Physical Education Curriculum for Elementary Education

Sample Unit Two - Receiving

Beginner Level

Overview:

Activity #1 Catching-Alone, While Stationary, Using Hands Only
Activity #2 Catching-Alone, While Stationary, Using Implements
Activity #3 Catching-From a Partner, While Stationary, Using Hands Only
Activity #4 Catching-From Partner, While Stationary, Using Implements

Foundational Objectives for the Unit

All the Foundational Objectives can be developed in this unit. However, the following will be emphasized.
Students will:

Demonstrate competency in many physical activities and proficiency in a few physical activities.
Apply movement concepts and principles to the learning and development of movement patterns and skills.
Behave in ways that are personally and socially responsible in physical activity settings.

Learning Objectives

As a result of participating in the learning experiences in this unit, students will:

improve their ability to catch objects with the hands
improve their ability to catch objects using different implements
gain knowledge and understanding of the principles of force absorption and become increasingly able to apply the principles in different contexts
develop their ability to use the movement variables to solve movement problems (CCT)
develop an understanding of how knowledge is created, evaluated, refined and changed in physical education (CCT)
develop their ability to share in their own words, ideas which are heard, read, viewed or discussed (C)
develop their ability to gradually incorporate the vocabulary of physical education into their talk and writing (C)
develop their ability to reflect upon the benefits of cooperative, respectful or empathetic behaviours in specific situations (PSVS)

Concept Receiving

Sub-concept Catching

Focus Catching high and low

Description of the Mature Catching Pattern (Using Hands Only)

As the object approaches, the catcher moves to get in line-under and/or behind-the object. Feet are in a stride stance position and eyes are fixed on the object. Both hands reach out for the object and the hands are positioned according to the level of the object. If the object is arriving at waist level or below, the fingers point to the ground (pinkies together). If the object is above the waist, the fingers point upward (thumbs together). As contact with the object is made, the hands are brought toward the body to absorb the force.

The description above may vary somewhat when catching objects such as Frisbees or rings.

Refinement Cues

Watch (the object)
Reach (for the object)
Pinkies together (low level catch)
Thumbs together (high level catch)
Move (in order to get) behind (or under the object)
Pull (the object) in to the body

Sample Refinement Questions and Statements

Watch, reach, give (absorb, soft).
Watch the object come into your hands.
Keep your eyes on the object.
Watch the object (beanbag, ball) all the time. (Some students may still be displaying an avoidance reaction such as closing their eyes at the moment the object contacts the hands.)
Reach with your hands to catch the object.
Can you make your catches as quiet as possible?
Soft hands, quiet catches. (For those students who are not "giving" with the arms in order to absorb the force of the ball.)
Use only your hands to catch. (Some students may be trapping the object with their arms and body.)
If you're catching at a low level, which way should your fingers point? Down, that's right. Is it your pinkies or your thumbs that should be together? Yes, your pinkies should be close to each other.
If you're catching at a high level, should your fingers be pointing up or pointing down? Right, they should be pointing up. With your thumbs or your pinkies close together? Yes, your thumbs.
Remember to catch with your hands in the correct position.
Who can show me how I should have my hands when I'm catching an object at a high level? at a low level? (Have one-or all-students demonstrate each hand position.) Where should I look when I catch?
Follow the ball with your eyes.
Did you see your hands catch the object?
What are two important things to remember when catching? Reach for the object. Yes! Don't trap the ball against your body. Correct! And what else?
Let's look at Sandra, Kelly, and Claude. See how they keep their eyes on the ball...reach with their hands...Look at how softly and quietly Sandra catches her object...Are Claude's hands in the correct position when he catches below his waist (at a low level)?
Can someone explain why it might be a good idea to...
Can anyone tell me how landings on the hands and catching are alike? How they are different?

(Comparing and contrasting -showing similarities and differences- a landing on the hands and catching an object should help students increase their understanding of the mechanical principles of both movement patterns and improve their performance.)

