Wrestling Information for Physical Education Teachers Half Nelson, Chicken Wing, and Cross Ankles are just a few of the moves that you can learn at the Wrestling Session. 5 days of warm-ups, technique and games will help you plan your combative unit at your school. Instruction by Brandy Gaunt Level 3 Certification (National Canadian Coaching Program), Alberta Winter Games Coach 2008, 2010, 2012 and Canada Summer Games Coach in 2009 and 2013. Craig Dubray Level 2 Certification, and Alberta Winter Games Coach 2008, 2012, 2014.

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Dec 11, 2013 (3 years and 6 months ago)

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Wrestling Information for Physical Education Teachers


Half Nelson, Chicken Wing, and Cross Ankles are just a few of the moves that you can
learn at the Wrestling Session. 5 days of warm
-
ups, technique and games will help
you plan your combative unit at
your school. Instruction by Brandy Gaunt Level 3
Certification

(National Canadian Coaching Program)
, Alberta Winter Games Coach
2008, 2010, 2012 and Canada Summer Games

Coach in 2009 and 2013.
Craig
D
ubray Level 2 Certification, and Alberta Winter
Games
Coach 2008, 2012,
2014.

Please feel fr
ee to bring technology to video record

instructions
/demonstrations
.






Time of Presentation 75

minutes


Time
Commitments


Introduction


5 minutes

We will do one warm
-
up as
a large group

Day 1

Skill: Stance

Games:

Knee Taping, Toe Tapping, Push
-
up/Pla
nk Tap

Day 2

Skills:
Collar Elbow Tie
, Duck Under,
Arm Drag

Games: Sumo Game
, Chicken Game

Day 3

Skill: Half Nelson

Game:
British Bulldog

Day 4

Skill: Chicken Wing

Game: King of the Mat/
Queen of the Mat

Day 5

Skill: C
ross Ankles

Game:
Buffalo Ball

Practice and Review
-
5 minutes
















Wrestling Package for Middle/Junior High Physical Education


Important Safety

Information




P
rotection of partners to ensure safety of all during the participation

(
joints
only move one way)



S
tudents are to use the term STOP
, not yell OUCH or Cry out,

when they are
wrestling and
something does not feel right (
listen to your partner)



M
atch students with a partner that is similar in size

in weight



stud
ents
often jud
ge size
by height
, also think about skill,
ability
, and physical
development



B
e mindful of t
he space that you are in (
ex
.

mat is surrounded by walls

-

should h
ave padding on the walls, or 2
m of space around the mat



G
ender specific partners
,

when selecting

a student to demonstrate on it
should be the same gender as the teacher



H
ygiene



clean your mats at least once a week
,

talk to your facility op
erators
about getting materials



S
tudents with contagious infections or open wounds should get the wounds
covered or not participate

(
ex
.

cold sore should not be on the mat
)



N
o je
welry can be worn on the mats (
earrings, necklaces, glasses
, rings,
watches or bracelets),
can tape up earrings and bracelets that cannot come
off



Brandy Gaunt and Craig Dubray

BRGaunt@cbe.ab.ca

&
CMDubray@cbe.ab.ca

Warm
-
Ups for Wrestling


1)

Animal Walks:

Set
-
up:

H
ave
students
do
animal crawl across

the mat
,
then
make their way
to the side and jog bac
k.

a.

bear crawl (forwards, backwards)

b.

salamander/Spiderman

c.

army crawl

d.

seal walk

e.

inchwor
m

f.

crabwalk (forwards, backwards)

g.

duck

walk

h.

frog leaps

i.

kangaroo hops


2)

Partner Warm
-
Up
:

a.

jog 3 laps of the mat facing forward

b.

jog 1 lap facing backwards

c.

kar
a
oke/grapevine


facing inside the circle and facing outside the
circle

(
students partner up now
)

d.

3
-
5 Bear C
rawl

-
figure eights between their partners standing legs

e.

one partner is on their hands and knees and the other partner jumps
over their back or legs


if they don’
t feel comfortable and then crawls
under their partner on their belly

f.

5
-
8 Leap O
ver
-

shoot through while standing, one partner is in a low
stance (squats) while the other partner leap frogs over, and then
shoots through the legs

g.

5
-
8 Partner
P
ull
-
ups
-

one p
artner lies on their back straight as a
board, their partner steps over their midsection and pulls
their
partner until they are standing

h.

5
-
8 Partner Feet P
ushes
-

one partner is standing with their feet
shoulder width apart, while the partner lies flat with

their hands on
their partners ankles, the standing partner pushes the flat partners
legs down in all direction while the partner on the bottom keeps
bringing them up

i.

