UNIT 1: MOTOR CONTROL

1.1.Key unit competence:

Learners will learn better this lesson if they are able to perform a range of aerobic warm-up exercises and develop basic techniques in gymnastics.

1.2 Prerequisite knowledge and skill

Learners will learn better this unit if they are able to perform physical activities like running, jumping, etc

1.3 Cross-cutting issues to be addressed

• Peace and values education: Encourage teamwork spirit, mutual help, and respect of opinions of colleagues among learners.

• Gender education: Engage both girls and boys and help them to exploit their full  potentials:   No activity is reserved only for girls or boys.

•  Inclusive education: Identify the learners with special education needs, ensure interactive and inclusive discussion

•  Financial education: Facilitate/guide learners to make non cost materials like ropes from banana leave fibers.
  

1.4 List of lessons

Lesson 1: Aerobic warm- up exercises and various basic techniques of

            gymnastic

     a. Prerequisite

A learner is able to perform different physical exercises needed to carry out different aerobic warm up exercises

    b. Teaching resources: Playground, whistles, stops watches etc

    c. Introduction

Opening discussions( in playground)

•  Check sports uniform;
  

•  Set simple ground rules with learners to create a safe atmosphere;
  

• Choose a system/formation which matches with the type of activity, for opening discussion;
  

• Start the lesson with introductory questions related to the lesson to arouse motivation and curiosity of learners and prepare them to learn;
  

• Ensure interactive and inclusive discussion;
  

• Acknowledge each learner’s contribution

Warm-up activities or game

• Title of the game: Follow my hand

Summary description of the game:

This game aims at warming-up the whole body. During this game, the “followers” move after the “leaders” and try to keep their face at about 50 cm from the right hand of the leader whatever his/her position may be.

Organization and rules of the game

1. Group learners into pairs.

2. Ask one learner from each pair to start the game by playing the role of leader.

3. Another partner of each group will start the game by playing the role of follower.

4. Explain and demonstrate

5. If teacher says: “go!” every follower tries to keep their face at about 50

centimetres from the right hand of the leader.

6. Leaders move across the playground, raising and lowering their right hands in any direction.

7. If teacher says: “stop” all followers switch roles to become leaders and bring their partners to right hand.

8. Say “go!” and “stop!” in one or two minutes. Make sure learners are permanently paying attention to one another.

9. Ask leaders to bring their partner with another part of the body. For example, all followers have to keep their face at 50 centimetres from left elbow of their partner, and so on.

d. Lesson development

Sub lesson 1: Aerobic warm-up exercises

Game 1: Avocadoes and oranges

Description of the game: This game aims at warming up the body. Learners run to catch the learners of the opponent group.

Organization and rules of the game:

1. Mark the boundaries of the playground that allows enough space for learners to run and chase    each other;

2. Divide learners into pairs;

3. Ask one member of each group to be an avocado. Another partner in each group will be an orange.

4. Explain and demonstrate;

5. When you call out “oranges” the oranges in each group will chase their avocado partners. When you call out “avocado”; the avocadoes will chase the oranges. If the orange chases and touches the avocado, the orange must count to ten before chasing the avocado again, giving enough time to move away;

6. Exchange roles about every thirty seconds. Make sure learners pay attention to one another so that they cannot mix up;

7. Check if oranges chase avocados when you say (orange);

8. Check if all learners participate.

Variations:

•  Call out other fruit names to confuse learners (for example; pear, pawpaw,banana and so on)

•  Add the instruction (fruit salad), which means that all learners run around but without chasing   anyone.

•  Add the instruction (squashed fruits) which means that all learners must quickly  lie down.

Game 2. Title of the game: “As if”

Summary description of the game: This game aims at relaxing the body and Reduce oprevents muscles pain and stiffness of joints. In this game learner will perform an action by copying what is said by the teacher. Teacher is also advised to check if learners are able to identify the action indicated in instructions.

Organization and rules of the game

1. Ask learners to find a place in the playground and face the teacher.

2. Explain and demonstrate:

Say a sentence to the group: for example: “leap as if you were a little rabbit”

Then, ask them to perform the action indicated in the sentence.

Examples of actions include:

• Jump on the spot as if you were skipping a rope.
• Run as if a wild animal was chasing you.
• Walk as if you were crossing a muddy path.
• Raise your arms in the air as if you were catching a light ball.
• Comb as if a brush was fixed to your hand.
• Swim as if you were in a large pool.
• Move around; shake yourselves up lively as if you were a wet animal getting rid of water.

3. Add as many actions as possible.

4. Give learners the opportunity to add their own actions.

5. It is the teacher who decides when the game ends.

6. Ask the learners to take care of their colleagues to avoid accidents.

Variations:

•  Start the game by giving only one or two examples;
•  Ask each learner to show the group how to practice 1 or 2 creative exercises.
• Encourage them to be as creative as possible, to imagine themselves in different areas of life and to pretend to be different people or different animals.

Cool-down activities/exercises

• Put learners on semi circle
• Stand in front of them
•  Ask learners stand still and breath in and out

e. Assessment

The teacher should apply a teaching and learning strategy that leads learners through a

3-steps discussion (REFLECT-CONNECT-APPLY) about their experience:

Reflect: What was interesting and challenging during the game

Connect: Ask learners the following questions,

•  How do the games connect/relate to what you are already know, believe or feel?
•  When else in life is necessary to perform aerobic warm up exercises?

Apply:

•  How are you going to apply your new experiences from the games in your daily life?

•  What are you going to improve the way performed the exercises of aerobic warm-up exercises?

Sub lesson 2: Various basic techniques of gymnastic

a. Prerequisites

Learners will learn better this lesson, if they are able to perform different physical  exercises.

b. Teaching resources

Sportswear, playground, whistles, stop watches, bench, rope and other gymnastic equipments.

c. Introduction

•  Opening discussions: For the opening discussion refers to the lesson 1 but try to ask learners different introductory questions related with basic techniques of gymnastics.

•  Warm-up activities or game
• Title of the game: Cat-knee

Summary description of the game: This game aims at warming up the body.

Learners will slap (gently) the partner’s knee while avoiding being touched by him/her. Teacher is advised to check if learners slap one another, find another partners whenever t he/she says (stop) and check if learners pay attention so as not to bump into one another.

Organization and rules of the game:

1. Demarcate clearly a playground large enough to allow learners to run one after another;

2. Group learners in pairs;

3. Ask each group of the two to stand up one metre apart facing each other;

Explain and demonstrate: It is a touch game. When the teacher says (Go!) every learner tries to slap his/her partner on the leg (under the knee) as many times as possible till when the teacher says (Stop). Learners slap their partners on legs trying to avoid being tapped themselves. Remind learners to slap gently their comrades.

When the teacher says (Stop), every learner must find a new partner and repeat the play only when they hear the word (Go!).

4. Say (Go!) every 30 to 60 seconds;

5. It is up to the teacher to decide when the game ends. Make sure learners are permanently paying attention to one another all the time;

Variation:

•  Make groups of 3 to 4 learners;
•  Ask them to replay the same game and try to touch legs of any group member but this time trying to protect their legs from any of their groups’ members.

d. Lesson development

To teach this lesson, teacher will use two exercises.

Exercise 1: Crouch jump

Teaching points:

1. Instruct learners to place both hands on the ground;

2. Command learners to jump back and forth over the ground;

N.B: while learners jumping, the weight should be on the hands and jump with

legs as high as possible.

Exercise 2: Jumping over the rope

Teaching points:

1. Organise learners in groups of 3;

2. Give each group long rope, one learner will jump first as the other two remaining act as rope turners;

3. Tell the learners to jump while entering the turning rope, they should stand besides; time the turning rope when it touches the floor;

4. Tell the rope turners to command the jumper ‘go’ each time the rope touch the floor;

5. Tell the jumper to concentrate on jumping in the centre of the rope while facing a turner;

6. Tell the jumper to exit the rope by facing and jumping toward one turner and exist immediately after jumping;

Cool down activities: Refer to the lesson one.

e. Assessment

The teacher should apply a teaching and learning strategy that leads learners through a

3-step discussion (Reflect-Connect-Apply) about their experience:

Reflect: Ask learners the following question,

• What was interesting and challenging during the exercise/game of crouch jumps  and rope jumping

Connect: Ask learners the following question,

•  How does the exercises/game connect/relate to what you already know, believe or feel?

Apply: Ask learners the following questions,

•  How are you going to apply your new experiences from the exercises of crouch  jumps and rope jumping in your daily life?

Lesson 2: Basic gymnastic equipments

a. Prerequisites

A learner is able to perform different motor skills needed to perform different basic gymnastics exercises.

b. Teaching resources

Mats, carpets, playground, whistles, stop watches, balls, bench, rope, piece of chalk and other gymnastics equipments.

c. Introduction

Opening discussions: Follow the instructions from lesson 1 but for this lesson ask learners different gymnastics equipments and related exercises to be done on those equipments.

Warm-up activities or game

Title of the game: On the beach, in the water

Summary description of the game:

This game aims at following commands and worming-up the body, learners must be attentive to the orders of the teacher and take actions according to the instructions indicated.

Organization and rules of the game:

1. Ensure that the playground is clean and safe;

2. Draw a line on the floor with a piece of chalk or a rope;

3. Ask all learners to stand on one side of the line;

4. Explain and demonstrate:

•  Learners are on the beach.
• There is water on the other side of the line.

5. Give two commands: (on the beach) or (in water), and learners have to

jump from the correct side of the line;

6. Start with those two commands, moving back and forth until learners feel

comfortable and confident;

7. Tell learners that you will add more command, and that they have to be

careful;

8. Do all learners understand and follow commands? Are they involved or participate in the game?

9. Do all learners feel at ease and try to follow commands? Are all learners involved? Does every one participate?

10. Reduce commands according to how skilful learners are.

Other orders:

“Hot sand!” Learners jump from one foot to another.

“Seagulls”: Learners cover their heads with hands

N.B: It is up to the teacher to decide when the game ends.

d. Lesson development

Exercises 1: Moving on parallel beams

Teaching points:

1. Instruct learners to move (walk) on the parallel beam with controlled, deliberate steps;

2. Tell learners that the speed is not the goal;

3. Telling learners to step slowly on the beam, pause momentarily in good balance and walk till they complete the routine.

Cool down activities: Refers to the lesson 1.

e. Assessment

Reflect: What was interesting and challenging during the exercise/game of crouch jumps and rope jumping

Connect: How does the exercises/game connect/relate to what they already know, believe or feel?

Apply: How are you going to apply your new experiences in your daily life?

1.5. Additional information

A Play based learning approach is a learner centered learning approach whereby appropriate games are used to help learners to learn faster and better, more easily and in an enjoyable manner. Psychologists have recognized that through play, learners are attentively focused on their objective.

How to use a game in learning

Game is one activity of a lesson that can be divided into two phases:

Preparatory phase

•  Select or develop a game according to the subject and learning outcome
•  Prepare all materials needed
•  Identify the steps of lesson where the game will fit

Execution phase

•  Arrange the classroom according to the game selected
•  Explain to learners the name and the purpose of the game
• Lead the game in a funny way following its instructions
•  If the game is long, work on it with few learners, then help others encourage their teams
•  Stop the game
•  Ask learners to reflect on the game and discover the relationship between the game and the lesson
• Continue with the steps of the lessons
• The game could fit in the introduction when reviewing the previous lesson to help learners to discover a new concept, in the main body while teaching new concept by demonstration or manipulation and in the conclusion and evaluation, by strengthening the new skills acquired, capturing learners’ ideas, and assessing the learning outcomes.

