Topic outline

  • General

  • PART I: GENERAL INTRODUCTION

    1.1 The structure of the guide

     This section presents the overall structure of this guide, the unit and lesson 
    structure to help teachers to understand different sections of this teacher’s 

    guide.

     Overall structure
     The whole guide has three main parts as follows:

         General Introduction:
     This part provides general guidance on:
     • How to develop the generic competences;
     • How to integrate cross cutting issues;
     • How to cater for students with special educational needs, active 
    methods and techniques of teaching Physical Education and Sports 
    and guidance on assessment.
     
    Sample lesson plan:
     This part provides a sample lesson plan developed and designed to help the 
    tutors to develop their own lesson plans.
     
    Unit development:
     This is the core part of the guide. Each unit is developed by following the 
    structure below.
     
    Structure of a unit
     Each unit is made of the following sections:
     • Unit title: From the syllabus.
     • Key unit competence: From the syllabus.
     • Prerequisites (knowledge, skills, attitudes and values): This section 
    indicates knowledge, skills and attitudes required for the success of the 
    unit. The competence-based approach calls for connections between 
    units/topics within a subject and interconnections between different 
    subjects. The teacher will find an indication of those prerequisites and 
    guidance on how to establish connections.
     • Cross-cutting issues to be addressed: This section suggests cross 
    cutting issues that can be integrated depending on the unit content. 
    It provides guidance on how to come up with the integration of the issue. 
    Note that the issue indicated is a suggestion; teachers are free to take another 
    crosscutting issue taking into consideration the learning environment.
     • List of lessons/sub-heading: This section presents in a table suggestion on 
    the list of lessons, lesson objectives copied or adapted from the syllabus 
    and duration for each lesson. Each lesson /subheading is then developed.
     • Summary of the unit: This section summarizes what students have been 
    learned in the whole unit.
     • End of each unit: At the end of each unit, the teacher’s guide provides the 
    following sections:
     Additional Information
     This section gives further information that may help him/her to plan and 
    conduct Physical Education and Sports lesson.

     End unit assessment
     This part provides guidance on how to conduct the end unit assessment in a 
    practical way. It suggests activities/games as well as guidance on criteria to be 
    considered such as:
    – Cognitive skills: (E.g.: Increase of the level of capacity of anticipation, 
    problem solving during sports activities, know rules of the game, know 
    techniques and tactics to use different sports activities, know the 
    importance of practice etc.).
    – Technical competences: (E.g.: to receive the ball, to pass the ball to the 
    teammates, to throw a javelin, to score the goal, to dribble the ball etc.).
    – Strong emotional points: Such as self-confidence and feeling, secure.
    – Social competences: Such as cooperation and solidarity.
    – Attitudes and values: E.g.: optimism, confidence, respect, fair play, 
    teamwork spirit, self-confidence, determination, courage, impartiality, 
    avoid doping in sport activities etc.
     
    Additional activities
     This section provides additional games/exercises for the teacher to have a wide 
    range of activities/games related to the unit.
    – Consolidation activities: Additional activities to students with special 
    educational needs.
    – Remedial Activities: Additional activities for students who need more 
    time and exercises to achieve a certain level of performance.- 
    Extended activities: Additional activities for talented students.

    The guide ends with references.
     Structure of each lesson
     Each lesson/sub-heading is made of the following sections:
    – Lesson title: It shows the title of the lesson.
    –     Introduction: This section gives a clear instruction to the teacher on how to 
    start the lesson.
    –     Teaching resources: This section suggests the teaching aids or other 
    resources needed in line with the activities to achieve the learning objectives. 
    Teachers are encouraged to replace the suggested teaching aids by the 
    available ones in their respective schools and based on learning environment.
    –     Steps of the lesson: This section provides activities/games/exercises and 
    guidance step by step: Opening discussions, warm up, lesson body, cool down 
    and closing discussions (R-C-A: Reflect, Connect and Apply).
     
    1.2 Methodological guidance
     1.2.1 Developing competences
     Since 2015, Rwanda shifted from a knowledge based to a competence based 
    curriculum for pre-primary, primary and general secondary education. This called 
    for changing the way of learning by shifting from teacher-centered to the Learner
    centered approach. Teachers are not only responsible for knowledge transfer but 
    also for fostering students’ learning achievement, and creating safe and supportive 
    learning environment. It implies also that a student has to demonstrate what he/
     she is able to do using the knowledge, skills, values and attitude acquired in a new 
    or different or given situation.

    The competence-based curriculum employs an approach of teaching and learning 
    based on discrete skills. It focuses on what students can do rather than what 
    students know. Students develop basic competences through specific subject 
    unit competences with specific learning objectives broken down into knowledge, 
    skills and attitudes. These competences are developed through learning activities 
    disseminated in learner-centered rather than the traditional didactic approach. 
    The students are evaluated against set standards to achieve before moving on.

    In addition to specific subject competences, students also develop generic 
    competences that are transferable throughout a range of learning areas and 
    situations in life.

    Below are examples of how generic competences can be developed in Physical 
    Education and Sports:
     
    Generic competence 
    Examples of activities that develop generic competences
     
    Communication
    – Organize and present in writing and verbally a complete and clear report 
    of a training session, a match for a given sports or any organized sport 
    event;
    – Select and use a set of verbal and nonverbal channels of communication 
    during a game situation or sport activities (a voice, facial expressions and 
    bodily movements);
    – Observe and interpret different game situations, sport events and react 
    accordingly;
    – Argue verbally or in writing about any given performance/results in sports 
    activities.
     Cooperation, Personal and Interpersonal management and life skills
    – Playing in Pairs;
    – Playing in small groups/teams;
    – Playing in large team and/or a club. 
    Critical thinking
    – Demonstrate advantages of Sports activities to the schools where sports is 
    valued contrary to a school or institution where sport is neglected.
     Innovation and creativity
    – Create a set of physical activities of a training session for a given sport;
    – Leading a given activity in sport training session with objectives, 
    methodology, observations, results and conclusions;
    – Design a sketch map of some techniques and tactics used in different 
    games;
    – Create a chart of the main steps in a performing a given tactic in different 
    sports/games;
    – Create and organize sport event.
     Intra and interpersonal skill (Intra skills refer to the skills of knowing and 
    living with oneself while Inter personal skills deals with knowing and living 
    with others)
    – Ability in facilitating interaction and communication with others.

    Lifelong learning
     – Exploit all opportunities available to improve on knowledge and skills.
    – Reading sports journals, listening to sports news and following different 
    games and sport events on TV or on playgrounds/ stadium.
     
    Research and Problem solving
    – Research using internet or books from the library and develop tactics or 
    strategies to be used in performing sports activities;
    – Fabricate sports materials from local materials (e.g. making a soccer ball, 
    making a shot putting using sand and sacs, etc.).

         1.2.2 Addressing cross-cutting issues
     Among the changes in the competence, based curriculum is the integration 
    of cross cutting issues as an integral part of the teaching learning process as 
    they relate to and must be considered within all subjects to be appropriately 
    addressed. 

    The eight cross cutting issues identified in the national curriculum 
    framework are:
     • Comprehensive Sexuality Education (CSE);
     • Environment and sustainability;
     • Financial Education;
     • Gender;
     • Genocide studies;
     • Inclusive Education;
     • Peace and Values Education;
     • Standardization Culture.
     Some cross cutting issues may seem specific to particular learning areas or 
    subjects but the teacher need to address all of them whenever an opportunity 
    arises. In addition, students should always be given an opportunity during the 
    learning process to address these cross cutting issues both within and out of 
    the classroom to progressively develop related attitudes and values.

    Below are examples on how crosscutting issues can be addressed and how to 
    integrate them in Physical Education and Sports lessons.

    Comprehensive sexuality education 

    A teacher provides physical activities. A teacher sets instructions that prevent 
    any sexual harassment, any kind of gender-based violence like sexual abuse 
    and physical contacts oriented to the sexuality intention physical and sports 
    activities. 
    Environment and sustainability
     In teaching and learning process environment and sustainability are addressed 
    when:
     The teacher explains to students the importance of a safe and clean environment 
    for safe physical and sport activities
    .– Students avoid throwing away used materials before, during and after 
    exercises.
    – There are rules set for cleaning the playgrounds before and after exercises.
    – Students avoid spitting or blowing the nose in pitch, field, and court during 
    exercises.

    Financial Education
     in teaching and learning process, financial education may be addressed when:
    – Students are able to find themselves local grown solutions as regards to 
    sports equipment and sport materials where there is shortage;
    – Students are good managers of sports infrastructures and sports materials, 
    knowing that some of them are costly.

         Gender 
    Teachers should ensure equal participation of both girls and boys during 
    physical activities and equal participation in open discussion and in refereeing.
     
    Genocide studies 
    Inclusive education 
    While conducting Physical Education and Sports activities a teacher should take 
    a time to explain students how sports should be used to fight against Genocide 
    against Tutsi ideology and how to prevent it or organizing Genocide against 
    Tutsi memorial tournaments at school and giving the message related to the 
    Genocide against Tutsi.
     Involve all students in all activities without bias. E.g., allow a student with 
    physical disability to be a referee, a coach, an assistant, a judge. Modify activities 
    so they suit the abilities and attention span of the students.

    Peace and Values Education 
    In teaching and learning process, the teacher must encourage tolerance, 
    patience, cooperation, teamwork spirit, mutual help, and respect of opinions of 
    colleagues, obeisance (respect) of rules and culture of acceptance for creation 
    of a more peaceful game situation.
     
    Standardization culture
    – In teaching and learning process, the students must use standardized 
    materials in prevention of injuries and accidents.
    – The teacher also must help students to know how to choose and use 
    safe sports clothing for their health (e.g. safe sports shoes), safe physical 
    exercises (avoid bad body postures and forbidden body exercises, adapted 
    physical activities).
     
    1.2.3 Attention to special educational needs
     Currently we are convinced that games and sports are very beneficial to people 
    with physical, mental, emotional and psychological disabilities.
     What attitude to adopt to promote the integration of students with disabilities 
    during recreational and sports activities?
     To promote the integration of students with disabilities during recreational and 
    sports activities, the following tips may help teachers/educators in the training 
    of these students:
     • Adopt an approach of sports and game which is based on skills, you 
    focus on what students are capable of doing. In this respect, you can 
    introduce small changes in games and activities for students with 
    disabilities.
     • Be relaxed and natural when you are with people with disabilities. Do 
    not treat them as if they need your pity or your charity. Do not think 
    they necessarily need help. Let them do and say things themselves.
     • Avoid keeping students with disabilities out of the game: in a regular 
    class, let them participate in other’s games. However, avoid being too 
    demanding about the level of their performance.

     What can we modify to promote the integration of students with disabilities 
    during recreational and sports activities?
     Within the framework of integration of students in games, according to the 
    nature and the gravity of impairment, students can participate in games 
    designed for all students. In other cases, the teacher or educator should think 
    about changes he/she could make to meet the special needs of teachers he/she 
    has in the group. He/she should also think about adaptation of the game, the 
    playground, equipment and duration of the game.
     
    Below are some examples of adaptation to initiate:
     i. Adapt roles and rules
     • Make the game easier or harder by changing some rules.
     • Let students play different roles and in different positions.
     • Allow students to play in different ways, for example, sitting instead of 
    standing.
     • Simplify expectations of the game.
     • Simplify instructions.
     
    ii. Adapt the playground
     • Change the size of the playground. Enlarge or reduce the playground.
     • Change the distance: for example, put a target closer.
     • Change the height of a target.
     • Allow more or less space between students.
     • Let students move from different spaces.
     
    iii. Adapt the materials
     • Reduce the size or weight of materials.
     • Choose balls of various textures, bright colours or balls, which make 
    noise.

         iv. Adapt the duration of the activity
     • Reduce or extend the time allotted to the activity.
     Aspects to consider when you want to modify an activity
     Ask yourself the following questions:
     • Does the modification affect negatively the activity? This should not be 
    the case.
     • Does the modification correspond to the ability and duration of 
    students’ attention?
     • Will the students with disability be able to play with others?
     • Is the activity proportional to ages of participants?
     • Does the activity respond to the needs of all participants?
     Strategies to help students with physical disabilities or mobility difficulties
     • Adapt activities so that students, who use wheelchairs, use other 
    mobility aids, have difficulty in moving can participate.
    • Ask for adaptation of furniture. E.g., the height of a table may need to 
    be changed to make it easier for a student to reach it or fit their legs 
    or wheelchair. Encourage peer support between students. Get advice 
    from parents or a health professional about assistive devices.
     Strategies to help students with hearing disabilities or communication difficulties
     • Always get the student’s attention before you begin to speak.
     • Encourage the students to look at your face.
     • Use gestures, body language and facial expressions.
     • Use pictures and objects as much as possible.
     • Ask the parents/caregivers to show you the signs they use at home 
    for communication (use the same signs yourself and encourage other 
    students to also use them).
     • Keep background noise to a minimum.
     Strategies to help students with visual disabilities
     • Help students to use their other senses (hearing, touch, smell and 
    taste) to play and carry out activities that will promote their learning 
    and development.
     • Use simple, clear and consistent language.
     • Use tactile objects to help in explaining a concept.
     • For students with some sight, ask them what they can see. Get 
    information from parents/caregivers on how the students manage 
    their remaining sight at home.
     • Make sure that the students have a group of friends who are helpful 
    and who allow the student to be as independent as possible.
     • Plan activities so that students work in pairs or groups whenever possible.

     1.2.4 Guidance on assessment
     Assessment in PES must be a continuing process that arises out of interaction 
    during teaching and learning process. It includes lesson evaluation during 
    R-C-A after each session and end of unit assessment.
     This formative assessment should play a big role in teaching and learning 
    process. The teacher should encourage individual, peer and group evaluation 
    of the activity done. In this step, the teacher sets exercise to assess abilities, 
    skills, knowledge and attitudes of individual students basing on unit or lesson 
    objectives. During assessment activity, students perform exercises individually 
    or work in teams. The teacher avoids intervening directly. In fact, results from 
    this assessment inform the teacher on next steps for the whole class and 
    individuals. In some cases, the teacher can end up with giving remedial and 
    extra activities.
     
    1.2.5 Students’ learning styles and strategies to conduct teaching and learning process
     There are different teaching styles and techniques that should be catered for. The 
    selection of teaching method should be done with the greatest care and some of the 
    factors to be considered that are:
     • The uniqueness of Physical Education and Sports.
     • The type of lessons to be learned.
     • The particular learning objectives to be achieved.
     • The allocated time to achieve the objective.
     • Available instructional Sports materials, equipment and Sports 
    infrastructure.
     • Individual students’ needs.
     Abilities of students’ and learning styles
     There are different learning styles to use while teaching Physical Education and 
    Sports depending on students’ abilities. The teacher should use a wide range of 
    techniques and tools to cater for different specificity of students’.
     
    1.2.6 Teaching methods and techniques that promote the active 
    learning
     A.  Suitable Methods / techniques to teach PES
     Physical Education and Sports is taught:
     • In the classrooms (e.g. using a projector and videos to teach steps of 
    performing a technique, a system of game play and using a chalk board 
    to teach rules of the game).
     • In the playgrounds/courts for teaching different games (e.g.: football 
    playground for teaching football game, volleyball court for teaching 
    volleyball game, handball playground for teaching handball game, 
    basketball court for teaching basketball game, netball court for teaching 
    netball game).
     • On the athletic track, fields, roads and hills for teaching athletics 
    activities (racing, jumps and throws).
     • In Gymnasiums for teaching gymnastics and indoor sports.

    In the process of teaching and learning Physical Education and Sports, the 
    following methods should be used:
     • Demonstration method: A teacher makes him/herself a demonstration 
    or asks an able student to do a demonstration. The teacher is advised not 
    to do a demonstration if he/she is not sure to do it better than every 
    individual student can do it.
     • Verbal Explanation: A teacher describes/explains activities he/she 
    wants students to perform.
     • Practice session: Students are given time to practice exercises intended 
    to develop the desired skills.
     • Supervision: During a PES lesson, the teacher plays a role of supervising 
    where he/she must move around in field and make corrections for 
    individual students during exercises.
     • Correction: While making corrections starting by group correction to 
    individual correction. Corrections for inaccuracy in performing given 
    techniques are done immediately.
     • Evaluation: Let students do their own evaluation for each other, then 
    help them by giving some advice using encouraging words. Evaluation is 
    a continued activity throughout the physical exercises.
     • Discussion: Discussions are used before and after teaching and learning 
    activities in open talks to motivate and develop attitude and values in 
    students.
    • Application: Use of learned Physical Education and Sports skills in 
    different situations to solve a given problem.
     
    Physical Education and Sports in small schools or schools with limited 
    facilities
     Where schools have specific problems related to a lack of indoor and outdoor 
    space, consideration might be given to:
     • The use of the classrooms, corridors and available school grounds for 
    orienteering exercises.
     • The provision of markings on the playground for athletic activities and 
    small- sided games.
     • The use of local facilities, e.g. Local grounds, community centres, parish 
    halls, youth clubs, colleges, higher learning institutions etc.
     • Co-operation with other primary or secondary schools in sharing 
    facilities.
     • Allocating more time to Physical Education and Sports in good weather.
     • Visiting an outdoor education centre providing facilities for many 
    worthwhile activities.
    • Use possible available space, which should be used to facilitate teaching 
    and learning of Physical Education and Sports.
     • Use local materials by making for example: goal posts for Football, 
    Netball and Handball, posts for supporting net in Volleyball.
     • Try to create their own playgrounds by using space available.
     
    B.      Steps of a PES lesson
     While teaching a Physical Education and Sports lesson by using play based 
    approach, a teacher follows these steps:
     Step 1: Opening discussions.
     Step 2: Warm-up activities.
     Step 3: Lesson body.
     Step 4: Cool down.
     Step 5: Closing discussions focusing on Reflect, Connect and Apply (R-C-A).
     
    Step 1: Opening discussions
     The Opening discussions prepare students for the learning experience. 
    Discussions encourage them to think about the learning objective of the play. 
    Opening discussions include quick questions to stimulate students’ curiosity 
    and engagement.
     
    Strategies for good discussions:
     • Set appropriate arrangement for good discussions: e.g. semi-circle, 
    circle, U-shape.
     • Prepare students for discussions.
     • Set ground rules, which create a safe atmosphere for students.
     • Ensure interactive and inclusive discussions.
     • Acknowledge each student’s contribution.
     • Ensure classroom management and control.
     
    Step 2: Warm-up activities
     A warm-up is performed before a game/play/practice of technique. It helps 
    the body activation, prepares itself for a physical exercise, and reduces the risk 
    of injury. The warm-up should be a combination of rhythmic exercises, which 
    begin to raise the heart rate and raise muscle temperature, and static stretching 
    through a full range of motion. The use balls while warm up activities help 
    students to master previous skills, which should help them to perform new 
    skills.
     
    Step 3: Lesson body

     A game/play/exercise is selected according to the topic to be taught/age of 
    students/ability of students/available materials and skills you want to develop.
     
    Step 4: Cool down
     A cool down activity is an easy exercise that allows the body to gradually 
    transition to a resting or near-resting state. It is done after the main activity or 
    lesson body.
     
    Step 5: R-C-A discussions
     Assessment in PES lesson is done when students are performing exercises/
     activities/games. At this level, through the R-C-A discussions the teacher allows 
    students to do their self-evaluation and provide the feedback from learned 
    lesson.
     
    Reflect
    -Connect
    -Apply is a teaching and learning strategy that leads students 
    through a 3
    -steps discussion about their experience:
     Reflect
    – Ask questions, which help student to reflect on the game/ play/skill 
    learned. The teacher asks questions about their experience and feelings 
    during the game/exercise/activity.
     
    The teacher asks questions like:
    – What was interesting?
    – What was easy?
    – What was challenging?
    – What strategies have you used to win?
    – How did you feel in case of success or failure?
     
    Connect
     Ask questions, which help students to connect what they have learned to life 
    experiences and lesson content.
     The teacher asks questions like:
    – How this game/exercise/activity is connected to what you already know, 
    believe or feel?
    – Does it reinforce or expand your view?
    – The teacher also asks questions, which connect the game/exercise/activity 
    to lesson content.
     
    Apply
     Ask questions, which help student to apply acquired experience to another 
    situation.
     The teacher asks questions like:
    – How could you use what you have learned from this experience?
    – How could you use your new learning to benefit yourself, others, your 
    community?
     RCA is based on the work of educationalists such as Freire, Brown, Piaget, 
    Brantford and others who support the concept of an educational process 
    that is active, relevant, reflective, collaborative and applied, and has its roots 
    in experiential learning theory (Kolb, 1984). Play-based learning technique 
    is closely linked to the Experiential Learning Cycle. It starts with a game or 
    play-based activity and ends with a closing Reflect, Connect and Apply (RCA) 

    discussion linked to the subject matter.

    Experiential Learning Cycle (David A. Kolb, 1984 – Experiential Learning Theory).







  • PART III: UNIT DEVELOPMENT :UNIT 1 :GYMNASTICS

     Key unit competence: Apply rules and regulations of Gymnastic.
     1.1  Prerequisite (Knowledge, skills, attitudes and values)
     Students of senior six will learn better Gymnastic rules if they can perform 
    ground and apparatus gymnastics learnt in senior four.
     
    1.2  Cross-cutting issues to be addressed 
    • Gender:  
    In teaching and learning of Gymnastics rules, the teacher must prepare and 
    provide activities that engage both girls and boys equally to exploit their full 
    potential and talents without any discrimination or prejudice.
     
    • Inclusive education: 
     The teacher as a facilitator he/she must consider different special education 
    needs and select physical activities to adapt his teaching approaches to all 
    students. This creates a positive attitude and helps all learners to participate 
    actively and develop their competence levels.

    • Financial education:     
    The teacher should integrate Financial Education into his teaching/learning 
    activities by providing the local and no cost teaching material where is possible. 
    He/she must encourage students to make their own materials that can help 
    them to develop competences not only in sport at school but also in their daily life.

     • Standardization culture: 
    The teacher must choose and select the standardized materials to use in his/
     her teaching/learning process. It is necessary to provide appropriate materials 
    required to the levels of students and help them to develop culture of checking 
    and using the quality of sport materials for the competitions before to use them 
    in order to prevent injuries and other accident.

    • Environment and sustainability: 
    The teacher should provide materials and deliver the lesson with encouraging 
    students to protect the environment and well use of materials. The teacher 
    helps them to develop the spirit of keeping safe the environment they use in 
    sports activities.

     • Peace and values education:
     The teacher helps students to develop fair play and social values by planning 
    physical activities that Avoid violence and conflict in the game and by setting 
    clear and relevant instructions. He/she should provide the activities that help 
    students to develop their competence peacefully.
     
    • Comprehensive sexuality education:
     A teacher provides physical activities and sets instructions that prevent sexual 
    harassment, any kind of gender based violence like sexual abuse and physical 
    contacts oriented to the sexuality intention.
     
    • Genocide studies: 
    While conducting gymnastics rules lesson a teacher should take a time to explain 
    students how sports should be used to fight against Genocide ideology and 
    how to prevent it. For example, to organize Genocide memorial tournaments at 
    school and give the message related to the Genocide.
     
    1.3. Guidance on introductory activity 
    Before introducing the lesson one of this unit, teacher must introduce the whole 
    unit. The teacher as a guide, facilitator and expert, ask questions or give activity 
    related to Gymnastics exercises in order to help them to predict what to be 

    learnt in the whole unit.

     1.4. List of lessons/sub-heading 


    Lesson 1: Gymnastics exercises rules
     a) Learning objective  
    List and explain elements of ground and apparatus gymnastics rules.
     
    b) Teaching resources 
    Books, internet videos, pictures on manila paper, projector and laptop.

    c) Prerequisites/Revision/Introduction 
    Student of senior six will learn better Gymnastics rules if they can perform ground 
    and apparatus gymnastics learnt in senior four.

    d) Learning activities 
    Opening discussions
     Teacher as a facilitator and a guider facilitates students in the following ways:
    – Ask questions about types of ground and apparatus gymnastics exercises 
    learnt in senior four.
    – Introduce the lesson of the day by asking question related to gymnastics 
    rules, like to brainstorm different rules and regulations to follow when 
    executing gymnastics exercises.

     e) Lesson body

    Application activity 1.1
    Divide students into 5 groups, and distribute to them questions in the table 
    based on group numbers and let them discuss given questions into their 
    respective groups. Distribute Gymnastics rules for each group based on 
    questions given and facilitate students to get resources (if possible, you may 
    use smart classroom and let them use soft copy of gymnastics rules, videos 

    showing officiating procedures etc.)



     Pass though groups and help them where is necessary. Request students to 
    choose a secretary to record their findings and group representative who will 
    present their findings.– Request group representative to present their findings and group members 
    may support where is necessary.
    – After presentation of all groups, use a projector to recap presentations, 
    show them different event format used in gymnastics competition.
     Closing discussions (RCA)/ Conclusion
     Summarize the lesson on different rules in gymnastics (event format, scoring, 
    teams and players, fouls and penalties) and ask students to write them in their 
    notebooks.
     Lesson 2: Officiate a gymnastic competition
     a) Learning objective  
    Interpret elements of apparatus and ground gymnastics during gymnastics 
    competition.
     b) Teaching resources 
    Parallel bar, Horizontal bar, Playground.
     c) Prerequisites/Revision/Introduction 
    Student of senior six will better officiate a Gymnastics competition if they can 
    list and explain element of gymnastics rules learnt in lesson one of this unit.
     d) Learning activities 
    Opening discussions
    – Ask questions related to gymnastics rules learned in lesson 1 in this unit.
    – Let students answer asked questions and support their answers where is 
    necessary.
    – Introduce the new lesson and invite students to start warm up.
     Warm up exercises
    – Let students perform general warm up exercises and specific warm up 
    based on the most body’s parts to be used while performing gymnastics 
    exercises and stretch their muscles properly.
    – One student can lead warm up and stretching exercises.
     
    e) Lesson body 
    Activity 1.2
     Competition situation
    – Organize a gymnastic competition between students of the same class.
    – Form three groups A, B and C of students. Competition is organized in 
    this way:
     Group A and B will be players and compete on floor ground gymnastics 
    exercises and apparatus exercises), C group will act as officials by providing: 
    judges other remaining players will record fouls and misconduct happened 
    and how officials have been reacted for those fouls and misconducts. 
    Points to be inspected by judges are:
    – How difficulty exercise was.
    – How exercises are being executed.
    – Fouls made by players and penalties to be given.
     Rotate groups until everyone have been a player and a judge.
     Or Prepare a video of Olympic gymnastics competition or world championship, 
    and present if to students and ask them to judge the gymnasts performing in 
    that video. Each student must have a pen and note book, they must take note on 
    what they can do according to the performance of each athlete, and after they 
    must give score accordingly.
     
    Points to check are:  
    How difficulty exercise was;
     How exercises are being executed; 

    Fouls made by players and penalties to be given.

    Cool down 
    Choose one student to lead cool down and invite them to start after Competition 
    discussion.

    1.5 additional information for tutors 
    Gymnastics, is a competitive sport in which individuals perform optional 
    and prescribed acrobatic exercises, mostly on special apparatus, in order to 
    demonstrate strength, balance, and body control. 

    It is a part of the ancient Olympic Games; gymnastics was virtually reinvented in 
    the modern era by the German Friedrich Jahn (1778–1852). The sport became 
    part of the revived Olympics in 1896; women’s gymnastics was instituted in 
    1936. Men’s events include the horizontal bar, parallel bars, pommel horse, 
    vaulting, rings, and floor exercises. Women’s events include the balance beam, 
    uneven parallel bars, vaulting, floor exercises, and rhythmic sportive gymnastics.
     
    A lot of gyms will not allow you to participate in gymnastics if you don’t wear an 
    appropriate attire/clothes. Attire is not only a requirement to meet the standards 
    of a gym or competition but it is required for safety. 

    Loose clothing and gymnastics are a match that do not go well together, as a 
    baggy clothes can get in your way and lead you to injure yourself.
     Girls: Wear either a leotard or biketard during a competition.
     Boys: Wear t-shits that are tucked into pair of pants or shorts that are not baggy 
    will do the trick.
    – No shoes are allowed on gym floor; bare feet or beam shoes are recommended 
    to avoid injuries or damaging the gymnastics floor.
    – Jewelry are not allowed during competition or training.
    – Gymnastics can either compete in a team or as an individual. There is a 
    team competition, an all- round competition and individual competition 
    for each event. The team event consists of four athletes, with three of them 
    competing in each event. There is a specific order in which athletes rotate 
    between apparatuses.

    – Women’s gymnastics consists of vault, bars, beam and floor.

    – Men’s gymnastics consists of floor, pommel horse, rings, vault, parallel 

    bars and high bar.

    – Athletes are scored on both difficulty and execution. The score is determined 
    based on the execution and an artistry of routine with deductions for falls, 
    errors in technique and execution. Deductions range from 0.1 to1.0. errors 
    such as tie violations, stepping out of bounds, behavior faults, or falls are 
    penalized using neutral deductions.
    – Gymnastics meet have no set time limit, but finish when every athletes has 
    performed on their specific event.
    – Penalties are deciding by the judges, with the most common penalties 
    coming from a fall off an apparatus.
    – The Jury is composed by the D-panel that judges the difficulty of an exercise, 
    and the E-panel that judges the execution of an exercises, and the R-panel 
    (or reference panel) that acts as a check on the athlete with the highest 

    score after everyone competes is named the winner.

    1.6 End of unit assessment

    Prepare a video demonstrating a gymnasts performing floor exercises 
     (ground gymnastics exercises) or apparatus gymnastics exercises, and 
    present it to the students in smart classroom. Students must watch the 
    video and decide the winner of the competition by providing the score and 
    penalties each athlete received and why he received it. This work is done 

    individually.

    1.7 Additional activities

    Remedial activities 
    In groups, students watch a gymnastics video and identify and explain 
    elements of ground and apparatus rules and regulations.
     
    Consolidation activities 
    Participate in competitions between small groups at school and choose 
    records.
     
    Extended activities 
    their own officials to be parts of the jury to judge the performance and make 
    Organize a school competition of gymnastics (apparatus and ground 
    exercises) and asks students to become members of jury that is officiating 

    the competition

  • UNIT 2: ATHLETICS

    Key unit competence: Develop technical and tactical skills of throwing and 
    apply rules and regulations of throwing.
     
    2.1 Prerequisite (Knowledge, skills, attitudes and values)
     Students of senior six will learn better athletics throws techniques and rules if 
    they can perform motor control, body control and balance learned in Secondary 
    School ordinary level.

         2.2 Cross-cutting issues to be addressed 
    Gender:  In teaching and learning of athletics throws, the teacher must prepare 
    and provide physical activities that engage both girls and boys equally to exploit 
    their full potential and talents without any discrimination or prejudice.

         Inclusive education: The teacher as a facilitator he/she must consider 
    different special education needs and select physical activities to adapt his 
    teaching approaches to all students. This creates a positive attitude and helps 
    all learners to participate actively and develop their competence levels.

