Sample Unit One: Beginner Level

Summary

At the beginner level, students are given numerous opportunities to explore throwing. Initial tasks are predominantly explorational with little emphasis placed on skill development. Students then progress to skill learning tasks that emphasize throwing with force (distance, speed) as these elicit more mature throwing patterns. These tasks lead to greater trunk rotation and foot-arm opposition, for example. Students throw using underarm, overarm, sidearm and backhand throwing actions in different but relatively static (non-travelling) situations. Learning experiences are designed to provide opportunities for students to improve their ability to throw with force and with accuracy.

Overview of Unit One

Focus One Underarm Throw

Activity #1 Throwing Underarm for Distance
Activity #2 Throwing Underarm for Distance Using an Implement
Activity #3 Throwing Underarm for Accuracy
Activity #4 Throwing Underarm Obstacle Course

Focus Two Overarm Throw

Activity #1 Using All The Joints
Activity #2 Summation of Forces
Activity #3 Throwing Overarm for Distance
Activity #4 Throwing Overarm Using an Implement
Activity #5 Throwing Overarm for Accuracy
Activity #6 Overarm Throwing Obstacle Course

Focus Three Sidearm Throw

Activity #1 Throwing Sidearm

Focus Four Backhand Throw

Activity #1 Throwing Backhand for Distance
Activity #2 Throwing Backhand for Distance Using an Implement
Activity #3 Throwing Backhand for Accuracy
Activity #4 Backhand Throwing Obstacle Course

Foundational Objectives for Unit One

Each of the Foundational Objectives of the physical education curriculum can be developed in this unit. However, the following will be emphasized.

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 (PSVS).

Learning Objectives for Unit One

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

improve their ability to throw an object with force (distance, speed) and accuracy using:
- an underarm throwing pattern
- an overarm throwing pattern
- a sidearm throwing pattern
- a backhand throwing pattern
gain knowledge and understanding of the principles of force production and application 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 that 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 ofcooperative, respectful or empathetic behaviours in specific situations (PSVS)

Sending - Throwing

Focus 1: Underarm Throw

Beginner Level
Overview

Activity #1 Throwing Underarm for Distance
Activity #2 Throwing Underarm for Distance Using an Implement
Activity #3 Throwing Underarm for Accuracy
Activity #4 Underarm Throwing Obstacle Course

Learning Objectives Note: See Learning Objectives for Unit One of this guide. Sub-concept: Throwing
Focus: Underarm Throw

Description of the Mature Underarm Throw Preparatory (wind-up) Phase

The student stands facing the target and swings the throwing arm backward (shoulder extension).
The body twists slightly-hips, trunk and shoulders rotate.

Propulsive Phase

The following occur in one smooth motion.

The weight of the body shifts from the back to the front foot. Unless the feet are already in a stride position, the weight shift is accomplished by stepping forward with the foot opposite the throwing arm.
The throwing arm swings forward (shoulder flexion).
The body "untwists"-hips, trunk, and shoulders rotate.
The fingers point in the direction of the target at the moment the object is released.
The whole body is used to impart force to the object-not just the shoulder, arm and hand.

Follow-Through Phase The arm continues its movement as the force generated during the propulsive phase is used up.

Refinement Cues

Face the target
Swing arm backward
Swing arm forward
Shift weight onto front foot (step forward if feet are together)
Point fingers to target on release
Face-swing-swing-step-point

Teaching Suggestions

Emphasize first throwing for distance, then speed and, finally, accuracy:

When students are throwing against a wall, have them throw no-bounce objects (e.g., beanbags, yarn balls, KooshTM balls). These can be thrown with force without bouncing thereby saving time that might otherwise be wasted retrieving rolling balls.
A curtain, old blankets suspended from a basketball backboard or a parachute draped over a rope between volleyball standards can all be used to absorb the force of a thrown ball. This will reduce the time spent retrieving runaway balls and the potential for injury while doing so.
Carpet squares, hoops, poly spots and construction paper "feet" can be used as cues for helping students learn to step forward on the opposite foot.

Sample Refinement Questions and Statements

Questions and comments such as the ones that follow can be used throughout the unit to provide feedback and foster thinking.

