Lesson Notes By Weeks and Term v4 - JHS 2
ORGANISED SPORTS AND PHYSICAL ACTIVITY PARTICIPATION
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ORGANISED SPORTS AND PHYSICAL ACTIVITY PARTICIPATION
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Subject: Physical Education And Health
Class: JHS 2
Term: 3rd Term
Week: 13
Grade code: B8.2.3.1.2
Strand code: 2
Sub-strand code: 3
Content standard code: B8.2.3.1
Indicator code: B8.2.3.1.2
Theme: PHYSICAL ACTIVITY EDUCATION
Subtheme: ORGANISED SPORTS AND PHYSICAL ACTIVITY PARTICIPATION
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This lesson moves beyond just running and jumping. We will explore the *science* and *strategy* behind athletic movements. Understanding these concepts helps us to perform better, prevent injuries, and appreciate the skill of professional athletes we see on TV and at our own "Inter-Co" (Inter-Schools and Colleges Athletics Competition). By learning how to apply concepts like force, balance, and strategy, learners can improve their own performance in any sport they play, from football to ampe, and develop skills in teamwork and organisation.
This lesson focuses on three main areas: concepts, principles, and strategies. Think of them like this: Concepts: The big ideas of movement (the "what"). Principles: The rules of nature that make movement happen (the "how"). Strategies: The smart plans we use to win or perform our best (the "when and why"). A. Movement Concepts Force: This is simply a push or a pull. In athletics, force is essential. Explanation: To move forward, you must push backward against the ground. The harder you push, the more force you generate, and the faster you accelerate. Think of how a rocket pushes fire downwards to go up. You push the ground backwards to go forwards. Ghanaian Example: When you see a sprinter like Aziz Zakari at the start of a race, he uses starting blocks to push off with immense force. In a standing long jump, you push down hard on the ground to propel yourself up and forward. Balance: This is the ability to control your body's position, whether you are stationary or moving. Explanation: A stable body can generate more force efficiently. Your centre of gravity (an imaginary point in your core where your weight is balanced) is key. When you lower your centre of gravity (by bending your knees), you become more stable. Ghanaian Example: Before starting a sprint, in the 'set' position, the athlete is in a low, stable position. This balance is crucial for exploding forward without stumbling. When landing a long jump, you must land with balance to avoid falling backward, which would reduce your measured distance. Speed: This is how fast you can move from one point to another. It's a combination of how fast you move your legs (stride frequency) and how far each step takes you (stride length). Explanation: To be a fast runner, you need to find the right balance between taking many quick steps and taking long, powerful steps. Ghanaian Example: During an Inter-Co 100m final, the winner is not just moving their legs quickly; they are also covering a lot of ground with each stride, using their power effectively. B. Movement Principles Action and Reaction (Newton's Third Law): For every action, there is an equal and opposite reaction. Explanation: This is the most important principle for starting a race. The "action" is you pushing backward on the ground or starting blocks. The "reaction" is the ground pushing you forward with equal force. Example: Action: Your feet push *backwards* and *downwards* on the starting block. Reaction: The block pushes you *forwards* and *upwards* out of the start. Your arms also use this principle. As you swing your right arm forward, your left leg goes forward. This happens in reaction to maintain balance and drive. C. Movement Strategies The Sprint Start Sequence: A good start can win a short race. We use a three-step command sequence. "On Your Marks": Kneel down with one knee on the ground. Place your hands just behind the starting line, shoulder-width apart, with fingers bridged. Your body weight should be relaxed and balanced. "Set": Lift your hips so they are slightly higher than your shoulders. Your weight should shift forward onto your hands. Your body is now like a compressed spring, full of potential energy, ready to explode. You are balanced but ready for action. "Go!" (or the sound of the gun/clap): Explode forward, pushing off powerfully with both feet (Action-Reaction!). Drive your arms and knees forward powerfully. Stay low for the first 5-10 metres before gradually rising to an upright running position. Pacing: This is managing your energy during a race. Explanation: While not as crucial for a 100m sprint (which is an all-out effort), it's vital for longer races like the 400m or 800m. A strategy might be to run the first part fast, ease off slightly in the middle, and then finish with a final burst of speed. Application: Even in a 100m, the strategy is to *accelerate* through the finish line, not slow down just before it. Many runners lose because they relax a step too early.
Guided Practice (With Solutions)
Instructions: We will perform these activities in small groups on the school field.
Activity 1: The Explosive Start Task: In your groups, practice the 'On your marks, set, go' sequence. Each person should try it 3 times. Group members will observe and provide feedback. Question: What is the most important *action* your body performs at the "Go!" command to create the *reaction* of moving forward? Solution/Demonstration: The teacher will demonstrate the full sequence slowly. Answer to Question: The most important action is the powerful backward push of the feet against the ground. This creates the equal and opposite reaction of the ground pushing the athlete forward. Commentary: Observe learners' hip height at the 'set' position. Are their hips higher than their shoulders? This is key for creating tension and power. Are they pushing off both feet, or just one? They should be driving forward, not upward.