Lesson Notes By Weeks and Term v4 - JHS 3

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

• Describe key movement concepts for athletics.
• Adapt rules and equipment for inclusive sports.
• Organise a small-group competition.
• Record and reflect on your performance in a journal.

Lesson summary

Organised sports and physical activity participation means taking part in planned, rule-based activities such as school athletics, inter-house sports, community games, and club competitions. In Ghana, these activities help learners stay healthy, build confidence, learn teamwork and leadership, and identify talents for school teams, district competitions, and even national sports. At JHS3, learners are expected to apply movement concepts, principles, and strategies to perform intermediate athletics skills (jumping and throwing), adapt rules/equipment for inclusion, and organise small-group competitions, while recording performance to track improvement.

Lesson notes

A. Meaning of Organised Sports and Physical Activity Participation Organised sports are structured physical activities with: Rules (e.g., foul lines, valid attempts) Officials/roles (starter, judge, recorder) Safety procedures (warm-up, safe zones) Competition format (heats, rounds, best of 3)

Physical activity participation includes both competitive and non-competitive activities (training, drills, fitness circuits) done regularly for health and skill improvement.

B. Movement Concepts (What to apply) Movement concepts are “how the body moves” and “how to control movement” to perform better. 1) Force and Power (Strength + Speed) Force is the push or pull you apply (e.g., pushing off the ground in a jump). Power is force applied quickly (e.g., explosive take-off in long jump).

Example (Ghana context): In long jump during inter-house sports, a learner who drives arms strongly and pushes off the board explosively usually jumps farther than one who steps weakly. 2) Balance and Stability Balance keeps the body controlled during take-off, flight, and landing. Wider base = more stability (e.g., landing with feet apart). Core control helps prevent falling backwards (important in long jump landing). 3) Coordination and Timing Coordination is using body parts together smoothly. In throwing, the sequence matters: legs → hips → trunk → arm → wrist. In jumping, timing the last two steps and arm swing improves lift. 4) Spatial Awareness (Space and Direction) Knowing where you are in relation to: The take-off board/line The landing area Other athletes (safety) 5) Pacing (Energy Management) Pacing is controlling effort so you don’t “burn out” early. In repeated attempts (3 throws/3 jumps), don’t use 100% uncontrolled effort on the first attempt. Use progressive effort: controlled first attempt, stronger second, best technique and effort on third.

Evaluation guide

• Apply movement concepts, principles, and strategies in learning intermediate
• level athletics (e.g., jumping, throwing, etc.) based on individual adaptation
• and pacing.
• Use adapted rules and equipment to foster inclusion.