Physical inactivity has become a serious physical, mental, social and spiritual health issue for all Canadians, especially all children and youth. The Durham Catholic District School Board is passionate about renewing Daily Physical Activity as a key component of a healthy school.
It's important to stay active while at home. Below are some activities you can do with your children.
OPHEA At-Home Activities - Happy Feet!
Daily Physical Activity - DPA
Follow the Leader (K- Gr. 8)
1.Divide students into small groups of 2-4 participants and have them determine who will lead first.
2. Review and practice various movements (skip, leap, hop), changes of direction (forward, backward, sideways), shapes, levels (travel upright, bend down low), pathways (straight ahead, zigzag, curved, diagonal) and speeds (fast, slow). Pay particular attention to body awareness and spatial awareness. Go over safety procedures, especially addressing safe speeds for the space that you are in.
3. Have the leader perform various movements as the other(s) follows (mimics) the leader’s actions. When the music stops (30 seconds to one minute), all strike a pose and freeze.
4. When the music resumes, the one of the other followers becomes the leader.
5. If only 2 participants are playing, give each other at least two turns being a leader. If there are more than 2 participants, make sure everyone has the opportunity to be the leader.
6. Be creative and have FUN!
“My Body” Song
Introduce and sing together the following words to the tune of “My Bonnie Lies Over the Ocean.” Here’s a YouTube clip of the melody
When a word is sung that begins with the letter “B,” the students stand up.
When the next word beginning with the letter “B” is sung, the students sit down.
Try these words instead of the original song:
My body lies over the sofa,
My body sees too much T.V.,
My body, it needs to be healthy,
Oh, bring back my body to me,
Bring back, bring back,
Oh, bring back my body to me, to me!
Bring back, bring back, please bring back my body to me!
Have junior students (Gr. 4-6) analyse the rhyming scheme, and create new verses that give a positive, healthy message to the song. Try the song out and do the actions.
Show the people in your home that you can use your energy to help them out!
With an adult’s permission/supervision, ask to help out with home upkeep that requires physical activity. If possible, listen to some of your favourite music while you....
Not only will you be moving & exercising, you will be helping people that you love.
This classic pantomime game is ideal for people of all ages. Keep the rules simple when you play with kids. With a bit of help, even kids as young as three can play.
Equipment
At a minimum, you will want a watch or stopwatch app that counts seconds, although competitive types will want a real stopwatch.
Rules and Tips
Basically, the game of charades is pantomime. Players act out a word or phrase without speaking. For example, "football" could be broken down by pointing to your foot and then pretending to throw a ball. For "car," you might pretend to sit with your hands on an imaginary steering wheel.
Charades can be played with any type of word or phrase, but with kids you may find that movie titles or TV shows work best. You can even act out numbers or letters of the alphabet to reinforce concepts/knowledge.
Usually, charades is played by two competing teams in a race against time. But you can also play with just two people and have some fun. Check this idea out - https://www.youtube.com/watch?v=dfIvL9lpByk
On each turn, a single-player acts out a phrase in front of their audience.
Use a stopwatch or app to track the time, giving a maximum of two or three minutes for each turn. The team with the least amount of total minutes and seconds wins.
When playing with young kids, however, you might want to skip the stopwatch and the competitive element.
Getting Started
There are variations of how to play, but here's one format:
Charades Basics
Tricks of the Trade
The following games can be played against one or more participants or you can time yourself to see how quickly you can accomplish the goal...And then try to beat your time by attempting the race again.
Outside games
Wheelbarrow Race (2 or 4 people minimum)
In each pair, one child is the 'wheelbarrow' and lies on their front on the grass, and the other is the 'driver' and stands by their teammate's feet. Before the race begins, the driver picks up the wheelbarrow's ankles and the wheelbarrow lifts themselves onto their arms. Then… ready, steady, go!
Two-legged Race (2 or 4 people minimum)
Have each player stand next to his partner and put his arm around his partner's waist. The partners' inside legs (the right leg of the partner on the left and the left leg of the partner on the right) should be touching. Tie the partners' inside legs together so each pair of children has three legs rather than four.
