“What’s Your Game?”
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Divide students into groups of 4 to 5.
2.
With students in groups, introduce different everyday objects to the class. Do not let them know what these objects will be used for.
Examples:
balls
hula hoops
rope
net
small trash cans
straws
water bottles
cotton balls
spoons
tape
large plastic bowls
two chairs
spray bottle
long wooden stick/ruler
traffic cones
gardening gloves
milk cartons
cardboard box
small balls
paper or napkins
3.
Groups will get a chance to choose from the objects introduced. Have groups choose one item at a time (group 1 will choose one item, then group 2, 3, 4 etc., and then back to group 1). All groups should end up with at least 4 objects.
4.
Each group is going to develop their own game. Once the groups have their objects, they should have at least one day to create their game. Rules should be as follows:
Students need to use all the objects they have chosen in their game.
Students need to name their game.
Students need to develop rules for their game.
Students will play the game for the class and explain how it is played.
5.
Mind, Body and Spirit
Students will then need to discuss and write about how their game affects a person mentally, physically and socially (mind, body and spirit). This can be done in their groups with one report submitted per group. Students should break up responsibilities of the report into sections with each member of the group writing one section (this will all depend on the number of students per group). Report responsibilities can be broken up as follows:
Introduction (giving how the game was created, objects used to play, name, rules, how the game is played, etc.)
Mental affects from the game
Physical affects from the game
Social affects of the game
Conclusion (summarizing group findings, outcomes, feelings, etc.)
The groups should then compile their information into one report and turn it in for a grade.
Within groups of 4 to 5, have students make up their own game by using one key object that is to be used for all groups (examples might include a rubber ball, rope or traffic cones). On their own, students can then choose additional objects (approximately 2-3) that they can use to enhance their game. These objects need to be safe for all to use and all need to be used within the game they have developed. Students need to demonstrate how the game is played and then talk about how their game affects them mentally, physically and socially. After students have followed procedures for the “What’s Your Game?” lesson, have them regroup and discuss which sport their game is most similar to (examples: soccer, baseball, polo). Have them write out the similarities and differences between their game and the chosen sport. Also, have them take a look at how the similarities and differences might affect how the sports influences what a person gets out of the sport – mentally, physically and socially.
Students may be evaluated by using the following three-point rubric:
Three points: student has followed all given instructions with full participation in group and class discussions. They have created their game, presented it to the class and completed the group report.
Two points: student has had some participation in-group activities, creating and presenting their sport along with the group report.
One point: student has completed portions of the assignment with limited class/group involvement.
Read All About It!
Have students read about different sports using the sports section of your local newspaper or even your school newspaper. Students can voice their opinion and report (written or oral) on which sports they feel make the greatest impact on a person mentally, physically and socially.
Sports in History
Some sporting events as we see them today, looked very different years ago. Students can research which sports were popular years ago and which sports have stayed the same over the years. Students should also take a look at some of the sporting events that took place during the first Olympic Games. Have them write and report on their research.
“Complete Guide to Sports Nutrition”
Monique Ryan, March 1999
This book offers cutting-edge concepts, emphasizing menu and meal planning, food strategies, and other nutrition topics. The book also explains the need of sports nutrition when training for particular sporting events—triathlon, marathon, etc—or for a moderately active person.
“The Steroids Game”
Charles E. Yesalis, Virginia S. Cowart, April 1998
With a detailed look at the results of steroid use, this book gives a complete view of the problem both in terms of performance and medical side effects. The authors analyze shortcomings in current testing procedures and describe prevention programs.
“The Athletic Woman’s Survival Guide: How to Win the Battle Against Eating Disorders, Amenorrhea, and Osteoporosis”
Carol L. Otis, Md, Roger Goldingay, September 2000
The pressure to be thin, to have the perfect body, to push oneself beyond the limits is perhaps most strongly felt by female athletes. The Athletic Woman’s Survival Guide is a much-needed book for the modern female athlete as a personal self-help guidebook and as an authoritative, practical reference for those who are in positions to help.
