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The best way to use this link is to understand that the skills will be arranged in sequential order , and from there, the students will continue through the skills in a progressive manner according to their level of ability. The skills are taught from the very basic to the advanced levels . That is , they practice the skills in order then move to the next level until that skill is mastered .  All of the learned skills will be utilized in the game or activity . If the activity appears to be difficult, the teacher will stop the activity to either practice the skill or provide  a variation or modification , which will be adapted by the size of the equipment , space , time  and rules . In games of high organization , it is paramount to be engaged in small sided game  action .  A more specific rubric will follow with game examples . Included in this chapter will be lead up , sports-related activities that will involve appreciation of the activity and not the real game , but variations and modifications for soccer / speedball , flag football , basketball , floor hockey , volleyball , rip flag rugby , wiffleball /softball , ultimate and gymnastic / tumbling activities .

The main importance in the primary grades includes mimetics and movement exploration, which lays the groundwork not only for gymnastic/tumbling skills , but also serves as a guide to all lead up skills and low organized games . In the primary and intermediate grades , it is essential to include story plays to act out the myriad of skills , mimetics and integration to complete movement exploration activities. An example is to utilize a book called “ Where The Wild Things Are “. The students are scattered throughout the area in a woods-like atmosphere . They traverse through the gymnasium and upon hearing the key words and mimetics will move with the previously learned skills .  Music is added to entice more participation , safety concerns and confidence .

Also , set up tumbling mats , cones , deck rings , Frisbees , hoops , boxes , and any available equipment for obstacles .




Once upon a time , a group of students took a nature walk to discover plants , flowers and trees . The shadows cast eerie figures at each passing step .” Be careful not to trip over any fallen logs or lame dogs . “  The shadows seemed to move in scary formations . The sounds of the woods seemed very close now . An array of frogs  croaked in the distance .

Snakes wiggled their way through the rotted logs . The squishing water  from heavy feet disturbed a quarry of crabs .


One larger shadow seemed to follow the group with every cautious step . “We had better ask Smokey the Bear for directions . “ Taking the water route appeared to be a better way to get out of the woods and the large shadow . Using a row boat  was the best decision . And , the observing cranes  echoed their choice. That surely was a seal of approval  to escape the large shadow , which looked like half animal and half person . The slippery beach caused many students to either skip  , leap , jump or gallop around , through or over the slimy pebbles to safety  and into the next wooded area . The shadow lurked behind all the trees , ready to make an appearance. The sound of crushed leaves made the group scurry in all directions , dodging and faking , around the monstrous trees . But, one large tree seemed to move . One student leaned on that tree for a rest . The tree limbs grasped and tugged at the suspected intruder . Even a swimmers crawl couldn’t escape the gnarly hands of the creature . “Run or slide  for your life .” “ I will but I can’t move.”


A friendly smile calmed the scary atmosphere . After a few moments , it was realized that there was nothing to fear and new friends were being made . There were mule kicks

of joy in the woods to ensure a safe journey  home. The trees were swaying and twisting and turning in all directions . And , the students were swinging all parts of their torsos for a happy walk with their new found friend , who wasn’t wild after all .


Another example is to read the book and follow each page and have the students act out

the skills , page by page . Use creativity and imagination to sustain more enthusiasm and the joy of movement exploration .  The mimetics can use other venues such as , the circus or seasonal and Holiday adventures .


The mimetics and movement exploration is a pre-requisite for the tumbling and gymnastic activities. The skill progression starts with these skills and finalizes with tumbling , rhythmic , balance beam and vaulting skills . As with all the progressions ,the skills will be adapted and modified to meet the needs of all students .  The equipment includes tumbling mats , tumbling blocks , “crash” mat landing area , low and high balance beams , hoops , rhythm balls , jump ropes , vaulting horses and all available equipment for obstacle courses and circuit work .



