PISA-VET launch_El Iza Mohamedou_19 March 2024.pptx
Physical education 2 book
1. SPORT AND MOVEMENT STUDIES
UNIVERSITY OF JOHANNESBURG
PHYSICAL EDUCATION MANUAL AND WORKBOOK
HMSEA02 AND HMSEB02
Senior and FET phases
Of
Student: _____________________________________________________________________
Compiled by:
Prof CHARL J. ROUX (D. Litt et Phil)
2019
2. PHYSICAL EDUCATION
HMSE0A2/HMSE0B2
Senior and FET phases
CONTENT
First Semester
Section 1: History of Physical Education in South African schools and Indigenous games as
educational tool
Section 2: Olympism and Modern Olympic Games
Section 3: Sport Practical
Second Semester
Section 1: Physical Fitness Education
Section 2: Purpose, benefits, and philosophy in physical education
Section 3: Physical Education Lessons
Section 4: Assessment in Physical Education
3. SECTION 1: THE DEVELOPMENTOF PHYSICAL EDUCATION IN SOUTH AFRICAN
SCHOOLS and INDIGENOUS GAMES AS EDUCATION TOOL
Introduction
Althoughphysical prowesshasalwaysbeenacclaimedinSouthAfrica,the subjectphysical education
has, until late, not received the attention it deserves. During the Dutch regime, a Governor of the
Dutch East IndiesCompany,JA de Mist,wasresponsible foreducationbetween1803-1806, andit was
his idea to start a school in which, apart from modern languages and commercial subjects, physical
education should also be taught.
System and Trends in Physical Education
This section refers briefly to the history of a few most important systems and trends in physical
educationwhich were later to influence the historical development of the subject in South Africa.
Swedish System
Per Hendrik Ling (1776-1839) was regarded the father of the Swedish System, and his attention was
drawn to the healthy effect of physical education after being healed of a serious ailment through
fencinglessons.In1805 he was appointedgymnasticsandfencinginstructoratthe Universityof Lund
in Sweden. In 1813 he as the director, founded a Central Institute of Gymnastics in Stockholm
accordingto hisand GutsMuts’ideas,where the intellectcouldbe developedthroughthe sensesand
actions. Ling wanted to provide a system on a theoretical and resting on philanthropical ideas, “the
philosophyof nature”.He developedagymnasticssystemwith4sub-disciplines:pedagogical,medical,
military,andaestheticgymnastics.The Swedishgymnasticscame to be seenas not only as a system
forthe purpose of educatingthe wholebody,butalsoasacure forthe sick.He wasalsoadamantthat
womenshouldbe includedinthisformof bodilyexercise,inafemininetype of gymnastics.Thistype
of gymnasticshoweverwasonlydevelopedlaterbyhisson HjalmarLing. JohannChristophFriedrich
GutsMuts (1759-1839) is regarded the Father of German gymnastics and the founder of modern
physical education.Hisschool was surroundedbynature and withhis facilitiesandthe environment
enabled the childrento live a healthy and happy life. In addition to the 3 hours of outdoor activities
and one hour of gymnastics training every day, children were also given 10 minutes between each
lesson in which to play outside.
In the early 1900s, the scientific basis of the Ling gymnastic system was strongly questioned. The
critique wasprimarilybasedonscientificstudiesof aspecificmovementthatwasclaimedbythe Ling
gymnaststo enlarge the vital capacity and therebyimprove oxygenuptake.YetLinggymnasticskept
its position as the main body exercise system due to its views on body, health and physical culture
which constituted a strong health and hygiene discourse aimed at defeating for example infectious
diseases and crooked bodily postures, and at strengthening character through education.
Danish Gymnastics
In Denmark, Frans Nachtegall (1777-1847) paved the way for gymnastics and he based his work on
GutsMuts principles.Niels Bukh(1880-1950) practisedSwedishgymnasticsfromanearlyage.Whilea
farmer, he instructed farmer’s sons in gymnastics. He later sold his farm and became a gymnastics
instructor. He marketed his “primary gymnastics” world-wide, even in South Africa. In 1920 he
foundedhisownschool,and foundthe farm work these childrendid,didnotdevelopharmoniously,
showingalackof grace,goodposture andflexibility.He howeverwasof opinionthatdue tothe short
4. time in whichto achieve hisgoal, and therefore gave the boyslong and intensive trainingeveryday.