    Financial education:     The teacher should integrate Financial Education into 
    his teaching/learning activities by providing the local and no cost teaching 
    material where is possible. He/she must encourage students to make their 
    own materials that can help them to develop competences not only in sport at 
    school but also in their daily life.

    Standardization culture: The teacher must choose and select the standardized 
    materials to use in his/her teaching/learning process. It is necessary to provide 
    appropriate materials required to the levels of students and help them to 
    develop culture of checking and using the quality of sport materials for the 
    competitions before to use them in order to prevent injuries and other accident.
     
    Environment and sustainability:     The teacher should provide materials and 
    deliver the lesson with encouraging students to protect the environment and 
    well use of materials. The teacher helps them to develop the spirit of keeping 
    safe the environment they use in sports activities.

    Peace and values education:     The teacher helps students to develop fair play 
    and social values by planning physical activities that Avoid violence and conflict 
    in the game and by setting clear and relevant instructions. He/she should 
    provide the activities that help students to develop their competence peacefully.

    Comprehensive sexuality education    : A teacher provides physical activities 
    and sets instructions that prevent sexual harassment, any kind of gender based 
    violence like sexual abuse and physical contacts oriented to the sexuality 
    intention.

    Genocide studies    : While conducting athletics throws activities a teacher 
    should take a time to explain students how sports should be used to fight against 
    Genocide ideology and how to prevent it. For example, to organize Genocide 
    memorial tournaments at school and give the message related to the Genocide.

    2.3 Guidance on introductory activity 
    Before introducing the lesson one of this unit, teacher must introduce the whole unit. 
    The teacher as a guide, facilitator and expert, ask questions or give activity 

    related to athletics in order to help them to predict what to be learnt in the whole 

    unit.

    2.4. List of lessons/sub-heading


    Lesson 1: Shot put techniques and tactics exercises
     a) Learning objective  
    Develop and perform shot-put techniques and tactics.
     b) Teaching resources 
    Cones, Whistle, Internet, Laptop, Projector, Field/playground/throwing area, 
    watch, decameter and shot put (for men and women).
     
    c) Prerequisites/Revision/Introduction 
    Students of senior six will learn better techniques and tactics of shot putting in athletics
    if they have developed basic techniques of shot putting in Ordinary Level and 
    have performed basic physical exercises.
     d) Learning activities 
    Opening discussions
    – Ask questions related to different types of athletics learned in senior four 
    and five.
    – Introduce the lesson of the day by asking questions on techniques of shot 
    putting learned in ordinary level.
    – Invite students to start warm up exercises.
     Warm up exercises and stretching exercises 
    Let students perform general warm up exercises and specific warm up based 
    on the most body’s parts to be used while performing techniques of shot put 
    and stretch their muscles properly. 

    e) Lesson body 
    Activity 2.1
     Explain and demonstrate to the students that during shot put, the following steps 
    are respected:
     1st step: Holding a shot put
    – Applying to grip the shot put.

    – Placing parallel fingers and slightly speed.


     2nd step: Neck placement
    – Raise the shot above their head.
    – Push the shot into their neck.
    – Holding the shot on the front part of the neck.
    – Lift elbow parallel to the floor.
    – Check to see that their thumb is pointing down towards their clavicle.
    – The palm keeps pointing towards the throwing direction.
     3rd step: Preparation
    – Carrying out start upright at the rear of the circle.
    -Back to the stop board.
    – Bend trunk forward parallel to the ground.
    – Supporting the leg bent.
    -Make free leg drawn towards the back of the circle. 
    4th step: Gliding
    – Gliding off the right/left foot to its heel.
    – Placing it in the center.
    – Coordinate landing feet simultaneously.
    – Land left/right foot on the ball.
    – Maintain landing feet on the ground.
    5th step: Rotation/deliver/recovery
    – Execute preparation with non-support and maintain foot placement.
    – Deliver shot put with increasing power position, accelerate and make final
    – arm movement.
    – Make recovery by changing legs quickly after the release by bending right
    – leg, lowering upper body.
    – Swing the left/right leg backwards and keep eyes look down.
     Shot putting styles 
    There are two styles, which are currently used in shot put competition:
     – The glide.
    – The spin (rotational techniques).
     
    Activity 2.2
     Let students perform techniques of throwing shot put individually using 
    glide style by making many trials in order to be familiarized with shot put 
    throw, try to keep security while throwing by giving enough space to the 
    thrower in order to avoid accidents.

    Activity 2.3
     Let students perform techniques of throwing shot put individually using 
    rotational style by making many trials in order to be familiarized with shot 
    put throw, try to keep security while throwing by giving enough space to the 
    thrower in order to avoid accidents.

    Application Activity 2.1
     Let student teachers perform techniques of shot putting individually 
    using the style of their choice and record their performance to show and 
    evaluate their own progress. They can do this activity in a small competition. 
    Remember to give enough space to the thrower in order to avoid possible 
    accident, which may occur during throwing.

    Cool down exercises 
    Ask students to make sure that their muscles are stretched after throwing a shot 
    put. To stretch shoulders, stand straight and lift your arm, holding it straight 

    Closing discussions     (RCA) 
    and parallel to the floor, and gently stretch it backward, which will extend your 
    arm behind your shoulder. Hold the position for 30 seconds, then repeat the 
    exercise on the other side.
     
    Reflect
    – What are challenges/benefits did you face while performing exercises of  
    shot putting?
    – How did you proceed in order to perform techniques of that throw?
     Connect
    – In which conditions do you need throws like shot putting?
     Apply
    – What is the usefulness of shot putting?
    – How will you use skills of shot putting in your daily life?
     Lesson 2: Discus techniques and tactics
     
    a) Learning objective  
    Develop and perform discus techniques and tactics.

    b) Teaching resources     
    Cones, Whistle, Internet, Laptop, Projector, Field/playground/throwing area, 
    watch, decameter and Discus (for men and women).

    c) Prerequisites/Revision/Introduction     
    Students of senior six will learn better techniques and tactics of discus throw 
    in athletics if they have developed basic techniques of discus in Ordinary Level 
    and have performed basic physical exercises.

    d) Learning activities 
    Opening discussions
    – Ask questions related to different types of athletics learned in senior four 
    and five.
    – Introduce the lesson of the day by asking questions on techniques of discus 
    learned in ordinary level.
    – Invite students to start warm up exercises.

    Warm up exercises and stretching exercises     
    Let students perform general warm up exercises and specific warm up based on 
    the most body’s parts to be used while performing techniques of discus throw 

    and stretch their muscles properly. 

    e) Lesson body 
    Activity 2.4
     Explain to the students that the discus throw is divided into four main phases; 
    Gripping the implement, Foot placement, the power position, and release and 
    recovery.
     
    Phase 1: Gripping the implement
     Request students to:
    – Make preparation by holding the discus.
    – Face back to the throwing direction.
    – Bend knees slightly. 
    – Keep the weight on the balls of the feet. 

    – Keep arms nearly to the shoulder height

    Phase 2, 3 and 4: Foot placement, power position, release and recovery
     Request students to:
    – Make preparations with non-support.
    – Provide support and maintain momentum.
    – Deliver by the maintenance of power position (the right toe should clear 
    past the left foot before the athlete starts the sprint to the middle.
    – The left leg should stay low and fixed, ready to push off toward the front of 
    the circle the left arm will remain inside the knee and with the shoulders 
    level to help keep the body on balance) and acceleration. 
    – Recover with changing legs quickly after the release. 
    – Bend right leg and lower upper body. 

    – Swing the left leg backwards and keep eyes look down.


    Remind students that the influence on discus distance are the following:
    – Velocity of the discuss at release.
    – Angle of release.
    – Attitude angle or angle of tilt at the release.
    – Wind direction and velocity.
     
    Activity 2.5
     Let students perform techniques of throwing discus individually by making many 
    trials in order to be familiarized with discus throw, try to keep security while 

    throwing by giving enough space to the thrower in order to avoid accidents.

     Application Activity 2.2
    – Let students perform techniques of throwing discus individually and 
    record their performance with evaluating their own progress.
    – They can do this as a small competition. Remember to give enough 
    space to the thrower in order to avoid possible accident, which may 

    occur during throwing.

    Cool down exercises 
    Let students do light exercises and stretch their group of muscles by insisting 
    on most used parts. Guide them while stretching their muscles systematically. 
    Help them/demonstrate/correct where is necessary.

    Closing discussion
     Reflect
    – What are challenges/benefits did you face while performing discus throw 
    exercises?
    – How did you proceed to perform those exercises?
     Connect
    – In which conditions do you need throw like discus?
     Apply
    – What is the usefulness of discus throw?
    – How will you use skills of discus throw in your daily life?
     
    Lesson 3: Techniques of throwing javelin
     a) Learning objective
     Develop and perform Discus techniques and tactics. 
    b) Teaching resources
     Field/playground/throwing area, Watch, Whistle, Decameter, Javelin (for men 
    and women).

    c) Prerequisites/Revision/Introduction 
    Students of senior six will learn better techniques and tactics of throwing 
    javelin in athletics if they have developed basic techniques of javelin throws in 
    Ordinary Level and have performed basic physical exercises.

    d) Learning activities
     Opening discussions
    – Ask questions related to techniques of throwing javelin learned in ordinary 
    level.
    – Let students answer questions, support them where is necessary and 
    introduce the new lesson. 
    – Invite students to start warm up exercises.

    Warm up exercises and cool down description 
    Let students perform general warm up exercises and specific warm up based 
    on the most used body’s parts to be used while performing techniques of javelin 
    throwing and stretch their muscles properly. 

    e) Lesson body 
    Activity 2.6
     Teacher starts the lesson by explaining students that throwing javelin consist of 
    the 4 phases:
     Phase 1: The grip phase
     Explain students that there are three types of grips in throwing javelin such as:
     i) The American grip:
     The thumb and the first two joints of the index finger are behind the cord.
     ii) The Finnish grip:
     The thumb and the index finger are behind the cord, while the index finger 
    supports the shaft. The extended finger assists the rotation of the javelin during 
    delivery.
     iii)The V grip:
     The javelin is held between the index and middle fingers behind the cord. 
    The position of the fingers assists the throwing arm in staying at shoulder 

    height during the approach.\

    Individually, let students perform how to grip javelin by using three grip 
    Methods.

     Phase 2: approach run up and carry

    During the approach run up phase, remind students to measure their strides 

    as follow: 


    Remind students that:
    – They must carry javelin at head height with their arms bent, their elbow 
    pointing forward.
    – Their palm of hand must face upwards to facilitate the wrist and shoulder 
    to relax, and have an easy running movement.
    – Must keep their shoulder parallel to the run up.
    – Must keep their hip high with body weight carried on the ball of the foot.
    – Must have the javelin lined up approximatively parallel to the ground.
    – They have to increase constantly to the maximum controllable speed.
     
    Activity 2.7
     Let students perform approach run individually. During practice of run up ap
    proach, remind them to:Put a clear marker where five steps rhythm start to indicate student ’s the area.
    – Continuing to increase constantly to the maximum controllable speed 
    by avoiding lengthening the stride.
    Tell students to do the following during approach run up and carry:
    – Holding the javelin over the shoulder horizontally.
    – Maintaining the top of javelin at head height.
    – Holding the arm steadily with increasing running speed.

    – Accelerating until reaching the optimum speed.

     Phase 3 and 4: Stride rhythm and delivery 
    Activity 2.8
     Tell students to do the following during stride rhythm and delivery:
    – Execute the withdrawal action with impulse stride.
     – Carry out delivery, transition, power position and final arm movement.
    – Maintain the reserved legs. 
    – Bend the right legs and lowering the upper body.
    – Swing the left leg backwards.

    – Move the foot of the brace leg to the foul line.

    Activity 2.9

    Remind students to remember basics throwing principles for javelin throw:

    – Involve the whole body.
    – Achieve a summation of forces.
    – Apply force in the direction of the throw.
    – Achieve a long range of motion.

    – Weight transfer. 

     Let students perform techniques of throwing javelin individually by making many 
    trials in order to be familiarized with javelin throw, try to keep security while throwing
    by giving enough space to the thrower in order to avoid accidents.


    Application Activity 2.3
     Let students perform techniques of throwing javelin individually by 
    respecting different phases and record their performance with evaluating 
    their own progress. They can do this as a small competition. Remember to 
    give enough space to the thrower in order to avoid possible accident, which 
    may occur during throwing. 

    Cool down exercises
    – Let students do light exercises and stretch their group of muscles by 
    insisting on most used parts. Guide them while stretching their muscles 
    systematically. Help them/demonstrate/correct where is necessary.

     Closing discussion
     Reflect
    – What are challenges/ advantages did you face while performing exercises 
    of javelin throw?
    – How did you proceed to perform those exercises?
     Connect
    – What are conditions do you need throws like javelin?
     Apply
    – What is the usefulness of javelin throw?
    – How will you use skills of javelin throw in your daily life?
     
    Lesson 4: Rules and regulations of throws
    a) Learning objective  
    Apply rules and regulation of shot-put, Discus and javelin throw
    b) Teaching resources 
    Books, Internet videos, Pictures on manila paper, Projector and Laptop
    c) Prerequisites/Revision/Introduction 
    d) Learning activities 
    Opening discussions
     Student of senior six will learn better athletic throws rules if they can perform 
    shot put, discus, and javelin throws learnt in lesson 1,2 and 3 of this unit.
    – Teacher as a facilitator and a guider facilitates students in the following 
    ways:
    – Ask questions about types of throws learnt in previous lesson.
    – Introduce the lesson of the day by asking question related to athletic 
    throws rules, like to brainstorm different rules and regulations to follow 

    when executing shot-put, discus and javelin.

    e) Lesson body

    Activity 2.10
     Divide students into 3 groups, and distribute to them questions in the table 
    based on group numbers and let them discuss given questions into their 
    respective groups. Distribute shot put, discus and javelin throwing rules for 
    each group based on questions given and facilitate students to get resources 

    (if possible, you may use smart classroom, videos showing officiating procedures etc.)


    – Pass though groups and help them where is necessary. Request students to 
    choose a secretary to record their findings and group representative who 
    will present their findings.
    – Request group representative to present their findings and group members 
    may support where is necessary.
    – After presentation of all groups, use a projector to recap presentations, 

    Application Activity 2.4
     Prepare a video which show athletes in competition of shot-putting, discus 
    and javelin throw, and project it and asks students to watch and analyze the 
    actions of throwers and write their decision on paper basing on the rules 
    and regulations of each throw.
     
    Closing discussions (RCA)/ Conclusion
     Summarize the lesson on different rules of throwing in athletics (Implements, 
    throwing area, fouls and penalties) and ask students to write them in their 
    notebooks.

    2.5. Summary of the unit 
    THE SHOT PUT 
    The shot has been an Olympic sport since 1896 and involves pushing or putting 
    a metal ball of 7.26kg for men and 4kg for women. The aim is to put it as far 
    as possible from a seven-foot diameter (2.135m) circle that has a curved 

    10centimetre high toe-board at the front.

     The following rules are adhered to for a legal throw:
    – Competitors take their throw from inside a marked circle 2.135m in 
    diameter, with a stop board approximately 10cm high at the front of the circle.
    – The distance thrown is measured from the inside of the circumference of 
    the circle to the nearest mark made in the ground by the falling shot, with 
    distances rounded down to the nearest centimeter. Place the zero end of 
    the tape at the mark made by the shot closest to the throwing circle, pull 
    through to the center of the circle (should be a mark or hole, and read off the 
    measurement where the tape crosses the inside edge of the circumference 
    of the circle or toe board.
    – Upon calling the athlete’s name, they have sixty seconds to commence the 
    throwing motion.
    – The athlete must rest the shot close to the neck, and keep it tight to the 
    neck throughout the motion.
    – The shot must be released above the height of the shoulder, using only 
    one hand. The ball is to be put (i.e. pushed), not thrown with an overhead 
    motion. At no time may the shot move behind the plane of the shoulders.
    – The athlete may touch the inside surface of the circle or stop board, but 
    must not touch the top or outside of the circle or stop board, or the ground 
    beyond the circle. Limbs may however extend over the lines of the circle 
    in the air.
    – The shot must land in the legal sector (34.92°) of the throwing area (Inside 
    of / not including the line.– The athlete must exit the throwing circle from the back half of the circle.

    A foul throws occur when an athlete:
    – Does not pause within the circle before beginning the throwing motion.
    – Does not begin the throwing movement within sixty seconds of having his 
    or her name called
    – Allows the shot to drop below his shoulder or outside the vertical plane of 
    his shoulder during the put.
    – During the throwing motion, touches, with any part of the body (including 
    shoes): the top or ends of the stop board, the top of the iron ring, anywhere 
    outside the circle.
    – Throws a shot, which either falls outside the throwing sector or touches a 
    sector line on the initial impact.
    – Leaves the circle before the shot has landed.
    – Does not exit from the rear half of the circle.

    The top eight throwers, once established, will have three more attempts in 
    order of increasing distance. The final rankings will result from all 6 attempts. 
    The competitor’s best throw from the allocated number of throws, typically 
    three to six, is recorded, and the competitor who legally throws the shot the 
    farthest is declared the winner. Ties are broken by determining which thrower 
    has the longer second-best throw.
     
    Discuss
     The discus throw is an event in track and field athletics competition, in which 
    an athlete throws a heavy disc called a discus in an attempt to mark a farther 
    distance than his or her competitors. The men’s discus is a heavy lenticular 
    disc with a weight of 2 kilograms and diameter of 22 centimeters, the women’s 

    discus has a weight of 1 kilogram and diameter of 18 centimeters.

    – The discus can be made of any material such as wood but it must have a 
    circular edge with a metallic rim.
    – Inner construction can be both solid and hollow.
    – The cross section of the edge should be made in circular manner and it 
    should have a radius of 6mm.
    – All sides of the discus should be identical. They must be free from any type 
    of sharp edges or irregularities.
    – Finishing of the discus should be smooth.
    – An athlete can only throw the discus when he or she will stand inside a 
    circle, which has a diameter of 2.5m.
    – During the course of throw, the athletes are prohibited from touching the 
    top of the rim. However, they can touch the inner part of the rim.
    – An athlete cannot touch the ground beyond the circle.
    – If the athlete leaves the circle before the landing of the disc on the ground, 
    then it will be considered as a foul throw.
    – In the Olympic matches, each athlete is given eight chances to display their 
    talents.
    – There is particular boundary of landing of the disc. If the disc lands outside 
    that zone, then that throw is considered invalid.
     
    Javelin
    Javelin throwing was once an integral part of ancient warfare and the farther 
    a warrior could hurl a javelin, the greater his standing in the army. The first 
    men’s Olympic javelin event was in 1908 and in 1932 for women. Originally 
    made of wood, modern javelins are made of metal. Men’s javelins weigh 800 g 
    and women’s javelins weigh 600 g. Javelins can be thrown huge distances and 
    have had to be redesigned as athletes were generating throws in excess of the 
    throwing event that allows a run up.

    Implement
    The weight and length

     The javelin consists of three parts: a head, a shaft and a cord grip. The shaft 
    must be constructed of metal and has, fixed to it, a metal head terminating in a 
    sharp point.

    Throwing sector/area
     This is bounded by the inner edges of two lines, which are drawn from the 
    centre of the arc through the points at which the arc joins the lines marking the 

    edge of the runway.


     General rules for throwing javelin
    – The javelin must be held at the grip and the throw must be made over the 
    shoulder or upper part of the throwing arm.
    – For a throw to be valid, the tip of the metal head must strike the ground 
    before any other part of the javelin and it must fall completely within the 
    inner edges of the landing sector.
    – The competitor must make his approach and throw within the lines     demarcating the runway.
    – It is a foul throw if, after starting his throw, he touches the lines or the 
    ground outside with any part of his body.
    – The athlete must not leave the runway until the javelin has landed and then 
    his first contact with the parallel lines or the ground outside the runway 
    must be completely behind the lines, at the ends of the arc at the right 
    angles to the parallel lines.
    – Once the athlete has started the throw, the athlete must not turn completely 
    around so that the back is towards the throwing arc.
    – The number of throws allowed is the same as for the shot and discus.
     
    2.6. additional information for tutors     
    Throwing events are amongst the oldest in track and field athletics. Where 
    competitors once threw rocks and spears, they now use the shot and javelin. 
    Throwing events require great strength and throwers are usually the biggest 
    athletes in any athletic competition. There are four recognized throwing events 
    in modern track and field athletics: the shot put, the discus, the javelin and the 

    hammer.

    Duties of Competition Officials

    SHOTPUT

     In shot put they are 9 judges:
    – The Chief Judge must supervise the whole of the event and check the 
    measurements.
    – A Judge holding the measuring apparatus in such a way that it passes 
    through the centre of the circle.
    – A Judge placing, immediately after the throw, a marker enabling the throw 
    to be measured.
    – A Judge holding the measuring apparatus on the zero mark on the point 
    where the marker has been placed.
    – A Judge in charge of placing the small flags indicating each athlete’s best 
    throw. The small flag is placed along a strip or line outside the sector in 
    order to avoid it being hit by an implement.
    – A Recorder keeping the results sheet and calling the athletes.
    – A Judge in charge of the results score-board.
    – A Judge in charge of the clock indicating to the athletes that they have a 
    certain time to take their trial
    – A Judge in charge of the athletes
     
    DISCUSS
     In Discuss there can be up to 14 judges
    – Near the circle: - Two judges checking that the throw has been made 
    correctly and measuring the throw. In a large number of national 
    competitions, the Chief Judge, takes on this duty.
    – A Judge placed opposite judge (2) checking from his side that the throw is 
    correct.
    – A Judge (3) holding the tape measure so that it is held taut and passes 
    through the centre of the circle.
     At the landing:
    – A Judge (4) responsible for the landing zone and indicating with the help 
    of flags whether the throw is valid or not.
    – Two Judges (5 and 6) who will watch the exact place of landing will have 
    a marker which he will place in the ground to enable the measuring of the 
    throw.
    – A Judge (7) who will hold the tape measure on the zero mark at the spot 
    where the marker has been placed.
    – A Judge (8) in charge of placing the small flags indicating each athlete’s 
    best throw along a strip or line outside the sector in order to avoid them 
    being hit by an implement. In important
    – At the landing, one person or two responsible for sending back the discus 
    that has been thrown (13).
     
    Near the circle:
    – A Recorder (9) keeping the results sheet and calling the athletes.
    – A Judge (10) in charge of the results scoreboard (trial-number-result).
    – A Judge in charge of the clock indicating to the athletes that they have a 
    certain time to take their trial (11).
    – A Judge in charge of the athletes and of the discus near the circle (12).
    – Half-way between the circle and the landing zone:
    – A Judge will make sure that the tape measure is taut in order to ensure a 

    correct measurement (14).

    JAVELIN 
    During javelin throws, they are at least 14 officials, controlling that the 
    event is taking place adhering to rules and regulations.
     1. The Chief Judge, must supervise the whole event and check the 
    measurements.
     2. Near the runway:
     3. One judge (1) checking that the throw has been made correctly and 
    measuring the throw. In a large number of national competitions, the 
    Chief Judge, takes on this duty.
     4. A judge (2) holding the tape-measure so that it passes through the centre 
    of the arc of the circle.
     
    At the landing:
     1. A judge (3), responsible for the landing zone, and indicating with the 
    whether the throw is valid or not.
     2. Two Judges (4) and (5) who watch the place where the tip of the metal 
    head touched the ground. One of these judges holds a marker which he 
    pushes in the ground.
     3. A Judge (6) who will hold the tape-measure and who must place the zero 
    point on the spot where the marker has been placed.
     4. A Judge (7) in charge of placing the small flags indicating each athlete’s 
    best throw. These flags must be placed along a strip or line outside the 
    sector in order to avoid them being hit by a javelin.
     5. one person (or two) responsible for sending back the javelins that have 
    been thrown (12). Near the runway zone:
     6. A Recorder (8) keeping the results sheet and calling the athletes.
     7. A Judge (9) in charge of the results scoreboard (trial-number-result).
     8. A Judge in charge of the clock indicating to the athletes that they have a 
    certain delay to take their trial (10);
     9. A Judge in charge of the athletes and of the javelins placed near the 
    runway (11). Half-way between the runway and the landing zone:
     10. A judge will make sure that the tape-measure is taut in order to ensure a 
    correct measurement (13).

         2.7 End of unit assessment 
    Teacher set series of athletic exercises on javelin, discus and shot put. He/
     she provides the appropriates materials to the student teachers and highlight 
    instructions to follow during performing different throws. Students must perform 
    individually three trials for 
    a) Javelin throw 
    b) Discus throw 
    c) Shot putting.
    – Teacher observe how each student is performing by respecting rules.
    – Teacher records the performance of each student to evaluate their 
    performance.
    – Teacher lets students officiate the event and observe/assist them. 

     2.8 Additional activities 
    Remedial activities 
    Individually, the students revise the techniques of javelin, discus and shot 
    Put during free time and sports time.

    Consolidation activities 
    The teacher organizes a kind of competition where students compete individually 
    in throwing javelin, discuss and shot putting. Record their performance and rank 
    them based on each discipline.

    Extended activities 
     Encourages and facilitates students to participate in different athletics competitions
    on javelin, discus and shot put organized by the school, Sector, district, 
    league and National school sports federation.

  • UNIT 3 :FOOTBALL

    Key unit competence: Apply Football Laws of the game
     3.1 Prerequisite (Knowledge, skills, attitudes and values)
     Students of senior six will learn better football laws of the game if they have 
    developed basic techniques and tactics of football learned in senior four and 
    senior five.
     
    3.2 Cross-cutting issues to be addressed 
    Gender: In teaching and learning process, teacher must prepare and provide 
    football exercises that engage both girls and boys equally in exploiting their full 
    potential and football talents without any discrimination or prejudice.

    Inclusive education:     The teacher as a facilitator he/she must consider different 
    special education needs and select exercises to adapt his teaching approaches 
    to students. This creates a positive attitude and helps all students to participate 
    actively and develop their competence levels.
     
    Financial education:     The teacher should integrate Financial Education into his 
    football teaching/learning activities by providing the local and no cost teaching 
    material where is possible. He/she must encourage students to make their own 
    materials that can help them to develop competences not only in football game 
    but also in their life.

    Standardization culture:     The teacher must choose and select the standardized 
    materials to use in his/her teaching/learning process of football. It is necessary 
    to provide appropriate materials required to the levels of students and help 
    them to develop culture of checking and using the quality of football materials 
    for the competitions before using them in order to prevent injuries and other 
    cases of accident.

    Environment and sustainability    : Teacher should provide materials and 
    deliver the lesson by encouraging   students to protect the environment and 
    well use of materials. Teacher helps them to develop the spirit of keeping safe 
    the environment in which is being used by cleaning it before leaving.

    Peace and values education:     Teacher helps students to develop fair play 
    and social values by avoiding violence and conflict in the football game and 
    by setting clear and relevant instructions. He/she should provide the activities 
    that help students to develop their competence peacefully.

    Comprehensive sexuality education:     Teacher provides football activities 
    and sets instructions that prevent sexual harassment, any kind of gender
    based violence like sexual abuse and physical contacts oriented to the sexuality 
    intention. 

    Genocide studies    : While conducting basic physical exercises a teacher should 
    take a time to explain students how sports should be used to fight against 
    Genocide ideology and how to prevent it. For example, to organize Genocide 
    memorial tournaments at school and give the message related to the Genocide.
     
    3.3 Guidance on introductory activity 
    Before introducing the lesson one of this unit, you must introduce the whole 
    unit. Teacher as a guide, a facilitator and expert, asks questions and provides 
    activities related to football techniques and tactics in the game situation by 
    following official laws of the game in order to help them to predict what to be 

    learned in the whole unit. 

    3.4 List of lessons/sub-heading



     Lesson 1: Recall on techniques and tactics of playing football
     a) Learning objective  
    Identify and perform tactics and techniques of football.
     
    b) Teaching resources 
    Balls, whistle, stopwatch/watch, cones, chasubles, markers, cards (yellow & 
    red), flags.

    c) Prerequisites/Revision/Introduction 
    Students of senior six will recall better techniques and tactics of football through 
    game situation if they have developed basic techniques and tactics of playing 
    football learned in senior four and senior five.
     
    d) Learning activities 
    Opening discussions
    – Ask questions related to techniques and tactics of playing football game.
    – Let students present their answers support them where is necessary.
    – Introduce the new lesson and invite students to start warm up exercises.

     

    Warm up exercises and stretching exercises 

    Let students perform general warm up exercises and specific warm up based 
    on the most body’s parts to be used while performing Football techniques and 

    tactics and stretch their muscles properly. 

    e) Lesson body 

    Activity 3.1
    – Divide football playground into four equal parts.
    – Form groups A, B, C and D including boys and girls.
    – Avail four balls, one for each group on their part of the playing ground.
    – On their playground part, ask each group to make a circle and choose 
    one students to go inside of the circle.
    – Students inside of the circle must pass to others standing on the circle, 
    they must use all different types of passes (inside, outside of the foot, 
    instep, sole of the foot) when passing to each other. Do this activity until 

    every student have made at least 5 passes


    Activity 3.2
     With the same groups (A, B, C and D), each group must make two vertical 
    lines facing each other, between two lines must be at least 10 meters. One 
    student standing in front must have a ball and start dribbling toward the 
    other line, when reach near pass the ball to the person in front, and the next 
    dribble the ball toward the other line. Do this until everyone had chance to 

    dribble and pass five times. 

     Application Activity 3.1
     Make two groups A and B and organize a football match.
     Let group play a normal football game by using the whole football playing 
    Ground. The winner is the groups, which will get more goals in a determined 

    period.

    Cool down exercises 
    Let students do light exercises and stretch their group of muscles by insisting on 
    most used parts.  Guides them while stretching their muscles systematically. 
    Closing discussions (RCA) 
    Reflect
    – What are challenges/benefits did you face while playing football?
    – How did you proceed in order to win? What are causes of losing?
     Connect
    – What is the importance of combining techniques and tactics in our works     or plays?
     Apply
    – What is the usefulness of techniques and tactics in football game situation?
    – How will you use those skills of playing football in your daily life?
     
    Lesson 2: Field of play, ball, players and players’ equipment
     a) Learning objective
    – Describe and draw a football playground by mentioning areas and 
    dimensions.
    – Describe the ball used in football.
    – Identify number of players, substitutions and player’s equipment in 

    football.

     b) Teaching resources
     showing officiating images. 
    Senior five.
     Balls, whistle, stopwatch/watch, markers, Book of Laws of the game for football, 

    Projector, Computer, Charts/diagrams and images of playground, Videos 

    c) Prerequisites/Revision/Introduction 
    Students of senior six will learn better laws of the game of football if they have 

    performed basic techniques and tactics of playing football in senior four and 

    d) Learning activities
     Introduction/ opening discussion 
    Teacher as a facilitator and a guider facilitates students in the following ways:
     
    e) Lesson body
    – Ask questions about football techniques and tactics learnt in previous 
    years.– Introduce the lesson of the day by asking question related to football laws of 
    the game by helping students to brainstorm different rules and regulations 
    of football.
    – Tell students that they are going to study the first four rules of football 

    (Field of play, ball, players and players’ equipment).