Water Relay Races
Supplies: Buckets, cups, or sponges
Give each team a plastic cup and put a bucket full of water at the starting line. Put one empty bucket for each team at the finish line. Players take turns filling up their cup from their full bucket and dumping it into their empty bucket.
The game is over when the starting-line bucket is empty. The team with the most water in their finish-line bucket wins.
Variations: Use a large sponge to soak up water instead of a cup. Or, on a hot day, with parental permission, poke holes in the bottom of the cup and have the kids carry it over their heads to the finish line for a relay.
Inside or Out
Pick up and Go!! Race
Place 3 objects (per participant) on one side of an open, level space. Each participant ten lines up opposite to the objects. When the race begins the participants run across the level space and pick up one object and run back to the start and drop it off in a designated spot (circle or bucket/container). Each participant must retrieve all 3 objects as quickly as possible and bring them back to the designated staring point.
Egg-and-Spoon Races
Each player gets a spoon and an egg (hard boiled or plastic). Each team must carry their egg on their spoon from the starting line to a turnaround point and back again. Then, the egg is passed off to a teammate who takes their turn. If the egg is dropped, the player must stop and retrieve it.
Drop the Penny
Supplies: Empty egg cartons, bowls, and at least one coin/small stone/marble per player (a few spares are a good idea in case they get lost)
To set this relay up, start by marking off two lines: a starting line and a turn-around line. Divide your players into teams. Place an egg carton (lid removed) about halfway between the two lines, one for each team.
Next, head to the turn-around line where you'll place a bowl containing enough coins/small stones/marbles for each player.
The first player from each team starts the game by racing to the bowl and picking up one coin/small stone/marble. Then, they run to their team's egg carton and, from waist height, drop the coin/small stone/marble into one of the carton's cups (decide in advance whether second chances are allowed if a player misses).
The game is over when one team has successfully dropped a coin/small stone/marble into each cup in their egg carton.
Variations: Swap beans or other party-themed trinkets for coins/small stones/marbles. If you have spoons, have participants carry their small objects or other items to the carton on the utensil.
In, Out & On - OPHEA games of the week.
Rockin’ Chair (Gr. 1-8)
1. Have participants position their chairs so that they have enough room to stretch out their legs while sitting on the edge of their chairs and keeping their back straight. Make sure the chair is sturdy and stable.
Have participants practice these movements safely, while seated on their chairs, before playing the music.
2. Now play music with a strong beat (and preferably with a positive message) and have the participants do the actions they deem appropriate (as practiced above) for the music. See how they react to the rhythm and tempo of the song.
3. Optional – Choreograph a chair movement routine that goes along with your favourite song. Participants may use their own movements that differ from the ones listed here.
Some suggested Rockin’ Chair songs to try:
Jump Rope/Skipping..Give it a try!
Watch the videos below to learn how to jump rope.
Number-line workout! (K to Gr. 3)
To set up the game I drew a line down the sidewalk with chalk and then marked off the numbers from 0 to 25. At first my preschooler practiced walking the line and counting the numbers.
Kids that can easily identify numbers can start to work on addition by counting on from a number. You can call out a number and then have them add another number to it by walking that many steps up the number line. This is a fun one for kindergartners who are beginning to combine and subtract numbers.
Alphabet Hop (K-Gr.3)
Use chalk to make 26 squares or circles fairly close to one another and write the letters of the alphabet in each. For kids just learning their alphabet, call out letters to hop from one to another. For kids who are able to spell, call out words to spell and have them hop using one or two feet from one letter to another. During the summer months, this is a not-so-subtle way to work on spelling skills while having fun.
Variation – Mixed up all 26 letters on your grid.
Corners (K-Gr.5)
This game requires at least three players but can be played with many more.
Draw a large square court with smaller squares drawn in each corner in different colours. Draw a circle in the middle of the court.
