Scrambled Eggs and Icebergs

Have a few minutes and don’t know “what to do next???” Here’s an “egg"-ceptionally active game for the whole group. It promotes moderate to vigorous physical activity and an opportunity to practice gross motor skills and even some creative movement. Let the “egg"-citement begin!

Materials:
Indoor or outdoor space with boundaries -- Colored Cones or Hop Around Steps

Let’s Get Started:
1. Children standing or sitting as they listen and watch as the directions are given and demonstrated.

2. When children hear the command, “scrambled eggs,” they are to jog (running at a slow pace) in the play space without bumping into each other.

3. When the command “icebergs,” is given, children are to freeze (children cease all activity) in place without falling down.

4. Other commands of locomotor transport skills/traveling actions will be given, such as jumping, marching, hopping, galloping, tiptoe, etc. When children hear that command they must switch to the new movement.

5. Example of how game would flow: “scrambled eggs” (jog), “icebergs” (freeze), “jump” (blasting off with two feet and landing on two feet), “scrambled eggs” (jog), “hop” (blasting off on one foot and landing on the same foot), “icebergs” (freeze), “marching” (a precise type of walk, accompanied by lifted knees and swing arms), “icebergs” (freeze).

Furthermore:
1. Try to trick children by repeating a command twice in a row.

2. Encourage creative movement by asking the children to “fly like an airplane,” “gallop like a horse,” “move like a train,” etc.

3. Ask the children give the movement commands or let one child be the game leader and give all the commands.

Goals:
1. Physical activity: any bodily movement produced by skeletal muscles that results in energy expenditure.

2. Locomotor transport skills or traveling actions: body propels, projects, or moves from one location to another by jumping (with both feet), hopping (with one foot), galloping (step-hop with one foot leading forward), tiptoe (balance on balls of feet and toes with heels raised), skipping (series of step-hops done with alternate feet), among others.

3. Gross motor skills: using the large muscles of the arms, legs and trunk(to perform traveling actions).

4. Space awareness: knowing where the body can and should move in relationship to other people in the play space.

5. Shared space: all of the designated play space that can be used by everyone.

6. Cooperative play: games and activities that the participants play together rather than against one another.

7. Listening skills: ability to follow verbal directions.

More Parachute Play!

Never been introduced to the parachute? It’s time you finally used this outstanding “loose material” that you can successfully play with indoors or out. In my blog post of March 11, 2010, I shared some “Parachute Play” ideas with you. Recently, at a Kindergarten conference in California, I brought out the parachute to the delight of the participants. One teacher commented, “This is the first time I’ve played with the parachute...very fun, exciting and educational! Thanks for the experience!”

Here are some more ideas to use with toddlers to kindergartners...

Come Under My Umbrella (Tune: “Did You Ever See a Lassie?”)
Have the children hold the parachute at their waist (belly button), then the teacher says, “Touch toes, ready, lift,” while singing...(and keep touching toes and lifting)

Come under my um-brel-la, um-brel-la, um-brel-la.
Come under my um-brel-la, it’s rain-ing today.

Hold parachute at waist and shake up and down, while singing...

With thunder and lightning,
With thunder and lightning!

Touch toes, ready, lift, repeat - while singing...

Come under my um-brel-la,
It’s rain-ing today!

After a few verses, let the children sit under the parachute and enjoy the visual, auditory, and tactile stimulation with adults shaking the parachute above their heads while continuing to sing...with thunder and lightning, with thunder and lightning...

Volcano
Have the children hold the parachute at their waist (belly button), then say, “Touch toes, ready, lift.” The parachute is inflated and the children take three steps forward on your command of “Volcano.” They quickly bring the parachute down and kneel on the outside edge (the air that is trapped inside of the parachute makes it look like the shape of a volcano). On the command, “Volcano Erupt,” the children creep on hands and knees or crawl on their bellies to the center of the parachute which deflates the parachute making the “volcano erupt.” The children love this activity which has them working cooperatively as well as using their imaginations. Please...do it again and again!
Motor Boat
Sit one child on top of the mesh hole in the center of the parachute or two children sitting back to back on top of the mesh middle. Everyone else holds the parachute with one hand and steps backward so the parachute is very taut and up off the floor, except for the children sitting in the middle on the floor. All those holding the parachute walk in a circle going left (everyone should be walking forward--looking at the back of the person in front of them). As we walk, we chant--

Motor boat, motor boat go so slow,

Walk faster or jog the next time we go around, chanting--

Motor boat, motor boat go so fast,

The last time around the circle pick up more speed and all run, saying --

Motor boat, motor boat, step on the gas!

