LP Physical Education Syllabus Guide - nied.edu.na EDUCATION . ... Section A: Gymnastics ... − 50...

MINISTRY OF EDUCATION

LOWER PRIMARY PHASE

SYLLABUS GUIDE

2005

PHYSICAL EDUCATION

GRADES 1 - 4

National Institute for Educational Development (NIED)

Ministry of Education

Private Bag 2034

Okahandja

Namibia

Copyright NIED, Ministry of Education, 2005 ISBN: 0-86976-814-X Printed by NIED Publication date: 2005

TABLE OF CONTENTS

1. Introduction...................................................................................................................1

2. Year Plans Grades 1 - 4 ................................................................................................2

3. Example - Thematic Scheme of Work..........................................................................4

4. Examples of Lessons Plans...........................................................................................5

5. Methods, Activities and Strategies ...............................................................................12

6. Tools and Teaching Materials.......................................................................................13

1. Preparatory Activities............................................................................................13

2. Muscular Strength and Endurance ........................................................................14

3. Flexibility Activities..............................................................................................16

Section A: Gymnastics..........................................................................................................21

Section B: Athletics ..............................................................................................................47

Section C: Sport Skills ..........................................................................................................57

Section D: Games in Limited Space .....................................................................................75

7. A Note on Continuous Assessment...............................................................................83

8. Additional Information .................................................................................................83

9. Glossary of Terms.........................................................................................................84

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1. INTRODUCTION

This guide must be used in conjunction with the P E Syllabus for Gr. 1-4 lower primary phase. The activities explained in this manual are only guidelines and should be expanded by the teacher and adapted according to circumstances. In the lower primary phase, the element of discovery plays a major role which is disruptive of the approach which should be used. The learners should discover movement possibilities under the guidance of the teacher. Questioning learners to initiate movements, is the most commonly used by teachers. For this reason, examples of questions were added in some sections e.g. gymnastics. This guide covers grades 1-4. The gr. 1 teacher for example may use the activities mentioned for Gr. 2 and vice versa. This guide contains the year plans for each grade which is suitable for integrated teaching / thematic approach.

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2. YEAR PLANS GRADES 1 - 4

The purpose of the year plan is to structure the learning content in such a way that it is clear to the teacher: • how to do integrated teaching / thematic approach • how to plan the content for teaching during the course of the year

GRADE 1 GRADE 2

Theme 1: Social Environment Theme 1: Social Environment TOPICS W ACTIVITY TOPICS W ACTIVITY 1. The Family 3 Athletics 1. Own Identity 2 Athletics 2. Local social groups 1 Athletics 2. Social services 3 Athletics 2. Local social groups 1 Athletics 3. Local sources of help

and service 2 Athletics

3. Culture in the family 3 Athletics Physical fitness

4. Local Culture 2 Physical Fitness

5. Natural Culture 1 Athletic 4. National symbols 2 Physical fitness 5. National Culture 1 Physical fitness 9. Shops & markets 1 Physical fitness 5. Infrastructure & Comm. 2 Physical fitness 7. Buildings 2 Physical fitness 6. Transport 2 Games 8. Transport & Comm. 2 Games Theme 2: Health and Nutrition

Theme 2: Health and Nutrition

7. Traffic safety 2 Games 10. Traffic safety 2 Games 8. Family as economic unit 1 Games 12. Preparing food 1 Physical fitness 9. Personal health 2 Games 10. Personal hygiene 2 Games 10. Care of one-self 2 Games 11. Senses 2 Games 11. Safety 2 Sport skills 13. Local food 1 Sport skills 12. Healthy & unhealthy food 2 Sport skills Theme 3: Natural Environment

Theme 3: Natural Environment

13. Local plants 3 Sport skills 14. Plants: Basic characteristics

2 Sport skills

14. Animals: domestic wild 2 Sport skills 15. Special (plants) 2 Sport skills 15. Water 2 Gymnastics 16. Germination 1 Sport skills 16. Weather 2 Gymnastics 17. Animals as part of food

chain 1 Sport skills

17. Keep environment clean 1 Gymnastics 19. Water 2 Gymnastics 17. Animals as part of the

food chain 2 Gymnastics

17. Animals as part of the food chain

1 Gymnastics

18. Seasons 1 Sport skills

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GRADE 3 GRADE 4

Theme 1: Social Environment Theme 1: Social Environment TOPICS W ACTIVITY TOPICS W ACTIVITY 1. Family 2 Athletics 3. Our family life 1 Athletics 2. Origins of people 1 Athletics 2. Other social groups 1 Athletics 4. Culture of our region 1 Athletics 3. Social service providers 1 Athletics 9. How early people lived 1 Athletics 4. Cultural diversity 1 Athletics 5. Historical places and famous

people 1 Athletics

5. National cultures 2 Athletics 6. Know the regions 2 Athletics 6. Public holidays 1 Physical fitness 8. Current events and issues 1 Physical fitness 7. Traffic safety 2 Physical fitness 33. Sound 1 Physical fitness 34. A healthy environment 1 Physical fitness 8. Transport & comm. 2 Physical fitness 6. Means of transport 1 Games 7. Communication 1 Games 9. Housing before and

now 1 Games 15. Location and physical

features 1 Games

10. Our resources 1 Games 14. Security and social services 1 Games 11. Craft and factories 1 Games 11. Fishing and mining 1 Games 12. Economic activities 1 Games 10. How farmers feed our people 1 Games Theme 2: Health, Safety and Nutrition Theme 2: Health, Safety and Nutrition 13. Infectious diseases 2 Games 19. My Body 1 Sport skills 20. Growing up 1 Sport skills 14. HIV/AIDS 2 Sport skills 22. HIV/AIDS 1 Sport skills 21. Myself 1 Sport skills 15. Food storage & prep. 2 Sport skills 23. Good nutrition 1 Sport skills 24. Living or non-living 1 Sport skills 16. Food in Namibia 2 Sport skills 25. The needs of living things 1 Sport skills Theme 3: Natural Environment Theme 3: Natural Environment 12. Social groups 1 Sport skills 17. Plants: Growth 2 Sport skills 26. Plants as living things 1 Sport skills 27. Plants as important sources

of food 1 Sport skills

18. Identification - plants 2 Sport skills & Games

13. How our region is governed 1 Sport skills & Games

35. Plant and animal conservation

1 Sport skills & Games

19. Interdependence of animals

4 Gymnastics 16. Weather, plants & animals 1 Gymnastics

20. Interdependence of climate

2 Gymnastics 17. Our settlements 1 Gymnastics

21. Clean water 2 Sport & Games 18. Our population distribution 1 Gymnastics 28. Animals as living things 1 Gymnastics 31. Soils 1 Gymnastics 32. Light 1 Gymnastics 29. Materials and their

characteristics 1 Sport & Games

30. Water 1 Sport & Games

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3. EXAMPLE - THEMATIC SCHEME OF WORK

Environmental Studies Grade 1 Theme: Social Environment

Language 1 Theme 1: Social

Environment Topic 1.1: The Family Listening and speaking: Talk about family members: mother, father, sister, brother. Reading: Visual perception − Discuss pictures of

families. − Arrange pictures of

families – youngest to oldest.

Phonics: Hearing exercises − two vowels per week:a,

i, o, u Writing: Correct posture − correct pencil grip − 50 mm fold lines thick

crayon − Focus on L>R − Finger exercise − Cutting exercise − Colouring pictures − Tell stories with pattern

Language 2 Theme 1: Social

Environment Topic: The Family Listening and understanding: Listen to: stories; rhymes; songs; respond to instructions Speaking: − Retell parts of stories − Talk in pairs − Sing songs (health /

family) − Role play Reading: − Read picture words − Develop eye movement

with pictures of the family

Writing: − Colouring pictures − Matching

pictures/puzzles − Draw own pictures − Trace and copy simple

words

Environmental Studies Theme 1: Social

Environment Topic 1: Social groups

and institutions Preparatory Activity − Me – myself Sub-topic: The family as a base social group − Tell about family

members − Discuss family

relationships − Draw the family

members − Loyalty to parents ,

sisters and brothers − Mutual responsibility

between family members

− Obedience and cooperation

Mathematics Measurement: − 2 D shapes − Graph shapes Spatial relationships: Length: vocabulary Number concept development: − Count to 5 − Matching one-to-one

correspondence − Manipulate 5 counters − Count out 3 objects Problem solving: − In the range 0 – 2 Computation: − Computation within the

ranges 0 - 2

Arts Become aware of their senses themselves and their immediate surroundings: − Become aware of voice − Become aware of

movement − Experiment

individually and in pairs with facial expressions

Religious Education Belonging: Self and the

Community Story: Baby Moses Song: Own choice

Physical Education Athletics − Running act (S 3.1) − Jumping act (S 3.5) − Throwing act (S5.31) − Competition (S 3.12)

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4. EXAMPLES OF LESSONS PLANS

LESSON PLAN FORMAT

PHYSICAL EDUCATION WEEKLY PLAN

Grade : _____________________________________ Section :

____________________________

Theme : _____________________________________ Activity :

___________________________

Apparatus : __________________________________

LEARNING OBJECTIVES : __________________________________________________________ ACTIVITIES BASIC COMPETENCIES PART 1

Preparatory activities

PART 2

Mastering of skills

PART 3

Application and assessment in one of the following forms: • Games • Competitions • Group work • Sequence

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GRADE 1

PHYSICAL EDUCATION WEEKLY PLAN

Grade : 1 Section : Athletics

Activity : Running and Jumping activities

Apparatus : _________________________________

LEARNING OBJECTIVES : - Participate in running activities/games emphasizing speed - Participate in jumping activities with emphasis on distance

ACTIVITIES BASIC COMPETENCIES

PART 1

Preparatory activities and structural exercises • Warming up

exercises

• Running train: Running on the spot with

fast arm and leg action

• Participate in running

activities with emphasis on speed

• Participate in jumping activities with emphasis on jumping distance

PART 2

Mastering of specific skills • Running with speed • Jumping with

emphasis on distance & participation

• Stay with the Ball: While a ball is rolled between two lines, the learners must try and keep up with the ball

X X X X • Filling the basket: Use wastepaper basket

and fill with been bags. Teacher scatters bags around & learners collect it and fill up basket.

• Jump over objects: jumping different ways over different objects

• Fill the corners: Learners execute various types of jumps from corners of playing area towards centre where teacher are

PART 3

Application and assessment in one of the following forms: • Games • Competitions • Group work • Sequence

GAME: • Flying birds: Free running with flapping

arms or elbows • Frog in the sea: The players skip around the frog in the middle and chant. “Frog in the sea cant catch me” Suddenly the frog jumps and chases them, catching as many as possible • Frog jumping: From crouch with hands on

floor between legs, free jumping to land first on feet and then on hands.