     Activity 3.3
    Divide students into 5 groups and distribute to them questions based on 
    group numbers and let them discuss given questions into their respective 
    groups. Distribute the first four laws of the game and let each group discuss 
    based on questions given. To facilitate students to get resources (if possible, 
    you may use smart classroom and let them use soft copy of football laws of the game).

    – Pass though groups and help them where is necessary. Request students 
    to choose a secretary to record findings and group representative who will 
    present their findings?

    – Request group representative to present their findings and group members 
    may support where is necessary. After presentation of all groups, use a 
    projector to recap presentations, show them fouls, and misconduct with 

    the right hand signals to use while officiating in football.

    Application Activity 3.2
     Individually, let students draw a football playground used in official match 

    by putting all areas and their dimensions.

     Conclusion/ closing discussion 
    Teacher as a facilitator, together with students make summary of the lesson 
    and asks students to record them in their notebooks.

         Lesson 3: Referees, other match officials
     a) Learning objective
    – Explain and differentiate duties and responsibilities of referees and other 
    match officials in football game.
    – Demonstrate and explain different hand signals used in football game.
     b) Teaching resources
     Balls, whistle, stopwatch/watch, markers, Book of Laws of the game for football, 
    Projector, Computer, Charts/diagrams and images of playground and Videos 

    showing officiating images.

    c) Prerequisites/Revision/Introduction 
    Students of senior six will learn better laws of the game of football if they have 
    performed basic techniques and tactics of playing football in senior four and 
    Senior five.
     d) Learning activities
     Introduction/ opening discussion 
    Teacher as a facilitator and a guider facilitates students in the following ways:
    – Ask questions about football laws learnt in lesson one of this unit.
    – Introduce the lesson of the day and tell students that they are going to 
    study two more rules of football (rule number 5&6) which are the Referee 
    as an important person on the playground and other officials which help 
    him to accomplish his/her responsibilities.

    e) Lesson body 
    Activity 3.4
     Divide students into 6 groups and distribute to them questions based on 
    group numbers and let them discuss given questions into their respective 
    groups. Distribute questions on referees and other match officials and let 
    each group discuss based on questions given. To facilitate students to get 
    resources (if possible, you may use smart classroom and let them use soft 

    copy of football laws of the game).

     Pass though groups and help them where is necessary. Request students to
    choose a secretary to record findings and group representative who will present 
    their findings?
     
    Request group representative to present their findings and group members 
    may support where is necessary.

    After presentation of all groups, use a projector to recap presentations, show 
    them fouls, and misconduct with the right hand signals to use while officiating 

    in football.

     Application Activity 3.3
     In pairs, let students perform different hand signals used in football game 
    and interpret their meaning.
     Conclusion/ closing discussion 
    Teacher as a facilitator, together with students make summary of the lesson 
    and asks students to record them in their notebooks.
     
    Lesson 4: State of the ball, scoring, and duration of the match 
    a) Learning objective
    – Identify different state of the ball in football.
    – Explain how to determinate the winning team in football.
    – Explain the duration of the match, intervals and extra time.
     
    b) Teaching resources
     showing officiating images. 
    Balls, whistle, stopwatch/watch, markers, Book of Laws of the game for football, 
    Projector, Computer, Charts/diagrams and images of playground and Videos 

    c) Prerequisites/Revision/Introduction 
    Students of senior six will learn better laws of the game of football (State of the 
    ball, scoring, and duration of the match) if they have performed basic techniques 

    and tactics of playing football in senior four and Senior five.


         d) Learning activities
     Introduction/ opening discussion 
    Teacher as a facilitator and a guider facilitates students in the following ways:
    – Ask questions about football laws learnt in lesson one of this unit.
    – Introduce the lesson of the day and tell students that they are going to 
    study two more rules of football (rule number 7&8) which are the State of 
    the ball, scoring, and duration of the match. 

    e) Lesson body 
    Activity 3.5
     Divide students into 4 groups and distribute to them questions based on 
    group numbers and let them discuss given questions into their respective 
    groups. Distribute questions on State of the ball, scoring, and duration of 
    the match and let each group discuss based on questions given. To facilitate 
    students to get resources (if possible, you may use smart classroom and let 

    them use soft copy of football laws of the game).

     Pass though groups and help them where is necessary. Request students to 
    choose a secretary to record findings and group representative who will present 
    their findings?

     Request group representative to present their findings and group members 

    may support where is necessary.

     Conclusion/ closing discussion 
    Teacher as a facilitator, together with students make summary of the lesson 
    and asks students to record them in their notebooks.
     
    Lesson 5: Fouls, misconducts and sanctions
     a) Learning objective
     Identify and explain Fouls, misconducts and sanctions in football match
     
    b) Teaching resources
     showing officiating images. 
    Balls, whistle, stopwatch/watch, markers, Book of Laws of the game for football, 
    Projector, Computer, Charts/diagrams and images of playground and Videos 

    c) Prerequisites/Revision/Introduction 
    Students of senior six will learn better laws of the game of football (Fouls, 
    misconducts and sanctions) if they have performed basic techniques and tactics 
    of playing football in senior four and Senior five.

    d) Learning activities
     Introduction/ opening discussion 
    Teacher as a facilitator and a guider facilitates students in the following ways:
     Ask questions about football laws learnt in lesson four of this unit.
    – Introduce the lesson of the day and tell students that they are going to 
    study fouls, misconducts and their sanctions.

    e) Lesson body 
    Activity 3.6
     Divide students into 4 groups and distribute to them questions based on 
    group numbers and let them discuss given questions into their respective 
    groups. Distribute questions on fouls, misconducts and sanctions and let 
    each group discuss based on questions given. To facilitate students to get 
    resources (if possible, you may use smart classroom and let them use soft 

    copy of football laws of the game).

    Pass though groups and help them where is necessary. Request students to 
    choose a secretary to record findings and group representative who will present 
    their findings?
     
    Request group representative to present their findings and group members 
    may support where is necessary.

     

    After presentation of all groups, use a projector to recap presentations

    Conclusion/ closing discussion 
    Teacher as a facilitator, together with students make summary of the lesson 
    and asks students to record them in their notebooks.
     Lesson 6: Kick off, Penalty kick, Goal kick, corner kick, offside 
    and throw-in

         a) Learning objective
     Differentiate Kick off, Penalty kick, Goal kick, corner kick and throw-in in 
    football

         b) Teaching resources
     Balls, whistle, stopwatch/watch, markers, Book of Laws of the game for football, 
    Projector, Computer, Charts/diagrams and images of playground and Videos 
    showing officiating images. 

    c) Prerequisites/Revision/Introduction 
    Students of senior six will learn better laws of the game of football (Kick off, 
    Penalty kick, Goal kick, corner kick and throw-in in football) if they have 
    performed basic techniques and tactics of playing football in senior four and 
    Senior five.

         d) Learning activities
     Introduction/ opening discussion 
    Teacher as a facilitator and a guider facilitates students in the following ways:
    – Ask questions about football laws learnt in lesson five of this unit.
    – Introduce the lesson of the day and tell students that they are going to 
    study Kick off. Penalty kick, Goal kick, corner kick and throw-in in football. 

    e) Lesson body 
    Activity 3.7
     Divide students into 4 groups and distribute to them questions based on 
    group numbers and let them discuss given questions into their respective 
    groups. Distribute questions on Kick off, Penalty kick, Goal kick, corner 
    kick and throw-in in football and let each group discuss based on questions 
    given. To facilitate students to get resources (if possible, you may use smart 

    classroom and let them use soft copy of football laws of the game).

    – Pass though groups and help them where is necessary. Request students 
    to choose a secretary to record findings and group representative who will 
    present their findings?
    – Request group representative to present their findings and group members 
    may support where is necessary.

    – After presentation of all groups, use a projector to recap presentations.

     Conclusion/ closing discussion 
    Teacher as a facilitator, together with students make summary of the lesson 
    and asks students to record them in their notebooks.

         Lesson 7: Officiate a football match
     a) Learning objective
     Apply and interpret football rules during a football match.

    b) Teaching resource    s
     Balls, whistle, stopwatch/watch, markers, Book of Laws of the game for football, 
    Projector, Computer, Charts/diagrams and images of playground and Videos 
    showing officiating images. 

    c) Prerequisites/Revision/Introduction 
    Students of senior six will learn better laws of the game of football (Kick off, 
    Penalty kick, Goal kick, corner kick and throw-in in football) if they have 
    performed basic techniques and tactics of playing football in senior four and 
    Senior five.
     d) Learning activities
     Opening discussions
     – Ask questions related to laws of the game learned in previous lessons of 
    this unit.
    – Let students answer asked questions and support their answers where is 
    necessary.
    – Introduce the new lesson and invite students to start warm up.

    Warm up exercises 
    Let students perform general warm up exercises and specific warm up based 
    on the most body’s parts to be used while playing football and stretch their 
    muscles properly. 

    e) Lesson body 
    Match situation 
    Activity 3.8
     Form three groups A, B and C. Competition is organized in this way:
     
    1st match: A vs B, C will act as officials by providing: referee, two assistant 
    officials and the fourth referee and other remaining players will record fouls 
    and misconduct happened and how officials have been reacted for those 
    fouls and misconducts. 

    2nd match    : B vs C, A will act as officials by providing: referee, two assistant 
    officials and the fourth referee and other remaining players will record fouls 
    and misconduct happened and how officials have been reacted for those 
    fouls and misconducts.

    3rd match    : A vs C, B will act as officials by providing: referee, two assistant 
    officials and the fourth referee and other remaining players will record fouls 
    and misconduct happened and how officials have been reacted for those 
    fouls and misconducts. 

    Points to consider during this game situation
    Time for playing for each match: 10 minutes
     
    Cool down 
    Let students do right exercises and stretch their group of muscles by insisting 
    on most used parts. Guide them while stretching their muscles systematically.
     And invite them to the after match discussion.

     Conclusion/ closing discussion
    – Start by giving time each group A, B then C to share what they have recorded 
    based on laws of the games, decisions taken by officials, effectiveness 
    of hand signals used, and how officials are taking positions and their 
    movement during the match.
    – Support them to clarify some rules of the game where is necessary.

     Signs used in officiating football game/match

    3.5 End of unit assessment
     Divide students into groups of four including one referee, two assistant 
    referee and the fourth referee. After dividing students into their respecting 
    groups, set the order on which groups will lead the game, request the first 
    group to start the match. Ask other remaining students to form two teams of 
    11 players for each one including a goalkeeper. Let the match start, change 
    groups which is officiating after five minutes. Officials become players to 
    replace those who are becoming officials.
    – During performing officiating for each group, observe how each student is 
    accomplishing given tasks and roles.
    – Records their performance in order to give them feedback at the end of the 

    exercise.

    3.6 Additional activities 
    Remedial activities 
    Prepare a video of a football match, and project it using smart class projector. 
    Asks students to watch it and note on paper fouls and misconduct they have noticed
    and which decision they can take as a referees.

    Consolidation activities     
    Participate in competitions between small groups and choose their own officials 
    to lead the matches and make records.

         Extended activities 
    Organize football competition between classes for forming school teams and par
    ticipate in interclasses competitions and friendly matches. Let students officiate 
    the matches. Encourages students to exploit regularly official laws of the game of 

    football and be updated on changes about those laws of the game.

  • UNIT 4: VOLLEYBALL

     Key unit competence: Apply volleyball rules of the game 
    4.1 Prerequisite (Knowledge, skills, attitudes and values)
     Students of senior six will learn better rules of volleyball if they have developed 
    basic techniques and tactics of volleyball learned in senior four, senior five.

    4.2 Cross-cutting issues to be addressed 
    Gender:  In teaching and learning volleyball rules, the teacher must prepare 
    and provide physical activities that engage both girls and boys equally to exploit 
    their full potential and talents without any discrimination or prejudice.

    Inclusive education:     The teacher as a facilitator he/she must consider 
    different special education needs and select physical activities to adapt his 
    teaching approaches to all students. This creates a positive attitude and helps 
    all learners to participate actively and develop their competence levels.

    Financial education:     The teacher should integrate Financial Education into 
    his teaching/learning activities by providing the local and no cost teaching 
    material where is possible. He/she must encourage students to make their 
    own materials that can help them to develop competences not only in sport at 
    school but also in their daily life.

    Standardization culture:     The teacher must choose and select the standardized 
    materials to use in his/her teaching/learning process. It is necessary to provide 
    appropriate materials required to the levels of students and help them to 
    develop culture of checking and using the quality of sport materials for the 
    competitions before to use them in order to prevent injuries and other accident.

    Environment and sustainability:     The teacher should provide materials and 
    deliver the lesson with encouraging students to protect the environment and 
    well use of materials. The teacher helps them to develop the spirit of keeping 
    safe the environment they use in sports activities.
     
    Peace and values education:     T    he teacher helps students to develop fair play 
    and social values by planning physical activities that Avoid violence and conflict 
    in the game and by setting clear and relevant instructions. He/she should 
    provide the activities that help students to develop their competence peacefully.

    Comprehensive sexuality education: A teacher provides physical activities 
    and sets instructions that prevent sexual harassment, any kind of gender based 
    violence like sexual abuse and physical contacts oriented to the sexuality 
    intention

    Genocide studies:     While conducting physical exercises and health a teacher 
    should take a time to explain students how sports should be used to fight against 
    Genocide ideology and how to prevent it. For example, to organize Genocide 
    memorial tournaments at school and give the message related to the Genocide.
     
    4.3. Guidance on introductory activity 
    Before introducing the lesson one of this unit, teacher must introduce the whole 
    unit. The teacher as a guide, facilitator and expert, ask questions or give activity 
    related to volleyball rules in order to help them to predict what to be learnt in 
    the whole unit.
     
    Introductory activity
     By using a projector, demonstrate to students a video of volleyball match 
    between two teams (A, B), ask them to watch it to the end, after watching the 
    video asks them to highlight how the match was, how players behaved and fouls 

    made by players, coach and referees.

    4.4. List of lessons/sub-heading



    Lesson 1: Playing court, balls of Volleyball
     a) Learning objective 
    – Describe and draw a volleyball court by mentioning areas and dimensions.
    – Describe a ball used in volleyball match.

    b) Teaching resources 
    Balls, playground, whistles, watch, cones, chasubles, score sheet, cards, flags.

    c) Prerequisites/Revision/Introduction 
    Students of senior six will learn better rules of volleyball if they have performed 
    basic techniques and tactics of playing volleyball in Ordinary level, senior four 
    and five.

    d) Learning activities 
    Opening discussions/ Introduction
    – Start the lesson by asking students different types of techniques and tactics 
    of volleyball they have learnt in senior four and five.
    – Introduce the lesson by asking number of rules found in volleyball game, 

    facilitate them while answering the question.

    e) Lesson body

    Activity 4.1
     Asks Students to form six groups and give them questions related to Playing 
    court, balls of Volleyball to discuss in each group as seen in the following table:

    - Pass though groups and help them where is necessary. Request students to 
    choose a secretary to record findings and group representative who will present their findings.
    Request group representative to present their findings and     group members. 
    may support where is necessary. After presentation of all groups, use a projector to recap presentations, 

    Application Activity 4.1
     Ask each students to draw a volleyball playing court, and put net, posts and all 

    parts by demonstrating the measures of each line and part.

     Closing discussion/ Conclusion
     Together, teacher and students summarize the lesson of the day, and students 
    record the summary in their note books.
     Lesson 2: Team composition, player’s positions and substitutions
     a) Learning objective 
    – Identify team composition in Volleyball.
    – Identify and explain player’s position and substitutions.
     b) Teaching resources 
    Balls, playground, whistles, watch, cones, chasubles, score sheet, cards, flags.

    c) Prerequisites/Revision/Introduction 
    Students of senior six will learn better rules of volleyball if they have performed 
    basic techniques and tactics of playing volleyball in Ordinary level, senior four 
    and five.

    d) Learning activities     
    Opening discussions/ Introduction
    Start the lesson by asking students the measurements of a volleyball court and 
    describe the ball used in volleyball match learnt in lesson one of this unit.
     Introduce the new lesson by asking number of players in a Volleyball team in 

    an official match.

    e) Lesson body 

    Activity 4.2
    Asks Students to form six groups and give them questions related Team 
    composition, player’s positions and substitutions to discuss in each group as 

    seen in the following table.


    – Pass though groups and help them where is necessary. Request students 
    to choose a secretary to record findings and group representative who 
    will present their findings. Request group representative to present their 
    findings and group members.
    – may support where is necessary. After presentation of all groups, use a 

    projector to recap presentations.

    Application Activity 4.2
     Ask students to choose a team in Rwanda Volleyball championship, and make a 
    list of players that can start on an any match and do a list also of their substitutes. 
    Demonstrate each player’s position on the list they are going to submit.

    Closing discussion/ Conclusion
     Together, teacher and students summarize the lesson of the day, and students 
    record the summary in their note books.

    Lesson 3: Structure of play, scoring and winning a match in vol    leyball     
    a) Learning objective  
    Describe how to score a point, winning a set and winning a match in Volleyball

    b) Teaching resources     
    Balls, playground, whistles, watch, cones, chasubles, score sheet, cards, flags.

    c) Prerequisites/Revision/Introduction 
    Students of senior six will learn better rules of volleyball if they have performed 
    basic techniques and tactics of playing volleyball in Ordinary level, senior four 
    and five.

    d) Learning activities 
    Opening discussions/ Introduction
    – Start the lesson by asking students members of volleyball team learnt in 
    lesson one of this unit.
    – Introduce the new lesson by asking ways of scoring a point in in a Volleyball 
    match.
     e) Lesson body 
    Activity 4.3
    – Helps students to form groups of five students, and give them questions 
    related, structure of play scoring a points, a set and how to win a match in 
    volleyball. Let students discuss about the toss, official warm-up, winning 
    a point, a set and a match, each student must participate in discussion by 
    giving his/her idea.
    – Pass though groups and help them where is necessary. Request students 
    to choose a secretary to record findings and group representative who will 
    present their findings. Request group representative to present their findings 
    and group members
    – may support where is necessary. After presentation of all groups, use a 

    projector to recap presentations

     Closing discussion/ Conclusion
    – Together, teacher and students summarize the lesson of the day, and 
    students record the summary in their note books.
     
    lesson 4: State of play, interruptions, delays and intervals
     a) Learning objective  
    Identify and explain game delays, interruptions, intervals and team timeout.
     b) Teaching resources 
    Balls, playground, whistles, watch, cones, chasubles, score sheet, cards, flags.

    c) Prerequisites/Revision/Introduction     
    Students of senior six will learn better rules of volleyball if they have performed 
    basic techniques and tactics of playing volleyball in Ordinary level, senior four 
    and five.

    d) Learning activities 
    Opening discussions/ Introduction
    – Start the lesson by asking students how to score and win a match as they 
    have learnt in lesson three of this unit.
    – Introduce the new lesson by asking how long a Volleyball match last in an 
    official match.

    e) Lesson body 
    Activity 4.4
     Asks Students to form six groups and give them questions related to game 
    delays, interruptions, intervals and timeout to discuss in each group as seen 

    in the following table.

    – Pass though groups and help them where is necessary. Request students 
    to choose a secretary to record findings and group representative who 
    will present their findings. Request group representative to present their 
    findings and group members.
    – may support where is necessary. After presentation of all groups, use a 

    projector to recap presentations.

     Closing discussion/ Conclusion
    – Together, teacher and students summarize the lesson of the day, and 
    students record the summary in their note books.

         Lesson 5: Conduct, misconduct, violation and penalties
     a) Learning objective 
    – Describe the required conducts and misconduct and their sanctions in 
    volleyball.
    – Identify different violation in volleyball and their penalties.
     
    b) Teaching resources 
    Balls, playground, whistles, watch, cones, chasubles, score sheet, cards and 
    flags.

    c) Prerequisites/Revision/Introduction 
    Students of senior six will learn better rules of volleyball if they have performed 
    basic techniques and tactics of playing volleyball in Ordinary level, senior four 
    and five.

    d) Learning activities 
     Opening discussions/ Introduction
    – Start the lesson by asking students questions on game delays, interruption 
    and timeout in volleyball match learnt in lesson four of this unit.
    – Introduce the new lesson by asking questions on the conduct and violation 

    in a Volleyball.

    e) Lesson body 

    Activity 4.5
     Asks Students to form four groups and give them questions related Conduct, 
    misconduct, violation and penalties to discuss in each group as seen in the 

    following table.


    – Pass though groups and help them where is necessary. Request students 
    to choose a secretary to record findings and group representative who will 
    present their findings.
    – Request group representative to present their findings and group members 
    may support where is necessary.
    – After presentation of all groups, use a projector to recap presentations, 
    Closing discussion/ Conclusion
    – Together, teacher and students summarize the lesson of the day, and 
    students record the summary in their note books.
     
    Lesson 6: Officiating corps and procedures
     a) Learning objective 
    – Identify and explain the duties and responsibilities of officials in volleyball.
    – Describe the volleyball match procedures.
     b) Teaching resources 
    Balls, playground, whistles, watch, cones, chasubles, score sheet, cards, flags.
    c) Prerequisites/Revision/Introduction 
    Students of senior six will learn better rules of volleyball if they have performed 
    basic techniques and tactics of playing volleyball in Ordinary level, senior four 
    and five.
     d) Learning activities 
    Opening discussions/ Introduction
    – Start the lesson by asking students questions on conduct and misconduct 
    in volleyball learnt in lesson five of this unit.
    – Introduce the new lesson by asking the composition of refereeing team in 
    a Volleyball.
    – Facilitate the students to answer the question, refereeing team is composed 
    by first referee, second referee, the challenge referee, the reserve referee, 
    the scorer, line judges.
     e) Lesson body
    Activity 4.6
    Divide students into 9 groups and give them questions related refereeing 
    team composition and procedures of refereeing to discuss in each group as 

    seen in the following table.


    – Pass though groups and help them where is necessary. Request students 
    to choose a secretary to record findings and group representative who will 
    present their findings.
    – Request group representative to present their findings and group members 
    may support where is necessary. After presentation of all groups, use a 
    projector to recap presentations, 

    Application Activity 4.3
     Let students individually demonstrate different hand signals used in volleyball 

    game and interpret their meaning.

    List of volleyball hand signals used in refereeing of volleyball game







    Closing discussion/ Conclusion
    – Together, teacher and students summarize the lesson of the day, and 
    students record the summary in their note books.

     Lesson 7: Refereeing volleyball game
     a) Learning objective
     Apply and interpret Volleyball rules during a match.
     b) Teaching resources
     Balls, playground, whistles, watch, cones, chasubles, score sheet, cards, and 
    flags. 
    c) Prerequisites/Revision/Introduction 
    Students of senior six will better apply volleyball rules if they have developed 
    basic techniques and tactics of playing volleyball learned in senior four and 
    senior five
     
    d) Learning activities
     Opening discussions
    – Ask questions related to volleyball rules learnt in lesson 1,2,3,4,5, and 6 of 
    this unit.
    – Introduce the lesson of the day by giving instruction to follow while they 
    are on volleyball court.
    – Invite student teachers to start warm up exercises.
     
    Warm up exercises 
    Let students perform general warm up exercises and specific warm up based on 
    the most body’s parts to be used while playing volleyball. Let students stretch 
    their muscles properly. 

    e) Lesson body 
    Activity 4.7
    Game situation 
    Form three groups A, B and C. Competition is organized in this way:
     1st match: A vs B C will act as officials by providing: referee, second referee, 
    scorer, assistant scorer and line judges other remaining players will record fouls 
    and misconduct happened and how officials have been reacted for those fouls and 

    2nd matc    h B vs C, A will act as officials by providing: referee, second referee, 
    scorer, assistant scorer and line judges other remaining players will record fouls 
    and misconduct happened and how officials have been reacted for those fouls and 
    misconducts.

    3rd match A vs C, B will act as officials by providing: referee, second referee, 
    scorer, assistant scorer and line judges other remaining players will record fouls 
    and misconduct happened and how officials have been reacted for those fouls and 
    misconducts.
     
    Points to consider during this game situation
    – Time for playing for each match: 10 minutes
    – The winner is the team, which will gain many points in those three matches.
     
    Cool down
    – Choose one student to lead cool down and invite them to start game 
    situation discussion.
    – Start by giving time group A, B then C to share what they have recorded 
    based on rules of the games, decisions taken by officials, effectiveness 
    of hand signals used, and how officials are taking positions and their 
    movement during the match. Support them to clarify some rules of the 
    game where is necessary.
    – Close the lesson by asking some questions on what they have been 
    discussed.
     

    4.5 Summary of the unit 
    In this unit, students perform exercises for recalling techniques and tactics of 
    volleyball. They have also learned rules of volleyball game and how to apply 
    them during the game.
     
    4.6 End of unit assessment
    – Teacher divide students into groups of five including first referee, second 
    referee, scorer and two line judges. After dividing students into their 
    respecting groups, set the order on which groups will lead the game, 
    request the first group to start the match.
    – Ask other remaining students to form two teams of six players for each 
    one. Let the match start, change groups which is officiating after five 
    minutes. Officials become players to replace those who are becoming 
    officials.
    – During performing officiating for each group, observe how each student 
    is accomplishing given tasks and roles.
    – Records their performance in order to give them feedback at the end of 
    the exercise.

    4.7Additional activities 
    Remedial activities 
    Distribute balls to students for regular familiarization with the ball focusing on 
    techniques of playing volleyball, encourage students to lead matches/games 
    while other are performing techniques and tactics in the game situation.

    Consolidation activities 
    Participate in competitions between small groups and choose their own officials 
    to lead the matches. Scorers record performance of each group.
     
    Extended activities 
    Organize volleyball competition between classes for forming school teams and 
    participate in interschool competitions and friendly matches. Let student teachers 
    officiate matches. Encourages student s to exploit regularly rules of the game of 

    volleyball and request them to be update about changes of the rules.

  • UNIT 5: BASKETBALL

     Key unit competence: Apply basketball rules of the game 
     5.1 Prerequisite (Knowledge, skills, attitudes and values)
     Students of senior four will learn better Basketball rules if they can perform 

    techniques and tactics of basketball learnt in senior four and five.

     5.2 Cross-cutting issues to be addressed 
    Gender:  In teaching and learning of Basketball rules, the teacher must prepare 
    and provide physical activities that engage both girls and boys equally to exploit 
    their full potential and talents without any discrimination or prejudice.
     Inclusive education: The teacher as a facilitator he/she must consider 
    different special education needs and select physical activities to adapt his 
    teaching approaches to all students. This creates a positive attitude and helps 
    all learners to participate actively and develop their competence levels.
     Financial education: The teacher should integrate Financial Education into 
    his teaching/learning activities by providing the local and no cost teaching 
    material where is possible. He/she must encourage students to make their 
    own materials that can help them to develop competences not only in sport at 
    school but also in their daily life.
     Standardization culture: The teacher must choose and select the standardized 
    materials to use in his/her teaching/learning process. It is necessary to provide 
    appropriate materials required to the levels of students and help them to 
    develop culture of checking and using the quality of sport materials for the 
    competitions before to use them in order to prevent injuries and other accident.
     Environment and sustainability: The teacher should provide materials and 
    deliver the lesson with encouraging students to protect the environment and 
    well use of materials. The teacher helps them to develop the spirit of keeping 
    safe the environment they use in sports activities.
    Peace and values education: The teacher helps students to develop fair play 
    and social values by planning physical activities that Avoid violence and conflict 
    in the game and by setting clear and relevant instructions. He/she should 
    provide the activities that help students to develop their competence peacefully.
    Comprehensive sexuality education: A teacher provides physical activities 
    and sets instructions that prevent sexual harassment, any kind of gender based 
    violence like sexual abuse and physical contacts oriented to the sexuality 
    intention
    Genocide studies: While conducting physical exercises and health a teacher 
    should take a time to explain students how sports should be used to fight against 
    Genocide ideology and how to prevent it. For example, to organize Genocide 
    memorial tournaments at school and give the message related to the Genocide.

         5.3 Guidance on introductory activity 
    Before introducing the lesson one of this unit, teacher must introduce the whole 
    unit. The teacher as a guide, facilitator and expert, ask questions or give activity 
    related to basketball rules in order to help them to predict what to be learnt in 
    the whole unit.
     Activity/task
     Divide students into groups of five, and give them the following scenario to 
    discuss:
     
    Scenario: – It is the 3rd quarter of the game with 1:51 on the game clock. Player A1 
    is closely guarded when he drives the ball to the basket.  There is light 
    contact with the defender on the torso.  The basket is successful. In your 
    respective groups discuss the following points: The correct procedure to 
    handle this situation 
    – Rules of basketball that are found in this situation

    – In general, how many rules does Basketball has?

    5.4 List of lessons/sub-heading 




     Lesson 1: Recall on basketball techniques and tactics in the 
    game situation.
     a) Learning objective  
    Identify and perform techniques and tactics of Basketball.
     b) Teaching resources 
    Balls, playground, Whistle, Watch, Cones, Chasubles
    c) Prerequisites/Revision/Introduction 
    Student s of senior six will recall techniques and tactics used in playing 
    basketball game if they have developed basic techniques of playing basketball 
    senior four and five.
     d) Learning activities 
    Opening discussions
    – Asks students different types of techniques of basketball learnt in senior 
    four and different tactics of basketball learnt in senior five. Let students 
    brain storm them, and facilitate theme where it is necessary.
    – Introduce the new lesson and ask students to start warm-up.
     
    Warm up exercises and stretching exercises 
    Let students perform general warm up exercises and specific warm up based 
    on the most body’s parts to be used while performing basketball techniques 
    and tactics and stretch their muscles properly.
     e) Lesson body 
    Activity 5.1
     Divide students into 2 groups, and give each group a ball. Asks students in groups 
    to stand on the line facing the ring of a basketball court. Group one use one ring 
    on one part of the court, while another group are using the other ring to the other 
    side. Let students dribble the ball and shoot in the ring, take up the ball and make 
    dribble going back to the line, when rich near pass the ball to the next student on 
    the line and that person do the same exercise as the first, repeat this exercise until 
    everyone had chance to participate.

     Teaching and learning points to consider
     During this exercises, teacher as a facilitator should observe the following:
    – How students are performing basic techniques (Dribbling, passing, 
    shooting)
    – Help and correct those students who are struggling to perform very well 

    the basic techniques 


    Activity 5.2
     Divide students in four groups (A, B, C D), A and B become defenders while 
    C and D become offensive players. A will play against using half of basketball 
    court, while B will play against D using the other half of the court. 

    Set a line of offensive players(A) at one wing of the playground, and let 
    defenders (C) stands on the same side block. Do the same for the other part 
    of court for the group B and D.
     