Partner Yes, No and Maybe
-

o
ne Partner is on their hands and knees
and the partner on top

places their back on their partners back and
nods the head yes, no, and maybe 5
-
8 times each and then the
partners switch places.

j.

Back B
ridge

over with the support of partner 3 times

k.

Underbelly Pull O
ver
-

one partner is on their hands and knees while
the
other partner puts their arms under their partners belly and
hangs on tight and tries to kick over and pull back


3)

Train Tracks

(
also known as the hopping warm
-
up)
:

Set
-
up: H
ave all students lay flat on their stomachs on the mat with their legs
down in a ci
rcle
, heads facing the middle (
can have more than one circle
depending on number of kids in the class
). Designate o
ne leader who starts
all the
exercises. E
ac
h person after the leader gets
up once the p
erson beside
them goes over their body
. Once the st
udent has gone over all the other
students the
n

they need to lay down on the ground quickly
, ensuring that
they have left enough space between people for the activity.

a.

run three laps

b.

right foot hop

c.

left foot hop

d.

two foot hop

e.

Stance around the students

f.

Duck Under


have the students stand on their knees with their arms
out at their sides

all facing the direction that students will be coming
from

g.

if you are feeling up for a challenge
,

you can have the students plank
and kids army crawl underneath


4)

Partner

Carries

Set
-
up:
Have stude
nts jog beside their partner. H
ave one partner be a
roadster and the other a rabbit and when you call out their name they sprint
one lap around the mat as quickly as possible to get back to their partner.

a.

Fireman Carry

b.

Bridal Ca
rry

c.

Each take one foot and hop

d.

D
ead
Body D
rag

e.

Baby K
oala

f.

Bucking Bronco

g.

2 person C
entipede (can do with a group of 4)

h.

2 person C
aterpillar (can do with a group of 4)


5)

Russian Dance Warm
-
Up

(Fast Feet)
:

a.

Kick Forward

b.

Running Man
-

backwards

c.

Tick/Tock like a

C
lock


side to side kicks

a.

High Kicks Forwards and Sideward

b.

Squats

c.

Squat Jumps

d.

Jumping Jacks/Burpees

e.

Sprawling

(
if covered in class)





6)

Gymnastic Warm
-
Up
:

Set
-
up: Have students
jog 3 l
aps to get the heart rate up (alternatives:
10
Jumping Jacks, 10 Mount
ain Climbers, 10 Burpees
). Then have students jog to
lineup on one side of the mat. All of the following techniques will be done
going across the mat in one direction. When students reach the end of the
mat they should jog to the side and back to
the sta
rting point. Be sure to
clearly instruct about tucking your chin into your chest for all rolls.

a.

Forward Rolls

b.

Backward Rolls

c.

Shoulder Rolls (hand in the pocket)

d.

Back Extensions

e.

Cartwheels Right (
do monkey swings with the younger kids

-

they
follow a line
and feet and hands face opposite directions to help with
learning how to cartwheel
)

f.

Cartwheels Left

g.

Roundoffs


7)

Toe Soccer

(equipment


4 soft nets or pylons, and 4 tennis balls)
:

Set
-
up: S
plit the class into 4 teams


each team should have a different
colored pinnie on and a net


no goalies

a.

J
ust like in soccer
,

the goal is to get the
tennis ball into opposing
teams’
nets


8)

Tag Games for Wrestling
:

a.

Circle Tag


There are

2 students it for thi
s game. G
et the kids to call out the name
of the person that they are tagging. The students are allowed to roam
free on the mat
,

but must do a forward roll into or out
of the
circle
.
R
emind the studen
ts to be aware of their body. You may choose to

have

them bear crawl, duck walk or do another exercise

instead.

b.

Jumping Jack Tag
/Squat Tag

There are
2
-
3 students it for this game
. C
hange it up every couple of
minutes. Once a student is tagged, they must do jumping jacks until a
student approaches from th
e front and

army crawls through their legs
(Hint: they
must stop doing jumping jacks once a person has started
army crawling through their legs
)
.


OR
The student must do squats
continuously until a student army crawls between their legs from the
front to
free them.



Stretches



You may choose to take time for stretching separately as part of your
warm
-
up routine, however, this can be quite time consuming. The warm
-
up games
and activities above are designed to include dynamic stretching. Therefore, it ma
y
be more efficient to move from the warm
-
up activities into your techniques and
skill
-
based games.


Skills and Games


Lesson 1


Square Stance
:

F
eet shoulder width
apart
, knees bent, straight back,

head up,
and arms

out front
.


