Big Cuz and Little J are very excited that Sissy is coming to play with them over the weekend. They both see Sissy as their special friend. Big Cuz wants to play a ‘Sisters Only’ talent quest just for she and Sissy, and Little J plans an obstacle course for all to play. Eventually, Little J, Big Cuz and Sissy come together to test their skills on the obstacle course.

Elaborate - Cooperate with others when participating in physical activities

Theme - GAMES

After viewing Little J & Big Cuz, Episode 13 ‘Big Plans’, engage students with the following activities to support their understanding about games and how to cooperate with others when solving new movement challenges using different skills and techniques.

Set up an area in the school grounds where it is safe to conduct a series of obstacle courses, three-legged races and other team activities. Make sure the ground is cleared of any rubbish, sharp stones, and animal refuse.

At the start and end of each session, conduct warm up and cool down stretches.

• Quick Warm-ups without equipment (PDF)
• Fitness for Kids - Warm-Up Routine (video)
• Warm Ups & Cool Downs for Children

Obstacle course

Provide students with tubs of various found materials, not necessarily sporting equipment, such as a ball of string, cardboard boxes, rolls of clothing elastic, ice cream containers and their lids, rope, witches hats, paper plates, saucepans with lids, spoons, blanket, buckets for water, felt pens, butcher’s paper, 10 chairs, etc.

Divide the class into groups and ask each group to create an obstacle using selected materials from the pile of everyday/found materials. Each obstacle should be seen as part of a ‘safe’ obstacle course.

Invite each group to construct their obstacle in the parameter area of the course and explain what physical skill/s is/are to be tested by their obstacle. The group should be able to demonstrate how to use the obstacle safely.

Have the class decide on the order of the obstacles in the course. The order of each obstacle should depend on the movement level at which each participant completes the obstacle, therefore students should take into consideration the ‘high’ and ‘low’ orientation of the participant at the completion of each obstacle. For example, ‘low’ is when a participant completes the obstacle by being low to the ground, and ‘high’ is when a participant completes the obstacle off the ground. The order of obstacles should have a sequence where students can easily adapt to different levels of movement. If applicable, be sure students are considering designing obstacles that can be attempted by students with various ability levels.

Some ideas for an outdoor-themed obstacle course include:

• A ‘birds’ nest’ made of twigs, grass and leaves. Students have to step into it carefully, sit down and cluck before standing up and moving on.
• A balance challenge. A very narrow channel made of twigs, grasses or leaves laid on the ground. Students need to walk through its twists and turns without stepping outside the ‘lines’ and without kicking them out of place.
• A ‘curtain call’ (if you have string). A loose curtain of leaves, twigs and other interesting things hanging from a branch that students have to push through like a bead curtain. The group should figure out how to cut the string in the bush setting.
• A throwing challenge. Throw a piece of bark/wood into the circle of leaves, and/or get this pebble as close to that pebble as possible, and/or other variations on the theme, including hopscotch and bowling tosses.
• A ‘kangaroo moment’. Contestants can hop from one spot to another.
• A placement challenge. Run from this line of grass to that tree, touch the tree, pick something up and bring it back.

Progress the activity by inviting students to rearrange the obstacles, or construct new ones, and in that way, constantly increasing the level of difficulty for the challenges.

Have students evaluate their participation, creativity and problem solving about the use of materials and the construction of skill testing environments/obstacles. Have students collaborate on electing which games required more concentration, skill, teamwork and cooperation.