids. You can also bring in a pack of strawberries.




Week 11 – Macronutrients Today’s Topic: Introduction

Objective

To introduce macronutrients


8. Today we are going to talk about macronutrients. What a long word! Can you say it with me?

9. MA-CRO-NU-TRI-ENTS


11. We need macronutrients to live and we eat a lot of them.

12. There are three types of macronutrients. Can you guess what they might be?

Protein

Fat

Carbohydrates

13. What are they again? Please say them with me: protein, fat, and carbohydrates.

14. We will talk about each macronutrient in a class coming up.

Homework Assignment

Ask someone at home if they know what a macronutrient is!




Week 12 – Macronutrients Today’s Topic: Protein

Objective

To introduce macronutrients, providing elaboration on what foods contain proteins


9. Who remembers what we talked about last class? MA-CRO-NU-TRI-ENTS


11. There are three types of macronutrients: protein, fat, and carbohydrates. We will just talk about protein today.

12. Protein – This is anything that walked, swam, or flew before it got to you, or came from something that walked, swam, or flew before it got to you. Can you think of some examples of protein?

Steak or hamburger (cows walk) Turkey or chicken (birds fly) Tuna or salmon (fish swim) Eggs (come from chickens) Milk (comes from cows)

13. There’s one exception to the protein definition. Does anyone know what it is? Beans like soy or ones you find in chili or humus.

14. When is the best time to eat protein? Any time is a great time to eat protein! You can eat it with every meal.

15. Protein is the macronutrient that fills you up the most. It really keeps you satisfied!

16. What kind of protein is best to eat? Lean protein is best, like turkey, chicken, fish, seafood, eggs, ham, and roast beef.

Homework Assignment

Try to eat some protein at every meal and see if you feel fuller and have more energy.




Week 12 – Macronutrients Today’s Topic: Carbohydrates and Fats

Objective

To discuss what a carbohydrate is and what it does for your body, as well as the importance of

having fat in your diet

Discussion Questions about Carbohydrates

9. Today we are going to talk about macronutrients again.


11. There are three types of macronutrients: protein, fat, and carbohydrates.

12. Today we will talk about carbohydrates. Say it with me, CAR-BO-HY-DRATES. That is kind of hard to say. You can call a carbohydrate a “carb” for short.

13. Who can guess what a carbohydrate is? Fruits, vegetables, and grains

14. So, let’s think about some examples of carbohydrates:

Apples, mangos, bananas – any kind of fruit Carrots, lettuce, peppers – any kind of vegetable Whole-wheat bread, oatmeal, brown rice, whole-wheat crackers and pretzels, and pasta – any kind

of grain 15. Some carbohydrates are super to eat and have one or just a few ingredients that you can pronounce,

like apples, carrots, Triscuits, and oatmeal.

16. Sluggish carbohydrates have lots of ingredients that may be hard to pronounce. What are some examples? Pop Tarts, Cheese-its, Oreos, and Strawberry Newtons

Discussion Questions about Fats

7. Who remembers what we are talking about this week? MA-CRO-NU-TRI-ENTS


9. We already talked about protein and carbohydrates, so what is left?

10. Today we will talk about fat. Did you know that eating fat will not make you fat? In fact, it does the exact opposite. If you eat fat, it helps you to feel fuller, like protein. So, what are fats? Oils, spreads, dressings, and nuts. Here are some examples:

Olive oil, which your parents may cook with Spreads like mayonnaise that you put in tuna fish or on a sandwich Dressings like ranch dressing to dip your veggies in Nuts and seeds like peanuts, walnuts, sunflower seeds, and nut butters like peanut and almond

butter (only if you are not allergic) Avocado is also a Super fat!

11. Just like carbohydrates, eating too much fat may make you feel sluggish.

12. When we talked about snacks a few weeks ago, we talked about an easy way to know the right amount of fat to eat. Do you remember? The amount of fat you eat in one serving should be equal to the size of the tip of your thumb.




BOKS Blurbs BOKS Blurbs are basic fitness principles that are used in physical activity and sport. The BOKS Blurbs are defined and broken down into words to which kids can relate. The BOKS Blurbs are meant to be a quick overview of the principles that serves as an introduction to, and to create awareness of, the concepts.

Agility Details: The ability to move quickly and change direction while maintaining good body control. Directly related to speed, balance, and coordination. To the kids: If you’re kicking a soccer ball and someone tries to kick it away from you, do you just stand there or do you move quickly in a different direction to try to keep the ball? When you move or turn quickly with your feet and go in a different direction, you are using agility.

Balance Details: The ability to stop and move without falling, stumbling, or false stepping To the kids: Am I standing up? Yes, because I have good balance. How about now, when I’m on one leg (stumble so show the difference)? No, now I don’t have good balance because I can’t stand upright without falling over. Well how about now (go up on one foot and don’t stumble)? Now I have good balance. If you didn’t have good balance, you wouldn’t be able to kick without falling over.

Body Control Details: Being in control of your body at all times during movement To the kids: What happens if you’re jumping or running so fast that you fall over or run into someone? Is that using good body control? No, this is not good body control. When you have good body control, you can jump or run or do any movement without falling or bumping into people because you are in control of what your body is doing.

Cardiovascular Endurance Details: Exercising makes your heart stronger. The heart pumps oxygen and blood to where it is needed in the body, which will allow you to exercise longer and not get tired out. To the kids: Sometimes when you run you get very out of breath, but if you keep practicing you won’t get so tired and it will seem easier. You’re making your heart stronger. The heart pumps oxygen and blood to where it’s needed when you’re exercising.

Coordination Details: The ability to move different parts of your body smoothly and accurately To the kids: Coordination involves getting your legs and arms to work together. When you walk up the stairs, you are getting your body, legs, and arms to work together to go up and down. If you didn’t, you might have a hard time going up stairs.



Flexibility Details: The ability to move your body with ease. To be flexible means that your joints can move in a full range of motion. To the kids: Flexibility means you can move easily. When you kick a ball, your leg comes all the way back, kicks the ball, and then follows through. If you didn’t move easily or weren’t “flexible,” then you wouldn’t be able to bring your leg way back or follow all the way through.