• Imitative games for

application

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PHYSICAL EDUCATION WEEKLY PLANGrade: 1 Section: Physical fitness. Activity: Imitative activities (Animals in the field) Apparatus: None LEARNING OBJECTIVES: - Performing imitative activities for warming up purpose

ACTIVITIES BASIC COMPETENCY PART 1 Introductory activities

• Flying birds : Learners run around freely with flapping elbows / arms

• Participate in imitative activities of annual origin.

• Monkey running : Learners

move around freely on all fours, stopping every few meters to scratch under armpit.

PART 2 Mastering of specific skills • Muscular strength

and endurance • Flexibility

• Caterpillar walking with toes: Move forward on feet, using toes

• Sparrow hopping: With elbows bent and hands flapping at shoulders, free hopping with stiff knees

• Rabbit hopping: From crouch with hands next to ears, free hopping to land on hands and then to feet

• Bear walking: On all fours, walk forward with straight arms and legs, moving arm and leg on same side with each step.

• Trees: Standing, pretend to be a tall tree and stretch branches (arms) way over head. A strong wind makes the tree bend sideways

PART 3 Application and assessment of mastered skills in one of the following forms • Games • Competition • Group work • Sequence

• Game: Learners move around freely (to the rhythm of music). On signal (when the music stops) the learners have to imitate the animal named by the teachers, e.g., flying bird, running monkey, hopping rabbit, etc.

• Conclusion: "Animals" are very tired.

They lay down on the ground and sleep.

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GRADE 2

PHYSICAL EDUCATION WEEKLY PLANGrade: 2 Section : Gymnastics Activity : "Travelling" on feet and all fours, forward roll, balancing Apparatus: Chairs, mats (if available) LEARNING OBJECTIVES: - Travel: in a variety of ways not including terms and jumps

ACTIVITIES BASIC COMPETENCYPART 1 Introductory activities • "Travelling" and

stopping • Jumping

• Learners move freely around. Practice them to react immediately on the command " Stop!"

• Repeat the above but on command "Jump!" learners jump high and land with knees fully bent.

• Travel in a variety of ways using body parts using ring and small movements

• Change direction, tempo and level

PART 2 Mastering of specific skills • Forward roll

• Learners perform forward rolls from a crouch position

• Balancing

• Learners balance in different ways on feet, knees, hands and knees / feet, seat, trunk, etc.

PART 3 Application and assessment of mastered skills in one of the following forms: • Games • Competition • Group work • Sequence

Group work • Group 1: Balance in different ways in

the hoops. Hold balancing position for three counts. (There should be a hoop for each learner in the group.)

• Group 2: Perform forward roll on soft sand / mats / grass / towels

• Group 3: Mount on chair in any way. Jump from chair with soft landing (bent knees). (There should be a chair for each learner in the group.)

• Group 4: Combine forward roll with a balance activity

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GRADE 3

PHYSICAL EDUCATION WEEKLY PLANGrade: 3 Section : Athletics Theme : Social groups Activity : Running, jumping, throwing activities and competition LEARNING OBJECTIVES: Participate in running activities/games emphasizing speed throughout activity/play Participate in jumping activities/games with emphasis on jumping for height throughout activities Participate in throwing activities/games with emphasis on throwing for distance Participate in group competitions

ACTIVITIES BASIC COMPETENCYPART 1 Preparatory activities

• Overtaking the ball: The teacher rolls a ball towards a group of learners who are lined up 10 meters apart. When the ball passes a static ball, the learners must take off and run to prevent the rolling ball from passing them. Shorten distance between ball & learners.

• Participate in running activities with emphasis on speed: overtaking the ball/ a partner

PART 2 Mastering of skills

• Hoop jumps: • Jumping over the rope • Partner jumps: • To and from throwing: • To and from jumping:

• Participate in jumping activities with emphasis on jumping for distance e.g. hoop jumps.

• Participate in throwing activities with different objects and in different ways e.g. throwing a bean bag.


Groups • Corner relay: On signal all groups

start running in an anti-clock direction to the next corner. Each time a group completed their distance, they must stop and form up. Points are given to take the winning group.

• Learners line up with leader 3-5 meters

from front facing them. An object is thrown to the first pupil who catches it and throws it back where-upon he sits down. Repeat. The last one in the line will catch the object, run to the front. Repeat until everybody had a chance to be in the front position.

• Participate in group competitions in running, jumping and throwing activities

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GRADE 4

PHYSICAL EDUCATION WEEKLY PLANGrade: 4 Section : Physical fitness Theme : Activity : Flexibility Apparatus: LEARNING OBJECTIVES: -

ACTIVITIES BASIC COMPETENCYPART 1 Introductory activities and structural exercises

• Action song • “Dry bones”

• Learners do actions while singing the song

PART 2 Mastering of skills • Flexibility

Imitative activities to obtain flexibility in the following joints: • Angle

Giant rubber band hinges. Partners kneeling, facing each other pretend to put a giant rubber band around their shoulders. In this position with pointed toes, stretch whole body away from partner

• Teacher asks learner to stand in different ways and do exercise

• Hip

Greeting Arab. In stretch kneel-sitting trunk and arms lowering and raising rhythmically.

• Shoulder

Straddle standing. Pretend to be a swimmer swimming back stroke, crawl stroke and butterfly stroke with arms.

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ACTIVITIES BASIC COMPETENCY

• Spinal column

Bridges and snakes. Partners. One makes a bridge with own body while the other one (snake) wriggle under the bridge. Change positions.


Competition “Wheel barrow game” in two groups

• Teacher explains

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5. METHODS, ACTIVITIES AND STRATEGIES

The intent of the curriculum and this syllabus is to promote learner-centred instruction. Teachers may use a variety of learner-centred methods in teaching mathematics. Mathematics provides the following opportunities for teachers: • To reduce the amounts of teacher talk and increase the amount of active student

engagement in learning tasks • To invite learners, where possible, to discover concepts, rationales and relationships. • To advise activities that are as meaningful, interesting, and relevant to the learners

as possible • To encourage and assist learners in assuming responsibility for their own learning • To extend learners’ thinking skills by using real life problems of interest to them • To develop teaching skill in inviting and drawing out learners thinking through

skilfully questioning, probing student answers, and engaging learners in conversations about mathematics, etc.

• To help the learners apply their mathematics skills to their own environment. • To allow learners opportunities to develop their own effective ways of doing

operations • To allow learners to build knowledge about Mathematics through discourse with

their peers. • To teach learners how to work effectively in groups to solve problems. • To be constantly aware of the impact of your teaching on the learner and making

adjustments by responding with needed help. • To support the learner in recognising the relationship of mathematics to other

subjects in the curriculum. *Key learner-centred words are in bold.

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6. TOOLS AND TEACHING MATERIALS

1. PREPARATORY ACTIVITIES

1.1 IMITATIVE ACTIVITIES GRADE 1 GRADE 2 GRADE 3 GRADE 4

Imitative activities of animal origin that involves free running: • Flying birds : Free running with

flapping elbows / arms • Galloping horses : Free running

/ galloping with leading knee high raising, using a vigorous arm action

• Ostrich running : Free running

with straight legs, leaning backwards and holding arms a sides, or against chest

• Monkey running : Free running

on all fours, stopping every few metres to scratch under armpit

Imitative activities of a general character that involves free running: • Gliders : Arms sideways, free

running, banking and swerving from side to side

• Motor-car driving : Free

running, pretending to drive an imaginary car

Imitative sport activities that involves free running: • The fielder : Run, bend down,

pick up an imaginary ball and throw to wicket

• The sprinter : From "set"

position, spring up and sprint across to opposite side

Participate in individual games which involve free running, e.g. chase him, keep the baskets full, etc. • Keep the basket full

• A basket full of beanbags or small balls is placed in the centre of the available space.

• The teacher scatters the contents, one or two at a time, far and near in all directions, as fast as she can. The learners collect the balls or beanbags one at a time and return them to the basket, filling it as quickly as the teacher empties it.

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2. MUSCULAR STRENGTH AND ENDURANCE

2.1 FREE STANDING EXERCISE GRADE 1 GRADE 2 GRADE 3 GRADE 4

Imitative activities for the strengthening of the following muscles: • Foot

• Caterpillar walking with toes : Move forward on feet, using toes

• Leg

• Sparrow hopping : With elbows bent and hands flapping at shoulders, free hopping with stiff knees

• Abdomen

• The drummer : In crook sitting leaning on hands drum heels alternately on floor

As in grade 1, but use a variety of exercises: • Foot

• Walk on toes like a tall giraffe

• Leg

• Kangaroo hopping : From half crouch with arms bent in front of chest, free hopping with a rebound in half crouch position

• Abdomen

• Boat rowing : In crook silting, arms forwards, row trunk backward and forward with arms bending and stretching

As in grade 2, but increase the degree of difficulty • Foot

• Walk on inside / outside of feet like a man with club-feet

• Leg

• Frog jumping : From crouch with hands on floor between legs, free jumping to land first on feet and then the hands - like a frog jumping from stone to stone

Run continuously for +/- 8 minutes using a variety of activities/games. Follow the leader; command games in area, word play, etc. • Follow the leader

• The game leader or pointed player moves in various ways, for example by walking, skipping, running or crawling.

• The other players follow him, imitating his movements.

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GRADE 1 GRADE 2 GRADE 3 GRADE 4

• Back • Copping wood : In scissors

standing with arms upward, trunk swinging downwards and stretching up in chopping action

• Shoulder and arms

• Rabbit hopping : From crouch with hands next to ears, free hopping to land each time first on hands and then to feet

• Back • Fowls drinking water:

Kneeling. Trunk, bending forward to stoop kneel silting to touch forehead on floor, followed by trunk stretching


• Kicking donkeys: From all fours position jump legs into air kicking as vigorously as possible

• Abdomen • Merry-go-round :' 'In crook

sitting leaning on hands lift feet from the ground pushing body around and around with hands

• Back

• Seat looking for fish: Front-lying grasping hands behind back. Lift trunk with a rocking and straining motion, turning the head from side to side


• Lame dog : Free running in all four position holding one foot of the floor

• Fartlek Alternate fast and slow running for +/- 8 minutes using a variety of activities/games, e.g. Follow the leader (Leaders vary the tempo of running), robot game, word play (vary speed at every turn) Games • Follow the leader

• The leader moves in various ways, e.g. walking, running, skipping, jogging, etc.