Unlike traditional Swedish gymnastics which resulted in a stiff, military posture, Bukh’s primary
gymnastics aimed at achieving a natural, sound posture. Although his lessonswere dividedinto five
parts, his routines were well-known for free-standing exercises, kneeling, sitting and lying down.
Itispossible thatthe militaryschoolinCape Townofferedphysicaleducationin1786.Evenasfarback
as 1874, the EducationLaw of the Transvaal Republic prescribedgymnasticsforadvancededucation,
however, it is known that very little was done in this regard.
In 1839 the Education Department of Cape Province was founded but it was only the third
Superintendent-General of Education,SirThomasMuir,whoestablishedaformof physical education
between1892-1915. Muir made itclearthat he was stronglyinfavourof special subjectsandcreated
vacation courses to fill the role of in-serves training. By means of these courses the Swedish System
of gymnastics wasintroducedinthiscountry.He stronglysupportedthe cadetmovement,butitwas
a well-known fact that the boys enjoyed little physical education. By the end of his term a few
privilegedschoolsforgirlshad speciallytrainedteachersof gymnastics. Between 1912 and 1920 the
introductionof medicalinspectioninthe schoolsshowedthatphysicaleducationwasanecessity.The
most significant advance in South African physical education occurred in 1921 when the Cape
EducationDepartmentinstitutedaspecialistcourse inphysical educationat the Cape Town Training
College in Mowbray. Margeret C. Black started training women in Physical education.
Althoughphysical educationwasestablishasa compulsorysubjectinsecondaryschoolsin 1934, the
years from 1936 to 1939 were a more important stage in the development of physical education in
South Africa. During this period the provincial education departments instituted teacher training
courses in physical education and appointed inspectors or organisers of the subject, while the
University of Stellenbosch made history by offering the first degree course in physical education.
Before 1936 it was only the Cape Town TrainingCollege thatoffereda specializedcourse inphysical
education.The majorityof collegesinthe countryonlyoffereddrill exercises, between 1936 and 1939
several provincialeducationdepartmentsstartedtolaunchspecializedcoursesinphysical education.
In 1936 it was the Paarl Training College and the Pretoria Technical College that led the way.
Heidelberg, Pretoria, Johannesburg and Potchefstroom soon followed, at university level the
University of Rhodes and the Potchefstroom University College followed Stellenbosch’s example in
1945.
It was during the period of 1972-1982 that the training of physical education teachers reachednew
heights.Apartfromthe factthatmore traditional white teachertrainingcentresnow offeredphysical
educationasa speciality,afewof the so-callednon-whitetrainingcentresfollowedintheirfootsteps.
By 1982 there were eight white, one Asian, one coloured and three black universities that offered
specialized courses in physical education.
Syllabi
A historical survey done by Prof Isabelle Nel in 1976 found that:
1910-1940
The British syllabus of 1909 was adapted as the official one for South African Schools. There was no
change in syllabus until 1940. The following events led up to the change:
Duringthe latterpart of the 1930s the teachershortage resultedinthe emigrationphysicaleducation
teachersfromBritain,andafairnumberfromotherEuropeancountriessuchasmainlyfromGermany
5. and the Netherlands, who could master Afrikaans quite easily.They brought with them influences
from theirown and other countries,e.g.Austria.These influencesappearedinthe syllabi of training
institutions and in an unofficial school syllabus published by one of these persons. During the same
time SouthAfricanswere beingtrainedinBritain but alsoin otherEuropean countries.The situation
had nowdevelopedtoa pointwhere the needfora national SouthAfricansyllabuswasstronglyfelt.
Prof Ernst Jokl introducedthe 1st
physical educationdegree atthe Universityof Stellenboschin 1936.
1941-1970
A newareastartedin1941 whenSouthAfricanstrained partiallyinthiscountryandpartiallyoverseas,
designed the first official national syllabusfor the primary school. Separate syllabi for senior boys
(1943) and seniorgirls(1952) followed.A revisededitionof the formerappearedforgirls (1958) and
for boys (1960).
1971-1976
After having experienced the complex situation as described above, South African-trained persons
investigated the situation officially. The result was a display of greater independence of thought in
newsyllabuswaspublishedby theDepartmentof EducationforColouredSchools.Includedinthiswas
different material drawn from their own movement wealth. The same pattern was followed by the
Department of Education for Indian Schools. During the early months of 1976 an agreement was
reachedby the Departmentof Education for Bantu schoolsand a researchteam to designa syllabus
for theirschools.Thiswasto include material from their own cultural wealth of games and dances.