Benefits of play

• Learners learn by acting out funny scenarios
•  Most activities are done by learners, in their learning environment under the teacher’s guidance, taking into consideration the age of learners, their gender, needs, and their backgrounds experiences. In this way learners are motivated, interested, and engaged and retain more learning
•  Learners construct knowledge and understanding. They learn practical skills by being engaged in a productive and motivating learning environment
•  Play facilitates the development and internalization of life skills (problem solving, cooperation and communication skills, lifelong learning competences), encourage the development of attitudes and values, including conflict resolution
•  Play promotes literacy, numeracy and the development of scientific concepts
• Play allows learners to work alone or with others, to help their holistic development
•  Learners can initiate the playing rules/games
•  In play learners work without fear of making errors can take risks and try things out
•  In play learners enjoy control, can succeed and have experiences that build their self confidence

Challenges

•  Involves creative thinking in planning lessons.
• Selecting or developing appropriate games can be a very time-consuming job and challenging for the teacher
• Play can over-simplify the situation being investigated so that learners overlook some important learning
•  Play can consume large amounts of time (NB: it is more important for learners to learn than for them to “cover” content quickly).
•  It can become “too much fun” and disrupt the task
•  Learners can get too involved and lose objectivity

1.6. End unit assessment

Independently carry out warm up and basic techniques of gymnastics exercises using different gymnastics equipments.

1.7. Additional activities

Here below are other additional games of warm-up; teacher is advised to choose any other game to use for warming-up learners.

Game 1: Secret cat

Summary description of the game:

This game is aimed at warming –up legs and arms, learners play role of secret cat (named discreetly by the teacher) run to catch the rest of the comrades.

Materials needed: Whistle, a piece of chalk (or anything to draw a line on the ground).

Organization and rules of the game:

1. Demarcate clearly a playground large enough to allow learner to run one after another.

2. Draw a clear start line on one of playground extremities using a piece of chalk or landmarks.

3. Ask learner to stand on the line, all facing the same direction.

4. Tell learner that you are going to walk behind them and touch some of them on the back.

5. Ask them to close eyes so they may not know to whom you gave a slap.

6. Explain and demonstrate:

•  Any learner who is given a slap in the back becomes a cat (Chose between 4 and 5 cats for 20 learners).
• Cats have no right to tell other learner who are on the line that they have been chosen.
• When the teacher says (Go!), learner run across the whole playground, and cats try to gently slap as many learner as possible.
•  A learner who is touched must come back to the line.
•  The round is complete when all learners who are not cats are on the line.

7. Choose new cats every round.

8. Keep on playing until every learner has had an opportunity to become a cat. Make sure that learner is paying attention while running, not running into each other.

9. Check if

• Do cats slap each other gently;
• Do different learner get chance to become cats in each round;
•  Do all touched learner come back to the line;

Variations:

At the beginning of one round, touch all learners on the backs, so that they all become

cats.

At the beginning of the one round, walk up the line but do not touch anyone’s back.

Game 2: Cat-shadow

Summary description of the game: This game aims at warming-up learners. This game requires learners to carry out orders of the teacher to walk in the shadow of the partner or to avoid being caught.

Materials: whistle

Organization and rules of the game:

1. Demarcate clearly a playground large enough to allow learner to run one after another.

2. Make sure that there is a sunny day while playing this game.

3. Choose one of them to be number 1 and the other to be number 2.

4. Put learner in pairs.

5. Ask learner to say where their shadow is and where they are.

6. Explain and demonstrate:

7. When the teacher says (number 1), all number 1s chase shadows of their partner. The number 2s run so that number 1s cannot walk on their shadows.

8. While chasing shadows, number ones count how many times they have been able to walk on shadows of their partners.

9. When you say: (number 2) all number 2s change the role and start chasing shadows of their partners (no 1s)

10. Change numbers every 30 seconds. Make sure that learner are permanently watching one another all the time.

Variation

Show learner different ways of moving while chasing one another.

For example; walking, hopping, and marching, with straight legs.

2.1. Key unit competence

Perform a range of simple actions and movements with consistency, fluidity, clarity and cooperation with others.

2.2. Prerequisite knowledge and skills

Learner will learn better this unit, if he/she is able to respond to the teacher’s instruction, perform simple actions/movements with consistency, fluidity and clarity and apply some attitudes like, flexibility, coordination, balance, etc.

2.3. Cross-cutting issues to be addressed:

2.1. Key unit competence

Perform a range of simple actions and movements with consistency, fluidity, clarity and cooperation with others.

2.2. Prerequisite knowledge and skills

Learner will learn better this unit, if he/she is able to respond to the teacher’s instruction,perform simple actions/movements with consistency, fluidity and clarity and apply some attitudes like, flexibility, coordination, balance, etc.

2.3. Cross-cutting issues to be addressed:

•  Peace and values education: Instruct learners to follow instructions and encourage them to have patience, team work sprit, mutual help and respect different opinion of others.
•  Gender education: Encourage both girls and boys to participate actively at the same pace when playing different games used in this unit.
•  Inclusive education: Simplify expectations for activities. Modify activities so they suit the abilities of slow and attention span of the learners. Allow all learners with physical disability (using wheelchair) to play sitting on it during different games used in this unit.

2.4. List of lessons

Lesson 1: Exercises and games which develop cognitive, social and

emotional control

a. Prerequisites

A learner will learn better this lesson if he/she is able to: Respond to the teacher’s instructions; Perform a range of aerobic warm-up exercises; Carry out prolonged inspiration, expiration and relaxation exercises of muscles.

b. Teaching resources:

playground, Armband, beanbag (rolled up sock), a rug, towel or grass, etc.

c. Introduction:

•  Opening discussions: For opening discussion, refers to the unit one, lesson one.
• Warm-up activities or game

Title of the game: Balance tag.

Summary description of game:

This game aims at warming-up the body, and it will also help learners to hold their balance.

Organization and rules of the game

1. Designate a play area large enough for a game of tag.

2. Tell the learners you will be playing a game of tag.

3. Explain that this tag game is different because a tagged Learner must stand in the balance position for 5 seconds.

4. Show learners the balance position – standing on one foot with both hands on their hips.

5. Ask for 2-3 volunteers to play the role of the catcher.

6. Give each catcher an armband to identify them.

7. Explain and demonstrate that:

•  Catchers will work to tag all the other learners.
•  When a catcher tags a learner, the learner must stand in the balance

      position for 5 seconds.

•  After 5 seconds, the learners can continue running.

8. After playing the game for a while, choose new catchers.

9. Make sure the learners tag one another gently.

Variations

Challenge learners to hold the balance position for 10 seconds.

Ask learners to balance as though they are a different Animal each time they are caught. For example, “Balance like a monkey on one foot.”

Change the Balance Position to something more difficult. For example, “Standing on one foot with two hands in the air, or “Standing on one foot with one hand on your nose.”

d. Lesson development

For this lesson, teacher is advised to use the below proposed games to help learners to develop intellectual, social skills and good relationships with friends.

Game 1: Frozen tag

Summary description: This game aims at developing cooperative skills and good relationships with friends. There will be a volunteer (learner) to tag the other learners, the tagged ones are frozen and need to be unfrozen.

Organization and rules of the game

1. Ask for a volunteer to be “it.” This person tries to tag the other learners.

  Appoint more than one learner to be “it” if the group is large enough.

2. Explain and demonstrate that:

• If the person that is “it” tags someone, the tagged learner is “frozen” and must stand with legs apart.
•  To become unfrozen, another learner must crawl through the frozen player’s legs.

3. The game is finished when all learners are frozen.

4. The last learner frozen becomes “it” for the next game.

5. Ensure the play area is clean and free of obstacles.

Variations

Once a learner is freed from being frozen, they must stay connected to the learner who “unfroze” them while trying to avoid being tagged.

Game 2: Frozen beanbag

Summary description of the game: This game aims at developing leadership, respect and empathy for others.

Organization and rules of the game

1. Tell the learners the boundaries of the play area.

2. Give each learner a beanbag.

3. Ask the learners to place the beanbags on their heads.

4. Explain and demonstrate that:

• The learners are free to move around the play area at their own pace.
•  If the beanbag falls off a learner’s head, that learner is frozen.
•  To become unfrozen another learner must bend over, pick up the beanbag and place it on the head of the learner who dropped it, without dropping their own.

5. The game finishes at your discretion.

6. Ensure the play area is clean and free of obstacles.

7. Check if learners have a willing of helping each other who the bean bag and if they are exploring the entire play area.

Variations

•  Provide the learners the opportunity to place two beanbags on their head.
•  Encourage the learners to speed up their movements.
•  Place obstacles for the learners to step on or over while.

Cool down activities/exercises:Refer to unit one, lesson one

Game: Lazy day rest game

Summary and description of the game: This game aims at cooling and relaxing the body while contracting and relaxing various muscles.

Organization and rules of the game

1. Ask learners to lie on their backs, legs slightly apart and arms relaxed at their sides.

2. Ask the learners to slowly contract and relax different muscles for example:

• Take a deep breath, hold and relax;
•  Pull your toes toward and then away from your body, hold and relax;
• Pull your stomach/belly in, hold and relax;
•  Make a tight fist with your hand, hold and relax;
•  Smile while turning your head from side to side and repeat action.

1. Ask learners to lie on their backs, legs slightly apart and arms relaxed at

their sides.

2. Ask the learners to slowly contract and relax different muscles for example:

• Take a deep breath, hold and relax;
• Pull your toes toward and then away from your body, hold and relax;
• Pull your stomach/belly in, hold and relax;
• Make a tight fist with your hand, hold and relax;
•  Smile while turning your head from side to side and repeat action.

3. Continue asking the learners to slowly contract and relax different muscles until they have cooled down and are relaxed;

4. Make sure there is enough space between learners so they do not hit each other as they follow the instructions;

5. Check if learners are not trying to disturb others, moving slowly and

avoiding sudden stretches, are the learners behaving calmly and quietly,

and stand or sit while completing the activities.

Variations: Ask the learners to stand or sit while completing the activities. A chair may also be used.

e. Assessment

Reflect: Ask learners the following question,

•  What was the difficult part of the games?

Connect: Ask learners the following question,

e. Assessment

Reflect: Ask learners the following question,

•  What was the difficult part of the games?

Connect: Ask learners the following question,

•  How the frozen game have been helped you to improve your cognitive, social and emotional control?

Apply: Ask learners the following questions,

•  What is something you can do to improve your cognitive, social and emotional control?

Lesson 2: Different types of formations and hand-eye coordination

a. Prerequisites

Learners will learn better this lesson if they are able to control their emotions, develop self-confidence, cooperate and apply fair play with others while playing.

b. Teaching resources:

Bean bag, buckets, banana leaves, rope, chalks, song/music/clap if music is not available.

c. Introduction:

Opening discussion: For opening discussion refers to the unit one, lesson one.