One foot should be on the line (in the hoop, on the carpet) and the other foot should be in front when you let go of the object. This is called a stride position.
Stepping forward will help you throw your object farther because when you take a step, you're using more big muscles than when you don't step forward. When you use a greater number of joints and muscles, you can produce more force. When you throw with more force, the object will travel a longer distance and travel faster.
If you're holding the object in your right hand, which foot should be in front? (The foot that is opposite the throwing arm-the left foot).
Before each throw, check to make sure your opposite foot is in front.
Opposite foot forward.
Luca, you're throwing with your right arm. So, which foot should be in front?
I can see that Shelley, Corinne, Peter...all have their opposite foot forward as they throw.
Throw as if you were bowling.
Your hand should go past your knee.
Are you releasing the ball at or below knee level?
That's right Samantha, keep looking at the target throughout the throw.
Are you releasing the object when your fingers are pointing toward to the target?

*Activity #1 - Throwing Underarm For Distance* Students stand approximately three meters from a wall in a stride leg position, with the back foot on a line (inside a hoop, on a carpet piece, astride a rope, with one foot on a poly spot, etc.). On signal, they throw the object toward the wall-using an underarm action-and then retrieve it.
Organization/Management	See Sample Organizational Arrangements of Students for Throwing and Catching from this guide. Students stand in line along one wall of the gymnasium, far enough apart that they do not touch each other when they stretch their arms out to the side. Using objects that do not bounce or bounce very little-yarn balls, KooshTM balls, bean bags, cloth flying disks, sock balls, etc.-will reduce confusion, lost time, and the possibility of injury that would be more likely to occur if balls were used. A taped line, poly spot, piece of carpet, hoop, rope, etc. for each student to stand on (in, behind, astride) will help them remember where they were standing before going to retrieve the thrown object(s). Students are also less likely to drift into each other's personal spaces when they each have a "home base" or "spot". In order to decrease the likelihood that students will get hit when retrieving their object(s), it may be appropriate to have students throw and/or retrieve only on signal. When I give the signal, throw your object(s) as far (or with as much force) as you can. When you hear the whistle (handclap, drum beat, etc.), go get your object(s) and return to your home base (spot).
Materials/Equipment	At least one no-bounce object for each student. Depending on the organizational arrangements of students, a greater number and variety of objects may be required. A variety of objects may also help maintain student interest.
Refine	See Refinement Cues for Focus #1.
Adapt/Extend/Challenge/ Apply	Vary the number of body parts and actions. Students stand with feet together on a line (in the hoop, on the carpet) and take a step forward with the foot opposite the throwing arm as they throw. Vary the levels. During the propulsive phase of the underarm throw, students release the object when the hand is at a low level (nearest to the floor)...between knee level and hip level... at a medium level (at waist level)...halfway between hip and shoulder level... at shoulder level (horizontal) ... vertical (directly above the head). Where do you need to release it so that it travels in a straight pathway toward the wall? Where is the best place to release it so that it travels as far as possible? What happens to the distance it travels as you release it at higher and higher levels? Students throw at a low level so that the object slides (e.g., beanbag) or rolls along the ground the entire distance (as when bowling or curling). Do you know of any activities or sports where objects are rolled along the ground, or slid along the ground (or other surface-ice, snow? Throw so that the object hits the wall at a high level (near the ceiling). Where was your hand when you released the object? Was it at the level of your waist... at a level above your waist but below your shoulders...at the level of your shoulder... above your shoulder? Now throw your object so that it hits the wall at a medium level-halfway between the floor and the ceiling. Note the level of your hand at release. Was it at a higher or a higher level than when you threw the object at a high level? Throw from a half kneeling position (one knee and one foot on the floor). From stand, throw while stepping forward to half kneeling position (from medium to low level). Who can identify an activity where an object is thrown using an underarm action while moving from stand to half kneeling (e.g.,, curling, bowling) Throw while moving from a low (e.g., squat) to a medium level (e.g., stand). Vary the distance. When your object has struck the wall three (five, ten) times, take one step away from the wall and throw again. If the object doesn't reach the wall, take a step closer to the wall before you throw again. How far away from the wall can you be and still get your object to hit the wall? Vary the pathway. Students throw so that the object travels through the air in an arch/rainbow pathway...in a straight pathway. Vary the equipment. Students have a variety of different objects. Some have beanbags, others have yarn balls, others have deck rings, etc. On signal, several times during the lesson, students exchange objects. Each student has more than one object. For example, each student has three different objects and throws each one before retrieving. Thus, students spend more time throwing and less time retrieving. Half the students have one type of object (e.g., bean bags) while the others have another type (e.g., KooshTM balls). After a certain number of throws or a period of time, students exchange objects. Students are in groups of four or five. For example, if there were five groups of five students, students in Group 1 have bean bags, students in Group 2 have Koosh balls, Group 3 students have fluff balls, Group 4 students have yarn balls, and students in Group 5 have some other type of small no-bounce object. After a given number of throws or time period, Group 1 students give their bean bags to Group 2, Group 2 students give their KooshTM balls to Group 3, and so on. Combine with other Basic Movement Patterns Students use a different locomotion (hop, jump, skip, etc.) each time they retrieve their objects.