Hand-Eye Coordination Details: The ability to use your eyes to judge the movements of your hands To the kids: What do you think would happen if someone threw you a ball and you weren’t looking or weren’t paying attention? It would probably hit you or go by you. If you look at the ball coming and then try to catch it with your hands, you are using your hand-eye coordination. Your eyes are telling your hands that you have to put them out to catch the ball.

Muscle Endurance Details: The ability of a muscle to exert force over a sustained period of time To the kids: Ever feel like you can throw or kick for a really long time? That’s because you have good muscle endurance, meaning your muscles are so strong that they don’t get tired that easily.

Speed Details: The ability to move a body part quickly To the kids: Does a rabbit move fast or slow? Fast. Does a turtle move fast or slow? Slow. The rabbit goes fast because it uses its body to move quickly or fast. The rabbit uses his speed to outrun the turtle.

Strength Details: The ability of the muscle to exert force To the kids: When you pick up your backpack full of books and supplies and put it on your back, you are using the strength in your muscles to be able to pick that up. If your muscles weren’t strong, then you might not be able to pick it up off the floor.



Games and Activities BOKS games and activities are a fun way to enhance learning. The description for each game and activity has a format (individual, partner, or group activity), what is required for set-up, which Skill of the Week is being used, and the details on how to run it.

Animal Relay (bunny hop, bear crawl, crab walk) Format: Team activity Set-up: 2 cones per team – place cones at each end of the gym Skill: Running Details: 2. Each kid does bunny hops to end of gym, then turns around and crab walks back to the start. Then,

the next kid begins.

Birdie Birdie in the Tree Format: Individual activity Materials: Juggling scarves Set-up: Kids spread out in designated area Skill: Catching Object: To catch the scarves before they hit the ground Details: 5. Give each kid one or two scarves. 6. Each kid takes one scarf and says “Birdie Birdie in the tree, please fly down to me” and throws the

scarf in the air. 7. He or she then tries to catch the scarf with two hands. 8. Repeat with variations: one hand, opposite hand, throw it up and spin around, two scarves at once

BOKS Beat the Clock Format: Running

Materials: Stop watch, 4 cones Set-up: Set up 4 cones, marking off a running area Object: To run the entire time without needing to sit out a round

Details: 1. Have all of the kids spread out around the running area, inside or outside. 2. They should run on the perimeter of the field to avoid collisions. 3. The trainer says “go” and the kids run for 30 seconds. The trainer says “stop” and the kids will have

30 seconds to rest and recover.



4. Next, the trainer says “go” and the kids run for 40 seconds. The trainer says “stop” and the kids will have 20 seconds to rest and recover. Then, the trainer says “go” and the kids run for 50 seconds. The trainer says “stop” and the kids will have 10 seconds to rest and recover.

5. Then, the trainer says “go” and the kids run for an entire minute. The trainer says “stop” and the kids will have a minute to rest and recover.

6. Repeat as desired, if time allows.

BOKS Bounce, Bounce, Bounce Format: Partner activity Materials: 24 Cones and balls Set-up: 8–12 cones lined up in a straight line on each side of the space. Have two kids per

cone. Skill: Catching Object: To work on catching Details: 5. Two kids per cone and one ball for each 6. The first kid bounces the ball and tries to catch it. 7. He or she then tosses the ball to the partner. 8. The partner repeats the action.

Suggestion: Give challenges such as how many times can they catch without dropping, bouncing the ball higher, clapping before catching, getting down on one knee and catching, and bouncing to their partner.


the original spot and quickly throws the ball to anyone in the circle. Make sure everyone gets a turn. 9. The next person repeats until each kid has done this and the ball ends up back at the starter.

10. Make it a competition among all of the circles and play it a few times. The kids can cheer on their team and have fun.



BOKS Four Square Format: Group activity Materials: Chalk or tape, 1 ball that bounces (per group) Set-up: Break kids into groups of eight. Chalk or tape an area that is a square roughly 6–7 feet

wide, and divide it into four even smaller boxes. In each square, write one letter: B-O-K-S. Make multiple squares for more groups.

Skill: Striking with hands Object: To pass a ball around using your hands Details: 7. Have one kid stand in each square. The kid in the “B” is the server. 8. The other kids will stand outside the square and do jumping jacks or other movements while waiting

their turn. 9. The server bounces and hits the ball to another player in the square. The ball must bounce in another

player’s square. The other player must hit the ball before it bounces twice. 10. If the ball bounces twice or goes outside the square, everyone rotates around: B goes to O, O goes to

K, and K goes to S. S goes to B. S goes back to B 11. Now the new server serves the ball and repeats the game. 12. Play for one minute and switch. All kids on the outside come into the square and the other kids do

jumping jacks now.




7. The kid that kicks the ball runs to the cone and becomes the “Pin PickerUPPER.” 8. Repeat for as long as needed.

Suggestion: Give the kids challenges like trying to hit five or 10 in a row based on skill level, or move the cone further back. When the group meets the challenge, they yell “BOKS ROCKS.”



BOKS Sprints

Format: Team activity Materials: Cones Set-up: 3 cones per team. Place cones at equal distances: 1/3 down the gym, 2/3 down, and all

the way down Object: To improve endurance

Details: 1. The first kid runs down to the first cone and back to the start, then down to second cone and back to

the start, then down to third cone and back to the start, then tags the next kid in line. 2. The next kid begins to run. 3. Continue until all kids have gone through at least once.

BOKS Zig Zag Format: Group activity Materials: 4–6 cones and balls Set-up: Color code or number the kids and divide into groups of 4–6. Keep teams with an even







Capture the Ball

Format: Group activity Materials: Cones, balls, 4 hula hoops, pinnies Set-up: Set up jail zones on each side of the play area with a hula hoop. Create the center

boundary line that divides the two teams/sides. Put an equal number of balls in a hula hoop on the far end of each team’s space. Put one team in pinnies.