Warm-up activities/exercises:

Game: Islands and oceans

Summary description of the game: This game aims at worming-up learners. During the game learners will try to find their island when music is stopped.

Organization and rules of the game

1. Give each learner a hula hoop and ask the learners to spread out in the play area;

2. Ask the learners to place the hula hoop on the ground and stand inside it. (If you do not have hula hoops, draw circle, on the ground for each learner using chalk.)

3. Explain and demonstrate that:

• The circle each learner is standing in represents an Island.
•  The space in between the circles represents water.
• When music is playing, the learners will pretend to swim through the Water area.
• When the music stops, each learner will return to the Island and stand on it.
•  When the learners are on the Island, they will be asked to do an activity. For example, “Stretch tall on your Island,” “Fill as much space on the island as you can,” “Make different positions on your island (a stretch, a tuck),” “Lift up the Island and stand underneath,” “Fall asleep under a palm tree,” “Jump on, off, skip around the Island,” etc.
•  When the music starts again, the learners will jump off their Islands and “swim” around again. When the music stops, each learner should “swim” back to an Island.

4. Ask the learners to do another series of activities each time they stand on an Island.

5. The game can be played as long as desired.

6. Check if,

• Learners are swimming around the islands when the music is being played;
•  Learners are returning to their own Islands when the music stops?
•  Learners performing the activities on the Island?

Variations

•  Give learners 3 seconds to find an Island every time the music stops. After the time limit is up, you, acting as a Shark, will swim into the water to try and catch the remaining swimmers;
• Instead of asking the learners to find an Island of their own, every time the music stops, one hula hoop should be taken away and the learners have to crowd together onto the remaining Islands.

d. Lesson development

For this lesson below, teacher is advised to put emphasis on different formations/dispositions learners are making within games. The lesson is taught using three games.

Game 1 is called: Duck, Duck, Goose.

Game 2 is called: Bean bag game for balance

Game 3 is called: Bean bag game for coordination

•  Bean bag toss
• Bean bag relay

Game 1: Duck, Duck, Goose game

This game will help learners control their body and balance as well.

Organization and rules of the game

1. Have the learners form a large circle, standing facing inward.

2. Select one learner to be the Wolf. This learner will go around the circle tapping the other learners lightly on the head or shoulder while saying “Duck, Duck, Duck…” fairly loudly.

3. When they choose to do so, they need to tap one learner and instead of saying “Duck”, they say “Goose”. The learner who is the Goose needs to get up, run around the circle and chase the wolf.

4. f the goose tags the wolf, goose wins. If the wolf sits at the empty spot first, wolf wins!

Game 2: Bean Bag game for balance

Have your learner balance a bean bag on the head while walking along a balance beam, a length of rope, or along a line marked out on the ground.

Increase the challenge by asking your kids to keep the bean bag on their heads while:

• Doing a heel-toe walk
•  Walking around obstacles
• Lowering the body to touch an object on the ground!

                    Walking while balancing a bean bag on his head

Game 3: Bean Bag Games for Coordination

1. Bean bag toss

•  This bean bag game develops hand-eye coordination. Show your learners how to toss a bean bag gently into the air and then catch again. Younger learners can do a very gentle toss; older kids can toss just above head level.
•  Increase the challenge by introducing a hand-clap between tossing and catching. (ie toss, clap, catch), or a one-handed catch for older kids.

• For a learner whose hand-eye coordination is particularly poor, tie the beanbag into a vegetable net bag, and suspend it from a tree branch with a rope.
•  The learner can then practice pushing the beanbag away and catching it again, as it is shown here below on the picture
• Two learners can also practice tossing the bean bag to each other. Start off standing close together as shown and then increase the distance between the learners.

2. Bean bag relay

• You need a few learners for this – get them to stand in a line, one behind the other.
•  Put a pile of beanbags in the front, and an empty bucket at the back.
•  The learner in front grabs a bean bag and passes it overhead to the learner behind and so on, until the last learner pops it in the bucket, and then runs to the front to repeat the bean bag relay.
•  Your learner will be using hand-eye coordination to accurately receive and pass the bean bag without dropping it, and bilateral coordination by using both hands together to receive and pass the bean bag.
• You can also have the learners pass under their legs, or alternate passing under and over (harder).

• Cool-down activities /exercises

Game: Bridge or Tunnel: This will help learners to feel relaxed and being good-natured and cooperative. Teacher is advised to give learners clear instructions.

Summary description of the game: This game aims at relaxing learners. Learners will need to follow the instructions from the teacher and form bridge or tunnel shapes with partner.

Organization and rules of the game

1. Ask the learners to find an open space in the play area.

2. Explain and demonstrate that:

•  When you say, “Go!” they should move freely about the play area hopping,
• You will call out either “Bridge” or “Tunnel.”
•  When they hear the word “Bridge,” they should find a partner, stretch their arms in the air and touch palms with their partner.
•  Ask learners not to lean on their partner when making the bridge shape to avoid falling into one another.
•  When they hear the word “tunnel,” they should find a different partner and stand back to back, spreading their legs wide apart, placing their hands on their knees, and bending over slightly.
•  After holding either position for 15 seconds, you will say, “Go!” again and they should continue moving around the play area until the next position is called.
• The game ends at your discretion. Check if ,
•  Every learner is working with a partner to create bridge and tunnel shapes;
•  Learners are choosing a variety of partners each time “bridge” or “tunnel” are called.

Variations

• Demonstrate additional descriptions and positions to add to the game. For example:
•  “Mountains” – learners find a partner and stand side-by side, then bend over and place their hands on the ground 1 meter in front of their bodies.
•  “Water Well” – learners find a partner and kneel facing each other, they then create a circle (the well) with their arms, holding hands with their partner.

e. Assessment

•  Reflect: Ask learners the following question,

-Which game that was more interesting to you?

-Did the game become easier as you played? Why or why not?

• Connect: Ask learners the following questions,

-How the games you have been playing helped you to improve eye-hand coordination, balance and make different formations?

-When else in life is necessary to have eye-hand coordination and balance?

• Apply: Ask learners the following questions,

-What is something you can do to improve coordination and balance?

2.5. End unit assessment

In game situation learners perform a range of actions and movement with consistency, fluidity, and clarify and the teacher put emphasis on how learners have balance, apply eye-hand coordination and help each other.

2.6. Additional activity

Here below there is an additional game to help learners to develop concentration and attention skills. It is up to the teacher to use it during lesson development or not.

Name of the game: Directions

Summary description of the game: This game aims at developing concentration and attention skills of learners, and it requires learners to follow instruction or directions.

Organization and rules of the game

1. Ask the learners to find a space in the play area and to face you.

2. Ask the learners to point in the following directions: left, right, forward and backward.

3. Explain and demonstrate that:

• This is a game about directions.
•  You will give the learners a direction and they will start walking in that direction (for example, “Walk to your left,” “Walk forward”).
•  When you give a new direction, the learners will change the direction they are walking in.
• Ask learners to watch where they are moving so that they do not collide with others.

4. Once they are comfortable with changing direction, add actions to the

instructions (for example, “Jump left,” “Skip right,” “Twirl backward,” “Crawl forward”).

5. The game ends at your discretion.

6. Check if every learner is moving in the correct direction and being good natured and cooperative.

Variation

• Give the learners multiple directions to follow and ask them to move in one direction right after the other (for example, “Take two steps forward, and hop three times to the right.”).
• Ask learners with common characteristics to move together (for example, “All learners wearing sandals, move two steps to the left,” “All learners with brown hair crawl to the right”).

Discussion

Reflect

•  What was easy about the game?
•  What was difficult about the game?
•  Did it become easier to play the game after a while? Why or why not?

Connect

•  What are some times in your life when you know your “lefts “and “rights” are important?
• What have you done to help you remember your “lefts” and “rights?”

Apply

•  Why is it important to understand directions such as left and right?
•  When would it be helpful to know directions such as left and right?

3.1. Key unit competence

Perform floor exercises or use exercising machines.

3.2. Prerequisite knowledge and skills

Learners will learn better this unit if they are able to respond to the teacher’s instruction and perform different physical activities and flexibility exercises.

3.3. Cross-cutting issues to be addressed:

•  Gender education: Engage both girls and boys and help them to exploit their full potentials during the exercise of forward and backward roll.
•  Inclusive education: For learners with disability or other learners with different special education needs plan adapted exercise for them. Find the easiest backward exercise for them.
•  Comprehensive sexuality education: In teaching-learning process the teacher and learners must set instructions that prevent sexual harassment, violence and bad body touches.
•  Environment and sustainability: Help/guide learners to collect all material used during teaching and learning process.

3.4. List of lessons

Lesson 1: Exercises of rolling forward and use different gymnastics

equipments

a. Prerequisites

Learners will learn better this lesson if they are able to perform different motor skills and simple gymnastics movements.

b. Teaching resources:

chalk (anything to mark a line on the ground), mat, whistle, etc

c. Introduction

Opening discussion: 

• Refers to the unit 1 lesson 1.
•  Warm-up activities

Game: Secret tag.

Summary description of the game:

This game aims at warming-up the arms and legs. Teacher will walk behind learners and tap some of them on the back. And the tapped one is chasers. Chasers will try to gently tag as many learners as possible.

Organization and rules of the game.

1. Mark clear boundaries for a play area that allows learners to run and chase each other.

2. Mark a clear line using chalk or markers at one end of the playing area.

3. Ask the learners to stand on the line facing in the same direction.

4. Tell the learners that you will walk behind them and tap some learners on the back. Ask them to close their eyes so that no one will know who has been tapped.

5. Explain and demonstrate that:

 Whoever you tapped on the back is a Chaser. (Select 4-5 Chasers for every 20 learners).

•  The Chasers are not allowed to tell the other learners that they have been picked.
•  When you say, “Go!” the learners will run into the open space and the Chasers will try to gently tag as many learners as possible.
•  A tagged learner will return to the line.
• The round is complete when all learners (other than the Chasers) are standing on the line.
• Select new Chasers each round.

6. Continue playing until every learner has had a chance to be a Chaser.

7. Make sure the learners are watching where they are running, and not running into each other.

8. Check if chasers are tagging each other gently.

9. Check if learners who have been tagged returning to the line.

Variations

•  At the beginning of one round, tap everyone on the back so that they all become Chasers.
•  At the beginning of one round, walk up the line but don’t any one on the back.

d. Lesson development

Forward roll technique is done in two ways, include: forward roll for beginners done in seven steps and advanced forward roll done in three steps. So teacher is advised to demonstrate clearly the exercises or use the most able learners to demonstrate it.

A forward roll is a basic gymnastics move that looks like a graceful somersault. To perform one correctly, you should be able to move from the starting position into a roll and get back on your feet all in one motion. It takes practice to do a forward roll without using your hands to support you as you stand up.

Forward Roll exercise for beginners

Steps 1: Stretch first.

Start off by stretching your back, wrists, and legs to avoid getting hurt while doing this trick

Step 2: Stand on a mat in a wide open space.

•  Take learners outside in the grass or inside of the gym mat.
•  Look for a flat space where you’ll have plenty of room
•  Help learners to do a forward roll on a downward incline and use gravity to help you move into the roll.

Step 3: Get in starting position.