Return to Overview of Unit

Activity #2 - Throwing Underarm for Distance Using an Implement
Students stand approximately three meters from a wall in a stride leg position, with the back foot on a line (inside a hoop, on a carpet piece, astride a poly spot, etc.). Students place the object on the floor near the back foot and use the implement to throw (slide, roll) the object toward the wall-using an underarm action.

Organization/Management

See Activity #1.

Materials/Equipment

At least one no-bounce object (e.g., beanbag) for each student.

At least one implement (e.g., paddle, Frisbee, light racquet, scoop, empty milk container, foam or plastic cup) for each student.

Depending on the organizational arrangements of students, a greater number and variety of objects and implements may be required.

Refine

· See Refinement Cues for Focus #1.

Adapt/Extend/Challenge/ Apply

· See Activity #1.

Return to Overview of Unit

Activity #3 - Throwing Underarm for Accuracy

Organization/Management

Four students in each learning area.

Learning areas are set up in the gymnasium (outdoors, in other environments). The number of learning areas will vary depending on the number of students in the class, the space, the time available, etc.
In some of the learning areas, a piece of tape (hoop, carpet piece, poly spot, etc.) can be used as a starting line. In some learning areas, these markers may also serve as "home bases" that help students remember where they were standing before leaving to retrieve their object(s), and maintain their spacing.

After students have been in a learning area for a period of time, a signal (e.g., music, handclap, drum) informs the students that it is time to move to the next learning area.

Wall charts, on which are written the key refinement cues, can be placed in different areas of the gymnasium where students can refer to them easily.

Materials/Equipment
Station A

10 beanbags (KooshTM balls, yarn balls, sock balls, etc.)
12 plastic pails (plastic containers, etc.)
Station B

2 pylons (empty milk cartons, tin cans, etc.)
2 balls (used for throwing)
2 balls (to place on top of the pylons)
Station C

To be determined by the teacher, by students and teacher, or by students only.

Station D

2 balls
Station E

4 paddles (or short-handle racquets)
4, 8 or 16 objects (e.g., beanbags)
2 or 4 hoops (e.g., small boxes, plastic pails)
Station F

4 scoops
4, 8 or 16 objects (e.g., beanbags)
2 or 4 containers (e.g., small boxes, plastic pails)
Station G

4-8 targets placed on the wall (e.g., paper plates or pieces of cardboard with pictures on them that tape or fun tack to stick targets to the wall

Refine

See Refinement Cues for Focus #1.

Note: The same refinement cues are used for each of the activities that follow.

Station A

Activity Description

Milk cartons are stacked on a bench, folded mat, box top, or other elevated surface. One student throws and the partner stacks the cans when they fall. The thrower stands on a carpet piece two meters away and uses an underarm throwing action. After five throws, the students switch roles.

Adapt/Extend/Challenge/ Apply

Vary body parts: Alternate throwing with left and right arms.

Vary the distance: When the throwers hit the cans two times in a row, they move their carpet piece two large steps farther away from the target and try again.

Station B

Activity Description

One student stands approximately two meters away from a pylon (or substitute) on which a ball has been placed. A partner is the same distance away on the opposite side. They take turns rolling a ball so as to make the other ball fall off the pylon.