Teaching Suggestions

For initial catching experiences, use soft objects (e.g., beanbags, yarn balls, cloth flying disks). Not only are these objects easier to grasp, they are less likely to provoke avoidance reactions such as closing the eyes or turning the head away when catching.

Some lessons may be extended over several days.

Activity #1
- Catching-Alone, While Stationary, Using Hands Only

Organization/Management

· See Sample Organizational Arrangements of Students for Throwing and Catching from this curriculum guide.

· Students stand on carpet pieces far enough apart to not touch each other when they stretch their arms out to the side.

Materials/Equipment

· At least one ball for each student.

· Pieces of carpet (poly spots, pieces of tape, hoop, rope, etc.) for each student to stand on (in, behind, astride).

Task A

Description

· Students stand on a home base 10-15 steps away from a wall and roll a ball so that it bounces against the wall. They catch the ball when it rolls back.

Refine

· Watch the ball. Reach. Pull it in.

· Ball low-fingers point down.

Adapt/Extend/Challenge/ Apply

· Vary the body parts. Students stand a short distance away from the wall with legs straddled (hip abduction). They use both hands to roll the ball toward the wall, and catch it when it rolls back. Catch in kneeling position... sitting with legs apart...

· Vary the direction. Stand facing away from the wall. Now bend forward at the hips so that you are looking at the wall from between your legs, and roll the ball through your legs so it bounces against the wall. Turn around and catch it when it rolls back to you.

· Vary the force. Students roll the ball with a lot of force...without a lot of force.

· Vary the equipment. Students throw balls of different shapes and sizes.

Task B

Description

· Students stand on a home base 10-15 steps away from a wall, throw a ball against the wall, and catch it. They may have to travel a few steps off their bases to catch.

Refine

· Keep your eyes on the ball. Watch it come into your hands. Reach to meet the ball instead of waiting for it to come to your hands. Pull the ball toward you.

Adapt/Extend/Challenge/ Apply

· Vary body actions. Students throw using different arm actions-underarm, overarm, sidearm.

· Vary the level. Throw it higher on the wall and see if you catch it after it bounces off the floor once...twice.

· Can you make it bounce off the floor before it hits the wall and then catch it before it lands on the floor?

Task C

Description

· Students stand on a home base in general space. They hold a ball at shoulder level, let it drop to the floor, and catch it when it bounces back up. When they can do this several times in a row without missing, they can begin to throw the ball a short distance into the air above their heads, let it bounce off the floor and catch.

Refine

· Watch the ball come into your hands.

Adapt/Extend/Challenge/ Apply

· Vary body actions. Students throw using different arm actions-underarm, overarm, sidearm.

· Vary the area/location. Students catch the ball in different places around the body-in front... to the side... behind... by the knees... above the head...

· Vary the level. Students drop the ball from different levels. Students catch the ball at different levels.

· Vary the distance. Students throw the ball in the air so that they have to take a step with one foot and stretch to catch it. The other foot stays on the base. (To simulate base catching when playing softball and baseball.)

· Vary the force. Students throw the ball with some force against the floor to make it bounce, and then catch it.

· Vary the equipment. Students catch balls of varying sizes. (To simulate catching balls used in different games-baseball, softball, team handball, basketball, water polo).

Task D

Description

· While standing on a home base in general space students throw and catch a variety of objects (without letting them bounce on the floor).

Refine

· Reach. Pinkies together for low level catches. Thumbs together for high level catches. Move in order to get under the object.

Adapt/Extend/Challenge/ Apply

Challenge students to throw and catch ten times in a row without taking more than one step off of (away from, out of) home base.

Vary the body parts.

Students catch with the right hand, with the left hand.

Alternate catching with one hand then with the other hand.

Vary the body parts that support the body-kneel, sit, squat, balance on one foot.

Vary the actions of the body.

Students throw the object and perform different actions before catching. Clap hands once, twice, three times.

Touch one, two, three... body parts

Clap different combinations of body parts
(e.g.,, one heel and one elbow).

Touch different body parts to the floor.