    Steps of doing this exercises:
    – The first offensive player starts at the block. The defender moves in front 
    from the high side
    – The offensive player cuts hard to the three-point line to receive the ball. The 
    defender closes out on the catch.
    – They play one on one until a score or defensive rebound. Offensive player is 
    allowed a max of four dribbles.
    – Repeat, with the same defender guarding each offensive player once

    – Rotate a new defender in and repeat

    Application Activity 5.2
     Form teams of five students for each one based on the number of students who 
    are in a class; two teams enter the court, request players to take their positions 
    based on tasks to accomplish during performing game situation, let them play a 
    normal basketball game in 5 minutes by using techniques and tactics of Basket
    ball. After 5 minutes, let other team enter the court and ask them to play a Bas
    ketball game as other team did.
     
    Cool down exercises
    – Let students do light exercises and stretch their group of muscles by 
    insisting on most used parts.

    Closing discussions (RCA) 
    Reflect
    – What are challenges/benefits did you face while playing basketball?
    – How did you proceed in order to win the match? What are causes of losing 
    the game?
     Connect
    – What are the importance of combining techniques and tactics in playing 
    basketball game?
     Apply
    – What is the usefulness of techniques and tactics in basketball game 
    situation?
    – How will you use those skills of playing basketball in your daily life?
     
    Lesson 2: Playing court, equipment and ball
     a) Learning objective
    – Describe and draw Basketball playing court area and dimensions.
    – Identify different equipment needed in Basketball
    – Describe the ball used in basketball
     b) Teaching resources
     Balls of basketball, hard/soft copy of basketball rules of the game, computer, 
    projector
     c) Prerequisites/Revision/Introduction 
    Students of senior six will better apply Basketball rules if they have developed 
    basic techniques and tactics of playing Basketball learned in senior four and 
    senior five
     d) Learning activities
     Opening discussions – Ask questions related to baseball techniques and tactics learn in lesson 
    one of this unit.– Introduce the lesson of the day by asking questions related to basketball 
    rules: How many rules do we have in Basketball? list them? Facilitate 
    students to answer those questions.
     e) Lesson body 
    Activity 5.3
     Asks Students to form four groups and give them questions related Basketball 
    playing court and equipment to discuss in each group as seen in the following 

    table.

    Pass though groups and help them where is necessary. Request students to 
    choose a secretary to record findings and group representative who will present 
    their findings.
    – Request group representative to present their findings and group members 
    may support where is necessary.
    – After presentation of all groups, use a projector to recap presentations, 

    Application Activity 5.3
     Individually, let students draw a basketball playing court by putting all areas and 

    their dimensions. Facilitate them and correct where it is necessary.

    Closing discussion/ Conclusion

    – Together, teacher and students summarize the lesson of the day, and 
    students record the summary in their note books.
     Lesson 3: Players, substitutes, teams and teammates.
     a) Learning objective
    – Identify number of players and team component in Basketball.
    – Identify player’s position and explain their responsibilities in a Basketball 
    match.
    – Identify number of substitutions allowed and describe how substitution is 
    done in Basketball.
     b) Teaching resources
     senior five.
     Balls of basketball, hard/soft copy of basketball rules of the game, computer, 
    projector.
     c) Prerequisites/Revision/Introduction 
    Students of senior six will better apply Basketball rules if they have developed 
    basic techniques and tactics of playing Basketball learned in senior four and 
    d) Learning activities
     Opening discussions – Ask questions related to playing court and equipment learn in lesson two 
    of this unit.– Introduce the lesson of the day by asking questions related to team’s 
    composition in basketball.
    e) Lesson body 
    Activity 5.4
     Asks Students to form four groups and give them questions related teams, 
    players and substitution to discuss in each group as seen in the following 

    table.

     Pass though groups and help them where is necessary. Request students 
    to choose a secretary to record findings and group representative who will 
    present their findings. Request group representative to present their findings 
    and group members may support where is necessary.
    – After presentation of all groups, use a projector to recap presentations.
     
    Closing discussion/ Conclusion
    Together, teacher and students summarize the lesson of the day, and students 
    record the summary in their note books.
     
    Lesson 4: Fouls, violations and Penalties.
     a) Learning objective
    – Identify fouls and violations
    – Differentiate fouls and violations
    – Identify fouls and violations penalties

     b) Teaching resources
     Balls of basketball, hard/soft copy of basketball rules of the game, computer, 
    projector
     
    c) Prerequisites/Revision/Introduction 
    Students of senior six will better apply Basketball rules if they have developed 
    basic techniques and tactics of playing Basketball learned in senior four and 
    senior five.
     
    d) Learning activities
     Opening discussions
    – Ask questions related to teams’ composition and the assistant given an 
    injured player in Basketball.
    – Introduce the lesson of the day by asking questions related to fouls and 

    violation in basketball.

    e)  Lesson body 

    Activity 5.5
    Asks students to form four groups and give them questions related to fouls 

    and violation to discuss in each group as seen in the following table.


    – Pass though groups and help them where is necessary. Request students 
    to choose a secretary to record findings and group representative who will 
    present their findings.
    – Request group representative to present their findings and group members 
    may support where is necessary.
    – After presentation of all groups, use a projector to recap presentations, 

    Application Activity 5.4
    Divide students into groups of five students and give them the following 
    scenario to discuss in their respective groups:
     Scenario 1: 
    Within the 2-point area in box 2, player A2 makes a jump shot and the ball 
    touches the front of the ring. There are then multiple touches from players 
    from both teams trying to gain control of the ball when the ball is batted to 
    the back court.  Offensive player A1 catches the ball with two hands whilst in 
    the air as he jumps from his front court to his back court, and play continues.  
    Please list fouls and violations found in this scenario and prescribe their 
    penalties if any.

     Scenario 2:
     With 27 seconds on the game clock in the fourth quarter and the score for 
    Team A is 64 points with 4 team fouls, Team B has 60 points with 3 team 
    fouls. Team B score a field goal and Team A time-out request is granted. 
    Discuss with your team the procedure and discussion points during the time 
    out and how play will resume.

    After, asks groups to present their ideas and help them to do correction 
    where is necessary.

    Closing discussion/ Conclusion
    – Together, teacher and students summarize the lesson of the day, and 
    students record the summary in their note books.
     Lesson 5: Scoring, winning and time limits and how to deter
    mine the winner in Basketball.
     
    a) Learning objective
     Identify and explain different tie limits situations in Basketball.

    b) Teaching resources
     Balls of basketball, hard/soft copy of basketball rules of the game, computer, 
    projector

    c) Prerequisites/Revision/Introduction 
    Students of senior six will better apply Basketball rules if they have developed 
    basic techniques and tactics of playing Basketball learned in senior four and 
    senior five
     
    d) Learning activities
     Opening discussions – Ask questions related to fouls and violations learnt in lesson four of this 
    unit.– Introduce the lesson of the day by asking questions related to different 
    ways of scoring in basketball.

     

    e) Lesson body

    Activity 5.6
     Asks Students to form four groups and give them questions related to fouls 

    and violation to discuss in each group as seen in the following table.


    – Pass though groups and help them where is necessary. Request students
    to choose a secretary to record findings and group representative who will 
    present their findings.
    – Request group representative to present their findings and group members 
    may support where is necessary.
    – After presentation of all groups, use a projector to recap presentations, 

    Closing discussion/ Conclusion
    – Together, teacher and students summarize the lesson of the day, and 
    students record the summary in their note books.
     Lesson 6:Officials, table officials, commissioners.
     
    a) Learning objective
     Identify basketball officials and explain their responsibilities
     
    b) Teaching resources
     Balls of basketball, hard/soft copy of basketball rules of the game, computer, 
    projector.

    c) Prerequisites/Revision/Introduction 
    Students of senior six will better apply Basketball rules if they have developed 
    basic techniques and tactics of playing Basketball learned in senior four and 
    senior five.

     d) Learning activities
     Opening discussions – Ask questions related to what they have learnt in lesson 1,2,3,4,5 of this 
    unit.– Introduce the lesson of the day by asking questions related the names of 
    officials found in basketball.
     e) Lesson body 
    Activity 5.7
    Asks Students to form five groups and give them questions related to fouls 

    and violation to discuss in each group as seen in the following table.


    – Pass though groups and help them where is necessary. Request students 
    to choose a secretary to record findings and group representative who will 
    present their findings.
    – Request group representative to present their findings and group members 
    may support where is necessary. 

    – After presentation of all groups, use a projector to recap presentations.

    Application Activity 5.5

     Individually students show different referees hand signals in Basketball.

     List of refereeing hand signals in basketball










    Application Activity 5.6
     are watching in the presented video.
     Prepare a five minutes’ video of a match between two teams, and give a score 
    sheet to each student and ask them to fill the scoresheet according to what they 

    Closing discussion/ Conclusion
    – Together, teacher and students summarize the lesson of the day, and 

    students record the summary in their note books

    Lesson 7: Officiating a Basketball match.
     a) Learning objective
     Recognize and apply official rules of the game of basketball in the game situation
     b) Teaching resources 
    Balls used in basketball game, court for basketball, whistle, watch, chasubles, 
    score sheet, protective equipment (if available), ring (rim) and posts.
     c) Prerequisites/Revision/Introduction 
    Students of senior six will interpret and apply rules of basketball in game 
    situation if they have learned techniques and tactics of playing basketball game 
    in senior four, and senior five.

     d) Learning activities
    Opening discussions 
    Ask questions related to the application of basketball rules in game situations. 
    Let students present their findings and introduce the new lesson. Invite students 
    to start warm up exercises.
     
    Warm up exercises and cool down description 
    Let students perform general warm up exercises and specific warm up based 
    on the most body’s parts to be used while playing basketball and stretch their 
    muscles properly. 

    e) Lesson body 
    Activity 5.8
     Game situation 
    Form three groups A, B and C. competition is organized in this way:
     1st match: A vs B C will act as officials by providing: umpires and table 
    officials and other remaining players will record fouls and misconduct 
    happened and how umpires and table officials have been reacted for those 
    fouls and violation. 
    2nd match: B vs C, A will act as officials by providing: 
    Umpires, table officials, and other remaining players will record fouls and 
    misconduct happened and how umpires and table officials have been reacted 
    for those fouls and violation
     3rd match: A vs C, B will act as officials by providing: 
    umpires and table officials and other remaining players will record fouls 
    and misconduct happened and how umpires and table officials have been 
    reacted for those fouls and violation.
     
    Points to consider during this game situation
    – Time for playing for each match: 5 minutes
    – The winner is the team, which will gain many points in those three matches.
    – Choose one student to lead cool down and invite them to start after game 
    situation discussion.
    – Start by giving time group A, B then C to share what they have recorded 
    based on rules of the games, decisions taken by officials, effectiveness of 
    hand signals used, and how officials are taking positions and their movement 
    during the match. Support them to clarify some rules of the game where is 
    necessary.
    – Close the lesson by asking some questions on what the y have been discussed.

    5.5 End of unit assessment
     Teacher divide students into groups of six including two umpires, scorer, an 
    assistant scorer, a timer and a shot clock operator. After dividing student 
    teachers into their respecting groups, set the order on which groups will 
    lead the game, request the first group to start the match. Ask other remaining 
    students to form two teams of five players for each one.
     Let the match start, change groups which is officiating after five minutes. 
    Officials become players to replace those who are becoming officials.
    – During performing officiating for each group, observe how each student 
    is accomplishing given tasks and roles.
    – Records their performance in order to give them feedback at the end of 
    the exercise.
     
    5.6 Additional activities 
    Remedial activities 
    Prepare a video of two teams playing basketball match. Provide a list of team 
    A and B, provide also 5 score sheet. After divide students into groups, and asks 
    them to watch the given video and fill the score sheet accordingly. Facilitate 
    them where it is necessary, and after the given time let them present their 
    activities and help them to do correction where it is necessary.

    Consolidation activities 
     Participate in competitions between small groups and choose their own officials 
    to lead the matches and make record of performance for different groups.

    Extended activities 
    Organize basketball competition between classes for forming school teams 
    and participate in interclasses and friendly matches. Let student teachers 
    officiates matches. Encourages student teachers to exploit updated rules of 

    the game of basketball regularly.

  • UNIT 6: HANDBALL

    Key unit competence: Apply handball rules of the game
     
    6.1. Prerequisite (Knowledge, skills, attitudes and values)
     Students of senior six will learn better handball rules of the game if they have mastered
    handball basic techniques learned in senior five.
     
    6.2. Cross-cutting issues to be addressed 
    Gender:  In teaching and learning process of handball, the teacher must prepare 
    and provide physical activities that engage both girls and boys equally to exploit 
    their full potential and talents without any discrimination or prejudice.
     Inclusive education: The teacher as a facilitator he/she must consider different 
    special education needs and select handball activities to adapt his teaching 
    approaches to students. This creates a positive attitude and helps all students 
    to participate actively and develop their competence levels.
     Financial education: The teacher should integrate Financial Education into 
    his/her teaching/learning activities by providing the local and no cost teaching 
    material where is possible. He/she must encourage students to make their 
    own materials that can help them to develop competences not only in sports at 
    school but also in their daily life.
     Standardization culture: The teacher must choose and select the standardized 
    materials to use in his/her teaching/learning process of handball. It is necessary 
    to provide appropriate materials required to the levels of students and help 
    them to develop culture of checking and using the quality of sport materials 
    for the competitions before using them in order to prevent injuries and other 
    accidents
     Environment and sustainability: The teacher should provide materials and 
    delivers the lesson by encouraging students to protect the environment and the 
    well use of materials. The teacher helps them to develop the spirit of keeping 
    safe environment they use in physical education and sports activities.
    Peace and values education: The teacher helps students to develop fair play 
    and social values by avoiding violence and conflict in their handball games and 
    by setting clear and relevant instructions. He/she should provide the activities 
    that help students to develop their competence peacefully.
     Comprehensive sexuality education: The teacher provides handball activities 
    and sets instructions that prevent sexual harassment, any kind of gender
    based violence like sexual abuse and physical contacts oriented to the sexuality 
    intention. 
    Genocide studies: While conducting handball exercises, the teacher should 
    take a time to explain students how sports should be used to fight against 
    Genocide ideology and how to prevent it. For example, to organize Genocide 
    memorial tournaments at school and give the message related to the Genocide.

     6.3. Guidance on introductory activity 
    Before introducing the lesson one of this unit, you must introduce the whole 
    unit. The teacher as a guide, facilitator and expert, ask questions or give activity 
    related to technical skills used in handball in order to help them to predict what 

    to be learned in the whole unit.

    6.4 List of lessons/sub-heading 



     Lesson 1: Recall handball techniques and tactics in the game 
    situation
     a) Learning objective  
    Identify handball techniques and tactics in the game situation.
     
    b) Teaching resources 
    Balls, Stopwatch/watch, Playground, Cones, Whistle and Chasubles.

    c) Prerequisites/Revision/Introduction 
    Students of senior six will learn better recall on handball techniques and tactics 
    in the game situation if they have developed techniques and tactics exercises 
    learnt in year five.
     
    d) Learning activities 
    Opening discussions
    – Ask questions about handball techniques and tactics learnt in year five.
    – Let students present their findings and introduce the prepared lesson.
    – Invite students to start warm up exercises.

     Warm up exercises and stretching exercises
    – Let students perform general warm up exercises and specific warm up 
    based on the most body’s parts to be used while performing techniques 
    and tactics and stretch their muscles properly.
    – One student leads warm up and stretching exercises.
    – Guide them while performing warm up and stretching exercises.
    – Help them/demonstrate/correct where is necessary.
     
    e) Lesson body
     Activity 6.1
     Students play a handball game in 15 minutes. They make teams of six players 
    with on goal keeper and every one occupies responsibilities of his/her position on 
    the playground accordingly. They pass and receive the ball. They apply attacking 

    techniques of dribbling and shooting in the goals. They perform defending tactic.


     Activity 6.2
     Make teams of 3 vs 3, 4 vs 4, 5vs 5, and 6 vs 6 students with a goal keeper. Let 
    students play handball adhering to rules of the game on the appropriate court in 
    limited period of ten minutes. The winner is the team which scores more goals 

    than the other. 

    Activity 6.3
     Let students play handball match, the outside teams lead the match as referees, 
    after a limited period of time teams change roles.
     
    Application Activity 6.1
     Distribute balls to students for regular familiarization by playing and request 
    them to choose their own officials for leading their game plays. After a given 

    time, the teams change the roles.

    Cool down exercises
    – Let students do right cool down exercises and stretch their group of 
    muscles by insisting on most used parts
    – Randomly, one of students leads cool down exercises.
    – Guide them while stretching their muscles systematically.
    – Help them/demonstrate/correct where is necessary.
     Closing discussions (RCA) 
    Reflect
    – Which challenges/advantages did you face during the execution of passing, 
    receiving, dribbling, shooting and blocking exercises in handball game? 

    Why?

    Connect
    –     What are necessary conditions for a handball player to apply techniques 
    and tactics?
     Apply
    – What will you do to perform handball techniques and tactics after this 
    session to become a good player?

    Lesson 2: Playing court, Playing time, final signal and time-out, 
    goalkeeper, the goal area in handball
     a) Learning objective  
    Discuss playing court, playing time, final signal and time-out, goalkeeper, the 
    goal area in handball.
     
    b) Teaching resources 
    Balls, Stopwatch/watch, Playground, Cones, Whistle, Chasubles and Handball 
    rule books.

    c) Prerequisites/Revision/Introduction 
    Students of Senior six will learn better playing court, playing time, final signal 
    and time-out, goalkeeper, the goal area in handball if they have developed 
    handball rules learnt in senior five and in the previous lesson

    a) Learning activities 
    Opening discussions
    – Ask questions about handball rules learnt in senior five.
    – Let students present their findings and introduce the prepared lesson.
    – Invite students to start warm up exercises.
     
    Warm up exercises and stretching exercises
    – Let students perform general warm up exercises and specific warm up 
    based on the most body’s parts to be used while performing handball game 
    and stretch their muscles properly.
    – One student leads warm up and stretching exercises.
    – Guide them while performing warm up and stretching exercises.
    – Help them/demonstrate/correct where is necessary.

    d) Lesson body 
    Activity 6.4
    – In groups of six, students discuss on the given elements of handball 
    rules. Each group has one rule to be discussed and findings are in the 
    distributed rules document as resource.
    – Pass though groups and help them where is necessary. Request students 
    to choose a secretary to record findings and group representative who will 
    present their findings.
    – Request group representative to present their findings and group members 
    may support where is necessary. 

    – After presentation of all groups, use a projector to recap presentations.


     Activity 6.5
     Make teams of 3 vs 3 or 4 vs 4 students with a goal keeper. Let students play 
    handball adhering to rules of the game on the appropriate court in limited 
    period of ten minutes. One of the outside teams leads the match as referees 
    following the handball rules. The winner is the team which scores more 

    goals or lead the match perfectly than others.   

    Activity 6.6
     Make teams of 5vs 5, and 6 vs 6 students with a goal keeper. Let students play 
    handball adhering to rules of the game on the appropriate court in limited period 
    of ten minutes. One of the outside teams leads the match as referees following 
    the handball rules. The winner is the team which scores more goals or lead the 

    match perfectly than others.    

    Application Activity 6.2

    Make teams of 6 vs 6 students with a goal keeper. Let students play handball adhering to 
    rules of the game on the appropriate court in limited period of ten minutes.
    One of the outside teams leads the match as referees following the handball 
    rules. The winner is the team which scores more goals or lead the match perfectly 
    than others.   

    Cool down exercises
    – Let students do right cool down exercises and stretch their group of 
    muscles by insisting on most used parts.
    – Randomly, one of students leads cool down exercises.
    – Guide them while stretching their muscles systematically.
    – Help them/demonstrate/correct where is necessary.

    Closing discussions (RCA)     
    Reflect
    – Which challenges/advantages did you face during playing and leading the 
    handball match? Why? 
    Connect
    – What are necessary conditions do you need to apply handball rules?
     Apply
    – What will you do to apply handball rules in the game perfectly?

    Lesson 3: The ball, the team, substitutions, equipment, player 
    injuries in handball
    a) Learning objective 
    Describe the ball, the team, substitutions, equipment, player injuries in handball.
     b) Teaching resources 
    Balls, Stopwatch/watch, Playground, Cones, Whistle, Chasubles, Handball rule 
    books
    c) Prerequisites/Revision/Introduction 
    Students of senior six will learn better the description of the ball, the team, 
    substitutions, equipment, player injuries in handball if they have developed 
    handball rules learnt in senior five and in the previous lessons.
    d) Learning activities 
    Opening discussions
    – Ask questions about handball rules learnt in year five.
    – Let students present their findings and introduce the prepared lesson.
    – Invite students to start warm up exercises.
     
    Warm up exercises and stretching exercises
    – Let students perform general warm up exercises and specific warm up 
    based on the most body’s parts to be used while performing handball game 
    and stretch their muscles properly.
    – One student leads warm up and stretching exercises.
    – Guide them while performing warm up and stretching exercises.
    – Help them/demonstrate/correct where is necessary.

    e) Lesson body 
    Activity 6.7
    – In groups of five, students describe the given elements of handball rules. 
    Each group has one element of rules to be described. The resources are 
    distributed (handball rule books).
    – Pass though groups and help them where is necessary. Request students 
    to choose a secretary to record findings and group representative who will 
    present their findings.
    – Request group representative to present their findings and group members may support where is necessary.

    – After presentation of all groups, use a projector to recap presentations

    Activity 6.8
     Make teams of 3 vs 3, 4 vs 4 and 5vs 5 students with a goal keeper. Let students 
    play handball adhering to rules of the game on the appropriate court in limited 
    period of ten minutes. One of the outside teams leads the match as referees 
    following the handball rules. The winner is the team which scores more goals or 
    lead the match perfectly than others. 

    Activity 6.9
     Make teams of 5vs 5 or 6 vs 6 students with a goal keeper. Let students play 
    handball adhering to rules of the game on the appropriate court in limited period 
    of ten minutes. One of the outside teams leads the match as referees following 
    the handball rules. The winner is the team which scores more goals or lead the 
    match perfectly than others. 
     
    Application activity
     Application Activity 6.2
     Make teams of 6 vs 6 students with a goal keeper. Let students play handball 
    adhering to rules of the game on the appropriate court in limited period of ten 
    minutes. One of the outside teams leads the match as referees following the 
    handball rules. The winner is the team which scores more goals or lead the match 

    perfectly than others.

    Cool down exercises
    – Let students do right cool down exercises and stretch their group of 
    muscles by insisting on most used parts.
    – Randomly, one of students leads cool down exercises.
    – Guide them while stretching their muscles systematically.
    – Help them/demonstrate/correct where is necessary.
     Closing discussions (RCA) 
    Reflect
    – Which challenges/advantages did you face during playing and leading the 
    handball match? Why? 
    Connect
     – What are necessary conditions do you need to apply handball rules?
     Apply
    – What will you do to apply handball rules in the game perfectly?
     Lesson 4: Playing the ball, passive play and scoring in handball
    a) Learning objective 
    Discuss playing the ball, passive play and scoring in handball.
     b) Teaching resources 
    Balls, Stopwatch/watch, Playground, Cones, Whistle, Chasubles and Handball 
    rule books
     c) Prerequisites/Revision/Introduction 
    previous lessons.
     d) Learning activities 
    Students of Senior six will learn better playing the ball, passive play and scoring 
    in handball if they have developed handball rules learnt in senior five and in the 
    Opening discussions
    – Ask questions about handball rules learnt in senior five and in the last 
    lesson.
    – Let students present their findings and introduce the prepared lesson.
    – Invite students to start warm up exercises.

    e) Lesson body 
    Warm up exercises and stretching exercises
    – Let students perform general warm up exercises and specific warm up 
    based on the most body’s parts to be used while performing handball game 
    and stretch their muscles properly.
    – One student leads warm up and stretching exercises.
    – Guide them while performing warm up and stretching exercises.
    – Help them/demonstrate/correct where is necessary.
     
    Activity 6.10
     In groups of three, students describe the given elements of handball rules. 
    Each group has one element of rules to be described. The resources are 
    distributed (handball rule books). Pass though groups and help them where 
    is necessary. Request students to choose a secretary to record findings and group 
    representative who will present their findings. Request group representative 
    to present their findings and group members may support where is necessary. 

    After presentation of all groups, use a projector to recap presentations.

     Activity 6.11
     Make teams of 3 vs 3, 4 vs 4, 5vs 5, and 6 vs 6 students with a goal keeper. Let 
    students play handball adhering to rules of the game on the appropriate court 
    in limited period of ten minutes. One of the outside teams leads the match as 
    referees following the handball rules. The winner is the team which scores more 
    goals or lead the match perfectly than others. 

    Activity 6.12
     Make teams of 3 vs 3, 4 vs 4, 5vs 5 students with a goal keeper. Let students play 
    handball adhering to rules of the game on the appropriate court in limited period 
    of ten minutes. One of the outside teams leads the match as referees following 
    the handball rules. The winner is the team which scores more goals or lead the 

    match perfectly than others.

    Application Activity 6.3
     Make teams of 6 vs 6 students with a goal keeper. Let students play handball 
    adhering to rules of the game on the appropriate court in limited period of 
    ten minutes. One of the outside teams leads the match as referees following 
    the handball rules. The winner is the team which scores more goals or lead 

    the match perfectly than others. 

    Cool down exercises
    – Let students do right cool down exercises and stretch their group of 
    muscles by insisting on most used parts.
    – Randomly, one of students leads cool down exercises. 
    – Guide them while stretching their muscles systematically. 

    – Help them/demonstrate/correct where is neces

    Closing discussions (RCA) 

    Reflect
    – Which challenges/advantages did you face during playing and leading the 
    handball match? Why? 
    Connect 
    – What are necessary conditions do you need to apply handball rules?
    Apply
    – What will you do to apply handball rules in the game perfectly?

    a) Learning objective 
    Lesson 5: Fouls and unsportsmanlike conduct, Throws and general
    instructions on the execution of the throws in handball
    Differentiate fouls and unsportsmanlike conduct, throws and general 
    instructions on the execution of the throws in handball.
     
    b) Teaching resources 
     Balls, Stopwatch/watch, Playground, Cones, Whistle, Chasubles, Posts, Videos 
    related to handball rules of the game and Handball rule books.

     c) Prerequisites/Revision/Introduction 
    Students of Senior six will learn better fouls and unsportsmanlike conduct, 
    throws and general instructions on the execution of the throws if they have 
    developed handball rules learnt in senior five and in the previous lessons.
     
    d) Learning activities 
    Opening discussions
    – Ask questions about handball rules learnt in senior five and in last lesson.
    – Let students present their findings and introduce the prepared lesson.
    – Invite students to start warm up exercises.
     
    Warm up exercises and stretching exercises
    – Let students perform general warm up exercises and specific warm up 
    based on the most body’s parts to be used while performing handball game 
    and stretch their muscles properly.
    – One student leads warm up and stretching exercises.
    – Guide them while performing warm up and stretching exercises.
    – Help them/demonstrate/correct where is necessary.
     
    e) Lesson body 
    Activity 6.13
    – In groups of three, students describe the given elements of handball 
    rules. Each group has one element of rules to be described. The resources 
    are distributed (rulebooks.
    – Pass though groups and help them where is necessary. Request students 
    to choose a secretary to record findings and group representative who will 
    present their findings.
    – Request group representative to present their findings and group members 
    may support where is necessary. After presentation of all groups, use a 

    projector to recap presentations.

     Activity 6.14
    – Make teams of 3 vs 3, 4 vs 4, 5vs 5, and 6 vs 6 students with a goal keeper.
    – The students play handball adhering to rules of the game on the appropriate 
    court in limited period of ten minutes. One of the outside teams leads the 
    match as referees following the handball rules.
    – The winner is the team which scores more goals, made less fouls and 
    misconduct or lead the match perfectly than others.

         Activity 6.15
    – Make teams of 5vs 5 students with a goal keeper
    – The students play handball adhering to rules of the game on the 
    appropriate court in limited period of ten minutes. One of the outside 
    teams leads the match as referees following the handball rules.
    – The winner is the team which scores more goals, made less fouls and 

    misconduct or lead the match perfectly than others

    Application Activity 6.3
    – Make teams of 6 vs 6 students with a goal keeper. The students play 
    handball adhering to rules of the game on the appropriate court in 
    limited period of ten minutes. One of the outside teams leads the match 
    as referees following the handball rules.
    – The winner is the team which scores more goals, made less fouls and 

    misconduct or lead the match perfectly than others.

     Cool down exercises
    – Let students do right cool down exercises and stretch their group of 
    muscles by insisting on most used parts.
    – Randomly, one of students leads cool down exercises.
     – Guide them while stretching their muscles systematically.
    – Help them/demonstrate/correct where is necessary.       
    Closing discussions (RCA) 
    Reflect
    – Which challenges/advantages did you face during playing and leading the 
    handball match? Why? 
    Connect 
    – What are necessary conditions do you need to apply handball rules?
    Apply
    – What will you do to apply handball rules in the game perfectly?
     Lesson 6: Officials in handball game

    a) Learning objective 
    Distinguish the officials of handball and their roles in the game situation.
     
    b) Teaching resources 
    Balls, Stopwatch/watch, Playground, Cones, Whistle, Chasubles, Posts, Videos 
    related to handball rules of the game and Handball rule books.

    c) Prerequisites/Revision/Introduction 
    Students of Senior six will learn better officials in handball game if they have 
    developed handball rules learnt in senior five and in the previous lessons
    d) Learning activities 
    Opening discussions
    – Ask questions about handball rules learnt in senior five and in last lesson.
    – Let students present their findings and introduce the prepared lesson.
    – Invite students to start warm up exercises.
     
    Warm up exercises and stretching exercises
    – Let students perform general warm up exercises and specific warm up 
    based on the most body’s parts to be used while performing handball game 
    and stretch their muscles properly.
    – One student leads warm up and stretching exercises.
    – Guide them while performing     warm up and stretching exercises.
    – Help them/demonstrate/correct where is necessary.

    e) Lesson body 
    Activity 6.16
    – In groups students recall handball officials and their responsibilities. 
    They discuss also on assistants and their responsibilities before, during 
    and at the end of the match.
    – Pass though groups and help them where is necessary. Request students 
    to choose a secretary to record findings and group representative who will 

    present their findings.

     Activity 6.17
    – Make teams of 3 vs 3 students with a goal keeper.
    – The students play handball adhering to rules of the game on the appropriate 
    court in a limited period of ten minutes. The outside teams play the roles of 
    officials and their assistants.
    – The winner is the team which scores more goals, made less fouls and 
    misconduct or lead the match efficiently than others. 

    Activity 6.18- - -     
    Make teams of 5vs 5 students with a goal keeper.
     The students play handball adhering to rules of the game on the appro
    priate court in a limited period of ten minutes. The outside teams play the 
    roles of officials and their assistants.
     The winner is the team which scores more goals, made less fouls and 
    misconduct or lead the match efficiently than others.