One person is designated the “counter” and stands in the circle in the middle of the court. The counter closes their eyes and counts to ten. While their eyes are closed, the other players skip around the court and choose a corner to stand in (more than one person can stand in one of the corners).
With their eyes still closed after counting to ten, the counter calls out one of the four corner colours. Whoever is standing in that colour is out. The game continues until all players are out.
A Bouquet of Multiplication (Gr. 4-6)
1. Get out 10 note cards. Prior to playing the game, write the numbers 1-10 on each note card.
2. Explain to your child that today you will be playing a fun game using chalk and number cards!
3. Find an outdoor space where you can use chalk (for example, a sidewalk or driveway), and bring out the chalk and note cards.
4. Use colorful chalk to draw a large flower with a circle in the middle and ten petals around the circle. Most children will need some help drawing the flower. Take your time and use different colors.
5. On the outside of each petal, write the numbers 1-10, in a clockwise manner.
6. Shuffle the note cards and place them face down so your child can’t see the number.
7. Ask your child to choose a card. When she sees the number on the card, ask her to write the number in the middle of the flower (the circle).
8. Next, your child will multiply the middle number by the numbers outside the petals, starting with number 1. When they figure out the answer, have them fill in the answers directly in the petals. See the photo for an example!
9. Once you have used all the numbers and completed the flower, the child can hop from the middle number (factor) to the outside number (factor) and then to the answer (product) to reinforce their multiplication table....and get some exercise!
10. If your child needs extra support calculating the answers, encourage her to draw a picture using the chalk. For example, if she is multiplying 9x2, help her draw two rows of nine circles. Then, count the circles together.
11. Continue this process, drawing separate flowers for each new problem, until you are finished with all the note cards.
12. By the end, your sidewalk or driveway will look like a beautiful bouquet of multiplication flowers!
Traditional Hop Scotch(Gr. 2-6)
Variations
Another way you can play hopscotch is by throwing the pebble at any random squar
e, not just starting at one. Wherever your pebble lands, you’ll have to avoid that square the same as explained above.
To make it even more challenging, let your friend throw his or her pebble along the grid with you. Now you’ll have to dodge both pebbles instead of your own! This will only work if you have 2 or 3 players playing, otherwise there won’t be any blocks left to jump.
Sidewalk Math Quiz (Gr. 2-6)
Write various level appropriate math equations on each sidewalk square – have them “hop” along and write the answers on a piece of paper and then return to the start for the “judge” (you!) to check their work.
If they have an answer incorrect, send them back to the beginning to go through the problems again until they find their mistake!
Find a safe, non-slip, even surface inside or outside that is a 2 metres by 2 metres – square.
Create this type of marking with painter’s tape, sidewalk chalk, etc...the vertical and horizontal lines should be approx. a metre in length.
+
1. Work with a partner. The first participant stands in one of the 4 spaces created and jumps with 2 feet into one of the other 3 spaces, without touching the lines. They continue jumping continuously for approx. 8 jumps. Then partner 2 takes their turn.
2. Once both people feel comfortable and have mastered this jumping, it’s time for "Copy That!” Challenge.
3. One participant makes a 8 jump pattern within the divided, lined square, Their partner watches them do it twice. After witnessing the same jump sequence twice, the second participant is challenged to “Copy That!”
4. If they are unable to complete it exactly as originally seen, the first participant will repeat the patterned jump sequence and give Partner 2 another chance to "Copy That!”
5. Once partner 2 has copy the jump sequence accurately, the partners switch rolls.
Grade suggestions
Note – The first jumper will usually come up with a pattern in their mind so that they can correctly duplicate their original pattern....that’s why they must go twice. It’s rarely random or they will not be able to duplicate it.
Try to watch and figure out their pattern...and Copy That!
Junior/Intermediate challenge
You will need 2 small objects (that are the same) that can be thrown and caught. Tennis balls work well....Crunched up tin foil will also work.