Circumduct, abduct and adduct one arm, one leg...; Flex and extend one elbow, both elbows, one shoulder, one knee...

Turn 180-degrees (half turn), 360-degrees (full turn) clockwise, counterclockwise.

Vary the locations. Students throw the object up and catch it in different places around their bodies-in front, on the right side, on the left side, by the knees, by the left shoulder, by the right hip, by the right foot...

Vary the levels. Students catch the object in three different places around your body at high level, at a medium level, at a low level.

Vary the equipment. Students catch a variety of different objects. (e.g.,, balls of different types, shapes, and sizes, ropes, batons, hoops).

Task E

Description

· Standing on home base, students throw an object in the air so that they have to take a step and reach (stretch) in order to catch it. One foot always remains on home base. There is no travelling. (This basic task serves as a lead-up to activities such as the pivot in basketball and base catching in baseball and softball.)

Refine

· Watch the object come into your hands. Reach. Pull the object toward you.

Adapt/Extend/Challenge/ Apply

· Vary the locations. Students throw the ball so that they have to step and reach to catch it. They step sideward, forward, backward-but continue to face the same wall throughout.

· Vary the body parts. Step with the left foot...with the right foot.

· Vary the directions. Students throw the object so that they must pivot (spin) as the step is taken in order to catch it. They catch facing a different direction than when they threw.

Activity #2
- Catching from a Partner, While Stationary, Using Hands Only

Organization/Management

· See Sample Organizational Arrangements of Students for Throwing and Catching on page 237 of this curriculum guide.

· Students stand on carpet pieces far enough apart to not touch each other when they stretch their arms out to the side. Students are less likely to drift into each other's personal spaces when they have a home base or spot.

Materials/Equipment

· At least one ball and one implement (e.g., scoops, empty milk cartons, bleach bottles with the bottom cut off, foam or plastic cups) for each student.

· For some receiving activities, implements such as paddles, racquets, Frisbees, lacrosse sticks may be used. For example, beanbags and other no-bounce objects can be received (caught) using a Frisbee, a paddle.

· Pieces of carpet (poly spots, pieces of tape, hoop, rope, etc.) for each student to stand on (in, behind, astride).

Task A

Task Description

· Students stand on homebase 10-15 steps away from a wall and roll a ball so that it bounces against the wall. They catch the ball-using an implement-when it rolls back.

Refine

· Watch the ball. Reach. Pull it in.

Adapt/Extend/Challenge/ Apply

· Vary the body actions. Students throw using different arm actions-underarm, overarm, sidearm.

· Vary the level. Throw it higher on the wall and see if you can catch it after it bounces off the floor once...twice. Can you make it bounce off the floor before it hits the wall and then catch it before it lands on the floor?

· Vary the equipment. At various times throughout the lesson students exchange balls and/or implements with another student.

Task B

Task Description

· Students stand on a home base in general space. They hold a ball at shoulder level, let it drop to the floor, and catch it with an implement when it bounces back up. When they can do this several times in a row without missing, they can begin to throw the ball a short distance into the air above their heads, let it bounce off the floor and then catch it.

Refine

· Watch the ball.

Adapt/Extend/Challenge/ Apply

· Vary the body parts. Students catch while holding the implement with the right hand, with the left hand. Alternate catching with one hand then with the other hand. Vary the body parts that support the body-kneel, sit, squat, balance on one foot.

· Vary the actions of the body. Students throw the object and perform different actions before catching-touch different body parts to the floor (e.g., one finger, both hands, one knee, one elbow). Turn 180-degrees (half turn), 360-degrees (full turn) clockwise, counterclockwise.

· Vary the area/location. Students catch the ball in different places around the body-in front... to the side... behind... by the knees... above the head...

· Vary the level. Students drop the ball from different levels. Students catch the ball at different levels.

· Vary the distance. Students throw the ball in the air so that they have to take a step with one foot and stretch to catch it. The other foot stays on the base.

· Vary the force. Students throw the ball with some force against the floor to make it bounce and then catch it.