Skill: Throwing Object: To be the first team to catch the balls and get them back to your team’s hula hoop without

being tagged and sent to jail Details: 1. The whistle blows and kids start running to steal an opponent’s ball (one at a time). 2. Kids can get tagged once they cross the boundary to the other team’s area. 3. If tagged, kids go to opponent’s jail. 4. To get out of jail, another teammate must tag you and free you without getting caught. When leaving

jail, the kid gets a free walk back to his or her side, but the kid who did the releasing does not. 5. Kids can make a chain in jail by linking arms, and then only one kid needs to get tagged for them to

all get released. 6. If a kid gets a ball but then gets tagged, he or she needs to return the ball to its original spot and go to

jail. 7. If kids retrieve a ball without getting tagged, they can put it in their hula hoop. 8. Kids can throw the ball to their teammates and the teammate must catch the ball in order to keep it in

their hula hoop. 9. The first team to capture all the balls without getting sent to jail wins!

Capture the Flag

Format: Divide the class into 2 teams Materials: Cones, bean bags, pinnies Set-up: Set up a jail zone on each side of the play area. Create the center boundary line that

divides the two teams/sides. Put an equal number of bean bags (“flags”) on the far end of each team’s space. Put one team in pinnies.

Skill: Running Object: To be the first team to capture the “flags” and get them back to your team’s side without

being tagged and sent to jail Details: 1. The whistle blows and kids start running to steal opponents “flags.” 2. Kids can get tagged once they cross the boundary to the other team’s area. 3. If tagged, they go to opponent’s jail. 4. To get out of jail, another teammate must tag the capture kid and free him or her without getting

caught. When leaving jail, he or she get a free walk back to his or her team’s side, but the kid who did the releasing does not.


6. If a kid gets a “flag,” but then gets tagged, he or she needs to return the “flag” to its original spot and go to jail.

7. The first team to capture all the “flags” without getting sent to jail wins!



Castle Ball Format: Group activity Materials: Hula hoops or cones and soft balls Set-up: Break the kids into teams of 6–8 and give each team 3 hula hoops and/or 3 cones, cups,






everyone a chance.

Crab Walk Soccer Format: Group activity Materials: 3-4 balls, cones

Set-up: Kids line up in teams on opposite sides of the gym. Divide the balls equally between

teams and set up two cones far apart as the goals.

Skill: Kicking

Object: To get all the balls out of their side of the gym and into the goal at the other side Details: 1. All kids assume a crab-walk position. 2. The kids need to kick the balls across the gym and into the goal. 3. When all balls are out of play, see which team has the most goals.

Cross-gym Sprints

Format: Team activity Materials: None Set-up: Split the class into 2 groups (K–2 and 3–5). Object: To improve endurance



Details: 1. Have the younger kids line up against the wall that creates the shorter distance from one side to the

other. 2. Have the older kids line up against the wall that creates the longer distance from one side to the

other. 3. On the lead trainer’s cue, the kids will alternate running back and forth as quickly as they can. 4. The movements can change from running to skipping to shuffling to butt kickers, etc. 5. Continue for at least five to seven minutes. 6. Make sure the kids spread out when they line up so they do not crash. 7. Cue them to line up shoulder to shoulder.

Suggestion: Try having the kids sprint to the center, then complete a movement, then sprint to the opposite side.

Exercise Newcombe Format: Group activity Materials: 1–3 balls Set-up: Divide the kids into two teams of 10–15 kids. Have them stand on either side of the

monkey bar structure, volleyball net (if one is available), or divide the space with cones if that is all you have to make a “net.”

Skill: Catching Object: To catch the ball and practice skills Details: 9. Set up some type of divider in the center of your space to make a “court” and have 10–15 kids stand

on either side of the divider. 10. A kid from one team throws the ball to the other team. 11. Anyone on that team can catch the ball, but the ball has to be caught before it touches the ground.

(You might also start off by saying that kids can catch the ball on one bounce.) 12. The person who catches the ball quickly throws it back to the other side. The action is repeated. 13. Kids on each team take turns throwing the ball until someone misses or the ball goes out of bounds.

(In either of these situations, the toss then goes to the other team.) 14. Let the team with the BOKS Kid of the Week start the game. 15. Points are earned when the opposing team drops or misses the ball. To deemphasize winning and

losing, try playing very short games (5 points or for one minute). The trainer should keep skill balance in mind as he or she forms groups and encourages kids to help one another out during play.

16. Each ball that is dropped equals one jumping jack. When time is up or 5 points have been reached, the team with most misses determines how many jumping jacks the group will do.

Suggestion: To make it more challenging, have the kids play balancing on one leg.

Farmers and the Barnyard Animals Format: Group activity Materials: Noodles, lots of things that can be put on the floor (bean bags, small balls, balloons,

beach balls, etc.)



Set-up: Divide the kids into two groups. Kids on one side are the “tractors” and the kids on the other side are the “farmers.” Place all the items, or “animals,” in the middle of the area, or the “field.” Place hula hoop “barns” on the farmers’ side.

Skill: Striking with implements Object: Farmers need to herd all the animals into the barn Details: 1. Farmers start lined up on one side and tractors start lined up on the opposite side. On the trainer’s

“go,” farmers go to the animals and try and herd them in with their noodles. Using the noodles, they strike the animals while keeping them on the floor, and herd them back to their barns. Be sure to remind the kids not to lift the noodles too high so they will not hit each other.

2. While farmers are herding, the tractors are running to the barn and taking the animals back into the field. Once the animals are placed back into the field, the tractors need to run back to their starting area and then they can run back to the barn and bring another animal back to the field. Repeat.

3. Switch up the farmers and the tractors.

Fly Away Format: Partner Materials: Noodles cut short (2 feet), juggling scarves, balloons or beach balls, poly spots or hula

hoops Set-up: Kids spread out in the designated area

Skill: Striking with implements Object: To strike the scarf, balloon, or ball to keep it from hitting the ground Details: 1. Have kids spread out with their partners so there is enough room to use the noodles without hitting

each other. Place poly spots or hula hoops down so kids know where to stand. 2. Give each partner group two scarves or one beach ball or balloon. 3. Each kid takes one scarf and hits it up into the air using his or her noodle, trying to keep it from hitting

the ground. Once the first kid gets the movement, he or she can pass to the partner. If using a beach ball or balloon, have them hit it back and forth to each other.

