1

Table of contents
part A: Overview of Unit

- - - - - - - - - - - - - - -2
History of combative games - - - - - - - - - - - - - -
2
Skills Overview - - - - - - - - - - - - - - - - - - - - - - - -
2
Lesson Overview/Progression - - - - - - - - - - - - -
2
Equipment/Facilities - - - - - - - - - - - - - - - - - - - -
3
Safety - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -
3

Part B: Program of Studies - - - - - - - - - - - - - -4

Part C: Sequential List of Skills and Drills - -6
Part D: Skills - Description and Diagrams - - - 8
Part E: Drills - Descriptions & Diagrams- - - - -10
Part F: Evaluation and Assessment - - - - - - - 21
References - - - - - - - - - - - - - - - - - - - - - - - - 25

Part A:
Overview of Unit
History of Combative Games
Combatives are often solely associated with hand to hand sports such as karate, kickboxing,
judo, wrestling etc. These sports all use the skills that we refer to below and also many more
sport specific skills. Combat sports were first recorded during the olympic games of 648 B.C.
A game called pankration allowed competitors to use techniques such as grappling and
striking to defeat their opponent. The tradition of combat sports was taken even further by
the Romans when gladiators would fight with weapons often to the death. Through the
middle ages the tournament became popular with jousting as the main event. Although
aristocrats were most often the main competitors in tournaments, combatives were
practiced by all levels of society. English boxing was developed from the German
renaissance combative competitions. Many of our current martial arts combative practices
were developed from 1925 (Jiu Jitsu) to 1993 (ultimate fighting).
Combatives is a term for hand-to-hand combat training and techniques. Combative games
focus on skills that students are able to use in not only combative sports but also team and
individual pursuits. The skills listed below are developed by numerous techniques taught
through combative games.
Skills Overview
Balance
Speed
Agility
Strength
Endurance
Teamwork
Sportsmanship
Lesson Overview/Progressions
This unit will take up to five days to complete. Each day will focus on a new skill that will help
the students to complete the culminating activity Go Get It on day five.
Day one will focus on balance and help students understand how to find and use their own
balance and also how to use their opponents balance against them.
Day two will focus on speed and agility. These two skills are important to be taught together
as it is not only superior speed that will beat an opponent but also better agility of their
movements. The final day will challenge students to not only reach the ball before their
opponent but also to be able to handle and remove the ball from the mat first.

The third day will focus on strength. Strength is often found in technique as opposed to the
larger or physically stronger opponent. The techniques and strategies taught should help
them to have better control and improved strength.
Day four will focus on endurance. If a student is able to outlast their opponent they can
often be victorious. Strategies to increase endurance will help students not only in
combative games but through many sports related endeavors.
Day five consists of the culminating activity. Go Get It is a game where students are
challenged to reach a medicine ball in the middle of a large group of mats before their
opponents and get it safely back to the side where they started. They will need to use all of
the skills taught through the first four days to be successful.
Equipment/Facilities
Mats
Towel (class set)
Hoop (class set)
Medicine Ball
Basketballs (class set)
Pinnie (class set)
Open Gym space
Safety
Mats
- mats provide cushioning for students when conducting games that require
participants to be on the floor. Shoes should be removed when using mats and if they are
being used together, they should be attached/pushed together at all times to avoid injury.
Respect
- students need to respect others boundaries and comfort zones. During impact
activities use light touch
Stop Word
- introduce a stop word to the students to use if they are feeling uncomfortable
Proper clothing
- clothing should not be loose or baggy as it will interfere with many of the
games and/or make them difficult to carry out. Hair tied back.
No Jewelry
- no jewelry should be worn during combative games as it could easily be
caught and either wrecked or hurt one of the partners
Boundaries
- use a smaller grid of lines that keeps students away from walls and
obstructions.