· Vary the equipment. Students catch balls of varying sizes.

Task C

Task Description

· Standing on home base, students throw an object in the air so that they have to take a step and reach (stretch) in order to catch it with an implement. One foot always remains on home base. There is no travelling. This Basic Task serves as a lead-up to activities such as the pivot in basketball and base catching in baseball and softball.

Refine

· Watch the object come into your hands. Reach. Pull the object toward you.

Adapt/Extend/Challenge/ Apply

· Vary the locations. Students throw the ball so that they have to step and reach to catch it. They step sideward, forward, backward-but continue to face the same wall throughout.

· Vary the body parts. Step with the left foot...with the right foot.

· Vary the directions. Students throw the object so that they must pivot as the step is taken in order to catch it. They catch facing a different direction than when they threw.

Activity #3
- Catching-From a Partner, While Stationary, Using Hands Only

Organization/Management

· See Sample Organizational Arrangements of Students for Throwing and Catching from this curriculum guide.

· Students stand on carpet pieces far enough apart to not touch each other when they stretch their arms out to the side. Students are less likely to drift into each other's personal spaces when they have a home base or spot.

Materials/Equipment

· At least one object for every 2 students.

· A variety of objects- balloons, hoops, balls of different sizes (shapes, densities), yarn balls, beanbags, deck rings, quoits, etc.

· A sufficient number of chairs (benches, boxes, etc.) to allow half the students in the class to stand on.

Task A

Task Description

· Students are in pairs. One student stands on the chair and drops an object which is caught by the partner who is standing below.

Refine

· Watch the object the whole time. Reach. Pull.

Adapt/Extend/Challenge/ Apply

· Vary the body parts. Students catch with both hands...with the left hand...with the right hand.

· Students catch while sitting... kneeling...lying...squatting...

· Vary the actions. Students stand so that they have to take one step to catch the object. Can you step after the ball has started to drop and still catch it?

· Vary the areas/locations. Students stand so that they have to reach to the side to catch...so that they have to reach forward...

· Vary the equipment. Each student gets to catch a variety of objects-balloons, balls of different sizes and shapes, yarn balls, beanbags, deck rings, quoits, etc.

· Can you catch the object after it has bounced off the floor? Can you do it five times in a row?

Task B

Task Description

· Students, on home bases located 10-12 steps apart, catch a rolling or sliding object (e.g., beanbag, foam rubber puck, ball, hoop, deck ring, quoit) sent by a partner.

Refine

· Watch the object the whole time. Reach to meet the object rather than waiting for it to come to you. Pull it in.

Adapt/Extend/Challenge/ Apply

· Vary the area/location. The thrower sends the object to either side of the partner's home base so that the catcher must reach and/or take a step to catch.

· Vary the distance. When students catch the object four out of five times, they move their home bases one giant step further apart.

· Vary the force/speed. Students roll or slide the object slowly... faster...

· Vary the equipment. Students catch objects of different sizes, shapes, densities, and textures.

Task C

Task Description

· Students, on home bases located 10-12 steps apart, catch an object thrown by a partner.

Refine

· Watch the object.

· If the object is coming at you at a low or medium level (floor to head), move to get behind it. If the object is coming at you from above, where should you position yourself to catch it? Right. You position yourself to be under it.

· Reach to meet the object rather than waiting for it to come to you.

· Absorb the object by bending your arms.

Adapt/Extend/Challenge/ Apply

· Vary the locations. Students catch in different places around the body-above the right shoulder, above the head, to the side, to the other side, etc. Throw the object to force your partner to take a step and stretch to catch.

· Vary the distance. Every time both partners catch the object, they take a step backward away from each other. They move a step closer to each other when they miss. A hoop is placed on the floor between the partners and the ball is thrown so as to bounce off the floor inside the hoop. The hoop is moved so that it is at different distances from the thrower.