It wasforeseenthatthe abovetrendof greaterindependencedue torenewedappreciationof culture
would be supplemented by the awareness of another need. Regional independence due to
geographical differences and extensive variation in climatic conditions could follow.
Historyrevealsthat the relationshipto academicsubjects,physical educationalwayshasbeena low
status subject.Asa resulteducatorsand prospective educatorsare reluctanttoteach PhysEd. Some
were of opinion that Phys Ed was seen as an instrument to encourage white militarism, hence to
prepare white boysagainstthe onslaughtof the blacksandthe communists.Due toalack of the most
basicfacilitiesinthe disadvantageblackandIndiancommunities,PhysEdwastaughtirregularlyornot
at all.Withthe RevisedNational CurriculumLifeOrientationwasintroducedin2003.Thiswastoequip
and prepare learners for meaningful and successful living in a rapidly changing and transforming
society. The emphasis was now shifted to the developmental needs of the learner. The diversityof
society due to changes and restructuring from mono- to multicultural communities should be
reflectedinandaddressedbythe multicultural school curriculum.Educationof learnersthroughthe
mediumof movementshouldbe aimedatoutcomesdevelopingthe physical,affective,social aswell
as the cognitive domains.
From Gymnastics to sports to the outdoors (recreation) to the everyday life physical activity
During the first half of the 20th
century, sport with its logic of competitionwas introduced as part of
the bodilymovementculture inthe GCI inSweden.WhenLinggymnasticsrapidlylostitsdominating
position from the 1950s to 1960s, sports overtook that role. In 1913 the first sports organisation
became government financed,and a part of the nation’s social and moral programme. Since then
sport wasnot any longeronlyforthe upperclassesbutsuddenlyavailable tothe widermasses.After
World War II the spread of sport was also accompanied by influences of circuit training a physical
trainingthatoriginallyemergedfrommilitarytraining.Alongsidethe sportificationprocess,thefemale
6. branch of Ling gymnasticswasinfluencedconceptssuchasrhythmand aesthetics.The performingof
movements was characterised by sensitiveness, adaptability, body awareness, and expression – the
feeling of movement. This type of body training (body-as-subject) provided cultural, physical and
symbolic capital that did not challenge the existing female body.
The introductionof outdoorlife from1900 to 1960 can be understoodinrelationtothe organization
phase of outdoorlife inthelate 19th
century.Itreflectsaneedfornewidentitiesduetoboththe great
demographicchangeswiththe strongurbanizationprocessduringthisperiodandalsoaconcomitant
nationalismandstrongsurge for newnational identities.Inthisidentificationprocess,love of nature
emerged.
EverydayLife physicalactivityasawayof thinkinggraduallybecameestablishedinsocietyaroundthe
beginningof the 21 century,originallytakenbystakeholderinpublichealthandacademicdisciplines
related to sports- actors outside the field of physical education. Therefore Educational sociologists
point out that that school physical education cannot only be driven by a medical risk discourse.
Physical education is much more: It is about physical self-esteem, body awareness and abilities,
personal and social development,questionsand democracy as well as critical aspects of health and
health communication.
Activity: Summarize the development of Physical Education in South Africa for 20 marks
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7. INDIGENOUS GAMES AS AN EDUCATIONAL TOOL
Introduction
Active participation and informal contact on sport fields, physical education classes and other
similarinteractions can contribute to the bridging of diversity. There is little doubt concerning
the educational values of physical education, sport and games. At educational institutions, on
and off the sport fields, and in many other social institutions cross-cultural diversity is
currently a common occurrence and often diverse values and behaviours bear a potential for
conflict. These conflicts (quite often due to ignorance about the other cultures) often present
manifestations of racial prejudices which are dormant in every individual who has been
conditioned to respond positively or negatively to other people.
Education
The educator should understand the trends and status of education as to determine the
relationship between education and physical education, and hence to introduce indigenous
games as an educational tool in the school curriculum. Every living creature is engaged in a
learning experience from birth and if, for example, hunting is was required as an essential
skill, adults would teach their children such skills that will enable them to hunt successfully.
Informal and formal transfer of skills, knowledge and attitudes were hence structured in
different societies.
Education is the process through which all individuals are guided to reach their full potential
and teaching is an art and a science of helping learners reaching their optimal potential.