1. Ask learner to squat feet together;

2. Place the feet together;

3. Bend the knees so they are squatting;

4. Place the hands on the ground in front of with elbows bent;

•  The hands should be evenly spaced at shoulder width;
•  This is the starting position for a beginner’s forward roll;

5. Alternatively, start in an upright standing position with hands stretched straight over your head.

6. Pike your body forward and bend your knees to move into a squatting position to start the roll.

Step 4: Drop your head between your arms

1. Be sure to tuck in your chin.

2. Move into the roll, you

3. Do not want to place weight on your neck it should move directly onto your upper back.

4. Tuck in your chin will help ensure that you don’t put pressure on your neck.

Step 5: Roll forward

1. Push over onto your upper back, so that your body rolls forward;

2. Push your hips over your head;

3. Follow the curve of your spine as you roll;

4. Keep your back curved and keep your hands in position;

Note:

•  Do not roll from side to side, roll straight forward along your spine.Otherwise, you may fall to one side or the other.
•  Be sure to keep your chin tucked in and your back curved. If you straighten out, your roll won’t have as much momentum.

Step 6: Have straight legs and pointed toes

Throughout the roll, your legs should stay straight and your toes pointed.

Bend your legs only at the end of the roll, when it’s time to stand up.

N.B: This is the standard positioning for a beginner’s forward roll.

However, some gymnasts prefer to tuck in the legs during a forward roll. If it helps you gain momentum to keep your legs tucked, you can practice that way, too.

Step 7: Stand without using your hands for support

1. Place your feet flat on the floor and move into a standing position without putting your hands on the ground at the end of the roll;

2. Straighten your legs,

3. Finish upright with your hands over your head.

Doing Advanced Variations

Step 1: Do a handstand forward roll.

1. Start with basic handstand, legs spaced apart and the body upright.

2. Move into a handstand and pause for a moment. Instead of three kicking out of the handstand, bend your arms and lower your body toward the ground

3. Tuck your head and move into a forward roll;

4. Finish in a standing position with your hands stretched over your head. In a correct handstand forward roll your arms stay straight

5. Curve your back and roll. But doing one with bent arms is perfectly fine

too.

N.B: Before learners attempt a handstand forward roll, they have to be sure they have mastered both the handstand and the forward roll separately.

Step2: Do a forward roll kip-up.

1. Start in the same way as the standard forward roll;

2. Instead of completing the roll and standing up, kick your legs outward and lunge your body out of the roll,

3. Jump with both feet into a standing position. The ending of a forward roll

kip-up looks similar to the back handspring landing;

4. Use hands to help propel the body off the ground to jump into your

landing; Raise the body upright and end with arms extended over your head when both feet are firmly planted on the ground.

Step3: Do a dive roll.

This impressive advanced variation requires to;

1. Dive into the roll instead of starting in a fixed position;

2. Begin by doing a short headfirst dive, as though you have a small log to

dive over,

3. Support your body with your hands as you move into a roll.

4. Make the dives bigger as you get used to diving.

Cool-down activities/exercises: For cool-down activity, refers to the unit 2, lesson 2.

e. Assessment

Reflect

•  What was easy/ difficult about the exercise of rolling forward?
•  Did it become easier to perform the exercise after a while? Why or why not?

Connect

• Which sport mostly need to perform a forward roll?

Apply

•  When would it be helpful to perform the exercise of rolling?                                                                                                                                  Lesson 2 : Backward Exercise

      a. Prerequisites

Learners will learn better this lesson if they are able to perform exercise of

forward roll with balance, coordination and flexibility and use different gymnastics

equipments.

  b. Teaching resources:

Refers to the lesson 1.

c. Introduction

• Opening discussion: Refers to the unit 1, lesson 1
• Warm-up activities/exercises: Refers to the lesson 1.

A backward roll is a basic skill to master. It may be harder to learn at first and take a bit of practice to get it right. Help learners to start from working up done in five steps and then to the real backward roll done also in five steps .Demonstrate each step to the learners or use the most able learners to demonstrate it.

.Working Up to a Backward Roll

Step 1: Try rocking back.

Start in a squat position.

Hold your hands close to the body with the palms flat towards the ceiling. They should be shoulder height

Step 2. Try putting the mats in a V:

Set up your mat in a V shape master the backward roll. This helps you to protect your neck and learn how to roll in a straight line.

Step 3: Use a wedge.

• Sit on the higher end of a wedge to learn the best movement of a backward;
• Hold your hands close to your body;
•  Face the palms flat towards the ceiling;
• Tuck the chin. Roll backwards down the wedge;
• Reach for the mat while keeping your hands close to your shoulders;
•  Kick your toes over your head to roll yourself;
• Land on your feet.

Step 4: Use a spotter.

• Ask someone to spot you if you are still unable to complete the roll,
•  Tell the spotter stands to your side and grab your hips and help you to learn correct hand placement or build arm strength to push yourself off the ground.

B.2. Completing a basic backward roll

Step1. Start in a squat position.

•  Start with your knees together and your back straight. Your thighs should be parallel to the floor;
•  Hold your hands out in front of you if you need help balancing,
• Start trying to begin in a standing position as you begin master the backward roll.

Step2. Hold your palms facing the ceiling

•  Bend your arms close to your body.
• Place your palms facing towards the ceiling just above your shoulders.
•  Tuck your chin to your chest like you are looking at your bellybutton. This is called having “pizza hands.” Your hands are flat like you are carrying two pizzas in them.

Step3. Drop your butt

•  Drop your butt down by bending your legs from the squat position;
• Push back with your heels. You’ll start to roll onto your back;

N.B:

•  Another way to think about dropping down is to treat it like you are sitting down.
•  Make sure that your back is rounded as you fall back onto it.
•  Keep your legs together. Don’t let them separate.

Step4. Push with your hands and shoulders

• Push with your arms and shoulders as the knees and legs start to go over your head;
• Shift your weight from your lower back to your upper back then to your hands;
• Drive the backward roll by moving your toes over your head, not by throwing your neck and head backwards;
•  Engage your hands and arms when your body rolls towards your neck. You always want to protect the neck and head;
•  Keep your hands in the flat position; they should easely make contact with the floor so you can push yourself over;

N.B: Your hands will be flat against the floor while your elbows will be pointing towards the ceiling.

Step5. Straighten your arms

•  Start to lift up the hips as the arms are straightened. This will roll the body over your head.
•  Land on your feet.
•  If you land on your knees, try tucking yourself into a tighter ball.

   Cool-down activities/exercises: Refers to the unit 2, lesson 2.

Reflect

• What was easy/ difficult about the exercise of rolling backward?
•  Did it become easier to perform the exercise after a while? Why or why not?

Connect

• Which sport mostly need to perform a backward roll?

Apply

•  When would it be helpful to perform the exercise of rolling backward?

3.5. Additional information for teachers

a. Forward roll

The forward roll (colloquially called a roly poly) is one of the most basic elements in gymnastics and one of the first learnt. The forward roll is started from a standing position and then the gymnast crouches down, places their hands shoulder wide apart and hands facing forward. They tuck their chin to their chest and place the back of their head onto the floor. They then push off of the floor with their legs and rotate over their head onto their back.

The gymnast then presses their feet onto the floor and whips the arms forward to stand up.

Forward roll Prescription

•  Stand tall with arms glued to your ears
• Squat down and reach in front of you as far as you can
•  Once hands touch the ground jump and send your hips over your head
•  Allow yourself to roll in a tuck position until feet touch the ground
•  Reach in front of you and stand up using the momentum as if you were doing a narrow stands squat.

b. Backward roll

The backward roll is similar to the forward roll, but in reverse. The gymnast starts in a standing position and bends to a squat/sitting position with their arms in front.

They then lower and lean back slightly until their bottom reaches the floor. They then continue this momentum and roll over their back onto their shoulders. They should then place their hands next to their shoulders and tuck their head into their chin. The hands then push the floor strongly and straighten their arms and continue to rotate their body over their head. The feet are then placed on the floor and the gymnast stands.

Backward roll prescription

• From a standing position, keep your arms up and sit back into a squat and roll onto your back
•  As soon as your butt and back touches the ground, bend your arms and reach behind your ears
•  Your hands should catch ground as you continue to roll back on your shoulders, protecting and taking any pressure off your neck and head
•  To complete the roll, allow the momentum to bring your legs and hips over your head
• Only when the hips roll past vertical over your body do you press with your arms to finish the rotation to land on your feet again.

Backward roll Variations:

•  Backward roll to handstand : This is essentially the same as a backward roll, however when the hands make contact with the ground, they straighten fully and the body continues to straighten upwards into a handstand position.
• Backward roll on rings - This is the same movement as a backward roll but it is performed on rings. It can also be used in a combination such as backwards roll to Maltese.
•  Shoulder roll – This is similar to a backward roll but the roll is performed over one shoulder rather than pushing with the arms and rolling over the head. This is more commonly performed in Rhythmic Gymnastics, as it is faster and it also protects the hair.
• Sideways roll: A sideways roll is also known as a log roll, barrel roll, or pencil roll.

This can be started by lying down on the back or front with the body outstretched.The gymnast then rolls onto their side and does a complete rotation of the body,remaining parallel to the performing surface. The log roll is a sideways roll with the hands next to the waist and the pencil roll is with the hands stretched above the head. A sideways roll can also be performed when a gymnast over-rotates or loses their balance in a vertical, forward or sideways direction.

3.6. End unit assessment

Practice different basic gymnastic exercises with control focussing on rolling.

3.7. Additional activities

Teacher can also help the weak learners to follow the steps below to

perform backward roll in easiest way.

Stand: Stand up with your legs and back straight and your hands at your

sides.

Begin to roll. Roll backwards, onto your back

Gather your legs. Put your hands just below your hips to hold your legs up into the air (Like a back stand).

Flop your legs down. Let your legs fall backwards to your side.

Sit up. Use your arms to help you sit back up.

4.1 Key unit competence

Use basic techniques in running, jumping, and throwing with speed, resistance and endurance.

4.2 Prerequisite knowledge and skills

Learners will learn better this unit, if they are able to carry out different aerobic warm up exercises- perform strength, flexibility and balance exercises and respond to the teacher’s instructions.

4.3 Cross-cutting issues to be addressed:

•  Gender education: Engage both girls and boys and help them to exploit their full potentials during the exercise of running, jumping and throwing.
•  Inclusive education: Facilitate learners with disability and some of them will be the referees, an assistant, the judges during educative games used in this unit. Do not let them be inactive.
•  Comprehensive sexuality education: In teaching-learning process the teacher and learners must set instructions that prevent sexual harassment, violence and bad body touches.
•  Environment and sustainability: Help/guide learners to collect all material used during teaching and learning process.
•  Financial education: facilitate learners to make their own skipping ropes from banana leaves fibers and sisals fibers.

4.4 List of lessons

Lesson 1: Exercises of running

a. Prerequisites

Learners will learner better this lesson if they are able to,

• Respond to the teacher’s instructions;
• Perform different aerobic warm-up exercises;
•  Perform different flexibility exercises;
• Practice different formations/dispositions during running exercises.

b. Teaching resources:

Playground, landing area, Armbands, batons, hurdles, corners, whistle, flag-poles, stopwatch, cards or piece of paper/balls.

c. Introduction

•  Opening discussion: Refers to the unit 1 lesson 1.
•  Warm –up activities/exercises: Refers to the unit 3 lesson 1.

d. Lesson development: Running exercises

This lesson has two sub-lessons:

The first sub-lesson called: Running 70 to 100 meters at top speed (sprint).