· Vary the levels. Students catch at low, medium and high levels. The object is thrown high into the air, over a net or over a rope (Simulates a fly ball in soft/baseball or a long pass in football). Can you throw so that your partner does not have to take more than one step to catch?

· Vary the force. Students catch an object that is thrown lightly... with more force (speed)... with a lot of force.

· See how many times you and your partner can catch without missing.

· When each partner has caught the ball once, they both take a giant step away from each other. When they miss, they both take a step toward each other.

Activity #4
- Catching-From Partner, While Stationary, Using Implements

Organization/Management

· See Sample Organizational Arrangements of Students for Throwing and Catching on page 237 of this curriculum guide.

· Students are less likely to end up in someone else's personal space when they each have a home base.

Materials/Equipment

· At least one object (e.g., ball, beanbag, deck ring) and one implement (e.g., scoop, empty milk carton, bleach bottle with the bottom cut off, foam or plastic cup) for each student. Wooden dowels, lumni sticks, hockey stick handle or other similar equipment will be required to catch deck rings and quoits.

· Implements such as paddles, racquets, Frisbees, lacrosse sticks may be used to catch beanbags and other no-bounce objects.

· Pieces of carpet (poly spots, pieces of tape, hoop, rope, etc.) for each student to stand on.

Task A

Task Description

· Students, on home bases located 10-12 steps apart, use an implement to catch a rolling or sliding object (e.g., beanbag) sent by a partner. Throwers and catchers exchange roles after every tenth throw.

Refine

· Watch the object, reach for it, and then pull to absorb the force.

Adapt/Extend/Challenge/ Apply

· Vary the area/location. The thrower rolls the ball to either side of the partner's home base so that the catcher must reach and/or take a step to catch.

· Vary the distance. When students catch the ball four out of five times, they move their home bases one giant step further apart.

· Vary the force/speed. Students roll or slide the object slowly... faster...

· Vary the equipment. Students catch objects of different sizes, shapes, densities, and textures. Students use different implements to catch.

Task B

Task Description

· Students, on home bases located 10-12 steps apart, use an implement to catch an object thrown by a partner. Throwers and catchers exchange roles after every 10th throw.

Refine

· What are the cues for catching? Watch, reach, pull. That's right. If you're catching above your head, how should your hands be positioned? Yes. Your thumbs are together. You should see the backs of your hands. If the object is coming at you at a low level, place your pinkies close together. You should see the palms of your hands.

Adapt/Extend/Challenge/ Apply

· Vary the area/location. The thrower sends the object to either side of the partner's home base so that the catcher must reach (stretch) and/or take a step to catch.

· Vary the levels. Students catch at different levels. Throwers send the object high into the air to provide opportunities for catchers to practice moving under it to catch. (Simulates moving to catch a fly ball.)

· Vary the distance. When students catch the object four out of five times, they move their home bases one giant step further apart.

· Vary the force/speed. Students throw objects slowly... faster...

· Vary the equipment. Students catch objects of different sizes, shapes, densities, and textures. Students use different implements to catch.

Assessment Ideas

Refer to Assessment Strategies in Part Two and Part Three of this curriculum guide.

Assessing Catching

Student Names

Fingers point up, thumbs close, for high catches

(scale, date)

Fingers point down, thumbs apart, for low catches

(scale, date)

Reaches with both hands to meet the object

(scale, date)

Absorbs the force by bringing the object near the body

(scale, date)

Scale: 5 = Almost always 4 = Most of the time 3 = About 1/2 the time 2 = About 1/3 of the time 1 = Rarely

