PRIMARY 6 FIRST TERM LESSON NOTES PHYSICAL AND HEALTH EDUCATION
PHYSICAL AND HEALTH EDUCATION FIRST TERM
WEEKS TOPICS
Creative rhythmic activities: meaning and types of rhythmic activities.
Athletics – tracks events: long distance
Relay race: Description of 4 × 100m and 4 × 400m Relay.
Hurdle
Field event: (high jump
Long jump
Techniques/basic skills in long jump:
Games and sports: football
Football: rules and regulation, officials and their duties.
Table tennis:
Volley ball.
Basket ball
Revision and Examination WEEK 1
TOPIC: Meaning of creative rhythms
BEHAVIOURAL OBJECTIVES: AT THE END OF THE LESSON, PUPILS SHOULD BE ABLE TO:
1 .State the meaning of creative rhythmic activities
2. Identify some farm animals and their sounds.
INSTRUCTIONAL MATERIALS: A chart showing the various animals and their sounds
REFERENCE MATERIALS
Scheme of work
All relevant materials
9-Years Basic Education Curriculum Online information
BUILDING BACKGROUND/CONNECTION TO PRIOR KNOWLEDGE:
Pupils are familiar with the topic in their previous classes. CONTENT OF THE LESSON
CREATIVE RHYTHMIC ACTIVITIES
Creative rhythmic activities are such activities as dancing and singing that we engage in to make us happy. For example, let us sing some songs, using the sounds made by animals.
First song The sheep
And one for the little boy who lives down there One for the master, one for the girls
Yes sir, yes sir, three bags full
Ba baa black sheep, have you any wool?
Second song
Old Macdonald’s farm
Old Macdonald has a farm, E.I.E.I.O
Here quack there quack everywhere quack quack And a quack quack here and a quack quack there
And in his farm he has a duck, E.I.E.I.O Old Macdonald has a farm, E.I.E.I.O
Old Macdonald’s farm
Old Macdonald has a farm, E.I.E.I.O
Here oink there oink everywhere oink oink And an oink oink here and an oink oink there And in his farm he has a pig, E.I.E.I.O
Old Macdonald has a farm, E.I.E.I.O
Item
Animal
Name of animal
Sound of animal
a) Coc
k Kukurooookuuu
b) Cat
Meow
c)
Goat
Mheee
d)
Duck
Quack quack
e)
Frog
Reeebit
f)
Pig
Oink oink
Assessment & Evaluation:
1 .State the meaning of creative rhythmic activities
2. Identify some farm animals and their sounds.
(WRAP-UP CONCLUSION)
Teacher goes over the topic once again to enhance better understanding
Exercise
1 Explain what creative rhythmic activities are.
[mediator_tech]
WEEK 2
TOPIC: Athletics (Track and field events)
BEHAVIOURAL OBJECTIVES: AT THE END OF THE LESSON, PUPILS SHOULD BE ABLE TO:
1 .State the meaning of long distance race
2. Mention the skills in long distance race REFERENCE MATERIALS
Scheme of work
All relevant materials
9-Years Basic Education Curriculum Online information
BUILDING BACKGROUND/CONNECTION TO PRIOR KNOWLEDGE:
Pupils are familiar with the topic in their previous classes. CONTENT OF THE LESSON
Track events (Long distance races)
No specific lane is allocated to a particular runner. Runners are allowed to change their lanes, but must overtake other runners from the right side of the lane. Examples of long distance races are:
Long distance races are the races that are usually run over a long distance at slow but calculated speed. They are endurance races.
3 Marathon
2 1 500 m
1 800 m
The skills
The start
The standing start is usually adopted when starting any of the long distance races. The standing start involves a slight bending forward of the body, with the arm in a ready position for take-off
There are two commands
b) ‘Go’
‘On your marks’
:
Running (Arm and leg action)
During the running phase, runners must observe and ensure the following:
Tilt the head sideways.
a) Lean the body slightly forward
d) The running should not be at full speed at the beginning of the race, so that the runner would not be tired too early in the running.
c) Swing the arms alongside the body and not sideways.
. e) Arm action should be less vigorous than it is in sprints.
The finish
During the finish of the race, runners must observe the following
The runner should breathe through the mouth and nose at the same time in order to take in more oxygen.
c) Avoid stretching the hands at finish.
b) Avoid jumping at finish.
a) Run through without slowing down.
