Physical Education

INTRODUCTION

• INTRODUCTION

  Physical Education is distinguished from other curricular areas by its primary focus on the body and
  on Physical experience. It is an integral part of the education process, without which the education
  of the learner is incomplete. Through a diverse range of experiences providing regular, challenging
  physical activities, the balance and harmonious development and general well-being of the learner
  is fostered.

  Through Physical education, the learner can experience the joy of physical exertion and the
  satisfaction of achievement while developing skills and positive attitudes that enhance self-esteem.
  Physical education provides opportunities to develop desirable personal and social attributes.
  These include;
  – the concept of fair play.
  – the acceptance of success and failure, and
  – promotion of a healthy life-style.

  Physical education, as an integral part of the total competency based curriculum, provides vital
  opportunities for the physical, social, emotional and intellectual development of the learner.
  This book is written in a way that it encourages learners to be dynamic and aligned to the future
  employment needs of the nation and the global economy and to have the highest standards in
  terms of competencies, knowledge and skills.
  They learn how to plan, perform and evaluate actions, ideas and performances to improve their
  quality and effectiveness. Through this process, learners discover their aptitudes, abilities and
  preference, and make choices about how to engage in life long physical activity and to live a
  healthy life.
  Activity in physical education programmes may emphasise self improvement, participation and
  cooperation rather than winning and losing. Learners learn how to think in different ways to suit a
  variety of creative, competitive and challenging activities. However, competition can be an element
  in the learner’s intrinsic motivation to do his or her best.

   Physical education and sports
  Physical education and sports, although closely linked, are not synonymous. Sports is formalised
  physical activity involving competition or challenges against oneself, others or the environment,
  with an emphasis on winning. It begins with playing and develops through games and challenges.

  The focus in the physical education curriculum is on the learner’s holistic development, stressing
  personal and social development, physical growth and motor focus on individual improvement and
  not on winning or being the best.

   Physical Education and other areas of the curriculum.
  Physical education has many objectives that are developed as the learners engage in other subjects,
  such as English, Geography, Biology, Music and Mathematics. Learners learning these subjects
  can also be enriched through a programme of physical education that is broad and balanced. The
  learners who engage in discussions about the rules of games or the development of gymnastics
  sequences are presented with many opportunities for language development.

  It is in talking about experience in Physical education, like through instructional language that the
  learner clarifi es ideas. Use the language in physical education lessons to question, direct, explain,
  suggest, prompt and stimulate the learner to think. In turn, the learner is encouraged to respond by
  describing, discussing, speculating, explaining and expressing ideas and reactions. Language is
  important too in helping learners to gain access to and retrieve information about physical activities.
  The extent, therefore, to which language is an integral part of the teaching and learning process,
  should be a consistent concern in the planning and implementation of the physical education
  programme.

   Physical Education and Learners with special needs
  The Learners with special needs should experience the enjoyment of participation. This helps
  them to feel comfortable and not discriminated in physical activities. It is important that the teacher
  encourages their maximum participation.
  Handling learners with specifi c disabilities (All inclusive education). This action handles learners with
  disabilities. It is referred to as “Specifi c education”. It involves designing instruction for handicapped
  learners. These include:
  • Mentally retarded
  • Those with diffi culty in hearing
  • Deaf
  • Speech impaired
  • Visually handicapped among others
  • Lame(physically handicapped)

  Mentally retarded
  If the learner is mildly retarded, he or she is slow to understand directions, follow directions,
  complete tasks and make progress.
  How to help the learner
  You should fi rst understand these learners. They can also learn if supported. However, their learning
  is at a slow rate and is not at the level of normal mentally functioning learners. Concentrate on fundamental skills and fi tness qualities. You should always motivate them and introduce to them
  the personalised fi tness programme. The pace of learning depends on the gross motor movement
  that is progressive in nature. Teach them activities through demonstration rather than verbalisation.
  However, the practise period should be short. This is because they get offtrack easily.

  Give them a chance to exbhit skills they can perform. This makes them enjoy the feeling of
  accomplishment. Trying out any physical activity should be rewarded. This will encourage them to
  practise more.

  Visually handicapped
  These can be categorised into two, that is; the partially blind and completely blind. They face a big
  problem in movement. Try to move in a very dark room to realise the problem faced by a visually
  impaired learner. This disability poses movement problems to the learners, it also limits them from
  participating in certain types of physical activities.

  

  How to help the learner
  Bring the learner into contact with others. The learner can take part in group fi tness activities with
  the assistance of the teacher or other learners. Monitor the movements and help the learner.
  Teacher should also encourage other learners to help this learner. This learner should carry out
  specialised physical fi tness and movement program in which the lack of sight does not prove a
  diffi cult task or problem. Rope jumping is a good activity for them. Also use low balance beams, and
  bench activities. You can touch a part of the learners body to establish his or her correct sequence
  in movement pattern. Since visually handicapped learners cannot copy or see from other learners
  or from you what to do, teacher’s explanation must be clear and precise. Use a whistle to signal to
  the class or give instruction.

