Lesson Notes By Weeks and Term v4 - SHS 2
Physical Activity for Healthy Living
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Physical Activity for Healthy Living
Download the Lessonotes Mobile Ghana app for faster lesson access on Android and iPhone.
Subject: Physical Education Health Elective
Class: SHS 2
Term: 1st Term
Week: 20
Grade code: 2.2.1.LI.2
Strand code: 2
Sub-strand code: 1
Content standard code: 2.2.1.CS.1
Indicator code: 2.2.1.LI.2
Theme: Physical Education
Subtheme: Physical Activity for Healthy Living
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This lesson focuses on a critical aspect of healthy living: not just starting a physical activity, but *sticking with it*. In Ghana, while many people understand that exercise is good, busy schedules with school, work, and family life often get in the way. We see many "keep fit" clubs start with enthusiasm but lose members over time. This lesson will help us understand the real-world reasons—both within us and around us—that make it easy or difficult to maintain a physically active lifestyle.
Core Definitions Physical Activity: Any bodily movement produced by skeletal muscles that results in energy expenditure. This is not just about sports; it includes walking to the market, sweeping the compound, dancing, or farming. Adherence: The ability to *stick to* a programme or behaviour over a long period. In this context, it means continuing to participate in physical activity regularly, not just for a few days or weeks. Main Categories of Influencing Factors
To understand why people stick with or quit exercise, we can group the influencing factors into three main areas. A. Personal Factors (Internal) These are factors that come from within an individual—their mind, body, and personal characteristics.
| Factor | Explanation | Ghanaian Contextual Example | | :--- | :--- | :--- | | Motivation | The internal drive or reason for doing something. Is it for fun, health, appearance, or to manage stress? | A student might be motivated to join the school athletics team to win a medal (extrinsic motivation), while another might jog every morning simply because it makes them feel energetic and clears their mind for studies (intrinsic motivation). | | Self-Efficacy | Your belief in your own ability to succeed in a specific situation. It’s your self-confidence to perform the activity. | A student who believes they are "not good at sports" will likely avoid PE class. However, a student who is confident they can learn the steps to a new dance (like Azonto) is more likely to join a dance group and stick with it. | | Knowledge & Attitude | What you know about the benefits of exercise and your personal feelings (positive or negative) towards it. | Someone who knows that 30 minutes of brisk walking can prevent hypertension is more likely to do it. Conversely, someone with the attitude that "slim people don't need exercise" is unlikely to adhere to any programme. | | Perceived Lack of Time | The belief that one is too busy with other responsibilities (school, chores, work) to make time for physical activity. | A WASSCE candidate may feel that every single minute must be spent studying, so they stop playing football with friends, seeing it as a waste of time rather than a helpful study break. | | Health Status/Injury | Pre-existing medical conditions, past injuries, or current fatigue can make participation difficult or painful. | An older person with arthritis in their knees will find it hard to adhere to a jogging routine, making it a significant barrier. They might need to switch to a low-impact activity like swimming. | B. Social/Interpersonal Factors (External) These factors relate to our relationships and interactions with other people—family, friends, and community.
| Factor | Explanation | Ghanaian Contextual Example | | :--- | :--- | :--- | | Family Support | Encouragement, logistical help (like driving you to a game), or active participation from family members. | A mother who constantly reminds her daughter that "girls shouldn't be too muscular" creates a barrier. A father who goes for a walk with his son every evening creates a strong enabler. | | Peer Influence | The effect that friends or classmates have on your choices. This can be positive or negative. | If your friends are all going to the field to play football after school, you are very likely to join them (enabler). If they prefer to sit and play video games, you may find it difficult to go and exercise alone (barrier). | | Support from Professionals | Advice and encouragement from doctors, nurses, or PE teachers. | When a doctor advises a patient with high blood pressure to walk for 30 minutes a day, that patient is more likely to take it seriously and adhere to the advice. | | Cultural Norms | The unwritten rules or expectations of a society about what is acceptable behaviour. | In some communities, it might be seen as strange for an adult woman to be running on the street for exercise. This can act as a powerful barrier. The rise of community "keep fit" clubs has helped to normalise this. | C. Environmental Factors (External) These factors relate to the physical world around us—our access to facilities, safety, and the built environment.