Learning on the other hand is alife-long process of socialand personal experiences that alters
an individual’s knowledge, skills, and attitudes. No society merely leaves such experiences to
chance, and complete development requires a purposeful and holistic development of all
latent potential.
From educators is expected to help to accomplish the school’s mission. Likewise, each
learning area (such as Life Orientation), as well as each focus area (physical /movement
education), should make a contribution to the holistic development of each learner and thus
the mission of the school. The fact that each educator is unique creates a richer learning
environment and therefore supports the mission of the school. Integration of content is an
effective way to address the multifaceted mission of a school and hence to help the learners
to develop across the five domains (physical, psychomotor, cognitive, affective and social).
With a curriculum it is therefore very important to implement action geared to learner
appropriateness (developmental levels) and thus subject to modification based on individual
and unique needs and appropriateness. Careful planning, organizing and implementing of
content are the very core of the educator’s responsibilities to ensure maximum learning
opportunities and effective utilization of time available
8. Conveying enthusiasm and communicating effectively are both essential aspects of good
teaching by demonstrating genuine interest in the subject matter as well as the learner’s
development. Learners should be allowed the opportunity to create and modify games to
meet their needs. Safety should also be primary concern. Accountability of teaching and
learning, however, requires feasible and valuable assessment as the final step in the
sequential process of curriculum development.
Culture as phenomena
To understand the various indigenous games, it is also very important to understand the
context, hence the various cultures, of:
1. who played the games
2. where it was played, and
3. when it was played
In the contemporary South African context, it is perceived that Africans have retained little of
their original culture and thus it will be expected from the educator to do some research on
the matter (game to be introduced) and/or to invite knowledgeable person(s) to inform the
learners about the cultural traditions and context.
Indigenous games
Renson and Smulders (in Van Mele & Renson, 1990:16) Define traditional (indigenous) games
as being “…local, active games of a recreational character, requiring specific physical skills,
strategy or chance, or a combination of the three elements”. Renson et al. (1977) state that
traditional games tend to be confined to a limited geographical area and are often referred
to as ‘national’ or ‘local’, and therefore called folk games.
Indigenous games follow a certain structure and flow that reflects a socio-cultural dimension
of reasoning and behavior (Van Mele & Renson, 1990). Since culture is not static, play forms
are often handed down from one generation to the next (enculturation) and also through
acculturation, hence from the one culture to another.
In the South African context, indigenous games reflect the circumstances, traditions and
cultures of the various population groups and communities which have been identified by the
people as being part of their cultural heritage. The physical culture such as indigenous games
and dance are persuasive symbolic representations of cultural expressions that convey
messages of manifested cultural products, content and lived realities of the participants and
are thus a product of their environment.
Indigenous games are also fluctuating on the continuum between play (such as bull fighting
with hand-made clay oxen: Izinkomo zobumba) and sport such as stick fighting (Umgangela)
according to the structure and rules of the game as determined by the skill levels and age of
the participants. Since indigenous games can develop a sense of community when
demonstrating and sharing acceptable social values during social bonding and interaction
9. with friends especially with those from other cultural backgrounds, this interactions should
meaningfully enhance the curriculum in our multicultural classrooms.
Indigenous games in the school curriculum
It is evident that the education of learners through the medium of movement should be aimed
at the outcomes developing the physical, psychomotor, cognitive, social and affective
domains. Educationists agree to utilize the teaching of games for educational purposes in
order to prepare learners to become productive members of a given society and acquire
attitudes, knowledge and skills for that. Currently adults are only peripheral yet still
instrumental as guardians and facilitators of traditional culture content. Education has
replaced several functions of the family. To most people parents have acquiesced, and it has
become the school’s responsibility to introduce all learners to the physical and game culture
of the different ethnic groups.
Inclusion of indigenous games in the school curriculum can furthermore develop a sense of
community and nation building. Learners participating in indigenous games can foster a
positive self-concept within their own cultural heritage, as well as relationships among the
various ethnic groups within a multicultural society.
Indigenous games could be utilized in other settings as well:
1. Museums for the improvement of the knowledge base and for demonstrations of the
traditional culture
2. Church groups for the teaching of moral values
3. Recreational facilities for facilitating social interaction, cultural sharing and
teambuilding
4. At sport clubs as introduction and warm-up activities before training sessions for the
same reasons as mentioned before.