:
Assessment & Evaluation:
1 .State the meaning of long distance race
2. Mention the skills in long distance race
(WRAP-UP CONCLUSION)
Teacher goes over the topic once again to enhance better understanding
WEEK 3
TOPIC: Track events (Relay races)
BEHAVIOURAL OBJECTIVES: AT THE END OF THE LESSON, PUPILS SHOULD BE ABLE TO:
1 .State the meaning of relay races
2. Mention the skills in relay races REFERENCE MATERIALS Scheme of work
All relevant materials
9-Years Basic Education Curriculum Online information
BUILDING BACKGROUND/CONNECTION TO PRIOR KNOWLEDGE:
Pupils are familiar with the topic in their previous classes. CONTENT OF THE LESSON
TRACK EVENT (RELAY RACES) 4 x 400 m race
Relay races are track events which involve a team of four runners using a baton. The four runners run equal distances of the relay. The distance to be run by each athlete is called a ‘leg’.
The first leg runner starts the race with a baton, which he hands over to the next runner, until the last runner finishes the race. The last leg runner is called the ‘anchor man’.
The baton should not be thrown to another runner; rather it must be handed over. The race starts and ends with the baton in the hand of a runner.
Skills and techniques The skills are:
3 Non-visual exchange
2 Take-off
1 Baton grip
4 Finish
[mediator_tech]
The grip of the baton
About one-third of the length of the baton is firmly gripped by the last three fingers after the index finger. During the start of the race, the thumb and the index fingers are placed behind the starting line, allowing about two-thirds of the length to be raised and projected over the starting line.
Take-off
The take-off in sprint races is the same way in relay races. At ‘Go’, the body is pushed off the ground. The pushing effort is from the back leg.
Non-visual exchange
In this method, the outgoing runner (receiver) does not look back at the incoming runner. He stretches his hand backwards to receive the baton.
Finishing action
The runner must finish with speed. The first runner to cross the finishing line with the torso wins the race.
Assessment & Evaluation:
1 .State the meaning of relay races
2. Mention the skills in relay races
(WRAP-UP CONCLUSION)
Teacher goes over the topic once again to enhance better understanding
WEEK 4
TOPIC: Track events (Hurdles)
BEHAVIOURAL OBJECTIVES: AT THE END OF THE LESSON, PUPILS SHOULD BE ABLE TO:
1 .State the meaning of hurdle
2. Mention the skills in hurdle REFERENCE MATERIALS Scheme of work
All relevant materials
9-Years Basic Education Curriculum Online information
BUILDING BACKGROUND/CONNECTION TO PRIOR KNOWLEDGE:
Pupils are familiar with the topic in their previous classes. CONTENT OF THE LESSON
TRACK EVENT (HURDLE)
Hurdle is a sprint event. It is done by both male and female athletes. It involves sprinting over barriers that are arranged at equal intervals along the track.
Basic skills in hurdles
.6 Finishing
5 Strides between hurdles 4 Landing
3 Clearing the hurdle
2 Approach to the first hurdle
1 Starting position
The starting of the hurdle is the same with the starting of all sprint races
Approach to the first hurdle
3 The take-off should be a single take-off at about 1 metre to the barrier 2 Eyes should focus on the top of the barrier.
1 The athlete must approach with speed. Clearing the hurdle
3 There should be no jumping over the hurdle.
2 An athlete is not allowed to trail his foot or leg around the side of any barrier while clearing it.
1 The athlete must go over ten hurdles.
Strides between hurdles
Sprinting strides must be uniform and calculated. Landing
The landing leg which is almost straight is brought down first, quickly followed by the trailing leg.
Finishing
The athlete finishes like in any other sprint race, with the torso over the finishing line.
Assessment & Evaluation:
1 .State the meaning of relay races
2. Mention the skills in relay races
(WRAP-UP CONCLUSION)
Teacher goes over the topic once again to enhance better understanding
WEEK 5
TOPIC: Field events (High jump)
BEHAVIOURAL OBJECTIVES: AT THE END OF THE LESSON, PUPILS SHOULD BE ABLE TO:
1 .State the meaning of high jump
2. Mention the basic styles in high jump REFERENCE MATERIALS
Scheme of work
All relevant materials
9-Years Basic Education Curriculum Online information
BUILDING BACKGROUND/CONNECTION TO PRIOR KNOWLEDGE:
Pupils are familiar with the topic in their previous classes. CONTENT OF THE LESSON
FIELD EVENT (HIGH JUMP)
The high jump is an athletic field event, which involves jumping up high over a crossbar.