  • MIMETICS( primary grades 1-4th )
  • Frog, log , dog, cat
  • Snake , crab, bear
  • Kangaroo, crane, rowboat
  • Upswing( swing from knees to feet), egg, seal , mule kick
  • Slide/chasse, skip, leap, jump, hop, gallop
  • Straight
  • Arch
  • Pike
  • Straddle
  • Squat or tuck
  • Lunge
  • One body part
  • Two body parts
  • Three body parts
  • Four body parts
  • "V" sit , straddle sit , arabesque , "y" scale
  • Log roll
  • Shoulder roll
  • Frog jump and push
  • Incline roll( board and mat)45 degrees forward roll
  • Forward roll in straddle, pike , squat and no hands*
  • Crab
  • Egg roll
  • Back shoulder roll
  • Candle( leg up straight like a candle, hands under hips) roll back half way to hands touch/ return and repeat
  • Incline roll
  • Back roll in squat , straddle, pike*
  • Back roll to handstand( extension)*
  • Frog stand / tripod
  • Frog hand balance
  • Half headstand
  • Forearm stand
  • Mule kick
  • Short kick handstand( 45 degrees)
  • Handstand against wall / spotter
  • Handstand with spotter*
  • Backbend / spotting*
  • Walkovers / spotting*
  • Hurdle approach , correct steps cartwheel in low plane on line( ___________)foot  hand, hand , foot
  • Hurdle / cartwheel
  • Round off
  • Handsprings/ spotting*
  • Run /hurdle /approach with beat board land in crash mat –no vaulting horse
  • Landings :
  • Straight body jump/ land
  • Straddle
  • Pike
  • Squat
  • Turns Twists
  • Run/approach jump on and off short horse turns, jumps, twists , rotations in plane
  • Side leg vault( straight leg to side)
  • Squat
  • Straddle
  • Any turns , rotations
  • Walk forward , backward , sideward
  • Walking with equipment
  • Turns , 180 , 360
  • Sliding
  • Leaping
  • Galloping
  • Static balances
  • Cat walk
  • Slow run Dismount ,  round off and or  jump off
  • * All skills done with helper / spotter


An exemplary method to use the tumbling and gymnastic skill progressions is through a circuit / obstacle course or a self testing procedure . The main theory is to have all the students active and proceed through the rubric of skills at their own pace with guidance and observation by the teacher .  The variations or modifications include other forms of sports related skills such as skateboarding and track and field events . In this way , those students who aren’t adept at the tumbling /gymnastic skills will be able to perform related skills that meet the rubrics needs . That is , there will be a crossover between the skills as follows : twists , turns , jumps , hurdles , and rotations. If the students are given opportunities starting from the basic level , they will be able to correlate the relationship between events and skills . Included will be the ability to land safely , approaches and retreats ( dismounts ) .



In the self testing procedure , the students are assigned near arranged tumbling mats , which are scattered throughout the gymnasium . At each tumbling mat will be a traffic cone with a sign posted with the skill that will be practiced. They will get many opportunities to perform the skill and finish by being observed by the teacher . The tumbling skills are posted with butcher –block paper on the walls or bleachers . At each poster will be a marker , which the student will sign when the skill is completed successfully.  Before this takes place , the students practice the skills during regular physical education class.  Next , the students return to a different tumbling area and proceed to another skill . They will be given opportunities to engage in alternatives if the skills are too difficult to master in a scope and sequence procedure  as follows :


1.      Mat #1 – forward somersault or log roll

2.      Mat #2 – backward somersault or  egg roll , back shoulder roll

3.      Mat #3 – cartwheel or cartwheel

4.      Mat #4 – handstand or short kick handstand , with a helper /spotter , mule kick

5.      Mat #4 – round –off or cartwheel with 1/ 2 turn

6.      Mat #6- frog head or hand balance or frog balance with help / spotter

7.      Mat #7- balances – “v” sit , straddle sit , arabesque or “Y” scale

8.      Mat #8- handsprings or with help / spotter

9.      Mat #9 –advanced skills (only)

10.  Mat #10- twists ,turns , rotations ,( 180 degrees or 360 degrees )





The students are arranged in six different groups , which have one skill to be performed back and forth to the starting position . After each turn , they will switch to the next line and finish the circuit until all six skills are completed . Use all the available equipment for a variety of skills . This includes : hoops , cones , low balance beams , vaulting horse ,

tumbling mats , crash mat and any makeshift equipment to climb over or under and or jump/hurdle over .  The circuit / obstacle course can be performed by grades 1-6th , but with alternatives to ensure success and safety . Previously learned skills are practiced during regular physical education classes .