Part B:
Program of Studies
General Outcomes
A - Activity
(Students will acquire skills
through a variety of
developmentally
appropriate movement
activities)

Specific Outcomes
Basic SkillsLocomotor; e.g., walking, running, hopping, jumping, leaping, rolling,
skipping, galloping, climbing, sliding, propulsion through water
A72 demonstrate locomotor skills by using elements of body and space
awareness, effort and relationships to improve personal performance
Basic SkillsNonlocomotor; e.g., turning, twisting, swinging, balancing, bending,
landing, stretching, curling, hanging
A74 demonstrate nonlocomotor skills by using elements of body and space
awareness, effort and relationships, to improve personal performance
Basic SkillsManipulative: receiving; e.g., catching, collecting: retaining; e.g.,
dribbling, carrying, bouncing, trapping: sending; e.g., throwing, kicking, striking
A76 demonstrate manipulative skills by using elements of space awareness,
effort and relationships, with and without objects, to improve performance
Application of Basic Skills in Games
A710 demonstrate activity-specific basic skills in a variety of games

A711 demonstrate more challenging strategies and tactics that coordinate effort
with others; e.g., team/fair play, in order to achieve a common goal activity

Application of Basic Skills in Individual Activities

A713 demonstrate activity-specific skills in a variety of individual pursuits; e.g.,
power walk

B - Benefits Health
(Students will understand,
experience and appreciate
the health benefits that
result from physical activity)

C - Cooperation
(Students will interact
positively with others)

Functional Fitness
B73 explain the components of fitness; e.g., strength, endurance, flexibility,
cardiorespiratory activity; analyze individual abilities and formulate an individual
plan for growth

Communication
C71 communicate thoughts and feelings in an appropriate respectful manner as
they relate to participation in physical activity
Fair Play
C73 demonstrate etiquette and fair play
Leadership
C74 identify and then take responsibility for various roles while participating in
physical activity; and, identify the leadership and followership skills used while
participating in physical education

Teamwork
C75 select and apply practices that contribute to teamwork

D - Do it Daily...for
Life
(Students will assume
responsibility to lead an
active way of life)

Effort

Safety

C76 identify and demonstrate positive behaviours that show respect for self and
others

D71 participate regularly in, and identify the benefits of, an active lifestyle
D72 identify and demonstrate strategies that encourage participation and
continued motivation

D73 identify, describe and follow the rules, routines and procedures for safety in
a variety of activities in all dimensions

D74 explain the benefits of, and demonstrate safe, warm-up and cool-down
activities

D75 recommend safe movement experiences that promote an active, healthy

lifestyle; e.g., protective equipment for in-line skating, ball hockey

Part C:
Sequential List of skills & Drills
Lesson
Lesson 1

Skills
Balance
low center of gravity
wide base (spread feet apart)
proper stance (bend knees)
keep center of gravity inside
base
Focus (keep your head up)
Use arms for balance

Drills/Activities
1. Buck Fight
2. Heel-to-toe Slap
3. Lock Pull
4. Rooster Fight
5. Squat Wrestling

Sportsmanship
demonstrate fair play
show respect to self and others
Lesson 2

Speed
Move feet and hands with quick
short steps
Faking
Quickness of movements

1. Hand Slap
2. Knee Boxing
3. Protect your Territory
4. Step in the Hoop
5. Tiger Tales

Agility
Lower center of balance
Use quick changes of speed and
direction
Keep your head up
Sportsmanship
demonstrate fair play
show respect to self and others
Lesson 3

Strength
Arm leverage
Use whole body strength by
positioning elbow/arms closer
to body
Increase strength by locking
arm and elbow in place
Lower center of gravity
increases strength
When pulling, vary amount of
force

1. Arm Wrestling
2. Back-to-back elbow
wrestling
3. Tug of War
4. Stand up Tug
5. Ball Wrestling

Feet apart and staggered for

stability
Eye contact to predict
opponents next move

Sportsmanship
demonstrate fair play
show respect to self and others
Lesson 4

Endurance
muscular endurance
mentalframework(toughness
andstrength)
breathing
upperbodystrength

Teamwork

1. Sneak Behind
2. Ditch Tug
3. Cross the Barrier
4. Pushup Tag

Sportsmanship
demonstrate fair play
show respect to self and others
Lesson 5

Balance
Speed
Agility
Strength
Endurance
Sportsmanship
Teamwork

1. Go Get it

Part D:
Skills - Descriptions & Diagrams

Skills

Description

Balance

an even distribution of weight enabling

someone or something to remain
upright and steady
- improved balance is achieved
with a low center of gravity and
a wide base (feet spread apart)

Speed

the rate at which someone or

something is able to move or operate.
- speedisimprovedbyengaging
inshortburstsofhighintensity
sprintingduringtraining.

Agility

- the gracefulness of a person that is

quick and nimble. The ability to move
quickly and change direction with ease.
- hurdle drills and ladder drills
improve agility as they force
participants to be quick but also
to change foot positions
quickly.

Strength

- physical energy or intensity

stance and position of body often
increases strength.
- A low center of gravity feet apart and
body position can greatly increase
strength.

Visual Aid

Endurance

- the power to withstand stress

increased endurance is often fostered
by the will to succeed or win over your
opponent. The other skills in this unit
are part of endurance as greater
speed, strength, agility and balance will
improve endurance.

Teamwork

-
the combined action of a group of
people, especially when effective and
efficient.
- combative games are either
done in partners or groups
which will help to foster
students teamwork skills.
Students are accountable to
their partner(s) as peer
assessments are part of their
overall grade.

Sportsmanship

- is an aspiration or ethos that a sport

or activity will be enjoyed for its own
sake, with proper consideration for
fairness, ethics, respect, and a sense of
fellowship with one's competitors
- showing respect for
competitors and adhering to
safety standards will help
cultivate sportsmanship

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Part E:
Drills - Descriptions & Diagrams
Lesson 1 - Balance Activities
Required Skills:
Balance
low center of gravity
wide base (spread feet apart)
proper stance (bend knees)
keep center of gravity inside base
Focus (keep your head up)
Use arms for balance
Sportsmanship
demonstrate fair play
show respect to self and others
Activity
1. Buck Fight

Description
On a mat, two students crouch down
and grasp their own ankles. They then
shoulder butt one another to try to
make their partner fall over or let go of
his/her ankles
Strategies:
Keep your head up
Lower body to maintain balance
Fake attempts to throw your
partner off balance

2. Heel-to-toe
Slap

Two students stand facing each other,

approx. meter apart. Each person
stands so that the heel of their front
foot is touching the toe of their back
foot. They then extend their right
hands and try to knock their partner
off balance by hitting each others
hand. Compete for best 2 out of 3, or
have students count the number of
times they knocked their opponent off
balance in 30 seconds.

Visual Aid

11

Variation: Students hold each others

arms and try to push their partner off
balance
Strategies:
fake attempts to knock partner
off balance

3. Lock Pull

Two students stand facing opposite

directions with the outside edge of
their right feet touching. They then
join their right hands in a handshake
grip or in a lock thumb position. By
pushing and pulling, they try to make
their partner lose balance and move
their feet.
Strategies:
Keep center of gravity low
Bend knees
Use other arm to maintain
balance
Use a wide stance for stability

4. Rooster Fight

Two students face each other. They

stand on one foot, holding up the
other foot with the hand on the same
side (eg - stand on the right foot and
hold the left foot with the left hand).
They try to make their partner drop
his/her foot or go off the mat by
pushing them with their free hand.
Compete for best 2 out of 3, or have
students count the number of times
they knocked their opponent off

12

balance in 30 seconds.
(Variation - dont hold partners hand try to throw off one anothers balance
by slapping each others free hands)
Strategies:
short hops help to maintain
better balance
fake attempts to throw partner
off guard
If doing variation, use free hand
to maintain balance
5. Squat
Wrestling

Two students face each other in a

squat position. On a signal, each
student tries to push the other off their
feet or make them stand up on the
mat
Strategies:
Keep feet shoulder width apart
Put your weight on the balls of
your feet
Lower center of gravity, and
keep it over your feet
Lesson 2 - Speed & Agility Activities

Required Skills:
Speed
Move feet and hands with quick short movements
Faking
Quickness of movements
Agility
Lower center of balance
Use quick changes of speed and direction
Keep your head up
Sportsmanship
demonstrate fair play
show respect to self and others
Activity
1. Hand Slap

Description
Two students stand in front of each
other with hands extended in front of
them. One person has their hands on

Visual Aid

13

the bottom, with palms turned

upward; the other person has palms
downward, just above their partners
hands. The student with their hands on
the bottom tries to slap the backs of
their partners hands. If successful, the
game continues. If the person misses,
the partners change hand positions
and the other person becomes the
slapper.
(Variation - Partners start with knuckles
of their hands together, rather than
their hands over one another. One
partner tries to tap their knuckles on
the backs of the others hands.)
Coaching Point:
Hands only need to be touched,
not slapped hard.
2. Knee Boxing

Partners face each other in a

semi-crouch position. They attempt to
touch the knee of their partner, while
preventing their own from being
touched.
(Variation - Partners grasp on hand
and box with the other).
Strategies:
Head up
Fake one way and go another
Must remain standing

3. Protect Your
Territory

Partners stand facing each other on

the same side of a line (the line will be
behind one persons back). The person
with their back to the line tries to keep
their partner from crossing the line by
moving to stay in front of them at all
times.
Strategies:
Confine activity to a small area
by establishing small

14

boundaries.
Use quick changes of speed and
direction when trying to cross
the line.
When defending the line, stay in
front of your opponent at all
times.
4. Step in the
Hoop

A hoop is place on the floor. One

partner tries to step into it while the
other protects it by moving their body
in response to their partners
movements, to block them.
Strategies:
Head up.
The person trying to step into
the hoop only need to touch
one foot into it; doesnt have to
step right in.
Person defending the hoop
should move quickly and try to
stay directly in front of their
partner.

5. Tiger Tales

Two students face each other. Each

student has a strip of cloth (or pinnie)
tucked into the back of their
waistband. Each person tries to steal
their partners tiger tail while
preventing their own from being
stolen.
Strategies:
Confine the game to a small
area (dimensions of a mat, or
lines on the floor).
The tail should extend
approximately 30 centimeters.
Lower the center of gravity by
bending the knees.
Move the feet with quick, short
steps.
Fake attempts to throw off your
partner.

15

Lesson 3 - Strength Activities

Required Skills:
Strength
Arm leverage
Use whole body strength by positioning elbow/arms closer to body
Increase strength by locking arm and elbow in place
Lower center of gravity increases strength
When pulling, vary amount of force
Feet apart and staggered for stability
Eye contact to predict opponents next move
Sportsmanship
demonstrate fair play
show respect to self and others
Activity

Description

1. Arm Wrestling

Two students lay on their stomachs

facing each other. They join right
hands by interlocking their thumbs
and then closing their hand. Their right
elbows are on the mat and must stay
there throughout the contest. The left
hands are joined under the right
elbows. Each partner tries to force the
other persons hand down to the mat.
Strategies:
Line up straight to one another
Grip properly before starting

2. Back-to-back
Elbow Wrestling

Two students sit back-to-back on the

mat or floor and interlock their elbows.
On a signal they try to force their
partners right elbow down to the mat,
while preventing their own elbow from
touching.
Strategies:
Keep legs wide apart for a wide
base of support.
Variation:
Back-to-back push
Two students sit back-to-back on

Visual Aid

16

opposite sides of a line on a mat or on

the floor. On a signal, they push with
their feet and try to cross the line and
end up on their partners side.
Strategies:
Partners should be
approximately the same height
and weight
Push with the toes
Keep bum on the floor at all
times
3. Tug of War

Two students stand side-by-side on

opposite sides of a line, facing each
other. They interlock elbows and try to
pull their partner over the line.
Variations:
A. The partners stand on opposite
sides of a line, join both hands
or grasp both wrists and try to
pull their partner over the line.
B. One of the students stands in a
hoop. Joining hands or grasping
the wrists of their partner, they
try to pull them into the hoop.
Strategies:
Make sure elbows are
interlocked properly before
starting to pull
Use wide stance for stability
Bend knees slightly
Pull hard, then soft, then hard
Dont jerk the other person's
arm

4. Stand up Tug

Two players grab onto a towel and pull

each other across the mat.
Variations:
a. Use different grips
b. Use different stances
c. Team Tug-O-War
- Two equal teams stand on

17

opposite sides of a line with a

towel joining them together.
The front people grab the towel,
then hook elbows with the
person behind them. All team
members hook elbows with
each other. On a signal, the two
teams try to pull the other team
across the line.
Strategies:
Feet apart for stability
Vary amount of force used
Make sure elbows are locked
securely with neighbours

5. Ball Wrestling

Partners grab onto a ball and try to

pull it away from each other.
Strategies:
When pulling, vary amount of
force used
Feet apart and staggered for
stability

Lesson 4 - Endurance Activities

Required Skills:
Endurance
muscular endurance
mentalframework(toughnessandstrength)
breathing
upperbodystrength

Teamwork
Sportsmanship
demonstrate fair play
show respect to self and others

18

Activity
Sneak Behind

Description
The class is divided into groups of four.
Three of the players line up with their
hands on the hips of the person in
front of them. The fourth person starts
by facing the line, and on a signal, tries
to touch the last player in the line. The
line tries to keep them from touching
the last person. To rotate, the fourth
person moves to the end of the line,
and the front person now is off the
line, trying to catch the last person.
Strategies:
deking and faking
lower stance

Ditch Tug

Students assemble in two teams,

facing each other, each on opposite
sides of a line on the mat or floor. On a
signal, members of each team reach
over the line and try to pull members
of the opposite team over the line. A
player is over the line when he is
touching the floor on the far side of
the line with any body part and not
touching the floor on his own side of
the line. Any number of team
members on one side of the line may
combine against one opponent or pull
on a teammate who is being pulled
over the line. When a player is pulled
over the line he leaves the game. The
game continues until either all the
team members or one team are
eliminated or a time limit is reached.
The winning team is the team with the
most participants left.
Strategies:
work as a team
low center of gravity
faking
quick moves

Visual Aid

19

Cross the Barrier

Two partners stand side-by-side facing

opposite directions, and their inside
feet touching. They assume a wrist grip
with each other, and on a signal try to
pull the other off balance.
Variation:
Allow one minute for each
match and keep score. Have
class challenges.
Strategies:
Vary the strength of the pull
change the pulling arm

Push up Tag

With a partner, students get into a

pushup/plank position with their heads
facing each other (so if they look up
they see each others face). They then
try to tag the other person's hands,
while maintaining their plank position.
Variations:
one knee down/ or modified
push-up position
Have partners stand facing each
other with arms on their
partners shoulders, each
partner trying to tag or tap the
other persons foot.
Strategies:
faking
Lesson 5 - Wrap up

Required Skills:
This is the culminating activity so skills required will include balance,
speed, agility, strength and endurance and all the skills learned during those lessons.

20

Activity
Go Get it

Description
Participants line up around the outside
edge of the mat and are numbered off
from 1 to the amount of participants.
Place a medicine ball in the centre of
the mat. Teacher calls two numbers
and those two players scramble, on all
fours, to the middle of the mat and try
to retrieve the ball and bring it back to
their side. Participants must remain on
all fours and all legal wrestling moves
are allowed.
Variations:
Call 3 or 4 numbers at a time.

Visual Aid

21

Part F:
Evaluation & Assessment
Breakdown of Assessment
Skill Success (15%)
Technique (20%)
Effort/Attitude/Attendance (25%)
Cooperation & Leadership (25%)
Self-Evaluation (15%)

22

Teacher Evaluation Rubric:

Skill Success
(15%)

Technique
(20%)

Excellent

Good

Developing

Balance

Student was able to

win the majority of
the sets of balance
activities against
their partner

Student was able to win

some of the sets of
balance activities against
their partner

Although the student did

not win most of the sets of
balance activities, they
were successful in trying to
compete to the best of
their abilities

Speed/Agility

Student was able to

win the majority of
the sets of
speed/agility
activities against
their partner

Student was able to win

some of the sets of
speed/agility activities
against their partner

Although the student did

not win most of the sets of
speed/agility, they were
successful in trying to
compete to the best of
their abilities

Strength

Student was able to

win the majority of
the sets of strength
activities against
their partner

Student was able to win

some of the sets of
strength activities against
their partner

Although the student did

not win most of the sets of
strength activities, they
were successful in trying to
compete to the best of
their abilities

Endurance

Student was able to

win the majority of
the sets of
endurance activities
against their partner

Student was able to win

some of the sets of
endurance activities
against their partner

Although the student did

not win most of the sets of
endurance activities, they
were successful in trying to
compete to the best of
their abilities

Balance

Student
demonstrated
excellent stance with
knees bent, feet
apart, arms out, and
head up throughout
activities.

Student demonstrated
some of the elements of
effective balance including
knees bent, feet apart,
arms out, and head up
throughout activities.

Student occasionally
demonstrated some of the
elements of effective
balance, however their
knees were often not bent,
feet were close together,
and arms were not
providing extra balance

Speed/Agility

Student effectively
stayed low, used
short, quick
movements, and
threw opponents off
by faking directions

Student demonstrated
some of the elements of
speed and agility including
staying low and quick
movements. They
attempted to throw
opponent off by faking
directions.

Student occasionally
demonstrated elements of
speed and agility, however
they often stood tall, didnt
use short, quick
movements, and didnt
attempt to throw partner
off by faking directions

Strength

Student used
effective arm
placement and
positions and varied
force to throw
opponent off

Student used some

elements of effective arm
placement and positions
and occasionally varied
force to throw opponent
off

Student occasionally used

elements of effective arm
placement and positions,
however they were not
intentional about the
amount of force applied

Endurance

Student
demonstrated
effective deep
breathing, pacing,
and control of mind
and muscles

Student used some of the

elements that aid in
endurance exercises
including deep breathing,
proper pacing, and control
of mind and muscles

Student occasionally used

elements that aid in
endurance exercises,
however, they were not
conscious of proper
breathing and pacing and
showed little stamina

23

Effort/Attitude/Attendance
(25%)

-Students showed
excellent effort to
improve throughout
the unit - seen in
personal drive,
initiative, and
involvement
-Student maintained
a positive attitude
regardless of activity
type, or wins or
losses

-Students showed some

effort to improve
throughout the unit,

-Students showed minimal

effort or desire to improve
throughout the unit,

-Student generally
maintained a positive
attitude when they
enjoyed the activities

-Student was openly

negative about activities
and showed poor
sportsmanship skills

-Student attended all

classes, but did not
participate in every event

-Student was not in

attendance for several
classes

-Student is a team player

and usually works well
with others - although not
often contributing to
group discussions

-Student doesnt cooperate

or communicate as
effectively as they could
with their group members

-Student attended
and participated
fully in all classes

Cooperation & Leadership

(25%)

-Student is a team
player and works
well with others communicating
effectively, and
seeking to cooperate
with all members.
-Student is helpful,
takes initiative, and
makes decisions
when in a group
setting.

-Student is usually helpful,

sometimes takes initiative,
and makes decisions
when in a group setting.

-Student shows little

initiative to be a positive
leader in their group

24

Student Self-Evaluation
Student Instructions: Each day you will have opportunity to assess yourself based on your
personal performance in class. You will assess your overall success in the days activities, as
well as your use of the techniques taught in class. On the final day, you will asses your
effort, attitude, attendance, cooperation, and leadership skills. Remember - be honest
about your performance. The numbers will be totalled and used for your self-evaluation
mark which will be worth 15% of their final grade. A 3 indicates excellent execution of skill
and technique at an expert level. A 1 indicates a lot of room for improvement. Dont be too
hard on yourself, but also dont be unrealistic about your achievements. And remember have fun!
Rating Scale:
1 = beginner
2 = intermediate
3 = expert
Due
Day 1

Skill

Balance

Assessment

Comments

Skill Success
Technique

Day 2

Speed/Agility

Skill Success
Technique

Day 3

Strength

Skill Success
Technique

Day 4

Endurance

Skill Success
Technique

Day 5

Effort to Improve

Day 5

Attitude

Day 5

Attendance

Day 5

Cooperation in Partners/Groups

Day 5

Leadership Skills
Total Score

/36

25

References
Combat sport. (n.d.). Retrieved February 27, 2015, from
http://en.wikipedia.org/wiki/Combat_sport
Lead-up Games. (n.d.).
The Canadian Association For Health, Physical Education, Recreation
and Dance,
5

(1), 7-7.
Massey, D. (2015). Ecole Fox Run School.
MrGym.com - Home. (n.d.). Retrieved February 27, 2015, from
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