  The deaf
  These are learners who have hearing problems. Since most of the instructions are verbal, a deaf learner is isolated if not catered for. Teaching the deaf is challenging and requires different communication techniques. Many deaf learners have poor speech.

  

  How to help the learner
  Written instructions can be used. Visual clues featuring a “do as i do” approach are appropriate.
  Position the deaf learners near the teacher to increase their opportunities to read the signs and
  lips and receive facial clues. Avoid long delays for explanation or questions. Hand signals should
  be used for controlling movement patterns, for example; start, stop, move to an area, sit down and
  so on.

  The lame
  These are learners with a physical impairment. These learners normally move with the help of
  wheelchairs or crutches. They can participate successfully in some activities such as; basketball,
  volleyball, athletics among others.

  

  How to help the learner
  Design specialised fields for these learners. For example; smaller sizes of the playing area for easy
  mobility factor. In volleyball. For instance, the net should be about 6 ft in height. Serving by the
  normal learner is done from behind the back line and by the handicapped learner with the heels on
  the back line. Rules should be adjusted as necessary.

  Note:
  The above categories of learners are ones with special needs. These learners are more challenged
  than others. This does not mean that physical activities are inappropriate for them. Be willing to
  adopt or modify skills or alternate your teaching style to accommodate the needs of each learner.

  Physical Education and developing competencies
  Competencies are the skills, knowledge and attitudes gained through every work like educational,
  volunteer and life experiences. Learners in the physical education programme develop the following
  specifi c competencies:
  • Deeper understanding in a broad range of knowledge.
  • High-level thinking skills, such as problem solving, creativity and critical thinking.
  • Effective social and cooperative skills.
  • Competitive skills.
  • A strong sense of cultural identity, belonging, contribution and well-being.
  • Recognised qualifi cations and skills for employment.
  Physical education contributes to all of the generic competencies. Success in team sports depends
  upon effective communication and cooperation to ensure that the team is greater than the sum of its
  parts. Learners need to think critically about their own and other people’s work and performances
  They also need to be creative in developing solutions to challenges. The problem of how to improve
  health, fi tness and skills and hence to perform better requires considerable strength in problem-
  solving.

   General objectives of learning Physical Education

  By the end of this physical education programme, learners should be able to;
  • Develop the physical, social, emotional and intellectual aspects.
  • Develop personal competencies in a variety of individual and collective sports.
  • Perform an appropriate range of movement skills in a variety of contexts.
  • Develop an understanding of fair play and team spirit through participation and competition.
  • Develop personal competences in a range of gymnastics movements.
  • Develop personal competences in the athletic skills of running, jumping and throwing.
  • Develop an appropriation of movement and the use of the body as an instrument of expression
  and creativity.
  • Interact and cooperate sensitively with others, regardless of cultural or social background or
  special needs.
  • Demonstrate positive attitudes and values towards physical activity and its contribution to
  life long health-related fi tness, thus preparing the learner for the active and purposeful use
  of leisure time.
  • Develop personal competences in the game skills of sending, receiving and passing using a
  variety of equipment and to apply these skills in game situations.
  • Encourage fair play and a competitive spirit.

   Teaching and learning Physical Education

  Appropriate instruction in physical education incorporates best practices derived from both research
  and experience in teaching learners. This physical education curriculum sets developmentally and
  instructionally appropriate practises in designing, implementing and evaluating physical education
  program. The following approaches are used:

  Direct-teaching Approach
  The direct-teaching approach involves the teacher giving instructions or showing learners what
  to do and observing their progress. It entails the teacher making all, or most of the decisions
  concerning the content of the lesson and the learner responding to instructions. It allows learners to
  practise skills within a game situation where the teacher decides on the nature of the practice and
  the time allocated to it or the number of repetitions.

  Guided-discovery Approach
  The guided-discovery strategy involves the teacher designing a series of physical exercises that
  will eventually lead to one or more appropriate competencies and ultimately the discovery of a
  particular concept or solution. It is one of the approaches that offer learners the opportunity to make
  decisions, solve problems or take initiative. The use of this approach promotes discussion among
  learners and enhances their learner’s capacity to evaluate.

  The role of the teacher in teaching Physical education
  When teaching physical education, the teacher plays a big role of a facilitator by helping the learners
  to develop a positive self image, cooperation with others and a sense of fair play.
  The teacher identifi es the needs of the learners, the nature of physical exercises to be done according to their level and abilities.
  The teacher organises the learners in the teaching area, provides the appropriate materials and demonstrates the handling of the apparatus and the way the experiments should be carried out.
  The teacher must ensure that the learners experience a variety of vigorous and challenging activities
  and he/she should foster a stimulating and secure environment in which the learner can be creative
  and imaginative.
  The teacher must have due regard for safety by ensuring that the learner adopts safe practices and
  take into consideration the particular needs of each learner.
  He/She has to evaluate and assess the progress of the learners.