    Application Activity 6.4
    – Make teams of 6 vs 6 students with a goal keeper. Let students play 
    handball adhering to rules of the game on the appropriate court in 
    limited period of ten minutes. One of the outside teams leads the match 
    as referees following the handball rules.
    – The winner is the team which scores more goals or lead the match 

    perfectly than others. 

    Cool down exercises
    – Let students do right cool down exercises and stretch their group of 
    muscles by insisting on most used parts.
    – Randomly, one of students leads cool down exercises.
    – Guide them while stretching their muscles systematically.
    – Help them/demonstrate/correct where is necessary.    
    Closing discussions (RCA) 
    Reflect
    – Which challenges/advantages did you face during playing and leading the 
    handball match? Why?
    Connect
    – What are necessary conditions do you need officials in hand ball?
     Apply
    – What will you do to become handball officials?
     Lesson 7: Officiate a handball game
     a) Learning objective 
    Apply and interpret rules of handball in the game situation.
     b) Teaching resources 
    Balls, Stopwatch/watch, Playground, Cones, Whistle, Chasubles, Posts, Videos 
    related to handball rules of the game, Handball rule books, Projector/computer, 
    Smart classroom, Hard/soft copy of handball rules and Cards.
     c) Prerequisites/Revision/Introduction 
    Students of Senior six will learn better officiate a handball game if they have 
    developed handball rules learnt in senior five and in the previous lessons. 
    d) Learning activities 
    Opening discussions
    – Ask questions about handball rules learnt in senior five and in last lesson.
    – Let students present their findings and introduce the prepared lesson.
    – Invite students to start warm up exercises.

     Warm up exercises and stretching exercises
    – Let students perform general warm up exercises and specific warm up 
    based on the most body’s parts to be used while performing handball game 
    and stretch their muscles properly.
    – One student leads warm up and stretching exercises.
    – Guide them while performing warm up and stretching exercises.
    – Help them/demonstrate/correct where is necessary.

    e) Lesson body 
    Activity 6.19
     Game situation 
    Make teams of three players: A, B and C and organize a competition: 
    The first match: A vs B while C will act as officials by providing two officials, 
    the timekeeper and the scorekeeper. The remaining players will record fouls 
    and misconduct happened and how officials have been reacted.
     The second match: B vs C while A will act as officials by providing two 
    officials, the timekeeper and the scorekeeper. The remaining players will 
    record fouls and misconduct happened and how officials have been reacted. 
    The third match: A vs C while B will act as officials by providing two officials, 
    the timekeeper and the scorekeeper. The remaining players will record fouls 
    and misconduct happened and how officials have been reacted. The playing 
    time is 5minutes. 

    The winner is the team which gains more points than others. After the 
    competition, each team shares with others what they have recorded: On 
    rules of the games, decisions taken by officials, effectiveness of hand signals 
    used, and how officials are taking positions and their movement during the 
    match. Support them to clarify some rules of the game where is necessary. 

    Game situation 
    Make teams of five players:  A, B and C and organize a competition: 
    Activity 6.20
     The first match: A vs B while C will act as officials by providing two officials, 
    the timekeeper and the scorekeeper. The remaining players will record fouls 
    and misconduct happened and how officials have been reacted.
     The second match: B vs C while A will act as officials by providing two 
    officials, the timekeeper and the scorekeeper. The remaining players will 
    record fouls and misconduct happened and how officials have been reacted. 
    The third match: A vs C while B will act as officials by providing two officials, 
    the timekeeper and the scorekeeper. The remaining players will record fouls 
    and misconduct happened and how officials have been reacted. The playing 
    time is 7minutes. 

    The winner is the team which gains more points than others. After the 
    competition, each team shares with others what they have recorded: On 
    rules of the games, decisions taken by officials, effectiveness of hand signals 
    used, and how officials are taking positions and their movement during the 
    match. Support them to clarify some rules of the game where is necessary. 

    Activity 6.21
    Game situation 
     Make teams six players:  A, B and C and organize a competition: 
    The first match: A vs B while C will act as officials by providing two officials, 
    the timekeeper and the scorekeeper. The remaining players will record fouls 
    and misconduct happened and how officials have been reacted.
     The second match: B vs C while A will act as officials by providing two 
    officials, the timekeeper and the scorekeeper. The remaining players will 
    record fouls and misconduct happened and how officials have been reacted. 
    The third match: A vs C while B will act as officials by providing two officials, 
    the timekeeper and the scorekeeper. The remaining players will record fouls 
    and misconduct happened and how officials have been reacted. The playing 
    time is 10minutes. 

    The winner is the team which gains more points than others. After the 
    competition, each team shares with others what they have recorded: On 
    rules of the games, decisions taken by officials, effectiveness of hand signals 
    used, and how officials are taking positions and their movement during the 
    match. Support them to clarify some rules of the game where is necessary. 

    Application Activity 6.4
    – Make teams of 6 vs 6 students with a goal keeper play handball adhering 
    to rules of the game on the appropriate court in a limited period of 
    fifteen minutes. The outside teams play the roles of officials and their 
    assistants.
    – The winner is the team which scores more goals, made less fouls and 

    misconduct or officiated the match efficiently than others. 

    Hand signals used in officiating handball game






     Provide one box which contains cards where written fouls and unsportsmanlike conduct. 
    Another box contains cards where written sanctions/punishment. In groups, when 
    one member picks a card written a foul or an unsportsmanlike conduct, one from 
    another group raises the card of its relative sanction/ punishment. Continue the 
    activity until the prepared cards finished. 

    Cool down exercises
    – Let students do right cool down exercises and stretch their group of 
    muscles by insisting on most used parts.
    – Randomly, one of students leads cool down exercises. 
    – Guide them while stretching their muscles systematically. 
    – Help them/demonstrate/correct where is necessary.

    Closing discussions (RCA) 
    Reflect
    – Which challenges/advantages did you face during playing and officiating 
    the handball match? Why? 
    Connect
    – What are necessary conditions do you need officials in hand ball?
     Apply
    – What will you do to become handball officials?
     
    6.6 End of unit assessment
     Organize handball competition between teams and assess learners’ abilities 
    to apply handball techniques and tactics such as pass, receive, shoot, 
    goalkeeping and observe how they apply handball rules through playing and 
    officiating the game

    6.7 Additional activities 
    Remedial activities
    – Providing school facilities for learner’s recreation where they perform 
    regular handball technical and tactical skills and officiating games. 
    Consolidation activities
    – Encourage learners to participate actively in the handball school 
    competitions representing his/her class and officiate them.
     
    Extended activities
    – To participate actively in mass sport in their villages.
    – Participate in the organized recreational handball activities and 
    competitions in their villages during weekends and holidays with their 
    neighboring learners and help in officiating and in the application of 

    hand ball rules.

  • UNIT 7 :NETBALL

     Key unit competence: Perform netball techniques and tactics in the game 
    situation adhering to the rules.
     
    7.1. Prerequisite (Knowledge, skills, attitudes and values)
     Students of senior six will perform better netball techniques and tactics in 
    the game situation adhering to the rules if they have mastered netball basic 
    techniques learned in senior five.
     
    7.2. Cross-cutting issues to be addressed 
    Gender:  In teaching and learning process of netball, the teacher must prepare 
    and provide physical activities that engage both girls and boys equally to exploit 
    their full potential and talents without any discrimination or prejudice.
     
     Inclusive education: The teacher as a facilitator he/she must consider different 
    special education needs and select netball activities to adapt his/her teaching 
    approaches to students. This creates a positive attitude and helps all students 
    to participate actively and develop their competence levels.

    Financial education:     The teacher should integrate Financial Education into 
    his/her teaching/learning activities by providing the local and no cost teaching 
    material where is possible. He/she must encourage students to make their 
    own materials that can help them to develop competences not only in sports at 
    school but also in their daily life.
     
    Standardization culture:     The teacher must choose and select the standardized 
    materials to use in his/her teaching/learning process of netball. It is necessary 
    to provide appropriate materials required to the levels of students and help 
    them to develop culture of checking and using the quality of sport materials 
    for the competitions before using them in order to prevent injuries and other 
    accidents.
     Environment and sustainability: The teacher should provide materials and 
    delivers the lesson by encouraging students to protect the environment and the 
    well use of materials. The teacher helps them to develop the spirit of keeping 
    safe environment they use in physical education and sports activities.

    Peace and values education:     The teacher helps students to develop fair play 
    and social values by avoiding violence and conflict in their netball games and 
    by setting clear and relevant instructions. He/she should provide the activities 
    that help students to develop their competence peacefully.
     Comprehensive sexuality education: The teacher provides netball activities 
    and sets instructions that prevent sexual harassment, any kind of gender
    based violence like sexual abuse and physical contacts oriented to the sexuality 
    intention 
    Genocide studies:  While conducting netball exercises, the teacher should take 
    a time to explain students how sports should be used to fight against Genocide 
    ideology and how to prevent it. For example, to organize Genocide memorial 
    tournaments at school and give the message related to the Genocide.
     
    7.3. Guidance on introductory activity 
    Before introducing the lesson one of this unit, you must introduce the whole unit. 
    The teacher as a guide, facilitator and expert, ask questions or give activity related 
    to technical skills used netball in order to help them to predict what to be learned in 

    the whole unit.

    7.4. List of lessons/sub-heading



    Lesson 1: Recall netball techniques and tactics in the game situation
     a) Learning objective  
    Identify and perform netball techniques and tactics in the game situation.
     b) Teaching resources 
    Balls, playground, whistle, stopwatch, cones, videos related to netball rules of 
    the game, chasubles, posts, official rules’book.

    c) Prerequisites/Revision/Introduction 
    Students of senior six will learn better recall on netball techniques and tactics 
    in the game situation if they have developed techniques and tactics exercises 
    learnt in senior five.
     
    d) Learning activities 
    Opening discussions
    – Ask questions about netball techniques and tactics learnt in senior five.
    – Let students present their findings and introduce the prepared lesson.
    – Invite students to start warm up exercises.
     Warm up exercises and stretching exercises
    – Let students perform general warm up exercises and specific warm up 
    based on the most body’s parts to be used while performing techniques 
    and tactics in the game and stretch their muscles properly.
    – One student leads warm up and stretching exercises.
    – Guide them while performing warm up and stretching exercises.
    – Help them/demonstrate/correct where is necessary.

    e) Lesson body 
    they are occupying.
     Activity 7.1
     In teams of 3 players after recalling netball techniques and tactics, students 
    play netball. In a limited time of ten minutes they play on the court and perform 
    techniques of passing, shooting and landing, tactics of attack and defense as tasks 
    and responsibilities to accomplish based on the relative playing positions that 

    Activity 7.2
     In teams of 5 players, students play netball. In a limited time of ten minutes they players 
    on the court and perform techniques and tactics as tasks and responsibilities to 
    accomplish based on the relative playing positions that they are occupying. 
    The teams must be replaced after five minutes until all players/ teams participate 
    in the play as much as possible. The winner is the team which gained many 
    points than others. 

    Activity 7.3
    In teams of 7players, students play netball. In a limited time of ten minutes they players 
    on the court and perform techniques and tactics as tasks and responsibilities to 
    accomplish based on the relative playing positions that they are occupying. 
    The teams must be replaced after five minutes until all players/ teams participate 
    in the play as much as possible. The winner is the team which gained many 
    points than others. 

    Application Activity 7.1
     In two teams of 7 players, students play netball. In a limited time of ten 
    minutes they players on the court and perform techniques and tactics as tasks 
    and responsibilities to accomplish based on the relative playing positions 
    that they are occupying. The teams must be replaced after five minutes until 
    all players/ teams participate in the play as much as possible. The winner is 

    the team which gained many points than others.  


     Cool down exercises
    – Let students do right cool down exercises and stretch their group of muscles 
    by insisting on most used parts.
    – Randomly, one of students leads cool down exercises.
    – Guide them while stretching their muscles systematically.
    – Help them/demonstrate/correct where is necessary.

     Closing discussions (RCA) 
    Reflect
    – Which challenges/advantages did you face during the game? Why? 
    Connect
    – What are necessary conditions for a netball player to apply techniques and 
    tactics in the game?
     Apply
    – What will you do to perform netball techniques and tactics after this session 
    to become a good player.
     
    Lesson 2: Court and relative areas and goalposts in netball game
     a) Learning objective  
    Discuss on the court and its relative areas and goalposts in netball game
     b) Teaching resources 
    Balls, playground, whistle, stopwatch, cones, videos related to netball rules of 
    the game, chasubles, posts, current official netball rules’ book.
     c) Prerequisites/Revision/Introduction 
    five and in the previous lesson
     d) Learning activities 
    Students of senior six will learn better the court and its relative areas and 
    goalposts in netball game if they have developed netball rules learnt in senior 

    Opening discussions
    – Ask questions about netball rules learnt in senior five.
    – Let students present their findings and introduce the prepared lesson.
    – Invite students to start warm up exercises.
     
    Warm up exercises and stretching exercises
    – Let students perform general warm up exercises and specific warm up 
    based on the most body’s parts to be used while performing netball game 
    and stretch their muscles properly.
    – One student leads warm up and stretching exercises.
    – Guide them while performing warm up and stretching exercises.
    – Help them/demonstrate/correct where is necessary.

     e) Lesson body 
    Activity 7.4
    – In groups students discuss the given elements of netball rules. Each 
    group has one rule to be discussed and findings are in the distributed 
    rules document as resource.
    – Pass though groups and help them where is necessary.
    – Request students to choose a secretary to record findings and group 
    representative who will present their findings.
    - Request group representative to present their findings and group members
    may support where is necessary.

    – After presentation of all groups, use a projector to recap presentations.


    Activity 7.5
     Make teams of 3, 4 or 5 players.  Let students play netball adhering to rules of the 
    game on the appropriate court in limited period of ten minutes. One of the outside 
    teams leads the match as referees following rules. The winner is the team which 

    scores more goals or lead the match perfectly than others. 

    Activity 7.6
     Make teams of 6 or 7 players.  Let students play netball adhering to rules of the 
    game on the appropriate court in limited period of ten minutes. One of the outside 
    teams leads the match as referees following rules. The winner is the team which 

    scores more goals or lead the match perfectly than others. 

    Application Activity 7.1
     Make two teams of 7 players.  Let students play netball adhering to rules of 
    the game on the appropriate court in limited period of ten minutes. One of 
    the outside teams leads the match as referees following rules. The winner is 

    the team which scores more goals or lead the match perfectly than others. 

    Cool down exercises 
    – Let students do right cool down exercises and stretch their group of 
    muscles by insisting on most used body parts.
    – Randomly, one of students leads cool down exercises. 
    – Guide them while stretching their muscles systematically. 
    – Help them/demonstrate/correct where is necessary.
     
    Closing discussions (RCA) 
    Reflect
    – Which challenges/advantages did you face during playing and leading the 
    netball match? Why? 
    Connect 
    – What are necessary conditions do you need to apply netball rules?
     Apply 
    – What will you do to apply netball rules perfectly in the game?
     Lesson 3: The ball and duration of the match in netball game
     a) Learning objective 
    Describe the ball and duration of the match in netball game.
     b) Teaching resources 
    Balls, playground, whistle, stopwatch, cones, videos related to netball rules of 
    the game, chasubles, posts, current official rules’ book.
     c) Prerequisites/Revision/Introduction 
    Students of Senior six will learn better the ball and duration of the match in 
    netball game if they have developed netball rules learnt in senior five and in the 
    previous lessons
     d) Learning activities 
    Opening discussions
    – Ask questions about netball rules learnt in senior five 
    – Let students present their findings and introduce the prepared lesson
    – Invite students to start warm up exercises
     
    Warm up exercises and stretching exercises 
    – Let students perform general warm up exercises and specific warm up 
    based on the most body’s parts to be used while performing netball game 
    and stretch their muscles properly. 
    – One student leads warm up and stretching exercises.
    – Guide them while performing warm up and stretching exercises.
    – Help them/demonstrate/correct where is necessary.
     
    e) Lesson body 
    Activity 7.7
    – In groups, students describe the given elements of netball rules. Each 
    group has one element of rules to be described. The resources are 
    distributed.
    – Pass though groups and help them where is necessary. Request students 
    to choose a secretary to record findings and group representative who will 
    present their findings.
    – Request group representative to present their findings and group members 
    may support where is necessary. After presentation of all groups, use a 

    projector to recap presentations.

     Activity 7.8
     Make teams of 3, 4, 5 and let them play netball adhering to rules of the game on 
    the appropriate court in limited period of 5 minutes. One of the outside teams 
    leads the match as referees following the netball rules while others make records. 
    The winner is the team which scores more goals or lead the match perfectly than 

    others. 

    Activity 7.9
     Make teams of 3, 4, 5or 6 and let them play netball adhering to rules of the 
    game on the appropriate court in limited period of 5 minutes. One of the 
    outside teams leads the match as referees following the netball rules while 
    others make records. The winner is the team which scores more goals or 

    lead the match perfectly than others. 

    Application Activity 7.2
     In two teams of 7 play netball adhering to rules of the game on the appropriate 
    court in limited period of 5 minutes. One of the outside teams leads the 
    match as referees following the netball rules while others make records. The 
    winner is the team which scores more goals or lead the match perfectly than 

    others.

     Cool down exercises
    – Let students do right cool down exercises and stretch their group of 
    muscles by insisting on most used parts.
    – Randomly, one of students leads cool down exercises.
    – Guide them while stretching their muscles systematically.
    – Help them/demonstrate/correct where is necessary.

    Closing discussions (RCA) 
    Reflect
    – Which challenges/advantages did you face during playing and leading the 
    netball match? Why?
    Connect
    – What are necessary conditions do you need to apply netball rules?
     Apply
     – What will you do to apply netball rules in the game perfectly?
     Lesson 4: Match personnel, match procedures, and Punishments 

    in netball game

     a) Learning objective 
    Discuss on the match personnel, match procedures, and Punishments in netball 

    game.

     b) Teaching resources 
    Balls, playground, whistle, stopwatch, cones, videos related to netball rules of 

    the game, chasubles, posts, official rules’book.

    c) Prerequisites/Revision/Introduction 
    Students of Senior six will learn better match personnel, match procedures, 
    and punishments in netball game if they have developed netball rules learnt 

    in senior five senior five and in the previous lessons.

     d) Learning activities 
    Opening discussions
    – Ask questions about netball rules learnt in senior five and in the last lesson.
    – Let students present their findings and introduce the prepared lesson.
    – Invite students to start warm up exercises.
     
    Warm up exercises and stretching exercises 
    – Let students perform general warm up exercises and specific warm up 
    based on the most body’s parts to be used while performing netball game 
    and stretch their muscles properly. 
    – One student leads warm up and stretching exercises.
    – Guide them while performing warm up and stretching exercises.

    – Help them/demonstrate/correct where is necessary.

    e) Lesson body 

    present their findings.

     Activity 7.10
    – In groups, students describe the given elements of netball rules. Each 
    group has one element of rules to be discussed on. The resources are 
    distributed. 
    – Pass though groups and help them where is necessary. Request students 
    to choose a secretary to record findings and group representative  who will 
    – Request group representative to present their findings and group members
    may support where is necessary.

    – After presentation of all groups, use a projector to recap presentations.

     Activity 7.11
     Make teams of 3, 4, 5 or 6 students and let them play netball adhering to rules 
    of the game on the appropriate court in limited period of ten minutes. One of the 
    outside teams leads the match as umpires and others make records following the 
    netball rules. The playing teams are replaced after ten minutes. The winner is the 

    team which scores more goals or lead the match perfectly than others. 

    Activity 7.12
     Make teams of 7 students and let them play netball adhering to rules of the game 
    on the appropriate court in limited period of ten minutes. One of the outside 
    teams leads the match as umpires and others make records following the netball 
    rules. The playing teams are replaced after ten minutes. The winner is the team 

    which scores more goals or lead the match perfectly than others. 

    Application Activity 7.3
     In two teams of 7 students play netball adhering to rules of the game on the 
    appropriate court in limited period of ten minutes. One of the outside teams 
    leads the match as umpires and others make records following the netball 
    rules. The playing teams are replaced after ten minutes. The winner is the 

    team which scores more goals or lead the match perfectly than others. 

    Cool down exercises 
    – Let students do right cool down exercises and stretch their group of 
    muscles by insisting on most used parts.
    – Randomly, one of students leads cool down exercises. 
    – Guide them while stretching their muscles systematically. 

    – Help them/demonstrate/correct where is necessary

    Closing discussions (RCA)
    Reflect
    – Which challenges/advantages did you face during playing and leading the 
    netball match? Why? 
    Connect 
    – What are necessary conditions do you need to apply netball rules?
    Apply 

    – What will you do to apply netball rules in the game perfectly?

     a) Learning objective 
    Lesson 5: Start the play, duration of the match and how to score 
    a goal in netball game
     Discuss on starting the play, duration of the match and how to score a goal in 

    netball game.

    b) Teaching resources 
    Balls, playground, whistle, stopwatch, cones, videos related to netball rules of 

    the game, chasubles, posts, current official rules’ book.

    c) Prerequisites/Revision/Introduction 
    Students of senior six will learn better starting the play, duration of the match 
    and how to score a goal in netball game if they have developed netball rules 

    learnt in senior five and in the previous lessons.

     d) Learning activities 
    O    pening discussions
    – Ask questions about netball rules learnt in senior five and in last lesson.
    – Let students present their findings and introduce the prepared lesson.
    – Invite students to start warm up exercises.
     
    Warm up exercises and stretching exercises 
    – Let students perform general warm up exercises and specific warm up 
    based on the most body’s parts to be used while performing netball game 
    and stretch their muscles properly. 
    – One student leads warm up and stretching exercises.
    – Guide them while performing warm up and stretching exercises.

    – Help them/demonstrate/correct where is necessary.

    e) Lesson body 
    Activity 7.13
    – In groups students discuss on starting the play, duration of the match 
    and how to score a goal in netball game. Each group has one element of 
    rules to be described. The resources are distributed (rulebooks).
    – Pass though groups and help them where is necessary. Request students 
    to choose a secretary to record findings and group representative        who 
    will present their findings.Request group representative to present their 
    findings and group members may support where is necessary. 

    -After presentation of all groups, use a projector to recap presentation.

    Activity 7.14
     Make teams of 3, 4, 5 students and let them play netball adhering to rules 
    of the game on the appropriate court in limited period of ten minutes. One 
    of the outside teams leads the match as umpires and others make records 
    following the netball rules. The playing teams are replaced after 8 minutes. 
    The winner is the team which scores more goals or lead the match perfectly 
    than others. 

    Activity 7.15
     Make teams of 5 or 6 students and let them play netball adhering to rules of the 
    game on the appropriate court in limited period of ten minutes. One of the outside 
    teams leads the match as umpires and others make records following the netball 
    rules. The playing teams are replaced after 8 minutes. The winner is the team 
    which scores more goals or lead the match perfectly than others. 

    Application Activity 7.4
     In two teams of 7 students play netball adhering to rules of the game on 
    the appropriate court in limited period of ten minutes. One of the outside 
    teams leads the match as umpires and others make records following the 
    netball rules. The playing teams are replaced after 8 minutes. The winner is 

    the team which scores more goals or lead the match perfectly than others. 

     Cool down exercises
    – Let students do right cool down exercises and stretch their group of 
    muscles by insisting on most used parts.
    – Randomly, one of students leads cool down exercises.
    – Guide them while stretching their muscles systematically.
    – Help them/demonstrate/correct where is necessary.

         Closing discussions (RCA) 
    Reflect
    – Which challenges/advantages did you face during playing and leading the 
    netball match? Why? 
    Connect
     -  What are necessary conditions do you need to apply netball rules?
    Apply
    What will you do to apply netball rules in the game perfectly?

         Lesson 6: Obstruction and contact in netball game
     a) Learning objectiv    e 
    Discuss on the obstruction and contact in netball game.
     b) Teaching resources 
    Balls, playground, whistle, stopwatch, cones, videos related to netball rules of
    the game, chasubles, posts, official rules’book.
    c) Prerequisites/Revision/Introduction 
    Students of senior six will learn better the obstruction and contact in netball 
    game if they have developed netball rules learnt in senior five and in the 
    previous lessons.

    d) Learning activities 
    Opening discussions
    – Ask questions about netball rules learnt in senior five and in last lesson.
    – Let students present their findings and introduce the prepared lesson.
    – Invite students to start warm up exercises.
     
    Warm up exercises and stretching exercises
    – Let students perform general warm up exercises and specific warm up 
    based on the most body’s parts to be used while performing netball game 
    and stretch their muscles properly.
    – One student leads warm up and stretching exercises.
    – Guide them while performing warm up and stretching exercises.
    – Help them/demonstrate/correct where is necessary.
     
    e) Lesson body
    – In groups students discuss on the obstruction and contact in netball 
    game. They discuss also on the difference between them. Each group has 
    one element of rules to be discussed on. The resources are distributed 
    (rulebooks).
    – Pass though groups and help them where is necessary. Request students to
    choose a secretary to record findings and group representative  
    who will present their findings.
    – Request group representative to present their findings and group members
    May support where is necessary.

    – After presentation of all groups, use a projector to recap presentations.

    Activity 7.17
     Make teams of 3, 4, 5, 6 and 7 students and let them play netball adhering to rules 
    of the game on the appropriate court in limited period of ten minutes. One of the 
    outside teams leads the match as umpires and others make records following the 
    netball rules. The playing teams are replaced after 8 minutes. The winner is the 

    team which scores more goals or lead the match perfectly than others. 

        Fig 7.6: Students play netball adhering to rules in the game situation

     Cool down exercises
    – Let students do right cool down exercises and stretch their group of 
    muscles by insisting on most used parts.
    – Randomly, one of students leads cool down exercises. 
    – Guide them while stretching their muscles systematically. 

    – Help them/demonstrate/correct where is necessary.

    Closing discussions (RCA) 
    Reflect
    – Which challenges/advantages did you face during playing and leading the 
    netball match? Why? 
    Connect
    – What are necessary conditions do you need officials in netball?
     Apply - 
    What will you do to become netball officials?
    Lesson 7: Demonstration and interpretation of hand signals 

    used in officiating and officiate a netball game

     a) Learning objective 
    Discuss on how to demonstrate and interpret hand signals used in officiating 

    and officiate a netball game.

     b) Teaching resources 
    Balls, playground, whistle, stopwatch, cones, videos related to netball rules of 

    the game, chasubles, posts, official rules’book.

    c) Prerequisites/Revision/Introduction 
    Students of senior six will learn better the demonstration and interpretation 
    of hand signals used in officiating and officiate a netball game if they have 

    developed netball rules learnt in senior five and in the previous lessons. 

    d) Learning activities 
    Opening discussions
    – Ask questions about netball rules learnt in senior five and in last lesson.
    – Let students present their findings and introduce the prepared lesson.
    – Invite students to start warm up exercises.

         Warm up exercises and stretching exercises 
    – Let students perform general warm up exercises and specific warm up 
    based on the most body’s parts to be used while performing netball game 
    and stretch their muscles properly. 
    – One student leads warm up and stretching exercises.
    – Guide them while performing warm up and stretching exercises.
    – Help them/demonstrate/correct where is necessary.

    e) Lesson body 
    Game situation 
    Activity 7.18
     Make complete teams A, B and C and organize a netball competition: 
    The first match: A vs B while C will act as officials by providing umpires, 
    reserve umpire, scorer and timekeeper and lead the match. The remaining 
    players will record fouls and misconduct happened and how officials have 
    been reacted.
     The second match: B vs C while A will act as officials by providing umpires, 
    reserve umpire, scorer and timekeeper and lead the match. The remaining 
    players will record fouls and misconduct happened and how officials have 
    been reacted. 
    The third match: A vs C while B will act as officials by providing umpires, 
    reserve umpire, scorer and timekeeper and lead the match. The remaining 
    players will record fouls and misconduct happened and how officials have 
    been reacted. Every match duration is ten minutes. 
    The winner is the team which gains more points than others. After the 
    competition, each team shares with others what they have recorded: On 
    rules of the games, decisions taken by umpires, effectiveness of hand signals 
    used, and how umpires taking positions and their movements during the 

    match. Support them to clarify some rules of the game where is necessary. 

    Activity 7.19
     Make teams of 3 vs 3, 4 vs 4, 5vs 5, and 6 vs 6 or 7vs 7 students. 
    The students play netball adhering to rules of the game on the appropriate court in 
    a limited period of fifteen minutes. The outside teams play the roles of umpires, 
    reserve umpire, scorer and timekeeper to lead the match.
     The winner is the team which scores more points, made less fouls and misconduct 

    or officiated the match efficiently than others. 

    Activity 7.20
     Make teams of 5vs 5, and 6 vs 6 or 7vs 7 students. 
    The students play netball adhering to rules of the game on the appropriate court in 
    a limited period of fifteen minutes. The outside teams play the roles of umpires, 
    reserve umpire, scorer and timekeeper to lead the match.
     The winner is the team which scores more points, made less fouls and misconduct 

    or officiated the match efficiently than others. 

    Application Activity 7.4
     Make teams of 7vs 7 students. The students play netball adhering to rules 
    of the game on the appropriate court in a limited period of fifteen minutes. 
    The outside teams play the roles of umpires, reserve umpire, scorer and 
    timekeeper to lead the match.
     The winner is the team which scores more points, made less fouls and 

    misconduct or officiated the match efficiently than others. 

    Hand signals used in officiating netball game









      Cool down exercises 
    – Let students do right cool down exercises and stretch their group of 
    muscles by insisting on most used parts.
    – Randomly, one of students leads cool down exercises. 
    – Guide them while stretching their muscles systematically. 

    – Help them/demonstrate/correct where is necessary.

    Closing discussions (RCA) 
    Reflect
    – Which challenges/advantages did you face during playing and leading the 
    netball match? Why? 
    Connect
    – What are necessary conditions do you need umpires in netball?
     Apply 

    – What will you do to become netball players or umpires?

     7.6 End of unit assessment
     Teacher divides students into groups of five including two umpires, reserve
    umpire, scorer and timekeeper. After dividing students into their respecting 
    groups, set the order on which groups will lead the game, request the first group 
    to start the match. Ask other remaining student teachers to form two teams of 
    seven players for each one. Let the match start, change groups which is officiating 
    after five minutes. Officials become players to replace those who are becoming officials.
    – During performing officiating for each group, observe how each student is 
    – Observe how techniques and tactics learned are being used.
    – Records their performance in order to give them feedback at the end of the 

    exercise.

    7.7 Additional activities 
    Remedial activities 
    Distribute balls to students for regular familiarization with the ball focusing on techniques 
    and tactics of playing netball game by respecting official rules of the game.

     Consolidation activities 
    Providing school facilities for learner’s recreation where they perform regular 
    netball technical and tactical skills and officiating games. 

    Extended activities Encourage learners:
    - To participate actively in mass sport in their villages.
    - Participate in the organized recreational netball activities and competitions in their
    villages during weekends and holidays with their neighbor    ing learners and help in
    officiating and in the application of netball rules. 