The following components should also be included to ensure a positive multicultural
interaction programme:
1. Recognise,acknowledge and celebrate racialdiversity within the multicultural society.
2. Identify similarities within and amongst cultural groups.
3. Affirm and enhance self-esteem through pride and heritage.
4. Create sensitivityto and understanding for the differences within and amongst groups
5. Fully utilize intellectual and creative abilities.
6. Develop knowledge, skills and attitudes, which promote positive inter- and intra-
group relations.
7. Address issues of ethnocentrism, bias, stereotyping, prejudice, discrimination and
racism.
8. Work on social tolerance.
9. Support and practice equity and equal opportunity.
10. Interviewsomebody older than sixty(60) yearsof ageon a gamethey used to play when they were
youngsters(youngerthan fifteen (15) years):
a) Who isthisperson
- Name
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- Age
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- Where didhe/she grow up
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b) Game
- Description
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- Method
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- Rulesand Scoring
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12. SECTION 2: OLYMPISM and OLYMPIC VALUES
On 23rd
June 1894 it was decided to revive the Olympic Games. The 1st
Games were held in 1896 in
Athensandthe 2nd
in Paris.It wasalso decidedthatthe Gameswouldbe heldevery4 yearsin one of
the world’smajorcities.BaronPierre deCoubertin(1863-1937) wasencouragedbythe lackof physical
readiness and the part that this played in its defeat in the Franco-Prussian War (1870) to turn the
youth into a strong nation through sports and games. Coubertin himself designed the ‘intellectual’
and ‘moral’ symbols of the games. These symbols are:
SYMBOL MEANING
The flame
Doves
Winner’s platform
Oath
Motto
Olympic flag
Coubertin,accordingtohisdogma(Olympism),washoweverlessconcernedabouttheprogressof the
Olympicmovementandmore aboutthe platformitcouldprovide forexpandingthe educational role
of sport. Hence the aim of sport was to nurture character than aiming at records.
Olympic Values:
Respect: fair play; knowing one’s own limits; taking care of play or life; taking part; and the
environment
Excellence: howtogive the bestof oneself,onthe fieldof playorinlife;takingpart;andprogressing
according to one’s own objectives
Friendship: how, through sport, to understand each other despite any differences
Paralympic Values:
Determination: the drive and motivationtoovercome both physical andmental barriersin orderto
achieve your goals
Courage: have the self-belief and confidence to overcome adversity and face difficulty
Equality: showing respect and humility towards all those around you in the spirit of fair play
Inspiration: to be motivatedbythe achievementsandactionsof othersandto be a positive example
to others
13. The focal pointof the OlympicGames,heldevery4yearsinwhichthe conceptof peace,including
social aspects,wasprominent.The OlympicChartersummarizedthe principlesasfollows:
The harmonious combination of body, will and mind;
The task of making sport universally available for personal development, so that the “right to
sport” is seen as a human right;
The combination of sport with culture and education
The participation of young people, through the practice of sport, in building a better, more
peacefulworld;
The renunciation of any kind of discrimination and the promotion of mutual respect,
friendship, solidarity and fair play.
However,because of outsideinfluencessuchas media, marketing,dopingandbreachesof fairplay,
the educational functionof the OlympicGamesnow hasonlylimitedcredibilityforyoungpeople.
How can we addressthisinour schools?
14. South Africa’s participationin the OlympicGames
After a few successes in the international arena,the time was considered to be ripe for SA to enter the
international Olympic arena. The 1st
South African Olympic Committee was founded in Johannesburg
on 3rd
January 1908. Although their participation was not official, Robert W. Harris (Aliwal North),
Len Tau and Jan Mashinani (Tswanas from Western Transvaal) participated with the Official Boer tug
of war team C. Walker, P. Hillense, J. Schutte, P. Lombard and P. Visser (they came 5th
) in 1904 in the
St Louis Games.It washowever only after1990, when the then PresidentFW de Klerk’s announcement
that apartheid was to be removed, South Africa’s sporting isolation eased gradually. South Africa re-
entered the Olympic Games in 1902 in Barcelona. The team earned only 2 medals, both silver medals.
This experience encouraged many sport stars to work towards the Games in Atlanta (1996). Although
there were no gold medals earned at the Sydney (2000), Games, the team returned with more medals.
The best thereafter was the Atlanta Games in 2004 with several medals.
