Lesson Notes By Weeks and Term v4 - JHS 1

Lesson Video

This page supports the lesson note with a companion video and a short classroom-ready summary.

For class groups and homework, share this lesson page so learners also get the summary, objectives, and full lesson context.

Performance objectives

• Identify at least three traditional games.
• Demonstrate the basic movements of one traditional dance.
• Work together in groups to perform a traditional game.
• Record your participation in your self-journal.
• Explain the cultural significance of a game or dance.

Lesson summary

Traditional rhythmic gymnastics, games and dance are part of Ghana’s cultural heritage and everyday life—seen at festivals, school gatherings, funerals, naming ceremonies and community durbars. They help learners to stay physically active, build teamwork, develop coordination and rhythm, and learn to respect and appreciate different cultures in Ghana. In this lesson, learners will identify and demonstrate conceptual and cooperative traditional games in their locality and record performance duration to monitor improvement.

Lesson notes

A. Meaning of Key Terms 1) Traditional Rhythmic Gymnastics (in Ghanaian context) These are body movements performed in time with rhythm (clapping, drumming, chanting, songs) that develop: balance, flexibility, coordination timing and body control endurance and agility

Examples: rhythmic stepping patterns in Kpanlogo, Kpatsa, Adowa coordinated clapping-and-step routines used before/after games like Ampe 2) Traditional Games Games passed down in communities, played for fun, fitness, social bonding, and learning values.

Examples in Ghana: Ampe (clap-jump-leg game) Pilolo (hide-and-seek with objects) Tumatu (stone/seed picking game—varies by locality) Oware (board game—strategy) Chaskele / Alikoto (local variants—teacher uses community examples) 3) Conceptual Traditional Games “Conceptual” here means games that strongly involve thinking skills such as: planning, strategy, memory, quick decision-making counting, predicting, problem-solving

Examples: Oware: counting seeds, planning moves, predicting opponent’s response Pilolo: memory of hiding spots, searching strategy, quick decisions Tumatu (where players pick stones/objects in patterns): planning and sequencing

Evaluation guide

• Research, list and perform a variety of conceptual and cooperative
• traditional games in the locality.
• Record estimate of duration/measure of performance in your self-journal as
• your effort to increase involvement in physical activity.