UNIT 1 MOTOR CONTROL EXERCISES►

Part I: General introduction

  • Part I: General introduction

    Part I: General introduction 
    1.0. About the teacher’s guide 
    This book is a teacher’s guide for Physical Education and Sports for Primary 
    Two. It is designed to help teachers in the implementation of competence based 
    curriculum planned by Rwanda Education Board and started in 2015. 
    As the name says, it is a guide that teachers can refer to when preparing their 
    lessons. Teachers may prefer to adopt provided activities/games/exercises and 
    related guidance but they are also expected to be more creative and consider 
    their specific classes’ contexts and prepare accordingly.

    1.1 The structure of the guide
    This section presents the overall structure of this guide, the unit and lesson 
    structure to help teachers to understand the different sections of this guide and 
    what they will find in each section.

    1.1.1 Overall structure 
    The whole guide has three main parts as follows:
    This part provides general guidance on how to develop the generic competences, 
    integrate cross cutting issues and cater for individual differences.
    Part I: General introduction
    This part provide general guidance on how to develop generic competencies, 
    how to integrete cross-cutting issues and how to cater for learners with special 
    needs education, active methods and techniques of teaching Physical Education 
    and Sports and guidance on assessment. 

    Part II: Sample lesson plan
    This part provides a sample lesson plan, developed and designed to help the 
    teacher develop his/her own lesson plan.
    Part III: Unit development 
    This is the core part of the guide. Each unit is developed following the structure 
    as set in subtitle structure of a unit. 
    1.1.2 Structure of the unit 

    Each unit is made of the following sections: 

    a. Unit title: From the syllabus 
    b. Key unit competence: From the syllabus
    c. Prerequisite (knowledge, skills, attitude and values)
    This section indicates knowledge, skills and attitudes required for the success 
    of the unit. The competence-based approach calls for links between units/
    topics within a subject and interconnections between different subjects. The 
    teacher will find an indication of those prerequisites and guidance on how to 
    establish connections.
    d. Cross cutting issues to be addressed 
    This section suggests cross cutting issues that can be integrated depending on 
    the unit content. It provides guidance on how to come up with the integration of 
    the issue. Teachers are free to take another crosscutting issue considering the 
    learning environment.
    e. List of lessons
    This section presents in a table suggestion on the list of lessons, lesson 
    objectives copied or adapted from the syllabus and duration for each lesson. 
    Each lesson /subheading is then developed. 
    f. End unit assessment 
    This part provides guidance on how to conduct the end of unit assessment in 
    a practical way. It suggests activities/ games as well as guidance on criteria to 
    be considered such as: 
    - Cognitive skills (e.g.: level of concentration, memory, capacity of 
    anticipation, problem solving); 
    - Technical competences (e.g.: throwing skills, catching skills, dribbling 
    skills, passing skills etc.); 
    - Strong emotional points such as self-confidence and safety; 
    - Social competences such as cooperation and unity; 
    - Attitudes and values: e.g.: optimism, confidence, respect and impartiality. 
    g. Additional exercises/games 
    - This section provides additional games/exercises for the teacher to have 
    a wide range of activities/games related to the unit.
    - Adapted and remedial exercises/games for learners with special needs 

    education and for learners who need more time and exercises to achieve 

    a certain level of performance. 
    - Extended activities: for quick learners.
    1.1.3 Structure of each lesson 
    Each lesson/sub-heading is made of the following sections: 
    a. Lesson title:………………………………………
    b. Prerequisite (knowledge, skills, attitude and values)
    The teacher will find an indication of those prerequisites and guidance on 
    how to establish connections between units/topics within a subject and 
    interconnections between different subjects. 
    c. Teaching resources 
    This section suggests the teaching aids or other resources needed in line with 
    the activities to achieve the learning objectives. Teachers are encouraged to 
    replace the suggested teaching aids with the available ones in their respective 
    schools and based on learning environment. 
    d. Introduction
    This section provides a clear instruction to the teacher on how to start the 
    lesson.
    e. Lesson development 
    This section provides methodological aspects on how the main topic should be 
    taught. It provides steps to follow and how a teacher conducts the lesson.
    f. Assessment 
    This section provides the opportunities of assessing learners by using R-C-A 
    (Reflect, Connect and Apply). At this level, through the R-C-A discussions the 
    teacher allows learners to do their self-evaluation and provide the feedback 
    from the learnt lesson. It helps to reflect on the game/play/skill learnt, to connect 
    what they have learnt to life experience, lesson content and to apply acquired 
    skill to another situation.
    1.2 Importance of Physical Education and Sports subject 
    Physical Education and Sport enables learner overall development: 
    - Physically: PES subject helps in biological growth (muscle development, 
    widening of chest cavity, better pulmonary aeration, coordination and 
    speed). It also helps to prevent and correct the morphological and physical 
    defects.
    - Intellectually: The learner acquires knowledge and ability of 