1. Partners face each other 2 metres apart with a ball in hand for each person.
2. Count to 3, and then throw the ball underhand at the same time to your partner.
3. It is best to have your knees slightly bent and be ready to move if your partner’s throw is not perfectly accurate.
4. Once comfortable doing this, try to throw back the ball as soon as you catch it (no counting to 3)
5. Next, try to catch and throw with alternate hands. Both participants, throw the ball with their ball right hand and catch the ball coming towards them with their left. Then throw it back with the right hand and catch it with your left.
6. Keep this up and try to do out without counting to 3. Meaning as soon as you catch it....then you throw it back in a rhythm with your partner.
7. See how many throws and catches you can complete without a drop. Set your personal record.
8. If you are able to complete 10 throws and catches each, without a drop...try moving back a step and start again.
Primary students can start with one ball, passing the ball underhand and catching with two hands. Gr. 1-3 students can progress to one handed catches, and then eventually trying to catch and throw the ball with alternate hands (ex. Catch with the right hand, throw, with the right, catch with the left hand and throw with the left)
Mirror Images (Kindergarten to Grade 9)
This active, fun activity is just what you think:
1. Partner up and stand facing one another 1-2 metres apart.
2. One partner will be the leader and the other the follower
3. The object of the activity is that the partner will try to be mirror images of each other and not touch each other during this activity
4. TRY THIS – lead partner lifts one foot off the ground and brings their knee up waist high and holds for 5 seconds. Working together, their partner will try to mirror this movement. Now try leaning forward with the leg off the ground extended behind, while looking at your partner and hold for 5 seconds...partner trying to mirror this.
5. Lead partner can vary the activities based on age and ability of both partners.
6. Try to vary the activities between agility, balance and strength to cardiovascular activities such as jumping jacks and marching/running on the spot.
7. Switch leaders after a couple minutes.
8. Be creative and have fun!
Warm-up
Have participants line up one behind the other. Have the first person in line, lead the participants behind them, by slowly walking around and performing some a variety of basic movements (Shoulder rolls, reach to the sky stretches, large arm circles, etc..) Change the leader every 30 seconds, and have the speed progressively increase (e.g., slow walk, walk, speed walk, jog).
Activity
Simon Says Have participants form two groups facing each other (divide accordingly based on total participants, ex. 1 vs 1, 2 vs 2, etc..). A designated member from each group will give a variety of commands, beginning with “Simon says,” for approximately 2 minutes. The participants do the movement commanded only if the words “Simon says” are used. If the leader says “do this” or gives another command without saying “Simon Says”, the participants do not copy the movement.
Leaders are encouraged to give a variety of commands to perform vigorous movements (e.g.,“Simon says do 15 jumping jacks”), while demonstrating the movements.
Have students who move at an inappropriate time or do an incorrect movement move to join the other group.
Or, if only 2 people are playing, count how many times the follower can be tricked into doing the movements without the command “Simon Says.”
At the end of 2 minutes, a member from the opposite side(group) becomes the leader and gives the commands.
Cool-down
Have participants walk around slowly pretending they are trees blowing in the wind, using their arms as branches. Participants start in a big windstorm in which branches break, and finish as the wind stops blowing.
Find a partner and stand up across from one another.
Go over these rules:
Rock is with the feet together.
Paper is with the feet spread apart.
Scissors is placing the feet in a cris-crossed position.
To start, Count: 1(small hop)-2(small hop)-3(small hop), then on “GO” (BIG hop) and assume one of the above positions.
Rock beats(crushes) Scissors,
Paper beats(covers) Rock
Scissors beats(cuts) Paper
Play best 3 out of 5 …if possible, find another person and challenge them.
Materials – one deck of playing cards, remove the face cards and aces.
Need to know
Kindergarten game
Use only the cards 2 through 6 from each suit (20 cards in total) Spread the cards our randomly face down on a table.
Each participant selects a card. The suit that they select determines the exercise they do. (see chart above) and the number on the card tells the participant how many repetitions they must do.
When it is time for their second turn, if they should select a card that they already possess and can make a pair (2 of the same number on the card) they do not have to do the exercise.