4. If you have a large group of kids, have some in the middle of the space playing the game while the others jog or do other movements around the perimeter of the area.

Fox and Rabbit Format: Divide the class into teams of 20 kids each, or set up different games. Materials: None; this should be played in a gym or on the field. Set-up: Assign 5 foxes; the rest of the group is rabbits. Object: Foxes try to catch the rabbits. Details: 1. The rabbits get a 10-second head start to get away from foxes.

2. The foxes chase after the rabbits and tag them.



3. If a rabbit is tagged, he or she turns into a fox and helps catch the other rabbits.

4. Play until all rabbits are “caught.”

Go, Back, Hit It!

Format: Individual activity Materials: Cones Set-up: Teams based on colored groupings, with cones at each end of the gym Skill: Running Object: Running with speed

Details: 9. The first kid in each line goes first. 10. The trainer yells “GO!” The kids run as fast as they can toward the end of the gym. 11. The trainer can either yell “BACK!” or “HIT IT!”

12. If he or she yells “BACK,” the kids start running backward as fast as they can.

13. If he or she yells “HIT IT!” the kids drop to the floor (like a burpee), jump back up, and start running again as fast as they can toward the end of the gym.

14. The trainer can alternate calling GO, BACK, or HIT IT! as many times as they want until the kids reach the end of the gym.


16. Note: When the kids are running, it is an all-out effort. They should not be slowly jogging and try to predict what the trainer will say next.

Suggestion: You can modify the “HIT IT!” with a squat, jump, or any other movement for the kids.

Go, Back, Kick It!

Format: Individual activity Materials: Cones Set-up: Create teams based on colored groupings and place cones at each end of the gym Object: To practice the Skill of the Week Details: 1. The first kid in each line goes first. 2. The trainer yells “GO!” The kids run as fast as they can toward the end of the gym. 3. The trainer can either yell “BACK” or “KICK IT!” 4. If the trainer yells “BACK,” the kids start running backward as fast as they can. 5. If the trainer yells “KICK IT!” the kids kick their right foot up and touch their left hand, jump back up,

and start running again as fast as they can toward the end of the gym. 6. The trainer can alternate calling GO, BACK, or KICK IT as many times as they want until the kids

reach the end of the gym. 7. Cycle through the lines, making sure all kids have a few turns to GO. 8. Note: When the kids are running, it is an all-out effort. They should not be slowly jogging and trying to

predict what the trainer will say next. 9. Suggestion: Rotate the kids through at least twice so they can alternate legs for kicking.





there are not enough balls. There is a finish line at the opposite side of the field. Skill: Kicking

Object: To get to the finish line and get moving!

Details: 1. Have a trainer or BOKS Kid of the Week be the “stop light” and lead the game. 2. The “stop light” faces away from the group when he or she says “green light,” but turns and faces the

group when he or she says “red light.” 3. The “stop light” cues the participants to start moving by saying “green light.” The participants should

walk fast or jog while kicking their ball, but not run. The participants will stop moving and stop their ball by putting the bottom of their foot on top of the ball to “trap” it when they hear “red light,” and the “stop light” turns around to make sure everyone is standing still and not still moving.




Hit the Pie Format: Group activity Materials: 1 ball and hula hoop per group Set-up: Group kids into color or number groups. Place 1 hula hoop down on the ground for each



Hop, Skip, and Kick Format: Individual activity Materials: None



Set-up: Use boundaries to create an appropriate-size play area as needed. Skill: Kicking Object: To improve kicking technique Details: 1. Demonstrate how to avoid contact with each other and to not kick someone that is close to you.

2. Spread kids out to avoid contact and collisions.

3. Everyone must stay inside the boundaries (explain boundaries if needed).

4. On the first signal or music, the kids begin hopping (skipping, jumping, etc.).

5. On the second signal or music, the kids must stop where they are and kick in a balanced position. Repeat several times, changing what kids do for each signal.

Jumping Jack Relay

Format: Individual activity Materials: Cones, hula hoops Set-up: 8–12 cones, lined up on opposite sides of the gym or field, and cones or hula hoops to

split the space in half Skill: Running

Object: To work on running

Details: 1. Form lines behind all the cones based on color groups. 2. There should be an equal number of kids from the color group lined up on opposite sides. 3. Everyone starts with three jumping jacks. 4. The first person from each line sprints to the middle of the space (have cones or hula hoops to show

where they need to stop) and “high fives” with both hands the kid from the line across from them, and then runs back to his or her line.

5. When they are back in line, all the kids in line do three jumping jacks. 6. The next kid in line goes. 7. Have the kids go twice and then sit down so that it is easier to know when their line is done.

Junkyard

Format: Group activity Materials: Bean bags, soft balls, pinnies, cones, any soft objects Set-up: Divide the class in half to make 2 teams. The teams line up on opposite sides of the gym.


other side. Details: 1. Kids try to roll or carry (any hard or big equipment) “junk” to opponent’s side. 2. Kids need to stay on their own side and just roll the equipment over the dividing line.



3. Kids work as fast as they can to keep cleaning the “junk” off of their side and sending it to their opponent’s side.

4. Let the kids play for at least five minutes and then call time—give them a warning ahead of time. 5. The lead trainer counts all of the “junk” to determine which team has the least junk on its side.

Just Jumping #1 (squat jumps) Format: Individual activity Material: 2 cones per team Set-up: Place cones at each end of the gym. Skill: Jumping Object: Work on squat jumps Details: 1. The first kid does three squat jumps, runs to end cone and does three squat jumps, and then sprints





begins.

Kick It Up! Kicking Wave

Format: Group activity



Materials: Cones Set-up: Teams based on colored groupings, with one cone per group Skill: Kicking

Object: Practice kicking Details: 1. Spread cones around the designated playing area. 2. Have each group of kids make a circle around its cone. 3. One kid starts by kicking his or her right foot up and touching the inside of the foot to the left hand. 4. Once the first kid is done, the next kid will go. They perform the movement like a wave. 5. When all kids have had a turn, they all run one lap as a group. 6. When they come back, they will do it again, this time with the left foot. 7. Challenge the kids to see which group can complete the most laps in a designated time.