    concentration: he/ she observes recalls, performs experiments, and uses 

    strategies, changes and make decisions.
    - Emotionally: the learner is deeply involved: he/she discovers his/her 
    own potentials; develops self-confidence, gets interest and happiness.
    - Socially: the learner makes friends through playing and develops attitude 
    and competences of communicating, cooperating and building positive 
    relations with others.

    Games and sports provide learners with an excellent environment of learning 
    on how to develop and protect their health and welfare. Through the game, a 
    learner discovers that he/she has to take care of him or her and others.
    Physical Education and Sports is a powerful way of building personality because 
    it promotes self-confidence and competition skills. It develops knowledge and 
    self-monitoring, respect of the law, will, attention, courage, and communication 
    with others. This subject enables early discovery and improvement of sports 
    talents for young learners. When games are carefully planned according to 
    learner’s age, they enable learners to acquire practical skills such as respect, 
    honesty, understanding, communication, problem solving, understanding rules 
    of foundation and the way of obeying them. 

    Success in play and sports activities is a source of self-confidence which 
    contributes to the improvement of performance in other subjects even for 
    learners with low academic performance.
    Games contribute to link psychological gaps which usually exist between 
    learners and teachers: when teachers regularly play with their learners, the 
    mood becomes much more pleasant and learners become more open.
    Recreational activities provide learners with a real relaxation after hours of 
    intensive concentration.
    1.3 Principles of teaching Physical Education and Sports
    Holistic principle
    Well-planned games and sports programs must contribute to learner’s overall 
    development: physically, mentally and socio-affective development.
    Principle of adaptation to the age and to the stage of learner 
    development
    Age of learners must be taken into consideration while making choice 

    of recreational activities. Note that success in games creates a source of 

    motivation for children. Those who do not succeed can be frustrated and lose 
    self-confidence. For more motivation, it is necessary to propose new tasks and 
    new activities because if games are too easy, children will be less interested.
    Principle of inclusion (integration of all children) 
    Every learner must take advantage from his/her participation in games and 
    sports programs without a difference of performance, sex, etc. All forms of 
    discrimination must be avoided. A particular attention has to be paid to children 
    with disabilities; either physical or mental: those children have a right to games 
    and sports, be it in a special or ordinary school.

    Principle of physical and emotional security
    Recreational activities have some risks. Teachers/educators have to implement 
    strategies to protect children, for example by watching over their physical and 
    emotional security.

     Principle of interdisciplinary 
    The PES course is certainly linked to other disciplines. As it was underlined in 
    the previous point (Importance of teaching Physical Education and Sports), this 
    course provides relaxation, increases self-confidence, builds up concentration, 
    etc., like other necessary elements needed for school success in general. 
    Moreover, teachers regularly resort to games to introduce a course, awake 
    a dormant class or to strengthen knowledge acquired from other subjects 
    (languages, sciences, mathematics…). 

    Principle of participation and fair-play
    All children, even those less performing, must participate in games and not 
    watching. The bottom-line in educational program and sports is to participate, 
    not to win.

    1.4 Methodological guidance of teaching Physical Education 
    and Sports 
    1.4.1 Developing Competence 
    Since 2015 Rwanda shifted from a knowledge based to a competency-based 
    curriculum for pre-primary, primary and general secondary education. This 
    called for changing the way of learning by shifting from teacher-centered to a 
    learner-centered approach.

    Teachers are not only responsible for knowledge transfer but also for raising 

    learner’s learning achievement and creating safe and supportive a learning 

    motivation for children. Those who do not succeed can be frustrated and lose 
    self-confidence. For more motivation, it is necessary to propose new tasks and 
    new activities because if games are too easy, children will be less interested.

    Principle of inclusion (integration of all children) 
    Every learner must take advantage from his/her participation in games and 
    sports programs without a difference of performance, sex, etc. All forms of 
    discrimination must be avoided. A particular attention has to be paid to children 
    with disabilities; either physical or mental: those children have a right to games 
    and sports, be it in a special or ordinary school.