1.      Run and approach the vaulting horse – jump on and off into a crash mat ( place folded mats in place of a springboard  or beat board  - the approach includes climbing onto the horse vault  as an alternative .

2.      Hurdle over a series of folded mats – ( hurdle , skateboard touches or turns ) [or separate the mats  4-5 feet apart and long jump from mat to mat ]

3.      Crawl under a series of broken hoops placed inside traffic cones

4.      Zig –zag inside a series of hoops , which are in a scattered formation

5.      Walk on a low balance beam or jump side to side

6.      Tumbling skill the length of the mat


Use music as a signal to switch to the next station . At station #1 will be the only place the students return to the starting position since there won’t be an opportunity to vault and land safely . To encourage participation and creativity , ask the students to add related skills , which are safe and were previously practiced . 




After the circuit has been completed , they return to their starting positions and repeat the skills , but this time play music . As they go through the circuit , turn off the music and try to catch them before they have frozen in one place , with no movement . This will count as a “gotcha “ , but at no time will be an elimination activity . On the next turn , if they are in a safe position , the “gotcha “ is eliminated . Switch to the next place or continue in order by going to the end of the next assigned group .




The skill progressions will eventually be utilized in either games of high organization or small sided games . It is important to master the skills so that the games will have a free flow of activity without interruptions . But,  make sure to stop the action if the skills need reinforced and then proceed promptly to ensure there isn’t much down time . The skills will be broken down into manipulative skills of  throwing and catching , kicking , short and long handled implements ,  and striking .




  • Soccer
  • Toe taps -agility exercise
  • Inside foot pass
  • Outside foot pass
  • Inside foot trap
  • Outside foot trap
  • Dribbling
  • Around a partner
  • Between an obstacle
  • For speed and moving in all directions
  • Volley kick
  • Instep kick
  • Kick for distance
  • Kick for accuracy
  • Thigh trap
  • Stomach trap
  • Juggling
  • Stationery heading
  • Tackling
  • Goalie play
  • Throw in
  • Double leg jam( speedball)
  • Roll up( speedball)
  • Small sided games

The scope and sequence of skills starts at the basic level and after each skill is mastered , the next skill is practiced and then refined . It is best to have one ball for each student or one between 2-3 partners. The type of ball is be a regulation soccer ball or any safe surface or texture . This will encourage success and confidence .


Arrange the class into small sided game action with two cones for each team inside the grid area . The cones are placed 5-6 feet apart with one goalie  . The groups are arranged with even or uneven numbers . Start the game with an inside foot pass to  a teammate. Any ball that is kicked between the cones beneath head level scores one point . Extra points are counted with the number of passes that lead up to the score .

Variations :

  1. No goalies
  2. Place a bowling pin between the cones for a knockdown score
  3. Change the distance between the cones
  4. Change the size of the grid area
  5. Exchange players from different grids

Many times there is a cross over activity that incorporates related skills into  a new activity or game . The alternatives and modifications increases the interest of  a new activity , which utilizes previously learned skills with newer ones of speedball.

The primary students should  use safety –type equipment such as nerf balls or plastic balls . The rules are changed and the skills modified for success and confidence.


Arrange the class on each side of the mid court , which will divide the area into two grids with a goal net at each side line area . Place two traffic cones about 6-8 feet away from each post . The area inside the net and between the cones are the scoring zones . The goalie play will include one player in each net and  4-6 players between each of the cones . Any ball that is kicked into the net scores three points . A throw into the net scores one point and a kick between the cones scores point .