Continue playing Motor Boat until everyone who wants a turn gets a ride on top of the parachute.

A parachute (plus lots of other really great equipment to use for physical activity) and a DVD with me actually conducting parachute activities can be found in Sharron’s Play Power Motor Skills Set. You can’t go wrong with this teacher-friendly resource kit to get kids up and moving. Any questions or need more info just contact me at 925-980-8353 or sharronkrull@gmail.com.

Driving with Hoops!

I never tire of sharing games and activities using the very versatile Activity Hoop. In a blog I posted in May of 2010, I gave directions on how to play a non-competitive version of musical chairs using the hoop. This time, we’re going to use our imaginations as we pretend that our Activity Hoop is a steering wheel. Get ready to start your engines!

Car and Driver
Materials and Set Up:
One hoop per child
Available indoor or outdoor space

Let’s Get Started:
1. Children watch and listen as directions of how to play are demonstrated.
2. Each child, standing up, holds the hoop in front of their body. Tell them to imagine that the hoop is the steering wheel of a car and that they are the driver.
3. When children hear the following commands they are to do the corresponding movements as directed:
Green Light = GO (walk and turn hoop like driving)
Yellow Light = MOVE SLOWLY (getting ready to stop)
Red Light = STOP (freeze in place as if at a stop light or stop sign)
School Zone = SKIP
Highway = RUN
Uphill = MARCH
Flat Tire = HOP
Tunnel = DUCK DOWN (bend knees and lower level of body)
Pot Hole = LEAP
Woo-Woo-Woo = MOVE TO THE SIDE AND STOP (emergency vehicle coming)

Furthermore:
• With younger children only use 3 – 4 commands/movements.
• Vary the length of time between the commands.
• Try to “trick” children by repeating commands twice in a row.
• Children may devise other commands and movements.

On the Road Again
Materials and Set Up:
One hoop per child
Available indoor or outdoor space
Music player and music (i.e., Song: Little Deuce Coupe by The Beach Boys or On the Road Again by Willie Nelson)

Let’s Get Started:
1. Instruct the children to put their hoop on the ground and stand inside it.
2. Tell them that the hoop is their steering wheel. When the music starts, they are to lift the hoop up to waist level and use both hands to turn it right and left as if driving while they walk around in the open space.
3. When the music stops, the children stop and drop their hoops to the ground as if they’ve reached a stop sign or stop light.
4. When the music starts again, they bend down and pick up their hoops and continue to drive.
5. Fun ensues when you start and stop the music for short intervals or keep it on for long stretches. Add some dialogue to the game by mentioning that they may be caught speeding if going to fast.
6. The game lasts the length of one song.

Furthermore:
Challenge children with this variation of the game. When the music stops ask the children to pair up. One partner steps inside the hoop and holds it at waist level. The second player steps in front of his partner in the hoop and holds his hoop in front of his body like a steering wheel. Children are to work together and move using both hoops when the music starts. When the music stops, they switch places and get to play opposite roles. This game teaches the children to work together and make cooperative decisions about moving in the same direction. Encourage the partners to come up with other ways to move together using both hoops.

Both of these hoop games promote and develop the following goals or learning outcomes:

• Locomotor transport skills: body moves from one place to another by walking, leaping, hopping, skipping, etc.
• Gross motor development: using the large muscles of the arms, legs and trunk to perform movements such as walking, running, marching
• Directionality: the inner sense and knowledge of where things are in relation to the body
• Spatial awareness: coordinated movement in relationship to other objects in the environment
• Bilateral coordination: using both sides of the body in unison
• Midline: the invisible line running from the head to the toes and dividing the body into right and left halves
• Crossing the midline: means that one hand spontaneously moves to the other side of the body to work there (i.e., turning the hoop like a steering wheel in a large arc)
• Listening skills: ability to follow verbal directions
• Cooperation: two or more people playing together rather than against one another, just or the fun of it
• Agility: quick, easy, lively movements
• Imagery: formation of mental images by memory, imagination or fancy

I Am Moving, I Am Learning!