Staggered Stance
:

Get into a

square stance. Then, i
f you write with your right hand bring your
take a
small step forward with your right leg.


Movement in Stance
:

H
ave the students spread out and then practice moving

forwards, backwards, right,
left, can play Simon Says to get students moving

(picture your feet tied to a broom
stick, the distance between your feet never changes).


Mirror Drill
:

H
ave students partner up and then have the students play follow the leader

face
-
to
-
face

while using the square and staggered stances in motion.


Games


Toe Tapping Game
:

Have students get into their wrestling stance facing their partner.
Tell

students
to
put their arms behind their back
.

Students then

try to tap their partner’s

toes wit
their own toes as many times as they can in

20
-
30 seconds.

Have the students
switch partners 2
-
3 times
.


Knee Taping Game
:

Have students get into their wrestling stance facing their partner. Have
the students
try to tap their partner

s knees as
many times as they can in 20
-
30 seconds.
Have
the students switch partners 2
-
3 times.


Push
-
Up Tap Game
:

Students get into the push
-
up position facing one another. While in the push
-
up
position, students try to tap their opponent’s hands as many times as
they can

in 20
-
30 seconds. Have the students switch partners 2
-
3 times.




Lesson 2


Collar/Elbow Tie
:

In a wrestling stance, facing your opponent, put both of your arms inside of your
opponent’s arms. For a right
-
handed wrestler, put your right hand on y
our
opponent’s shoulder where the shoulder meets the neck. Place your left hand on the
upper arm, near the elbow.


Arm Drag
:

In a wrestling stance, facing your opponent, have your opponent place their right
hand on your left shoulder. Think

Karate Kid, wax on wax off. Bring your left hand
up inside of your opponent arm. Knock your opponent’s hand off your shoulder out
and down using your wrist. Rotate your left wrist to grab your opponent’s wrist.
At
the same time, bring your right arm a
cross your body and grab underneath the top
half of your opponent’s right arm. Direct your opponent’s arm across their body a
s
you step towards them at a 45
-
degree angle (Note: let go of the wrist as you step
forward).
Step in behind your opponent, wrap
your arms around their waist and
trip them forward.


Level Change
:

Lower hips, bend knees
, and keep your body over center of gravity


Duck Under
:

The offensive wrestler has I
nside Control

(arm’s inside of opponent with hands
gripping on the triceps). Both wrestlers are in a Staggered Stance. S
tep
at a 45
-
degree angle
with

the back foot so that it is
parallel to
your
opponent
’s foot.
Then
level change,

pull forward and down on opponen
t
’s

triceps. T
he front knee bounces
off the ground and up,

as the head looks to the back
shoulder.

Drop your hands to
wrap around your opponent’s waist and trip forward.


Games


Sumo Circle Game
:

Each pair of wrestlers is given a defined space that is easily visible (practice circles
on a restlite mat or rectangles on a modumat). Students use control positions
(inside control, collar and elbow) to try and force their opponent to step outside of
th
eir designate space. This is NOT take down wrestling, no leg attackes, just pushing
and pulling the upper body.


Chicken
Game:

Designate a space the students need to stay inside

(the full mat circle works well)
.
Each student grabs one foot with the oppos
ite arm so that they are all on one foot.
Students are only allowed to attack from the front so everyone can see the attacks
coming. The last student standing is the victor. If needed
, you

can reduce the space
that students can be in

towards the end of

the game
.

You c
an play once on
the
dominant

foot and once on non
-
dominant foot for a change.


Lesson 3


Terms
:

Par Terre
-

Wrestler that is on the bottom is on hands and knees

Prone



Wrestler on the bottom is flat on the ground with head up, arms out and

one knee bent

Tipping the Table/
Turn the turtle



if you take a
way a table leg
(arm or leg)
and
apply pressure your opponent will go over


Half Nelson:

a.

Start in TV watching position

facing opponent’s head.

b.

Push your opponent’s head down with your bottom hand.

c.

T
he free arm swims under the armpit and replaces the original hand on
the head
. (IMPORTANT:
The hand that comes off of the head push
es

the
elbow
forward
to touch the head
).

d.

Open the pop can


offensi
ve wrestler (top wrestler) t
uck the legs under
and slide
the arm with the head through, make sure to clear the bottom
arm s
o that it does not get stuck.

e.

E
nd chest to chest

(end up 90 degrees from your

opponent)
.

f.

Sniff the armpit is the final position.



Ga
mes


British Bull Dog
:

(SAFETY: R
emind students to be aware of their si
ze during this game, and
only
have
one

bulldog against one other student at a time.)