  Role of learners
  Learners should be involved in a wide and increasing range of physical activities including
  gymnastics, athletics, sports and games. They should have the opportunity to refi ne the standards
  of their performance and to develop and evaluate their own movements,strategies and tactics. They
  should be introduced to a range of games and sports such as individual sports like athletics and
  gymnastics and collective sports like football, netball, basketball, handball, goal ball and volleyball.

  Assessment approach in Physical education
  Assessment is an integral part of teaching and learning in physical education, as in other areas
  of the curriculum. (The section education is assessed and to allow for individual and collective
  learning styles). The forms identifi ed below are compatible with teaching and learning in physical
  education, as they can be undertaken as teaching and learning takes place.

  – Teacher observation
  This is the most useful and most consistently used form of assessment in physical education. It
  involves the informal monitoring of learner’s progress as the actual learning takes place and most
  information is gathered in this way.
  Teacher observation might focus on the responses which the learner make when doing a task
  for instance; the responses they make towards the teacher’s questions and suggestions, the
  participation of the learner individually,in a group or as part of the class, the interaction of the
  learner with others when involved in group work and the understanding displayed by the learners
  when engaged in activities.
  Teacher observation as a form of assessment is particularly appropriate for physical education, as
  assessment is best undertaken as the learners are engaged in activities.
  Some of the learning behaviour of a learner can be observed to help plan for follow-up activities: for
  example, how a learner uses a piece of apparatus may guide the teacher in helping him/her to use
  it or other apparatus more effectively in subsequent lessons.
  It is useful to record these observations.

  – Teacher-designed tasks:
  Throughout the physical education programme, teachers continuously design a variety of tasks for
  the learners to engage in. Some tasks will be designed to provide opportunities to practise skills,
  some will be designed to encourage creativity, some to gather knowledge of activities and others
  to promote questioning and group discussion before carrying out the task and as the task is being
  completed.
  While engaged in the tasks, the learners are learning and simultaneously, their responses indicate
  their progress in physical education.

  – Recording learner’s progress
  Teachers should assess and ecoed learner’s progress using indicators. These indicators are related to elements of physical education, and the teachers match their observation on learners to the indicators as the learners undertake work.
  Any report of a learner’s progress might contain information gathered by the use of the assessment
  techniques outlined above, related to;
  • The attitude of the learner to participation, which is indicated by factors such as;
  – acceptance of winning or losing.
  – understanding of fair play.
  – the appropriateness of dress code for the physical education lesson.
  – the effort displayed by the learner.
  – the application of safe practises.
  • The learner’s achievements related to the elements of physical education which he/she
  engages in, which are indicated by factors such as:
  – physical competence.

  – knowledge and understanding of activities.
  – creative and aesthetic development.
  – development of health-related fitness.

  Available resources for Physical education
  When teaching Physical education 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 school grounds for orienteering exercises.
  • The provision of markings on the playground for athletic activities and small-sided games.
  • The use of local facilities, like community centres, parish halls, youth clubs and so on.
  • Cooperation with other primary or secondary level schools in sharing facilities.
  • Allocating more time to physical education in good weather.
  • Visiting an outdoor education centre providing facilities for many worthwhile activities.

  Suggested list of equipment for physical education
  The ratio of equipment to each learner is an important consideration. Where possible, for game
  lessons each learner should have access to his/her material being used, for example; a ball per
  learner or per pair of learners. Similarly, for throwing and catching practices, each learner or pair of
  learners should have a ball or throwing objects like javelin, discus and shot put.
  Some aspects of the athletics programme require little or no equipment, but to provide a
  comprehensive programme, certain basic equipment is necessary:
  • plastic hoops, canes, skipping ropes, beanbags, wire skittles, foam hurdles plastic cones,
  multi markers or space markers, braids (fibres or ribbon), plastic racquets, plastic or alloy
  relay batons, plastic, ball-carrying nets, chalk, tape, stop-watch.
  Gymnastic mats are a basic requirement and an adequate supply of these and necessary to ensure
  maximum participation. A mat should be available for every two to four learners where possible.
  The list below may be helpful:
  • Selection of music, tape recorder.
  • Hoops, plastic cones, multi markers or space markers.
  • Gymnastics mats
  • Portable or fixed climbing frames with attachments.
  • Balance benches.
  • Bar box or movement table.

  Suggested equipment for outdoor (individual and collective activities)
  The school may provide a variety of equipment for use by class groups. For example; wall-climbing
  courses and rope walls . Within the school, it may be possible to construct adventure trails using
  benches, mats, climbing-frames etc. The teacher also has to initiate learners to fabricate their own
  traditional materials like karere (locally made balls)etc.

  The teacher must be qualified in Physical Education subjects and should have considerable
  knowledge in other linked subjects like psychology and biology especially in Human anatomy
  where a strong point of observation and movement analysis is required.

  The teacher must be capable of interpreting the correct and wrong movements done by learners
  and should know how to make corrections.

  For learners with disabilities, the teacher has the responsibilities of identifying the degree of
  disability, providing appropriate materials and preparing exercises accordingly. At this level, follow
  up, appreciation and encouragement are the tools of success.