Basic styles in high jump 5 Scissors style
4 Eastern cut-off
3 Straddle
2 The flu bury flop 1 Western roll
Western roll
The approach could be from the left side, at about an angle of 45o. The take-off foot strikes the ground with a pronounced bend at the knee. The body leans back and springs forward for a flight. Landing is on the hands and take-off foot (three-point landing).
Scissors style
.In this style, the jumper’s take-off foot swings up the right leg, and lifts over the bar in a scissor’s like form. The left leg follows over the bar after the right foot, and the body leans vertically over the bar. The jumper lands facing the direction of the jump and on both feet
The flusbury flop style
The run is in a straight and curved line with speed. The jumper takes off from the right or left angle. The take-off foot is planted flat with the body leaned backwards? The knee is flexed with a high-body backward swing. The back of the jumper faces the crossbar as he lifts over it. In landing, the shoulder touches the ground first before the back and legs.
JSS 1 THIRD TERM LESSON NOTE PHYSICAL AND HEALTH EDUCATION PHE
Straddle
The hand and trunk pass the bar at the same time. This is unlike the scissors style where the jumper faces forward when jumping, or the flop where he faces upwards.
Eastern cut-off
The approach run can be the same as that of the scissors style. At take-off, the leg nearer the bar is driven or swung into the air. As the hips rise, the jumper lays back so that his body faces upwards.
Assessment & Evaluation:
1 .State the meaning of high jump
2. Mention the basic styles in high jump
(WRAP-UP CONCLUSION)
Teacher goes over the topic once again to enhance better understanding
WEEK 6&7
TOPIC: Field events (Long jump)
BEHAVIOURAL OBJECTIVES: AT THE END OF THE LESSON, PUPILS SHOULD BE ABLE TO:
1 .State the meaning of long jump
2. Mention the basic styles in long jump REFERENCE MATERIALS
Scheme of work
All relevant materials
9-Years Basic Education Curriculum Online information
BUILDING BACKGROUND/CONNECTION TO PRIOR KNOWLEDGE:
Pupils are familiar with the topic in their previous classes. CONTENT OF THE LESSON
FIELD EVENT (LONG JUMP)
Long jump is a field event in athletics which involves jumping a distance from a spot into a specified flat area (landing pit). The focus here shall be on the basic styles.
Basic styles in long jump 5 Recovery
4 Landing
3 The hitch kick 2 The hang
The sail
The sail style
This is when the knees are lifted close to the chest level, or the jumper stretches his legs and arms in front, as if he is sitting down in the air.
THE HANG STYLE
This is like a banana jump in the air. The whole body is fully stretched with the two arms extended upwards. At landing, both hands are brought down together.
THE HITCH KICK STYLE
This is running in the air style. The legs are thrust forward, and the jumper attempts to make some strides while he is suspended in the air.
Landing and recovery
The landing is double landing. This is also a recovery stage. It involves learning to land properly inside the pit without committing any landing fault.
It is advisable for jumpers to keep the legs wide apart while landing, for effective balance, and to fall forward while landing.
Techniques/Stages in long jump
6 Landing
5 Flight/action in the air 4 Take-off
3 Costing/Amortization
2 Approach/Run-up
1 Starting position run-up Rules and regulations
A jump shall be ‘No jump’ if:
4 The jumper uses a double take-off.
3 The jumper lands outside the landing pit.
2 The jumper walks backwards from the take-off board after landing. 1 The jumper oversteps the take-off board.
www.mdteachersresources.com
Assessment & Evaluation:
1 .State the meaning of long jump
Mention the basic styles in long jump
(WRAP-UP CONCLUSION)
Teacher goes over the topic once again to enhance better understanding
Exercise
7 ‘No jump’ is a term in jump.
6 The western roll is in high jump, while the hang is in . 5 List two examples of field event.
4 In what event is the ‘anchor man’?
3 How many people make up a relay team? 2 Hurdling is a event.
1 List three examples of track events.
WEEK 8&9
TOPIC; Football
BEHAVIOURAL OBJECTIVES: AT THE END OF THE LESSON, PUPILS SHOULD BE ABLE TO:
1 .State the position of the players
2. Mention the rules and regulations of football REFERENCE MATERIALS
Scheme of work
All relevant materials
9-Years Basic Education Curriculum
Online information
BUILDING BACKGROUND/CONNECTION TO PRIOR KNOWLEDGE:
Pupils are familiar with the topic in their previous classes.
