HIGH FIVE TAG: A LESSON IN LIFE

As physical education professionals we recognize that we teach far more than psychomotor skills within each of our classes. The mere fact that we teach students in a gymnasium environment that offers social interaction ensures the potential for affective skill development to occur. In addition, the scientific basis for movement allows us to teach cognitive concepts in a sort of laboratory setting as well. As such, a well-designed learning activity taught by a skilled physical education teacher can teach a great deal. This article will explore the possibilities for teaching within the context of one simple freeze tag activity.

3-4 taggers carry foam Frisbees and begin the game by trying to tag other non taggers. If someone gets tagged he/she puts one hand in the air. The tagged person is free to run when another free player comes by and gives them a "high-five". Choose new taggers periodically.

PSYCHOMOTOR
The psychomotor skills that are taught within the context of this activity are those related to chasing, fleeing and dodging. A few objectives that might be taught through this activity include:

• Follow the pathway that their partner makes
• Follow a fleeing partners pathway to catch or overtake them
• Flee from a partner as fast as possible

Application
The psychomotor skills of chasing, fleeing and dodging occur naturally within this activity, but it is important when presenting the task to students that you describe the skills. One way to be sure that these specific objectives are met is to use them as lead-ups to the game of high five tag itself. For example, pairs of students can spend a few minutes at the beginning of a class simply following one another around the gym.

COGNITIVE
There are many motor concepts that can be introduced and practiced in this activity as well. The use of angles when trying to tag or flee from a tagger, the use of varying speeds to avoid a tag, and even the use of a variety of levels to duck under or jump over can be discussed or observed within this game. A simple circle discussion in which students are asked to describe a few of their strategies for avoiding tags will elicit these sort of responses, and make students aware of the wide repertoire of skill concepts they have at their disposal for the performance of psychomotor skills.

Application
Taking a moment as pinnies are being exchanged to identify and celebrate success that students are having in tagging others or avoiding tags is a great way to teach between rounds. Posters depicting the specific skills used by students are another great way to teach these concepts without taking time away from activity.

AFFECTIVE
This is the area in which lessons in life can really come to fruition. There are many social skill opportunities within this, and many of the activities we teach in the physical education arena. And just as we devise psychomotor skill activities that offer lots of practice opportunities, we do the same for affective skills each time we identify one of them for our students. In order to do this, we must identify the skills first, and while we often recognize certain activities promote social skill development, we rarely take the time to identify those skills, and even less often do we structure the activity in order to promote their development. The following is a listing of some of the social skills that can be taught through this simple activity:

The presentation of these skills can be accomplished in a number of ways:
1. Introduce the skill first and have students try to perform them
2. Allow the skill to present itself first, and then ask students to identify ways in which they can perform it
3. Allow the skill and the performance to happen and present both to students in a debriefing setting

Whatever the manner in which they are presented, it is in the presentation itself that students can begin to recognize and develop critical elements necessary in becoming a better person.

Application
One way to present the addition of an affective skill to an activity is to ask students for examples of ways they would use that skill in the activity. For example, after presenting this activity, ask students to think about ways to recognize the needs of others in the class. Most students will easily be able to verbalize the idea of periodically scanning the room for people with their hands in the air. Just as a short pre- game discussion can instruct, a short post-game check can do the same. Simply by asking students to raise their hands if they "unfroze" anyone with a high five can encourage and educate students about the presence of affective objectives within your activities.

Conclusion

It is my hope that through the illustration of the many skills and concepts that are inherent within this one simple activity, you will begin to take a fresh look at each of the activities that you teach. Additionally, I hope you will take a few moments to identify these skills and allow your students to practice all of them each time you teach!

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