Knock It Off

Format: Group activity Materials: 10–20 cones, 10–20 tennis balls or bean bags, 10 balls Set-up: Divide the group into 2 teams. Set up a designated playing area with a center line with


Skill: Rolling

Object: To knock the tennis balls or bean bags off the cones Details: 5. Place five balls on each side of the playing area to start. 6. The kids roll the balls while trying to knock the tennis ball or bean bag off the cone. 7. The kids are not allowed to kick or throw the ball and must stay on their side of the playing area. 8. When all the tennis balls have been knocked over, everyone does 10 jumping jacks together and then


Mini Olympics



Object: To have fun! Details:



1. The kids break up into two teams and go through the four different stations of skills that have been worked on for the session.

Musical Run

Format: Individual activity Materials: Cones on outside corners of gym or field Set-up: Kids spread out across gym or field Object: To move while music is playing and stop when it is turned off Details: 6. Turn on the music and the kids start jogging. 7. Every time you stop the music, give the kids a new movement. 8. The kids can walk, jog, sprint, side shuffle, and skip. 9. Continue for eight to 10 minutes. 10. If you do not have music, you can cue the kids by blowing a whistle.

Nest

Format: Group activity Materials: 6–8 hula hoops, noodles, bean bags, poly spots, or something else to designate where to

stand Set-up: The kids will make a big circle and place the one hula hoop in the middle. This is the

“nest.” The rest of the hula hoops are placed around the nest. Place poly spots close enough so kids will be able to hit the bean bags into the hula hoops. Have each hula hoop represent a movement. Example green = burpees, red = squat jumps, and orange = kicking, and have the nest = group run.

Skill: Striking with hands

Object: To get the bean bags into the nest Details: 6. Everyone does jumping jacks. 7. One at a time, each player from the circle comes to the poly spot and tries to strike the bean bag and

have it land in a hula hoop. 8. The player goes back to the circle and the next player comes in. Repeat this process until all kids

have had a turn. 9. Count up how many bean bags are in each hula hoop and have them do the associated movements.

For example, if three bean bags are in green, two are in red, and one is in the nest, they would do three burpees, two squat jumps, and one group run.

10. Repeat.


team



Set-up: Break the kids up into 2 teams. The kids try to score on the other team using noodles instead of sticks.

Skill: Striking with implements Object: To score on the opponent’s goal Details: 3. Have the kids try to score on the other team. 4. Emphasize good body control and not bringing noodles up past the waist.

Oscar’s Trash Can Format: Group activity Materials: Mats or cones, and as many small soft objects as you have to be used as “trash” Set-up: Make a circle with mats standing up on their sides or use cones to create a circular “trash


Over/Under Format: Group activity Materials: Divide kids by color groups, 2 cones per team, and a ball Set-up: Place cones at the starting line and at the end of the gym.

Skill: Underhand throw Object: To get your team past the end cone first. Details: 6. The kids form a straight line, facing away from the other side of the gym. 7. The first kid in line passes the ball overhead to the next kid. When done with the pass, the first kid


the pass, the first kid runs to the end of the line. 9. Continue until the team reaches the other side of the gym. 10. The first team to pass the end cone wins.

Suggestion: Time the group as a whole to see how long it takes them all to work as a team and complete the game. Challenge the group to beat specific times.



Partner Catching Format: Partner activity Materials: 1 ball that can bounce for each pair of kids Set-up: The kids line up in a straight line facing their partners, who are roughly 3–4 feet away Skill: Catching Object: To work on catching and see how far back you can go and still catch Details:

5. The kids on one side start with the ball. 6. The kids work on tossing the ball to their partners while their partners try to catch the ball. 7. Work on catching three times below the waist and then three times above the waist. 8. Take one step back and repeat the activity.

Partner Passing (Kicking) Format: Partner activity Materials: 1 ball for each pair of kids Set-up: The kids line up in a straight line facing their partners, who are roughly 10 feet away Skill: Kicking Object: To pass with accuracy Details: 1. The kids on one side start with the ball. 2. The kids work on kicking the ball to their partners with the inside of the foot while trying to be

accurate. 3. The partner retrieves the ball and kicks it back. 4. Repeat.

Suggestion: Kids who are not able to kick 10 feet with accuracy can move in. Also, give them challenges like kicking accurately to each other five or 10 times based off of their skill level.

Partner Scarf Throwing Format: Partner activity Materials: Juggling scarves Set-up: All kids will need a partner. Skill: Overhand throw Object: To work on throwing and catching scarves without dropping them Details: 1. Partner 1 has a scarf and rolls it up like a ball in a fist. 2. Partner 1 throws the scarf to partner 2, who tries to catch it before it hits the ground. 3. They throw it back and forth, trying not to drop the scarf.



Suggestion: Challenge them to add an additional scarf and throw continuously back and forth, or have them throw for distance.

Pin Down Format: Group activity Materials: 12–16 cones or pins, 12–16 hula hoops, 12–16 poly spots (optional), 16 soft balls Set-up: Break into 2 teams and split the playing area in half. Spread out 6–8 hula hoops and

place 1 cone or pin in each hula hoop. If you have poly spots, put 1 in each hula hoop to use as a marker for the cone/pin. Do the same on other side of the playing area with hula hoops and cones/pins. Scatter half the balls on one side and the rest on the other side.

Skill: Striking with hands Object: To knock down all the cones/pins while striking a ball with your hand

Details: 1. Each team has to stay on their own side during the entire game. 2. The kids find a ball, bounce it, and then strike it with their hand to try to knock the other team’s

cones/pins over. 3. The first team to knock all the pins over gets to choose the movement that the group will do (such as

jumps, squats, bear crawl, etc.). 4. The whole group does 20 repetitions of the movement the team chose. 5. The teams have 30 seconds to put the cones/pins back in the hula hoops and play again.