    Request students to read updated rules of the game of netball game.

  • UNIT 8: GOALBALL

    Key unit competence: Perform goal ball techniques and tactics in the game 

    situation adhering to the rules 

    8.1. Prerequisite (knowledge, skills, attitudes and values)
     Students of Senior Six will perform better goal ball techniques and tactics in the 
    game situation adhering to the rules if they have developed techniques and tactics 

    in goal ball learnt in Senior five.

     8.2. Cross-cutting issues to be addressed
    Gender: In teaching and learning process of goalball, the teacher must prepare and 
    provide activities that engage both girls and boys equally in exploiting their full 
    potential and talents without any discrimination or prejudice.
     Inclusive education: The teacher as a facilitator he/she must consider different 
    special education needs and select activities to adapt his teaching approaches 
    to students. This creates a positive attitude and helps all students to participate 
    actively and develop their competence levels.
     Financial education: The teacher should integrate Financial Education into his 
    teaching/learning activities by providing the local and no cost teaching material where 
    is possible. He/she must encourage students to make their own materials that can 
    help them to develop competences not only in goal ball game but also in their life.
    Standardization culture: The teacher must choose and select the standardized 
    materials to use in his/her teaching/learning process of goal ball. It is necessary to 
    provide appropriate materials required to the levels of students and help them to 
    develop culture of checking and using the quality of   sport materials for the competitions 
    before using them in order to prevent injuries and other cases of accident.
     Environment and sustainability: The teacher should provide materials and 
    deliver the lesson by encouraging students to protect the environment and well 
    use of materials. The teacher helps them to develop the spirit of keeping safe the 
    environment in which they use by cleaning playground and courts after the lesson.
    Peace and values education: The teacher helps students to develop fair play and 
    social values by avoiding violence and conflict in the game and by setting clear and 
    relevant instructions. He/she should provide the activities that help students to 
    develop their competence peacefully.
     Comprehensive sexuality education
     The teacher provides goalball activities and sets instructions that prevent sexual 
    harassment or any kind of gender-based violence like sexual abuse and physical 
    contacts oriented to the sexuality intention.
     Genocide studies: While conducting goal ball exercises a teacher should take a 
    time to explain students how sports should be used to fight against Genocide 
    ideology and how to prevent it. For example, to organize Genocide memorial 

    tournaments at school and give the message related to the Genocide.

     8.3. Guidance on introductory activity
     Before introducing the lesson one of this unit, you must introduce the whole unit. 
    The teacher as a guide, facilitator and expert, asks questions related to rules of the 
    game of playing goal ball in order to help them to predict what to be learned in the 

    whole unit.

    8.4. List of lessons/sub-heading



    Lesson 1: Recall goal ball techniques and tactics in the game situation
     a) Learning objective

     Identify and perform goal ball techniques and tactics in the game situation.

     b) Teaching resources
     Balls, playground, whistle, stopwatch, cones, chasubles, videos related to 

    goalball rules of the game, posts, current official Rules’ book.

     c) Prerequisites/Revision/Introduction
     Students of senior 6 will perform better recall on goal ball techniques and 
    tactics in the game situation if they have developed techniques and tactics 

    exercises learnt in senior five.

     d) Learning activities
     Opening discussions
    – Ask questions about techniques and tactics of goal ball learned in senior five.
    – Let students present their findings and introduce the topic of the day.
    – Invite students to start warm up exercises.

     Warm up and cool down exercises 
    – Let students perform general warm up exercises and specific warm up based on 
    the most body’s parts to be used while in game performance and stretch their 
    muscles properly.

    – Guide students while performing warm up and stretching exercises.

     e) Lesson body
    Activity 8.1
    In teams of three, students recall techniques and tactics and play a goal ball 
    game in 15 minutes. They perform offensive and defensive play individually 
    and in team. Every one occupies responsibilities of his/her position on the 

    playground accordingly. They pass and receive the ball. 


     Activity 8.2
     Make teams of 2 vs 2 or 3vs 3 and let students play goalball adhering to rules of 
    the game on the appropriate court in limited period of seven minutes. The outside 
    teams play the roles of referees. After ten minutes the playing teams are replaced 

    by the outside ones. The winner is the team which scores more goals than others. 

    Activity 8.3
     Make teams of 3vs 3 and let students play goalball adhering to rules of the game 
    on the appropriate court in limited period of ten minutes. The outside teams play 
    the roles of referees. After ten minutes the playing teams are replaced by the out

    side ones. The winner is the team which scores more goals than others. 

    Application Activity 8.1
     Make teams of 3vs 3 and let students play goalball adhering to rules of the game 
    on the appropriate court in limited period of fifteen minutes. The outside teams 
    play the roles of referees. After ten minutes the playing teams are replaced by the 

    outside ones. The winner is the team which scores more goals than others. 

    Fig 8.4: Student play goal ball adhering to rules in the game situation
     Closing discussion 
    Reflect
    – Which challenges/advantages did you face during performing techniques 
    and tactics of goalball in game situation?
     Connect
    – What are conditions do you need to perform tactical exercises of handling and 
    throwing the ball in Goal ball?
     Apply
     What is the usefulness of applying tactics and techniques in the goal ball game 
    situation?

    Lesson 2: The situation before the game and concerned items 
    during the game in goal ball game
     a) Learning objective
     Discuss the situation before the game and concerned items during the game in 
    goal ball game.
     
    b) Teaching resources
     Balls, playground, whistle, stopwatch, cones, chasubles, videos related to 
    goalball rules of the game, posts, current official rules’ book.

    c) Prerequisites/Revision/Introduction
     Students of senior 6 will learn better the situation before the game and 
    concerned items during the game in goal ball game if they have developed the 
    goalball official rules learnt in senior five.

    d) Learning activities
     Opening discussions
    – Ask questions about the situation before the game and concerned items 
    during the game in goal ball game learned in senior six.
    – Let students present their findings and introduce the topic of the day.
    – Invite students to start warm up exercises.
     
    Warm up and cool down exercises
     – Let students perform general warm up exercises and specific warm up based on 
    the most body’s parts to be used in the game performance and stretch their 
    muscles properly.
    – Guide students while performing warm up and stretching exercises.
     
    e) Lesson body
     Activity 8.4
    – In groups students discuss on the given elements of goalball rules: The 
    situation before the game and concerned items during the game in goal 
    ball game. Each group has one rule to be discussed and findings are in 
    the distributed rules document as resource.
    – Pass though groups and help them where is necessary. Request students 
    to choose a secretary to record findings and group representative who will 
    present their findings. 
    – Request group representative to present their findings and group members 
    may support where is necessary. 

    – After presentation of all groups, use a projector to recap presentations.

     Activity 8.5
     Make teams of 2 or 3 players.  Let students play goalball adhering to rules of 
    the game on the appropriate court in limited period of 7 minutes. One of the 
    outside teams leads the match as referees following rules and make records 
    to be shared after matches. The winner is the team which scores more goals 
    or lead the match perfectly than others. The teams change the roles every 

    ten minutes to help all students to perform the game. 

    Activity 8.6
     Make teams of 3 players.  Let students play goalball adhering to rules of the 
    game on the appropriate court in limited period of ten minutes. One of the outside 
    teams leads the match as referees following rules and make records to be shared 
    after matches. The winner is the team which scores more goals or lead the match 
    perfectly than others. The teams change the roles every ten minutes to help all 

    students to perform the game.

    Application Activity 8.1
     Make teams of 3 players.  Let students play goalball adhering to rules of the game 
    on the appropriate court in limited period of fifteen minutes. One of the outside 
    teams leads the match as referees following rules and make records to be shared 
    after matches. The winner is the team which scores more goals or lead the match 
    perfectly than others. The teams change the roles every ten minutes to help all 

    students to perform the game.

    Closing discussion 
     Reflect
    – Which challenges/advantages did you face during performing techniques 
    Connect
     and tactics of playing goalball in game situation adhering to rules?
    – What are conditions do you need to perform goalball offensive and defensive 
    plays adhering to rules of the game?
     Apply
    – What is the usefulness of applying official rules in the goal ball game 

    situation?

    Lesson 3: Types of infractions in goal ball game
    a) Learning objective

     Identify types of infractions in goal ball game.

     b) Teaching resources
     Balls, playground, whistle, stopwatch, cones, chasubles, videos related to 

    goalball rules of the game, posts, current official rules’ book.

    c) Prerequisites/Revision/Introduction
     Students of senior 6 will learn better types of infractions in goal ball game if 
    they have developed the goalball official rules learnt in Senior Six and in previous 

    lessons.

     d) Learning activities
     Opening discussion    s
    – Ask questions about types of infractions in goal ball game learned in Senior 
    Six.
    – Let students present their findings and introduce the topic of the day.

    – Invite students to start warm up exercises.

     Warm up and cool down exercises 
    – Let students perform general warm up exercises and specific warm up based on 
    the most body’s parts to be used in the game performance and stretch their 
    muscles properly.

    – Guide students while performing warm up and stretching exercises.

    e) Lesson body
         Activity 8.7- 
    In groups, students identify types of infractions in goal ball game. Each 
    group has the distributed rules document as resource. They share ideas 
    and carry out findings together.
    - Pass though groups and help them where is necessary.
    - Request students to choose a secretary to record findings and group represen    tative who
    will present their findings.
    -     Request group representative to present their findings and group members may 
    support where is necessary. 

    - After the presentation of all groups, use a projector to recap presentations.

     Activity 8.8
     Make teams of 2 players.  Let students play goalball adhering to rules of the 
    game on the appropriate court in limited period of ten minutes. One of the out
    side teams leads the match as referees following rules and make records to share 
    after matches. The winner is the team which scores more goals or lead the match 
    perfectly than others. The teams change the roles every ten minutes to help all 

    students to perform the game.

    Activity 8.9

    Make teams of 3 players.  Let students play goalball adhering to rules of the game 
     on the appropriate court in limited period of fifteen minutes. One of the outside 
    teams leads the match as referees following rules and make records to share af
    ter matches. The winner is the team which scores more goals or lead the match 
    perfectly than others. The teams change the roles every ten minutes to help all 

    students to perform the game.


    Application Activity 8.2
     Make teams of 3 players.  Let students play goalball adhering to rules of 
    the game on the appropriate court in limited period of fifteen minutes. One 
    of the outside teams leads the match as referees following rules and make 
    records to share after matches. The winner is the team which scores more 
    goals or lead the match perfectly than others. The teams change the roles 

    every ten minutes to help all students to perform the game.

    Closing discussion 
    R    eflect
    – Which challenges/advantages did you face during goalball in game 
    situation adhering to rules and records making?
    Connect
    – What are conditions do you need to perform goalball plays adhering to rules of 
    the game and making records?
     Apply
    – What is the usefulness of applying official rules and making records in the 

    goal ball game situation?

     Lesson 4: Team penalties and Personal penalties in the goal ball game
     a) Learning objective

     Differentiate team penalties and personal penalties in the goal ball game.

     b) Teaching resources
     Balls, playground, whistle, stopwatch, cones, chasubles, videos related to goal

    ball rules of the game, posts, current official rules’ book.

    c) Prerequisites/Revision/Introduction
     Students of senior six will learn better team penalties and personal penalties in the 
    goal ball game if they have developed the goalball official rules learnt in senior six 

    and in previous lessons.

     d) Learning activities
     Opening discussions
    – Ask questions about the team penalties and personal penalties in the goal 
    ball game learned in senior six.
    – Let students present their findings and introduce the topic of the day.
    – Invite students to start warm up exercises.
     
    Warm up and cool down exercises 
    – Let students perform general warm up exercises and specific warm up based on 
    the most body’s parts to be used in the game performance and stretch their 
    muscles properly.

    – Guide students while performing warm up and stretching exercises.

    e) Lesson body
     Activity 8.10
    – In groups students discuss on the difference between team penalties and 
    personal penalties in the goal ball game. Each group has the distributed 
    rules document as resource. They share ideas and carry out findings 
    together
    – Pass though groups and help them where is necessary. Request students 
    to choose a secretary to record findings and group representative who will 
    present their findings.
    – Request group representative to present their findings and group members
    may support where is necessary.

    – After presentation of all groups, use a projector to recap presentations.

     Activity 8.11
     Make teams of 2 players.  Let students play goalball adhering to rules of the 
    game on the appropriate court in limited period of ten minutes. One of the outside 
    teams leads the match as referees following rules and make records to be shared 
    after matches. The winner is the team which scores more goals or lead the match 
    perfectly than others. The teams change the roles every ten minutes to help all 

    students to perform the game.

    Activity 8.12
     Make teams of 3 players.  Let students play goalball adhering to rules of the 
    game on the appropriate court in limited period of fifteen minutes. One of the 
    outside teams leads the match as referees following rules and make records 
    to be shared after matches. The winner is the team which scores more goals 
    or lead the match perfectly than others. The teams change the roles every 

    ten minutes to help all students to perform the game.

    Activity 8.14
     Make teams of 3 players.  Let students play goalball adhering to rules of the 
    game on the appropriate court in limited period of ten minutes. One of the 
    outside teams leads the match as referees following rules and make records 
    to be shared after matches. The winner is the team which scores more goals 
    or lead the match perfectly than others. The teams change the roles every 

    ten minutes to help all students to perform the game.

    Closing discussion
    Reflect
    – Which challenges/advantages did you face during playing goalball in game 
    situation adhering to rules?
    Connect
    – What are conditions do you need to perform goalball plays adhering to rules of 
    the game?
     Apply
    – What is the usefulness of applying official rules in the goal ball game 
    situation?

    Lesson 5: Officials’ authority and abuse of officials in the goal 
    ball game
     a) Learning objective
     Discuss the officials’ authority and abuse of officials in the goal ball game.
     b) Teaching resources
     Balls, playground, whistle, stopwatch, cones, chasubles, videos related to 

    goalball rules of the game, posts, current official rules’ book.

     c) Prerequisites/Revision/Introduction
     Students of senior six will learn better officials’ authority and abuse of officials 
    in the goal ball game if they have developed the goalball official rules learnt in 

    senior six and in previous lessons.

     d) Learning activities
     Opening discussions
    – Ask questions about officials’ authority and abuse of officials in the goal ball 
    game learned in senior Six
    – Let students present their findings and introduce the topic of the day.

    – Invite students to start warm up exercises.

     Warm up and cool down exercises 
    – Let students perform general warm up exercises and specific warm up based on 
    the most body’s parts to be used in the game performance and stretch their 
    muscles properly.

    – Guide students while performing warm up and stretching exercises.

    e) Lesson body
    Activity 8.15
    - In groups students discuss the officials’ authority and abuse of officials in 
    the goal ball game. 
    - Each group has the distributed rules document as resource. They share 
    ideas and carry out findings together.
    - Pass though groups and help them where is necessary.
    - Request students to choose a secretary to record findings and group representative
     who will present their findings.
    - Request group representative to present their findings and group members may support where
    is necessary.
    - After presentation of all groups, use a projector to recap presentations.
     
    Activity 8.16
     Make teams of 2 players.  Let students play goalball adhering to rules of the 
    game on the appropriate court in limited period of ten minutes. One of the 
    outside teams leads the match as referees following rules and make records 
    to be shared after matches. The winner is the team which scores more goals 
    or lead the match perfectly than others. The teams change the roles every 

    ten minutes to help all students to perform the game.

    Activity 8.17
     Make teams of 3 players.  Let students play goalball adhering to rules of the 
    game on the appropriate court in limited period of ten minutes. One of the 
    outside teams leads the match as referees following rules and make records 
    to be shared after matches. The winner is the team which scores more goals 
    or lead the match perfectly than others. The teams change the roles every 

    ten minutes to help all students to perform the game.

    Activity 8.18
     Make two teams of 3 players.  Let students play goalball adhering to rules of the 
    game on the appropriate court in limited period of fifteen minutes. One of the 
    outside teams leads the match as referees following rules and make records to be 
    shared after matches. The winner is the team which scores more goals or lead the 
    match perfectly than others. The teams change the roles every ten minutes to help 

    all students to perform the game.

    Closing discussion 
    R    eflect
    – Which challenges/advantages did you face during playing goalball in game 
    situation adhering to rules?
     Connect
    – What are conditions do you need to perform goalball plays adhering to rules of 
    the game?
     Apply
    – What is the usefulness of applying official rules in the goal ball game 
    situation?
     
    Lesson 6: End of the game in goal ball and officiate a goal ball 
    game
     a) Learning objective

     Discuss the end of the game in goal ball and officiate a goal ball game.

     b) Teaching resources
     Balls, playground, whistle, stopwatch, cones, chasubles, videos related to 

    goalball rules of the game, posts, current official rules’ book.

     c) Prerequisites/Revision/Introduction
     Students of senior six will discuss the end of the game in goal ball and officiate 
    a goal ball game if they have developed the goalball official rules learnt in senior 

    six and in previous lessons.

     d) Learning activities
     Opening discussions
    – Ask questions about the end of the game in goal ball and officiate a goal ball 
    game learned in senior six.
    – Let students present their findings and introduce the topic of the day.

    – Invite students to start warm up exercises.

     Warm up and cool down exercises
     – Let students perform general warm up exercises and specific warm up based on 
    the most body’s parts to be used in the game performance and stretch their 
    muscles properly.

    – Guide students while performing warm up and stretching exercises.

    e) Lesson body
    Activity 8.19
     In groups students discuss the end of the game in goal ball and officiate 
    a goal ball game. Each group has the distributed rules document as resource.
    They share ideas and carry out findings together.
    - Pass though groups and help them where is necessary
    - Request students to choose a secretary to record findings and group representative who will
    present their findings.
     Request group representative to present their findings and group members may 
    support where is necessary. 

    - After presentation of all groups, use a projector to recap presentations. 

    Activity 8.20
     Make teams of 2 or 3 players.  Let students play goalball adhering to rules 
    of the game on the appropriate court in limited period of ten minutes. One 
    of the outside teams leads the match as referees following rules and make 
    records to be shared after matches. The winner is the team which scores 
    more goals or lead the match perfectly than others. The teams change the 

    roles every ten minutes to help all students to perform the game.

     Activity 8.21
     Make teams of 3 players.  Let students play goalball adhering to rules of the 
    game on the appropriate court in limited period of ten minutes. One of the 
    outside teams leads the match as referees following rules and make records 
    to be shared after matches. The winner is the team which scores more goals 
    or lead the match perfectly than others. The teams change the roles every 

    ten minutes to help all students to perform the game.

     Application Activity 8.6
     The first match: A vs B while C will act as officials by providing 2 officials, 
    4 goal judges, 1 scorer, 1 timer, 2 ten second timers and 1 back-up timer. 
    The remaining players will record fouls and misconduct happened and how 
    officials have been reacted.

    The second match: B vs C while A will act as officials by providing 2 officials, 
    4 goal judges, 1 scorer, 1 timer, 2 ten second timers and 1 back-up timer. 
    The remaining players will record fouls and misconduct happened and how 
    officials have been reacted 

    The third match: A vs C while B will act as officials by providing 2 officials, 
    4 goal judges, 1 scorer, 1 timer, 2 ten second timers and 1 back-up timer. 
    The remaining players will record fouls and misconduct happened and how 
    officials have been reacted. The playing time is 10minutes. 

    The winner is the team which gains more points than others. After the 
    competition, each team shares with others what they have recorded: On 
    rules of the games, decisions taken by officials, effectiveness of hand signals 
    used, and how officials are taking positions and their movement during the 

    match. Support them to clarify some rules of the game where is necessary. 

     Closing discussion 
    R    eflect
    – Which challenges/advantages did you face during playing and officiating 
    goalball in game situation adhering to 0fficial rules?
     Connect
    – What are conditions do you need to perform plays and officiating goalball adhering 
    to official rules of the game?
    Apply
    – What is the usefulness of officiating goalball and applying official rules in 
    the game situation?
     8.5. Additional Information for teachers
     The teacher should be updated on the current rules of the game of playing 

    goalball game.

     8.6 End of unit assessment
     Teacher divide students into groups of eleven including 2 officials, 4 goal judges, 
    1 scorer, 1 timer, 2 ten second timers and 1 back-up timer. After dividing students 
    into their respecting groups, set the order on which groups will lead the game, 
    request the first group to start the match. Ask other remaining student teachers 
    to form two teams of three players for each one. Let the match start, change groups 
    which is officiating after five minutes. Officials become players to replace those 
    who are becoming officials.
    – During performing officiating for each group, observe how each student is 
    accomplishing given tasks and roles.
    – Observe how techniques and tactics learned are being used.
    – Records their performance in order to give them feedback at the end of the 

    exercise.

     8.7 Additional activities 
    Remedial activities 
    Distribute balls to students for regular familiarization with the ball focusing on techniques of
    playing goal ball.

    Consolidation activities 
    Participate in competitions between small groups and choose their own officials to 
    lead the matches.

    Extended activities Encourage learners:
     Organize goal ball competition between classes for forming school teams let students officiate
    interclasses and friendly matches. Encourage students to exploit regularly updated rules of goal ball.

  • UNIT 9 :SITTING VOLLEYBALL

     Key unit competence: Perform sitting volleyball techniques and tactics in the 
    game situation adhering to rules.
     9.1. Prerequisite (knowledge, skills, attitudes and values)
     Students of senior six will learn better sitting volleyball if they have developed 
    techniques and tactics of playing sitting volleyball learned in senior five.
     
    9.2. Cross-cutting issues to be addressed
     Gender: In teaching and learning process, the teacher must prepare and provide 
    sitting volleyball activities that engage both girls and boys equally to exploit their full 
    potential and talents without any discrimination or prejudice.
     Inclusive education: The teacher as a facilitator he/she must consider different 
    special education needs and select activities to adapt his teaching approaches 
    to students. This creates a positive attitude and helps all students to participate 
    actively and develop their competence levels.
     Financial education: The teacher should integrate Financial Education into his 
    teaching/learning activities by providing the local and no cost teaching material where 
    is possible. He/she must encourage students to make their own materials that can 
    help them to develop competences not only in sitting volleyball but also in their life.
     Standardization culture: The teacher must choose and select the standardized 
    materials to use in his/ her teaching/learning process of sitting volleyball. It is 
    necessary to provide appropriate materials required to the levels of students and help 
    them to develop culture of checking and using the quality of sport materials for the 
    competitions before using them in order to prevent injuries and accidents.
     Environment and sustainability: The teacher should provide materials and 
    deliver the lesson by encouraging students to protect the environment and well 
    use of materials. The teacher helps them to develop the spirit of keeping safe the 
    environment they use during sports activities by cleaning playground and courts.
     Peace and values education: The teacher helps students to develop fair play 
    and social values by avoiding violence and conflict in the sitting volleyball game and 
    by setting clear and relevant instructions. He/she should provide the activities that 
    help students to develop their competence peacefully.
     Comprehensive sexuality education: The teacher provides sitting volleyball 
    exercise and sets instructions that prevent sexual harassment or any kind of gender
    based violence like sexual abuse and physical contacts oriented to the sexuality 
    intention.
     Genocide studies: While conducting sitting volleyball exercises a teacher should 
    take a time to explain students how sports should be used to fight against Genocide 
    ideology and how to prevent it. For example, to organize Genocide memorial 

    tournaments at school and give the message related to the Genocide.

     9.3. Guidance on introductory activity
     Before introducing the lesson one of this unit, you must introduce the whole unit. 
    The teacher as a guide, facilitator and expert, ask questions or give activity related 
    to rules of sitting volleyball in order to help them to predict what to be learned in 

    the whole unit.

    9.4. List of lessons/sub-heading



     Lesson 1: Recall techniques and tactics of playing sitting volley

    ball in the game situation

    a) Learning objective

    Identify and perform sitting volleyball techniques and tactics in the game 

    situation.

    b) Teaching resources
    Balls, watch, whistle, cones, chasubles, trees, net and posts

    c) Prerequisites/Revision/Introduction
     Students of senior six will learn better the lesson of recalling techniques and tactics 
    used in sitting volleyball in the game situation if they have performed better 

    basic techniques and tactics of playing sitting volleyball learned in senior five.

    d) Learning activities
         Opening discussions
     Let students brainstorm different techniques and tactics learned in senior five
     complement.
     volleyball.
     Let students present their findings and support them where is necessary for 
    Introduce the topic of the day ‘recall of techniques and tactics of playing sitting 

    Invite students to start warm up session.

     Warm up and stretching exercises 
    Students perform general and specific warm up.
     Let students stretch the whole body and insist on the body’s part which will be used 

    more in sitting volleyball game.

    e) Lesson body

    Activity 9.1
     In teams of 3 students recall techniques and tactics and playing sitting volleyball 
    game in ten minutes. They perform offensive and defensive play individually 
    and in team. Everyone has responsibilities of his/her position on the playground 
    accordingly. The teams are replaced after ten minutes to help all students to 

    perform.


    Activity 9.2
     In two teams of six players sitting at the service line. Give balls to each group. 
    Tell students to perform different services while sitting down. After performing 
    five services for each one, request three students for each group to enter in the 
    court and be positioned in front area. Let one of the remaining students who 
    are on the service line perform a service and those who are in the court make 
    reception; play a normal game by using three hits then send the ball to the 
    opponent then opponents make three hits send back the ball over the net; the 
    exercise continue this way until the ball goes out or another foul occurs. After 
    five minutes let other three players for each team enter onto the court, now each 
    group has six players. One of the remaining players make a service, players who 
    are in the court play a normal game until the ball goes out or any foul occurs. 
    Change players’ roles, those who are in the court replace those who are making 

    services verse versa.

    Application Activity  9.1
     Form two groups of 6 to 12 players in order to teach proper techniques and tactics 
    used in playing sitting volleyball. Request students to choose positions in which they 
    will play in when they enter in the court. Tell them that all students they should 
    participate in game situation as player or substitute.
     Description of the activity
     First six students for each group enter into the court and start playing a normal game. 
    Students are requested to use all learned techniques and tactics in order to win. Let 
    two groups play 10 min, the winning team, is the team, which will gain many points 
    within 10 minutes. After 10 minutes, winning team will pay to the next group. Remind 

    group to make substitution in order to let all group members to participate in the play.

    Cool down exercises

    – Let students perform cool down exercises and light stretching by focusing the most 
    used muscles.
    – Guide them how they can stretch their muscles accordingly.

    – Help them/demonstrate/correct where is necessary.

     Closing discussion
     Reflect
    – What are challenges/advantages did you face while performing sitting 
    volleyball?
     Connect
    – In which conditions do you need techniques and tactics in order to play 
    sitting volleyball?
     Apply
    – How will you use learned techniques and tactics in sitting volleyball in your daily 
    life?
     Lesson 2: Playing area, net and posts, balls and teams in sitting 

    volleyball

     a) Learning objective

     Discuss the playing area, net and posts, balls and teams in sitting volleyball.

    b) Teaching resources

     Balls, watch, whistle, cones, chasubles, trees, net and posts.

    c) Prerequisites/Revision/Introduction
     Students of senior six will learn better playing area, net and posts, balls and teams 
    in sitting volleyball if they have performed basic techniques and tactics of playing 

    sitting volleyball and mastered rules learned in senior five.

     d) Learning activities
     Opening discussions
    – Let students brainstorm the playing area, net and posts, balls and teams in 
    sitting volleyball learned in senior five.
    – Let students present their findings and support them where is necessary 
    for complement.
    – Introduce the topic of the day.

    – Invite students to start warm up session.

     Warm up and stretching exercises 
    – Students perform general and specific warm up.
    – Let students stretch the whole body and insist on the body’s parts which will 

    be used more in sitting volleyball game.

     e) Lesson body
     Activity 9.3
    – In groups students discuss the given elements of sitting volleyball 
    rules. Each group has one rule to be discussed and findings are in the 
    distributed rules document as resource.
     present their findings.
    – Pass though groups and help them where is necessary. Request students 
    to choose a secretary to record findings and group representative who will
    – Request group representative to present their findings and group members 
    may support where is necessary. 

    – After presentation of all groups, use a projector to recap presentations.

    Activity 9.4
     Make teams of 3 players.  Let students play sitting volleyball adhering to rules 
    of the game on the appropriate court in limited period of ten minutes. One of the 
    outside teams leads the match as referees following rules. The winner is the team 

    which scores more points or lead the match perfectly than others. 

     Activity 9.5
     Make teams of 6 players.  Let students play sitting volleyball adhering to rules 
    of the game on the appropriate court in limited period of ten minutes. One of the 
    outside teams leads the match as referees following rules. The winner is the team 

    which scores more points or lead the match perfectly than others.

     Application Activity  9.2
     Make two teams of 6 players.  Let students play sitting volleyball adhering to 
    rules of the game on the appropriate court in limited period of ten minutes. 
    The outside teams lead the match as referees following rules. The winner is 

    the team which scores more points or lead the match perfectly than others. 

    Cool down exercises

    – Let students perform cool down exercises and stretch   focusing on the most used 
    muscles.
    – Guide them how they can stretch their muscles accordingly.

    – Help them/demonstrate/correct where is necessary.

     Closing discussion
     Reflect
    – What are challenges/advantages did you face while performing sitting 

    volleyball game?

    Connect

    – In which conditions do you need rules in playing sitting volleyball?

     Apply
    – How will you use learned rules in sitting volleyball in your daily life?
     Lesson 3: Team leaders, scoring a point, winning a set and the 
    match, default and incomplete team and structure of the play in 

    siting volleyball

     a) Learning objective
     Discuss team leaders, scoring a point, winning a set and the match, default and 

    incomplete team and structure of the play in siting volleyball.

     b) Teaching resources

     Balls, watch, whistle, cones, chasubles, trees, net and posts.

     c) Prerequisites/Revision/Introduction
     Students of senior six will learn better the team leaders, scoring a point, winning 
    a set and the match, default and incomplete team and structure of the play in 
    siting volleyball if they have performed basic techniques and tactics of playing 

    sitting volleyball and mastered the official rules learned in senior five.

     d) Learning activities
         Opening discussions
    – Let students brainstorm the team leaders, scoring a point, winning a set and 
    the match, default and incomplete team and structure of the play in siting 
    volleyball learned in senior five.
    – Let students present their findings and support them where is necessary 
    for complement.- 
    Introduce the topic of the day.
    -Invite students to start warm up session.
     
    Warm up and stretching exercises 
    – Students perform general and specific warm up.
    – Let students stretch the whole body and insist on the body’s parts which will 

    be used more in sitting volleyball game.

    e) Lesson body
         Activity 9.6
    – In seven groups, students discuss the given elements of sitting volleyball 
    rules. Each group has one rule to be discussed and findings are in the 
    distributed rules document as resource.
    – Pass though groups and help them where is necessary. Request students 
    to choose a secretary to record findings and group representative who will 
    present their findings.
    – Request group representative to present their findings and group members 
    may support where is necessary. After presentation of all groups, use a 

    projector to recap presentations

    Activity 9.7

    Make teams of 3 players.  Let students play sitting volleyball adhering to rules 
    of the game on the appropriate court in limited period of ten minutes. One of the 
    outside teams leads the match as referees following rules. The winner is the team 

    which scores more points or lead the match perfectly than others. 