• The other players must follow him, imitating his movements.

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3. FLEXIBILITY ACTIVITIES

3.1 FREE-STANDING FLEXIBILITY EXERCISES GRADE 1 GRADE 2 GRADE 3 GRADE 4

Imitative activities to obtain flexibility in the following joints:

• Ankle • Dinosaurs walking. On all

fours, walk forward flat footed and stiff legged. Walk forward saying “Hand, hand, foot, foot”. Move only hand when saying “Hand” etc.

• Knee • Bear walking. On all fours,

walk forward with straight arms and legs, moving arm and leg on same side with each step.

Imitative activities to obtain flexibility in the following joints. • Ankle

• The drummer. In crook sitting leaning on hands play drum with toes and heels alternately.

• Knee

• Counting toes. Long sitting, bend forward touching toes with fingers counting toes of each foot.

Imitative activities to obtain flexibility in the following joints: • Ankle

• Giant rubber band hinges. Partners kneeling, facing each other pretend to put a giant rubber band around their shoulders. In this position with pointed toes, stretch whole body away from partner

• Knee • Partner rowboats. Back-to-

back straddle long sitting with partners’ hips and shoulders touching. Lie back on partner’s back, then relax and lean forward. Perform activity rhythmically.

Participate in simple exercises for the strengthening of the following muscles: foot, lower leg, upper leg, abdomen back shoulders and arms. Activities • Crouch jumps

• The hips should be lifted as high as possible, with knees well bent, hands flat and shoulder width apart, arms firm and straight with body weight on the arms, head held back. Lower smoothly and softly.

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• Hip • Eating candy. Standing,

pretend to hold a piece of candy tightly between knees. Bend forward and nibble on candy.

• Shoulder • Climbing a ladder.

Standing, pretend to climb a rope ladder, using only the arms.

• Spinal column • Trees. Standing, pretend to

be a tall tree and stretch branches (arms) way over head. A strong wind makes the tree bend sideways, etc.

• Hip • Fresh flowers and faded

flowers. From stretch straddle-standing, with fingers extended and looking upward, the flowers slowly wilts in hot sun to stoop standing. On being watered the flower freshens up.

• Shoulder • Windmills. In straddle

standing with one hand on hip, opposite arm circling backwards.

• Spinal column • Rocking horse. In front

lying ankles grasped, rock to and fro.

• Hip • Greeting Arab . In stretch

kneel-sitting trunk and arms lowering and raising rhythmically.

• Shoulder • Straddle standing. Pretend

to be a swimmer swimming back stroke, crawl stroke and butterfly stroke with arms.

• Spinal column • Bridges and snakes.

Partners. One makes a bridge with own body while the other one (snake) wriggles under the bridge. Change positions.

• Forward Roll • From crouch position, raise

hips, tuck head well in, roll over slowly and smoothly, letting shoulders take the weight of the body.

• Backward role • Sitting with knees bent,

swing legs overhead. Push with hands and land on feet.

• Free running • With high knee raise on

signal drop to front lying with hands below shoulders, jump up immediately and continue free running. Repeat movement sequence four or five times, then run on spot ready for playing free and caught.

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3. FLEXIBILITY ACTIVITIES 3.2 FLEXIBILITY EXERCISES WITH SMALL APPARATUS, E.G., BEAN BAGS OR SHOES, BALLS, STOCKS, HOOPS

ETC. GRADE 1 GRADE 2 GRADE 3 GRADE 4

Simple exercises with bean bags or shoes to obtain flexibility in the following joints: • Ankle

• With toes of right foot, pick up bean bag and make circular movements with foot. Pass bag to left foot and repeat action

• Knee

• Straddle long sitting with bag in both hands. Bend forward and place3 bag behind left foot. Come upright again, bend forward and pick up bag. Repeat to right foot.

Simple exercises with sticks to obtain flexibility in the following joints: • Ankle

• Crook sitting with stick in front of feet. Heel and toe tapping alternately on either side of stick.

• Knee

• Long sitting. Hold stick at both ends. Bend left leg and push sole of foot against centre of stick. Stretch left leg into air. Return to starting position. Repeat with right leg.

• Hip

• Straddle standing with stick across back in crook of elbows. Trunk twisting to alternate sides.

Simple exercises wit balls or hoops to obtain flexibility in the following joints: • Ankle

• Walk forward and dribble ball by using the inside and then the outside of feet

• Walk all around on flat hoop

• Knee

• Standing. Ball in both hands held in front. Swing stretched left leg upwards and kick ball from hands. Repeat with right leg.

• Straddle standing over hoop. Touch from rim of hoop, then back rim and return to standing

• Kranz curl

• As 1, on signal drop back lying with, knees slightly bent – raise head and trunk just high enough to touch knee caps with fingertips (Repeat three times).

• Push-ups

• Lie front downwards with legs together. Point the hands forward and position them under the shoulder. Push up from the floor by straightening the elbows and keeping the body straight. Return to starting position, chin touching the floor.

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GRADE 1 GRADE 2 GRADE 3 GRADE 4• Hip

• Stretch kneeling grasping bean bag above head. With bean bag in one hand trunk bending forward-downward to stoop kneel sitting changing bean bag to opposite hand behind back etc.

• Shoulder • Scissors standing, grasping

bean bag in one hand. Windmill, arm circling backward. Change arms and legs.

• Shoulder • Standing. Holding stick

horizontally with arms in front. Bend legs, lower stick and climb over. Swing stick behind over head and back to the front, while hands maintain their grip.

• Spinal column

• Standing, Support with right hand on one end of stick while the other end supports vertically on ground. Move body underneath right hand while stick is kept on the ground. Repeat to opposite side underneath left arm.

• Hip • Crouch sitting with both

hands on ball. Stretch legs and roll ball in a circle around the feet.

• Circle hoop around hips (hoola-hoop)

• Shoulder

• Front lying with trunk raised, ball in one hand. Change ball to other hand behind back, etc.

• Stand with hoop held in

both hands above head. Lower hoop, climb through and stretch again to starting position.

• Girls use the knees rather than the feet as pivots, if necessary.

Standing with inverted chair resting on head, knees bending and stretching rhythmically and in time with counts.

Participate in an obstacle course activity which includes activities such as running, crawling, climbing, balancing and jumping. Use small and big apparatus as obstacles. Repeat the course once or twice.

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• Spinal column • Straddle standing arms

upward grasping bean bag in both hands. Trunk leaning backward, dropping bean bag on to the floor, followed by trunk bending forward-downwards to grasp bag between legs, etc.

• Spinal column • Learners stand in a circle in

straddle standing. First pupil pass ball overhead to pupil behind him. He pass the ball between his legs to third pupil.

• Front lying while hoop is held in both hands high above head.

Obstacle activities • Grasping a double rope, heave-

swing across a marked space (ditch)

• Run along a bench-top and jump over a horizontal cane.

• Circle a horizontal bar at head height.

• Cat crawl along parallel-bars • Traverse climbing apparatus. • Crawl below very low beam. • Balance walk along rib of

inverted bench. • Hand-over-head monkey

crawling below beam at stretch height.

• Running one lap around two beacons placed at opposite ends of play area.

• Finish with two forward rolls on landing mats. (see figures in grade 5)

Flexibility Activities Participate in simple exercises to obtain flexibility in the following joints: ankle; hip; shoulder and spinal column.

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SECTION A: GYMNASTICS

1. LOCOMOTOR MOVEMENT 1.1 ‘TRAVEL’ I.E. MOVE FROM ONE PLACE TO ANOTHER IN A VARIETY OF WAYS NOT INCLUDING ROTATIONS

(TURNS) AND JUMPS GRADE 1 GRADE 2 GRADE 3 GRADE 4

Travel in a variety of ways using various body parts • Feet

• Walk on heels, toes and sides of feet

• Walk while holding arms in

different position/moving arms in different ways

• Walk with straight legs, with knee bend, etc.

• Hands and feet (Front towards

the ground) • Dog. Free running in all

fours like a dog

• Cripple dog. Free running in all fours position holding one hand off the floor.

• Lame dog. Free running in all fours holding one foot off the floor

‘Travel’ in a variety of ways on various body parts As in Grade 1, but guide the learners by means of questions such as: • Feet

• Can you walk all about the place on your feet?

• What parts of your feet can you walk on?

• Can you walk without your heels on the floor?

• Can you walk with your toes off the floor?

• Hands and feet

• Show me ways of travelling using your hands and feet!

• Can you move in different directions?

‘Travel’ in various varying body parts support As in Grade 2, adding questions / command like the following:

• Run here there and everywhere without bumping into anyone

• Walk with noisy feet and then with quiet feet

• Run around stopping away when the teacher says ‘and stop’

• Walk and later trot around using very small steps

• Run around slowly, and on a signal quickly, and so on

• Travel on hands and feet without only one hand and one foot moving at the same time with back / stomach / sides facing the floor

• Travel on two hands and one feet / two feet and one hand

TUMBLING Forward roll Perform a forward roll with correct technique. • Crouch:

• In crouch sitting in front of a landing mat.

• Put the hands shoulder wide on the mat and pull in the head – the chin rests on the chest.

• Straighten the legs and roll over the shoulders

• Pull in the legs and land in a crouch position

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• Caterpillar walking. From front lying support take short steps towards hands, keeping legs straight, then move hands forwards to starting position.

• Hands and feet (back towards

ground) • Beetle crawling. In crook

back-lying support, run forwards or backwards on all fours

• Trailer. In back-lying support, drag legs about floor using arms only.

• Hands and feet (side towards

ground) • Crab running. On all fours

walk sideways to both sides.

• Hands and feet • Can you move your hands

first then your feet? • Can you go with your

tummy up? • Other body parts

• What part of your body can you use to move about the room?

• What kind of movements can you do?

• Can you crawl/ Slide? • Can you move without

using your hands? • How did you do it? • What parts did you use?

‘Travel’ in a variety of ways in different starting positions

• Standing

• In how many ways can you move from a standing starting position?

‘Travel’ in various ways, varying body positions • Feet

• Can you walk all about the place on your feet?

• What parts of your feet can you walk on?

• Can you walk without your heels on the floor?

• Can you walk with your toes off the floor?

• Hands and feet

• Show me ways of travelling using your hands and feet!

• Can you move in different directions?

• Can you move your hands first then your feet?

• Can you go with your tummy up?

• Standing position and ending a crouch • In a standing position – legs

together in front of a landing mat. Arms in front.