This month I attended the “I Am Moving, I Am Learning” (IMIL) Facilitator Training in San Jose, CA. As a play and physical activity specialist, I totally embrace the IMIL program. It is a proactive approach for addressing childhood obesity in Head Start children and one of the BEST models I’ve seen for implementing a literal “call to action” on a very serious issue impacting our country. The program is also consistent with the objectives of the First Lady Michelle Obama’s “Let’s Move” initiative. While at the training, I thought, “I am learning (and moving!) so much!” and I wanted to share a few of my ah-has with you:

• Our children inherit more than our genes. They inherit our lifestyles. We need to be healthy and consistent role models for physical activity and nutrition. We have the first generation of children who will have a shorter life expectancy than their parents.

• “Approximately one in five children are overweight or obese by the time they reach their sixth birthday...” (White House Task Force on Childhood Obesity report to the President, May 2010.)

• As little as 10 minutes of physical activity (short bursts of moderate to vigorous physical activity) is beneficial to children and adults. It yields improvements in blood pressure, waist circumference, mood and attention span.

• Many children can be the “boss of their body” and “tell their muscles what to do.” In other words, they can self-regulate their movement behaviors and motor activity. We just need to provide the space, time and opportunities!

• There are many motor milestones (i.e., hopping, skipping, throwing, catching) in early childhood. We should make a career of celebrating early childhood milestones with children.

• We need to be intentional about how children play; we need to provide quality experiences facilitated by informed adults.

• Make physical activity FUN and children and adults will COME! (Plan and participate in the activities or games that you are facilitating.)

• Here are two great resources that I look forward to tapping into: http://www.choosykids.com/, http://www.headstartbodystart.org/

Physical activity and play is receiving a great amount of attention that we should all take to heart and body! Now, let’s get moving! Remember to keep checking back here to see the many games and activities that will be featured in this year’s Sharin’ with Sharron Blog on Movement, Play and Physical Activity!

No Batteries Required: 5 Great Gifts That Get Kids Moving

1. Balls -- Throw them, toss them, catch them, roll them, kick them, bounce them. Children of all ages love balls. They develop gross motor and fine motor skills, as well as hand-eye coordination. A Basketball Hoop, Soccer Goal, or Target Toss make for a value added gift that spans across ages!

2. Jump Ropes -- Simple and inexpensive, this piece of equipment can be taken anywhere. Jumping rope is a cardiovascular activity which also improves strength, balance, agility and coordination. Preschoolers, not ready to jump rope, can walk and balance on a straight or curved rope on the ground or jump over a stationary rope held a few inches off the ground.

3. Hoops -- What goes around comes around! When using hoops, the goal is to keep the hoop moving on your hips as long as possible. The hoop can also be rotated around other parts of the body-- arms, legs, neck-- just for the fun of it. Young children can roll the hoop and run to catch it before it falls flat on the ground. There are even smaller Activity Hoops that some children will feel more comfortable using. The Hula Hoop was inducted into the Toy Hall of Fame in 1999. While still being fun for children to play with, it has taken a turn in even offering health benefits for adult fitness.

4. Trikes & Wheeled Toys -- Experts recommend about 1½ to 2 hours of physical activity for toddlers and preschoolers daily, especially outdoor activities like pedaling a tricycle and using push/pull/ride toys. The tricycle is a great first set of wheels for children younger than 5. Inside or out, time spent wheeling around puts children in the “driver’s seat,” allowing them to explore the limits of their skills in a positive way. Watching a child’s excitement as he or she learns to ride their first trike is thrilling and fun! Plus, tricycles are such a memorable part of childhood.

5. Hopscotch -- Whether you make your own grid with some Sidewalk Chalk or purchase a Hopscotch Play Carpet, the game of hopscotch is a classic children’s game. Start by tossing the marker (typically a stone, coin or bean bag) into the first square. The player then hops through the course, skipping the square with the marker on it. Single squares must be hopped on one foot. Side by side squares are straddle jumped, with the left foot landing in the left square, and the right foot landing in the right square. The idea is to go through the entire course without losing your balance. After you get to the top, you turn and head back down the course picking up the stone or bean bag when you come to it. If you complete the course without falling, stepping on a line, or missing one of the boxes, you throw the marker to the next numbered box and repeat the process. If you don’t complete the course, you must wait your turn and then start in the box where you ended your previous turn. Hopscotch lets kids hop and jump their way to being more physically active while developing balance, coordination and flexibility.