“Afraid to Eat: Children and Teens in Weight Crisis”
Francie M. Berg, December 1997
Afraid to Eat, by nutritionist Frances M. Berg, an internationally known authority on weight and eating, challenges America’s obsession with weight and documents the terrible harm done by the quest for thinness.
“Against The Odds (Fast Breaks, No4)”
Joseph Layden, April 1998, age 9-12
This Unique, photo-illustrated book looks at eight NBA players who have overcome great obstacles in their climb to the top.
“Always Dream (Positively for Kids Series)”
Kristi Yamaguchi, Greg Brown, Doug Keith, February 1998, Ages 9-12
Two-time champion and Olympic gold medallist Kristi Yamaguchi has won the hearts of millions of fans. In “Always Dream”, Kristi reveals how her determination, ambition and love of skating keeps her going, even in the midst of obstacles and tragedy.
“The Ancient Greek Olympics”
Richard Woff, September 2000
This book is unusual in that it describes the ancient Greek Olympics day by day over a period of five days, comparing the ancient and modern games as it goes along. Did you know, for instance, that ancient Olympians had personal trainers?
Health Adventures—High Performance
When playing a sport, there is no way around the affects that sports have on your mind, body, and spirit. Here’s your chance to play and explore sports in the game of life. Can you achieve a High Performance and complete the Olympic rings?
American Academy of Pediatrics
The American Academy of Pediatrics (AAP) and its member’s pediatricians dedicate their efforts and resources to the health, safety and well being of infants, children, adolescents and young adults. The AAP has approximately 55,000 members in the United States, Canada and Latin America. Members include pediatricians, pediatric medical sub specialist and pediatric surgical specialists.
KidsHealth
KidsHealth is one of the largest sites on the Web providing doctor-approved health information about children from before through adolescence. It has separate areas for kids, teens, and parent – each with its own design, age-appropriate content, and tone. KidsHealth was created by The Nemours Foundation Center for Children’s Health Media.
National Youth Sports Safety Foundation, Inc.
The National Youth Sports Safety Foundation, Inc. (NYSSF), formerly the National Youth Sports Foundation For The Prevention of Athletic Injuries, was established in 1989 as a national non-profit organization dedicated to reducing the number and severity of injuries youth sustain in sports and fitness activities through the education of health professionals, program administrators, coaches, parents and athletes.
National Athletic Trainers Association
The National Athletic Trainers’ Association (NATA) is a not-for-profit organization with more than 22,700 members nationwide. Founded in 1950, the NATA is based in Dallas, Texas, and provides a variety of services to its membership including continuing education, governmental affairs and public relations.
Health World Online
HealthWorld Online is a 24-hour resource center—a virtual health village where you can access information, products, and services to help create a wellness-based lifestyle. On their internet health network, you will meet many of the leaders in natural health, wellness, self-care and alternative medicine
Definition: a group organized to work together Context: A team is when a group of people join and perform together, as in a game. They are usually working together to achieve the same goal.
Definition: of or relating to the mind Context: Your intellect – what exists in the mind. Mental has to do with what is executed or performed by the mind.
Definition: the interaction of the individual and the group Context: Social deals with the relations and institutions which are involved in a persons existence and their well-being as a member of an organized community or team.
Definition: to achieve victory or accomplish an objective first Context: To win is to succeed if no unexpected conditions arise. As in a race or other competition, to win is to finish in first place. You can also win through one’s efforts or obtain advantage, such as points, etc.
Definition: to undergo defeat Context: To lose is to suffer loss, disadvantage, or defeat; to be worse off, especially as the result of any kind of contest. A team loses when they encounter an exceptional condition or they fail to work in an expected manner.
Definition: vitality and intensity of expression, an exertion of vigor Context: Energy is internal or inherent power. It involves the capacity of acting, operating or producing an effect, weather exerted or not. Sports are an example of a healthy capacity for vigorous activity.