• Bend the knees slightly to squat

• Pull in the head • Place hands on the mat and

roll over shoulders • Pull in the legs and roll over

to stand • Arms out in front

• Over objects

• Stand in front of a mat in the floor

• Partners sit in front of mat holding a rope at the ends

• Bend knees slightly • Stretch the arms and roll

over the rope. • end in crouch sitting – arms

in front

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• Clock-hand. In side lying support walk with feet around supporting hand.

• Hands and knees • Hedgehog crawling up. In

front kneeling, the hedgehog runs a few paces, then suddenly curls up as small as possible

• Seat and feet • Caterpillar. In long sitting /

crook sitting position move forwards like a caterpillar

“Travel’ in a variety of ways using big and small movements

Repeat the above-mentioned movements but emphasize big and small movements, e.g.,

• Walk on toes like a big tree or a small tree

• Crook sitting / Long sitting • Can you move forward in

crook sitting without using your hands?

• Front lying support • Show me how many ways

you can move from front lying support.

• How high / low can you move in this position?

• Crouch • Can you move forwards /

backwards / sideways in crouch position?

• Other body parts • What part of your body can

you use to move about the room?

• What kind of movements can you do?

• Can you crawl/ Slide? • Can you move without

using your hands? • How did you do it? • What parts did you use?

‘Travel’ in various ways, varying direction

Repeat the above-mentioned movements but emphasize different directions, e.g., forwards, backwards and sideways

• Travel on hands and feed, signal change direction

• Through objects

• In crouch sitting – in front of a mat

• Partner holds a hoop vertical a few centimetres from the floor

• Push the arms through the hoop to do a forward roll on the mat.

• Pull in the legs to land in crouch sitting.

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“Travel’ in a variety of ways changing direction, tempo and level Repeat the above-mentioned movements but emphasize changing of: • Direction (forward, backward

and sideways) e.g. • Beetle crawling in different

directions • Tempo (fast and slow), e.g.

• Cripple dog running fast and slow

• Level (high and low), e.g. • Walk with arms in different

positions as high or as low as possible

‘Travel’ in a variety of ways using a variety of floor patterns Repeat the above-mentioned movements but emphasize the different floor patterns that can be used, e.g., • A square or a circle • Any figure, e.g.

8 6 3 • Any letter, e.g.

B M S

‘Travel’ in various ways, varying tempo, Repeat the above-mentioned movements but emphasize different tempo’s e.g. fast and slow

• Can you walk four paces fast and four paces slow?

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2. ROTATION (TURNS) 2.1 A VARIETY OF ROTATIONAL MOVEMENTS AROUND THE LONGITUDINAL AXIS (LENGTHWISE)

GRADE 1 GRADE 2 GRADE 3 GRADE 4A variety of rotational movement around the longitudinal axis varying starting positions • Standing

• Standing on toe / heel of one foot – spin round like a top

• Crouch

• With weight on toes of one foot, spin round like a top

• Crook sitting

• With weight on seat, spin round like a top

• Front kneeling

• With weight on one knee, spin round like a top

• Back lying

• With arms extended above head roll over to front lying, etc. like a tree log

A variety of rotational movements around the longitudinal axis • In different starting positions • To left and right • With tempo variation As in Grade 1, but guide the learners by means of questions

• Can you spin around on one foot like a tall top?

• Can you spin around like a small top?

• Who can repeat this to both sides (clockwise and anti-clockwise)/

• On how many parts of your body can you spin around like a top?

Quarter, half and full turns around the longitudinal axis, varying standing positions, body parts used for support and direction As Grade 2, but make a quarter, half or full turn

• Can you spin around on one foot like a op making a full turn?

• Can you repeat it in the other direction?

• What is the best position to hold your arms when performing this action?

Backward roll Perform a backward roll with correct technique. Starting from: • Crouch

• In crouch sitting with the back to the mat, the arms are stretched alongside the ears.

• The head is lifted, the back straight and the knees together.

• Bend the upper trunk slightly forward and lower the head. The back is now slightly round.

• Bend the elbows and bring the hands net to the ears with the palms in an upright position.

• Roll straight backward with the hand palms. Flat on the floor. The legs remain in a crouch position through the roll.

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GRADE 1 GRADE 2 GRADE 3 GRADE 4 • Push with the hands against

the floor and lift the arms forward, upwards.

• Roll over to land on the feet – and through crouch to a standing position.

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2. ROTATION (TURNS) 2.2 A VARIETY OF ROTATIONAL MOVEMENTS AROUND THE SAGITTAL AXIS (FORWARD – BACKWARD AXIS)

GRADE 1 GRADE 2 GRADE 3 GRADE 4Move around the sagittal axis while using various body parts for support, e.g., • Hands and feet / knees

• From front kneeling roll sideways on back / shoulders and back to front kneeling like a pig rolling in mud

• Hands

• Bunny jump sideways from crouch position

• Turn round sagittal axis from standing / straddle standing (“Cartwheels sideways)

Rotate in a variety of ways around the sagittal axis the hands for temporary support As in Grade 1, but guide the learners by means of questions such as:

• Can you jump sideways like a bunny jumping over a bush?

• Who can roll sideways like a wheel?

• Can you roll to the other side as well?

Movements around the sagittal axis • As in grade 2, adding

• Straddle sitting. Fold forward placing chest / stomach onto the thigh. Roll onto back, holding onto legs behind knees and rocking from side to side. Sweep trunk in a circular motion rolling sideways onto the other shoulder and return to straddle sit, facing the other way.

Cartwheel Perform a cartwheel with correct technique • Without run-up – along a line

• Determine whether the learner prefers to move onto his left or his right foot.

• Perform a ‘bunny jump’ moving the feet sideways. Keep the arms straight, the back flat and look at the hands throughout.

• perform a mini-cartwheel with the sequence foot-hand-hand-foot. Try to put hands and feet in straight line.

• Jump across a bench/trunk – two hands on the bench/trunk,

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2. ROTATION (TURNS) 2.3 A VARIETY OF ROTATIONAL MOVEMENTS AROUND THE FRONTAL AXIS (DIRECTED AT THE FRONT)

GRADE 1 GRADE 2 GRADE 3 GRADE 4Transfer the body mass to-and-fro (“rocking”) using various body parts for support. E.g., • Seat / back / shoulders

• From crook sitting, arms around knees, rock / roll backwards to shoulders and back to crook sitting

• Chest / abdomen / thigh

• from front lying, arms, above head, rock to-and-fro from chest to thighs, etc.

Informal rotation around the frontal axis

• In all fours position, stick right hand through the gap between the left arm and left leg. Head following right arm. Lift hips and roll over right shoulder.

• Repeat action with left arm and roll over right shoulder

• Straddle standing. Stick both arms far back between two legs. Roll forwards on shoulders to long sitting

As in Grade 2, but vary: • Starting position, e.g., crouch,

standing, straddle standing • Position of limbs during rotation,

e.g., legs together, legs apart, straight legs, etc.

• Final position, e.g., crook sitting, long sitting, crouch standing, etc.

• Tempo, e.g., rolling fast or slow

• Roll about the area experimenting to see how many different shapes you can travel through

• Cartwheel over a box, bench, trunk using sequence foot – hand – hand foot with support. Place one hand then the other; start with a good hence position with front knee bent to help the push – keep body straight.

• As above but extend the legs through the split handstand. Start pushing hard with the arms; finish in a good standing posture.

• Progress to cart wheeling on the floor. Work with a little speed to help keep the body straight.

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3. JUMPING 3.1 JUMP AND LAND WITH A BOUNCE IN THE KNEES

GRADE 1 GRADE 2 GRADE 3 GRADE 4Jump and perform a shallow landing, e.g.,

• Jumping like a bouncing ball • Can you jump and land

softly?

Jump and perform a deep landing, e.g.,

• Jump high into the air and land in a crouch position

• Jump and land with bounce in knees like a rabbit hiding from wild dogs.

As in Grade 2 • Perform singe / consecutive

jumps on the sot, landing on both feet. Concentrate not on the jump but on a resilient landing

• Trot slowly, take off one foot and land on both feet, concentrating on a good landing

• To left and right • After managing to perform

a cartwheel with ease to the side that is more comfortable for the learner – he tries to perform it to the other side.

• Practice to the other side along a line without concentrating on the correct leg and body posture.

• Start with straddle stand on a line

• After performing the cartwheel try to land with the feet on the line again.

• If difficulty is experienced support can be given to swing up sideways into handstand.

• Stretch the whole body throughout the movement.

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3. JUMPING 3.2 JUMP ON THE SPOT IN VARIOUS WAYS

GRADE 1 GRADE 2 GRADE 3 GRADE 4Jump on the spot varying positions of limbs while in the air, e.g.,

• In how many ways can you hold your arms in the air while jumping?

• In how many ways can you hold your legs in the air while jumping?

• Can you look like a star while jumping?

Jumps on the spot varying:

• Body position while in the air • Can you stretch / curl your

body while jumping? • Jump and show wide /

narrow / twisted shapes in the air while jumping?

• Half and full turns

• Can you turn in the air while jumping?

Jump on the spot, varying: • Starting positions • Positions of limbs in the air • Shallow or deep landings • Positioning of feet on landing

• Jump concentrating on good squashy landings

• Jump in as many different ways as you can think of

• Can be performed as follows: left foot – left hand – right hand – right foot – left foot.

OR

• Right – foot – right hand –

left hand • left hand – left foot – left

foot – right foot.

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3. JUMPING 3.3 ‘TRAVEL’ USING DIFFERENT WAYS OF JUMPING

GRADE 1 GRADE 2 GRADE 3 GRADE 4‘Travel’ using the five basic jumps’: • From two feet to two

feet • From one foot to two

feet • From two feet to one

foot • From one foot to the

same foot • From one foot to the

other foot

Jump using he feet in various ways, varying the length of step / tempo / direction / and also rhythmical repetitions

• Experiment to find how many sorts of jumps there are depending on whether you take off one or two feet and land on one or two feet

• Stand and jump a long way forwards / backwards / sideways

• Join together several different jumps

Jumps with height and distance requirements while ‘travelling’ and varying positions of limbs during travelling.

• Trot and jump as high as possible.

• Trot and jump with a hand / another part of the body as the highest part

• Stand and jump as high as possible landing a metre away forwards / backwards / sideways

Headstand Push up from a crouch position to crouch head standing:

• The headstand is a hand balance, the body being supported on a triangular base formed by the forehead and the two hands

• Two learners face each other about one metre apart. The one performs the balance while the other acts as support.