Second sub-lesson called: Running nonstop for 5 to 8 minutes (endurance).

1. Running 70 to 100 meters at top speed

Game 1: Formula One

Summary description:

Relay as a combination of flat-, hurdles- and slalom-sprint

Materials needed:

9 hurdles, 12 slalom-poles, 3 mats, 3 stopwatches, about 30 markers/cones, 3 batons /soft –rings.

Organisation and rules of the game

The distance is about 60m or 80m long and is divided into one area each for flat sprinting, for sprinting over hurdles and for sprinting around slalom poles (see figure).

•  A soft ring is used as the relay baton. Each participant has to start with a forward roll on the tumble mat.
• The “Formula-One” is a team event in which each team member has to

complete the full course.

•  Up to six teams can compete at the same time on one course.

Scoring

The ranking is evaluated according to the team finished before and with the best time.

The next teams are ranked according to their finishing time.

Assistants

•  For each of the areas (hurdles, slalom) at least two assistants are required to set up the equipment properly. Apart from the team attendants, two additional assistants/learners with physical impairment of legs can be used to serve as exchange zone judges. One person also needs to be a starter. Finally, there is a need to have as many timekeepers as there are teams competing in the event.

Timekeepers are also responsible for recording the scores on the event cards.

2. Running nonstop for 5 to 8 minutes

Game: 5 to 8 Endurance” Race

Summary description: Five to Eight-minute race using a course of 150m.

Materials needed: 1 stopwatch, 6 flag-poles, 6 corners - poles, 20 cards/chips per learner

Organisation and rules

•  Each team has to run around a course of 150m (see figure above) from a given starting point.
•  Each team member tries to run around the course as often as possible in 8 minutes.
• The start command is set for all teams at the same time (by blowing a whistle or by starting pistol, etc.).
•  Each member of the team starts with one card (ball, piece of paper, cork or similar) which he/she has to take back to his/her team after each completion of a round on the course, and before starting again, he/she takes a new card or similar, and so on.
•  After 7 minutes, the last minute is announced by another blow of a whistle or by starting pistol.
• After 8 minutes the completion of the run is indicated by a final signal.

Scoring

After having finished the course, all participants hand the collected cards to the assistant who counts them for scoring. Only completed rounds are counted; those which are not completed are ignored.

Assistants

For efficient organization of the event, at least two assistants per team are required. They are responsible for designating the starting line, as well as for dealing, collecting and counting the cards. They also must record the scores on the event card.

In addition, a starter is required for time keeping and giving the other signals (last minute and final signal).

e. Assessment

Reflect:

•  How do you feel after performing different running exercises?
•  What was more challenging during the exercises of running?

Connect: How is sprinting important in our daily life

Apply: In which games/sports one can apply speed running?

Lesson 2: Exercises of jumping

a. Prerequisite

Learners will learn better this lesson, if they are able to perform body control and balance, coordination exercises.

b. Teaching resources:

1 cross-hop-mat, or white chalk for drawing on the sol, 1 stopwatch, playground, gymnasium.

c. Introduction

Opening discussion: Refers to the unit 1, lesson 1

Warm-up activities:

• Make learners stand on two parallel lines
• Instruct them to run around the playground at least three times for warming –up their body
•  Stand by the side and follow them to see the progress of every learner.
• Ask them to increase speed progressively as they are running.
•  After doing a warm-up, ask them to do flexibility exercises.

d. Lesson development

Exercise 1: Cross Hopping

Summary description:

The game is player with two feet hops with change of direction.

Procedures

• From the centre of a jumping cross the participant jumps forward, backward and to the sides.
• Specifically, the starting point is from the centre of the cross forward; then backward to the centre; then to the right and back to the centre; then to the left and back to the centre; and, finally, backward and back to the centre.

Scoring

Each team member has a 15-second-time trial in which he tries to carry out as many two-footed bounces as possible. Each square (front, centre, both sides, back) is scored with one point so that in one round a maximum of eight points can be obtained. Out of two trials the best one is scored.

Assistants

One assistant per team is required for this event and this person has the following duties:

• To give the command to start.
• To control and regulate the procedure.
•  To keep the time and count the number of bounces.
• To record the scores on the event card

Exercises 2: Forward squat jumps

Before performing jump squats, teacher should familiarize learners with basic takeoff and landing position, correct jumping technique and the mechanics of creating and absorbing force.

PART1: Performing the Jump squat

• Take the proper stance

Lower yourself into squat:

  Initiate the jump

    Jump as high as you can

  PART 2: Landing Safely and Correctly.

Control your descent

Touchdown with knees touching the chest

Bend your knees to absorb impact.

Put yourself in position for the next jump squat

Exercises 3: Jumping with knees touching the chest

• Dip down into a quarter squats and immediately explode upward;
•  Drive the knees towards the chest, attempting to touch them to the palms of the hands;
• Jump as high as you can, raising your knees up, and then ensure a good land be re-extending your legs, absorbing impact through be allowing the knees to rebend;

Cool-down activities/exercises

Make learners stand on semi-circle.

Instruct them to perform leg stretch exercises as they relax.

e. Assessment

Reflect:

•  What was more challenging during the exercises of jumping?
• How do you feel after performing different jumping exercises?

Connect:

• How helpful is jumping in our daily life?

Apply:

• In which games/sports one can apply jumping?

Lesson 3: Exercises of throwing

a. Prerequisites

Learners will learn better this lesson, if they are able to perform different exercises with balance and coordination.

b. Teaching resources:

2 medicine balls (1 kg) or other ball of 1 kg, 1 measuring tape (20m), 1 gymnast, 1 cone per meter

c. Introduction

Opening discussion: Refers to the unit one , lesson one

Warm-up activities/exercises: Refers to the lesson 1

d. Lesson development

This lesson is to be taught using two educative games, include:

Game 1: Knee throwing.

Game 2: Teens javelin throwing.

For successful of this lesson, teacher is advised to teach all this two educative games and try to give clear instructions to the learners.

Game 1: Knee throwing

Summary description: Two-handed medicine ball throwing for distance from a kneeling position

N.B: With the help of banana leaves fibbers, teacher can improvise balls to use in this game.

Procedure

•  The participant kneels on a mat (or some other type of soft surface) in front of a raised, soft object (e.g. soft tumble mat or foam mat).
•  The participant then leans back (pre-tensing the body) and heaves the medicine ball (1kg) using a two handed over-head forward throw for maximum distance while kneeling.
• After having thrown the participant may fall forward onto the soft, raised cushion that is in front of him/her.

Safety note: The medicine ball should never be thrown back to the participants. It is advisable to carry it back or to roll it back to the foul line for the next throw.

Scoring: Each participant gets two trials. The measurement is recorded in 20cm intervals(taking the higher figure when the landing happens between the lines) and is taken at 90° (right angle) to the foul line. The better of the two trials of each team member is the one that is included in the team total.

Assistants: This event requires two assistants per team. They have the following duties:

• To control and regulate the procedure.
• To assess the distance where the medicine ball lands (90° measurement from the foul line)
•  To carry back or roll back the medicine ball to the foul line.
• To score and record the scores on the event card.

Game 2: Teens Javelin Throwing.

Summary description: One-armed throws for distance/precision with an appropriate Javelin.

Materials needed: 8 cones, 1 measuring tape (30m), 2 “advanced” javelins.

Procedure

• The throw is carried out from a 5m run-up area. The athlete throws the javelin as far as possible (= 30m) in line with markers.
•  If the javelin lands beyond the 30m distance, inside a 5m wide target-area, a 10m bonus is given.
•  The performance will be directly recorded from the marking out or from a measuring tape unrolled on the ground.
•  Each individual result for each of the three trials is recorded.

Scoring: Each team member’s best result is recorded and added to the other results of the team. The total performance of the team is then scored.

Assistants: One assistant is required for the event and he/she is in charge of:

•  Controlling the regular course of the event.
•  Scoring and recording the scores on the event card.

    Cool-down activities/exercises : Refers to the lesson 2

e. Assessment

Reflect:

• How do you feel after performing different throwing exercises?
•  What was more challenging during the exercises of throwing?

Connect: How helpful is throwing in our daily life?

Apply: In which games/sports one can apply throwing?

4.5 End unit assessment

Organise a running, jumping and throwing competition and observe how

learners are performing those exercises with speed, resistance and endurance.

4.6 Additional activities

Do your own research for flexibility/stretching exercises.

Visit this website: https://www.self.com/gallery/essential-stretches-slideshow

5.1. Key unit competence:

Kick, pass, control, shoot, block, and stop a football in accordance to the basic rules of football.

5.2. Prerequisite knowledge and skills

Learners will learn better this unit if they are able to perform different running, jumping and throwing exercises which are basic skills to play football.

5.3. Cross-cutting issues to be addressed:

• Peace and values education: In teaching-learning process the teacher must encourage tolerance, patience, cooperation, teamwork spirit, mutual help, and respect of opinions of colleagues, obeisance of rules and creation of a more peaceful game situation.
• Gender education: Encourage both girls and boys to participate actively
•  Inclusive education: In teaching-learning process the teacher must identify learners with special education needs and plan adapted exercises accordingly.

Involve all learners in all activities without bias.

• Allow a learner with physical disability (using wheelchair) to be a referee, a coach, an assistant, a judge...
• Simplify expectations for activities: Modify activities so they suit the abilities and attention span of the learners.
• Comprehensive sexuality education: Set instructions that prevent sexual harassment, violence and bad body touches.

• Financial education: Facilitate learners to make no cost materials like balls from banana leave fibers, etc.
•  Environment and sustainability: During teaching and learning process, teacher should :

   Explain to the learners the importance of a safe and clean environment for a physical sport    activity.

  Tell learners to collect all materials used during learning  and  teaching process.

  Avoid throwing away used materials anywhere

5.4. List of lessons

Lesson1: Basic football techniques

a. Prerequisites

A learner will learn better this lesson if he/she is able to perform different motor skills, basic skills of athletics

b. Teaching resources:

Balls, cones, whistle, stopwatch, playground, etc

c. Introduction

Opening discussion: Refers to the unit 1, lesson 1

Warm-up activities/exercises

• Make learners stand on two parallel lines ;
•  Instruct them to run around the playground at least three times for warming –up their body;
• Stand by the side and follow them to see the progress of every learner;
•  Ask them to increase speed progressively as they are running;
•  After doing a warm-up, ask them to do stretching exercises;

d. Lesson development: Basic football techniques

Basic football techniques include:

•  Controlling the ball
•  Running with the ball
•  Passing the ball
•  Shooting the ball

For each technique:

• Show learners how to execute the basic skills with explanations step by step.
•  Let learners practice based on instructions and provide necessary support.
•  If possible with learners, improvise balls from locally made materials.

Technique 1: Controlling the ball

Before they can pass the ball, learners must first control it. Depending on how they receive the ball, they can control with the head, chest, thigh and foot. A good first touch gives the learner time and space. But poor control allows the opponent to put pressure on and intercept the ball.