    Application Activity 9.3
    Make two teams of 6 players.  Let students play sitting volleyball adhering to 
    rules of the game on the appropriate court in limited period of ten minutes. 
    The outside teams lead the match as referees following rules. The winner is 
    the team which scores more points or lead the match perfectly than others. 
    The main points to consider are the team leaders, scoring a point, winning a 
    set and the match, default and incomplete team and structure of their play.

    Cool down exercises
    – Let students perform cool down exercises and stretch   focusing on the most used 
    muscles.
    – Guide them how they can stretch their muscles accordingly.
    – Help them/demonstrate/correct where is necessary.
     Closing discussion
     Reflect
    – What are challenges/advantages did you face while performing sitting 
    volleyball game?
     Connect– In which conditions do you need rules in playing sitting volleyball?
     Apply
    – How will you use learned rules in sitting volleyball in your daily life?
     Lesson 4: States of play, playing the ball, ball at the net and play
    er at the net Service, attack hit, block and regular game interruptions in sitting
    volleyball game
     
    a) Learning objective
     Describe the states of play, playing the ball, ball at the net and player at the net 
    Service, attack hit, block and regular game interruptions in sitting volleyball 
    game.
     b) Teaching resources
     Balls, watch, whistle, cones, chasubles, trees, net and posts.
     
    c) Prerequisites/Revision/Introduction
    Students of senior six will learn better the states of play, playing the ball, ball 
    at the net and player at the net Service, attack hit, block and regular game 
    interruptions in sitting volleyball game if they have performed basic techniques 
    and tactics of playing sitting volleyball and mastered the official rules learned in 
    senior five.
     
    d) Learning activities
     Opening discussions
    – Let students brainstorm the states of play, playing the ball, ball at the net and 
    player at the net service, attack hit, block and regular game interruptions 
    in sitting volleyball learned in senior five.
    – Let students present their findings and support them where is necessary 
    for complement.
    – Introduce the topic of the day.
    – Invite students to start warm up session.
     
    Warm up and stretching exercises
    – Students perform general and specific warm up.
    – Let students stretch the whole body and insist on the body’s parts which will 
    be used more in sitting volleyball game.
     
    e) Lesson body
    – In seven groups, students discuss the given elements of sitting volleyball 
    rules. Each group has one rule to be discussed and findings are in the 
    distributed rules document as resource.
     
    Activity 9.8
    -  In seven groups, students discuss the given elements of sitting volleyball 
    rules. Each group has one rule to be discussed and findings are in the 
    distributed rules document as resource.
    – Pass though groups and help them where is necessary. 
    – Request students to choose a secretary to record findings and group 
    representative who will present their findings.
    – Request group representative to present their findings and group members
    may support where is necessary.

    – After presentation of all groups, use a projector to recap presentations.

     Activity 9.9
     Make teams of 3 players.  Let students play sitting volleyball adhering to rules 
    of the game on the appropriate court in limited period of ten minutes. One of the 
    outside teams leads the match as referees following rules. The winner is the team 

    which scores more points or lead the match perfectly than others.

     Activity 9.10
     Make teams of 6 players.  Let students play sitting volleyball adhering to rules 
    of the game on the appropriate court in limited period of ten minutes. One of the 
    outside teams leads the match as referees following rules. The winner is the team 

    which scores more points or lead the match perfectly than others. 

    Application Activity  9.4
     Make two teams of 6 players.  Let students play sitting volleyball adhering to 
    rules of the game on the appropriate court in limited period of ten minutes. The 
    outside teams lead the match as referees following rules. The winner is the team 
    which scores more points or lead the match perfectly than others. The main points 
    to consider are the team leaders, scoring a point, winning a set and the match, 

    default and incomplete team and structure of their play. 

    Cool down exercises- 
    Let students perform cool down exercises and stretch focusing on the most used 
    muscles.
    - Guide them how they can stretch their muscles accordingly.- 

    - Help them/demonstrate/correct where is necessary.

    Closing discussion
    Reflect
    – What are challenging/advantages did you face while performing sitting

    volleyball game?

    Connect
    – In which conditions do you need rules in playing sitting volleyball?
     Apply
     How will you use learned rules in sitting volleyball in your daily life?
     Lesson 5: Game delays, exceptional game interruptions, intervals and changes
    of courts and the libero players in sitting vol    leyball game 

    a) Learning objective
     Explain the game delays, exceptional game interruptions, intervals and changes 
    of courts and the libero players in sitting volleyball game.
     
    b) Teaching resources
     Balls, watch, whistle, cones, chasubles, trees, net and posts.
     
    c) Prerequisites/Revision/Introduction
     Students of senior six will explain better the game delays, exceptional game 
    interruptions, intervals and changes of courts and the libero players in sitting 
    volleyball if they have performed basic techniques and tactics of playing sitting 

    volleyball and mastered the official rules learned in senior five

    d) Learning activities
     Opening discussions
    – Let students brainstorm the game delays, exceptional game interruptions, 
    intervals and changes of courts and the libero players in sitting volleyball 
    learned in senior five.
    – Let students present their findings and support them where is necessary 
    for complement.
    – Introduce the topic of the day.
    – Invite students to start warm up session.
     
    Warm up and stretching exercises
    – Students perform general and specific warm up.
    – Let students stretch the whole body and insist on the body’s parts which will 

    be used more in sitting volleyball game.

    e) Lesson body
     Activity 9.11
    – In five groups, students explain the given elements of sitting volleyball 
    rules. Each group has one rule to be explained and findings are in the 
    distributed rules document as resource.
    – Pass though groups and help them where is necessary.
    – Request students to choose a secretary to record findings and group 
    representative who will present their findings.
    – Request group representative to present their findings and group members 
    may support where is necessary. 

    – After presentation of all groups, use a projector to recap presentations.


    Activity 9.12
     Make teams of 6 players.  Let students play sitting volleyball adhering to rules 
    of the game on the appropriate court in limited period of ten minutes. One of the 
    outside teams leads the match as referees following rules. The winner is the team 
    which scores more points or lead the match perfectly than others. 


    Make teams of 6 players.  Let students play sitting volleyball adhering to rules 

    of the game on the appropriate court in limited period of ten minutes. One of 
    the outside teams leads the match as referees following rules. The winner is the 

    team which scores more points or lead the match perfectly than others. 

    Activity 9.13
     Make teams of 6 players.  Let students play sitting volleyball adhering to rules of 
    the game on the appropriate court in limited period of fifteen minutes. One of the 
    outside teams leads the match as referees following rules. The winner is the team 

    which scores more points or lead the match perfectly than others. 

    Application Activity  9.5
     Make two teams of 6 players.  Let students play sitting volleyball adhering to 
    rules of the game on the appropriate court in limited period of ten minutes. 
    The outside teams lead the match as referees following rules. The winner 
    is the team which scores more points or lead the match perfectly than 
    others. The main points to consider are the game delays, exceptional game 

    interruptions, intervals and changes of courts and the libero players.

    Cool down exercises

    – Let students perform cool down and stretching exercises focusing on the most used 
    muscles.
    – Guide them how they can stretch their muscles accordingly.

    – Help them/demonstrate/correct where is necessary.

    Closing discussion

     Reflect
    – What are challenges/advantages did you face while performing sitting 
    volleyball game?
     Connect
    - In which conditions do you need to apply rules in playing sitting volleyball?
    Apply
    - How will you use learned rules in sitting volleyball to become good players?
    Lesson 6: Requirements of conduct, misconduct and its sanctions, officiating 
    corps and procedures and officials
     a) Learning objective
     Discuss the requirements of conduct, misconduct and its sanctions, officiating 
    corps and procedures and officials.
     
    b) Teaching resources
     Balls, watch, whistle, cones, chasubles, trees, net and posts.

    c) Prerequisites/Revision/Introduction
     Students of senior six will discuss better the requirements of conduct, misconduct 
    and its sanctions, officiating corps and procedures and officials in sitting volleyball 
    if they have performed basic techniques and tactics of playing sitting volleyball and 
    mastered the official rules learned in senior five.

    d) Learning activities
     Opening discussions
    – Let students brainstorm the requirements of conduct, misconduct and its 
    sanctions, officiating corps and procedures and officials in sitting volleyball 
    learned in senior five.
    – Let students present their findings and support them where is necessary 
    for complement.
    – Introduce the topic of the day.
    – Invite students to start warm up session.
     
    Warm up and stretching exercises 
    Students perform general and specific warm up.
     Let students stretch the whole body and insist on the body’s parts which will be 

    used more in sitting volleyball game.

    e) Lesson body

    Activity 9.14

    – In four groups, students discuss the given elements of sitting volleyball 
    rules. Each group has one rule to be explained and findings are in the 
    distributed rules document as resource.
    – Pass though groups and help them where is necessary.
    – Request students to choose a secretary to record findings and group 
    representative who will present their findings.
    – Request group representative to present their findings and group members 
    may support where is necessary. 

    – After presentation of all groups, use a projector to recap presentations.


    Activity 9.15
     Make teams of 6 players.  Let students play sitting volleyball adhering to 
    rules of the game on the appropriate court in limited period of ten minutes. 
    One of the outside teams leads the match as referees following rules. The 
    winner is the team which scores more points or lead the match perfectly 

    than others. 

    Activity 9.16
     Make teams of 6 players.  Let students play sitting volleyball adhering to rules 
    of the game on the appropriate court in limited period of ten minutes. One of the 
    outside teams leads the match as referees following rules. The winner is the team 

    which scores more points or lead the match perfectly than others. 

    Application Activity  9.6
     Make two teams of 6 players.  Let students play sitting volleyball adhering to 
    rules of the game on the appropriate court in limited period of ten minutes. 
    The outside teams lead the match as referees following rules. The winner is 
    the team which scores more points or lead the match perfectly than others. 
    The main points to consider are the requirements of conduct, misconduct 

    and its sanctions, officiating corps and procedures and officials.

    Cool down exercises
    – Let students perform cool down and stretching exercises focusing on the most used 
    muscles.
    – Guide them how they can stretch their muscles accordingly.

    – Help them/demonstrate/correct where is necessary.

    Closing discussion
     Reflect
    – What are challenges/advantages did you face while performing sitting 
    volleyball game?
    Connect
    – In which conditions do you need to apply rules in playing sitting volleyball?
     Apply
    – How will you use learned rules in sitting volleyball to become good players?
     Lesson 7: Officiate a sitting volleyball game
     a) Learning objective
     Apply and interpret rules of sitting volleyball in the game situation.
     b) Teaching resources
     Balls, watch, whistle, cones, chasubles, trees, net and posts.
     c) Prerequisites/Revision/Introduction
    Students of senior six will apply and interpret rules of sitting volleyball in the 
    game situation if they have performed basic techniques and tactics of playing 
    sitting volleyball and mastered the official rules learned in senior five.

    d) Learning activities
     Opening discussions
     - Let students brainstorm the application and interpretation of rules of sitting 
    volleyball in the game situation learned in Senior Six and in previous lessons.
     -Let students present their findings and support them where is necessary for 
    complement. 
    -Introduce the topic of the day.

     -Invite students to start warm up session.

    Warm up and stretching exercises - - 
    Students perform general and specific warm up.

     used more in sitting volleyball game.

    e) Lesson body
     Game situation 

    Let students stretch the whole body and insist on the body’s parts which will be 

    Activity 9.17
     Make complete teams A, B and C and organize a sitting volleyball competition: 
    The first match: A vs B while C will act as officials by providing first referee, 
    second referee, scorer, assistant scorer and line judges to lead the match. The 
    remaining players will record fouls and misconduct happened and how 
    officials have been reacted.

    The second match    : B vs C while A will act as officials by providing first 
    referee, second referee, scorer, assistant scorer and line judges to lead the 
    match. The remaining players will record fouls and misconduct happened 
    and how officials have been reacted 

    The third match    : A vs C while B will act as officials by providing first referee, 
    second referee, scorer, assistant scorer and line judges to lead the match. The 
    remaining players will record fouls and misconduct happened and how 
    officials have been reacted. Every match duration is ten minutes. 

    The winner is the team which gains more points and sets than others. After 
    the competition, each team shares with others what they have recorded: On 
    rules of the games, decisions of referees, effectiveness of hand signals used. 

    Support them to clarify some rules of the game where is necessary. 


    Activity 9.18
     Make teams of 2, 3, 4 or 6 players.  Let students play sitting volleyball adhering 
    to rules of the game on the appropriate court in limited period of ten minutes. One 
    of the outside teams leads the match as referees following rules. The winner is the 

    team which scores more points or lead the match perfectly than others.

    Warm up and stretching exercises

    - Students perform general and specific warm up.
    - Let students stretch the whole body and insist on the body’s parts which will be

    - used more in sitting volleyball game.

    e) Lesson body
    Activity 9.17
    Game situation
     Make complete teams A, B and C and organize a sitting volleyball competition: 
    The first match: A vs B while C will act as officials by providing first referee, 
    second referee, scorer, assistant scorer and line judges to lead the match. The 
    remaining players will record fouls and misconduct happened and how 
    officials have been reacted.

     The second match:     B vs C while A will act as officials by providing first 
    referee, second referee, scorer, assistant scorer and line judges to lead the 
    match. The remaining players will record fouls and misconduct happened 
    and how officials have been reacted 

    The third match:     A vs C while B will act as officials by providing first referee, 
    second referee, scorer, assistant scorer and line judges to lead the match. The 
    remaining players will record fouls and misconduct happened and how 
    officials have been reacted. Every match duration is ten minutes. 
    The winner is the team which gains more points and sets than others. After 
    the competition, each team shares with others what they have recorded: On 
    rules of the games, decisions of referees, effectiveness of hand signals used. 
    Support them to clarify some rules of the game where is necessary. 

    Activity 9.18
     Make teams of 2, 3, 4 or 6 players.  Let students play sitting volleyball adhering 
    to rules of the game on the appropriate court in limited period of ten minutes. One 
    of the outside teams leads the match as referees following rules. The winner is the 

    team which scores more points or lead the match perfectly than others. 


    Activity 9.19
     Make teams of 6 players.  Let students play sitting volleyball adhering to rules 
    of the game on the appropriate court in limited period of ten minutes. One of the 
    outside teams leads the match as referees following rules. The winner is the team 

    which scores more points or lead the match perfectly than others.


    Application Activity  9.7
     Make two teams of 6 players.  Let students play sitting volleyball adhering to 
    rules of the game on the appropriate court in limited period of ten minutes. 
    The outside teams lead the match: First referee, second referee, scorer, assistant 
    scorer and line judges to lead the match The winner is the team which scores 
    more points or lead the match perfectly than others. The main points to 
    consider are the application and interpretation of rules of sitting volleyball in 

    the game situation.

    Signs used in refereeing in volleyball and sitting volleyball






    Cool down exercises

    – Let students perform cool down and stretching exercises focusing on the most used 
    muscles.
    – Guide them how they can stretch their muscles accordingly.

    – Help them/demonstrate/correct where is necessary

    Closing discussion
     Reflect
    – What are challenges/advantages did you face while performing sitting 
    volleyball game and officiating the match?
     Connect
    – In which conditions do you need to apply rules in officiating the sitting 
    volleyball?
     Apply
    – How will you use learned rules in officiating sitting volleyball to become good 

    official?

     9.6 End of unit assessment
     In groups of five including first referee, second referee, scorer and two line judges. One 
    group leads the game while the second group start the match. The remaining students 
    make two teams of six players. Let the match start. The officiating team is changed 
    after five minutes. Officials become players to replace those who are becoming 
    officials. The main points to evaluate are: How students are accomplishing the 
    given tasks and roles, their performance in order to give them feedback at the end of 

    the exercise.

    9.7 Additional activities 
    Remedial activities 
    Students read hard/soft copy of rules of the game for sitting volleyball.
     Consolidation activities
    – In pair or in-group request students to discuss the facilities and equipment, 
    officials.
     Interruptions, intervals and delays, the libero player, participants conduct and the
     – In pairs, students demonstrate hand signals used while officiating sitting volleyball game.

    Extended activities Encourage learners:
     Encourages students to lead sitting volleyball matches/competitions organized by the 

    school such as interclass competitions or friendly matches.

  • UNIT 10 :BASIC FIRST AID

    Key unit competence: Provide first aid to the victims
     10.1. Prerequisite (knowledge, skills, attitudes and values)
     Students of senior six will learn better basic first aid if they could be able to understand 

    key concepts related to first aid and apply it to the victims. 

    10.2. Cross-cutting issues to be addressed
     Gender: In teaching and learning process of first aid, the teacher must 
    prepare and provide first aid activities that engage both girls and boys 
    equally to exploit their full potential and talents without any discrimination 

    or prejudice.

    Inclusive education: The teacher as a facilitator he/she must consider different 
    special education needs and select activities to adapt his teaching approaches 
    to students. This creates a positive attitude and helps all students to participate 
    actively and develop their competence levels. 

    Financial education:     The teacher should integrate Financial Education into 
    his teaching/learning activities by providing the local and no cost teaching 
    material where is possible. He/she must encourage students to make their own 
    materials that can help them to develop competences not only in first aid at 
    school but also in their daily life. 

    Standardization culture    : The teacher must choose and select the standardized 
    materials to use in his/her teaching/learning process. It is necessary to provide 
    appropriate materials required to the levels of students and help them to 
    develop culture of checking and using the quality of first aid materials for the 
    competitions before using them in order to provide first aid to injured people.

    Environment and sustainability:     The teacher should provide materials and 
    deliver the lesson by encouraging students to protect the environment and well 
    use of materials. The teacher helps them to develop the culture of cleaning an 

    area where first aid has been provided. 

    Peace and values education: The teacher helps students to develop fair play 
    and social values by avoiding violence and conflict in the game and by setting 
    clear and relevant instructions. He/she should provide the activities that help 
    students to develop their competence peacefully. 

    Comprehensive sexuality education:     The teacher provides first aid activities 
    and sets instructions that prevent sexual harassment, any kind of gender
    based violence like sexual abuse and physical contacts oriented to the sexuality 
    intention during providing of first aid. 

    Genocide studies    : While conducting basics first aid a teacher should take 
    a time to explain to students how first aid should be used during Genocide 
    memorial events. 
     
    10.3. Guidance on introductory activity 
    Before introducing the lesson one of this unit, you must introduce the whole 
    unit. 
    The teacher as a guide, facilitator and expert, ask questions or give activity 
    related to first aid in order to help students to predict what to be learned in the 

    whole unit. 

    10.4. List of lessons/sub-heading


    Lesson 1: Key terms used in first aid
     a) Learning objective 
    Discuss the key terms used in first aid
     
    b) Teaching resources 
    chalk, notebook and pens. 
    Images/pictures that show injured people, first aid books, first aid kit, watch, 

    c) Prerequisites/Revision/Introduction 
    Students of senior six will learn better key terms used in first aid if they have 
    learned human skeletal, joint and movement, circulatory system in humans, 
    muscular system in previous levels.
     
    d) Learning activities 
    Opening discussions
    – Let students brainstorm the key terms used in first aid.
    – Let students present their findings and support them where is necessary 
    for complement.
    – Introduce the topic of the day.
     
    e) Lesson body
     Activity 10.1
    – In four groups, students have their given first aid terms to discuss. The 
    resources are distributed in their relative groups.
    – Pass though groups and help them where is necessary.
    – Request students to choose a secretary to record findings and group 
    representative who will present their findings.
    – Request group representative to present their findings and group members
    may support where is necessary.

    – After presentation of all groups, use a projector to recap presentations.



     In group of two students, find the answers of the questions bellow:
     Question 1: 
    Explain the following terms used in first aid 
    a) Sprain
     b) Open fracture 
    c) Dislocation 
    d) Bruise 

    e) Symptom 

    Activity 10.3

    In group of two students, find the answers of the question bellow:

    – Explain any four importance of first aid in the society.

    Application Activity 10.1

    Make two teams A and B. Every member of each team has a card where is 
    written the term used in first aid or the explanation of one of the terms used 
    in first aid. If one member of A raises a term used in first aid, the member of 
    B raises it relative explanation. The member of B raises the explanation of 
    another term use in first aid and one member of A raises the relative term 
    used in first aid. They continue the exercise until all students pass. The teacher 

    control if they raise the cards and read the written term or its explanation.

    Lesson 2: Classification of injuries and accidents
     a) Learning objective 
    Discuss the injuries and accidents of an athlete

    b) Teaching resources 
    chalk, notebook and pens. 
    Images/pictures that show injured people, first aid books, first aid kit, watch, 

    c) Prerequisites/Revision/Introduction 
    Students of senior six will learn better injuries and accidents of an athlete if 
    they have learned human skeletal, joint and movement, circulatory system in 
    humans, muscular system in previous levels.
     d) Learning activities
    – Let students brainstorm the key terms used in first aid.
    – Let students present their findings and support them where is necessary 
    for complement.
    – Introduce the topic of the day.
     
    e) Lesson body
     Activity 10.4
    – In two groups, students have the injuries and accidents of an athlete 
    to discuss The resources are distributed in their relative groups to get 
    more information.
    – Pass though groups and help them where is necessary.
    – Request students to choose a secretary to record findings and group 
    representative who will present their findings.
    – Request group representative to present their findings and group members
    may support where is necessary.

    – After presentation of all groups, use a projector to recap presentations.

    Activity 10.5
     In group of two or three students, find the answers of the questions bellow:
    – Recall types of accident/injury, which may result during performing 
    sports activities
    – Explain the difference between accident and injury, which may result 

    during performing sports activities.

    Application Activity  10.2
     Make two teams A and B. Every member of each team has a card where is 
    written the accident/injury, which may result during performing sports 
    activities or the explanation of one of them. If one member of A raises an 
    accident card, the member of B raises it relative explanation. The member 
    of B raises the explanation of another accident card and one member of A 
    raises the relative card. They continue the exercise until all students pass. 
    The teacher control if they raise the cards and read the written accident or its 

    explanation.

    Lesson 3: Principles of first aid: Aim of first aid, responsibility of 
    first aid, protecting yourself and first aider
     
    a) Learning objective 
    Explain principles of first aid, aim of first aid, responsibility of first aid, 
    protecting yourself and first aider

         b) Teaching resources 
    notebook and pens. 
    Images/pictures that show injured people, first aid books, first aid kit, watch, chalk, 

    c) Prerequisites/Revision/Introduction     
    Students of senior six will learn better principles of first aid, aim of first aid, 
    responsibility of first aid, protecting yourself and first aider if they have learned 
    human skeletal, joint and movement, circulatory system in humans, muscular 
    system in previous levels and n lesson one and two of senior six.

    d) Learning activities
    – Let students brainstorm principles of first aid: Aim of first aid, responsibility 
    of first aid, protecting yourself and first aider.
    – Let students present their findings and support them where is necessary 
    for complement. 

    – Introduce the topic of the day.

    Activity 10.6

    – In four groups, students have the principles of first aid, aim of first 
    aid, responsibility of first aid, protecting yourself and first aider to be 
    explained.
    – The resources are distributed in their relative groups to get more 
    information
    – Pass though groups and help them where is necessary.
    – Request students to choose a secretary to record findings and group 
    representative who will present their findings.
    – Request group representative to present their findings and group members
    may support where is necessary.

    – After presentation of all groups, use a projector to recap presentations.


    Activity 10.7

    In group of two students, find the answers of the questions bellow:
    – Explain the responsibility of first aid
    – Explain the principles and the aim of first aid.

    – Explain the difference between aim and responsibility of first aid.

    Application Activity  10.3
     Make eight groups A, B, C, D, E, G, H and I. Every member of each team has a 
    card where is written principles of first aid, aim of first aid, responsibility of first 
    aid, protecting yourself and first aider or the explanation of each of them. If one 
    member of any group raises his card, the member of raises it relative explanation. 
    The next member raises the explanation of another card and the next member 
    raises relative card. They continue the exercise until all students pass. The teacher 
    control if they raise the cards and read the written explanation as quickly as possible.

    Application Activity  10.4
     In boxes: 1,2,3 and 4 containing small papers where written the following 
    questions: 
    – Explain the principles of first aid,
    – Explain the aim of first aid, 
    – Explain the responsibility of first aid, 

    – Explain the protecting yourself and first aider 

    By signal, every student goes and pic one question and give its answer.  The points 
    are awarded to students based on their correct answers.

    Lesson 4: Practice of first aid: Assess the situation make the 

    area safe, give the emergency aid, get help from others

    a) Learning objective 

    Discuss and apply first aid to the victims

     b) Teaching resources 
    chalk, notebook and pens. 

    Images/pictures that show injured people, first aid books, first aid kit, watch, 

    c) Prerequisites/Revision/Introduction 
    Students of senior six will discuss and apply first aid to the victims if they have 
    learned human skeletal, joint and movement, circulatory system in humans, 
    muscular system in previous levels and lesson one and two and three of senior 
    six.
    d) Learning activities 
    – Teacher as a guide and facilitator, starts the lesson by asking students 
    questions related to the previous lessons. 
    – Tell students that their roles as first aiders are: To recognize the emergency, 
    to protect themselves and others, to access help, to act according to their 
    skills and training.
    – Remind them that they may call emergency if: There is a danger to 
    them or others and when an injured person is not easily accessible, is 
    not breathing normally, has persistent chest pain or pressure, has severe 
    bleeding, has a head, neck, or spinal injury and has an observable mental 

    health crisis.

     e) Lesson body
     Activity 10.8
     In groups, students practice first aid: Assess the situation, make the area safe, 
    give the emergency aid, get help from others. The resources are distributed 
    in their relative groups to get more information. Pass though groups and 
    help them where is necessary. Request groups to present their works and group 
    members may support where is necessary. After presentation of all groups, use 

    a projector to recap presentation.

    Activity 10.9

     In pairs or group, let students perform different carries used in first aid.

    Activity 10.10
     In an assimilated situation, let students apply how to perform CPR on 

    assimilated injured person

    10.5. Additional Information for teachers
     Some information about skeletal and articulation attacks 
    Types of fractures 
    Closed fracture: where the bone has broken but the skin over the fracture is 

    not broken

    Open fracture: where the bone is broken and the skin over the fracture is 

    broken so that the bone is visible.

    Causes, signs and symptoms of fracture
      Causes     
    A direct force (e.g. a punch or kick) and an indirect force (e.g. a fall), or by a 
    twisting force. 
    – Certain bone diseases, such as osteoporosis, make bones very brittle and 
    they can break without much force. 
    – Old age and related conditions (osteoporosis) can weaken bones making 
    them brittle and at risk of breaking.
     
     Signs and symptoms of fractures
     Pain and tenderness: 
    Worse when the injury is touched or moved. 
    – Loss of function: The casualty cannot use the injured part. 
    – A wound: The bone ends may be sticking out. 
    – Deformity: Any unnatural shape or unnatural position of a bone or joint. 
    – Distortion/bending/ or shortening of the affected limb. 
    – Unnatural movement. 

    Crepitus: 
    A grating sensation or sound that can often be felt or heard when the broken 
    ends of bone rub together. 
    Swelling and bruising: Fluid accumulates in the tissues around the fracture.
     Signs and symptoms of spinal cord injury
     Swelling and/or bruising at the site of the injury. 
    – A loss of feeling in the arms and legs on one or both sides of the body. 
    – An injured person is not able to move arms and/or legs on one or both 
    sides of the body. 
    – Pain at the injury site. 

    – Signs of shock.    

     Rib fracture and chest                         
    Broken ribs or thoracic cage are painful and can hurt with every breath and if 
    they are broken severely they can seriously damage internal organs in thoracic 
    cavity. 

    Cause of ribs or chest breaking      
    – A traffic accident. 
    – Being punched in your rib cage during sports activities. 
    – Contact sports for example: football, handball, rugby, boxing, karate, etc. 
    – Repeated movements, like swinging a golf club, rowing or swimming. 
    – Coughing very hard repeatedly. 
    – A fall onto a hard surface. 

    – Breaking of ribs while getting Cardiopulmonary Resuscitation.

    Signs and symptoms for ribs or chest injury

    - Pain at injury site when casualty moves, coughs or breathes deeply. 
    - Shallow breathing. 
    - Deformity and discoloration. 
    - The existence of the wound. 
    - May cough up frothy blood. 
    - May show signs of shock. 
    - Bruising over the affected fracture site. 

    - Pain on breathing, particularly inspiration.

    Dislocation:  Is when the bones of a joint are not in proper contact
     Causes and consequences of dislocation 
    A force stretches and tears the joint capsule, causing the dislocation. 
    Once this occurs, the bones can put pressure on blood vessels and nerves, 
    causing circulation and sensation impairments below the injury. 
    The most commonly dislocated joints are shoulder, elbow, thumb, fingers, jaw, 

    and knee. 

    The signs and symptoms of a dislocation are similar to those of a fracture, and 
    may include:
    – Deformity or abnormal appearance (a dislocated shoulder may make the 
    arm look longer). 
    – Pain and tenderness aggravated by movement.
    – Loss of normal function (the joint may be “locked” in one position).
    – Swelling of the joint                                     

    – Lesions of articulations.

    The signs and symptoms of sprains 
    Sprain is when there is stretching or tearing of ligaments at a joint. 
    – Pain that may be severe and increase with movement of the joint. 
    – Loss of function. 
    – Swelling and discoloration.
     
    The signs and symptoms of strains
     Strain is when there is stretching or tearing of muscles or tendons. 
    The signs and symptoms of a strain often show up many hours after the injury. 
    – Sudden sharp pain in the strained muscle.
    – Swelling of the muscles causing severe cramps.
    – Bruising and muscle relaxedness. 
    – Casualty may not be able to use the affected body part (loss of function).
    Muscles injuries
     Muscle cramp
     These are painful, spasmodic muscle contractions. 

    Causes:
    – Long periods of exercise or physical labor, particularly in hot weather, can 
    lead to muscle cramps.
    – Some medications and certain medical conditions also may cause muscle 
    cramps

    Signs of muscle cramp:
     Sharp pain. 
    Feel or see a hard lump of muscle tissue beneath your skin.
     
    Emergency for muscle cramp:
    – Gentle stretch.
    – Massage and drinking fluid especially in hot weather.
     
    See a doctor if your cramps:
    – Cause severe discomfort.
    – Are associated with leg swelling, redness or skin changes. 
    – Are associated with muscle weakness.
    – Happen frequently.
    – Do not improve with self-care.
    – Are not associated with an obvious cause, such as strenuous exercise.
     
    Prevention of muscle cramp
     Avoid dehydration:
     Fluids help your muscles contract, relax, and keep muscle cells hydrated and 
    less irritable. During activity, drink fluids at regular intervals, and continue 
    drinking water or other fluids after you are finished your activity
     
    Stretch your muscles: 
    Warm and stretch muscles before and after you use any muscle especially for 
    an extended period.

