Lesson Notes By Weeks and Term v4 - JHS 3

Lesson Video

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Performance objectives

• Explain key movement concepts for stick and ball sports.
• Adapt rules and equipment for inclusive participation.
• Organise a mini-competition to foster collaboration.
• Record and reflect on your physical activity in a journal.

Lesson summary

Organised sports and physical activity participation means taking part in planned games and activities (in school, community, clubs, or inter-house) with rules, roles, and fair play. In Ghana, learners meet these activities through PE lessons, inter-house sports, school teams, community parks, and local competitions. Knowing how to apply movement concepts, principles, and strategies helps learners to play better, avoid injuries, include everyone (including learners with different abilities), and build confidence and teamwork.

Lesson notes

A. Meaning of Organised Sports and Physical Activity Participation Organised sport: A structured game/activity with rules, teams/roles, equipment, officials, and planned time (e.g., school hockey, cricket, rounders, inter-house games). Physical activity participation: Taking part actively—warm-up, drills, games, cool-down—at a level that improves fitness and skills.

Why it matters Improves fitness (endurance, strength, flexibility) Builds social skills (communication, teamwork) Develops confidence and discipline Promotes healthy lifestyle and reduces lifestyle diseases

B. Movement Concepts (What to think about when moving) Movement concepts help learners understand *how* and *why* movements work in games. Space (Where you move) Finding open areas, avoiding crowding, spreading out. Example (stick-and-ball): In a small hockey game, move to the wing to receive a pass away from defenders. Time (When you move) Timing runs, passes, and shots. Example: Pass *before* the defender reaches you; receive the ball at the right moment. Force/Effort (How strong you move) Using the right strength: gentle push pass vs powerful hit. Example: A short pass needs low force; a long clearance needs higher force. Direction (Where the ball/body goes) Forward, backward, sideways; changing direction to beat an opponent. Example: Fake to the right, then dribble left. Levels (High/medium/low body position) Lowering the body for stability and control. Example: Bend knees and lower centre of gravity when receiving a fast ball. Relationships (With people/equipment) Distance from teammate/opponent; stick control; teamwork spacing. Example: Keep 2–3 steps away from teammate to create a passing lane.

C. Movement Principles (How to perform skills effectively and safely) These are “rules” that make movement efficient. Ready position Knees slightly bent, eyes up, stick/hand ready, weight on balls of feet. Benefit: Faster reaction and balance. Balance and stability Wide base of support, knees bent, core engaged. Benefit: Prevents falling and improves control. Footwork Small quick steps, side steps, pivoting. Benefit: Helps you mark opponents and create space. Coordination Eyes–hand/stick coordination; timing of body and equipment. Benefit: Cleaner passes, better receiving. Follow-through Continue movement after striking/passing. Benefit: Improves accuracy and power control. Pacing (Energy management) Knowing when to sprint, jog, or walk during a game. Example: In a 6-minute game, sprint to support attack, then recover by jogging back into position.

Evaluation guide

• Apply movement concepts, principles, and strategies in learning intermediate
• level stick and ball sports based on individual adaptation and pacing.
• Use adapted rules and equipment to foster inclusion.
• Create and organise competitions to develop confidence, empowerment