Gotta Goal?

• Safety: Allow enough space to move freely and minimize collisions. Determine boundaries that are a safe distance from obstacles and walls.
• Determine how you will group learners, using best practice guidelines from the Teacher's Guide.
• Be prepared to demonstrate fitBoost brain break activity and fitFlow yoga.

Begin with a fitBoost.

Say: Let’s see if you can solve some riddles about the four parts of fit. I will give you a clue, then you will guess whether I am talking about recharge, mood, food, or move. (Practice each movement before you read the riddle clues that follow.)

• If I am talking about recharge, lie down as if you are sleeping or reading a book.
• For mood, jump high and show two thumbs up.
• For food, act as if you are peeling a banana.
• For move, jog in place. 

Here are the clues:

• You need 9-12 hours of sleep each night for energy to go, grow, and know. (recharge)
• Be active many times, many ways, and many places each day. (move)
• This is fuel for your body and brain. (food)
• You can talk yourself into a fit choice. (mood)

You can set recharge, mood, food, or move goals to make healthy choices. Goals can be big (long-term goals), like wanting to be an astronaut or playing on a professional sports team, or small (short-term goals), like drinking water instead of soda or turning off screens in the evening. Goals always start with a plan. Without a plan, a goal is just a wish.

To set a goal, remember G-O-A-L-S:

• Get a plan.
• One step at a time.
• Act on the goal.
• Learn.
• Start again.

The number one thing you need to know is to set a goal, you need a plan!

Today we are going to practice setting goals. You will do throwing and catching activities, then make a plan and set a goal to improve your throwing and catching skills.

1. Demonstrate the goal-setting activities:

• Activity 1: This activity provides an opportunity for learners to practice their catching skills for Activity 2. Each learner practices catching a variety of balls. Learners stand inside a Hula-Hoop while throwing and catching individually. The learner makes five catches (K-1 bounce catch) then changes to a different ball. Be sure to demonstrate the technical skills of tossing and catching.
  
  
• Activity 2: Pair learners. Demonstrate hand position for catching a bounce pass. Learners stand in the Hula-Hoop and bounce-pass the ball to their partner. After several exchanges, change to a different ball. Encourage supportive communication between partners to improve passing skills.

2. Decide upon a time (1-2 minutes) for each activity and explain to learners that they are to keep a count of how many balls they catch.
   
   
3. At the end of the allotted time, pause to discuss goal setting. Ask: 

• How many times did you catch a ball? (Count of total catches.)
• How many different types of balls did you catch? (Count of different sized balls.)
• What is your plan to be able to catch more balls when we repeat the activity? (Encourage students to state plans as a one-step-at-a-time goal: “I will [describe technique] to catch more balls.” Remind learners that making a plan is important to setting and achieving goals.)
• Let’s start again! (Students repeat the catching/throwing activity.)

4. After Activity 2, repeat goal-setting discussion. Emphasize that setting a goal follows a plan; for without a plan you are making a wish! Refer to goal poster to assist learners to set individual goals.

1. Partner learners.
   
   
2.  Select a fitFlow card and work together to complete the poses.
   
   
3. While doing the yoga poses, guide learners through a lesson reflection. Ask:

• What was our lesson about today? (Planning goals.)
• Think about how you set your throwing and catching goals. Did you make wishes, or did you make a plan for your goal?
• Today we set a move goal. We set the goal to increase the number of times we caught a ball.
• What other move goals can you set? What are some move goals you can set when you are not in PE class? What is your plan? (Students share ideas for short-term-goals with one another. If necessary, guide them to think of goals they can set on the playground or at home.)

4. Assess understanding with the following questions:
   
   Q: What is the difference between a goal and a wish? 
   A: Goals have a plan.
   
   Q: What is a goal for your next recess? How will you do it?
   A: Learners describe their plan.
   
   Q: Explain why it is important to make a plan for your goals.
   A: You are more likely to reach your goal if you make a plan. 
   
   
   
5. Encourage learners to share their ideas for recharge, mood, food, and move goals. Use the Assessment Rubric (see Teacher's Guide) as a checklist to assess understanding, skill development, and personal responsibility.

Describe a goal you will work on this week. What is your plan?