    Principle of physical and emotional security
    Recreational activities have some risks. Teachers/educators have to implement 
    strategies to protect children, for example by watching over their physical and 
    emotional security.

    Principle of interdisciplinary 
    The PES course is certainly linked to other disciplines. As it was underlined in 
    the previous point (Importance of teaching Physical Education and Sports), this 
    course provides relaxation, increases self-confidence, builds up concentration, 
    etc., like other necessary elements needed for school success in general. 
    Moreover, teachers regularly resort to games to introduce a course, awake 
    a dormant class or to strengthen knowledge acquired from other subjects 
    (languages, sciences, mathematics…). 

    Principle of participation and fair-play
    All children, even those less performing, must participate in games and not 

    watching. The bottom-line in educational program and sports is to participate, 

    not to win.
    1.4 Methodological guidance of teaching Physical Education 
    and Sports 
    1.4.1 Developing Competence 
    Since 2015 Rwanda shifted from a knowledge based to a competency-based 
    curriculum for pre-primary, primary and general secondary education. This 
    called for changing the way of learning by shifting from teacher-centered to a 
    learner-centered approach.
    Teachers are not only responsible for knowledge transfer but also for raising 

    learner’s learning achievement and creating safe and supportive a learning 

    environment. It implies also that a learner has to demonstrate what he/she is 
    able to do by using the knowledge, skills, values and attitude acquired in a new 
    or different or given situation.

    The competence-based curriculum uses an approach of teaching and learning 
    based on separate skills rather than dwelling on only knowledge or the cognitive 
    domain of learning.

    It focuses on what learners can do rather than what they know. Learners 
    develop basic competences through specific subject unit competences with 
    specific learning objectives broken down into knowledge, skills and attitudes. 
    These competences are developed through learning activities spread in learner
    centered rather than the traditional moral approach. The student is evaluated 
    against set standards to achieve before moving on.
    In addition to specific subject competences, learners also develop generic 
    competences which are transferable throughout a range of learning areas and 
    situations in life. 

    1.4.2 Addressing cross cutting issues
    Among the changes in the competence based curriculum is the addition of cross 
    Cutting issues as a basic part of the teaching learning process-as they relate 
    to and must be considered within all subjects to be appropriately addressed. 
    The eight cross cutting issues identified in the national curriculum framework 
    are: genocide studies, environment and sustainability, gender, Comprehensive 
    Sexuality Education (CSE), Peace and Values Education, Financial Education, 
    standardization Culture and Inclusive Education.

    Some cross cutting issues may seem specific to particular learning areas or 
    subjects but the teacher need to address all of them whenever an opportunity 

    arises. In addition, learners should always be given an opportunity during the 

    learning process to address these cross cutting issues both within and out of 
    the classroom so as to progressively develop related attitudes and values.

    Below are examples on how crosscutting issues can be addressed in PES:

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    1.4.3 Attention to learners special needs education.
    Learners or people with disabilities do not have equal chances in families. In 
    Physical Education and Sports activities/exercises/games, sometimes those 
    learners are not considered. They are considered as spectators instead of 
    participating with others in sports activities. Currently we are convinced that 
    games and sports are very beneficial to people with physical, mental, emotional 
    and psychological disabilities.

    What attitude to implement?
     
    To promote the integration of learners with disabilities during recreational 
    activities, the following tips may help teachers / educators in the training of 
    these learners:
    - Adopt an approach of sports and games which are based on skills, 
    and focus on what learners are capable of doing. In this respect, you 
    can introduce small changes in games and activities for learners with 
    disabilities.
    - Be relaxed and natural when you are with people with disabilities. Do 
    not treat them as if they need your pity or your charity. Do not think they 
    necessarily need help. Let them do and say things themselves.
    - Avoid keeping learners living with disabilities out of the game: in a regular 
    class, let them participate in other’s games. However, avoid being too 
    demanding about the level of their performance.

    What can we modify?

    Within the framework of integration of learners in games, according to the 
    nature and the gravity of impairment, learners can, in some cases, participate in 
    games designed for all learners. In other cases, the teacher or educator should 
    think about changes he/she can make to meet the needs of learners he/she has 
    in the group. The teacher should also think about adaptation of the game, the 
    playground, equipment and duration of the game.
    Below are some examples of adaptations to initiate:
     
    Adjust roles and rules

    - Make the game easier or harder by changing some rules.
    Let learners play different roles and in different positions.
    - Allow players to play in different ways, for example, sitting instead of 
    standing.
    - Simplify expectations of the game.
    - Simplify instructions.