Start the game action with an inside foot pass . Any ball that remains on the floor can be dribbled , passed , and kicked . A ball that is trapped  can be lifted to the hands using the speedball skill of  jumping and flipping the ball from feet to hands(double leg jam) . A bouncing ball can be juggled  from the body to the hands . Any player running with the ball can be tagged to stop a possession . The ball is returned to the opposition at that point with a pass to a team mate .  Tackling is permitted without any other body contact. All goalies must roll the ball to a team mate . Any player who can master the speedball skill of leg roll up , which is placing the foot directly under the ball and rolling the ball up the leg , and to the hands(roll up) , can start running until being tagged  or stop after three steps and try a throw in action to a team mate. Any ball that is misplayed from any pass and receiving skill promotes playing soccer rules . After any score , the opposition rolls the ball to a team mate . As an alternative , switch one group over the mid court line to play against a different group .


  • Basketball
  • Dribbling with one hand/switch hands/crossover
  • Dribble around a partner
  • Dribble between obstacles
  • Dribble for speed and change directions
  • Dribble at different levels
  • Passing
  • Bounce pass
  • Chest pass
  • Baseball pass/overhead pass
  • Shooting ( hand placement)
  • Lay up
  • Short shot
  • Foul shot
  • Jump shot
  • Ball handling skills( figure 8 , around head ,waist and legs, double legs)
  • Mirroring ( defensive techniques)
  • Offensive patterns and movement
  • Small sided games

The skill progressions starts with the basic fundamentals of dribbling ,shooting , passing and defensive and offensive maneuvers . For more participation , there should be one ball for every student or one between partners .  For example , each student is equipped with one basketball . Demonstrate the shooting technique : Balance , eyes on target , elbow under ball and follow through . The next level is hand placement followed by shooting from short range , lay-ups , foul shot and longer attempts . Add a defensive partner to engage in pressure situations .

For the primary students , the basket may be lowered , use a lighter ball or place  a hula hoop over the rim for a shooting alternative . All various types of basketballs are utilized to learn the techniques for success , confidence and fun .


The class is arranged on all the designated lines on the basketball / volleyball court. Each student is equipped with one basketball . At a signal , they will attempt to dribble the ball on the lines without losing possession . For the primary grades , the ball may be dribbled in  a stop and start action .

Choose 1-2 students , who will be the Pac-Man dribblers . They will be equipped with a different color or sized basketball . The Pac-Man attempt to steal the ball with  the free hand or cause a loss of possession. Switch places if there is a dribbling or possession error . The dribblers may move in any direction on the lines . As an alternative , add more Pac-Man , change the size of the area or exchange the dribbling skills with any designated locomotor skill .


Place 10 – 20 basketballs on the floor in a scattered arrangement . Use a deck ring or frisbee to keep the basketballs in place . Arrange the class into partners . On  a designated signal , the partners run to one of the basketballs . The first partner getting the ball starts a two pass sequence with the partner . After completion , the ball is returned to the original position . Establish a three minute time limit to complete as many different basketballs . Give another trial to better a previous performance.  As an alternative , change the types of passes , the number of successful passes and size of the area . As an alternative , play music during the passing process , and when the music stops , the player with the ball must dribble and chase after their partner . The dribbler attempts to each tag their partner or stay within an arms length . Repeat the procedure with the same or different partners.

  • Flag football
  • Stance /positions
  • Centering/receiving /lateral / underhand
  • Hand off and pitch out
  • Passing
  • Pass patterns
  • Catching
  • Punting
  • Place kicking
  • Defense-ripping off rip tag flags(mirroring)
  • Small sided games

The flag football skills will be broken down according to each class’s ability level and alternatives will be included to make the progression easier to learn and understand . This means that the final outcome will not be the real game but a lead up activity to involve the entire class with makeshift rules and equipment . This includes nerf footballs , rip tag flags , game jerseys and pinnies. For more touch time , the students will engage in small sided game action .