Have all students line

up on one side of the mat. S
plit the mat in half, girls on one
side and boys

on one side
.
Students all must be on hands and knees and stay on
hands and knees as they travel across the mat

(sometimes students go up on their
feet as their knees are tired and that is okay


known as a bear crawl). Like in
Octopus,

when the student
in the center calls out British Bulldog

all other students,
lined up on one side of the mat, cross to the other side
.

The student who is the
British Bull Dog is attempting to use the half nelson to turn the students traveling
across the mat over (
shoulder
s
past 90 degrees a
s this means they have scored
point
s). They c
an pull
or push
their partner to get them to turn as well
. Students
who are turned join the bulldog in the middle of the mat and can freely move around
to turn others in subsequent rounds. The
goal of the game is to be the last person
not turned.





Lesson 4


Review and Practice Half Nelson


Chicken Wing
:

a.

St
art in TV watching position facing opponent’s head.

b.

The free arm swims over your

opponent’s arm, elbow to elbow

c.

Pull their arm back to their side, put your fist on their back

d.

Sit on opponent, one knee on either side of their body

e.

Grab under the opposite
armpit with your other hand

f.

Put your chest tight against your opponent’s back and lean to one side


Games


King of the Mat/ Queen of the Mat
:

(Safety: Remind kids of size again as they will be competing against a variety of
sizes.)

Rules


no pinching, eye

poking, biting, hair pulling or tickling as these are all

against the rules in wrestling, and n
o teaming up
(
it

is all for one and one for all)

The objective is to be the last wrestler in the circle without being turned.

All
students are in the middle of the mat on their hands and knees.

Students c
an use
the skills
they have been taught (
Ha
lf
Nelson, Chicken Wing, Tip the table
)
to put
their
opponent

(another student
) on their back
,

which means the student wo
uld be
elimi
nated from the game.


Students can also eliminate opponents by

push
ing

them
out of
bounds.

(Note: r
educe the boundary to the smaller circle once you have only 4
students left
to speed up the end of the game).
Students who have been eliminated
can arm wres
tle on t
he side, or cheer on their classmates who are still competing.


Serpents

(King of the Mat/ Queen of the Mat Modification)
:

You c
an turn this game into Serpents with the students that are eliminated from the
game able to pull out the students still
in the game in the center. Make sure students
understand that they can’t pull a person in opposite
directions,

as this could be very
painful. We have a big circle in the middle of our mat that helps with creating a
natural b
oundary. The students that ha
ve been eliminated

need to make sure that
some part of their body is touching the gray or another student is holding onto their
l
egs as they venture in to pull one of the students inside the circle out

of bounds.




Lesson 5


Laced Ankles
:

a.

Put your w
eight on the legs with
your
chest

b.

Swim your hands under opponent’s ankles from the outside

c.

Your hands come up between opponent’s ankles

d.

Grip on the opposite calf

e.

Squeeze
your
elbows together


Games


Buffalo Ball
:

(Equipment


3
-
4 medicine balls)

Have
stude
nt’s

pair up with a similar sized partner, sitting on opposite sides of the
mat. Have about 4
-
5 pairs of students assigned to each medicine ball. Mark a
boundary or use a mat boundary for where the student
needs to get the ball past to
have won the b
attl
e
over the ball. Assign the pairs
of students numbers 1
-
4

or 5
depending on the numb
er of students. When you
call out 1


t
he
students’

bear
crawl to the center where the medicine balls are and try to get the ball back to their
side. The student cannot

start moving the ball until both

number 1’s have touched
the buffalo ball (medicine ball). The students will be competing against their
partner. The smaller groups you have the more students you can have participating
at one time.




Rules



2 period, 3
minutes in length



Cumulative scoring



Match starts standing in the center of the mat



Standing Scoring:

o

1 point


opponent steps out of bound

o

2 points


takedown without exposure (opponent has 3 points of
contact with the ground including at least one knee)

o

3 points


takedown with exposure (opponent’s shoulders turned
passed 90 degrees)



Ground Scoring:

o

2 points


exposure (turning opponent’s shoulders passed 90
degrees)

o

1 point


holding exposure for 5 seconds



Winning:

o

Fall


shoulder blades
touch the mat fo
r 1 second

o

Superiority


scoring 7 points more than your opponent

o

Points


more points than your
opponent at the end of the matc

More Games


Horses and Knights (Gender Specific)
:


(Safety: Horses attack horses, and knights attack knights


push and pulling
)

Have students’ pair up with someone of the same gender. One partn
er is the horse
on all fours, t
he other student is the rider and sits on the back of the horse


feet
wrapped around the middle. If the knight falls of
f

the horse and their feet come
unl
ocked then they are eliminated from the game. The goal is to be the last horse
and knight together in the middle.