They place these 2 cards aside and they are no longer in use. Keep alternating turns and exercising unless they can make a pair.
Game continues until all 20 cards have been selected. Extension – count how many pair each participant possesses.
Primary game (Grades 1-3)
Use only the cards 2 through 6 from each suit (20 cards in total) Shuffle the deck first and then place the 20 cards face down on a table creating a 5 card by 4 card grid.
First participant selects 2 cards and flips them over in their spot, if the card numbers match, the participant picks up the cards and keeps them.
If the cards do not match, the participant must do the number of exercises associated with both cards. (ex. 4 of hearts and 2 of clubs = touching toes 4 times and 2 jumping jacks) and then flips them back over, face down in their original position.
Even if you select the same card number and find a match, you do not select twice in a row.
Players alternate turns, selecting cards until all the cards are picked up. Count how many pairs of cards each participant has.
Junior game (Grades 4-6)
Use only the cards 4 through 9 from each suit (24 cards in total) Shuffle the deck first and then place the 24 cards face down on a table creating a 4 card by 6 card grid.
First participant selects 2 cards and flips them over in their spot, if the card numbers match, the participant picks up the cards and keeps them.
If the cards do not match, the participant must do the number of exercises associated with both cards. (ex. 5 of hearts and 7 of clubs = touching toes 5 times and 7 jumping jacks) and then flips them back over, face down in their original position.
Even if you select the same card number and find a match, you do not select twice in a row. Players alternate turns, selecting cards until all the cards are picked up.
Count how many pairs of cards each participant has.
Intermediate game (Grades 7-8)
Use only the cards 2 through 10 from each suit (36 cards in total) Shuffle the deck first and then place the 36 cards face down on a table creating a 6 card by 6 card grid.
First participant selects 2 cards and flips them over in their spot, if the card numbers match, the participant picks up the cards and keeps them.
If the cards do not match, the participant must do the number of exercises associated with both cards. (ex. 8 of hearts and 10 of clubs = touching toes 8 times and 10 jumping jacks) and then flips them back over, face down in their original position.
Even if you select the same card number and find a match, you do not select twice in a row. Players alternate turns, selecting cards until all the cards are picked up.
Count how many pairs of cards each participant has.
Extensions
(aka – Hot tamale)
The object of this game is to hide a small object from one person and have the remaining people use active exercises to guide the person to find the object.
Step 1 – Go over the following activities that represent direction. Depending on the age of the people playing, you may want to write down the guiding movements for reference.
Move backwards = back stroke (swimming motion)
Move forward = march in place
Move to either side = hop on the foot that corresponds with the direction you want them to go
Up higher = raise your hands above your head and hop up reaching for the sky
Down lower = squat down
When they are within a metre of the hidden object = the persons acting out the directions pretend they are stepping on hot coals (in place) ...quick feet!
Step 2. Establish with all involved, what the small object to be hidden is (example – an eraser, a coin, a clementine, a candy, etc..)
Step 3. One person leaves the room or the space you will hide the object (ex. back yard). One of the remaining people hide the object somewhere in the designated area.
Step 4. The student who exited the designated area re-enters.
Step 5. The rest of the people tries to guide him or her to the hidden object by performing various physical activities, with each activity corresponding to a different direction. The guides are not allowed to talk.
Step 6. Once the person locates the hidden object another person is selected to exit the designated, and the object is hidden in another location so that the game can be repeated.
Following this week’s theme of using both hemispheres of your brain to do exercises (aka - Crossing the Midline)...Here’s a fun dance that you can do as your DPA Break!
Feature DPA active dance of the week - The Macarena
Importance of Crossing the Midline
What is midline?
If you were to draw a line down the middle of your body, starting at the head, that is your midline. Every time you cross that line with either side of your body, that is crossing midline. To be able to co-ordinate both sides of our body, we need to be able to cross that invisible line. Crossing midline is a skill that children can learn from infancy into their teens.