Align the students into grids in three sections of the basketball court or on the school grounds , which will be divided by traffic cones to ensure a safe activity . Establish one group as the offensive team to start the game . Each team is scattered safely with in the designated grid area .  The defensive team will try to either knockdown the ball or intercept the throw. At this point , the teams will change possession . The object of the game is to complete as many passes within  a determined time limit . After a successful catch , that student must maintain  a stationary position . Give each pass attempt a three second time limit to pass the ball to a team mate . The defense should practice a “mirroring” technique to stay very close to an opponent  , and without any body contact. Count the number of successful passes or deflections / interceptions . Repeat the process to better a previous score .

Variations :

        After five successful completions , the last receiver may run to a designated goal line for an extra bonus score .

        If there is a ripped tag on defense , the defense gets the ball

        Change the type of throws ( overhand  ,lateral or underhand )

        After a designated time , exchange players into a different grid

        Add a wall target for another completion after five successful catches

        Use even or uneven number of players



Arrange the class into a scattered formation inside  a designated area , which is safely marked away from the other activities . Each player is equipped with a rip tag and belt in different colors . Use game jerseys or pinnies as an alternative  . The game jerseys can be placed in the back pocket area or waist band .  Three or more different colors will establish more participation and creativity or strategy . On a signal , one color will attempt to steal as many oppositions rip tags in a designated time limit . After that time has elapsed , call a new color to repeat the process . Repeat the procedure and try to beat a previous score .

Alternatives :

        If  a rip tag is taken , make an area(side line) to replenish the tag for re-entry into the activity

        Give one color all the available footballs , which the team mates drop in a container(box) for an extra score . The container can’t be guarded and an opposing player may not enter a marked restraining circle . If a player ‘s tag is ripped off constitutes the loss of the ball and time to replenish another one .

        Keep one player inside the restraining circle to receive a pass from a team mate  for an extra score .

        Points are rewarded for rip offs and complete passes

        Use even or uneven number of players

        Change the size of the playing area


  • Volleyball
  • Throw ball over the net
  • Catch a ball-set over the net
  • Underhand serve
  • Overhand serve
  • Setting to self
  • Setting off a wall
  • Setting to a partner
  • Self set-hit over the net
  • Self set.-hit to an open space
  • Forearm bump
  • Dig
  • Set -hit to a partner
  • Return the ball over the net
  • Blocking
  • Correct technique in game situation
  • Small sided games

There are many alternatives for the lead up skills for the volleyball activities and games . The variety of the volleyballs range from balloons and beach balls to a regulation volleyball . The height of the net can be lowered to meet the needs of all students . Also, the size of the playing area can be changed along with even or uneven number of players .  The basic set up of the skill progression is best demonstrated by partners or small groups for more participation and touch time .



Divide the players into small groups , which are scattered around the playing area. Each group is equipped with one parachute and several volleyballs or  an alternate ball for easier handling . Half of the group holds and flips the volleyballs off the parachute ; the other group of players surround the parachute .  Any ball that is flipped off the parachute is returned with any previously learned skills . For the primary grades , it may be a catch and return or a catch and set up return . The intermediate / middle school grades may return the ball directly from a set up  or a bump or dig . Score one point for each return and then repeat to improve on a previous performance .  Switch places often .

Alternatives :

        Score additional points for the flipping group when the ball hits the ground

        Play the ball off one bounce

        Have the flipping players move in different directions

        Add more volleyballs

        Use small parachutes


Divide the players into partners with one beach towel for each group in a scattered formation . One group is equipped with one type of volleyball or alternative . That is , each group will have  a different type of ball . Included equipment are balloons(helium) , beach balls , regulation volleyballs , play balls , plastic balls , and any available equipment that is easily  handled .  Arrange the group with the ball to be matched up with another group without a ball . Each player holds the beach towel at the ends  with one hand and one hand free. On a signal , the ball is transferred from one group to the other . Any ball that leaves the beach towel is volleyed back to the towel from the free hand . Count one score for each successful volley or ball transfer without the ball landing to the ground.  Score consecutive volleys and or total flingo flips from each transfer .