Adapt/Extend/Challenge/ Apply

Vary body parts: Alternate throwing with left and right arms; stand with legs straddled (abducted), hold the ball with both hands and throw from between the legs

Vary the location. Throw from one place. If you knock the ball off the pylon from that place, move to a different place and throw again.

Vary the distance. If you knock the ball off the pylon twice in a row, take one large step backward and try again from this new distance.

Vary the equipment: Use balls of different sizes, textures, weight, etc.

Station C

Activity Description

Students perform the underarm throwing (for accuracy) activity that they have designed. Students may have to be given classroom time or time during a previous physical education lesson to prepare this activity.

Adapt/Extend/Challenge/ Apply

Students can create their own adaptations, extensions, challenges, and applications

Station D

Activity Description

Student A stands with legs straddled (wide apart). Student B attempts to "score" by rolling the ball so it goes between the partner�s legs�"the goal".

Adapt/Extend/Challenge/ Apply

How many times in a row can you get the ball to roll through your partner�s legs?

Vary the distance. When student B rolls the ball between A�s legs two times in a row, A moves her/his feet a little closer together (adduction). When the ball does not go into the "goal", students switch roles; when each student has rolled the ball through the partner�s legs (scored a goal), they both take a small step backward. Let�s see how far away from the goal you can go and still score.

Station E

Activity Description

Students stand two meters away from hoops lying on the floor. They hold a paddle in one hand, place an object on the paddle, and then use an underarm throwing action to propel the object so that it lands inside one of the hoops.

Adapt/Extend/Challenge/ Apply

Vary the distance. If the object lands inside the hoop they take one step back. If they miss the hoop, they move one step closer to the target.

Vary the equipment. After a specified number of successful throws using the paddles, students try throwing with the short-handle racquets.

Station F

Activity Description

Students stand two meters away from containers lying on the floor. They hold a scoop in one hand, place an object in the scoop, and then use an underarm throwing action to propel the object so that it lands inside one of the containers.

Adapt/Extend/Challenge/ Apply

Vary the distance. If the object lands inside the container, students take one step back. If they miss the container, they take one step forward

Station G

Activity Description

From a distance of three meters, students throw objects at targets that have been placed on the wall.

Adapt/Extend/Challenge/

Apply

Vary the distance. Each time students hit one of the targets, they move backward one step. When they miss, they move one step closer to the targets; put a number on each target. Students have to hit the targets in the order they are numbered before being allowed to take a step backward. For example, students hit target #1 and take a step backward, away from the targets. They must now hit target #2 before they can take another step backward. And so on.

Ideas for Development of Physical Fitness

Students engage in a physical fitness development activity in each Learning Area. For example: A flexibility development task in Learning Area A, a muscular endurance development task in Learning Area B, a strength development task in Learning Area C, a cardiovascular endurance development task in Learning Area D, a flexibility development task in Learning Area F and so on.

The underarm throwing skill development activities in each Learning Area are modified to make them more physically demanding�so that they contribute more to the development of physical fitness. For example:

In Learning Area B, students roll a medicine ball for strength and muscular endurance development.

An elevated surface such as a box, a bench or a folded mat is placed in Learning Areas A, C, E, G. After every five throws, students perform five landings on the feet. In the other Learning Areas B, D, F students perform landings on the hands on a mat. These landings will contribute to upper and lower body strength development and to safety.

Ideas for Development of Personal and Social Responsibility

A student "teacher" in each Learning Area assumes responsibility for one or more of the following:

Setting up the equipment
Providing key refinement cues
Collecting assessment information using videotape, skill criteria sheets, etc.
Leading the small group in designing the underarm throwing activity for Learning Area C.
In small groups, students collaborate to design one or more of the following:

The activity for Learning Area C
A physical fitness development task that can be done in one (several, all) of the Learning Areas

Assessment Ideas

Refer to Assessment Strategies in Part Two and

Part Three of this curriculum guide and see the templates on the following page.

Teacher Observation

After a variety of targets (boxes, large wall targets, hoops hung on a fence) have been set up, students throw an object (e.g., beanbag, yarn ball) at the targets from a specified distance. Observe at least five throws and record.