Activities that encourage a child to cross the midline with arms and legs encourages communication between the two hemispheres of the brain and develop bilateral coordination – or the ability to use both sides of the body together.
Check out these videos and games below.
What is midline?
If you were to draw a line down the middle of your body, starting at the head, that is your midline. Every time you cross that line with either side of your body, that is crossing midline. To be able to co-ordinate both sides of our body, we need to be able to cross that invisible line. Crossing midline is a skill that children can learn from infancy into their teens.
Activities that encourage a child to cross the midline with their hands, arms and legs encourages communication between the two hemispheres of the brain and develop bilateral co-ordination – or the ability to use both sides of the body together.
Children who have difficulty crossing the midline will work the right side of the body with the right hand, and the left with the left, to avoid crossing that invisible line. This makes development of a dominant hand and academic tasks such as reading and writing very difficult. Playing sports and even playground play will also be trickier.
Exercises
1. Marching Cross Overs - Participants should march in place, then touch their opposite knee as it is at their waist. The right hand/arm would touch the left knee and the left hand/arm would touch the right knee as they are marching in place.
2. Putting your hands straight out (a’ la Frankenstein pose), have participants touch their right hand to their left shoulder and then back to straight out (original position) and then use your left hand to touch your right shoulder and then back to original starting position. Go slowly at first, then try to speed up and see how fast you can go.
3. With your feet shoulder width apart, hands above your head, bend down and touch your right hand to your left foot and then stand back up with hands raised, then alternate and touch your right foot with your left hand. Older students, may try to do this without bending their knees.
Catch and Throw games:
• Throw or roll, if on the floor, a medium or large ball towards targets (bucket, container) to the right of center and the left of center
• Keep a balloon up in air by using only one hand or use a small paddle or tennis racket • Paddle games like ping pong.
• Bean bag toss: place target containers to the left and to the right; instruct the child to use the same hand for a full round, may switch to the other hand for alternating rounds if desired.
• Catch balls thrown, or rolled, to the right and to the left of center, encourage catching with both hands together General Activities
• Double drums or bongos: challenge your child to bang the right drum with the left hand and the left drum with the right hand.
• Play sorting games: place objects to sort on the left side and containers to place them in on the right side: sort coins, cars vs. trucks, pompoms, marbles, bingo chips, etc.
• Scoop sand into a bucket using one hand to hold the bucket and the other to scoop and reach across
• Play flashlight tag in a darkened room on the ceiling and walls while lying on your back; be sure to hold the flashlight in the same hand
• Make figure 8's and other motions with streamers; one hand at a time and crossing left and right
• Play body awareness games like the Hokey Pokey and Simon Says
The benefits of these simple exercises and activities are said to include:
• increased agility/coordination
• thinking more clearly.
• relaxation.
• improving visual tracking (moving your eyes and not your head to see something)
• increasing attention span.
For 2 persons or more.
One person sits in a chair, other participants stand a couple metres back facing the person in the chair. The person(s) standing chooses a grade appropriate number based on the chart below.
Once the number has been established, the person in the chair begins to guess aloud a number, trying to find out what the number is.
The person(s) standing in front are not allowed to speak, instead they jump up if the designated number is higher than the guess and squat down if the number is lower than the guess by the person in the chair.
This continues, until the person in the chair narrows down the number and can state the exact number.
Important- It is best, especially for the older grades, to post this number above and behind the person in the chair so the number will not be seen by the “guesser,” but the people standing can see the number for reference.
To keep things fun, please begin with numbers from previous grade levels.
This builds confidence and makes the activity fun!
Please keep in mind, the expectations in the chart below are for end of a regular school year...this is not a regular school year. Everyone learns at different rates, and the purpose of this activity is to create movement and have FUN!
(Math probability game...or just fun!!)
Roll 2 dice, add the 2 numbers up and complete the exercise that matches your total:
#2 = Rest .