Alternatives :

        Move the partners closer or further apart

        Exchange a different ball with another group

        Exchange partners to form a new partner group

        Use a blanket for more playing surface(s)

        Establish only one player for each towel , holding both ends

        Choose even or uneven players per group


Arrange the class into 6-8 small circles , which are scattered throughout the gym or outside facility . Each circle formation will be equipped one any volleyball or alternative  ball that meets the ability and grade level .  Establish one leader per group to start the activity . The leader will call out a previously learned skill that includes the set up , bump , dig or serve skills . At that point all striking of the ball must be the same . If there is an error , a new leader starts the activity with a different skill . The play continues until all players have become the leader .  Count the number of successful strikes / volleys each turn. Repeat to beat a previous score .  Every player must touch the ball to be counted .  After completion of the first round , the leader once again starts the activity , but when the next player  strikes the ball , a different skill is called each time  ( set up , serve , bump, dig  ). For the primary grades , use a balloon or beach ball , but no concentration activity .

Alternatives :

        Use a lighter ball to ensure more touch and reaction time

        Make the circles larger or smaller

        Exchange players often

        Play the volley / strike off one bounce


  • Floor Hockey
  • The grip and stance
  • Stick handling/dribbling
  • Controlling the stick
  • Passing/to a moving partner
  • Receiving the pass/while moving
  • Shooting/striking/to a partner or target
  • Flick shot
  • Slap shot
  • Backhand shot
  • Goalie play
  • Small sided games

The floor hockey skills are directed to the intermediate and middle school grades . The equipment should be made of any safe material such as , soft plastic or styrofoam material . Pilo Polo equipment , which is a plastic stick with a styrofoam bottle-like material , can be used as an alternative.  The pucks can be made of Styrofoam material , soft plastic or wiffeballs . The goal area is either a regulation hockey net or traffic cones . Makeshift goals made from large cardboard boxes or tumbling mats placed on an end make for exemplary alternatives.  The rules are modified with strict adherence to safety concerns . Eye wear should be made available to protect the players.


Assemble all available hockey nets and modifications in a square formation with each designated grid area . This will be an open space to strike the puck inside tumbling mats placed on end , cardboard boxes , goal nets  or  traffic cones . The playing area is the billiard table , and the goal areas are the billiard pockets. Place one goalie in front of each goal . The remaining players will attempt to score at one of the goals . The activity is completed when a score has been made at each of the four goals. Exchange players and goalies often . Return the ball after a score . Establish a time limit to score , and then repeat to beat a previous performance.

Alternatives :

        Use different types of pucks

        Choose even or uneven number of players

        Change the size of the goal area

        Eliminate the goalie

        Switch to a new goal area often

        Add an extra ball or puck

        Choose only one or two billiard pockets to score

        Use only the Styrofoam puck for easier mobility to save time


Set up plastic bowling pins at designated positions around the gym area ,. The arrangement can be either a 3-2-1 or regulation set up as in a ten pin bowling game . Use alternatives such as 2-liter soda pop containers or soda pop cans . Align the players facing the targets about 15 – 30 feet apart depending on the grade level . Choose one player to rearrange the bowling targets . Change set up players often. Scoring is the number of total pins after a designated time limit . Repeat to beat a previous performance.

Alternatives :

        Change the distance from the bowling targets

        Use pilo pilo or makeshift sticks for the primary students

        Use different striking objects ( wiffleball , safe hockey pucks , smaller or larger plastic balls)

        Keep regulation bowling scores ( integration)



  • Wiffleball
  • Throw and catch
  • Catch off a wall
  • Catch with a partner
  • Throw and catch while moving
  • Catch a rolling ball, one bounce ,no bounce
  • Distance and accuracy
  • Hitting off a tee
  • Self toss =hit
  • Strike a one bounced ball
  • Strike a pitched ball
  • Base running

The wiffle ball progression , along with striking using long handles implements , starts with the basic techniques of throwing and catching skills and hitting off a batting tee or from  a pitched ball along with modified rules , equipment , and size of the playing area .