• The performer goes down in crouch in front of the mat

• He places his hands about shoulder width apart upon the mat with the fingers pointing slightly inward. The forehead is placed on the mat a little in advance of the hands – forming a triangle.

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4. BALANCING 4.1 BALANCE IN DIFFERENT WAYS ON THE SPOT

GRADE 1 GRADE 2 GRADE 3 GRADE 4Balance on the spot while using various body parts for support • Feet Standing Toe standing Straddle standing Scissors standing Forward lunge Standing on one leg Straddle standing, trunk forward Front balance standing

Balance on the spot, varying • Body positions (front, side or

back towards the ground) • Body parts used for support • Position of limbs As in Grade 1, but guide learners by means of questions

• Experiment to find how many parts of the body can bear your weight?

• What can you with the ‘loose’ parts of the body while balancing in different positions?

• Balance on various groups of three parts

• Take your weight / balance on various pairs of matching parts, e.g., feet, hands, knees

• Take body weight on various patches, e.g., bottom, back, chest. Reduce the size of the patch

Balance on the spot, varying • Body positions (front, side or

back towards the ground) • Body parts used for support • Position of limbs As in Grade 1, but guide learners by means of questions

• Experiment to find how many parts of the body can bear your weight?

• What can you with the ‘loose’ parts of the body while balancing in different positions?

• Balance on various groups of three parts

• Take your weight / balance on various pairs of matching parts, e.g., feet, hands, knees

• Take body weight on various patches, e.g., bottom, back, chest. Reduce the size of the patch

• The legs are moving as close to the hands as possible and the weight of the body has been transferred onto the forehead and hands.

• The legs are now lifted to a crouch headstand.

• The helper can help to steady the body.

• The legs are moving back to a crouch sitting

• Practice crouch head standing

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• Knees Kneeling Support kneeling forward • Hands and knees / feet All fours Front kneeling Crab standing Crook back lying support Side lying support

• Move around stopping every few seconds to balance in a different way on different body parts

• Find a variety of balances on two or three parts. Move other parts of body fairly slow, trying to keep in balance

• Stand on both feet. Slowly take one foot from the ground to stretch it out in different directions

• Move around stopping every few seconds to balance in a different way on different body parts

• Find a variety of balances on two or three parts. Move other parts of body fairly slow, trying to keep in balance

• Stand on both feet. Slowly take one foot from the ground to stretch it out in different directions

Handstand Perform a handstand wit correct technique with support, e.g. Partner / wall.

• This is a strengthening activity for the arms and shoulders, demanding control and balance.

• Kicking horses • Crouch position, hands on

the floor, shoulder with apart, head well back.

• Perform kicking movements with the legs, raising them as high as possible

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GRADE 1 GRADE 2 GRADE 3 GRADE 4• Seat Balance sitting • Nape Nape standing • Trunk Front lying Back lying Side lying • Hands and head Crouch balance with head on ground Head standing

• Handstand in two (with support) • Helper stands in forward

lunge position. • The performer walk

(scissors) standing bends forward, placing his hands on either side of the helper’s front foot with one shoulder pressing against the helper’s forward knee

• The performer swings the legs, one after the other up to handstand, the helper catching his ankles and help him to a true balance position

• When the balance appears to gain a steady position the helper must relax but not release his grip, and allow the performer to hold the balance on his own.

• Drop back to starting position, one leg at a time.

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• Hands Crouch balance Kicking donkey Hand standing

• Against a wall • Place the hand on the

floor/ground, shoulder width apart, fingers open and pointing straight a head ±500 cm from the wall

• Keep the arms straight, bring the shoulders over the hands, the arms leaning slightly forward, and bend the head backward to look at the bottom of the wall.

• Bend one knee and bring it up to the chest about 30cm behind the hands and stretch the other leg backward until it is almost straight

• Swing the rear leg up and spring off with the other foot, bring the feet together against the wall and stretch the shoulders as far as possible

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5. ACTIVITIES WITH A PARTNER 5.1 PUSH AND PULL A PARTNER

GRADE 1 GRADE 2 GRADE 3 GRADE 4NB: Whenever partner activities are done it is very important that the partners working together should be of equal size and weight Use various parts of the body to push and pull a partner • Push

• One arm tug-o-war. Opponents facing each other, grasp opposite hand of partner. Try to pull opponent off balance

• Two hands tug-o-war. Opponents facing each other, grasp both hands of partner. Try to pull opponent off balance

Pull and push a partner using various parts of the body and from different starting positions • Pull As in Grade 1, adding

• Elbow tug-o-war. Opponents hook elbows and try to pull each other off balance

• Hopping tug-o-war. Hopping on one foot, grasping opposite hand of partner, try to pull opponent off balance

Pull and push a partner out of / over a defined area without / with the use of an implement. • Defined area Use the same activities mentioned in Grades 1 and 2, but let one or both partners stand in a defined area, e.g., a hoop, a circle drawn on the ground or behind a rope or stick • Using an implement Use the same activities mentioned in grades 1 and 2 but hold a stick in stead of holding hands:

• Partners in crook sitting position hold a stick above their feet and try to pull each other up.

• Keep the head well up and the arms straight.

• Drop back to starting position, one leg at a time.

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• Push • One shoulder pushing.

Opponents, facing different directions, stand next to each other with right shoulders touching. On signal try to push partner backwards

• Shoulder pushing. Scissors standing, opponents facing with hands on each other’s shoulders. On signal try to push him backwards

• Push As in Grade 1, adding:

• Back-to-back pushing. Leaning back to back with elbows interlocked. Push backwards trying to force opponent along

• Questions • With how many parts of

your body can you push a partner?

• Can you push or pull a partner from the following positions: standing, standing on one leg, kneeling, crook sitting, etc.?

• Oxen fighting. Partners in stoop standing grasping ends of stick in front of head. Bump-pushing imitating colliding horns of animals

• Own Gymnastic tumbling sequence

Compile own elementary tumbling sequence consisting of mastered movements.

• Perform a forward roll from crouch sitting to crouch sitting. From this crouch sitting position perform a backward roll to crouch sitting. From this position perform crouch head standing – push up to head standing with legs – stretched – pull in the chin and perform a forward roll to standing From this standing position perform free hand standing. Come down, do a quarter turn and perform a cartwheel.

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5. ACTIVITIES WITH A PARTNER 5.2 FOLLOW / DODGE A PARTNER

GRADE 1 GRADE 2 GRADE 3 GRADE 4Play games where a partner is followed / dodged: • Catch your partner’s tail

• One partner inserts a colour band at the back of his shorts to represent a tail. At a given signal his partner chases him and attempts to remove the tail

• If the chaser succeeds, he inserts the colour band under the waistband of his own shorts. His partner should allow him sufficient time to get away, before starting the chase.

As in Grade 1, adding:

• Toe treading While keeping their hands behind their backs, the two opponents try to step on each other’s toes as many times as possible

As in Grade 2, adding: • Knee boxing In pairs. Each player attempts to hit his opponent’s knees as many times as possible

Perform the following jumps with the correct technique on the spot. • Stretch jump:

• In two’s, partner holds a hoop up obliquely

• Jump to touch rim of hoop with both hands. Can also be done with a run and jump

• In two’s, partner holds a stick/cane in a stretched position slightly to the front. Jump with legs and arms stretched to touch the stick/cane with one hand.

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5. ACTIVITIES WITH A PARTNER 5.3 WORK WITH A PARTNER

GRADE 1 GRADE 2 GRADE 3 GRADE 4 Work with a partner, e.g., imitating

a partner’s movements: • Follow the leader A follows B and does whatever B does. Change positions

Work with a partner, e.g., ‘travelling’ in various ways with a partner: • A and B stand next to each other.

They decide which way they want to travel and match each others movements

• Upward jump in free form • From the exact standing

position the heels are raised, the knees bent, and with a quick stretching of the knees a high jump is taken.

• The landing is controlled, i.e. the toes touch the floor first, followed by the bending of the knees and stretching to standing.

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5. ACTIVITIES WITH A PARTNER 5.4 COMPETE WITH A PARTNER

GRADE 1 GRADE 2 GRADE 3 GRADE 4 Compete with a partner using any of

the activities listed above • With arms swinging forward-

upward • The upward jump may be

performed with the arms swung vigorously forward-upward and the legs swung backward, so that the body assumes an arched position in the air, with the toes pointed.

• Stretch jump with quarter and

half turn • Quarter turn

• The jump is the same as the previous one, but the body makes one turn to the left or right in the air

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6. BODY MOVEMENT WITH ADAPTATION TO SMALL APPARATUS E.G., BEAN BAGS, SHOES, TINS, STONES, COLOURED BANDS, STOCKINGS, ETC.

6.1 MOVE BETWEEN, AROUND, OVER, INTO ON TO, UNDERNEATH AND THROUGH SMALL APPARATUS GRADE 1 GRADE 2 GRADE 3 GRADE 4

Move between, around, over and onto small apparatus such as bean bags, shoes, tins, stones, coloured bands, stockings or strips of material in various ways • Set up small apparatus in an

informal pattern on the area and move between, around, over and onto them in various ways: • on various parts of the body • forwards, backwards and

sideways • fast and slow • high and low • with turns and rolls

Move between, around, over and underneath sticks and ropes lying on the ground or held by a partner, in various ways • As in Grade 1, but use sticks

and ropes • Move underneath stick with one

end on the ground and other in hand

• Move over and underneath

sticks or ropes held by a partner

Move between, around, over, into and through hoops lying on the ground, held by a partner or rolling, in various ways • As in Grade 2 but use hoops • Move around a spinning hoop • Move over, through and

underneath hoop or hoops held by a partner

• Half turn • The same as the previous

jump, but the body is turned about in the air, the landing made facing the opposite direction to that of the starting position.

• Straddle jump: • From a standing position

perform a jump with legs apart (sideways) and the arms move to the side and upwards.

• Land with the legs closed in a standing position and the arms along the sides.

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6.2 ‘BALANCING ACTIVITIES ON OR OVER SMALL APPARATUS GRADE 1 GRADE 2 GRADE 3 GRADE 4

Balancing positions on or over bean bags, shoes, tins, stones, coloured bands, stockings or strips of material in various ways:

Balancing positions on or over sticks and ropes lying on ground or held by a partner in various ways

Balancing positions in and over hoops

• Scissors jump: • From standing position with

one side towards a line on the ground the nearer leg is swung forward, backward – forward with a jump off the supporting foot (single take-off) to clear the line with one foot one leg following quickly after the other, land on the leg which is first to come over.