*Activity #1* *- Catching-Alone, While Stationary, Using Hands Only*
Organization/Management	· See Sample Organizational Arrangements of Students for Throwing and Catching from this curriculum guide. · Students stand on carpet pieces far enough apart to not touch each other when they stretch their arms out to the side.
Materials/Equipment	· At least one ball for each student. · Pieces of carpet (poly spots, pieces of tape, hoop, rope, etc.) for each student to stand on (in, behind, astride).
*Task A*
Description	· Students stand on a home base 10-15 steps away from a wall and roll a ball so that it bounces against the wall. They catch the ball when it rolls back.
Refine	· Watch the ball. Reach. Pull it in. · Ball low-fingers point down.
Adapt/Extend/Challenge/ Apply	· Vary the body parts. Students stand a short distance away from the wall with legs straddled (hip abduction). They use both hands to roll the ball toward the wall, and catch it when it rolls back. Catch in kneeling position... sitting with legs apart... · Vary the direction. Stand facing away from the wall. Now bend forward at the hips so that you are looking at the wall from between your legs, and roll the ball through your legs so it bounces against the wall. Turn around and catch it when it rolls back to you. · Vary the force. Students roll the ball with a lot of force...without a lot of force. · Vary the equipment. Students throw balls of different shapes and sizes.
*Task B*
Description	· Students stand on a home base 10-15 steps away from a wall, throw a ball against the wall, and catch it. They may have to travel a few steps off their bases to catch.
Refine	· Keep your eyes on the ball. Watch it come into your hands. Reach to meet the ball instead of waiting for it to come to your hands. Pull the ball toward you.
Adapt/Extend/Challenge/ Apply	· Vary body actions. Students throw using different arm actions-underarm, overarm, sidearm. · Vary the level. Throw it higher on the wall and see if you catch it after it bounces off the floor once...twice. · Can you make it bounce off the floor before it hits the wall and then catch it before it lands on the floor?
*Task C*
Description	· Students stand on a home base in general space. They hold a ball at shoulder level, let it drop to the floor, and catch it when it bounces back up. When they can do this several times in a row without missing, they can begin to throw the ball a short distance into the air above their heads, let it bounce off the floor and catch.
Refine	· Watch the ball come into your hands.
Adapt/Extend/Challenge/ Apply	· Vary body actions. Students throw using different arm actions-underarm, overarm, sidearm. · Vary the area/location. Students catch the ball in different places around the body-in front... to the side... behind... by the knees... above the head... · Vary the level. Students drop the ball from different levels. Students catch the ball at different levels. · Vary the distance. Students throw the ball in the air so that they have to take a step with one foot and stretch to catch it. The other foot stays on the base. (To simulate base catching when playing softball and baseball.) · Vary the force. Students throw the ball with some force against the floor to make it bounce, and then catch it. · Vary the equipment. Students catch balls of varying sizes. (To simulate catching balls used in different games-baseball, softball, team handball, basketball, water polo).
*Task D*
Description	· While standing on a home base in general space students throw and catch a variety of objects (without letting them bounce on the floor).
Refine	· Reach. Pinkies together for low level catches. Thumbs together for high level catches. Move in order to get under the object.
Adapt/Extend/Challenge/ Apply	Challenge students to throw and catch ten times in a row without taking more than one step off of (away from, out of) home base. Vary the body parts. Students catch with the right hand, with the left hand. Alternate catching with one hand then with the other hand. Vary the body parts that support the body-kneel, sit, squat, balance on one foot. Vary the actions of the body. Students throw the object and perform different actions before catching. Clap hands once, twice, three times. Touch one, two, three... body parts Clap different combinations of body parts (e.g.,, one heel and one elbow). Touch different body parts to the floor. Circumduct, abduct and adduct one arm, one leg...; Flex and extend one elbow, both elbows, one shoulder, one knee... Turn 180-degrees (half turn), 360-degrees (full turn) clockwise, counterclockwise. Vary the locations. Students throw the object up and catch it in different places around their bodies-in front, on the right side, on the left side, by the knees, by the left shoulder, by the right hip, by the right foot... Vary the levels. Students catch the object in three different places around your body at high level, at a medium level, at a low level. Vary the equipment. Students catch a variety of different objects. (e.g.,, balls of different types, shapes, and sizes, ropes, batons, hoops).
*Task E*
Description	· Standing on home base, students throw an object in the air so that they have to take a step and reach (stretch) in order to catch it. One foot always remains on home base. There is no travelling. (This basic task serves as a lead-up to activities such as the pivot in basketball and base catching in baseball and softball.)
Refine	· Watch the object come into your hands. Reach. Pull the object toward you.
Adapt/Extend/Challenge/ Apply	· Vary the locations. Students throw the ball so that they have to step and reach to catch it. They step sideward, forward, backward-but continue to face the same wall throughout. · Vary the body parts. Step with the left foot...with the right foot. · Vary the directions. Students throw the object so that they must pivot (spin) as the step is taken in order to catch it. They catch facing a different direction than when they threw.