MEDAL COUNT AT THE OLYMPIC GAMES AND PARALYMPIC GAMES: 2004-2012
OLYMPIC GAMES PARALYMPIC GAMES
NAME MEDALS NAMES MEDALS
Name and briefly discuss the values of the Olympic as well as the Paralympic
Games. (10)
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Make a poster and write a short easy on one of the following SA sport Olympians:
1. Zola Budd
2. Elana Meyer
3. Hezekiël Sepeng
4. Terence Parkin
5. Natalie du Toit
15. SECTION 3: SPORT PRACTICAL
SEE MINI-CRICKET MANUAL and answer the following questions
Explain the fundamentals of BATTING in mini cricket, regarding:
1 the grip (4)
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2 the stance (6)
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Explain the fundamentals of FIELDING in mini cricket, regarding:
1 defensive ground fielding (3)
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2 wicket keeping (5)
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Explain the fundamentals of BOWLING, regarding:
1 the grip (5)
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16. 2 the bowling action (10)
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3. You have to organize a mini cricket tournament. List and briefly explain the
guidelines to start a mini cricket match. (40)
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17. ROUNDERS
Summarize the game of ROUNDERS underthe followingheadings:
Brief description of the
game
Instructions and rules
Field lay-out/set-up
Equipment needed
18. Explain the game of Rounders in detail. Also referto the rules of the game and how you
could adapt the game. (22)
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19. SECOND SEMESTER
Section 1: Physical Fitness Education
Section 2: Purpose, benefits, and philosophy in physical education
Section 3: Physical Education Lessons
Section 4: Assessment in Physical Education
SECTION 1: PHYSICAL FITNESS EDUCATION
What is fitness education?
Fitness education is a comprehensive, multidisciplinary approach to help children acquire the
knowledge, attitudes, beliefs, and behaviours for the promotion of long-term active, healthy lifestyles
within a quality physical education programme. Your overall physical education programme should
include a balance of health-related fitness, motor skills, content knowledge, personal and social
development activities. A physical educated person should be able to:
Demonstrate competency in many movement forms and proficiency in a few movement forms;
Apply movement concepts and principles to the learning and development of motor skills;
Exhibit a physical active lifestyle;
Achieve and maintain a health-enhancing level of physical fitness;
Demonstrate responsible personal and social behavior in physical activity settings;
Demonstrate understanding of and respect for differences among people in physical activity
settings; and
Understand that physical activity provides opportunities for enjoyment, challenge, self-
expression, and social interaction.
Physical fitness education should be based the following philosophy:
1. Physical activity id for everybody. All children have the right to the healthful benefits of
exercise playing games, dance and do sport.
2. We can develop positive attitudes towards physical activity by building on children’s innate
desires to move and express their feelings.
3. The health benefits of physical activity should be a major concern.
4. Children are entitled to enjoy daily physical activity in school, at home, or in the community in
a safe, supportive environment.
Physical activity affects health and mortality as follow:
1. Cardiovascular risk factors are interrelated in most children, as they are in adults (e.g. obesity,
cholesterol and high blood pressure).
2. More than 50% of children consume too much salt, fat and sugar.
3. Overweight children are more likely to become fat adults.
4. Sedentary children are more likely to become sedentary adults.
5. Most school-aged children possess one or more coronary heart disease (CHD).
6. Families with a history of heart disease have children with higher risk factors
Yet;
20. 1. Inactive people can improve their health and well-being by becoming even moderately active
on a regular basis.
2. Physical activity need not to be strenuous to achieve health benefits.
3. Greater health benefits can be achieved by increasing the frequency, intensity, and duration of
physical activity.
Components of HEALTH-RELATED PHYSICAL FITNESS
1. Cardiorespiratory endurance is the ability to participate in large muscle physical activity for
relatively long periods of time at moderate to vigorous levels of intensity. It is the capacity of
the heart, blood vessels, and lungs to deliver nutrients and oxygen to the tissues to provide the
energy needed for the exercise. Name three codes of sport and explain briefly the specific
exercise:
a.
b.
c
2. Muscular strength is the capacity of a muscle or muscle group to exert maximum force
against a resistance. Dynamic strength is the force exerted by a muscle group as a body part
moves. An example is:
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Static strength is the force exerted against an immovable object. An example is:
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3. Muscular endurance is the capacity of a muscle or group of muscles to exert force over a period
of time against a submaximal resistance.Games and sports that require leg and arm movements
for an extended period of time require muscular endurance. Name three codes of sport and
explain briefly the specific exercise:
a.
b.
c
4. Flexibility is the ability to move joints in an unrestricted fashion through the full range of
motion in order to bend, stretch, twist, and turn. Properly stretching muscles, ligaments, and
21. tendons promotes good body alignment as well as reduces stress in the neck and back area. The
seated hamstring stretch and other stretching exercises require and develop flexibility.
