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Subject: Physical Education
Semester: 2
Period: 6
Week: 31
School Name:
Teacher’s Name:
Subject: Physical Education
Grade Level: Grade 6
Date: Week 31
Lesson Duration: 45 minutes
Week & Period: Week 31, Period 6
Topic: Health and Fitness
Sub-topic: Health-related vs. Skills-related Fitness
Learning Objectives
By the end of the lesson, students should be able to:
- Define health-related and skills-related fitness.
- Identify components of each type of fitness.
- Demonstrate simple exercises showing both health-related and skills-related fitness.
Previous Knowledge
Students already know basic exercises like running, jumping, and stretching.
Instructional Materials
Charts showing fitness components, cones, skipping ropes, stopwatch.
Lesson Development – ABC Model
A – Anticipation (Warm-up / Starter)
Time: 5–10 minutes
Students perform light jogging and stretching. Teacher asks: “What do you think makes someone healthy?” and “What makes someone good at sports?”
B – Building Knowledge (Main Lesson Body)
Time: 25–30 minutes
Teacher’s Explanations (Expanded & Detailed):
The teacher introduces the idea that fitness of the body can be divided into two main types: health-related fitness and skills-related fitness. Both are important for learners’ health, daily life, and sports performance.
- Health-Related Fitness Components
- Strength: The ability of muscles to push, pull, or lift heavy things. Example: Carrying a school bag, lifting water bucket.
- Endurance: The ability to keep doing an activity for a long time without getting tired quickly. Example: Jogging, long-distance running.
- Flexibility: The ability of joints and muscles to bend and stretch easily. Example: Touching toes, doing splits.
- Body Composition: The balance of muscle, fat, and bone in the body. A healthy body composition means the right weight for height. Example: Measured using BMI (Body Mass Index).
- Cardiovascular Health: How well the heart and lungs supply blood and oxygen during activities. Example: Skipping, cycling, swimming.
Teacher Demonstrations:
- Push-ups for strength.
- Jogging or running in place for endurance.
- Stretching arms and legs for flexibility.
- Showing how BMI is checked (weight ÷ height², explained in simple terms).
- Skipping rope for cardiovascular health.
- Skills-Related Fitness Components
- Agility: Ability to change direction quickly. Example: Zig-zag running in football.
- Balance: Ability to stay steady without falling. Example: Standing on one leg or walking on a line.
- Coordination: Ability to use different parts of the body together smoothly. Example: Throwing and catching a ball while moving.
- Speed: Ability to move very fast. Example: Sprinting 50 meters.
- Power: Combination of strength and speed. Example: Jumping high or throwing far.
- Reaction Time: How fast you respond to signals or actions. Example: Starting to run as soon as the whistle blows.
Teacher Demonstrations:
- Sprinting for speed.
- Standing on one leg for balance.
- Tossing and catching a ball while clapping once for coordination.
- Jumping upward for power.
- “Quick signal game”: Teacher claps or whistles, students jump or run immediately to show reaction time.
Learners’ Activities (Expanded):
- Learners form small groups and rotate between activity stations:
- Push-ups → Strength
- Jogging/Running → Endurance
- Stretching → Flexibility
- Skipping → Cardiovascular health
- Balancing on one leg → Balance
- Sprinting short distance → Speed
- Ball toss & catch → Coordination
- Vertical jump → Power
- Quick signal game → Reaction time
- Each group records observations: Which exercise made them tired? Which needed balance? Which one tested how fast they could move?
- At the end, each group shares one example of health-related and skills-related fitness from the drills.
Assessment Checks:
- Teacher asks oral questions:
- Which exercise shows strength?
- Is sprinting health-related or skills-related fitness?
- What fitness type is tested when standing on one leg?
- Quick matching game: Teacher names an exercise (e.g., skipping), learners shout whether it is health-related or skills-related.
- Observation: Teacher checks if learners perform exercises correctly and safely.
Notes (Expanded & Detailed):
- Health-related fitness keeps the body strong, flexible, and resistant to sickness. It helps learners grow well, play safely, and stay healthy in daily life.
- Skills-related fitness makes learners faster, sharper, and better at sports or games. It helps in activities that need speed, balance, quick reactions, and coordination.
- Both types are important because health fitness keeps you well, while skills fitness makes you perform better in sports and daily activities.
Assignment (to extend learning):
- Write down the 5 components of health-related fitness and give one example exercise for each.
- Write down the 6 components of skills-related fitness and give one sport or game where each is used.
- At home, practice balancing on one leg for 30 seconds. Record how many times you lost balance.
- Draw a table in your notebook with two columns: “Health-related Fitness” and “Skills-related Fitness.” Place today’s examples in the correct column.
C – Consolidation (Conclusion & Assessment)
Time: 5–10 minutes
Summary: Teacher reviews differences between health-related and skills-related fitness, asking students for examples.
Evaluation Method (Expanded): Exit slip/quiz: “Name 2 health-related and 2 skills-related fitness components.” Teacher will collect slips and provide oral feedback.
Assignment (Expanded): Write 5 examples of activities you do at home that show health-related fitness.
Follow-up Activity: Keep a one-day fitness diary of all your physical activities.
Differentiation / Inclusive Strategies
Slow learners are guided with simpler exercises. Advanced learners demonstrate complex drills.
Teacher’s Reflection (After Class)
What worked well? ___________________________________________
What needs improvement? ____________________________________
Students’ engagement level: ☑ High ☑ Medium ☑ Low