Teaching points for control:

Ask learners to,

• Keep the head relaxed and watch the ball carefully to judge its speed and height.
• Move both feet quickly so the body is in front of the ball at all times.
• Decide early which body part will control the ball. Relax that body part.
•  Cushion the ball by withdrawing the body part controlling the ball.
• Keep the ball close to the body after controlling it.

a. Inside of the foot

Controlling the ball with the inside of the foot is the safest way to receive the ball. The opposite foot should be placed on the pitch, helping the learner keep his balance. The technique involves a soft reverse touch in which the foot is withdrawn or pulled back to cushion the ball as it makes contact. The amount the foot withdraws depends on how hard the ball is hit.

b. Outside of the foot

Controlling the ball with the outside of the foot is useful when the ball is rolling in front of the learner from side to side. Instead of turning his body into the path of the ball, a learner can control it using the outside of the foot. The learner should use the area around the little toe to control the ball. That technique provides a larger contact surface.

c. Sole of the foot

Controlling the ball with the sole of the foot is rarely used in the modern game because the learner has to be standing still. However, if a learner is dribbling and needs to stop or change direction, he/she will simply put his/her foot on top of the ball hard enough to stop it. Then he/she will pass, shoot or dribble.

d. Thigh

Controlling the ball with the thigh is useful when the ball comes to a learner from height.

A learner must make sure he/she is in the right position. Then, when the ball touches the thigh, he/she can pull his/her foot back to the ground. If a learner does not lower his/her leg, the ball will bounce off and He/she will lose control. The leaner should try to contact the ball about halfway up the thigh.

e. Chest

Controlling the ball with the chest allows a learner to receive it when it comes to him/ her above the waist. The chest provides a large area to get the ball under control. A leaner must arch his/her back and bend his legs to receive the ball.

f. Head

Controlling the ball with the head is useful if a learner receives a pass above the chest and has time and space to control it. A learner allows the ball to hit his/her forehead while he/she pulls his/her head back. The ball then drops to the ground and is brought under control by his/her feet.

Technique 2: Running with the ball

1. Changing the pace with the ball Learners, during any game, need to change pace and direction of the ball and in the initial stages the techniques of changing the pace needs more practice and repetition.

Practice 1

4 learners line up outside an area 15 m in length. The 15m area is divided into 3 sections of 5 meters as in diagram (spaced 1 meter apart), 1 cone is placed on the far line 15 m from the start. The practice is for all learners.

Key points: Teacher should insist on technical ability first, before speed is considered.

•  All learners complete the same sequence, each player going through the same 4 stages. After completing each step, they always return to the start before moving on to the next step.

• The learners set off to the first cone and then turn back sharply returning to the start point(see learners 1)

• Having completed the first step, they then turn again and proceed back to the centre weaving in and out of the 5 cones(as demonstrated by learners), before returning to the start.

• They then proceed to go round the farthest cone before turning back to the original start point(learner 3)

• On the return to the start point- learners must use both feet alternately, using short sharp touches from one foot to the other(see learner 4)

• As learners improve, the teacher can introduce a competitive element racing learner against each other.

Diagram

2. Running in tighter situations

To try and improve control whilst moving with the ball, 12 learners in 20 m square (each with the ball all moving around the area, varying speed and direction-making sure they do not collide with other players or other

Point to note: Learners should be encouraged to vary their pace and direction to give urgency to the practice.

3. Running with the ball at pace

Running with the ball, at a certain pace, is an important skill particularly in terms of setting up attacks at opponent’s goal.

The ability to run at speed with the ball under control offers a greater challenge.

Consideration to be given to how the ball is to be controlled whilst running.

•  Both the inside and the outside of the foot should be used. Starting at jog, the speed can be built up as technique improves.
• Learners should run with the ball, varying their length of stride, and also their direction. Once reaching a certain point they should be ready to turn quickly making sure they retain good control of the ball.
•  At all times the head needs to be steady looking down at the ball, with the occasional glance up to see exactly the position in the field.
•  When running, learners should ensure the ball is not too far ahead all the time.Sometimes fairly close, others (in longer runs) it can be as far as five meters ahead when they are no opponent nearby.

Here are some practices to assist progression in running with the ball.

SET UP: 20m square, for players with one ball.

DIAGRAM 1: - The session start with player A passing the ball to player D

DIAGRAM 2: - D controls the ball then runs with it to either player C or B (in the diagram to C). Player C will then run diagonally with the ball to B.

This exercise is repeated, all learners being presented with the opportunity to run with the ball.

4. Exchanging on the run

Divide learners into groups of six, each group has three learners facing each other 20m apart.

The front learner runs with the ball towards the front learner of the opposite queue.

The ball is then exchanged with the learner at the front of the opposite queue (see learner A and B above)

 Learner A wills the join the back of the queue, while B runs with the ball to the opposite side and so the session continues.

Points to note: when the learners exchange the ball, the ball should be moving continually and never stopped.

Technique 3: Shooting

A well-directed, firmly struck shot is almost impossible for a goalkeeper to save. A learner must keep his eyes on the ball and also on the field to choose the best opportunity to shoot. Technique is very important. A learner can either place or drive a shot, whether it is a volley or a ground shot.

Teaching points for shooting: Ask learners to:

•  Keep the eyes on the ball.
•  Look up and choose a target. Then look back to the ball before having a shot.
•  Approach the ball slightly from the side.
• Place the non-striking foot directly to the side of the ball.
•  Strike the centre of the ball so it doesn’t rise too high.
•  Keep the upper body still and strike through the ball.

Ground kicks

A learner needs good balance to strike the ball well. For maximum power, he/she must follow through with the striking foot in a sweeping motion toward the target.

The placement of the non-striking foot affects the height of the shot. If it is placed:

• Directly next to the ball, the shot will stay low
• Slightly behind the ball, the shot will rise

The shooter’s upper-body position also affects the outcome of a shot. If a learner runs:

•  Forward, over the ball, the shot will stay low
•  Backward, the ball will rise

Volleys

Balance is vital if a learner is going to strike the ball in the air. He/she must be the right distance from the ball. Therefore, he/she has to be quick to adjust his/her upper body and feet in the direction of the goal. The shot will not be accurate if a learner is reaching for the ball. So it is important for the learner to be leaning over it before he/she swings his/her foot and follows through.

Inside of the foot

To place the ball, a learner uses the inside of his/her foot, much like when he/she is passing to a teammate. The ball does not need to be hit with much power. The accuracy of the shot will beat the goalkeeper. The non-striking foot is placed next to the ball. The striking foot is opened up just before the ball makes contact with it.

Outside of the foot

Learners use the outer area of the front part of the foot to bend the ball around an opponent or goalkeeper. The harder the ball is hit, the greater the bend and power. But it is essential that the learner follows through. If he/she does not, the ball will not bend.

Chip

A chip shot makes the ball rise into the air and then fall quickly. A learner will chip the ball when he/she wants it to fly over the oncoming goalkeeper. He/she thrusts the striking foot underneath the ball, making contact with the tips of the toes. Most of the action is from the knee downwards. The thigh does not move much.

Technique 4: Passing the ball

All good passers demonstrate these teaching points.

They:

•  Place the non-striking foot next to the ball,
•  Pointing at their target ,
•  Lock the striking ankle but relax the body,
• Look up to find a teammate and then look back to the ball before striking it,
•  Follow through with the striking foot in the direction of the target
•  Move after a pass and prepare for a return pass.
•  Pass the ball using inside of the foot

Good form includes these features:

•  The head is slightly over the ball
•  The body is balanced and straight
• The non-striking foot is placed to the side of the ball, pointing toward the target
• The player follows through with the striking foot to ensure accuracy and the desired distance

Passing the ball using outside of the foot

Learners pass with the outside of the foot when:

• They want to bend the ball around an opposing player
• They cannot make a simple pass with the inside of the foot

e. Assessment

Reflect:

• Which parts are mostly used to perform different basic techniques of football?
•  Which technique is somehow easy/difficulty to perform?

Connect: How can you be more prepared to receive, control, pass and shoot the ball when it comes to you?

Apply: How will you prepare yourself to perform different basic techniques of football?

Lesson 2: Basic football tactics

a. Prerequisites

Learners will learn better this lesson if he/she able to perform basic football

techniques.

b. Teaching resources: playground, balls, cones.etc

c. Introduction

Opening discussion: Refers to the unit 1, lesson 1.

Warm-up activities/exercises: Refers to the unit 5, lesson 1

d. Lesson development

To teach this lesson, teacher is advised to use small sided games.

Small Sided Games

Small sided games are games with a small number of players on each side, for example 3 vs 3 or 5 vs 5. The key point is that because there are fewer learners, each learner gets more touches of the ball, and there are many additional benefits

Teach is advised to create small sided games that are suited to the level of learners.

Example: Age 9-10: 4 vs 4, 5 vs 5and 7 vs 7

For the learners who play small sided game for the first time, the teacher is advised to:

•  Put learners in the smallest possible small-sided game: the so-called “1 versus 1” game.

• In the “1 versus 1” game, a learner plays alone on his/her side playing in defense and attack and he/she has only one opponent on the pitch.
• Focus at this stage is on dribbling techniques and protecting the ball.
• But this will quickly change and, according to the of learners age,

Playing 4 vs. 4

Ideal Attacking Shape

Provides:

1. Length (north)

2. Depth (south)

3. Width (east and west)

Possible team formations are 1-3-1 (pictured here), 2-2-1 and 2-1-2

Possible team formations are 2-4-1 (pictured here), 2-3-2 and 3-2-2.

Cool-down activities/exercises

Ask learners to stop playing.

Make them stand on two parallel lines.

Let them jog and stretch their muscles.

e. Assessment

• Reflect: How do you feel after playing different side games?
•  Connect: How do you organise yourself tactically when playing football at home?
• Apply: Which possible team formation that seems to be easier/ difficult to apply?

5.5. Additional information for teachers

1. Behavior in matches

There are two situations in a match that require different behaviors:

Team in possession of the ball

•  Move forward
• Lose markers 
• Support/backup
• Passes, dribbling, shots

•  Fall back while facing the ball
• Covering (slow down the opponents’ progress)
•  Marking
• Interceptions
•  Duels

2. General principles

•  All players must help their team-mates.
• Everyone participates in attack.
•  Everyone participates in defense.
• Defense starts as soon as the ball is lost.

The main individual tactics are simple principles that a player learns in order to make the best decisions during a particular passage of play.

Main individual tactics for attacking

•  Play the ball immediately; don’t let your team-mates lose their markers for nothing. Lose your marker immediately after passing the ball.
•  Always try to be in an unmarked position.
•  Pass and get into position to:

- Help a team-mate,

- Call for the ball,

- Support a team-mate.

• Avoid unnecessary confrontations. It is better to eliminate an opponent quickly than take the longer option of dribbling around them.