5. Body composition is the ratio of body fat to lean body tissue. It is important to teach children
the dangers of excessive body fat and the role exercise plays in controlling body weight.
Components of SPORT-RELATED PHYSICAL FITNESS
Sport-related fitness (skill-related fitness) is not absolutely necessary for maintaining physical
health. It is however still important to include them in your physical education programme so that
your learners can apply them to games, sports and recreational activities.
6. Agility is also referred to as quickness and is the ability to quickly change direction or body
position accurately while moving through space. It is essential in sports such as basketball and
soccer. Name three codes of sport and explain briefly the specific exercise:
a.
b.
c
7. Speed is the ability of the body to perform a movement in the shortest possible time – essential
in most sport–related activities. Name three codes of sport and explain briefly the specific
exercise:
a.
b.
c
8. Power is the product of strength and speed. Activities that require power, such as long jump,
should be practiced with explosive movements in short period of times. Name three codes of
sport and explain briefly the specific exercise:
a.
b.
c
9. Balance is the ability to maintain equilibrium and body position whether moving or stationary.
Tumbling in gymnastics, standing on 1 leg demand certain degrees of balancing ability. Name
three codes of sport and explain briefly the specific exercise:
a.
b.
22. c
10. Coordination is the ability to integrate a number of motor skills into a smooth, efficient motor
pattern that is vital for most sport-related activities. Name three codes of sport and explain
briefly the specific exercise:
a.
b.
c
23. TESTS AND PROTOCOLS
In groups you will be responsible for one of the following tests. However, you need to know the
protocol of ALL tests. Discuss each test under the following headings:
1. Flexibility
Brief description of the
test
Instructions and
measurements
Fieldlay-out/set-upoftest
Equipment needed
24. 2. Long distance running
Brief description of the
test
Instructions and
measurements
Fieldlay-out/set-upoftest
Equipment needed
25. 3. Agility test
Brief description of the
test
Instructions and
measurements
Fieldlay-out/set-upoftest
Equipment needed
27. 5. Vertical jump
Brief description of the
test
Instructions and
measurements
Fieldlay-out/set-upoftest
Equipment needed
28. 6. Broad jump
Brief description of the
test
Instructions and
measurements
Fieldlay-out/set-upoftest
Equipment needed
29. SECTION 2: PURPOSE, BENEFITS, AND PHILOSOPHY IN PHYSICAL EDUCATION
2.1 Purpose of Physical Education (PE)
Why physical education should be taught in schools. Physical education should be more than just
allowinglearnerstohave fun,be busy,happyandgood. Manypeople talkaboutphysical activity(PA)
when referring to physical education, but should not be confused with PE. PA involves bodily
movements that help increase energy expenditure and health-related fitnesslevels. These activities
can range fromlow- to high-intensityactivitiestoindividual,dual,orteam-relatedsportsandgames.
PE on the other hand, is a process of learning that uses PA to help develop the whole person,mind
and body. Bloom (1956) divided learning into 3 domains of learning; psychomotor; cognitive and
affective.Somehoweverdivide the affective intothe affective andthe social domain.InPEsome also
add the physical domain.
2.2 Benefits of PE
This section can be addressed by using the different domains:
Psychomotor Benefits
The psychomotorbenefitsthe learnersobtainfromPE are huge.With PE the learnerscan developa
strong foundation of fundamental movement skills. Skills such as;
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are examples of fundamental movements. It can be about body awareness, space awareness,
direction awareness as well as synchrony, rhythm, sequence
Physical Benefits
o Can be performance related
Balance, coordination, agility, speed, power
o Can be health related
Controls weight by expanding calories consumed each day
Reduces the risk of cardiovascular disease by lowering blood pressure and
improving cholesterol levels
Reduces the risk of type 2 diabetes
Reduces the risk of some cancers, including breast and colon cancers
Strengthens bones and muscles
Improves mental health and mood, especially with aerobic exercises
Increases chances of living longer
What physical activities have you participated in yesterdaythat could be classified as moderatelyor
vigorous intense?
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30. ________________________________________________________________
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Affective Benefits
o It is commonly supported in literature that participating in physical activities can have
a positive psychological effect on the well-being of children, adolescents, and adults.