Pizza Oven Format: Group activity Materials: Cones (one for each team), hula hoops (2 for each team), things that can be thrown

(small objects such as bean bags, balls) Set-up: Color-code the kids and put them into teams, relay style Skill: Underhand throw Object: To get as many toppings on your pizza as possible Details: 1. Set up one cone for each team at one end of the space and have the teams line up behind their color. 2. Set up hula hoops at the center line, one per each color team (this is the oven). 3. Set up one hula hoop approximately 4 feet away from the center line hula hoop for each team (this is

the pizza). 4. Place small objects in the “oven” hula hoops. These are the toppings (call them different toppings for

each round). 5. The first kid in line runs to the “oven,” stops, and grabs one topping. He or she uses an underhand

throw to try to get it on the pizza. Make sure they are not rushing the throw. 6. After the underhand throw, they run back to their lines and the next person goes. 7. Repeat until all the toppings are gone. 8. Push the pizzas farther back for more of a challenge.



Red Cup Toss and Catch Format: Group activity

Materials: Cups, balls or bean bags, and hula hoops Set-up: Set up lines on both ends of the gym by color (relay style). Set up 1 hula hoop per line in

the middle of the gym or area. Place red cups and 1 ball in each hula hoop. Skill: Catching Object: To get as many cups as you can to build a big tower

Details: 1. The first person in each line runs to the center, picks up the ball, and passes it back and forth with his

or her teammate twice, focusing on catching. 2. He or she puts the ball back in the hula hoop and each kid takes one cup and runs back to his or her

line. 3. The next person in line takes his or her turn and so on. 4. Continue for three minutes and then give the kids one minute to build a tower with the cups that they

brought back.

Relay Race Run

Format: Team activity Materials: Cones and batons Set up: 8–12 cones, lined up on opposite sides of the gym or field Skill: Running

Object: To pass the baton and be the first team to finish!


to the next runner. 12. The kids continue running until each has had at least a few turns (five to 10 minutes). 13. You can also add in a few repetitions of the Skill of the Week movement to change things up. 14. You can also add in other movements besides running like skipping, side shuffle, grapevine, etc., as

long as kids keep up the intensity of the pace.

Ribbit Ribbit Relay Format: Individual activity Materials: Cones, hula hoops Set-up: 8–12 cones, lined up on opposite sides of the gym or field, and cones or hula hoops to

split the space in half Skill: Kicking



Object: To get moving! Details: 1. Form lines behind all the cones based on color groups. 2. There should be an equal number of kids from the color group lined up on opposite sides. 3. Kids do two frog jumps and say “ribbit ribbit” and then kick the imaginary lily pad out of their way. 4. They then run to the middle of the space, tap their hand on a cone or hula hoop, and run back to their

line.

Rock, Paper, Scissors Tag Format: Group activity

Materials: 6 plastic grocery bags, 4 cones

Set-up: Section off the play space in the gym or on the field with the 4 cones. Pick 6 kids to be

taggers and give them each a plastic bag to stick into the side of their pants/shorts. Skill: Jumping Object: Get moving and try not to get tagged Details: 1. Teach all of the kids the following movements:

Jump up and down then stand spread eagle for PAPER

Cross legs and arms for SCISSORS

Squat down for ROCK 2. Designate six taggers and gives them each a plastic grocery bag. 3. On the trainer’s “go,” the taggers start chasing the kids. 4. If a kid is tagged, he or she and the tagger play rock, paper, scissors using the movements above. 5. The winner continues to run around and the non-winner takes the plastic grocery bag, puts it into the

side of his or her pants/shorts, and becomes a tagger. 6. Play for three minutes and see if anyone wants to be a tagger who has not been one yet. Switch up

taggers and play again.

Rolling Relay

Format: Individual activity Materials: Cones, hula hoops Set-up: Group the kids by color group. Set up lines on both ends of the gym. Set up 1 hula hoop

or cone per line in the middle of the gym or area. Skill: Running Object: To improve rolling skills

Details: 7. The first kid in each line has a ball and runs to the hula hoop in the middle of the space. 8. When he or she gets to the center, the kid rolls the ball back to the next person in line and runs back

to the line. 9. Once the second kid has the ball, he or she runs with the ball to the middle. 10. Repeat until all kids have gone at least twice. 11. Have kids doing jumping jacks or other movements while waiting.



12. Challenge them by timing to see how long it takes all the kids to get through their line as a group.

Run 200 meters/400 meters/800 meters/1200 meters/1 mile

Format: Running Materials: None Set-up: Use the track or your running space (inside or outside)

Object: To improve endurance Details: 1. This can be performed either outside or inside, and be timed or not timed. 2. Kids can also do repeats, particularly of the shorter distances. Have them run a 100, rest for one



Run 200 meters/400 meters/800 meters/1200 meters/1 mile with Obstacles

Format: Running Materials: Hula hoops, cones, hurdles, etc. Set-up: Use the track or your running space (inside or outside)

Object: To improve endurance Details: 1. This can be performed either outside or inside, and be timed or not timed. 2. Set up hula hoops for jumping, cones for zig zagging, hurdles and more to add interest to the run.

Running Wild Relay Race (running and skipping)

Format: Team activity Materials: Cones Set-up: 2 cones per team. Place cones at either end of the gym Object: To practice running and skipping in a fun setting Details: 4. The first kid starts out by running to the end cone, then skipping all the way back to the start. 5. The next kid begins to run when the first is finished. 6. Continue until all kids have gone through at least once.

So Close! Format: Individual activity Materials: Hula hoops, balls



Set-up: 8–12 cones lined up in a straight line where the kids will line up and 1 hula hoop on the opposite side per each line, 10–15 feet away depending on skill level

Skill: Rolling Object: To roll the ball into the hula hoop Details: 1. Have the kids form lines behind all the cones based on color groups, roughly four to six kids per line. 2. Have one ball per line. 3. The first kid in line runs to the hula hoop and waits for the ball to be rolled by the second kid in line.

The first kid’s job is to retrieve the ball, bring it to the next person in line, and go to the end of the line. 4. The second kid in line rolls the ball, trying get the ball into the hula hoop. 5. If it goes into the hula hoop, he or she does one burpee. If the ball misses, he or she does one

jumping jack. 6. The second kid then runs to where the hula hoop is and waits to retrieve the ball from the next roller. 7. Repeat for as long as needed.