  SAMPLE LESSON PLAN FOR P.5 PHYSICAL EDUCATION CLASS
  Competence – based Lesson Plan
  School Name: Kigali Primary School                                        Teacher’s name: Gitego Peter

  

  

  

  

  

  

  

  Mark as done
• 
  

  

  

  Key unit competence:

  By the end of this unit, students will be able to perform a range of activities on organic system
  exercises and develop basic techniques in gymnastics.

  Learning objectives:

  Knowledge and understanding
   Explain the importance of physical exercise for circulatory and respiratory systems.
   State the basic techniques in gymnastics activities.
   Identify different gymnastic equipments.

  Skills to develop:
  Learners will be able to;
   Perform different jumping exercises.
   Develop basic techniques in gymnastics.
   Use gymnastics equipment.
   Take account of their own and other safety during gymnastic exercise.

  Attitudes and values:
   Fair play
   Self-confidence
   Appreciate the importance of physical activities to health
   Respect of regulation.
  Number of lessons: 5

  LESSON 1: ROLE OF PHYSICAL EXERCISE FOR CIRCULATORY AND RESPIRATORY SYSTEM

  Lesson objective
  By the end of this lesson, learners should be able to explain the importance of physical exercises for circulatory and respiratory systems.
  

  Teaching methods:
  

   Explanation
   Discussion
   Question and answer
   Grouping
  

  Teaching and learning materials:

   Wall chart showing the circulatory and respiratory system.
  

  Lesson development:

  Step 1 :
   Introducing the new lesson in primary five explaining the good in taking part in physical exercise.
   Telling learners that physical exercise helps to improve our health. It makes our body system work well. Among our body system is the circulatory and respiratory.
  Step 2 :
   Asking learners to use their Science knowledge and define the circulator and respiratory system.
  Step 3:
   Using a chart showing the circulatory system, explain to learners the role of physical exercises
  for circulator system.
   Regular physical activity help to increase the efficiency of circulator system’s activity during
  exercise.
   The circulatory system works hard to help body balance and maintain health chemical concentration
  during exercise. Therefore,exercising increases the body’s rate of various chemical reaction.
   The muscles produce more energy when we exercise and the circulatory system enhances the supply of fluids , oxygen and nutrients during exercising.
  

  Step 4 :
   Using a chart showing the respiratory system, explain to learners the role of physical exercise
  for respiratory system.
   As you exercise, oxygen demand increases. This is because our muscles use oxygen to produce energy.
   Oxygen cools and prevents overheating as the body temperature rise during exercise. The energy production increase during exercise.
   During exercising the breathing rate increases. The lungs take in more oxygen with each breath
  while exercising.
   During exercise, waste gas- carbon dioxide is let out of the body very fast. The more you breath
  in very fast, the more you breath out quickly.
  Note: During exercising, the rising carbon dioxide levels and oxygen demands for the heart to control   more frequently. This increases the heart rate during exercise. Blood fl ow increases as your lungs pumps more oxygen and nutrients through circulatory system.
  

  Summary of benefits after exercise
   Exercising is a centre for disease control and prevention. It helps to fight heart diseases. This
  plays an important role in the process of energy production. This energy is needed in every thing we do.
  

  Assessment
  (a) Describing the circulatory system.
  (b) Naming the parts of respiratory system.
  (c) Why is it good to exercise our bodies everyday?
  (d) How is exercising our bodies helpful to the circulatory system?
  (e) Giving the importance of increased heartbeat to our bodies.
  

  Relaxation
  Guide the learners to perform cool down activities. Let them jog around and stretch.
  Final discussion
  Guide the learners to discuss the roles of physical exercise to circulatory and respiratory systems
  in their daily life.
  

  Guiding notes
  The circulatory system is also called the cardioid vascular system. It is an organ system that is responsible for transporting blood and nutrients, oxygen throughout the body. The circulatory
  system is composed of the heart and blood vessels, including arteries, veins and capillaries. The
  heart is the key organ in the circulatory system. Its main function is to pump blood throughout the
  body. It usually beats from 60 to 100 times per minute. The heart gets messages from the body that
  tell it when to pump more or less blood . For example, when we are the lower amounts of oxygen
  to provide for the lower amounts of oxygen needed by our bodies at rest. When we are exercising
  the heart pumps faster. This is done to increase in the delivery of oxygen.
  

  
  

  On the other hand, respiration is breathing. Breathing air is necessary for keeping us a live. The
  lungs in our bodies help us to breathe. The lungs make up one of the largest organs in the body.
  The lungs work with the respiratory system.
  They allow us take in fresh air, and get rid of the used air and even talk.

  

  Beneath the lungs is the diaphragm. This is a dome shaped muscle that works with the lungs to
  allow us inhale (breath in) and exhale (breath out) air.
  You cannot see the lungs, but it is easy to feel them in action. When you put hands on your chest
  and breath in very deeply, you will feel your chest getting slightly bigger. When you breath out the
  air,you will feel the chest return to its regular size.