When faced by an opponent

•  Take the ball to the opposite side of your opponent;
• Get away from your opponent by using quick bursts, feints and sudden changes of direction;
•  Take the ball to the left and then pass to the right and vice versa;
•  Do not carry the ball too far, progress should be made by short touches with the ball close to the body;
• Use cross-pitch balls to a team-mate in a good position;
•  Avoid playing down the centre in your own half, if the ball is lost it could be dangerous;
•  Don’t pass the ball into crowded areas, play it to a teammate who is in free space;
•  Play the ball between two opponents to a team-mate who calls for it;
•  Always support a team-mate who has the ball;
•  Run to meet the ball, don’t wait for it to come to you;
•  Don’t let the ball go past without controlling it, otherwise an opponent may get there first;
•  Be encouraged to dribble against an opponent (depending on the situation);
•  Play in a sensible, simple, useful manner. This is the most difficult thing to achieve.

This is how a good player can be recognised

Main individual tactics for defending

• Always keep yourself between your opponent and your own goal.
• Always watch your opponent and the ball.
•  Try to counter the opponents’ attacking build-up as soon as possible by marking.
• Don’t give your opponent space, slow your opponent down when he/she runs with the ball (shutting down).
• Slow an attack down (shutting down).
•  Try to get to the ball before your opponent, or otherwise hinder him/her when he/she receives the ball.
•  Contest all balls.
•  Mark your opponent on the side of the ball, in other words the side where he/she will make the pass.
•  When a high ball comes in, jump a moment earlier than your opponent.
• Do not dribble in your own penalty area.
• Avoid cross-pitch passes from the outside to the inside.
•  Play on the outside along the touchline.
•  Don’t hit the ball randomly; build an attack from the back.
•  If you lose the ball, strive to recover it.
•  Avoid ineffective tackles; don’t throw yourself at an opponent who has the ball.
• Wait until your opponent changes the weight on his/her feet before challenging him/her.
• Never turn your back on an attacker.
•  Push your opponents towards the touchline.
•  Carefully follow play, even if the ball is far away.
•  A good defender never gives up.
• The goalkeeper must command his/her area.

5.6. End unit assessment

In small sided game situation, assess how learners are applying basic techniques and tactics of football

5.7. Additional activities

The game below can be used to improve passing, movement ability and communication.

Name of the game: Relay passing

What you need: 6+ players, 1 ball for each group of 6

Goal of the game: Players improve passing, movement ability and communication

Organization and rules of the game

•  Each group splits into two sets that line up facing each other at opposite ends of the play area.
• The basic exercises involves A passing to D and running to the back of the line, D passing to B and running to the back of the line.
•  Practice this for a few minutes and then add the requirement that learner must shout out the name of the learner they are passing to. If they don’t, ask them to go back and do it again.

Extension

•  Vary the body part used to control the ball (knee, chest, head and outside of the foot). Increase the passing distance.
•  Allow learners only one touch.
•  The learner who receives the pass (D) lays it off for the learner who passed it (A), who runs on to it, takes the pass, and passes it to the next player in line (E). A then runs to the back of that line.

Safety

•  Do not let learners to play the game for too long
• Make sure you allow plenty of water breaks

6.1. Key unit competence

Improve techniques of passing, receiving, setting, and serving and use these techniques in game situations.

6.2. Prerequisite knowledge and skills

From the unit 4, a learner is able to perform exercises of throwing balls in different positions and perform throwing exercises balls with two hands while bending and legs opened. This can be (a starting point) the prerequisite skills of applying basic techniques and tactics of volleyball.

6.3. Cross-cutting issues to be addressed:

•  Peace and values education: In teaching-learning process the teacher must encourage tolerance, patience, cooperation, teamwork spirit, mutual help, and respect of opinions of colleagues, obeisance of rules and creation of a more peaceful game situation.
• Gender education: Encourage both girls and boys to participate actively in the lesson.
• Inclusive education: Identify learners with special education needs and plan adapted exercises accordingly. Involve all learners in all activities without bias. 
• Allow a learner with physical disability (using wheelchair) to be a referee or help you to set   materials.                                                                     
• Simplify expectations for activities: If possible, modify activities so they suit the abilities and        attention span of the learners.
  

• Comprehensive sexuality education: Set instructions that prevent sexual  harassment,violence and bad body touches.

• Financial education: Facilitate learners to make no cost materials like balls from banana leave fibers, etc.

  6.4. List of lessons

Lesson 1: Basic technical tactics of playing volleyball

a. Prerequisites

Learners will learn better this lesson if they are able to perform throwing, coordination and balance exercises.

b. Teaching resources:

Volleyball balls, net, whistle, playground, watch,etc.

c. Introduction

Opening discussion: Refers to the unit one lesson one but remember to ask learners different questions related with this lesson.

Warm-up activities

•  For each warm-up session, plan a sequence of activities for few minutes of continuous movement.
• The learners should work up a light sweat before proceeding to the other activities.
•  Combine some or all of the activities below.
• The learners can circle the court or shuttle from end to end.
•  The teacher can call out changes in activity speed, movement type, and direction and so on.
• Or, chosen learner can lead, making changes as they go.

1. Walk, jog and run

       Running around the court

Methods

Vary the pace and/or direction.

For example:

Go forward, backward or sideward.

Zigzag or weave.

Variations

Use the footwork and arm movements for passing, setting, digging, chasing a loose ball, and so on.

 2. Skip

Methods

Vary the pace and/or direction for example

Go forward, backward or sideward.

Zigzag or weave

Variations

Take short, medium or long steps.

Take low, medium or high steps.

Cross the lead knee in front of the Body.

Reach alternate arms high above the head.

Swing the arms ahead and back or diagonally across the body.

3. High knees

Methods

March, jog or run. Plant a foot. Raise the other knee high toward the chest.

Pump the arms in rhythm. Focus on quick feet and high knee lift rather than fast, forward movement.

Variations

Go forward, backward and sideward.

4. River cross (bounding)

      Methods

Spring diagonally off one foot and land on the other (like jumping from one stone to another to cross a river).

Advance in a zigzag pattern.Use the arms freely for momentum and balance.

Variations

Spring and land on the same foot.

Spring and land on both feet.

Bound continuously or pause and hold each landing.

Stretching activities

Learners should do the following for each stretch:

•  Isolate the muscles being stretched.
•  Inhale in the start position. Exhale in the stretch position.
•  Stretch slowly and gently. Stay within the comfort zone.
•  Stretch until they sense a slight tension in the target muscles.
•  Hold the stretch position for ten seconds.
•  Return to the start position.
• Deepen the stretch slightly over a series of repetitions.

Teaching tips of stretching

Discourage any notion of competition when stretching is involved. Learners differ in strength and flexibility. The body positions that one learner easily achieves may be impossible or dangerous for another. However, even though their positions and movements may be different, each learner can be achieving an excellent stretch.

Emphasize the importance of:

•  Being attuned to one’s own body
•  Staying within one’s comfort level
•  Following correct form in each activity. Flexibility will increase gradually.

        Stretching the trunk

d. Lesson development

Volleyball is a fun sport for all ages. The sooner learners start playing, the more skilled they will become -- it takes years to master some volleyball skills. Learners are able to learn most volleyball basics, such as ready position, passing, serving, and setting. Other skills, such as spiking and defense might be too complicated for young learners. The key to working with learners is to keep it fun and give lots of encouragement. You can even have parents join in the lesson so that everyone has fun. Teacher is suggested to put emphasize on the following four techniques:

For each technique:

•  Show learners how to execute the basic skills with explanations step by step.
•  Let learners practice based on instructions and provide necessary support.
•  If possible with learners, improvise fiber balls from locally made materials to use.

Technique 1: The ready position

The ready position is the basic movement skill that learners should start with.

In volleyball, the ready position means assuming a comfortable position where the body is ready to move in any direction to get into position to play the ball. Body position in volleyball can be at one of three different levels: high, medium and low. These levels relate to the different basic skills of the game

a. Low posture - used for digging attacks or rolling and sprawling to

recover balls just about to touch the ground

•  Feet facing the target and weight equally distributed on the balls of the

feet

• Knees bent more than 90 degrees
•  Arms slightly bent, above the knees and in front of body and hands apart
•  Head up and eyes on the ball/other team
•  Weight forward

b. Medium posture - used for the forearm pass, overhead pass and the

starting position for a spike

• Body leaning forward
•  Knees slightly bent
• Shoulders in front of knees
•  Feet shoulder-width apart facing the target with weight equally

distributed on the balls of the feet

•  Arms slightly bent and above the knees
•  Head up and eyes on the ball/other team

c. High posture - used for serving, setting and blocking

•  Feet shoulder-width apart
•  Side by side for blocking
•  Stride position for other skills
• Weight evenly distributed
•  Knees slightly bent
•  Eyes on the ball
•  Arms up with hands shoulder height

Techniques 2: Passing

a. Teach proper hand placement:

• Have them place one hand flat,
• Tell learners to place their hand underneath that hand, and curl in their

thumbs to the middle of their hand. Their forearms should form a flat surface, which is where the ball will be hit.

•  Alternatively, they can make a fist with their left hand and then cover

the fist with their right hand so that their thumbs line up on top.

• Learners should never interlock their arms because it is dangerous and

they could end up with a broken finger.

b. Show the learners a proper stance

• Get learners stand with their feet slightly more than shoulder-width apart and their knees bent.
• Have them practice squatting as if they were sitting in a chair.
•  Learners should be light on their feet so that they can move and get to any ball.
•  Help them to develop this agility; you can have them shuffle laterally from one side of the court to the other.

c. Have the learners practice passing

•  Get learners stand in pairs and practice throwing the ball to one another.
•  Throw the ball underhand to the other learner’s arms.
•  Hit the ball with their forearms back to the other learner. This is known as bumping the ball
•  Have learners do this until they get used to the feel of hitting the ball on the proper surface.
• One learner can hit the ball 10 times and then the other can hit the ball 10 times.

d. Play passing games

•  Help learners to start moving around and making fun games out of it. For example, the ball can be thrown towards alternating sides of the learner instead of directly at their arms.
•  Give them a point each time the learner who threw the ball is able to catch the ball that was hit back towards them.
•  Team with the most points at the end of a minute wins.

Techniques 3: Serving

a. Show them how to toss the ball

•  Instruct learners to toss the ball with their non-hitting hand, learners should toss the ball in the air slightly in front of them.
•  Their tossing hand shouldn’t move too much and the ball shouldn’t go too high.
•  If the ball is thrown very high, then it will be moving faster and more difficult to hit. Aim for about 2ft (0.6m) above the head and about 2ft (0.6m) in front of them.

N.B: Remind learners that the key to a good serve is to keep it simple. It should all be one smooth, fluid movement.

b. Teach them to step towards the ball

•  Ask learners to take a large step forward in the direction that they wish to hit the ball. This will help them to generate enough power to hit the ball over the net.

They should step forward with the foot on the same side as their hitting hand.

c. Have learners to make contact with the ball

•  The hitting arm should be extended above their head and they should hit the ball with the heel of their hand. This will help the ball to go the furthest without spinning. The arm should follow through after hitting the ball until the hand is down by their thigh.
•  The hand should be completely open when hitting the ball.
•  The ball should be hit as it is descending from its toss. The learner should reach up towards the ball to make sure their arm is fully extended.

d. Let learners practice serving.

• Learners can stand several feet away from a wall and practice serving the ball against the wall. They can form pairs with one learner on each side of the net and practice hitting it over.
•  The toss, step, and hit should all happen in one fluid motion.
• Some learners won’t be able to serve across the full court. You can have them stand closer to the net so that they can practice hitting the ball over.