#3 = 10 squats or deep knee bends
#4 = 10 half turn jumps (180 degree)
#5 = 10 frog jumps
#6 = 10 wall push-ups (any way)
#7 = 10 jumping jacks
#8 = 10 right foot hops
#9 = 10 left foot hops
#10 = Touch your toes 10 times
#11 = 5 high, alternating leg kicks
#12 = Rest
Keep track on a piece of paper, what each roll of the 2 dice add up to.
Example
If two or more are playing, this activity ends when someone rolls the same number (the sum) 3 times (example: 4+2=6, 5+1=6, 4+2=6)
Think about
What number(s) comes up less frequently…why is this?
What number(s) comes up most frequently…why is this?
Accommodations
You can change the assigned exercises or repetitions to fit the needs of the child, based on age and ability
Spell out your name on a piece of paper then act out each action that goes with each letter of your name.
Primary (K-3) – First name only
Junior (4-6) – First and last name
Intermediate (7-8) – First, last and middle name(s)
*Remember your names are proper nouns and start with a capital letter (upper case) and the rest of the letters are lower case.
Ages appropriate for: Grades 1-8
Equipment needed: Stopwatch, clock with second hand, phone or CP24.
Instructions
1. Pick a movement for example, jumping jacks, arm circles, free style dance, etc. (Optional - You could make pre-made action cards to draw from).
2. When told to “GO”, students perform the activity for what they think is a minute. They can count in their head, but not aloud.
3. When each student thinks the minute is up, they stop the activity and put their hands on their head. As the clock-watcher, do not say when the minute is up. Let most students stop the activity first and then say who was closest to the minute. Do not go longer than 1 minute and 30 seconds.
4. Repeat with a new action.
Accommodations
• If students are in Grade 1-2 change the game to “How long is 30 seconds?” to retain interest.
• If students lose interest, partner them up and have them try to distract each other’s counting.
• Pick actions that everyone in your class is comfortable doing.
• If a student cannot participate, allow them to watch the clock and call out the winner.
Play with a partner. Object is to win three in a row by completing the exercises required.
Take an exercise break and try to follow these kids’ movements. Clap, Stomp, Jump!
Take a break! Pump up the volume ...and dance! Fun Pattern Dance. If possible, reach out to an online friend and do the dance together.
Animal Movements: Someone calls out the name of an animal and everyone mimics that animal’s movements. Take turns calling out different animals. Follow along with Go Noodle link.
View the video at https://www.youtube.com/watch?v=fomkRYcl_mo&t=1s
Click here to view video: https://www.youtube.com/watch?v=KVhfIgghOPw
Click here to view video: https://www.youtube.com/watch?v=RUxgFdRb8MU
Click here to view video: https://www.youtube.com/watch?v=wX05oBSeWd8
Click here to view video: https://www.youtube.com/watch?v=aM9O6PrzBHE&t=18s
Fit, Tac, Toe - play with a partner. Object is to win three in a row by completing the exercises required.
For 2 persons or more.
One person sits in a chair, other participants stand a couple metres back facing the person in the chair. The person(s) standing chooses a grade appropriate number based on the chart below.
Once the number has been established, the person in the chair begins to guess aloud a number, trying to find out what the number is.
The person(s) standing in front are not allowed to speak, instead they jump up if the designated number is higher than the guess and squat down if the number is lower than the guess by the person in the chair.
This continues, until the person in the chair narrows down the number and can state the exact number.
Important- It is best, especially for the older grades, to post this number above and behind the person in the chair so the number will not be seen by the “guesser,” but the people standing can see the number for reference.
To keep things fun, please begin with numbers from previous grade levels.
This builds confidence and makes the activity fun!
Please keep in mind, the expectations in the chart below are for end of a regular school year...this is not a regular school year. Everyone learns at different rates, and the purpose of this activity is to create movement and have FUN!
(Math probability game...or just fun!!)
Roll 2 dice, add the 2 numbers up and complete the exercise that matches your total:
#2 = Rest .