  

  As you breath in, your diaphragm contracts and fl attens out. This is done to allow the lungs have
  more room to grow larger as they fi ll up with air. You inhale air through your mouth and nose. The
  air heads down your trachea (windpipe) when you breath in . When you breath out, the diaphragm
  becomes dome shaped.

  Since we have seen that the respiratory system is so important to our lives,we should keep it healthy.
  Smoking is not good for respiratory system. Cigarette smoke damage the cilia in the trachea. These
  help to fi lter the air we breath in and you can show you love your respiratory system by exercising
  regularly. Exercises are good for every part of our body and especially our lungs and heart. When
  we take part in vigorous exercise like running, swimming, biking among others, our lungs require
  more air to give the cells extra oxygen. This forces us to breath in more stronger as a result, They
  even supply air to the body needed to succeed.

  LESSON 2: BASIC EXERCISES OF CIRCULATORY AND RESPIRATORY SYSTEM

  Lesson objective :
  By the end of the lesson. learners should be able to perform exercises that develop the circulatory
  and respiratory systems.

  Teaching methods:

   Instruction
  

   Demonstration
   Command  Guided discovery

  Teaching and learning materials:

   Mats
   Playground
   Stopwatch Whistle
   Cones

  Lesson development
  Teaching points for wheelbarrow practice
   Taking learners through the warm up exercise .
   Grouping learners in pairs
   Instructing one partner to get down on the hands with feet extended to the rear and legs apart.
   The other partner (the pusher) catches the partner’s legs about half way between the ankles and the knees.
   Instructing learners that the wheelbarrow walks forward on the hands, supported by the pusher.

  

  Note: Tell the pusher not to catch the legs too near the feet, pushing may be difficult. The
  wheelbarrow learner should have the head up and look forward. The fingers should be pointed and spread.

  Teaching points for bending exercises
   Ask one learner to lead others in the warm-up activities.
   Instruct learners to perform the following bending exercise.

  

  Note: While performing bending exercise, the learner’s leg should be slightly bent.

  Assessment
  Set the learners exercises to stretch various parts of their muscles.
  Relaxation
  Let the learners perform cool down exercises. They may walk around and then stretch.
  Final discussion
  Let the learners discuss about the advantages of stretching the muscle.

  LESSON 3: STRENGTHENING MUSCLES OF THE BODY

  Lesson objective:
  By the end of teh lesson, learners should be able to perform exercises taht strengthen the body
  muscles.

  Teaching Methods:

   Instruction
   Demonstration
   Command

   Guided discovery

  Teaching and learning Materials:

   Playground          Stopwatch
   Dumbbell             Bench, chairs

  Lesson Development:

  Introduce the lesson by explaining to learners the importance of physical exercises to the body development. Advise learners to always spare at least twenty (20) minutes of strength training exercise. This should be done at-least twice or thrice a week. The rest of the days give the muscles time to rest .

  Teaching points for Squat exercise
   Begin with warm-up activities
   Instruct learners to stand with feet shoulder width apart.
   Transfer the weight slightly back on the heels.
   Pull the abdominal in, standing up all with square shoulder and a lifted chest.
   Sit back and down , as if there is a chair directly behind you.

  

   While going down, do not allow your knees to stick out past the toes.
   Straighten your legs and stand back up.

  Teaching points for Arm row exercise
   Take learners through warm up.
   Get chairs and instruct learners to stand to the left of a chair, shoulder width apart.
   Instruct the learners to hold dumbell in the right hand with palm facing in.
   Tell the learner to pull the abdominal in and bend forward from the hips. The back should be in
  a slight arch shape. The knees should be slightly bent.
   Putting the left hand on the chairs seat for balance, instruct learners to NIT the chin forward the
  chest, so that the neck is in the line with the rest of the spine.
   Instruct learner to pull the right arm up along the side of the body until the elbow points to the
  ceiling.
   Tell the learners to slowly lower the weight back down.

  

  Teaching points for push up exercise

  • Instruct instructing learners to lie on their stomach, knees bent and ankles crossed.
  • Telling learners to put palm on the floor. They should be put a bit to the side and in front of the shoulders.
  • Telling learners to tuck their chin a few inches to the chest. As the forehead faces the floor.
  •  Instructing learners to straighten the arms and lift their body so that they balance on the palms and knees, abdominal fight.
  • Telling them to bend the elbows and lowering the entire body at once. Let them lower just until the upper arms are parallel to the floor.
  • Telling learners to push back - up
  • .

  Teaching points for shoulder press exercise
   Taking learners through warm-up activities.
   Giving the learners a dumb bell in each hand.
   Instructing learners to sit up tall on a chair. The chair should be firm enough with back support.
   Telling learners to place their feet on the floor, shoulder width apart.
   Instructing learners to pull abdominal in so that there is a slight gap between the back and chair.
   With palms forward, tell learners to bend the elbows and raise the dumb bells up so that they
  are at the level of the ears. The elbow should be just below shoulder height.
   Telling learners to straighten arms up over the head, then slowly lower to start again.