    Adjust the playground
    - Change the size of the playground. Enlarge or reduce the playground.
    - Change the distance: for example, put a target closer.
    - Change the height of a target.
    - Allow more or less space between players.
    Let learners move from different spaces.

    Adjust the materials
    - Reduce the size or weight of materials.
    - Choose balls of various textures, bright colours or balls which make noise 
    once they are bounced
    - Adjust the duration of the activity
    - Reduce or prolong the time allotted to the activity.

    Variation of players’ roles and rules of the game:
    - Change rules to simplify the game or complex game. 
    - Change players’ roles and posts. 
    - Let learners play in different playing positions. E.g.: while standing, 
    squatting, couching, lying down.
    - Simplify hopes from results.
    - Simplify game instructions. 
    Change sizes of the playground/court:
    - Increase or decrease the size the playground. 
    - Vary distance limiting playing area. E.g.: put forward the object.
    - Modify the size of the object. 
    - Put small or big space among players. 
    - Let learners walk around and around the playground. 

    Vary materials:
    - Change the size or weight of materials.
    - Select balls made in different materials and with various colours, or which 
    may produce sound.

    Modify duration of the activity: 

    - Reduce or prolong time allocated to the activity.
    Aspects to consider when you want to vary an activity
    - Does the change affect negatively the activity? This should not be the 
    case. 
    - Does the variation correspond to the ability and duration of learner’s 
    attention? 
    - Will the learners with disabilities be able to play with others? 
    - Is the activity proportional to the age of the learners? 
    - Does the activity respond to the needs of all learners? 

    Approaches to help learners with disabilities
    The following table shows the approaches of helping learners with special 

    needs education.

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    Strategies to motivate girls to participate in Physical Education and 
    Sports lesson 
    - Encourage girls to play and take responsibilities in a team. 
    - Give equal time and materials to both girls and boys.
    - If needed give particular exercises to girls.
    - Respect girls’ views/opinions.
    - Avoid using expressions which discourage girls to participate in sports 
    activities or underestimate them. 
    - Appreciate girls who have well participated in sports. 
    - Sensitize parents to support girls while performing sports activities.

    1.4.4 Guidance on assessment of Physical Education and Sports 
    When assessment should be done?
    Assessment may be done before starting the new lesson for assessing basic 
    knowledge of learners. It is called diagnostic assessment. This assessment 
    enable teacher to detect learners with required knowledge and skills and those 
    who have difficulties in learning process. Assessment should be done when the 
    lesson is being delivered to assess the improvement of learners while performing 
    different games and exercises. This is called formative assessment. 

    What to assess?
    A teacher should assess how learners are developing their knowledge, skills, 

    value and attitudes. In general when a teacher is assessing learners he/she

    should assess their holistic development based on different values. 
    Various competences should be assessed:
     
    - Cognitive skills (e.g.: level of concentration, memory, capacity of 
    expectation, problem solving). 
    - Practical competences (e.g.: throwing skills, catching skills, dribbling 
    skills, passing skills etc.…).
    - Strong feeling points such as self-confidence and feeling secure.
    - Social competences such as cooperation and unity.
    - Attitudes and values: e.g.: confidence,, respect and fairness. 
    - Particularly a teacher assesses how learners have achieved objectives 
    through performing different exercises and games. 
    Other competences should be assessed based on the following questions:
    - Are learners developing competences while performing games/ exercises?
    - Are learners able to understand all content which has been discussed on?
    - Are learners able to match what they have learnt with their daily life situation? 
    Observation and understanding of learners help a teacher to check out whether 
    learners have understood very well what they have studied. 
    Assessment provides feedback to school and parents. 

    1.4.5 Planning and delivering Physical Education and Sports 
    lesson 
    • Lesson planning of PES 
    Why is it important to plan PES lesson? 
    Planning PES very well helps to: 
    - Indicate good quality of content to be learnt: a teacher should think about 
    the age of learners, structure and organization of the game based on 
    learners’ interest and steps of teaching Physical Education and Sports.
    - Choose a good teaching method, planning on time, teaching resources 
    and field based on planned activities. 
    - Take strategies of preventing all bad conducts which may result during 
    deliverance of the lesson and examine how to simplify the lesson so that 
    all learners may participate in it. 

    achieve set objectives. 