Tap Back
-

Tag Game
:

(Safety: Students must make sure they are lying down flat for this game and close to
their partners)

All students lay
in pairs around the circle on the mat. Have two students that are up,
one student is it and the other student is fleeing from the person who is it. T
he
person who is fleeing can lie

down by any pair. The person on the opposite side o
f
the pair b
ecomes t
he new student being
chased.
The IT person m
ust tag on the back
and
there are no tag backs.
Try to encourage kids to lie down by people who have
not had a turn. The quicker they trade places the better the game.


Caterpillar Tag
:

Have students line up
in groups of 5


hands on the shoulders of the person in front
of you. Have the first person in the line turn to face the line. The person who is
facing the line tries to out maneuver the line to tap the back of the person at the end
of

the line. The p
erson at the front of the line wins if they touch the back of the
person at the end of the line, or if the line breaks. If the line stays together
for 20
seconds without being tagged or breaking apart
then the line wins.

The person at
the front is allo
wed to push, pull, and move the person trying to touch the back, but
they cannot hold onto the person.




Assessment


General Rubric


Curriculum Objectives


Grade 5

A5
-
1 Select, perform and refine more challenging locomotor

sequences

A5
-
2 Consistently and confidently perform locomotor skills and combination skills,
by using elements of body and space awareness, effort and relationships to a variety
of stimuli to improve personal performance

A5
-
4 Consistently and confidently
perform non
-
locomotor skills and combination
skills, by using elements of body and space awareness, effort and relationships to a
variety of stimuli to improve personal performance

C5
-
1 Identify and demonstrate respectful communication skills appropriate t
o
cooperative participation in physical activity

C5
-
3 Demonstrate etiquette and fair play

D5
-
3 Identify and follow rules, routines and procedures for safety in a variety of
activities



Grade 6

A6
-
1 Select, perform and refine more challenging locomotor

sequences

A6
-
2 Consistently and confidently perform locomotor skills by using elements of
body and space awareness, effort and relationships, to improve personal
performance

A6
-
4 Consistently and confidently perform nonlocomotor

skills by using elements of
body and space awareness, effort and relationships, to improve personal
performance

C6
-
3 Demonstrate etiquette and fair play

C6
-
6 Identify and demonstrate positive behaviors that show respect for self and
others.

D6
-
3 Identify
and follow rules, routines and procedures for safety in a variety of
activities




Criteria

Consistently 4

Frequently 3

Occasionally 2

Rarely, if ever 1

Displays a positive attitude





Follows the rules and plays
fair





Demonstrates proper skills





Communicates respectfully with
peers (support, encouragement)





Actively participates in tasks given





Grade 7

A7
-
2 Demonstrate locomotor skills by using elements of body and space awareness,
effort and relationships to improve personal performance.

A7
-
4 Demonstrate nonlocomo
tor skills by using elements of body and space
awareness, effort and relationships, to improve personal performance.

C7
-
3 Demonstrate etiquette and fair play

C7
-
6 Identify and demonstrate positive behaviors that show respect for self and
others

D7
-
3 Identi
fy and follow rules, routines and procedures for safety in a variety of
activities



Grade 8

A8
-
2 Select, combine and perform locomotor skills by using elements of body and
space awareness, effort and relationships to improve personal performance.

A8
-
4 Sel
ect, combine and perform non
-
locomotor skills by using elements of body
and space awareness, effort and relationships to improve personal performance.

A8
-
13 Select, perform and refine activity
-
specific skills in a variety of individual
pursuits; e.g. wrest
ling.

C8
-
3 Demonstrate etiquette and fair play

C8
-
6 Identify and demonstrate positive behaviors that show respect for self and
others.

D8
-
3 Select and apply rules, routines, procedures for safety in a variety of activities.



Grade 9

A9
-
2 Select, combine and perform locomotor skills by using elements of body and
space awareness, effort and relationships to improve personal performance.

A9
-
4 Select, combine and perform non
-
locomotor skills by using elements of body
and space awareness,
effort and relationships to improve personal performance.

A9
-
13 apply and refine activity
-
specific skills in a variety of individual pursuits; e.g.,
fitness activities.

C9
-
3 Demonstrate etiquette and fair play

C9
-
6 Identify and demonstrate positive behavio
rs that show respect for self and
others.

D9
-
3 Select and apply rules, routines and procedures for safety in a variety of
activities from all movement dimensions