  

  
  

  Teaching points for biceps curls
   Taking learners through warm- up exercise.
   Instructing learners to stand shoulders width apart and hold a dumbell in each hand. Let learner’s
  arm hang down on the sides with palms facing in.
   Instructing learners to pull the abdominal in, stand tall and keep knees relaxed.
   Curling the right arm up. First close the shoulder. Twist the palm so that it faces the front of the shoulder at the top of the movement.
   Telling learners to slowly lower the dumbbell back down.
   Telling learners to report with the left arm, while alternating the arms.

  

  
  

  Relaxation
   After performing the exercise, relax by swinging arms up and down.

  
  

  Importance of exercise to learners
  Exercise can help learners in the following ways;
   Physical benefits – Healthy growth of muscles , bones and ligaments
  – Improve motor skills
  – Better stop
  – Healthy body weight
  – Good cardioid secular health.
   Social benefit
  – Enhanced social skills and inter personal relationships.
   Emotional benefits
  – Increased self - confidence, self esteem and self concept.
  – Reduce stress and anxiety.
   Cognitive benefits
  – Better focus, concentration and academic performance.

  
  

  Assessment
   Set learners exercises to strengthen various parts of their muscles.
  Relaxation
   Guide the learners to perform cool down exercise. Let them jog around and then stretch.
  Final discussion
   How does having health muscles helpful in your daily duties.

  
  

  LESSON 4: JUMPING EXERCISES

  Lesson objective :
  By the end of the lesson. learners should be able to perform exercises that help in the body
  coordination and fitness.

  Teaching Methods:
  

   Demonstration
   Instruction
   Guided discovery
   Command

   Role play

  
  

  Teaching and learning Materials:
  

   Ropes                    Cones                  Benches

  
  

  Lesson development
  Introduction
  Jumping exercises are very good for coordinating all parts of the body. It increases coordination,
  rhythm and timing while offering a wide range of challenges.
  

  
  

  Jumping exercises also help to build body fitness. Work loads can easily be measured and changed
  according to learner’s ability. Modify and change the amount of time the learner jumps according
  to ability.

  
  

  Teaching points
   Making learners stand in a large circle for
  warm-up exercises. Stand by the side of the
  circle. This helps you to see every learner.
  Instruct them to start with shaking waist slowly
  and get faster- stop. Then shake arms, then
  each leg, then each foot. Always instruct
  them to get faster and stop. Ask learners to
  run in space in different directions rather than
  the same direction,and then walk on toes.

  
  

  
  

  
  

   After the above warm-up exercise demonstrating to learners how to perform different jumping
  styles for example; Jumping while touching the toes with legs and arms opened. Jump from both
  feet two steps forward two steps backwards and two steps each side.

  

  
  

   After performing different jump exercise ask learners to perform cool on activities. Tell them to
  lie on the floor in space. Instruct them to breath gently in through the nose and out through the
  month concentrate on breathing. Slowly relax the body, feel every muscle relax working up the
  body feet, legs, stomach arms and neck.

  
  

  Assessment
  Set the learners to perform various jumping exercises.

  Relaxation
  Guide the learners to perform cool down exercise. Let them walk around and stretch.
  Final discussion
  Under what situation in life can you use jumping techniques for safety?

  
  

  LESSON 5: EXERCISES USING BASIC GYMNASTICS EQUIPMENT

  Lesson objective:
  By the end of the lesson. learners should be able to use the given gymnastic equipment perfectly.
  Teaching Methods:

   Demonstration
   Instruction
   Guided discovery
   Command

  
  

  Teaching and learning Materials:
   Ropes

   Cones
   Benches
   Tumbling mats
   Parallel beams

  
  

  Lesson development
  Teaching points for activities of rope climbing       
   Putting the mats under the ropes
   Instructing learners to use hand over hand
  method while climbing.
   Telling learners that they should use the hand
  under hand method while descending.
   Telling learners not to slide on the rope. Sliding
  can cause rope burns on the hands and legs.
   Advise learners that while climbing and feel
  tired, should stop and rest. Teach them proper
  rest as part of the climbing procedure.
   Tumbling mats
   Parallel beams

  
  

  
  

  
  

  
  

  
  

  
  

  
  

  Note: Climbing the rope should be scissor grip approach. Cross the forward leg over the back
  leg and straighten the leg with the toes pointing down.

  
  

  Teaching points for moving on parallel beams
   Instructing learners to move (walk) on the parallel beam with controlled, deliberate steps. Tell
  learners that the speed is not the goal.
   Telling learners to step slowly on the beam, pause momentarily in good balance and walk till they complete the routine.

  

  
  

  Teaching points of crouch jump
   Instructing learners to place both hands on the bench.
   Commanding learners to jump back and forth over the bench.

  
  

  

   While jumping, the weight should be on the hands and jump with the legs as high as possible.

  
  

  Teaching points for individual rope jumping
   Organising learners in raws, give them ropes (individual)
   Commanding them to jump the rope several times over the head.
  Note: The length of the jump rope is dependent on the height of the jump. It should be long
  enough so that the ends reach to the armpits. (see figure below.)