Return Overview of Unit

*Activity #4 - Underarm Throwing Obstacle Course* An obstacle course is set up where objects must be thrown over, through, between, under, around a variety of equipment. This activity resembles the game of golf in that one of the objectives is to make as few throws as possible. Students stand behind a starting line to make their first throw. All subsequent throws are made from the spot where the object landed.
Organization/Management	The course may be set up indoors or outdoors. Students can be provided with a map of the course and a score card.
Materials/Equipment	At least one object (e.g., beanbags, no-bounce balls, quoits) for each student. For an outdoor obstacle course, equipment such as the following may be used: playground equipment, fences, ball backstops, trees, ladders, tires, hoops lying on the ground or suspended from trees.
Refine	See Refinement Cues for Focus #1.
Adapt/Extend/Challenge/ Apply	The obstacle course is modified so that it more closely resembles a golf course. Orienteering (map and compass) learning activities are incorporated. Students are given some of the responsibility for the planning, design and set up of the obstacle course. Students keep track of the number of throws needed to finish the course.

Assessing the Underarm Throw

The student steps with the opposite foot
Student Names	(scale, date)	(scale, date)	(scale, date)	(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

Assessing Movement Variables

Movement Variable(s): Personal Space and General Space Criteria for Assessment: Rapidly finds a home base (area/location/place away from other students, walls, and/or equipment) Stays on (in, near) or returns to home base during the lesson Moves through general space, demonstrating an awareness of self-space, other students� self-space, and the space available within general space
Student Names	(scale, date)	(scale, date)	(scale, date)	(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

Return Overview of Unit

*Activity #4 - Underarm Throwing Obstacle Course* An obstacle course is set up where objects must be thrown over, through, between, under, around a variety of equipment. This activity resembles the game of golf in that one of the objectives is to make as few throws as possible. Students stand behind a starting line to make their first throw. All subsequent throws are made from the spot where the object landed.
Organization/Management	The course may be set up indoors or outdoors. Students can be provided with a map of the course and a score card.
Materials/Equipment	At least one object (e.g., beanbags, no-bounce balls, quoits) for each student. For an outdoor obstacle course, equipment such as the following may be used: playground equipment, fences, ball backstops, trees, ladders, tires, hoops lying on the ground or suspended from trees.
Refine	See Refinement Cues for Focus #1.
Adapt/Extend/Challenge/ Apply	The obstacle course is modified so that it more closely resembles a golf course. Orienteering (map and compass) learning activities are incorporated. Students are given some of the responsibility for the planning, design and set up of the obstacle course. Students keep track of the number of throws needed to finish the course.

Return Overview of Unit

*Activity #2 - Throwing Underarm for Distance Using an Implement* Students stand approximately three meters from a wall in a stride leg position, with the back foot on a line (inside a hoop, on a carpet piece, astride a poly spot, etc.). Students place the object on the floor near the back foot and use the implement to throw (slide, roll) the object toward the wall-using an underarm action.
Organization/Management	See Activity #1.
Materials/Equipment	At least one no-bounce object (e.g., beanbag) for each student. At least one implement (e.g., paddle, Frisbee, light racquet, scoop, empty milk container, foam or plastic cup) for each student. Depending on the organizational arrangements of students, a greater number and variety of objects and implements may be required.
Refine	· See Refinement Cues for Focus #1.
Adapt/Extend/Challenge/ Apply	· See Activity #1.