Arrange the class  into two parallel lines facing each other about 6-8 feet apart .  The activity is well suited for indoor or outdoor play . Start the activity with one ball for each partner . On  a signal , the ball is rolled back and forth until play is stopped with a designated whistle or musical selection . At that point , the person who has the ball in their possession runs to a marked line , which is about thirty feet from the starting position . The player without the ball attempts to tag the ball person before the marked line has been passed.  Return to the starting position after each turn to repeat the process . On the next turn , the end person from one line moves to the other end while all others move in one direction to match up against a new partner. The scoring is as follows : one point for a tag ; one point for not being tagged ; one point for a successful catch without dropping the ball or loss of possession. The scores are counted by beating or tying  a previous score each turn.

Alternatives :

        Change the type of throw each time

        Change the type of ball

        Change the distance between opposing partners



Divide the game into three grid area with one batting tee at each grid . Make three bases in  a diamond configuration . Divide the players equally in the grids with one batter stationed at the batting tee .  The opposition is scattered with the diamond . Any ball that is caught is then thrown to a designated pitcher . After the ball has been struck , the batter and all remaining players run around the bases in order until the ball has been received by the pitcher position player. Count one score for every base that has been passed . Resume the game with a new batter . Switch positions every 3 minutes . Repeat the procedure and attempt to beat a previous score .  Switch pitching positions often.

Alternatives :

        Change the type of throw to the pitching position

        Freeze positions after the pitcher receives the ball , then  a new batter continues the action .Only one score is counted when all players pass all three bases .

        The bases may be run in opposite order ( 3-2-1 )

        Make two bases – home and second

        Throw the ball into a container instead of the pitching position

        Have each player in the field toss to each other , then freeze the runners

        Use traffic cones as batting tees for the primary grades

        Make a modified batting tee ( plunger , pipe insulation, duct tape)

  • Catching and receiving
  • Backhand and cross body backhand
  • The Grip
  • The Throw
  • The footwork
  • Forehand(grip ,throw and footwork)
  • One hand catch
  • Pancake catch
  • Throw for accuracy
  • Throw for distance
  • Throw and catch while moving
  • Throw to a target
  • Small sided games

The Ultimate Frisbee skills are correlated with the other specific lead up games and skills of throwing and catching . There are several flying discs that are used ranging in colors and materials , which are made of hard plastic and cloth . The primary grades will feel more comfortable with the cloth-like material .  The intermediate and middle school grades will be  appropriate for the advanced levels of skills and the actual rules of the activity .


Arrange the class around the gym facing a target on the wall or bleachers . Targets may be hula hoops taped to the  wall , a hanging rope attached from the basketball rim , box containers taped to the wall  or designs and shapes.  Use as many available frisbees for more participation . Make  a scoring zone at each target and then repeat to beat a previous performance .

Alternatives :

        Change the size of the targets

        Change the distance

        Change the type of throw


Arrange the class into 6-8 single file lines with a leader , who starts the activity by running out five steps away from the next player in line order. The second player in order tosses the frisbee to the leader . When the Frisbee is caught , the second person runs five steps from the leader and receives a toss from the leader. . Continue that procedure until all players had a turn to run and toss . When the last player receives the last toss , he/she tosses it back to the previous person until all throws are made down the line . There are no steps taken on the way back . The score is the time limit it takes to complete the tosses from beginning to end .  Repeat to beat a previous performance .


        Change the distance between players

        Change the type of throw

        Make a target at the last throw for an extra score.

        Start over from the beginning if the frisbee is dropped

        Use different types of frisbees