N.B: The key to getting a good serve is lots and lots of practice.

e. Teach an underhand serve if they aren’t able to do an overhand serve

• To serve the ball underhand, they can drop the ball and step forward, but they will move their hitting hand down by their side and then swing it forward instead raising it up in the air. They will hit the ball over the net with their fist. This method is the easiest for making contact with the ball.
•  An underhand serve is easier for younger learners, but they should still be practicing the overhand serve so that they can learn it and be able to do it eventually.

Technique 4: Setting

a. Teach proper hand placement.

• Start with both hands hovering right over their forehead when setting the ball.
•  The thumbs and pointer fingers should form a triangle and the palms should face outward.
•  The elbows should be out to the side in a wide position, which will provide leverage to push the ball. They will then push their hands upward to set the ball.
•  The key is for the hands to make contact with the ball when it is right at their foreheads and for all 10 fingers to touch the ball.

b. Have them practice catching the ball

•  Advise learners to toss the ball up themselves and catch it right above their forehead with their hands in the setting position.
•  Wrap around the ball with fingers.

N.B:

• This will help them get used to the setting position.
• This drill can be done seated so that learners don’t worry about foot placement.

c. Have them practice pushing the ball upwards

• Divide the learner into pairs.
•  One learner can toss the ball to themselves and then instead of catching it, they will set it to the other learner.
• They should push the ball upwards, straightening their arms into parallel lines in one smooth, direct motion. The other learner should be about 5 feet (or 1.5m) away and they will catch the ball.
•  The learner setting the ball can remain seated and the other learner can stand and catch the ball and return it to their partner.
•  After 10 times, they can switch turns.
•  To make this drill more difficult, increase the distance between learners by having them take a large step backwards.
• To set the ball further, they will need to push their arms more diagonally rather than straight up. You can increase the distance so that learners are up to 10ft (about 3m) apart total.

Cool down activities:

For cool down activities refer to the unit 5 lesson two.

Assessment

Reflect: Which techniques that seems to be easier/ difficult to perform than others?

Connect:

• How previous basic techniques learnt in previous lesson are connected /helpful to this lesson?
•  How can you control the height of the pass?
•  What is similar/ different from being in the ready position at the net, at the attack line, in the back court, on the end line?
•  What do you have to remember when you are getting into the ready position?

Apply: How can you apply these basic techniques in game situation?

level in game situation

Lesson 2: Develop body coordination and evaluate his/her performance

a. Prerequisites

Learners will learn better this lesson if they are able to perform basic techniques of volleyball.

b. Teaching resources:

Net, playground, whistle, volleyball balls, watch.

c. Introduction

Warm-up activities: For the warm-up and stretching activities refers to the lesson one

Cool-down activities: Refer to the unit 5 lesson two.

d. Lesson development

This lesson aims at

•  Developing body coordination of learners ,
• Evaluate one’s own and other’s performance ,
• Apply basic technical tactical skills in game situation

To achieve these, use the game and Mini game below:

Name of the game: Round and Round

Learners improve their ability to move around the court and get into the ready position.Learners will move to different areas on the court and, on the teacher’s signal, will get into a ready position.

To set up the activity:

Set up the net.

Divide learners into groups of 10 -15 learners.

Learners line up at the side of the court close to the net.

Explain and demonstrate:

•  This drill only uses half of the court (a second group could do the same drill on the other side of the court).
• All learners move around the playing area keeping their shoulders and feet facing the middle of the court.
•  Learners move:
• Across the front of the net using a slide step.
•  Backwards to the attack line.
• Across the attack line to the other side of the court using a slide step.
•  Across the middle of the back court to the other side of the court using a slide step.
•  Back to the end line.
•  Across the end line to the other side of the court using aside step.
•  Forward up to the net along the right sideline to start again.
•  On the Teacher’s signal all learners stop and get into the ready position.

Variations

Simplifications

• Learners move from the net to the end line in a square (they do not move across the attack line or the middle of the back court).
•  Learners stop frequently and check their ready position.

Extensions

•  After the Teacher signals stop, the Teacher tosses a ball over the net to see if learners are in good position.
•  Appoint one learner to be the leader. Learners play “follow the leader” with the leader moving around the court changing directions frequently and making sure his/her feet and shoulders are facing the net.

Mini game

To set up the activity:

•  Set up several modified courts (8 meters wide by 8 meters long)
• Set up a net on each court.
• Divide learners into teams of 4. Pair each team up with another team (Team A and Team B).
• Send each pair of teams to one of the modified courts.
• Team A starts on Side A and Team B starts on Side B.
•  Toss a coin or play Rock Paper Scissors to decide which team gets first serve.

Explain and demonstrate:

•  The first learner on the team that won the coin toss/Rock Paper Scissors game serves the ball over the net from behind the service line.
•  Learners from the receiving team try to use three hits (forearm pass, Overhead pass, attack) and send the ball back over to Team A’s court.
•  The sequence of three hits on the side that receives the ball continues until the ball hits the ground or the ball is hit out of bounds.
•  Teams score a point for every time they successfully get the ball over the net after three hits. Before the drill begins,
•  Ask each team to set a goal for how many points they want to accumulate in a certain time period.
• Play games for 4-6 minutes and then switch up the teams. A sample rotation schedule is included below:

Variations

Simplifications

•  Learners are not allowed to spike the ball during the activity.
•  Learners start the activity by tossing the ball over the net (instead of serving it).

Extension

•  Teams can only use overhead passes.

e. Assessment

Reflect:

• Which techniques have you used to receive a served ball from opponent team?
•  What techniques did you use when you were sending the ball over the net? Did it work with all teams? Why or why not?
• As you played, what became more and more challenging?

Connect:

•  What can you do to improve your ability to performing a pass, set or service?
•  What do you consider when evaluating how your teammate is performing a pass,set or service?

Apply:

•  Next time what will you do to improve the level of performing different basics techniques

6.5. Additional information

a. Playing Surface

The playing surface must be flat, horizontal and uniform. It must not present any danger of injury to the learners. The game should not be played on rough or slippery surfaces.

Games are played on a specific type of court. A volleyball court includes:

•  18-metre long sidelines and 9-metre long end lines.
•  A centre line directly under the net dividing the court into two.
•  A service zone that extends behind each end line all the way to the free zone. The free zone is an area around the court that must be free from any obstructions.
• An attack line designated by a line 3 meters back from the centre line. The area in front of this line is called the front court, while the area between this line and the end line is designated as the back court.

For indoor courts, the free playing space is the space above the playing area which is free from any obstructions. The free playing space should measure a minimum of 7 meters in height from the playing surface.

•  All lines on the court are 5 cm wide.
•  A net that divides the court into two equal courts of 9 meters by 9 meters. Net heights will vary based on age, gender and level of competition. The net height for men, co-ed and outdoor is 2.43 meters, the height for women is 2.24 meters,and the recommended height for 11- 12-year-old males and females is 2.13 meters.

Net heights for recreational purposes can be adjusted to maximize the success of all participants and should be determined by the age, strength and skill of the learners participating.

b. Basic Uniforms and Equipments

1. Uniforms

Recreational volleyball is usually played in a pair of shorts, along with a T shirt or longsleeved shirt, a pair of sport shoes, and sometimes knee pads. Competitive volleyball learners usually wear a uniform that consists of a matching jersey, shorts and socks. The color and the design for the jerseys, shorts and socks must be uniform

For the team (except for the libero).The libero’s jersey must contrast in colour with that of the other members of the team.

2. Equipments

There are very few items needed to play a game of volleyball. The equipment needed for both recreational and competitive volleyball is very similar.

Ball: The volleyball is made of flexible leather, synthetic leather, or rubber.

It weighs between 9 and 10 ounces (255-284 grams) and has a circumference of 65-67 cm. For recreational play, lighter/softer balls can be used or balls that are a little bigger to ensure all learners are successful.

Net: The net is 1 meter wide and 9.50 to 10 meters long and is made of 10-cm square black mesh. The net has horizontal bands at its top and bottom. Each extreme end of the band has a hole, through which passes a cord, fastening the band to the net posts for keeping its top and bottom taut.

Posts: The posts supporting the net are placed at a distance of 0.50-1.00 metres outside  the sidelines. They are 2.55 meters high and preferably adjustable. The posts are rounded and smooth, fixed to the ground without wires.

6.6. End unit assessment

In game situation learners will execute Pass, serve and setting the ball using basic technical skills and rules and evaluate his/her owner and others’ performance

6.7. Additional activities

a. The Forearm Pass (Underhand Pass or Dig)

The forearm pass is considered one of the most important skills in volleyball. This is because it is frequently the first contact with the ball when receiving an opponent’s serve or attack. It is used to play balls that are shoulder-height or lower, and balls that come off of the net.

Teaching points for the forearm pass.

Preparing

• Feet shoulder-width apart with one foot in front of the other
• Knees bent
•  One hand is placed in the palm of the other hand with thumbs together
•  Forearms make a flat surface with elbows straight
• Back straight

Action

• Feet move behind the ball to receive the ball in front of the body
•  Knees, waist and arms extend to the ball
•  Forearms contact the ball between the wrists and elbows
•  Eyes watch the ball into the arms
• Forearms extend up and forward until parallel to the floor – DO NOT swing arms.

Follow-through

• Feet move back to the floor after contacting the ball
• Body moves back into the ready position
• Eyes watch the ball to the target

b. The Overhead Pass (Set pass or Volley)

The overhead pass is often used to pass a ball that is higher than shoulder level. It is used by setters to pass (set) the ball to an attacking learner to complete an attack hit or spike. The set can be used to receive balls that have been sent over the net in a manner other than a serve or spike. It is a very accurate pass and one of the most efficient ways of handling free balls.

Teaching points for the set pass

Preparing

• Feet shoulder-width apart in a stride position
• Knees bent
•  Elbows high and out
• Hands make a diamond shape using the thumb and index fingers

Action

•  Feet move behind the ball to receive the ball in front of the body
•  Knees, body and arms extend to the ball
• Elbows and wrists extend to the ball
•  Fingers and hands push the ball, the ball may not come to rest in the hands
•  Elbows and hands extend up and forward after contact
• Eyes watch the ball into the hands

Follow-through

• Feet move back to the floor after contacting the ball
•  Body moves back into the ready position
• Eyes watch the ball to the target

c. The Underhand Serve

The Underhand serve is the easiest to perform and does not require as much strength and coordination. It is the best serving skill to start with when teaching young and beginning learners.

Teaching points for the underhand serve

Preparing

• Feet shoulder-width apart in a stride position
•  Feet, shoulders and eyes face the target
•  Non-serving hand holds the ball at waist-level
• Serving hand is open with wrist bent
•  Body is bent forward slightly

Action

• Step with the opposite foot
• Serving arm extends back behind your body and swings forward
• Weight is shifted from back foot to front foot as the arm swings forward
•  Non-serving hand releases the ball just before the ball is hit
•  Heel of open hand strikes the ball at waist-level and on the back side of the ball just below the centre. Eyes on ball

Follow-through

• Non-serving hand drops
• Serving hand follows-through towards the target