Activity #3 - Throwing Underarm for Accuracy
Organization/Management	Four students in each learning area. Learning areas are set up in the gymnasium (outdoors, in other environments). The number of learning areas will vary depending on the number of students in the class, the space, the time available, etc. In some of the learning areas, a piece of tape (hoop, carpet piece, poly spot, etc.) can be used as a starting line. In some learning areas, these markers may also serve as "home bases" that help students remember where they were standing before leaving to retrieve their object(s), and maintain their spacing. After students have been in a learning area for a period of time, a signal (e.g., music, handclap, drum) informs the students that it is time to move to the next learning area. Wall charts, on which are written the key refinement cues, can be placed in different areas of the gymnasium where students can refer to them easily.
Materials/Equipment	Station A 10 beanbags (KooshTM balls, yarn balls, sock balls, etc.) 12 plastic pails (plastic containers, etc.) Station B 2 pylons (empty milk cartons, tin cans, etc.) 2 balls (used for throwing) 2 balls (to place on top of the pylons) Station C To be determined by the teacher, by students and teacher, or by students only. Station D 2 balls Station E 4 paddles (or short-handle racquets) 4, 8 or 16 objects (e.g., beanbags) 2 or 4 hoops (e.g., small boxes, plastic pails) Station F 4 scoops 4, 8 or 16 objects (e.g., beanbags) 2 or 4 containers (e.g., small boxes, plastic pails) Station G 4-8 targets placed on the wall (e.g., paper plates or pieces of cardboard with pictures on them that tape or fun tack to stick targets to the wall
Refine	See Refinement Cues for Focus #1. Note: The same refinement cues are used for each of the activities that follow.

*Station A*
Activity Description	Milk cartons are stacked on a bench, folded mat, box top, or other elevated surface. One student throws and the partner stacks the cans when they fall. The thrower stands on a carpet piece two meters away and uses an underarm throwing action. After five throws, the students switch roles.
Adapt/Extend/Challenge/ Apply	Vary body parts: Alternate throwing with left and right arms. Vary the distance: When the throwers hit the cans two times in a row, they move their carpet piece two large steps farther away from the target and try again.
*Station B*
Activity Description	One student stands approximately two meters away from a pylon (or substitute) on which a ball has been placed. A partner is the same distance away on the opposite side. They take turns rolling a ball so as to make the other ball fall off the pylon.
Adapt/Extend/Challenge/ Apply	Vary body parts: Alternate throwing with left and right arms; stand with legs straddled (abducted), hold the ball with both hands and throw from between the legs Vary the location. Throw from one place. If you knock the ball off the pylon from that place, move to a different place and throw again. Vary the distance. If you knock the ball off the pylon twice in a row, take one large step backward and try again from this new distance. Vary the equipment: Use balls of different sizes, textures, weight, etc.
*Station C*
Activity Description	Students perform the underarm throwing (for accuracy) activity that they have designed. Students may have to be given classroom time or time during a previous physical education lesson to prepare this activity.
Adapt/Extend/Challenge/ Apply	Students can create their own adaptations, extensions, challenges, and applications

*Station D*
Activity Description	Student A stands with legs straddled (wide apart). Student B attempts to "score" by rolling the ball so it goes between the partner�s legs�"the goal".
Adapt/Extend/Challenge/ Apply	How many times in a row can you get the ball to roll through your partner�s legs? Vary the distance. When student B rolls the ball between A�s legs two times in a row, A moves her/his feet a little closer together (adduction). When the ball does not go into the "goal", students switch roles; when each student has rolled the ball through the partner�s legs (scored a goal), they both take a small step backward. Let�s see how far away from the goal you can go and still score.
*Station E*
Activity Description	Students stand two meters away from hoops lying on the floor. They hold a paddle in one hand, place an object on the paddle, and then use an underarm throwing action to propel the object so that it lands inside one of the hoops.
Adapt/Extend/Challenge/ Apply	Vary the distance. If the object lands inside the hoop they take one step back. If they miss the hoop, they move one step closer to the target. Vary the equipment. After a specified number of successful throws using the paddles, students try throwing with the short-handle racquets.
*Station F*
Activity Description	Students stand two meters away from containers lying on the floor. They hold a scoop in one hand, place an object in the scoop, and then use an underarm throwing action to propel the object so that it lands inside one of the containers.
Adapt/Extend/Challenge/ Apply	Vary the distance. If the object lands inside the container, students take one step back. If they miss the container, they take one step forward
*Station G*
Activity Description	From a distance of three meters, students throw objects at targets that have been placed on the wall.
Adapt/Extend/Challenge/ Apply	Vary the distance. Each time students hit one of the targets, they move backward one step. When they miss, they move one step closer to the targets; put a number on each target. Students have to hit the targets in the order they are numbered before being allowed to take a step backward. For example, students hit target #1 and take a step backward, away from the targets. They must now hit target #2 before they can take another step backward. And so on.