CONTENT OF THE LESSON
Positions of players
11 Outside left
9 Centre forward 10 Inside left
7 Outside right 8 inside right
5 Centre halfback 6 Right halfbacks
3 Left fullbacks 4 Left halfback
1 Goalkeeper 2 Right fullback Rules and regulations
The nine penal offences in football are based on FIFA rules. The offences are:
Kicking or attempting to strike an opponent. Holding an opponent by the hand or arm.
Charging an opponent dangerously.
Using offensive or insulting or abusive language and/or gesture. Tripping an opponent.
Jumping at an opponent.
Pushing an opponent by the hand or arm. Charging an opponent from behind.
Handling the ball (except the goalkeeper within his penalty area). Other officiating rules
3 Indirect free kick
.
2 Direct free kick.
1 Offside position: A player is in an offside position if he is nearer to the opponent’s goal line than the ball and the second last opponent.
4 Penalty kick: A penalty is awarded if any of the nine penalty offences is committed by a player inside his own penalty area, irrespective of the position of the ball.
.5 Sending off offences: A player is sent off and shown the red card if he commits any of the following offences:
c) Receives a second caution in the same match.
b) Is guilty of violent conduct.
a) Is guilty of serious foul play
d) Uses offensive, insulting or abusive language
Assessment & Evaluation:
1 .State the meaning of long jump
2. Mention the basic styles in long jump
(WRAP-UP CONCLUSION)
Teacher goes over the topic once again to enhance better understanding
WEEK 10
TOPIC; Table tennis
BEHAVIOURAL OBJECTIVES: AT THE END OF THE LESSON, PUPILS SHOULD BE ABLE TO:
1 .State the nature of table tennis
Mention the rules and regulations of table tennis
Mention the officials and their duties REFERENCE MATERIALS
Scheme of work
All relevant materials
9-Years Basic Education Curriculum Online information
BUILDING BACKGROUND/CONNECTION TO PRIOR KNOWLEDGE:
Pupils are familiar with the topic in their previous classes. CONTENT OF THE LESSON
Nature of table tennis game
Table tennis is played on a table by two players in a ‘singles’ game, or by two pairs of players in a ‘doubles’ game. It is a recreational game. It is also an indoor game. It is played by boys, girls, men and women. The game is started
with a service, and play continues until the ball is grounded on the table or it goes out of the table.
In table tennis, either player may score a point, whether serving or receiving. A player may win a point whether serving or receiving.
A game is won by the player who first scores eleven points with a minimum lead of two points.
Officials and their duties
The officials in a table tennis game include the:
4 Scorer
3 Assistant umpire
2 Umpire
1 Referee
Duties of officials Referee
The referee is responsible for:
8 Announcing the winner.
7 Signing the final score sheet. 6 Interpreting the law.
5 Taking disciplinary actions for misbehavior of players. 4 The appointment of match officials.
3 Checking the eligibility of players. 2 Taking the final decision.
1 The conduct of the draw.
:Umpire
The umpire is responsible for
5 Deciding each rally as a point or let.
4 Conducting a toss to start off the game.
3 Conducting the draw for the choice of serving or receiving, and end of play. 2 Taking the ball at random, and changing the ball if necessary.
1 Checking to see that the equipment and playing conditions are acceptable.
SCORER
3 He keeps record of the game. 2 He registers the players.
1 He counts the strokes of the receiving player or pair of players when the expedite system is in operation
Officiating rules
4 No part of the body is allowed to touch the table during play. 3 It is a let if the ball breaks while in play.
2 The ball must be tossed before service.
1 Service: The ball shall be stationary, resting freely on the flat, open palm of the server.
. Assessment & Evaluation:
1 .State the nature of table tennis
Mention the rules and regulations of table tennis
Mention the officials and their duties
(WRAP-UP CONCLUSION)
Teacher goes over the topic once again to enhance better understanding
WEEK 11
TOPIC: Volleyball
BEHAVIOURAL OBJECTIVES: AT THE END OF THE LESSON, PUPILS SHOULD BE ABLE TO:
1 .State the nature of volley ball
Mention the rules and regulations of volley ball
Mention the officials and their duties REFERENCE MATERIALS
Scheme of work
All relevant materials
9-Years Basic Education Curriculum Online information
BUILDING BACKGROUND/CONNECTION TO PRIOR KNOWLEDGE:
Pupils are familiar with the topic in their previous classes. CONTENT OF THE LESSON
Nature of playing volleyball
It is a recreational and competitive game and a scoring game. It is a team game. It is played by boys, girls, as well as old and young men and women.