  

  
  

  Teaching learners to command the jumper by saying “GO” each time the rope touches the floor.
   Telling the learners jumping to time jumping in the centre of the rope facing a turner.
   Telling the jumper to exist the turning rope by facing and jumping toward one turner and should
  exit immediately after jumping.

  

  
  

  Telling learners that while jumping the rope, it must hit the floor.
  Instructing learners to jump over the rope taking off and landing on two feet.

  

  
  Note: Tell learners that they should not jump while the rope is in the air. They might lose their balance and fall forward The rope should strike the fl oor (ground) in front of the learners before the learner attempts to jump.

  
  

  Teaching points for groups rope jump
   Organising learners in groups of 3.
   Giving each group a rope long enough. One learner will jump first as the other two act as rope
  turners.
   Telling the learners jumping that while entering the turning rope, they should stand besides, time
  the turning rope run into the turning rope when it touches the floor.
   Telling the rope turners to command the jumper “GO” each time the rope touches the floor.
   Telling the jumper to concentrate on jumping in the centre of the rope while facing a turner.
   Telling the jumper to exit the rope by facing and jumping toward one turner and exist immediately
  after jumping.

  
  

  Relaxation
  Stand still and breath in and out.
  General assessment
  Set learners exercises to be performed using gymnastic equipment.
  1. State the role of physical exercises to the;
  (i) Circulatory system

  (ii) Respiratory system
  2. Demonstrate any four different bending exercises
  3. Give the importance of exercises to learner.
  4. Identify and two gymnastic equipment and show how to use them.

  
  

  Final discussion
  Guide the learners to discuss the importance of gymnastic exercises in their daily life.
  Let them discuss how they can perform exercises and apply them in their daily life.

  
  

  Unit summary
  In this unit, you have taught about performing different physical exercises, exercise of basic physical
  training and muscular development, exercises of relaxation and exercise of improving body fitness.
  

  
  

  In the next unit you will teach about suppleness exercises, exercise of different styles of dancing
  according to the given rhythm exercises of group leading, sport and health and fitness exercises.

  
  

  Glossary
  Circulatory system : Refers to the circulation of blood with the body
  Respiratory system : Is connected with breathing
  Efficiency : Quality of doing something well with no waste of time and money.

  
  

  Mark as done
• 

  

  

  Key unit Competency:

  Learners will be able to design and perform movement and dance sequences that combine a range
  of movements.

  Learning objectives:

  Knowledge and understanding
   Learners to recognise the importance of combination of movement ranges with dance rhythm.
   Learners to design movement and dance sequences to enjoy body control and balance.
   State the reasons of how to improve his/her performance in hand ball.

  Skills
   Performing different types of formations.
   Taking account of their own safety and that of others during gymnastics.
   Coordination
   Evaluation of their own and other’s performance.

  Attitudes and values:
   Fair play
   Self- confidence
   Appreciating the importance of physical activities to health.
   Cooperation
   Enjoying the developing ability to move with increasing control.
   Respecting the instructions

  Number of lessons: 2

  LESSON 1: EXERCISES AND GAMES WHICH DEVELOP THE INTELLIGENCE AND THOSE USED TO PLAY IN A TEAM

  Lesson objective:
  By the end of the lesson, the learner should be able to perform exercises and games that develop
  their intelligence.

  Teaching methods:

   Explanation
   Demonstration
   Practical
   Guided Discovery
   Direct instruction

  Learning materials:

   CD player            Recorded music
   Playground          Rooms
   Whistles               Stopwatch
   Piano                   Drum(s)
   Balls                     Cones
   Narrow band         Radio

  Lesson Development:

  Step 1 :
   Guiding the learners to perform a successful warm up. Let them start by jogging around the
  demarcated area. Then stretching the muscles from the neck to the ankle or vice versa. Finally,
  strengthening the body with exercises such as press-ups, sit ups and squats.

  Step 2 :
   Telling the learners brainstorm on what they know about.
   Movement and gymnastics.

   Body control and balance
   Exercises and games which develop their intelligence.
   Exercises and games used when playing in a team. These should involve coordination, intuition,
  perception, rotating, sitting e.g. counting, remembering etc.

  Step 3:
   Dividing the class in groups of five.
   Guiding them to design movement and dance sequences with a good rhythm.
   Providing music ( especially “ techno” music) that will provide good rhythm to gymnastic movements.
   Allowing massive performance ( practice) but each group in a limited area.
   One by one each group performs to the rest. ( Evaluating themselves and others).

  Step 4:
   In their groups, telling them to design a game that will help to control their body and balance as
  well. For example, Duck, Duck, Duck, Goose.
   Telling them to perform massively but each group in a limited area.
   One by one each group performs to the rest. (Evaluating themselves and others).