    Rupture 
    This is complete tearing of muscle, which may occur in the freshly part of the 
    tendon.
    Partial tears: These tears damage the soft tissue but do not completely sever 
    the tendon. 
    Complete tears: A complete tear will detach the tendon completely from its 
    attachment point at the bone.
    Causes: Injuries, some medicaments like Corticosteroid medications 
    Signs or symptoms: Pain, swelling, tenseness, bruising, inability/weakness to 
    move, 
    visible bruising in the elbow and forearm
     Emergency and treatment: 
    Nonsurgical Treatment
     It focuses on relieving pain and maintaining as much arm function as possible. 
    Treatment recommendations may include the use of RICE and physical therapy 
    (after the pain decreases, your doctor may recommend rehabilitation exercises 
    to strengthen surrounding muscles in order to restore as much movement as 
    possible). 

    Surgery 
    This is carried out to reattach the tendon to the bone is necessary to regain full 
    muscle functions. Surgery to repair the tendon should be performed during the 
    first 2 to 3 weeks after injury.
     
    Treatment of common muscles injuries
     Use RICE
     Rest: Ensure rest, steady and support of injured area in the most comfortable 
    position.
     Ice: If the injury has just happened, apply ice pack or cold compress to cool the 
    injured area to reduce swelling, bruising and pain.
    Compress: Apply gentle, massage even pressure or compression, to the injured 
    area using cotton wool or plastic foam.
     Elevation: Raise and support the injured limb.
     
    General first aid for injuries to bones and joints 
    The aim of first aid given to a person with bone and joint injuries is to prevent 
    further tissue damage and to reduce pain. 

    The procedures to follow while applying first aid to bones and joints: 
    Check for potentially fatal conditions, the ABCs. 

    A = Airway     (If the casualty is conscious, ask, “What happened?” 
    How well the casualty responds will help you determine if the airway is clear. 
    Use a head-tilt chin-lift to open the airway of an unresponsive casualty). 

    B = Breathing     (If the casualty is conscious, check by asking how their breathing 
    is, If the casualty is unconscious, check for breathing for at least five seconds, and 
    no more than 10 seconds. If breathing is effective, move on to check circulation. 
    If breathing is absent or ineffective (gasping and irregular, agonal), begin CPR. 

    C = Circulation     (Control obvious, severe bleeding, check for shock by checking 
    skin condition and temperature, check with a rapid body survey for hidden, 
    severe, external bleeding and signs of internal bleeding). 

    Rapid body survey: 
    The rapid body survey is a quick assessment of the casualty’s body, which is 
    performed during the primary survey. 

    When performing the rapid body survey: 
    Wear gloves when possible, and check gloves for blood every few seconds, be 
    careful not to cause any further injuries while performing the survey, look at 

    the casualty’s face to notice any responses to the rapid body survey.

    The performance of a scene survey and a primary survey 
    CPR (Cardiopulmonary Resuscitation)
     CPR is an artificial respiration and artificial circulation.
    – Artificial respiration provides oxygen to the lungs. 
    – Artificial circulation causes blood to flow through the body. 
    It is used to circulate enough oxygenated blood to the brain and organs to delays 
    damage until either the heart starts beating again, or medical help takes over 
    from you. 

    There are two main steps in CPR: 
    Applying chest compressions and then providing breaths

         Applying 30 chest compressions
     The first aider should kneel next to the person who is injured. 

    They should be lying on their back    .
    – For adults, place the heel of one hand in the middle of the chest. Place your 
    other hand on top of the first hand and interlace the fingers.
    – Push the chest down about 3.5cm to 5cm. If the person is a child aged 
    between 1 and 8 years, compress to a maximum of 3.5cm with one hand. 
    Let go, and wait for the chest to come back up completely before repeating. 
    Your elbows must remain straight throughout.
    – Push the breastbone up and down to a depth of about 5 cm about 30 times, 

    at a pulse rate of 100 beats per minute.

    Provide two breaths: 
    – Make sure the airway is open, and pinch the nose so it closes. 
    – Gently raise the chin upwards with two fingers of your other hand. 
    – Take a deep breath, seal your mouth over that of the person with the injury, 
    and exhale into the airway. 
    – You should see the chest rise and fall. 
    – To get another breath, lift your head and breathe in deeply. 

    Make steps 1, 2, 3, and 4 again. Repeat the 30 chest compressions followed by 
    the two breaths about five times, and then check for normal breathing. 

    If they are not breathing normally, carry on performing     CPR. 

    If breathing restarts as normal, stay with the injured person until help arrives. 

    It is important not to let your hands bounce when performing chest 
    compressions. Make sure the heel of your hand is touching the chest throughout 

    chest compressions

     In the CPR process, do not stop except in one of these situations: 
    – There is a sign of life, for example breathing. 

    – Another trained responder takeover

    The secondary survey is applied when:
    – The casualty has more than one injury.
     – Medical help will be delayed more than 20 minutes: 
    Steady and support the injured part and maintain support until medical help 
    takes over, or the injury is immobilized, protect protruding bones. 
    Do not push the bone ends back in, do not attempt to apply traction to a limb 
    (pull on it) or manipulate it in any way,
    – Medical help is not coming to the scene and you have to transport the 
    casualty: immobilize the injury, apply cold to the injury, as appropriate, 
    if medical help is on the way and will arrive soon, steady and support the 

    injury with your hands until they arrive.

      Emergency for bones and articulations
    – Expose the injured area and look for a wound.
    – If there is a wound, put a dressing on the wound and get medical help 
    quickly.
    – If injuries permit, place the casualty in a semi-sitting position, leaning 
    slightly toward the injured side for easily breathing. 
    – Support the arm on the injured side to restrict movement. 

    – Give ongoing casualty care, monitor breathing often and get medical help

     Bleeding and wound emergency
     Nose bleeding
     How to stop nose bleeding? 
    – Lean forward slightly with the head tilted forward (Leaning back or tilting 
    the head back allows the blood to run back into the sinuses and throat, and 
    can cause gagging or inhaling of blood). 
    – Do not spit out any blood that may collect in your mouth and throat (It 
    may cause nausea, vomiting, or diarrhea if swallowed). 
    – Pinch all the soft parts of the nose together between the thumb and index 
    finger. 
    – Press firmly toward the face (compressing the pinched parts of the nose 
    against the bones of the face, breathe through your mouth). 
    – Hold the nose for at least five minutes. Repeat as necessary until the nose 
    has stopped bleeding.
    – Sit quietly, keeping the head higher than the level of the heart. Do not lay 
    flat or put your head between your legs.
    – Apply ice (wrapped in a towel) to nose and cheeks afterwards. Stuffing 
    cotton or tissue into your nose is not recommended.
     – Resting with your head higher than your heart.
    – Talking to your doctor about skipping blood-thinning medications, such as 
    aspirin, warfarin (Coumadin) and clopidogrel (Plavix).
    – Avoiding blowing your nose or putting anything in your nose.
    – Limiting bending.
    – Not lifting anything heavy.
    – Quitting smoking.
    – Avoiding hot liquids for a minimum of 24 hours.
    – Sneezing with your mouth open, trying to push air out of your mouth and 

    not your nose.

    Wound

     Open wound: 
    An open wound is an injury involving an external or internal break in body 

    tissue, usually involving the skin.

    Abrasion:
    An abrasion occurs when the skin rubs or scrapes against a rough or hard 
    surface. Road rash is an example of an abrasion. There is usually not a lot of 
    bleeding, but the wound needs to be scrubbed and cleaned to avoid infection. 

    Laceration: 
    A laceration is a deep cut or tearing of your skin. 
    Accidents with knives, tools, and machinery are frequent causes of lacerations. 

    In the case of deep lacerations, bleeding can be rapid and extensive. 

    Puncture: 
    A puncture is a small hole caused by a long, such as a nail or needle. 
    Sometimes, a bullet can cause a puncture.

    Avulsion: 
    An avulsion is a partial or complete tearing away of skin and the tissue beneath. 
    Avulsions usually occur during violent accidents, such as body crushing 
    accidents, explosions, and gunshots. They bleed heavily and rapidly.

    Closed wound 
    Contusions: 
    A kind of wound causing pressure damage to the skin and/or underlying tissues 
    (includes bruises).
     
    Blisters: 
    A kind of wound that has fluid filled pockets under the skin. 

    Seroma: 
    A wound that has a fluid filled area that develops under the skin or body tissue 
    (commonly occur after blunt trauma or surgery). 

    Hematoma:
     A blood filled area that develops under the skin or body tissue (occur due to 
    internal blood vessel damage to an artery or vein). 

    Crush injuries: 

    It’s can be caused by extreme forces, or lesser forces over a long period 


    Common emergency for injuries to bones, joint and muscles 

     Use RICE for emergency

    R stands for Rest: 
    Stop the activity that has caused the injury. Have the injured person rest 

    comfortably.

    I stand for Immobilize: 
    Suspecting a fracture whenever there is an injury to an arm or a leg and taking 

    steps to prevent movement of the injured limb. 

    C stands for Cold: 
    Applying cold to the injury as soon as you can once the injury has been 

    immobilized. 

    E stands for Elevate:
     Raising the injured part if possible. Only elevate if it will not cause more pain 
    or harm to the casualty. Elevation helps to reduce swelling and makes it easier 
    for fluids to drain away from the injury. This in turn, helps reduce swelling 

    (do not elevate a “locked” joint).



     Proper ways used in transportation of injured person/casualty
     Pick-a-back
     It is used for transporting a conscious casualty with lower limb injuries in case 
    a casualty can use his arms. The casualty must be able to help get into position 

    on your back or be already seated at chair or table height.

    The cradle carry
     It is suitable for carrying children and light weighted adults.
     
    Procedures
     – Kneel on one knee at the casualty’s side.
    – Place the casualty’s arm around your neck as you support the back and 
    shoulders.
    – Pass your other arm under the knees to grasp the thighs.
    – Ensure a solid footing and place the feet apart for good balance.
    – Lift using your legs; keep your back straight, and your abdominal muscles tense.

    Fire fighter’s carry 
    This way should be used for casualties who are helpless and are not too heavy 
    for the rescuer.

    Procedures
    – With the casualty lying face up in front of you, stand with your toes against 
    the casualty’s toes.
    – Grasp her wrists and pull her upward and forward.
    – Maintain a grip on one wrist as you turn and bend to catch the casualty’s 
    upper body across your shoulder. 
    The lifting manoeuvre is a continuous, smooth motion to bring the casualty 
    through a sitting position to an upright position, finishing with the casualty 
    draped over your shoulder.
    – Adjust the weight across your shoulders, with the casualty’s legs straddling 
    your shoulder.
    – Pass your arm between the casualty’s legs and grasp her wrist. This will 

    stabilize the casualty on your shoulders and leave your other hand free.

    Two first aiders can carry a casualty who is unable to support his upper body.
    Procedures
    – The first aiders crouch on either side of the casualty.
    – Each first aider reaches across the casualty’s back to grasp his clothing at 
    the waist on the opposite side.
    – Each first aider passes his other hand under the thighs, keeping his fingers 
    bent and holding padding to protect against the fingernails.
    – Hook the bent fingers together to form a rigid seat. Alternatively, the 
    rescuers can hold each other’s wrists.
    – The first aider lifts with their legs, keeping their backs straight. Once in the 
    standing position, the rescuers adjust their hands and arms for comfort. 
    When the casualty is securely positioned, the bearers step off together, 

    each using the inside foot.

    It is used by the single first aider to drag a casualty who is either lying on their
    back or in a sitting position. 
    The drag carry provides maximum protection to the head and neck, and 
    therefore should be used when you are moving a casualty with this type of 
    injury.
     The drag carry performance: 
    Procedures
    – Stand at the casualty’s head facing their feet.
    – Crouch down and ease your hands under the casualty’s shoulders. Grasp 
    the clothing on each side. Support the casualty’s head between your 
    forearms to stop movement.
    – Drag the casualty backward only as far as necessary for their safety.
     As an alternate method, the first aider can use a blanket to support and drag the 
    casualty. Because of the risk of aggravating any injuries, only use drag carries in 

    the extreme cases when there is an immediate threat to life.

    This carry is used if a leg or foot is injured; help the casualty to walk on their 
    good leg while you give support to the injured side.
     
    Procedures
    – Take the weight of the casualty’s injured side on your shoulders by placing 
    the casualty’s arm (on the injured side) around your neck and grasping 
    the wrist firmly, reach around the casualty’s back with your free hand, 
    and grasp the clothing at the waist, tell the casualty to step off with you, 
    each using the inside foot. This let you, the first aider to take the casualty’s 

    weight on the injured side.

    The chair carry  
    This carry enables two first aiders to carry a conscious or unconscious casualty 
    through narrow passages and up and down stairs.

    Do not use this carry for casualties with suspected neck or back injuries. 
    Specially designed first aider chairs are available and should be used for this
    type of carry.

    If the casualty is unconscious or helpless:
    – Place an unconscious casualty on a chair by sliding the back of the chair 
    under their legs and buttocks, and along the lower back. 
    – Strap their upper body and arms to the back of the chair. 
    – Two first aiders carry the chair, one at the front and one at the back.
    – The first aider at the back crouches and grasps the back of the chair, while 
    the first aider at the front crouches between the casualties’ knees and 
    grasps the front chair legs near the floor.
    – The first aiders walk out-of-step.
     
    While going down stairs:
    – The casualty faces forward.
    – The front first aider faces the casualty.
    – A third person/first, aider should act as a guide and support the front first 

    aider in case they lose their footing.

     Extremity carry 
    Use the extremity carry when you do not have a chair and do not suspect 
    fractures of the trunk, head, or spine. 

    Procedures
    – One first aider passes their hands under the casualty’s armpits, and grasps 
    the casualty’s wrists, crossing them over their chest.
    – The second first aider crouches with their back between the casualty’s 
    knees and grasps each leg just above the knee. 

    – The first aider steps off on opposite feet

    Stretchers (commercial stretchers, improvised stretchers)
     If the casualty cannot walk, or if the injury or illness allows only the gentlest 

    movement, a stretcher should be used.

    Principles of using stretchers
    – Complete all essential first aid and immobilization before moving the 
    casualty onto a stretcher.
    – Bring the blanketed and padded stretcher to the casualty, rather than 
    moving the casualty to the stretcher.
    – As the first aider in charge, take the position that permits you to watch 
    and control the most sensitive area of the body, usually at the head and 
    shoulders, or the injured part. 
    – Tell the bearers what each is expected to do. If the move is difficult, and 
    time permits, it is a good idea to practice with a simulated casualty. 
    – This reduces risks and reassures the conscious casualty. 
    – Test an improvised stretcher with someone equal to or heavier than the 
    casualty to ensure that, it will hold.
    – Check the clearance of an improvised stretcher to ensure that it will pass 
    through hallways, doors and stairways without harm to the casualty. 

    – Use clear commands to ensure smooth, coordinated movements.

     Improvised blanket stretcher 
    Procedures 
    – Place the blanket flat on the ground and place a pole one-third of the way 
    from one end. Fold the one-third length of blanket over the pole.
    – Place the second pole parallel to the first so that it is on the doubled part 
    of the blanket, about 15 cm from the doubled edge.
    – Fold the remaining blanket over the two poles. 

    The casualty’s weight on the blanket holds the folds in place.

     Improvised jacket stretcher 
    A non-rigid stretcher can also be improvised from two jackets and two or four 

    poles/strong trees.

    Procedures
    –  Button and zipper the jackets closed and pull the sleeves inside out so that 
    the sleeves are inside.
    – Lay the jackets on the ground so that the top edge of one jacket meets the 
    bottom edge of the other.
    – Pass the poles through the sleeves of the two jackets on either side to 
    complete the stretcher.
    – If the casualty is tall, prepare another jacket as before and add it to the 

    stretcher with the head of the jacket towards the middle.

    10.6 End of unit assessment
    – Supposing that you are attending a basketball match in your local area. The 
    accidents happen where one of players breaks his tibia. How can you provide 
    basic first aid to this player?
    – Explain different manners of carrying casualties to the nearest healthcare or 
    hospital when there are no other means of transport?

    – Describe the uses of CPR during providing basics first aid.

    10.7 Additional activities

    Remedial activities

    In groups, students discuss the implication of first aid in collective sports situation
    at school

    Consolidation activities 

    Students can perform first aid to support injured people according to the given 

    accident situation which happen in games.

    Extended activities Encourage learners:

    Encouraging students to apply first aid during sports competitions organized by 

    the school or sector in their villages

  • UNIT 11:PERFORM PHYSICAL FITNESS EXERCISES

     Key unit competence: Perform successfully physical fitness test and result 
    interpretation
     
    11.1 Prerequisite (Knowledge, skills, attitudes and values)
     Students of senior six will learn better physical fitness exercises if they can perform 
    basic physical exercises learnt in senior four and in previous levels
     
    11.2 Cross-cutting issues to be addressed 
    Gender: In teaching and learning of physical fitness exercises, the teacher must 
    prepare and provide activities that engage both girls and boys equally to exploit 
    their full potential and talents without any discrimination or prejudice.

    Inclusive education:     The teacher as a facilitator he/she must consider 
    different special education needs and select physical activities to adapt his 
    teaching approaches to all students. This creates a positive attitude and helps 
    all students to participate actively and develop their competence levels.

    Financial education:     The teacher should integrate Financial Education into 
    his/her teaching/learning activities by providing the local and no cost teaching 
    material where is possible. He/she must encourage students to make their own 
    materials which can help them to develop competences not only in sports at 
    school but also in their daily life.

     Standardization culture:     The teacher must choose and select the standardized 
    materials to use in his/her teaching/learning process. It is necessary to provide 
    appropriate materials required to the levels of students and help them to 
    develop culture of checking and using the quality of sport materials for the 
    competitions before using them in order to prevent injuries and other accidents.
     
    Environment and sustainability: The teacher should provide materials and 
    deliver the lesson with encouraging students to protect the environment and 
    well use of materials. The teacher helps them to develop the spirit of keeping 
    safe the environment they use in sports activities.

    Peace and values education:     The teacher helps students to develop fair play 
    and social values by planning physical activities that avoid violence and conflict 
    in the game and by setting clear and relevant instructions. He/she should 
    provide the activities that help students to develop their competence peacefully.

    Comprehensive sexuality education    : The teacher provides physical activities 
    and sets instructions that prevent sexual harassment, any kind of gender based 
    violence like sexual abuse and physical contacts oriented to the sexuality 
    intention.

    Genocide studies    : While conducting physical fitness lesson a teacher should 
    take a time to explain students how sports should be used to fight against 
    Genocide ideology and how to prevent it. For example, to organize Genocide 
    memorial tournaments at school and give the message related to the Genocide.
     
    11.3 Guidance on introductory activity 
    Before introducing the lesson one of this unit, the teacher must introduce the 
    whole unit. The teacher as a guide, facilitator and expert, asks questions or give 
    activity related to physical fitness exercises in order to help them to predict 
    what to be learnt in the whole unit.

     Introductory activity 
    Scenario:
     Mugabo is a 19 years old. He is a secondary school student of senior six. He has 
    been attending his local gymnasium for the past 2 weeks going through cardio 
    exercises and he also practices running exercise for 30 minutes every morning 
    before going to school. Two years ago, he used to play football in his Ordinary 
    level in secondary school team but he stopped due to the lack of enough time at 
    his new school. Since then, he has not been involved in any team activity. Today 
    he has finished his last trimester at his school and he is looking for a training 
    program that will help him to build his body. Mugabo is 1.83 m tall and tips that 
    scale with 78 kg.

     In groups discuss the following points:
     a) Is Mugabo physically fit?
    – if yes, what criteria are you referring too?
    – If no, why?
     b)   Suggest exercises that he can perform in order to achieve his dreams.

    11.4 List of lessons/sub-heading

     Lesson 1: Components of Physical fitness test
     a) Learning objective  

    Identify and explain the component of physical fitness test

    b) Teaching resources 

    Books, Laptop, Projector, Internet, Photos and video of exercises

    c) Prerequisites/Revision/Introduction 
     Students of senior six will learn better components of Physical fitness test if 

    they have developed physical exercises learnt in previous levels.

     d) Learning activities 
    Opening discussions
    – Ask students different types of basic physical exercises they have learnt in 
    previous levels
    – Introduce the new lesson by asking students to brainstorm the components 
    of physical fitness test. Guide and facilitate them where it is necessary.

    e) Lesson body
    Activity 11.1
    Divide students into 5 groups, ask them to discuss the following components 

    of physical fitness test, how we measure and how to improve each component.

    – Pass though groups and help them where is necessary. Request students 
    to choose a secretary to record findings and group representative who will 
    present their findings. 
    – Request group representative to present their findings and group members. 
    – Teacher may support where is necessary. After presentation of all groups, 

    use a projector to recap presentations.

     Application Activity  10.3
     Assess Aerobic Fitness
     Explain and ask students to perform the exercise of assessing aerobic fitness 
    test.
    Explication: 
    Counting the number of beats of the resting heart rate (RHR). It is the useful 
    way of indicating the fitness progress. It should reduce according to the 

    aerobic fitness improvements.

    Your resting heart rate (RHR) represents the number of times your heart 
    beats each minute when you are at rest. Since a strong cardiovascular system 
    allows your heart to pump more blood with every beat, a lower RHR tends to 
    correspond with higher aerobic fitness. Some athletes have recorded a RHR 

    of 40.

     How to do this exercise
     To measure your RHR, place two fingers either on your neck, just below your 
    jawline (carotid artery), or on your wrist (radial artery), and then count the 
    number of beats you feel in 60 seconds. You should count the first beat as 

    ‘zero’

     Results of this exercise test:
    – 60 or less = Good
    – 61 to 80 = Average
    – 81 to 100 = High, but still considered acceptable
    – 101 or more = Abnormally high (not good!)
     Your resting heart rate is a useful marker of your fitness progress, as it will drop 
    as you get fitter.  It is often thought that the best time to take our RHR is first thing 

    in the morning. 

    Closing discussions / Conclusion 
    Together, teacher and students summarize the lesson of the day, and students 
    record the summary in their note books.
    Lesson 2: Perform different exercises used in physical fitness 

    test

     a) Learning objective  
    – Perform physical fitness exercises

    – Interpret the result of physical fitness test.

     b) Teaching resources 
    – Cones 
    – Whistle
    – Laptop 
    – Field/playground 
    – watch/ Chronometer 

    – decameter

    c) Prerequisites/Revision/Introduction 
    Students of senior six will perform better different exercises used in physical 
    fitness test and interpret the result if they have developed basic physical 

    exercises.

    d) Learning activities 
    Opening discussion    s
    – Ask questions related to different component of physical fitness test learnt 
    in lesson one of this unit.
    – Introduce the lesson of the day by asking questions on measuring physical 
    fitness.

    – Invite students to start warm up exercises.

     Warm up exercises and stretching exercises 
    Let students perform general warm up exercises and specific warm up based on 
    the most body’s parts to be used while performing techniques of discus throw 
    and stretch their muscles properly. 

    e) Lesson body 
    Activity 11.2
     In groups or individually, students perform different exercises used in physical 
    fitness test and they can interpret the result according the types of exercises they 
    perform. All of them perform cardiovascular endurance exercises in physical 
    fitness test. They interpret their physical fitness by appreciating their ability to 
    perform and the use of physical fitness exercises to develop and keep their body 

    healthy.

    Activity 11.3
     In groups or individually, students perform different exercises used in physical 
    fitness test and they can interpret the result according the types of exercises they 
    perform. All of them perform body composition exercises in physical fitness 
    test. They interpret their physical fitness by appreciating their ability to perform 

    and the use of physical fitness exercises to develop and keep their body healthy. 

    Activity 11.4
     In groups or individually, students perform different exercises used in physical 
    fitness test and they can interpret the result according the types of exercises they 
    perform. All of them perform muscular strength exercises in physical fitness 
    test. They interpret their physical fitness by appreciating their ability to perform 

    and the use of physical fitness exercises to develop and keep their body healthy.

     Activity 11.5
     In groups or individually, students perform different exercises used in physical fit
    ness test and they can interpret the result according the types of exercises they per
    form. All of them perform muscular endurance exercises in physical fitness test. 
    They interpret their physical fitness by appreciating their ability to perform and the 

    use of physical fitness exercises to develop and keep their body healthy.

    Activity 11.6
     In groups or individually, students perform different exercises used in physical 
    fitness test and they can interpret the result according the types of exercises they 
    perform. All of them perform flexibility exercises in physical fitness test. They 
    interpret their physical fitness by appreciating their ability to perform and the use 

    of physical fitness exercises to develop and keep their body healthy.

    Application Activity  11.2
     Let students perform shuttle run exercises by dividing them in 5 groups, each 
    group will have its own area of practicing.
     
    Steps of practicing shuttle run exercises:
    – Set up markers such as cones about 25 meter apart.
    – Sprint from one marker to the other and back. That is 1 repetition.
    – Do 3 repetitions as fast as you can (150 m total).
    – Time your result for the entire 6 repetitions.
     
    Let students perform standing jump exercises by respecting the following 
    steps:
    – The student must stand behind a line marked on the ground with feet 
    slightly apart.
    – A two-foot takeoff and landing is used, with swinging of the arms and 
    bending of the knees to provide forward drive. 
    – The subject attempts to jump as far as possible, landing on both feet 

    without falling backwards. 

    Cool down exercises 
     Let students do light exercises and stretch their group of muscles by insisting 
    on most used parts. Guide them while stretching their muscles systematically. 

    Help them/demonstrate/correct where is necessary.

    Closing discussion
     Reflect
    – What are challenges/advantages did you face while performing different 
    exercises used in physical fitness test.
    – How did you proceed to perform those exercises?
    – How do you feel in your body fitness after performing those exercises?
     Connect
    – In which conditions do you need exercises used in physical fitness test
     Apply
    – How will you use different exercises used in physical fitness test in your 

    daily life to maintain your physical fitness?

    Summary of the unit 
    Physical Fitness is a measure of the body’s ability to function efficiently and 
    effectively in work and leisure activities, resist hypokinetic diseases (diseases 

    from sedentary lifestyles), and to meet emergency situations.

    Components of Physical Fitness
    The 5 components of physical fitness are often used in our school systems, 
    health clubs and fitness centers to gauge how good a shape we are truly in. The 
    5 components that make up total fitness are:
    – Cardiovascular Endurance
    – Muscular Strength
    – Muscular endurance
    – Flexibility
    – Body Composition

    These are the 5 components of fitness. But if you are an athlete, you have to step 
    up your game. Here are a few extra components of fitness that you should take 
    care of.
     
    Other Components of Fitness for Athletes
     a) Agility
     b) Power
     c) Balance
    d) Coordination

     e) Reaction time/ speed

     11.5. Additional information for teacher
    – Cardiovascular endurance is the ability of the heart and lungs to work together 
    to provide the needed oxygen and fuel to the body during sustained workloads. 
    Examples would be jogging, cycling and swimming. The Cooper Run is used 
    most often to test cardiovascular endurance.
    – Muscular strength is the amount of force a muscle can produce. Examples 
    would be the bench press, leg press or bicep curl. The push up test is most often 
    used to test muscular strength.
    – Muscular endurance is the ability of the muscles to perform continuous 
    without fatiguing. Examples would be cycling, step machines and elliptical 
    machines. The sit up test is most often used to test muscular endurance.
    – Flexibility is the ability of each joint to move through the available range of 
    motion for a specific joint. Examples would be stretching individual muscles or 
    the ability to perform certain functional movements such as the lunge. The sit 
    and reach test is most often used to test flexibility.
    – Body composition is the amount of fat mass compared to lean muscle mass, 
    bone and organs. This can be measured using underwater weighing, Skinfold 
    readings, and bioelectrical impedance. Underwater weighing is considered the 
    “gold standard” for body fat measurement, however because of the size and 
    expense of the equipment needed very few places are set up to do this kind of 
    measurement.
    – Manual muscle testing is the most popular way to test strength. Your 
    physical therapist will push on your body in specific directions while you 
    resist the pressure. A score or grade is then assigned, depending on how 

    much you were able to resist the pressure.

    11.6 End of unit assessment
     Let students perform regularly cardiorespiratory endurance exercises, body 
    composition exercises, muscular strength exercises, muscular endurance 
    performance.

     exercises, and flexibility exercises and analyze and interpret the results their 

    11.7 Additional activities 
    Remedial activities 
    Explain the following components of physical fitness: 
    a) Cardiorespiratory endurance 
    b) Body composition
     c) Muscular strength
     d) Muscular endurance
     e)  Flexibility
    Consolidation activities 
    Let students perform regularly cardiorespiratory endurance exercises, body com
    position exercises, muscular strength exercises, muscular endurance exercises, 

    and flexibility exercises and analyze their performance.

     Extended activities Encourage learners:
     Let students participate regularly in competition of cardiorespiratory endurance 
    exercises, body composition exercises, muscular strength exercises, muscular 

    endurance exercises, and flexibility exercises in their villages or sector.

    REFERENCES 
    1. Dave Carnell, John Ireland, Claire Jones, Ken Mackreth, Sarah van Wely (2002), 
    Advanced PE for OCR, Oxford U.K 
    3. FIFA. (2018). Coaching manual 
    2. ELIAS, A. HILGERS, W. JETTER, M. RASHDORFF. J. WINTERMEIIER, D. 
    WOLFARTH Education Physique et Sportive pour les Ecoles Primaire et les 
    CERAI, F, Kigali. 
    4. Goldberger, M. and Howarth, K. (1990). The National Curriculum in Physical 
    Education and the Spectrum of Teaching Styles. British Journal of Physical 
    Education. 
    5. Ken Jones and Pat Welton (1979) Soccer Skills and Tactics, Crown Publishers.
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    Ordinary Level. National Curriculum Development Centre. 
    7. Peter J L Thomson (2009) The Official IAAF Guide to Teaching Athletics 
    8. REB (2019). The Teacher Training Colleges (TTCS) COMPETENCE BASED 
    CURRICULUM ORIENTATION MANUAL, Kigali. 
    9. REB. (2015). Ordinary level Physical Education syllabus 
    10.REB (2019). TTCs Physical Education and Sports syllabus 
    11.REB. (2016), Physical Education for Rwandan Schools. Teacher’s Guide, 
    Ordinary level 1, MK Publishers, Kigali, Rwanda. 
    12.REB. (2016), Physical Education for Rwandan Schools. Teacher’s Guide, 
    Ordinary level 2, MK Publishers. Kigali, Rwanda. 
    13.Right to Play, (2007). Football for development. Coaching manual 
    14.Williams, A. (1993). Aspects of Teaching and Learning in Gymnastics. British 
    Journal of Physical Education. 
    15.St John Ambulance (2019) saving lives REFERENCE GUIDE, Fourth Edition, 
    Canada. 
    16.Gina M. Piazza, DO, FACEP (2014) First Aid Manual, fifth Edition, New York. 
    17.AL JUFAILI Mahmood S. Dr (all) (2015) Football Emergency Medicine 

    Manual, 2nd Edition, Zurich.

  • Topic 13

  • Topic 14