Volleyball is played by twelve players, with six players in each side. It is played on a flat field (grass) or hard surface.
Officiating rules
5 No player is allowed to carry, catch, lift or throw the ball.
4 A team is allowed three consecutive touches of the ball before it is returned into the opponent’s side.
3 It is a fault if a player touches the net through spiking when the game is on. 2 A server should serve from the baseline.
1 All services should be airborne. Officials
3 Two line judges 2 The scorer
1 Two referees Referee
4 He announces the winner.
3 He has absolute control over all officials and players. 2 He penalizes the bad behavior of any player.
1 He interprets the rules and regulations.
Scorer
4 He records any sanctions.
3 He ensures that the rotation order is maintained. 2 He records all time outs and substitutions.
He takes note of the scores. Line judges
They signal to the referee when the ball is ‘in’ or ‘out’.
1 They signal to the referee when the ball crosses the net outside.
Assessment & Evaluation:
1 .State the nature of volley ball
Mention the rules and regulations of volley ball
Mention the officials and their duties
(WRAP-UP CONCLUSION)
Teacher goes over the topic once again to enhance better understanding
Safety at home and in school : Primary 4 Second Term Week 11 Physical and Health Education (PHE)
WEEK 12
TOPIC: Basketball
BEHAVIOURAL OBJECTIVES: AT THE END OF THE LESSON, PUPILS SHOULD BE ABLE TO:
Mention the positioning of members on the court
Mention the rules and regulations of basket ball
Mention the officials and their duties REFERENCE MATERIALS
Scheme of work
All relevant materials
9-Years Basic Education Curriculum Online information
BUILDING BACKGROUND/CONNECTION TO PRIOR KNOWLEDGE:
Pupils are familiar with the topic in their previous classes. CONTENT OF THE LESSON
Positioning of players on the court
Each player is assigned a position when playing. This position is usually determined by the height of the player. The tallest person usually plays ‘centre’ or position 5, the medium sized players play ‘forward’ or positions 3 and 4, while the shortest players play ‘guards’ or positions 1 and 2.
No. 5 Big man/Centre man No. 4 Power forward
No. 3 Small forward No. 2 Shooting guard No. 1 Point guard
Officials and their duties
The officials in a basketball game are the:
5 Timekeeper
4 Assistant scorer
3 Scorer
2 Umpire
1 Referee Referee
6 He decides when a basket is made.
5 He makes the final decision when officials disagree. 4 He examines and signs the score sheet.
3 He administers the toss and jump ball.
2 He selects a game ball from two balls presented.
1 He inspects and approves all equip- ment to be used. Umpire
5 He stops the game for injuries or substitutions. 4 He administers substitutions.
3 He helps to put the ball in play by handing it over to players. 2 He, jointly with the referee, imposes penalties.
1 He acts as the referee’s assistant. Scorer
4 He records all fouls and notifies officials when players commit five fouls.
3 He runs the summary of scores, whether they are field goals or free throws. 2 He records time outs.
1 He records the names and numbers of the players of playing teams.
Timekeeper
4 He keeps time outs and signals the end of time out periods.
3 He keeps the time of intervals and signals when an interval ends.
2 He measures playing time and sig- nals the end of the playing period.
1 He keeps the time of play from the moment the referee starts the game. Officiating rules
3 3-second infringement: When a player stays up to three seconds in the opponents’ restricted area
2 Leg ball: Kicking with the leg below the knee.
1 Travelling: This occurs when a player holds the ball and takes more than two steps before releasing the ball.
Assessment & Evaluation:
Mention the positioning of members on the court
Mention the rules and regulations of basket ball
Mention the officials and their duties
(WRAP-UP CONCLUSION)
Teacher goes over the topic once again to enhance better understanding
Exercise
7 List four skills in handball
6 As ‘basket’ is to _ as ‘let’ is to table tennis. 5 How many players are in each side in volleyball?
4 The game of volleyball is started with a . 3 Another name for table tennis is .
2 How many players make a team in football? 1 List three ball games you know.
[mediator_tech]