Suggestion: Challenge the kids to see how many they can get in hula hoop in a certain amount of time.

Speed Obstacle Course Format: Individual activity Materials: Cones, agility ladders, and hula hoops Setup: Make 2–4 mini obstacle courses for kids to run through. Having a few smaller courses










Throw and Catch Tag Format: Group activity



Materials: 4–6 pinnies or foam noodles, 2 bean bags for older kids, 2 soft balls or tennis balls for younger kids

Set-up: Break the kids into 2 groups (younger kids in one side, older kids on the other). Play the

same game on each side. Each side has 2–3 taggers and 2 balls or bean bags. Skill: Catching Object: To work on catching skills

Details:

1. Choose a three or four kids to be the “taggers” and have them wear a pinnie or hold a foam noodle to tag with.

2. Choose two kids to hold one bean bag or ball each. 3. When tagged, kids do jumping jacks until someone with a ball or bean bag passes it to them. 4. Alternate taggers and throwers every two minutes. 5. Keep playing until time runs out, for a maximum five to 10 minutes.

Toilet Tag Format: Divide kids by color groups Materials: Pinnies for taggers Set-up: The kids spread out across gym Skill: Running Object: To avoid getting tagged, to free teammates Details: 8. Choose a few kids to be the “taggers” and have them wear pinnies.

9. Kids run around the gym trying not to be tagged.

10. When tagged, the kids squat down like on the toilet, with one arm up.

11. When a kid on the same team “flushes” (pushes the arm down), the kid is back in the game.

12. Alternate taggers every two minutes.

13. Keep playing until time runs out, for a maximum of five to 10 minutes.

14. Have kids make a flushing sound when their arm is pushed, if desired.

Triangle Tag Format: Group activity

Materials: None

Set-up: Have the kids form groups of 4

Skill: Running Object: To work as a team and protect one teammate from the chaser

Details: 1. The kids form groups of three and hold hands. 2. The fourth person in each group will be on the outside of the circle as the chaser.



3. Designate one person in the circle as the person the chaser will try to tag. 4. On the trainer’s cue, the chaser will try to tag the designated person in the group. 5. The group holding hands will work together to protect the designated person. 6. Once the chaser tags the designated person, the kids switch roles among the group of four. Suggestion: Have a hula hoop or poly spot for each group as a marker, so kids stay in their area.

Way Back! Format: Partner activity Materials: One ball for every pair of kids Set-up: Half of the kids (partner 1 in each pair) line up in a straight line, arm’s-distance apart.

Partner 2 lines up on the opposite side facing his or her partner. Skill: Overhand throwing Object: To work on overhand throwing for accuracy and distance Details: 4. Partner 1 and 2 should be roughly 5 feet away to start. 5. Partner 1 throws the ball to partner 2. Partner 2 retrieves it and throws it back. 6. When both partners have successfully thrown the ball to his or her partner without having to chase it,

they can both can take a giant step back and repeat.

See how far back they can go while keeping the ball under control and throwing with accuracy.

Whack it! Format: Group activity Materials: Beach ball or other ball that bounces Set-up: Break the kids into groups (8-10 kids) and have each group make a circle. Skill: Striking with hands Object: To see how many times the players can keep the ball up in the air (if a beach ball) or hit

it to other players Details: 1. Have the kids start with a small group circle. 2. One kid hits the beach ball up in the air to someone in his or her group. 3. The kids should try to keep the ball from hitting the ground. 4. Make the circle bigger. 5. If you are using a tennis ball or other ball that bounces, have the kids try to hit it to another player with

using only one bounce.

“X” Marks the Spot Format: Individual/partner activity Materials: Duct tape, balls or bean bags, and a wall



Set-up: Tape 10–12 “X’s” on a wall with duct tape and on the floor roughly 6 away from the target. Spread them out to allow room.

Skill: Overhand throw Object: To hit the target with a ball Details: 6. One bean bag per kid/team.

7. Have the kids point their non-dominant hand and step with that same foot toward the target.

8. While stepping toward the target, the kids twist their hips and throw toward the target with their dominant hand. At this point, the body should be facing the target.

9. Switch partners.

10. Step back after each partner can hit the “X” five times.



Locomotor Movements Start simple and add a few new ones each week—change it up so the kids won’t get bored! After one complete rotation of doing each warm-up successfully, you can make it into a partner warm-up, having the kids do the movements you call out next to each other or while linking hands.

Butt Kicker

Jog, bending the knees and trying to touch the feet to the butt.

Crab Walk

Sit down and put the hands and feet flat on the ground. Lift your bottom and hips as high off the ground as you can. Move the feet first and then the hands catch up—moving like a crab.

Frog Jumps

Place the feet on the ground, shoulder-distance apart. Put your hands on the ground in between the knees. Start in a bent-down position and reach tall to the sky from a squatting position to a standing position.

Gallop

Run like a horse. Keep both legs straight/stiff and let one foot lead the other (switch the leading foot when needed). The leading foot goes forward the whole time while the other foot just follows behind it.

Grapevine

Facing sideways, cross the legs in front and in back, repeating rapidly. Make sure to go in both directions.

High Knees

Jog, lifting knees as high as possible in front.

Jog

Jog at a moderate pace, 50% of maximum effort.

Ladders

Perform rapid, repetitive movements, “hop scotch”–style. This can be done outside, with a ladder or a chalkboard course. Hop scotch, out in/out in, left side, right side, bunny hops, etc.

Leaping

This involves jumping for distance, using one foot to propel the body. Alternate pushing off of each foot.

Moving Broad Jump

Stand with feet hips-distance apart. Using the arms to gain momentum, jump forward and out as far as possible. Make sure to hold the landing in a partial squat position. Repeat. Each jump should be a 75% effort.

Seal Walk

Walk on the hands, with the arms straight and fingers pointing forward. Keep the bottom and hips low and the knees together and eyes forward. Move forward by alternating hands.