    Main steps of Physical Education and Sports lesson 
    Physical Education and Sports lesson consists of the following steps: 
    Introduction

    a. Opening discussion 
    - In this section, a teacher checks up: health conditions of learners their 
    smartness, materials and playground to use. At the end of this section 
    learners must be and go to the ground where the lesson will be delivered. 
    - When a teacher is going to teach a game lesson, he/she introduce the 
    lesson with opening discussions that focus on basic game, and enable 
    learners start the lesson with interest and participate actively in the new 
    lesson. A teacher introduces the title of the game before starting the next 
    step.

    b. Warm up 
    Warm up exercises are done before performing any other sports activities. 
    Warm ups play a great role in activating different body parts such as circulatory 
    system, respiratory system, muscular system and joints. 
    Warm up exercises should consist use of body parts which will involve more in 
    performing different exercises in the lesson. When those exercises are better 
    performed they help in reducing body injuries and accidents. Warm up exercises 
    are followed by stretching exercises. In unit 2 there are proposed exercises to 
    use during warm up and stretching.
     
    Warm up consists of three components:

    - Circulatory activity: This activity arises temperature, speeds heart beats 
    and respiration movements. For example there is jogging, in-place skipping 
    and walking while hopping.
    - Joints mobilization activity: It is a motion that unlocks joints which will 
    be strongly needed during physical activities.
    - Stretching exercise activity: it enhances the circulation of blood 
    towards muscles. It unlocks and warms up muscles.

    Warm-up exercises must:
    - Lead every physical activity: Always take time to warm yourselves up;
    - Be open-minded: Start slowly and easily. Accelerate rapidity and 
    intensity progressively;
    - Be determined: on muscles and motions needed in the following activity. 

    If the planned activity is relay race, concentrate on legs;

    - Be enjoyable: Perform various warm-up exercises. Use mostly games 
    instead of standard exercises. Make warm-up exercises a game or tell a 
    story while doing exercises. You will see children reacting with much more 
    liveliness.

    Lesson development 
    It is the main part which consists of the lesson because it is the part in which 
    learners perform exercises/games as planned in the lesson. This part takes 
    more than half of the time reserved for the whole lesson. For the game lesson, a 
    teacher explains rules of the game, demonstrate how to play the game and give 
    time to learners for practice. In this part, stretching exercises are performed: slow 
    walking exercises that relax the body and return the body into the normal state. 

    Assessment 
    Assessment in PES lesson is done when learners are performing exercises/
    activities/games. At this level, through the R-C-A discussions the teacher allows 
    learners to do their self-evaluation and provide the feedback from learnt lesson.
    Reflect-Connect-Apply is a teaching and learning strategy that leads learners 
    through a 3-step discussion about their experience:
    Reflect on the game/play. The teacher asks questions about their experience 
    and feelings during the game. 
    The teacher asks questions like: What was interesting? What was easy? What 
    was challenging? What strategies have you used to win? How did you feel in 
    case of success or failure? 

    Connect to life experiences and lesson content. 
    The teacher asks questions like: How does this game connect to what you 
    already know, believe or feel? Does it reinforce or expand your view? The tutor 
    also asks questions that connect the game to lesson content.
     
    Apply acquired experience to another situation. 
    The teacher asks questions like, “How could you use what you have learned 
    from this experience? How could you use your new learning to benefit yourself, 
    others, your community?” Learning is transferred and applied.

    Storing/Keeping materials 
    Learners in charge of keeping materials collect them and then give them to the 

    teacher. 

    1.4.6 Advice related to teaching Physical Education and Sports
    Before starting the lesson, the teacher should;

    - Arrive in advance where the lesson will be conducted from.
    - Prepare all materials needed to be used in the lesson, and prepare the 
    court based on needed materials in game/exercises.
    - Choose personality based on the game: scatter line, many lines, on the 
    circle, on half circle. 
    - Give care to the learners while teaching; do all possible to teach the lesson 
    in a conducive mood. 
    When a lesson starts:
    - Start on time, even though all learners are not present.
    - Encourage learners to work with courage.
    When the lesson is being delivered: 
    Lead the team
    Use materials which helps learners to alert/tell them to know time for 

    starting, stopping, keep going on. E.g.: whistle, rising up the hand etc… 
    It is not necessary that all learners play at the same time in one game. 
    Learners may play different games. In that time learners are trained to 

    collect materials after each game. 
    Giving clear instructions:
    - Give instructions with loud voice to be heard by all learners.

