Basic Activity Info
- Large Group
- Medium Group
- Small Group
- Gymnasium (large indoor space)
- Outdoor - Field
For participants to complete the stations listed under the step-by-step section.
Creative, Rhythmic and Cultural Movements
Locomotor, Stability and Manipulative Skills
4–8 small balls
audio equipment and music (optional)
- Choose 4 participants to be HAL (Healthy Active Living) for each of 4 games to be played simultaneously in each corner of the activity area.
- Divide the rest of the participants into 4 groups, each facing their HAL.
- HAL gives a series of commands, using low intensity aerobic activities that gradually increase in speed and intensity (e.g., walking in place, brisk walking, marching, dancing) and stretches that move the joints through their full range of motion (e.g., arm circles, knee lifts, shoulder rolls). For instance; “HAL says march on the spot” or “March on the spot.” Students respond only to commands starting with, “HAL says…”
- When participants are eliminated from one game, they move clockwise to the next corner and join in that game.
- Play lively music and change HAL frequently.
Give participants a number 1 through 9. This is the station number where they will begin.
The activity begins with 1 minute of jogging around the activity area, followed by 1 minute at the station, and then 1 minute of jogging.
You can use music to indicate when to jog, when to perform the activity, and when to rotate, e.g., when the music starts or changes, participants start jogging, when it stops or changes again they perform the activity, and so on.
This is repeated until the time has expired or all of the stations have been completed.
Station 1: Beach Volleyball Blocks - Participants perform standing jumps in front of a wall to touch as high as possible.
Station 2: Hot Pavement Shuttle Run - Participants run back and forth between line A and line B, set 10 metres away.
Station 3: Loading up the Roof Rack - Participants lift a medicine ball up over their head and then return it to the ground.
Station 4: Surfboard Pop-ups - Participants perform push-ups or pop-ups, i.e., they pop up from a prone position to a standing surfing position and back down to the prone.
Station 5: Beach Chair Rest - Participants hold a chair position against a wall, straight back, knees bent at 90°.
Station 6: Jumping for Joy - Participants perform jumping-jacks.
Station 7: Up off the Towel - Participants perform partial curl-ups.
Station 8: Beach Strut - Participants walk around the activity area while showing off muscle poses and the best strut possible.
Station 9: Skipping Over the Waves - While jumping rope, participants jump from side to side, like a water skier.
- Play a game of HAL says (as described in the warm-up), but ensure that the commands gradually decrease in speed and intensity (e.g., jog, march,walk) and end with stretches for all the major muscles.
- Encourage participants to be creative with the stretches (e.g., reach for the sky, stretch as wide as a wall).
For more cool-down activities, see Ministry of Education, Daily Physical Activity in Schools Grades 7–8, Appendix C, or www.edu.gov.on.ca/eng/teachers/dpa7-8.pdf.
Remind participants to be cautious when moving and be aware of the personal space of others. For Station 1, check that the wall surface has no projecting ledge.
Instead of jogging for 1 minute, participants could move around the activity area while dancing, skipping, or imitating their favourite summer activity.
Prepare music breaks ahead of time to ensure smooth transitions from activity to activity.
Try to ensure that activities are explained clearly in order that all participants can easily grasp key concepts. Remember that some movements, (e.g., dancing, some stretches, etc) may be new and challenging. It may be necessary to modify a number of the activities to the extent that the participant with a disability can safely complete them.
Develop activities with the strengths of all participants in mind.
Participants who are deaf or hard of hearing may not be able to hear the “HAL says” cue. In this instance, encourage HAL to differentiate the instructions using gestures. For example, “Hal Says” could be indicated by Hal pointing to her/himself.
Use another cue in addition to music, (e.g., dimming the lights), for participants who are deaf or hard of hearing.
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