Side Stretch

Leading with the right leg, place the legs wide, bend the knees, and lean the body to right with the right knee bent and the left leg straight. Feel the stretch on the left side, then shift to the left and then back to the right. Pivot to lead with the left leg. Feel the stretch on the right side, and then shift to the right and then back to the left. Repeat.

Skipping

This involves a step and hop combined. With your right foot, step and have the left foot pass your right foot by hopping past it. Combine the two to perform a skip.

Skipping (power)

Skip, making sure each leg is lifted as high as possible with every step. Alternate legs.

Soldier Walk

Raise the right leg up to hip-height or higher, and try to touch it with the left hand. Return the foot to the ground and move forward with the left leg. Repeat, alternating legs.

Quad Walk

Stand on right leg. Take the left foot in the left hand and gently pull the heel to the butt while lifting up on the right toes. Return the left foot to ground and repeat with the right leg. Repeat, alternating legs.



Locomotor Warm-ups

We want all participants to put forth maximum effort during class, so it is important to warm up their muscles. The warm-up activity should last about 5 minutes and should include locomotor movements as well as dynamic stretching. Try a variety of different activities to keep the kids interested. We encourage an active warm-up, getting kids moving right away. This allows the kids to loosen their muscles while preventing them from injury related to stretching cold muscles.

Warm-up Formations:

Locomotor Lines – Organize the kids in an even number of lines. The trainer is quickly calling out the locomotor movements in the middle. Once the first group of kids get past the trainer, they continue that movement to the end line, where they stretch until the rest of the group gets there and the trainer begins to call out new movements. (Allow no wait time.)

Locomotor Locomotion Style (clockwise/counterclockwise rotation) – All kids are moving on the outside perimeter of your space. The trainer is in the middle calling out the movements while all kids are performing the movements. After a few rounds of locomotor movements being called out, yell “STOP” and have the kids stretch by reaching to the sky and to their toes so they can catch their breath. Change as necessary.

Locomotor Movement – full class in open space – Everyone spreads out in their own personal space (an arm’s-length between themselves and others). The trainer calls out the locomotor movement while all kids perform it.



Skills of the Week The Skill of the Week calendar is included on page 10 for your reference. During the first class of the week, the skill is introduced and explained, and the proper form is demonstrated. Kids should practice the movement and trainers should move around the class to assist with form and range of motion. During the second class of the week, the skills can be practiced and reinforced through stations, tabatas, relay races, obstacle courses, and 30-second max efforts. Throughout the sessions, the key points of performance should be repeated to the kids when doing the movements. Make sure your demonstrator can do the skill requested before showing the entire class.

Broad Jumps Details: Stand with feet hips-distance apart. Using the arms and hips to gain momentum, jump forward and out as far as possible. Make sure to hold the landing in a partial squat position.


Use your arms

Bend your knees

Hold your landing

Catching



Watch the ball







Follow through

Overhand Throw Details: Start in a “T” formation with the non-dominant hand and foot facing the target. The dominant hand holds the ball. Step toward the target, twisting the hips and bringing the throwing hand by the ear and throwing at the target. At this point, the body should be facing the target during the follow-through.







Rolling Details: Start with your feet shoulder-width apart and face the target or where you want to roll the ball. Support the ball with the non-throwing hand. Bring the ball back with a straight elbow past the hip and bring it up to shoulder height. Take a step forward, bending the opposite knee, and swing the arm forward like a pendulum. Release the ball on the floor by the forward foot. Point at the target with follow through.






Running Details: Stand up tall and look in the direction that you are going. Keep your arms bent and swinging back and forth. Run on the balls of your feet.




Keep arms bent

Squat Jumps

Details: Set feet shoulder-distance apart, send arms up, butt back, and squat down so the butt is below the knees. Keep the knees out and jump up straight and tall. Land back down in a full squat. Repeat explosively.


Keep the heels super-glued to the ground

Squat deep to get your pockets below your knees

Jump up straight and keep your back arched like a superhero

Striking Details: There are many different ways to strike an object while using your hand or an implement (noodle, paddle, racket, etc.). What is important is to keep your eye on the target and knees slightly bent. Keep your hitting arm straight and connect with your object. It is important to follow through.





Tuck Jumps Details: From a standing position, jump up as high as possible, tuck the legs up until they are parallel to the chest, and then stand again. Do these in rapid succession.


Jump up high

Bring knees high

Stand up straight at end



Underhand Throw Details: Start with your feet shoulder-width apart and face the target. Bring the ball back with a straight elbow past the waist. Take a step forward with the opposite foot while bending that knee and swing the arm forward like a pendulum. When your arm reaches your hip, start to release the ball as your arm goes forward, pointing at the target.







Cool-down After the kids have exhausted a lot of energy during the end of the class game, it is important to allow time for the kids to adequately cool down. This should not be skipped, as it is an important transitional step in moving from BOKS to school. If you are short on time, you can have one trainer lead the cool-down and another start discussing the BOKS bit. Once the kids are ready to move to class, have them participate in one last round of relaxing deep breaths.

Cat/Cow Pose


Deep Breaths


Full-body Stretch


Head Rolls


Mountain Pose


Other Yoga Movements

As desired, trainers can include simple yoga movements in the cool-down as well.

Shake Out

First shake your left hand 12 times, counting out loud to 12, then the left foot 12 times, then the right hand 12 times, then the right foot 12 times, then do each six times, and then do each three times.

Shoulder Stretch – Shoulders and hamstrings

With legs hip-distance apart, cross the arms behind the back and bend forward at the waist. Allow the arms to lift up toward the head. Hold for a few seconds.

Supine Twist – Back

Lie down on your back with the legs straight. Lift the left leg up and bend the knee toward the chest. Grab the left knee with the right hand, pull the knee across the body and push the knee down to the ground. Hold for a few seconds. Return the legs to the original position and repeat on the other side.



Swan Dive


Tree Pose


Triceps Stretch – Triceps

Raise the arms overhead. Bend the right arm back behind the head and hold onto the right elbow with the left hand. Push down and hold for a few seconds. Reverse sides.

08172015 fundamental movement curriculum.pdf

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