#3 = 10 squats or deep knee bends
#4 = 10 half turn jumps (180 degree)
#5 = 10 frog jumps
#6 = 10 wall push-ups (any way)
#7 = 10 jumping jacks
#8 = 10 right foot hops
#9 = 10 left foot hops
#10 = Touch your toes 10 times
#11 = 5 high, alternating leg kicks
#12 = Rest
Keep track on a piece of paper, what each roll of the 2 dice add up to.
Example
If two or more are playing, this activity ends when someone rolls the same number (the sum) 3 times (example: 4+2=6, 5+1=6, 4+2=6)
Think about
What number(s) comes up less frequently…why is this?
What number(s) comes up most frequently…why is this?
Accommodations
You can change the assigned exercises or repetitions to fit the needs of the child, based on age and ability
Following this week’s theme of using both hemispheres of your brain to do exercises (aka - Crossing the Midline)...Here’s a fun dance that you can do as your DPA Break!
Feature DPA active dance of the week - The Macarena
Importance of Crossing the Midline
What is midline?
If you were to draw a line down the middle of your body, starting at the head, that is your midline. Every time you cross that line with either side of your body, that is crossing midline. To be able to co-ordinate both sides of our body, we need to be able to cross that invisible line. Crossing midline is a skill that children can learn from infancy into their teens.
Activities that encourage a child to cross the midline with arms and legs encourages communication between the two hemispheres of the brain and develop bilateral coordination – or the ability to use both sides of the body together.
(aka – Hot tamale)
The object of this game is to hide a small object from one person and have the remaining people use active exercises to guide the person to find the object.
Step 1 – Go over the following activities that represent direction. Depending on the age of the people playing, you may want to write down the guiding movements for reference.
Move backwards = back stroke (swimming motion)
Move forward = march in place
Move to either side = hop on the foot that corresponds with the direction you want them to go
Up higher = raise your hands above your head and hop up reaching for the sky
Down lower = squat down
When they are within a metre of the hidden object = the persons acting out the directions pretend they are stepping on hot coals (in place) ...quick feet!
Step 2. Establish with all involved, what the small object to be hidden is (example – an eraser, a coin, a clementine, a candy, etc..)
Step 3. One person leaves the room or the space you will hide the object (ex. back yard). One of the remaining people hide the object somewhere in the designated area.
Step 4. The student who exited the designated area re-enters.
Step 5. The rest of the people tries to guide him or her to the hidden object by performing various physical activities, with each activity corresponding to a different direction. The guides are not allowed to talk.
Step 6. Once the person locates the hidden object another person is selected to exit the designated, and the object is hidden in another location so that the game can be repeated.
Warm-up
Have participants line up one behind the other. Have the first person in line, lead the participants behind them, by slowly walking around and performing some a variety of basic movements (Shoulder rolls, reach to the sky stretches, large arm circles, etc..) Change the leader every 30 seconds, and have the speed progressively increase (e.g., slow walk, walk, speed walk, jog).
Activity
Simon Says Have participants form two groups facing each other (divide accordingly based on total participants, ex. 1 vs 1, 2 vs 2, etc..). A designated member from each group will give a variety of commands, beginning with “Simon says,” for approximately 2 minutes. The participants do the movement commanded only if the words “Simon says” are used. If the leader says “do this” or gives another command without saying “Simon Says”, the participants do not copy the movement.
Leaders are encouraged to give a variety of commands to perform vigorous movements (e.g.,“Simon says do 15 jumping jacks”), while demonstrating the movements.
Have students who move at an inappropriate time or do an incorrect movement move to join the other group.
Or, if only 2 people are playing, count how many times the follower can be tricked into doing the movements without the command “Simon Says.”
At the end of 2 minutes, a member from the opposite side(group) becomes the leader and gives the commands.
Cool-down
Have participants walk around slowly pretending they are trees blowing in the wind, using their arms as branches. Participants start in a big windstorm in which branches break, and finish as the wind stops blowing.
Click here to view video: https://www.youtube.com/watch?v=xRI9obPG_aE
Daily physical activity can extend a child's life by five years. The video below highlights what students would do with five extra years of life.
View the links below for additional information regarding Daily Physical Activity: