G3N
GES · 15 topics

Physical Education

G3N tutors you through the full GES Physical Education syllabus offline — from Strand 1: MOTOR SKILL AND MOVEMENT PATTERNS, Strand 2: MOVEMENT CONCEPTS, PRINCIPLES AND STRATEGIES — SPACE AWARENESS, DYNAMICS, RELATIONS, BODY MANAGEMENT AND STRATEGIES, Strand3: PHYSICAL FITNESS and more — with adaptive lessons, instant quizzes, flashcards and exam-ready summaries.

Study Physical Education now All GES subjects
Syllabus

What you’ll cover in Physical Education.

The complete topic outline G3N teaches, mapped to the GES curriculum.

Basic 4

5 topics
Strand 1: MOTOR SKILL AND MOVEMENT PATTERNS
  • Demonstrate competence in the motor skills and movement patterns needed to perform a variety of physical activities (games athletics gymnastics and dance)
    • Demonstrate the difference between slow and fast, heavy and light, hard and soft while moving. Learners demonstrate slow and fast movements. Learners move in a demarcated area using varied locomotor skills (walk, jog and run). Learners walk or run for peers to determine slow or fast movement
    • Enter, jump, and leave a long swinging rope turned by others repeatedly. Learners skip a number of times at their own pace landing on the balls of their feet. Skip continuously over a rope a number of times in turns
    • Roll ball with a stick to a target Learner rolls a balls with their sticks to a distance after general and specific warm-up. Learner practice ball rolling in varied patterns such as straight rolling, curve rolling, etc. agility, flexibility, creativity, patience, teamwork etc. as they move using locomotor skills as well as write project as individually or in groups. such as critical thinking, coordination, agility, double take-off, communication, body balance, power, forward and backward without a rope. muscular strength, agility, etc. as well as leadership, the ball forward and backwards. STANDARD Demonstrate competence in the motor skills and movement patterns needed to perform a variety of physical activities (games, athletics gymnastics and dance) CONT'D
    • Perform an inverted balance (tripod) by evenly distributing weight on body parts. Learners perform headstand with hands supporting. Learners with difficulty are supported by peers. B 4. 1.5.1.5: Balance while moving and manipulating objects on a ground-level balance beam. After a warm-up, learners pick rubber balls available hold with their two hands and raise them at a stationery position. Let them lift the balls over their head and begin to walk while maintaining a balance
    • Strike a bounce ball with the hands and feet In pairs, a partner tosses a lightweight ball to a colleague to hit over varying distances. Serve a lightweight ball to a partner, using the underhand movement pattern. Strike a gently tossed ball with feet, using a side orientation
    • Strike a self-tossed light weight ball with a paddle or racket to a partner. In pairs, a partner tosses a lightweight ball to a colleague to hit over varying distances. Serve a lightweight ball to a partner, using the underhand movement pattern. Strike a gently tossed ball with a bat, using a side orientation. such as strength, balance, courage, patience, concentration etc. such as accuracy, precision, coordination strength, balance, courage, patience, etc. as accuracy, precision, coordination, strength, and balance, as they strike a bounce ball with the hands and feet as individual and as a team. such as accuracy, precision, coordination strength, balance, courage, patience as they Strike a self- tossed light weight ball with a paddle or racket to a partner. STANDARD Demonstrate competence in the motor skills and movement patterns needed to perform a variety of physical activities (games, athletics gymnastics and dance) CONT'D
    • Throw a flying disc for distance using the backhand movement pattern. Throw a tennis ball to a partner over a distance using the overhand throw technique. Throw a flying disc (Frisbee disc) for distance, using the backhand movement pattern. Let them perform in turns to acquire the right skill
    • Show the difference in throwing to a stationary and a moving partner. After a general and specific warm up, put a container or basket at a point. Learners with objects to use different techniques to throw the object into to container or object. Learners identify the best technique the gives them accuracy and precision. Organise coopetition in groups. End lesson with cool down
Strand 2: MOVEMENT CONCEPTS, PRINCIPLES AND STRATEGIES — SPACE AWARENESS, DYNAMICS, RELATIONS, BODY MANAGEMENT AND STRATEGIES
  • Demonstrate knowledge of movement concepts principles, and strategies that apply to the learning and performance of physical activities
    • Distinguish between self-space and open space Learners explain the difference between self-space and open space through discussion. i. Learners also use indicate self- space and open space by ticking the spaces provides on a sheet appropriately
    • Explain the difference between throwing to a stationary partner and throwing to a moving partner. Hold ball in the left hand. Place the left foot slightly forward in front of the body. Bend body slightly over the ball, pick a target, and swing the free right hand backward to contact the lower middle part of the ball (for right handed learners). When the partner is moving, the thrower would have to intensify the throw
    • Identify body parts that are used for kicking a ball Learner identify body parts that can be used in kicking a ball as hands. Learners stand with their legs opened and move to a ready position to kick a ball. Skills: Learners develop personal and communication skills as speaking, listening, etc., as the teacher demonstrates and explain the concepts of open space without making contact with others. Skills:: Learners develop communication skills as speaking, listening, and acquisition of new concepts, principles, strategies, etc. Skills: Learners develop communication skills as speaking, listening, and acquisition of new terms as the teacher guides them to identify the body part during practice. STANDARD Demonstrate knowledge of movement concepts, principles, and strategies that apply to the learning and performance of physical activities. CONT'D
    • Describe the appropriate body orientation to serve a ball using the underhand movement pattern. Learner stands with feet shoulder width apart. Learner tosses the ball and swings the hand forward to strike the ball upward and forward. Learner moves the hind leg forward to recover. Earners practice with feedback as individual and in a group for mastery, Learners progress at their own pace
    • Identify the difference between dribbling a ball (with the hand and the foot, separately) while moving forward and when changing direction. Dribbling is the act of keeping the ball under the control of the player with the ball. In dribbling without opponent, the player with the ball is under no pressure and at liberty to do whatever he/she wants to do with the ball within the rules of the game. When dribbling with an opponent, the player with the ball is being contested for the ball and as a result has to consider the movements and actions of the opponent as well as keep the ball under control away from the opponent. Skills: Learners develop communication skills as speaking, listening, and acquisition of new concepts, principles, strategies, etc., as the teacher describe the appropriate body orientation to serve a ball, using the underhand movement pattern. Skills: Learners develop communication skills as speaking, listening, and acquisition of new terms as the teacher guides them to identify the difference between dribbling a ball with the hand and foot while moving forward and when changing direction
Strand3: PHYSICAL FITNESS
  • Assess and maintain a level of physical fitness to improve health and performance
    • Perform 15 minutes' brisk walk with music Learners warm-up to begin activities. Learners swing their arms by walking briskly within a demarcated area at their own pace
    • Perform continuous `v' push-up Learner demonstrates the correct position by sitting on the floor, straightening the legs and open to `v' shape and keep palms flat on the floor. Learners lift the body upat their own pace
    • Perform two sets of eight continuous `v' push-ups Learner demonstrates the correct position by sitting on the floor, straightening the legs and open to `v' shape and keep palms flat on the floor by learners and try to lift the body up for continuously three set with 4 mins' rest after each set
    • Perform groin flexibility Learners in pairs facing each other. The one working uses the other as a support with one hand while standing on one foot. Learner flexes the free leg and use the other hand to the ankle and pull it backward. Learners can also do the exercise using a wall or any firm support.Give learners corrective feedback as they practice for improvement. End the lesson with cool down. personal skills, leadership and fitness by dancing 15 minute brisk walk with music. personal skills such as perseverance, muscular strength, muscular endurance, cardiovascular endurance by performing three set of eight continuous `v' push-ups. personal skills such as perseverance, muscular strength, muscular endurance, flexibility as three set of eight continuous `v' push-ups. personal skills such as perseverance, muscular strength, muscular endurance, flexibility as they p Perform groin flexibility. STANDARD
  • Assess and maintain a level of physical fitness to improve health and performance CONT'D
    • Identify body types such as endomorph (big body) mesomorph (medium body) and ectomorph (slim Body) Learners identify the three body types as endomorph, mesomorph and ectomorph Communication and
Strand 4: PHYSICAL FITNESS CONCEPTS, PRINCIPLES AND STRATEGIES
  • Demonstrate knowledge of physical fitness concepts principles, and strategies to improve health and performance
    • Identify the heart rate intensity (target heart-rate range) that is necessary to increase aerobic capacity. Learners walk, power walk, walk-jog, jog at their own pace keeping the heart rate at maximum aerobic endurance level (70-75%) at least three times a week. Incorporate aerobic dance and circuit training and strength training in this moderate to vigorous physical activity
    • Discuss how prolong physical activity increases endurance allowing movement to occur for longer periods of time. Learners discuss how prolong activities like jogging, walking, etc. improve endurance. B4.4.2.2.4.3: Explain how the intensity and duration of exercise, as well as nutritional choices, affect energy use during physical activity. Learners discuss the relationship between intensity and duration of exercises. The higher the intensity, the shorter should be the duration. In high intensity activity, the body burns nutrients faster and requires more nutrient intake at the end of the activity to maintain equilibrium. Skills: Learners develop personal skills such as physical fitness, aerobic capacity by participation power walk, jogging, etc. Skills: Through discussions on the components of physical fitness, learners develop personal and communication skills such as listening, writing, speaking, etc., during lesson activities. Skills: As learners the intensity and duration of exercise, as well as nutritional choices, affect fuel use during physical activity, they develop personal such as speaking, listening, critiquing, etc. through discussion. STANDARD Demonstrate knowledge of physical fitness concepts, principles, and strategies to improve health and performance CONT'D
    • Identify muscles being strengthened during the performance of particular physical activities. Push-ups strengthen the biceps muscles and muscles of the chest. Chin-ups strengthen the triceps muscle. Step-ups strengthen both the hamstrings and the quadriceps (muscles of the thigh)
    • Classify PE equipment under safe and unsafe Assemble a variety of sports equipment, both old and new for learners to classify them into safe and unsafe
    • Identify the effects of drugs use for physical activities Learners discuss the short-term and long-term effects of drugs. The effects can be physical and psychological. Advice learners not to involve themselves in drugs. Let them know some of the dangers like sleepless night, loss of appetite, blood pressure, body temperature, panic, seizure, rashes etc. Skills: As learners identify muscles being strengthened during the performance and discuss with teacher, they develop communication skills such as speaking, listening, cooperation, problem-solving and tolerance through class discussion. Skills: As learners observe the equipment and sort them into new and old as well as classify them under safe and unsafe, they develop their cognitive domain. Communication and critical thinking skills: As learners listen to teacher and answer questions, learners develop personal and communication skills such as speaking, listening, cooperation, and tolerance etc. as learners identify effects of drugs use for physical activities work in groups
Strand 5: VALUES AND PSYCHO-SOCIAL CONCEPTS, PRINCIPLES AND STRATEGIES
  • Demonstrate value and utilize knowledge of psychological and sociological concepts principles, and strategies that apply to the learning and performance of physical activity B4.5.1.5.1:. Accept respon
    • Demonstrate respect for self, others, and equipment during physical activities. i. Learners observe the rules for self-integrity. ii. Learners respect peer and others when working together iii. Learners use equipment for what they were made for as well as respect their use with peers. Citizenship Skills: As learners accept responsibility for one's own behaviour in a group activity, they develop personal and social skills such as tolerance, empathy, teamwork, fair-play when practising in a team. Citizenship Skills: As learners participate willingly in variety of physical activities they develop personal and social skills such as tolerance, respect, teamwork, fair-play when practising in groups. Citizenship Skills: As learners demonstrate respect for self, others, and equipment during physical activities, they develop personal and social skills such as tolerance, empathy, teamwork, fair-play in cultural and religious diversity. STANDARD
  • Demonstrate value and utilize knowledge of psychological and sociological concepts principles, and strategies that apply to the learning and performance of physical activity CONT'D
    • Distinguish between acts of physical courage and physically reckless acts and explain the key characteristics of each. Learners identify the difference between physical courage as taking action but care and physically reckless as taking action without care. The former has the key characteristics of observing the rules of the game or sports. distinguish between acts of physical courage and physically reckless acts, they develop personal and social skills such as cooperation, fair- play, peace, teamwork and cooperation. cooperation, and tolerance etc. as learners identify effects of drugs use for physical activities work in groups. BASIC 5 BASIC 5

Basic 5

5 topics
Strand 1: MOTOR SKILL AND MOVEMENT PATTERNS
  • Demonstrate competence in the motor skills and movement patterns needed to perform a variety of physical activities (games athletics gymnastics and dance)
    • Walk on straight lines edges Draw a straight line on the floor for learners to walk on it. Learners walk as individually and in a groups under the watch of the teacher. Organise competition for learners. End the lesson with cool down and use questions to end the lesson
    • Skip and leap continuously Learners bend their needs, push against the ground to skip and leap as many times as they can at their own pace in a demarcated area. Learners practice the activities as individuals and in groups at their own pace. Organise competition for learners in groups. End the lesson with cool down and use questions to summarise the lesson
    • Roll ball using a stick through obstacles (arranged cones) Arrange ten cones in a straight form and zigzag. Learners roll balls through in turns. As learners move, the teacher checks their movements, control of the balls with the stick and gives corrective feedback for correct mastery of skill. Learners are allowed to progress at their own pace during practice. Organise competition for learners. End the lesson with cool down and use questions to summarise the lesson. Development of Personal and personal skills and competencies such as accuracy, precision, coordination strength, balance, courage, patience, teamwork, fair-play, etc. as they practice how to walk on straight lines edges. Development of Personal and personal skills and competencies such as skipping and leaping, concentration, precision, coordination strength, cardiorespiratory endurance, balance and patience as well as creativity, innovation etc. as they perform the activity. Development of Personal and skills and
    • Perform simple small-group balance stunts by distributing weight and base of support. Learner stands straight and hold on to another person. Stand slowly on tip toe and move as high as possible and distribute body weight on toes. Organise competition for learners and use time declare winners base on how long a member of the group loses a balance. End the lesson with cool down and use questions to summarise the lesson
    • Change direction quickly whiles walking with an object within obstacles but keep one's balance. After general and specific warm ups, learners hold lime and spoon. Learners move on command through the obstacles whiles maintaining their balance and individuals in turns at their own pace. Put learners in groups to compute compete
    • Striking a dropping light ball upward and forward to a teammate using the hands or feet. After warm-ups as usual, learners are grouped in pairs with a ball. Learners toss balls and swing their feet from behind to strike the ball to a partner at appropriate distance. Partners strike the ball back to continue the rally. Group can be striking balls light ball like volleyballs with their hands and whiles strike heavy balls like football with their foot to prevent injuries. Learners continue with the process when the ball drops. Supervise and give support to learners. Organise mini football and volley competition. End lesson with cool down. Development of Personal and develop personal skills and
    • Strike a dropped ball, with a racket or paddle, toward a target by using the forehand and back hand movement pattern to a partner. After warm-ups as usual, learners are put in pairs with a ball racket/paddle. Learners toss a ball and swing the bat/paddle from behind to strike the ball to a partner about 6m away using a racquet or paddle. Let the part strike the ball
    • Throw a ball to a moving partner to catch while walking jogging and running. Learners go through general and specific warm-ups. Group learners in pairs with a ball. Partners stand at appropriate distance facing the each other. Learners perform throwing and catching whiles walking, jogging and running as in handball or basketball base on the balls available and learners' ability. Supervise learners and give the feedback to improve their performance. Let them play handball, or basketball game. End the lesson with cool down
  • Demonstrate
    • Compare the difference in throwing a ball with the `left hand and right hand' and kicking a ball with `left foot and right foot for distance'. Learners compare and discuss the difference as; obviously one hand would be stronger than the other. It is much easier for the stronger hand to execute a task. Any of the hands that is stronger can throw faster than the other. Skills: Learners develop communication skills such as speaking, writing, as well as as they Compare the difference in throwing a ball with the `left hand and right hand' and kicking a ball with `left foot and right foot distances'
Strand 2: Movement Concepts, Principles and Strategies — Space Awareness, Dynamics, Relations, Body Management and Strategies
  • Explain the purpose of using a side orientation when striking a
    • Explain the purpose of using a side orientation when striking a ball from a batting tee. Learners explain the purpose of using the side orientation as: i. Give accuracy ii. Speed iii. Direction iv. Spinning, etc
    • Distinguish between volleying and kicking and describe the similarities and differences. Volleying is when a ball is strike before it touches the ground. It common in soccer, volleyball, tennis, cricket etc. Kicking is the act of striking a ball from the ground which is common in Soccer Communication and Critical Thinking Skills such as speaking, writing, as well as
Strand3: PHYSICAL FITNESS
  • Assess and maintain a level of physical fitness to improve health and performance
    • Perform 10 minutes jogging with music Choose music that can aid learners to jog. Learners jog at their own pace for 10 minutes. Learners communicate with their teachers and peers signs and symptoms as they progress in the activity
    • Perform continuous pull-ups Learners after general and specific warm-ups, learners hung on a bar and perform pull-ups at their own ability level and at their own pace. Learners work in groups and as individually at their own pace
    • Perform two set of continuous push-ups Learners after general and specific warm-ups, learners lie on the ground face down. Learners with their palms flat on the ground by their side, extend their arms to move their trunk up and flex the arms again to move the body back to lying position. Learners continue the process for a number of base on their ability in a set. Learners repeat the second set after rest and progress at their own pace
    • Perform standing bend and reach the knee with the forehead Learners go through warm-up. Learners stand straight shoulder with apart. Arms by their sides tilt to one side of their body till the hand reaches the knees. Same should be done to the other side. Let them perform in pairs so that as one performs the other gives support
    • Identify the capabilities of the various body types There are three main body types: Ectomorph, Endomorph and Mesomorph. Ectomorph: Learn and long with difficulty to build muscles Endomorph : Big, high body fats, round in shape and high tendency to store body fats Mesomorph: Muscular and well built, high metabolism and responsive muscle cell. Skills: Learners develop personal skills, muscular strength, muscular endurance, flexibility and aerobic capacity by perform 10 minutes jogging with music. Skills: Learners develop personal skills such as perseverance, muscular strength, muscular endurance, flexibility by perform five continuous pull-ups. Skills: Learners develop personal skills such as perseverance, muscular strength, muscular endurance, flexibility by perform five continuous push-ups. Skills: Learners develop personal skills such as perseverance, muscular strength, muscular endurance, flexibility as they perform standing bend and reach the knee with the forehead. Skills: As learners listen to teacher and answer questions, learners develop personal and communication skills such as speaking, listening, cooperation, and tolerance
Strand 4: PHYSICAL FITNESS CONCEPTS, PRINCIPLES AND STRATEGIES
  • Demonstrate knowledge of physical fitness concepts principles, and strategies to improve health and performance
    • Monitor the intensity of one's heart rate during physical activity. Learners determine heart rate using their age. Learners learn how to take the heart beat by palpating at the radial artery or carotid artery. During exercise, learners should be encouraged to take heart rates for 15 seconds and multiply by 4 to obtain beat per minutes. Learners use various gadgets (polar wrist watches, polar vests, heart rate monitors, etc.) that determine exercise intensity and heart rate during and after physical activity. There are treadmills that determine calories burnt, distance covered
    • Describe how muscle strength and muscle endurance enhance motor skill performance. Learners explains that muscles aid in movement, lifting, etc. Strong arm, chest, and back muscles will therefore facilitate movements in these parts of the body
    • Explain why dehydration impairs temperature regulation and physical and mental performance. The body is made of 75% water. Water lubricates our joints and keeps the body temperature in check by releasing unwanted heat through sweat. The brain cell is composed mostly of water and the lack of it causes imbalance in the functioning of the brain. Communication Skills: Learners develop personal and communication skills such as physical fitness knowledge, aerobic capacity knowledge as learners monitor the intensity of one's heart rate during physical activity. Communication Skills: Through discussions on the components of physical fitness, learners develop personal and communication skills such as listening, writing, speaking, etc. Communication Skills: Learners develop knowledge on dehydration and physical performance as well as speaking and listening by explain why dehydration impairs temperature regulation and physical and mental performance. STANDARD Demonstrate knowledge of physical fitness concepts, principles, and strategies to improve health and performance. CONT'D
    • Describe the role of muscle strength and proper lifting in the prevention of back injuries. Teacher explains to learners that muscles aid in movement, lifting, etc. Strong arm, chest, and back muscles will therefore facilitate movements in these parts of the body
    • List factors that cause injuries when using PE equipment Learners explains that injuries may occur when the learner had not gone through proper warm-up and stretching. Warm up prevents injuries to the muscles and the joints, increases the elasticity in the muscles to adapt to the ensuing vigorous activities. Teacher should ensure that the environment and the equipment are safe for use. Communication skills: As learners describe the role of muscle strength and proper lifting in the prevention of back injuries, they develop communication skills such as speaking, listening, cooperation, problem-solving and tolerance through class discussion. Personal Skills, and Communication: As learners list factors that cause injuries when using PE equipment as well as classify them under safe and unsafe, they develop their cognitive domain
Strand 5: VALUES AND PSYCHO-SOCIAL CONCEPTS, PRINCIPLES AND STRATEGIES
  • Demonstrate value and utilize knowledge of psychological and sociological concepts principles, and strategies that apply to the learning and performance of physical activity
    • Participating independently in fitness and skill development activities outside school. Learners are self-motivated to participate in physical activities at least once outside the school physical education programme
  • Acknowledge orally the contributions and strengths of others
    • Identify and define the role of each participant in a cooperative physical activity. Teacher should study the learners and appoint them who have the potentials as leaders. There could be a general leader and groups leaders in a class. When they are made leaders, they become more responsible
    • Contribute ideas and listen to the ideas of others in cooperative problem-solving activities. Learners explains the need to listen attentively to peers or people when speaking or contributing to an issue whiles waiting for their turn. Citizenship Skills: As learners participate willingly in variety of physical activities they develop personal and social skills such as tolerance, respect, teamwork, fair-play when practicing in a team. Citizenship Skill: As learners Acknowledge orally the contributions and strengths of others, they develop personal and social skills such as tolerance, cooperation, empathy, teamwork and fair- play. Citizenship and Problem-Solving Skills: As define the role of each participant in a cooperative physical activity, they develop personal and social skills such as tolerance, empathy, teamwork, fair-play in cultural and religious diversity. develop the skills, t as cooperation, peace, tolerance, teamwork and communication. BASIC 6 BASIC 6

Basic 6

5 topics
Strand 1: MOTOR SKILL AND MOVEMENT PATTERNS
  • Demonstrate competence in the motor skills and movement patterns needed to perform a variety of physical activities (games athletics gymnastics and dance)
    • Develop a cooperative movement game that uses locomotor skills, object manipulation, and an offensive strategy and teach the game to another person. Learners participate in a mini Handball, Volleyball, Basketball, Netball, Hockey, etc. base on the facilities and materials available. Learners use strategies and tactics in playing the game ae a team. Learners play various roles in a team and cooperate with one another in achieving the teams' objectives. Learners cool down to end the lesson
    • Jump for distance, landing on both feet and bending the hips knees, and ankles to reduce the impact force. After warm-up activities, learners perform long jump by i. Practicing approach run ii. Practicing approach run and single take off with a comfortable foot iii. Practice landing on both feet with emphasis on bending the hips, knees, and ankles to reduce the impact force. iv. Learners practice at their own pace base on their abilities v. Learners end the lesson with cool down. personal and
    • Perform the differences in applying and receiving force when jumping for height and distance (high jump). Learners after adequate warm-up, they go through a vertical jumping approach. Learners use both arms efficiently to control balance as needed during approach run and take-off. Learners control the flight phase by leaning their trunk slightly backwards, one-foot take-off, two feet take-off, feet land shoulder width apart and flexion of knees with the height of the jump and landing on the balls of feet (double landing)
    • Roll ball using a stick in a game situation (hockey) After a warm-up, learners practice how to: i. hold or handle a hockey stick ii. role the ball from place to place at learners' pace iii. play a mini hockey game in groups using rolling skill. iv. Learners cool down to end the lesson
    • Perform simple small stunts while shifting base of support from one body part to the other. Learners go through warm ups to make the body flexible for performance. i. Learners move into simple steps in a rhythm over a rotatory rope performed by two peers at a spot. As they jump, the rope is withdrawn from their feet. ii. Learners hop over obstacles and land with the other foot whiles in motion. iii. Learners practices using different strategies at their own pace and ability. Development of Personal and Critical Thinking Skills: Learners develop personal skills such as flexibility, muscular strength, agility, etc. as well as leadership
    • Change direction quickly to maintain ones' balance whiles running with an object through obstacles
    • Strike a tossed ball with the hands above the forehead (tennis serve). Organize learners with volleyballs facing a target. Learners toss a ball and strike it with the palm or fist (overhead) to a target base on their ability. Learners practice over hanged net (optional) by striking a tossed ball over it to the target for mastery of tennis serve. Learners play mini volleyball starting with tennis serve
    • Strike a gently tossed ball with a bat, using a forehand and backhand movement pattern. Organize learners with table tennis balls and bats. Learners stand with one foot forward behind table tennis board, knees bent and trunk slightly leaning forward, holding bat with one hands and swing the bat from the side to strike the ball to the target. Learners practice, striking/service at different heights, whiles you give them the feedback to correct the errors. Learners practice Skills Learners develop personal skills and competencies such as accuracy, agility, precision, coordination strength, balance, courage, patience, spatial awareness, teamwork, etc. as they change direction quickly to maintain their balance whiles running with an object through obstacles. Skills: Learners develop personal skills and competencies such as accuracy, precision, coordination strength, balance, courage, patience, teamwork etc. as they practice how to strike a tossed ball with the hands above the forehead. Skills: Learners develop personal skills and competencies such as throwing and catching, concentration, precision, coordination strength, balance and patience as well as creativity etc. as they strike a gently tossed ball with a bat, using a forehand and backhand movement pattern. Eg. Table tennis. STANDARD Demonstrate competence in the motor skills and movement patterns needed to perform a variety of physical activities (games, athletics gymnastics and dance) CONT'D
Strand 2: Movement Concepts, Principles and Strategies — Space Awareness, Dynamics, Relations, Body Management and Strategies
  • Explain the importance of open space in playing team
    • Explain the importance of open space in playing team games. Learners explain the importance of open space in playing team games as; it allows room for the beauty of the game, learners are able to operate in a conducive atmosphere. Self-space and general space are very important when working in groups. Self- space is the amount of space one occupies when not travelling
    • Identify the time necessary to prepare for and begin a forehand stroke and a backhand stroke. To get started, one needs to learn four basic strokes: the forehand drive, the forehand push, the backhand drive and the backhand push. Once the learners mastered these strokes, the teacher can go on to more complex techniques that will raise the level of their game
    • Illustrate how the intended direction of an object is affected by the angle of the implement or body part at the time of contact
    • Explain the role of the legs, shoulders, and forearm in the forearm pass. Let learners swing their arms in preparation. Shoulder move forward horizontally as it extends. Forearm rotation through hips, legs and shoulders drop slightly. All together produce the final force to move the ball to the target
    • Identify opportunities to pass or dribble while being guarded (offense and defense). After general and specific warm-ups, guide learners to keep their body between opponent and the ball. Let them possess the ball in the opponents playing grounds. Dribble in a zigzag manner. Instruct them to pass the ball to their teammates when they are free. Communication and Collaboation Skills: speaking, listening, and acquisition of new concepts, principles, strategies, etc., as the teacher Explain the role of the legs, shoulders, and forearm in the forearm pass during practice. Communication and Collaboation Skills: speaking, listening, and acquisition of new terms as the teacher guides them to identify the difference between dribbling a ball with the hand and foot
Strand3: PHYSICAL FITNESS
  • Assess and maintain a level of physical fitness to improve health and performance
    • Perform 8 minutes running with or without music Learners in files music (any form) run for 8 minutes none stop for fitness test at the beginning of the term. Learners run at their own pace
    • Perform 15 continuous sit-ups Learners sit on a mat with in a v shaped legs position. Keep their arms by their test their abdominal muscular strength by counting and logging the number they are able to perform in a set at their own pace
    • Perform three set of 15 continuous push-ups Learners after general and specific warm-ups, learners lie on the ground face down. Learners with their palms flat on the ground by their side, extend their arms to move their trunk up and flex the arms again to move the body back to lying position. Learners continue the process for a number of base on their ability in a set. Learners repeat the second and third set after rest base on their ability and progress at their own pace
    • Perform trunk rotation After warm ups, learners sit with their right leg straight, left leg bent and crossed over the right knee. Learners keep left hand on the floor and turn their trunks as far as possible to the right but at their ability level. Learners repeat the action to the left for holistic development. Skills: Learners develop personal skills, muscular strength, muscular endurance, flexibility and aerobic capacity by perform 8 minutes running with or without music. Skills: Learners develop personal skills such as perseverance, muscular strength, muscular endurance, support, flexibility by perform 15 continuous push-ups. Skills Competencies: Learners develop personal skills such as perseverance, muscular strength, muscular endurance, flexibility by perform 15 continuous sit-ups. Skills: Learners develop personal skills such as perseverance, muscular strength, muscular endurance, STANDARD Assess and maintain a level of physical fitness to improve health and performance. CONT'D
    • Identify the capabilities of the various body types (mesomorph, ectomorph and endomorph). Learners identify the capabilities of each body types: i. Mesomorph-Sprinter, player (all roles) Lifter, etc. ii. Ectomorph- Long distance runner, midfielder, basketball shooter, etc. iii. Endomorph- Good swimmer, thrower, hockey goalkeeper, etc. flexibility as they perform trunk rotation. skills: As learners observe the pictures of body types, list and draw the pictures, they develop communication skills like, speaking, writing, and drawing through class discussion and assignment
Strand 4: Physical Fitness Concepts, Principles and Strategies
  • Lemonstrate knowledge of physical fitness concepts, principles and strategies to improve health and performance
    • Develop a one-day personal physical fitness plan specifying the intensity, time, and types of physical activities for each component of health-related physical fitness. Discuss physical fitness is the process attained through quality instructional physical education. Participation in physical activity and knowledge of fitness components coupled with an appreciation for good health. Learners develop a one-day personal fitness which include: Jogging- muscular endurance, running- cardio-respiratory endurance, push-ups- muscular strength, aerobic dance- flexibility, etc
    • Explain the role that weight bearing activities play in bone strength. Learners explain that weight training develops muscular strength, makes the bones strong for fitness activities, stabilizes the body position, etc
    • Plan a balance diet menu to improve performance in physical activity. Learners understand the need to take in a balance diet to keep them healthy. It is important to food to gain energy. Food is made up of six classes of nutrients including carbohydrates, fat, protein, vitamins, minerals and water. skills: Learners develop a one-day personal physical fitness plan specifying the intensity, time, and types of physical activities for each component of health-related physical fitness, they develop skills such as fitness knowledge, skills: Through discussions on the role that weight bearing activities play in bone strength, skills such as listening, writing, speaking, etc., during lesson activities. skills: As learners plan a balance diet menu for learners to improve performance in physical activity, they develop communication skills such as speaking, listening, cooperation, discussion. STANDARD Demonstrate knowledge of physical fitness concepts, principles, and strategies to improve health and performance. CONT'D
    • List the benefit of safety procedures and rules associated with physical activity. Learners list as; to come out with their best, gives them confidence to participate in any physical activity, prevents injuries, increase performance, etc
    • Identify ways to minimise injuries when using PE equipment. between peers when working in groups, Throw/serve balls in the same directions, retrieve balls, equipment at the same time, etc
    • Discuss with learners the effects of drug addiction Learners discuss effects of drug addiction as; madness, uneasiness, death, etc
    • Discuss with learners the capabilities of the various body types (mesomorph and ectomorph). Learners discuss the body types: Mesomorph- medium body type and ectomorph-slim body type. Learners identify capabilities of various body types such as mesomorph-long distance runners', endomorphs- good swimmers, throwers, etc. skills: As learners list the benefit of safety procedures and rules associated with physical activity, they develop communication skills such as speaking, listening, cooperation, discussion. As learners observe the equipment and develop guidelines to minimise injuries when using PE equipment, they develop their experiences in how work safely with equipment. Communication and critical thinking skills: As learners listen to teacher and answer questions, learners develop personal and communication skills such as speaking, listening, cooperation, and tolerance etc As learners observe the pictures of body types, list and draw the pictures, they develop communication skills like, speaking, writing, and drawing through class discussion and assignment
Strand 5: VALUES AND PSYCHO-SOCIAL CONCEPTS, PRINCIPLES AND STRATEGIES
  • Demonstrate value and utilize knowledge of psychological and sociological concepts principles, and strategies that apply to the learning and performance of physical activity
    • Participate productively in group physical activities Emphasis during physical activity that without cooperation learners cannot positively work together. Learners participate in a mini Handball, Volleyball, Basketball, Netball, Hockey, etc
    • Provide positive feedback to peers during physical activities. Learners provide positive feedback to their peers during physical activities by telling them the specific good performances and what they should improve on for high performance
    • Identify and agree on a common goal when participating in a cooperative physical activity. Learners appreciate each individual's strengths, weaknesses and contributions in group settings to appreciate physical games and activities from different cultures around the globe. Should work together in a decision making
    • Look at pictures and learn how to stay safe: water like rivers, ponds and the sea is dangerous to go near alone
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