• Sheep jump:

• A vigorous upward jump is performed, swinging the arms forward-upward, stretching the body and bending the lower legs backward.

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6.3 PERFORMING DIFFERENT MOVEMENT WHILE HOLDING SMALL APPARATUS IN POSITION WITH DIFFERENT PARTS OF THE BODY

GRADE 1 GRADE 2 GRADE 3 GRADE 4Balance bean bag, shoe or stone on different parts of the body or hold the bean bag, shoe, stone, coloured band or strip of material in position with different parts of the body while performing various movements • Free walking with bean bag / shoe

on head without dropping it • Crouch, clasping bean bag /

coloured band between feet: • Rabbit hopping

• Frog jumping

Balance stick on different parts of the body or hold the stick or rope in position with different parts of the body while performing various movements • Balance stick vertically on palm

of hand or point of finger. In stationary position, free walking or counter walking. Use opposite hand to steady or catch before stick falls. (The stick can also be balanced on other body parts, e.g., foot, chin, nose, shoulder, knee, etc.

Hold hoops in position with different parts of the body while performing various movements • Free running, holding hoop as

steering wheel. On signal place hoop on ground and practice handstand

• Straddle standing. Rotate hoop

around waist (hula hoop) to the left and right

• Boating. Front lying while hoop

is held in both hands high above head. Hook feet in as well. Rock to and fro on stomach

Vaulting activities • Perform a straddle vault over a

partner’s back: • Partner stands with feet

slightly apart bending head and shoulders holding thighs.

• With a run and double take-off the performer jumps, with the legs apart and a quick push-off with the hands on the partner’s back over the partner.

• The landing must be soft, relaxed and controlled.

• It can be done with or without support

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• Crook back-lying support with apparatus on midriff – beetle crawling forwards or backwards

• Grip bean bag / coloured band

with toes of one foot. Hop along on other leg

• Long sitting with stick across feet and hand support behind ground. Raise both legs and roll sticks up to hips. Support on hands and hills, raise hips and roll stick back to starting position

• Front lying. Hold double folded skipping rope between hands behind back. Hook rope around feet and pull tight. Raise head and rock like a boat on ground.

• Perform a squat vault, placing hands on the shoulders of two supporters, standing a little apart holding hands or a stick • Two partners holding hand

or stick stand a little apart. • The performer with a run-

up and double take-off presses on the inside shoulders of the partners, raising the knees quickly, vault over their hands or the stick.

• Once the feet have passed over the hands push off with hands and stretch the body to land with feet together finishing in erect standing.

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6.4 JUMP OVER AN OBJECT HANDLED BY ONESELF GRADE 1 GRADE 2 GRADE 3 GRADE 4

Skipping with a rope while handling the rope oneself: • Stand, holding rope in correct way

with rope behind heels. Swing rope over head to a position in front of feet. Step over. Repeat action and increase speed gradually

• Horizontal skipping. Grasp rope in

one hand. Circle rope in a horizontal plane at knee height. Skip over.

As Grade 1, but guide the learners by means of questions:

• In how many ways can you skip with a skipping-rope?

• Can you move around while skipping?

• How many times can you skip continuously without stopping?

• Who can jump while swinging the rope backwards?

• Can you jump like a big bouncing ball (one double foot jump to each turn of the rope)?

• Can you skip like a runner running on the spot (skipping on alternate legs with knees raised high to chest)?

Experience skipping with a hoop (rope-skipping) while handling the hoop oneself): • Stand next to hoop, holding top of hoop

with one hand. Swing hoop underneath feet and jump over it. Swing hoop back to original position and jump again. Repeat action rhythmically.

• Stand, holding hoop at waist height. Step

over hoop, lift hoop at shoulder height and swing it over head. Repeat the action rhythmically and with increased speed. (Rope-skipping with hoop)

• Balancing activities • Balance beam

*Perform gymnastic balancing activities with correct technique *Execute the following balancing skills with arms in various positions:

• Long sitting: Sitting up straight with legs together and extended (straight)

• Straddle long sitting:

• Sitting up straight with legs apart and extended (straight)

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• Experiment with different ways of skipping while swinging the rope over head • Skipping on spot with one leg

in front (walking over rope). Change legs

• Skipping on the spot with legs together with or without rebound

• Skipping on alternate legs with knees raised high (running action on spot)

• Can you skip while saying a rhyme, for instance;

“little tiny bouncing ball jump, jump, jump

Great enormous bouncing ball Bump, bump, bump”

OR

Jumping Joan “Here stand I

Little jumping Joan When nobody’s with me

I’m all alone

• Questions • In how many ways can

you skip / jump with a hoop?

• How many times can you skip with a hoop without getting hooked?

• Can you skip in the same manner with a hoop as you skipped with a rope?

• Who can move forwards / backwards while skipping with a hoop?

• Cross-legged sitting: Sitting up straight with legs crossed in front

• Crook sitting: Sitting up straight with legs bent and arms support torso behind back

• Straddle standing: Standing straight up with legs apart, sideways.

• Scissors standing:

Standing straight up with one leg in front of the other – legs apart

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SECTION B: ATHLETICS

1. RUNNING ACTIVITIES 1.1 RUNNING ACTIVITIES / GAMES WITH THE EMPHASIS ON ENDURANCE

GRADE 1 GRADE 2 GRADE 3 GRADE 4• Stay with the ball: While a ball is rolled between two lines the learners must try and keep up with the ball

• Filling the basket: Use a waist paper basket and fill it with bean bags. The teacher scatters the bags around and learners must collect it and fill up the basket

• Look and react: The teacher lifts his / her arm and points it into any direction whereupon the learners react by running in that direction.

• Touch: Two or three learners from group A lightly touch the top of the outstretched hands of learners in group B. As soon as a pupil is touched under the hand i.e. on the palm, A is chased and points are awarded to B if A is caught.

• Overtaking the ball: The teacher rolls a ball towards a group of learners who are lined up 10 metres apart; when the ball passes a static ball (5-8 metres away) the learners must take off and run to prevent the rolling ball from passing them. Shorten the distance between the static ball and the row of learners

• Overtaking a partner: B waits for approaching A. As soon as A crosses a certain line, B must take off and run as fast as possible to remain ahead, while A tries to overtake B before a third given mark.

• Sprints Run fast over 30-50 meters, emphasizing:

• Straight forward running • Correct foot placing • High knee action

• Technique • Foot placing: Feet should

be pointing in line with the line of run.

Leg action: The free leg is brought forward with a fast swinging action and a high knee lift. As the leg makes contact with the track, it commences a drive that reaches its peak when the body moves ahead of the foot. Adequate leg drive will lead to the extension of rear leg

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• Trails: Place a coloured band in each learners

• Running train: Running on the spot with fast arm and leg action

• Escape: Groups A and B are told to take up specific positions (starting positions) approximately 3-4 meters apart. At a given signal one group tries to catch the other.

• Grab: Two teams A and B stand on either side of a bean bag and two boundary lines 10 metres apart. The leader calls a number and two learners from each team try and grab the bean bag for three points. The one who gets the bag is chased by his opponent and if caught the opponent’s team receives a bonus point. • Follow the leader: The learners follow a leader who runs around. The leader changes his speed while the followers try to keep up.

Activities • In groups – straight forward

running in a lane or on a line. • Partners. A runs forward,

concentrating to place feet correctly. B follow and watches whether A’s feet are placed correctly, e.g., toes pointed forward.

• A rope or elastic belt is held hip high in front of a row of learners. They try to touch the rope with their knees. Count the number of power runs in a given time. This exercise can be executed with slow forward movement

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• Word-play: ‘Write’ (running) imaginary words / letters on the practice area

• Robot game Learners follow colour held up (bean bag, flag, etc.) or shouted by the teacher. On red learners will be stationary, on orange they will jog and on green they will spring. Do not exceed distances of 400 meters without giving small recovery.

• The start Start in a standing position and run 30 – 5- meters.

Activities • Assume ‘ready’ position

from a standing position. Lunge forward at the correct moment and sprint through the turning skipping rope.

• Group A and B are told to

take up specific positions (standing starting positions) approximately 3 – 4 meters apart. At a given signal one group tries to catch the other.

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1. RUNNING ACTIVITIES 1.2 RUNNING ACTIVITIES / GAMES WITH THE EMPHASIS ON SPEED

GRADE 1 GRADE 2 GRADE 3 GRADE 4 Hurdles

• Three or four sticks are evenly spaced across the sprinting area, with each end resting on a brick. Teams take turns to run as fast as possible over the obstacles. Return by walking back to starting place. Emphasize running and not jumping over the ‘hurdle’.

•

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High jump • Jump over objects aiming at attaining height

and a relaxed landing. • Jump over various pieces of apparatus taking

off from left and right foot.

Activities • Sandbag jump: Swing a rope which has a

sandbag or another suitable object attached to it. The learners jump over it with both legs, one leg or alternately forwards, backwards or sideways.

• Run and jump: Learners run and jump over

two parallel elastic bands. Increase the height after the completion of each group’s jump.

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2. JUMPING ACTIVITIES 2.1 JUMPING ACTIVITIES WITH THE EMPHASIS ON JUMPING FOR DISTANCE

GRADE 1 GRADE 2 GRADE 3 GRADE 4• Jumping into hoop: Learners run in between hoops which are scattered about on the ground. On signal learners jump into a hoop. Each time one hoop is removed. See who can be kept out the most.

• Fill the corners: Learners execute various types of jumps (rabbit, frog, one-legged, two-legged jumps, etc.) from the corners of the playing area towards the centre where they receive an object. They run back to their respective corners with these and repeat the action. See which group can collect the most objects

• Touch on one leg: Learners hop on one leg and try to touch their partners.

• Sandbag jumps: Teacher swings a rope which has a sandbag or other object attached to it. The learners jump over it with both legs, one leg or alternatively forwards, backwards or sideways.

• Hoop jumps: Different jumps are executed in hoops or between sticks placed in a row, e.g., jumps on one or two legs and alternating these. Gradually move the hoops further apart. Raise the sticks with the aid of bricks, tins or boxes

• Jumping over the rope: Two learners holding the ends of a long rope stand 5 – 6 meters apart. The rest of the class stand on the playing area between the runners. The two runners hold the rope at knee height and run in one direction. The other learners have to jump over the rope in different ways.

• Grab: Two numbered teams A and B stand on either side of a bean bag (or other object) on two boundary lines 10 meters apart. E leader calls a number and two learners from each team try and grab the bean bag for three points. The one who gets the bag is chased by his opponent and if caught the opponent’s team receives a bonus point.