Definition: to force, as by overpowering influence or persuasion Context: A constraining influence, force or impulse of any kind. This can be a moral force that weighs on ones mind and/or will. It can be a condition that affects someone physically, mentally, socially and/or economically
Definition: to train by instruction and practice Context: Discipline is a control obtained by enforcing compliance or order. It is training that is expected to produce a specific character or pattern of behavior, especially training that produces moral or mental improvements.
Definition: trust or faith in a person or thing Context: Confidence is a feeling of assurance, especially of self-assurance. Confidence is a firm belief in one’s powers, abilities, or capacities
Definition: the ability to provide guidance and direction Context: Within sports, active leadership can inspire a team. Leadership can be a body of people who lead a group or the ability to lead. All provide direction to those they lead.
This lesson plan may be used to address the academic standards listed below. These standards are drawn from Content Knowledge: A Compendium of Standards and Benchmarks for K-12 Education: 2nd Edition and have been provided courtesy of the Mid-continent Research for Education and Learning in Aurora, Colorado.
Grade level: 6-8 Subject area: Language Arts Standard:
Demonstrates competence in the general skills and strategies of the writing process Benchmarks:
Uses style and structure appropriate for specific audiences (e.g., public, private) and purposes (e.g., to entertain, to influence, to inform)
Grade level: 6-8 Subject area: Language Arts Standard:
Demonstrates competence in speaking and listening as tools for learning Benchmarks:
Plays a variety of roles in group discussions (e.g., active listener, discussion leader, facilitator)
Benchmark:
Conveys a clear main point when speaking to others and stays on the topic being discussed Benchmark: Presents simple prepared reports to the class
Grade level: 6-8 Subject area: Health Standard:
Knows how to maintain an promote personal health Benchmarks:
Knows personal health strengths and risks (e.g., results of a personal health assignment)
Benchmark:
Knows strategies and skills that are used to attain personal health goals (e.g., maintaining an exercise program, making healthy food choices)
Grade level: 6-8 Subject area: Behavioral Studies Standard:
Understand that group and cultural influences contribute to human development, identity, and behavior Benchmarks:
Understands that various factors (e.g., wants and needs, talents, interests, influence of family and peers and media) affects decisions that individuals make
Grade level: 6-8 Subject area: Behavioral Studies Standard:
Understands various meaning of social group, general implications of group membership, and different ways that groups function Benchmarks:
Understands that affiliation with a group can increase the power of members through pooled resources and concerted action
Benchmark: Understands that a variety of factors (e.g., belief systems, learned behavior patterns) contribute to the ways in which groups respond differently to their physical and social environments and to the wants and needs of their members
Grade level: 6-8 Subject area: Behavioral Studies Standard:
Understand that interactions among learning, inheritance, and physical development affect human behavior Benchmarks:
Understands that all behavior is affected by both inheritance and experience
Benchmark:
Understands that the level of skill a person can reach in any particular activity depends on a variety of factors ( e.g., innate abilities, amount of practice, the use of appropriate learning technologies)
Grade level: 6-8 Subject area: Life Skills (Working With Others) Standard:
Contributes to the overall effort of a group Benchmarks:
Demonstrates respect for others in the group
Benchmark: Identifies and uses the strengths of others Benchmark: Takes initiative when needed Benchmark: Helps the group establish goals Benchmark: Evaluates the overall progress of a group toward a goal Benchmark: Contributes to the development of a supportive climate in groups
Grade level: 6-8 Subject area: Life Skills (Working With Others) Standard:
Demonstrates leadership skills Benchmarks:
Enlists others in working toward a shared vision
Grade level: 6-8 Subject area: Life Skills (Working With Others) Standard:
Understands and applies basic principles of hypothesis testing and scientific inquiry Benchmarks:
Understands that there may be more than one valid way to interpret a set of findings
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Connecting with Kids provides television programming and products
focused on the health, education, and well-being of children and
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