Physical activity can be a great pick-me-up. It can help improve self-esteem and
confidence in performing skills, and reduce the signs and symptoms of stress,anxiety,
and depression. It is however important that you present lessons and activities in a
meaningful and relevant way to all learners to enhance their enjoyment and the positive
affective benefits physical education can offer.
o Self-concept enhancement addresses the sense of belonging, worthiness, self-
acceptance, uniqueness and virtue.
o
Social Benefit
o Physical education also offers a unique setting in which to foster positive interaction
among your learners. Through quality, structured activities and games, physical
education can help learners develop appropriate game play behaviours, such astreating
players and equipment with respect,playing fairly with regards to rules and etiquette,
and demonstrating good sporting behaviours. It allows learners to work in pairs, groups
and teams. It helps with identifying problems; developing problem-solving skills and
reasoning skills.
o Positive socialization entails group affiliation, attitude formation, character education,
moral growth.
Cognitive Benefits
o Although developmental physical education contributes uniquely to the acquisition of
movement skills and fitness enhancement, it also makes many important contributions
to cognitive aspects of children’s development. Cognitive learning is progressive
change in the ability to think, reasoning and act.
o Concept learning is about skill concepts,movement concepts,activity concepts, fitness
concepts, academic concepts.
Hence, physical education has the potential to make significant contributions to the
holistic development and overall education of the learners. It however deeply depends
on the quality of your instruction and the quality of your programmes. It is for you to
plan and implement sound lessons based on developmentally appropriate practices that
allow for successful and positive experiences
2.3 Philosophy of teaching
• A curriculum is a framework of learner-centered physical activity
• Sequence and direction for learning experience
• Design of curriculum/programme
• How to meet the needs of their target learner-/player population
• Racially and culturally diverse
• Aimed at a set of outcomes
• Values and life skill orientation
• Learning should bring conceptual change
31. • Subject matter to be learned, learners for whom curriculum is developed, and
the society that has established the schools.
• To develop a personal activity and fitness life style
• To enhance movement competency and motor skills
• Understanding of movement/coaching principles
• Fully fletched adults on society
• Holistic approach
• Ethical sound
SECTION 3: PHYSICAL EDUCATION LESSONS
Explain in detail the meaning behind this pyramid.
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33. PHYSICAL EDUCATION LESSON PLAN
AIM OF LESSON
A. CONTEXT UNIT: LESSON:
NAME: STUDENT
NUMBER:
SCHOOL: GRADE: CLASS:
NUMBER OF LEARNERS: BOYS: GIRLS
DURATION OF LESSON: ( min) SPECIFIC NEEDS:
HOW WILL YOU: DIFFERENTIATE:
REMEDIATE:
EQUIPMENT NEEDED:
B.
INVITATION/INTRODUCTION:
(duration: min)
WARM-UP BODY AND MIND
ACTIVITY
Learner’s role
Educator’s role
Floor plan Outcomes
(domain)
1.
2.
3.
34. C. MAIN BODY: (duration:
min)
Learner’s role
Educator’s role
Floor plan Outcomes
(domain)
1.
2.
3.
D. CLOSURE (duration: min) Learner’s role
Educator’s role
Floor plan Outcomes
(domain)
1. Warm-down:
2. Reflection:
3. Homework:
E. YOUR REFLECTION OF: WHAT WAS
GOOD?
WHAT WAS A
CHALLENGE?
HOW WILL
YOU CHANGE?
1. LEARNERS
2. LESSON ASPECTS
3. YOUR PRESENTATION
MENTOR/
35. STUDENT/TEACHER: DATE: GUARDIAN: DATE:
Effective classroom management strategies can positively contribute to good behaviour. The
effective teacher should:
• Create class protocols (predetermined ways of handling situations)
• Learners follow a set procedure to go to rest rooms
• Set procedure for taking attendance
• For getting drinks (water)
• Changing before and after
• Handling injuries
• Starting and stopping activity
• Choosing partners/small groups etc
• Develop rules for good behaviour
• What is expected from them
• Communicating the rules; posted on walls
• All (learners, parents, staff) to understand; clear and concise
• Establishing a stimulating environment
• Communicating effectively
• Assess yourself
• GUIDELINES;
• Involve learners in the process to foster ownership
• State rules in positive terms
• No more than 5-6 rules
• Develop general rules that are flexible, covering various situations
• State consequences clearly
• Be sure all learners do understand and agree to rules as well as the
consequences