*Task C*
Task Description	· Students, on home bases located 10-12 steps apart, catch an object thrown by a partner.
Refine	· Watch the object. · If the object is coming at you at a low or medium level (floor to head), move to get behind it. If the object is coming at you from above, where should you position yourself to catch it? Right. You position yourself to be under it. · Reach to meet the object rather than waiting for it to come to you. · Absorb the object by bending your arms.
Adapt/Extend/Challenge/ Apply	· Vary the locations. Students catch in different places around the body-above the right shoulder, above the head, to the side, to the other side, etc. Throw the object to force your partner to take a step and stretch to catch. · Vary the distance. Every time both partners catch the object, they take a step backward away from each other. They move a step closer to each other when they miss. A hoop is placed on the floor between the partners and the ball is thrown so as to bounce off the floor inside the hoop. The hoop is moved so that it is at different distances from the thrower. · Vary the levels. Students catch at low, medium and high levels. The object is thrown high into the air, over a net or over a rope (Simulates a fly ball in soft/baseball or a long pass in football). Can you throw so that your partner does not have to take more than one step to catch? · Vary the force. Students catch an object that is thrown lightly... with more force (speed)... with a lot of force. · See how many times you and your partner can catch without missing. · When each partner has caught the ball once, they both take a giant step away from each other. When they miss, they both take a step toward each other.

Task A
Task Description	· Students, on home bases located 10-12 steps apart, use an implement to catch a rolling or sliding object (e.g., beanbag) sent by a partner. Throwers and catchers exchange roles after every tenth throw.
Refine	· Watch the object, reach for it, and then pull to absorb the force.
Adapt/Extend/Challenge/ Apply	· Vary the area/location. The thrower rolls the ball to either side of the partner's home base so that the catcher must reach and/or take a step to catch. · Vary the distance. When students catch the ball four out of five times, they move their home bases one giant step further apart. · Vary the force/speed. Students roll or slide the object slowly... faster... · Vary the equipment. Students catch objects of different sizes, shapes, densities, and textures. Students use different implements to catch.

Task B
Task Description	· Students, on home bases located 10-12 steps apart, use an implement to catch an object thrown by a partner. Throwers and catchers exchange roles after every 10th throw.
Refine	· What are the cues for catching? Watch, reach, pull. That's right. If you're catching above your head, how should your hands be positioned? Yes. Your thumbs are together. You should see the backs of your hands. If the object is coming at you at a low level, place your pinkies close together. You should see the palms of your hands.
Adapt/Extend/Challenge/ Apply	· Vary the area/location. The thrower sends the object to either side of the partner's home base so that the catcher must reach (stretch) and/or take a step to catch. · Vary the levels. Students catch at different levels. Throwers send the object high into the air to provide opportunities for catchers to practice moving under it to catch. (Simulates moving to catch a fly ball.) · Vary the distance. When students catch the object four out of five times, they move their home bases one giant step further apart. · Vary the force/speed. Students throw objects slowly... faster... · Vary the equipment. Students catch objects of different sizes, shapes, densities, and textures. Students use different implements to catch.

Student Names	Fingers point up, thumbs close, for high catches (scale, date)	Fingers point down, thumbs apart, for low catches (scale, date)	Reaches with both hands to meet the object (scale, date)	Absorbs the force by bringing the object near the body (scale, date)





Scale: 5 = Almost always 4 = Most of the time 3 = About 1/2 the time 2 = About 1/3 of the time 1 = Rarely