    - Instructions must be brief/concise, clear and rhythmic.
    - Demonstrate examples to learners. When a teacher is not able to 
    demonstrate may use a gifted learner.

    - Repeat instructions or demonstrate repeatedly the exercise/game in order to be understood.
    Helping learners to develop their ability
    - Have confidence of learners’ ability: Promote and appreciate what learners 
    are performing better in group and individually. 
    - Give time to learners to learn new things by starting from simple to complex. 
    - Give time learners to observe their teammates who are more skilled than them and imitate them.
    - Help learners to have self-confidence: give them time to learn new skills 

    and rules of the game. 

     Corrections 
    Objectives of those corrections are to improve the level of learners. Mistakes 
    are corrected first by general remarks, then individually. During individual 
    corrections, it is important to avoid leaving learners in tiring or inactive positions. 
    If after corrections, learners are still not able to perform the given exercise 
    correctly, there should be a stop and correct or look for educative exercises 
    before starting another one.
    At the end of the lesson: 
    Give learners enough time to express themselves by explaining what they have 
    performed or learnt. 
    1.4.7 Teaching materials and infrastructure 
    Field/playgrounds
    Inefficiency of teaching materials is the most challenge which impends the 
    implementation of Physical Education and Sports curriculum. 
    Physical Education and Sports lesson should be delivered on simple court/

    playground which should be created by the school, and then those grounds 
    may be used in teaching and training of learners various games. Sometimes a 
    rectangular playground should be used in performing games in teams, sprinting, 
    and long distance running on the track and jumping.
    For schools without enough grounds, learners may play games which do not 
    require a big court. For schools with financial capacity may construct one ground 
    in which different sports should be performed at the same time. 

    This court should have the following features: 
    - Football court; 
    - Handball court;
    - volleyball courts;
    - Area for long jump;
    - Area for high jump;, 
    - Athletic track(for speed race, long distance race and relay race) ; 
    - Area for throwing events (Discuss, Javelin and Shot put).

    Currently, one court can serve a lot of modern sports: athletics and traditional 
    games/sports. Two schools may share the ground. While one is playing volleyball 

    the other school should perform athletics. 

    Teaching resources 
    Examples of teaching resources 
    - Balls made of banana fibers (15cm of diameter): used in football 
    game, volleyball game, gymnastics and athletics;
    - Ropes for jumping (3m of length): used for showing lines, in gymnastics, 
    to separate 2 teams, for high jump, long jump;
    - Sticks (1m of length and 3cm of width): sticks are used in gymnastics, 
    posts for high jump; 
    - Wood made javelin (2,20m of length and 3cm of width): used in 
    throwing, posts to support ropes used as net in volleyball game or as 
    obstacles; 
    - Small stones (intosho), other stones weight 2kg; 
    - “Urugarika” stones that have circular shape or oval shape (with 20 cm of 
    diameter): used for throwing shot-put;
    - Elastic bands (at least 40cm length) used in high jump;
    - Drum; 
    - Balls used in ball games;
    Management of sports materials 
    Sources of sports materials and equipment
    Materials listed above are made from different sources: some materials are 
    made by learners themselves, others are bought by the school, others are gifts 
    from donors. 
    Advice for better management of sports materials:
    Before the lesson:
    - Collect all needed materials;
    - Check up all materials;
    - Make a list of only needed materials;
    - Check whether balls are pumped. Not pumped balls are usually damaged. 

    During the lesson:
    - Always locate materials for better management;
    - Demonstrate to learners how to use materials properly;
    - Focus on how a new learner is using materials in the game;
    - Encourage learners to use materials properly. Appoint learners responsible 
    to carry and collect materials;
    - Train them to collect materials after the lesson;

    - Count materials to ensure that nothing is lost. 

    After the lesson: 
    - Store and arrange materials well; 
    - Store materials where there is security;
    - Repair materials in case they have been damaged. 
    What can you do in case you don’t find needed Sports materials?
    When teaching resources in Physical Education and Sports are not found, you 
    can do the following: 
    - Find out other materials to use or if possible make them yourself;
    - Select the game which do not need materials missed but do not change 
    the objectives;

    - Be innovative and creative.

    III. Sample lesson plan 

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    UNIT 1 MOTOR CONTROL EXERCISES►