• Run with elastic belt (bicycle

tubes knotted together with long reach) around hips.

• Cross country running See Section A: Physical fitness (2.1) and (2.2)

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2. RUNNING ACTIVITIES 2.2 JUMPING ACTIVITIES WITH THE EMPHASIS ON JUMPING FOR HEIGHT

GRADE 1 GRADE 2 GRADE 3 GRADE 4• Jumping over objects Learners jump in different ways over various objects, e.g., shoes, bean bags, etc. scattered around the practice area

• Jumping over the elastic band /

rope Two learners hold the elastic / rope while the others jump to and fro sideways, with or without rebound, on two feet

• Bouncing ball Continuous jumping on the place with feet together

• Sandbag jumps Teacher swings a rope which has a sandbag or other object attached to it. The learners jump over it with both legs, one leg or alternatively forwards, backwards or sideways.

• Jumping over objects Learners jump in different ways over various objects, e.g., shoes, bean bags, etc. scattered around the practice area

• Partner jumps Partner alternately execute vertical hops

• Jumping over rope • Jumping and running skills Bunny jump over rope, run and bunny jump over next obstacle

Repeat but jumping from one or both legs

• Relays Participate in relay games with various objects, e.g. bean bags, sticks/batons, etc.

Activities • Relays between teams on either

side of a zone.

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3. THROWING ACTIVITIES 3.1 THROWING ACTIVITIES / GAMES WITH THE EMPHASIS ON THROWING FOR DISTANCE

GRADE 1 GRADE 2 GRADE 3 GRADE 4• Throw and retrieve Learners throw an object, e.g. stone, bean bag, etc. underhand or overhand as far as possible. Run and retrieve the object

• High ball Learners throw an object as high as possible in the air and catch it on return

As in Grade 1, adding: • To and fro throwing Underhand throwing to a partner who catches the object and throw it back

• To and fro bouncing Overhand bouncing to a partner who catches the ball and bounces it back

As in grade 2, adding throwing activities at a target: • Target throwing with stones The teacher places an object, e.g., tin, box, etc. a few meters from the learners. Each learners has three stones. Who can hit the target?

• Throwing an object in a holderLearners throw an object, e.g., bean bag or stone in a holder, e.g., a box or wastepaper basket 3 – 5 meters away. The distance can be increased.

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4. COMPETITION 4.1 INDIVIDUAL, PARTNER AND GROUP COMPETITIONS

GRADE 1 GRADE 2 GRADE 3 GRADE 4Individual competitions • Learners run around a marker at a

set distance away and back. See who is first

• See who can throw (overhand or

underhand) the object the furthest? Retrieve and repeat

Partner competitions • Learners work in pairs. From a

marked point pupil A jumps from standing as far as possible and mark his landing spot. Pupil B jumps from this point in the same manner and mark his landing point. The pair with the greatest distance will be the winning pair.

Group competitions Relay running in groups • Corner relay: Groups A, B, C

and D. On a signal all groups start running in an anti-clock direction to the next corner. Each time a group completed their distance they must stop and from up. Points are given to a winning group. At the end the winning group will be announced.

• Hurdles Run over objects, e.g., sticks and ropes.

Activities • Learners jog and on command

the front leg (knee) is suddenly lifted but directly thereafter (until the next stride) the jog rhythm follows again.

• Learners are divided into three

groups. Group 1 runs from point A to point B without apparatus. Group 2 runs with high knee action over balls / objects. Group 3 runs with high knee action over sticks by stepping in each hoop or circle drawn on ground.

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• Hoop jumps: Place hoops ± one step apart in a row. Let learners jump from one hoop to the next. Move hoops further apart. Repeat. See who can jump the most hoops at the various intervals.

• Throw an object into air and see

who can cleanly catch it the most times on the return

• Learners work in pairs. Each pair receives an object, e.g., a bean bag. From a marked point pupil A throws object as far as possible. Pupil B picks up the object and throw it even further. The combined distance will be taken into account to determine the winning pair.

• Learners work in pairs. Put

arms around each others waist, lift the outside leg and hold it with the free arm. Support one another and hop on two legs to a point. The first pair to reach this point will be the winning pair

Learners line up with the leader 3 – 5 meters from the front facing them. An object is thrown to the first pupil who catches it and throws it back whereupon he sits down. Repeat. The last one in the line will catch the object, run to the front. Repeat until everybody had a change to be in the front position

• Sprint over sticks with a relaxed

arm and knee action. Group A gives one stride between sticks. Group B gives two strides between sticks )sticks further apart). Group C retains two strides but step as closely as possible to the stick.

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SECTION C: SPORT SKILLS

1. KNOWLEDGE OF BEHAVIOURAL RULES GRADE 1 GRADE 2 GRADE 3 GRADE 4

• Changing into practice dress • Hanging up of clothing • Folding up of clothing • Storing of personal items • Washing of hands etc. after play • Obeying of commands • Sit, stand, lie down, turn about,

jump (Basic terminology) • Care, storing and transportation of

apparatus • Small apparatus to be placed in

containers (boxes, etc.) • Apparatus not to b dragged over

ground • When playing on apparatus shoes

and socks to be taken off

As in grade 1, adding the following: • Extension of terminology

Long sitting, crook sitting, knee sitting Crouch, etc.

• Group activities

Explain and demonstration as to how group activities should be done

As in Grade 2, adding accepting of decisions: • Win • Loose • Draw • Time up

• Moving body mass Run in he following ways: • Forward • Change direction suddenly

Activities • Run flat out, stop suddenly on a

given signal and stand still • As in (a), but as the whistle goes

change direction suddenly to your left.

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2. MOVING OBJECTS ON THE GROUND WITHOUT IMPLEMENTS E.G. ROLL, DRIBBLE, KICK, STOP / FIELD

2.1 ROLL AND STOP / FIELD OBJECTS WITHOUT IMPLEMENTS GRADE 1 GRADE 2 GRADE 3 GRADE 4

PLEASE NOTE: • A variety of objects can be used,

e.g., balls, balls of rolled up paper. Bean bags, old socks tied in a bundle, seeds / fruits of various trees or plants, ins, hoops, etc.

• Objects of various sizes and form should be used,

• Where possible left and right arms and legs should be exercised

Roll and stop / field activities: • Roll ball with different parts of the

body, e.g., hand nose, forehead, elbow

• Roll ball with right and left hand • Roll ball in different directions, e.g.,

forwards, backwards and sideways

Roll and stop / field activities with balls and hoops: • Roll ball forwards with both

hands • Roll hoop forward with right

and left hand

• Roll ball / hoop in different

directions, e.g., forwards, backwards and sideways

• Roll ball / hoop alternating hands, e.g., left, right, left, right

• Roll ball between two targets or at a target, e.g., tins

• Roll hoop to a partner

As in Grade 2, but guide the learners by means of questions • With how many parts of your

body can you roll a ball? • Can you roll an object with your

right and left hand? • How fast / slow can you roll the

ball? • Who can roll a hoop and jump

over it? • Can you spin the hoop making it

to come back? (Throw hoop forwards and pull down strongly. In doing so the hoop will come back)

• How many times can you and a partner roll a hoop to and fro without dropping / missing it?

• Can you field / stop a ball rolled to you from a partner and roll it back immediately?

• Can you roll the ball into your partner’s legs?

Jump in the following ways: • Stretch jump for height • Jump with run-up for height • Take of from one or both feet.

Bend the knees and stretch upwards forcefully, reaching up with one or both hands. Use the arms in a upwards swing – bend the knees on landing

• Stand, jump from both feet

reaching as high as possible, e.g., towards the hands of a partner standing on an object

• Run, jump and stretch up with

one arm, change hands

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2. MOVING (ROLL, DRIBBLE, KICK, STOP / FIELD) OBJECTS ON THE GROUND WITHOUT IMPLEMENTS 2.2 DRIBBLE AND STOP OBJECTS (BEAN BAGS, BALLS) WITHOUT IMPLEMENTS

GRADE 1 GRADE 2 GRADE 3 GRADE 4• Dribble an objects, e.g., bean bag or

ball with right hand to a certain point. Dribble object back to starting point with left hand

• Dribble object with left and right hands alternately

• Dribble an object, e.g., bean bag or

ball wit right foot to a certain point. Dribble object back to starting point with left foot

• Dribble object with left and right foot alternately

• Dribble an object, using hands alternately in a straight line

• Dribble an object, using feet alternately in a straight line

• Dribble object zig-zag through obstacles with hands

• Dribble object zig-zag through obstacles with feet.

• Dribble object with feet between stationary objects, e.g. hoops. On signal, dribble object with hands around the nearest object.

As in Grade 2, but guide learners by means of questions: • Can you dribble the ball with

your hands / feet and keep it close to you?

• Can you dribble the ball with your right hand and change to you left hand on a signal?

• Which part of your foot do ou use when dribbling the ball?

• Can you use another part? • Which part of your foot do you

use when dribbling the ball? • How fast can you dribble the ball

without losing contact? • Can you change your speed

(walking, then running)? • Who can dribble the ball

forwards and backwards? • Which way is the best to dribble

to ball backwards with your foot?• Can you dribble the ball

sideways?

• Moving and stopping unsupported objects without implements

• Throw and catch balls e.g., netball balls in different ways

Master the correct technique for throwing and catching of balls

Catching Look at the ball. Relax hands and fingers which must point in the direction of the ball. Obtain possession of the ball as soon as possible : move towarrds it. Catch it with the palm and not with fingers. Hands must be on either side and thumbs behind the ball. Pull the ball towards the body.

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2. MOVING (ROLL, DRIBBLE, KICK, STOP / FIELD) OBJECTS ON THE GROUND WITHOUT IMPLEMENTS 2.3 KICK OBJECTS (BALLS, BEAN BAGS) IN A VARIETY OF WAYS

GRADE 1 GRADE 2 GRADE 3 GRADE 4• From a stationary position kick a

big ball (gymnastic ball, soccer ball) with the right / left foot. Run, pick it up and bring it back

• Kick the ball with different parts of

the foot, e.g. inside, toe, outside, etc.

• Kick the ball to a partner who field

it, picks it up and roll it back.

As in Grade 1, adding: • Kick the ball between two

objects e.g., tins or stones.

• Kick the ball at a target, e.g., a partner holding a hoop.

• Kick a ball to a partner who stops it with his feet and kick it back

• Which way is the best to dribble the ball sideways with your feet?

• Who can dribble the fall and change direction on a signal?

