Students Will:

Contact a nearby elementary school and schedule an Olympic Day to be facilitated by the eighth grade students. Determine the scope of the event, i.e., for one class, one grade level, the whole school, etc.

Varies widely depending on the selected events
Traffic cones
Record sheets
Large indoor or outdoor space

Eighth grade students will help design, coordinate, and implement an Olympic Day event consisting of about ten physical education activities for a nearby elementary school. Students will develop opening and closing ceremonies, as well as a collective scoring system similar to the decathlon Olympic event. (Collective Scoring occurs when a person combines scores from different attempts, days, or events into one score; or when a group combines each person's score into a single score.) Events may be similar to winter Olympic events, such as roller blading for cross-country skiing or bowling for curling.

Collect new ideas the students have generated for Olympic Field Day events. Develop an outline for activities so that all parts of the school can be included in the Olympic Day (music, art, history, and social studies). Set the day's events up in a circuit station format to allow each elementary student to participate in each. Develop activities that ensure the maximum amount of participation time.

Divide the eighth grade students into small groups and assign them an event. Students are to determine the rules and equipment needs for their assigned event. Ensure that activities are developmentally and educationally appropriate. Eight grade students should attempt and modify the actual movement activities before the event occurs. Arrange for transportation as needed.

The older students will conduct all aspects of the event, including setting up and cleaning up, and ensuring maximal participation of all elementary students.

Students will:

This may take several hours, depending on how comprehensive a list of activities or system is devised. No other equipment is needed except what is used during the opening and closing ceremonies.

Opening and closing ceremony music, awards, etc.
Take-home record sheets with event requirements and explanations

As part of an intramural program or for extra physical education credit, students may take home a list of 10 activities in which to participate over the course of several months. They may participate as individuals, partners, families, etc. A parental signature is required to document completion of each event. Activities may include walking, cycling, climbing, swimming, soccer practice, etc. Students may also be given a choice of activities or input into the list of activities. Teachers may discuss the parallels to the actual Olympic games. Parallels of take-home decathlon events to actual Olympic events include: one mile walk is similar to the mile run, throwing a softball is similar to throwing a javelin, a standing long jump is similar to the running broad jump, etc.

Students may create or use novel Olympic events. Use cooperative scoring system where groups or the entire school attempts to reach a goal. (Cooperative scoring is the same as collective scoring, and reflects an individuals' performance over time, or a groups' performance without singling out individuals.)

      Carnes, C. (1983). Awesome Elementary School Physical Education Activities. 3949 Linus Way, Carmichael, CA 95608, p. 118-124..

      Hyder, M., & Bettinger, Z. (1999). Developing a Year-Long Lunchtime Intramural Program. Strategies, January/February, pp. 9-12, 29.

      Kirchner, G. (1992). Physical Education for Elementary School Children, 8th Ed. Dubuque, IA: Wm. C. Brown Publishers. Field Day & Cooperative Games, pp. 247, 295-310.

      Pangrazi, R.P., & Darst, P.W. (1991). Dynamic Physical Education for Secondary School Students: Curriculum and Instruction (2nd Ed.). New York: MacMillan, p. 232-245.