Why not give a gift that keeps on giving? Active gifts will give children endless hours of fun, keep them moving and fit and developing important motor skills.

Trick or Treat Halloween Game

The element of suspense combined with movement makes this a spooktacular active Halloween game. Will you pick a “Treat” or have to do a “Trick?”

Materials needed:
Jack-o-Lantern Bucket or decorated Trick or Treat Bag
Orange construction paper
Pumpkin cookie cutter or stencil shape
Halloween stickers
Pen or markers
Scissors
Halloween music

Before You Begin:
1. Trace and cut pumpkin shapes out of orange construction paper. Have as many pumpkin shapes as the number of children playing plus a few more.
2. On half of the pumpkins place a Halloween sticker on one side of the paper shape and on the other side write the word “Treat.”
3. On the other pumpkin shapes write the word “Trick” on one side and a movement or exercise on the other side. Here are some ideas...
Do 10 jumping jacks
Flap your wings (arms) and fly like a bat
On hands and feet scamper like a spider
Touch your toes 10 times
Float (leap) like a ghost
Move like an elephant
Jump like a frog 10 times
Walk like Frankenstein
Hop on one foot 10 times
Gallop like a horse
Creep (on hands and knees) like a cat
Spin around 5 times
Slither (on your belly) like a snake

Let's Get Started:
1. Have children sit in a circle.
2. Show children all the pumpkin shapes before placing them in the “Jack-o-Lantern Bucket” or “Trick or Treat Bag.”
3. When the music starts, pass around the bucket/bag.
4. When the music stops, the child that is holding the bag removes a pumpkin shape.
5. If the pumpkin shape has a sticker on it, it is a “Treat,” and the child does not have to do anything.
6. If the pumpkin shape is marked “Trick,” the child must perform the movement or exercise written on the paper (standing in the middle of the circle or moving around the outside of the circle of children).
7. The music starts again and the bag/bucket is passed. The game continues until everyone has had a turn.

Furthermore:
1. Let the children help in determining what movements to write on the “Trick” pumpkin shapes. 2. Do not read the “Trick” out loud. Instead, have the children in the circle guess what “Trick” is being performed by the child.

Hit the Deck! Shipwreck!

Let’s pretend... and get physically active while playing this fun, non-competitive game.

Materials and Set-Up:
Indoor or outdoor space with boundaries using cones or Hop Around Steps.
Tumbling mat(s) placed in center of playing area designated as “the ship.”

Let’s Get Started:
1. Children watch and listen as directions of how to play are demonstrated.
2. The teacher or game leader is designated as the Captain.
3. Commands will be given by the Captain and the children are to react quickly as members of the ship’s crew. (The mats are the ship.)
4. On the command HIT THE DECK all children are to sit cross-legged on the mat.
5. On the command SHIPWRECK all children leave the mat and pretend-swim in the open sea (the space around the mat).
6. On the command LIFEBOATS children leave mat and find a partner. They sit down with legs apart and feet touching. They hold hands across from one another and sing “‘Row, Row, Row Your Boat” as they rock back and forth, pretending to row their lifeboat.
7. On the command SEAGULLS children leave mat and stand in open space with legs apart, arms waving and flapping overhead, making a squawking noise.
8. On the command SCRUB THE DECK children go to mat and get on hands and knees and pretend to clean in a scrubbing action.
9. On the command CAPTAIN’S COMING children stand to attention facing the teacher/game leader and salute.
10. On the command SHARKS children run to the middle of the mat and do a group hug or huddle without pushing or grabbing.

Goals:
1. Physical activity = any bodily movement produced by skeletal muscles that results in energy expenditure.
2. Health-related fitness = components of physical fitness that are related in a positive manner to health and well-being: cardiovascular fitness, muscular strength and endurance, flexibility, and body composition.
3. Gross motor skills = using the large muscles of the arms, legs and trunk.
4. Listening skills = ability to follow verbal directions.
5. Space awareness = knowing where the body can and should move in relationship to other people in the play space.
6. Agility = quick, easy, lively movements.
7. Cooperative play = games and activities that the participants play together rather than against one another.

Furthermore:
1. Introduce the game using only 3-4 commands; add others after children become familiar with the game.
2. Vary the length of time between commands.
3. Try to trick children by repeating a command twice in a row.
4. Let children take turns being Captain and giving commands.
5. Children may devise other commands and actions.
6. A parachute can also be used as the ship, instead of tumbling mats.