Lesson Notes By Weeks and Term v4 - JHS 3

Lesson Video

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Performance objectives

• Explain basic movement concepts for ball and racket sports.
• Use adapted rules and equipment for inclusion.
• Organise and participate in small-group competitions.
• Record and reflect on your performance in a self-journal.
• Adapt sports activities for different needs and abilities.

Lesson summary

Organised sports and physical activity participation means taking part in planned, rule-based games and exercises (e.g., football, volleyball, badminton, table tennis, handball, athletics) in school or community settings. For Ghanaian JHS learners, it matters because it: improves fitness and health (reduces stress, helps prevent lifestyle diseases), builds teamwork, leadership and discipline, creates opportunities for school representation, scholarships and careers in sports, teaches safe participation and inclusion (girls/boys, learners with different abilities).

Lesson notes

A. Meaning of Organised Sports and Physical Activity Participation Organised sports are structured activities with: agreed rules, roles (players, referee, scorer), scheduled time, safety guidelines, goals (skill improvement, competition, fitness).

Physical activity participation includes both sports and other planned activities like jogging, skipping, aerobics, dance, circuit training.

Why “organised” matters: It helps learners practise consistently, track progress, learn teamwork, and reduce injuries through proper warm-up, rules and safe spaces.

B. Movement Concepts (What to apply during play) Movement concepts are “tools” that guide how we move. Space (Where you move) Using open space, avoiding crowding, spreading out. Example (football): Move into space to receive a pass. Example (badminton): Hit to the opponent’s backcourt to push them away. Time (When you move) Timing of a pass, shot, jump, or swing. Example (table tennis): Contact the ball at the right moment (not too early/late) for control. Force/Effort (How strong you move) Soft touch vs powerful hit. Example (badminton): A clear needs more force; a drop needs gentle force. Balance (Stability and control) Keeping body stable during movement and after striking. Example: Low centre of gravity when receiving a serve. Coordination (Body parts working together) Eyes, hands, feet, and trunk working in sequence. Example (volleyball): Footwork + arm swing + wrist action for a serve. Flow/Control (Smoothness) Linking movements smoothly (ready position → move → strike → recover).

Evaluation guide

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