  

  Procedure:
   The learner goes around on the heads of the squatted classmates who are in a circular formation.
  He or she moves on saying: Duck, Duck, Goose. When he/ she taps the third person, he / she runs around the circle. The person tapped last ( third person) chases him / her. If he / she
  caught him / her, that person enters the circle and sits or squats down. If he/ she does not, that
  person returns to his / her place and squats again. Then the chaser starts tapping while saying.
   Here is an example of a body control and balance game. Duck, Duck, Goose. They continue like that until all done.

  Activity 2.1.1
  Having each group perform in front of others while the rest follow. This will help the whole class to learn all the designed movements, dances and games by others.

  

  Assessment Activities
  Setting exercises ( Movement, Dances and Games) and observe how they perform them. They
  combine a range of movements. These should include the following skills:
   Walking            Running
   Trotting            Galloping
   Swapping         Wriggling
   Stepping          Stumping
   Kicking             Brushing
   Aerial

  Guiding the learners to perform exercises and games aimed to win or lose with dignity. For example, they form pyramids

  

  Additional Notes
  Safety precautions
  Guide the learners to be aware of safety precautions.
   They should take care of their safety and that of others. These may include:
   Being appropriately dressed
   Avoiding slippery surfaces.
   Avoiding damaged equipment
   Minding the size and weight when pairing up
   Using equipment appropriate to their size.
   Avoiding performing on irregular surfaces.

  

  

  

  Assessment
   Guide learners to perform exercises and games that develop their intelligence.
  Relaxation
   Let the learners jog around and stretch their muscles
  Final discussion
   Let the learners give a feedback on their own performance and others
   In what life situation can one apply balancing skill.

  LESSON 2: EXERCISES AND GAMES WHICH DEVELOP SOCIAL ASPECTS

  Lesson objective:
  By the end of the lesson, the learner should be able to perform exercises and games that develop
  their emotions.

  Teaching Methods:

   Explanation              Demonstration
   Practical                   Guided Discovery
   Research                 Direct instruction
   Discovery

  Learning Materials:

   Whistles        One long rope
   Papers          Balloons
   Label

  Lesson Development:

  Step 1 :
   Guiding the learners to perform a successful warm up activity.
   They should begin by trotting around the demarcated arc.
   Trotting should be followed by stretching the body muscles from the neck to ankle or vice versa.
   Finally, strengthening the body muscles through exercises such as press-ups and squates.

  Step 2 :
   Guiding the learners to brainstorm on what they know about.
   The term cooperation, social and emotion
   Exercises and games that lead to cooperation and social aspects.
   Exercises and games that develop emotion.
  These will involve group exercises and team games.

  Step 3
   Guiding the learners to perform the following:
  a) Balloon Exercise:
  – Telling the learners make a circle with hands joined.
  – Throwing one balloon in the circle up in the air.
  – Without breaking the chain of the joined hands.
  – The learners should keep the balloon in the air by tapping it.
  – They tap with hands, arms, chest, head, knee but not feet.
  – They count as they tap the balloon.
  – If the balloon falls down, they stop and start again.
  – Recording the number of taps whenever it falls down.
  – The higher the figure the more cooperative the members were.
  – Set limited time 5-10 minutes.
  – In this way, cooperation and social aspects are achieved.
  – At the end get a feed back from the learners.
  – With time, you may increase the number of balloons.

  

  b) Rope Game
  – Getting a rope which is long enough.
  – Let the learners make a circle with it and make sure they are all inside the circle.
  – Keep on reducing the circle as the learners think of ways to fit in the circle.
  – Encouraging them to find all possible ways of fitting in the circle.
  – If some fail to fit in the circle, they stop and start again.
  – Setting a limited time for the game 5-10 minutes.
  – At the end, guiding the learners to discuss about the game.
  – This game develops the intelligence of the learners.

  

  c) Emotional game
  – In this game, use the cardinal points of the compass: North, East, South and West.
  – Write those compass points on the papers.
  – The words should be big enough for the learners to read.
  – Under each compass point on one of these words: active, Friendly, Hard working and cooperative.
  – Put these papers in four corners at height easy to read by the learners.
  – Ask the learners to move to the corner of their own choices.
  – Each group selects a secretary, Time keeper and a spokesperson.
  – Let each group answer questions in a limited time 1-2 minutes.

  Assessment activities
  Select different exercises / games and observe how the learners perform in relation to cooperation,
  social and emotional aspects.

  Final discussion
  Guide the learners to discuss the learnt skills related to cooperation, social and emotional aspects.
  The following questions can be asked;
  1. What did you learn from the Balloon exercise?
  2. Why is it important to cooperate with others?
  3. What may happen to some one who does not cooperate with others in life situation.

  Relaxation
  Let the learners walk around and then stretch their muscles.
  
  

  Unit summary
  • In this unit, you have taught body control and balance, suppleness exercises, exercise of different styles of dancing according to the given rhythm, you have also covered exercise of group leading, sports and health and fitness exercises.

  Glossary
  Swapping : State of giving to somebody and receiving something in exchange.
  Wriggling : Twisting and turning one’s body with quick short movement
  Galloping : Fast movement

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  Mark as done