As in grade 2, but guide the learners by means of questions: • In how many ways can you kick

a ball? • Which way is the best? • How far can you kick a big ball

with your right foot? • Can you kick the ball with your

left foot the same distance? • Can you stop a ball, kicked to

you by a partner, with your feet? • Which way is the best to stop a

ball with your feet? • Which pair can kick the ball to

and from most without failing to stop it:

Passing / Throwing • Shoulder pass: Stand with feet

apart. Preferable one in front of the other, with the L-foot forward (if learner is right-handed). The body mass is on the back foot. The ball supported by the L-hand is held by the R-hand at the R-shoulder with the fingers spread. Elbows are in a relaxed, easy bent position. Transfer the body mass forwards. Push the ball forward in the direction of the pass with the fingers and wrist giving an extra final push. Look where ball is thrown to. The pass should be hard, fast and direct.

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• Can you dribble the ball and kick it at a signal?

• Who can combine dribbling with a kicking action of the ball?

• Which pair can dribble and kick the ball to a certain point and back?

• Chest pass: stand with feet apart or with one foot forward. Place the hands, with fingers upwards and extended behind the ball, which is held at chest height. Elbows should be close to side. Push ball away from the body. Straighten arms on release with fingers pointing inward and behind the ball.

• Underhand pass: Cup ball in hand – fingers spread wide. Take ball behind body just below waist height. Step forward onto opposite foot. Bring arm forward and throw with arm extended. Follow through in direction of the throw.

• Overhead pass: Ball is kept behind the head of learner. Arms move up to full extension and ball is flicked into a high arc with fingers. Follow through with hands.

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3. MOVING OBJECTS IN THE AIR WITHOUT IMPLEMENTS 3.1 THROW OBJECTS, E.G., BEAN BAGS, BALLS, ETC. AND CATCH / COLLECT THEM

GRADE 1 GRADE 2 GRADE 3 GRADE 4• Throw objects into the air and

catch with both hands upon descend

• Throw object as far as possible

and collect it

• Throw object in a variety of

ways, e.g., over arm, underhand, both hands, right / left hand

• Throw object to a partner who

catches it and throw it back

As in Grade 1, adding: • Partners A throws object in any

direction. B has to field or catch it and throws it back to A. Change positions after a time.

• Throw an object: • at a target, e.g., wall, newspaper

on rope • over a target, e.g., rope, tree,

posts • in a target, e.g., hoop, box basket

• Put an object in a stocking or bag

e.g., orange bag. Hold on one end of the stocking and sling it

As in Grade 2, but guide the learners by means of questions: • Can you throw an object into

the air and clap your hands twice before catching it?

• In how many ways can you throw an object?

• What other parts of your body can you use to throw an object?

• Can you catch it on any other part of the body? Foot, back, knee?

• Standing a few steps from the wall, who can hit the target drawn on the wall?

• Using three objects (stones, balls), how many times can you hit a newspaper hanging over a rope?

• How many times can you and a partner throw an object to and fro without missing it?

• Can you make up a game with your partner, throwing an object?

Activities • Learners (4-6) in groups throw the

ball to each other. Change the direction of the ball, as well as the type of throw.

• Learners in a circle pass the ball

across the circle to one another. As soon as the player has thrown the ball he runs to take up the position of the learner to whom she has thrown – use the shoulder pass

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• Bounce a big ball on the spot and catch it with both hands

• Repeat above-mentioned activity

with a small ball • Bounce a ball continuously on the

spot: • with both hands • with right hand • with left hand • with right and left hand alternately

• Bounce the ball to a partner in a variety of ways

As in Grade 1, Adding: • Bounce the ball continuously

while walking

• Bounce the ball lower and

higher on command (Low ! High! )

• Bounce the ball while moving

between obstacles, e.g., hoops. On signal, stop and bounce the ball continuously in the nearest hoop / around the nearest obstacle

As in Grade 2, but guide learners by means of questions: • Can you throw the ball up, let it

bounce and catch it? • Can you bounce the ball, clap

your hands twice or turn around before catching the ball?

• In how many directions can you move while bouncing the ball?

• Can you bounce the ball while walking but speed up on signal?

• Who can bounce the ball while walking over a balancing form / long bench?

• Can you continuously bounce a ball while standing on a chair, using left and right hands alternately?

• Who can bounce a ball while moving to a certain point, then hit a target a few steps away with the ball?

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• Bounce the ball while reciting a rhyme for example

“I bounce the ball on the ground Bump, Bump, Bump Listen to the bumping sound Bump, Bump, Bump”

• Bouncing game. Bounce the ball continuously while performing the following activities:

• bounce the ball in front of body• bounce ball underneath right

leg • bounce ball underneath left leg • bounce ball around body (Any other activities may be added. It can also be done on a rhyme)

• Which pair can bounce the ball and throw it to each other to a certain point and back without missing it?

• Can you create a bouncing game for yourself (a rhyme may be added)?

• Can you and a partner make up a game consisting of bouncing and throwing activities

• Throw and field balls, e.g., softballs and hockey balls in different ways

Throw a small ball with the correct technique:

• Overarm throw: One foot in front of the other, standing side on opposite foot to arm forward, throwing hand underneath the ball, fingers spread, holding it behind the body with a straight arm. Throw the ball using a straight arm bowling action over the throwing shoulder. More power can be developed if desired by stepping forward with the back foot to allow the body movement to assist in the throw.

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• Hit / strike an object, e.g., bean bag, self-made ball, etc. in the air with one hand and catch it again.

• Hit / strike an object

continuously in the air with: • both hands • right hand / left hand • right and left hand alternately

(Palms or fists can be used)

As in Grade 1, adding: • Strike an object from a support,

e.g., a ball resting on a chair or bench (a paper cup can be used to place the object on)

• Strike a hanging object, e.g., a

self-made ball on the end of a rope tied to a tree or a ball in a stocking held by a partner

• Game: Keep the ball in the air

See which player can keep his ball the longest in the air, hitting it continuously with one or both hands.

As in Grade 2, but guide the learners by means of questions: • How many times can you hit the

ball continuously in the air before missing it?

• With how many parts of your body can you hit the ball in the air?

• In how many ways can you hit a ball in the air with your hands?

• How far / high can you hit a object in the air with your hand?

• Which pair can keep their ball the longest in the air?

• Can you make up a game consisting of continuous hitting of an object in the air?

• Deflect and hit balls with the hand(s) in a variety of ways

Hit a ball, thrown by oneself or someone else, with the hand, directly or after a bounce.

Activities • Partner tag wit equipment while

throwing and catching his ball, A chases B who throws and catches his ball as well.

• In 2’s A tosses B a ball. Using his forearms B passes the ball back to A. Repeat and change.

• Learners tosses a ball underhand to himself with open hand keep ball in the air. Try to bump the ball quite high and stay within a demarcated area.

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4. MOVE AND STOP OBJECTS ON THE GROUND AND IN THE AIR WITH IMPLEMENTS 4.1 DRIBBLE OBJECTS WITH IMPLEMENT ON THE GROUND IN A VARIETY OF WAYS

GRADE 1 GRADE 2 GRADE 3 GRADE 4N.B. • The following objects can be used:

bean bag, self-made balls, small block of wood, balls, etc.

• The following implements can be used: stick, plank, club, rolled-up magazine, bat, etc.

• Dribble an object with an implement held in the right / left hand on the ground (Keep the object as close as possible to the implement)

As in Grade 2, adding: • Dribble an object with an

implement on the ground in different directions, e.g., forwards, backwards, sideways

• Dribble an object between

obstacles – on signal dribble it around the nearest obstacle

• Bounce balls, e.g., netball and basketball balls in different ways.

• Bounce a ball with the correct

technique:

• On the spot: Feet apart with knees relaxed. Fingers are together slightly relaxed and cupped. The ball is struck at the base of the fingers. In bouncing, the ball is repeatedly forced against the ground with one hand without being held or directed. Bounce the ball in front of body not higher than the chest.

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4. MOVE AND STOP OBJECTS ON THE GROUND AND IN THE AIR WITH IMPLEMENTS 4.2 BOUNCE BALLS WITH AN IMPLEMENT IN THE AIR / ON THE GROUND

GRADE 1 GRADE 2 GRADE 3 GRADE 4Bounce a ball with an implement in the air / n the ground: • Bounce a ball on the spot on the

ground with an implement: • with right hand / left hand • using the front of the bat /

implement • using the back of the bat /

implement • continuously

• Bounce a ball on the spot in the air

with an implement: • with right / left hand • using the front of the bat /

implement • using the back of the bat /

implement • continuously

As in Grade 1, adding: • Bounce the ball on the ground

while walking or running (left hand, right hand, front / back of bat, etc.)

• As above-mentioned activity, but bounce ball in air

• Bounce ball on the ground to partner who stops it and bounce it back the same way

• Continuous bouncing of ball in the air between two partners

As in Grade 2, but guide learners by means of questions • In how many ways can you

bounce a ball with a bat / plant? • Can you complete a rhyme while

bouncing a ball on the spot with an implement without missing?

• Can you bounce a ball on your bat and increase the height on command?

• Who can walk around while bounding your ball?

• Can you walk around, bouncing our ball and increase your speed on signal?

• Who can walk around bouncing your ball and change direction on signal?

• How many times can you and your partner bounce the ball to and fro with your bats without missing it?

• Can you make up a game consisting of bouncing a ball with an implement?

Grip: shake hands – Y- shaped. Forehand: This stroke is use to return balls. • The body should be at right

angles to the net. • The backswing should be started

before the ball bounces • Wrist is firm arm more or less

straight. Backhand • The learner should look at the

ball over his right shoulder and contact it with a firm wrist and a straight arm

• Keep away from the ball to insure a free, large stroke

• Grip – bring the thumb slightly more to the back of the handle

• Hit the ball in the centre of the bat/racket

• Look at the ball

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• Drop a ball and hit it with an implement held in the right hand / left hand

• How far can you hit the ball? • How high can you hit the ball? • In how many ways can you hit

the ball?

• Strike an object, e.g., self-made ball or bean bag attached to a string and tied to a branch or beam with a bat or other implement

• Partners. A throws an object

underhand to B who strikes it with an implement. A fields the ball.

• Deflect and hit balls with the hand(s) in a variety of ways

Hit a ball, thrown by oneself or someone else, with the hand, directly or after a bounce.

Activities • Partner tag wit equipment while

throwing and catching his ball, A chases B who throws and catches his ball as well

• In 2’s A tosses B a ball. Using his forearms B passes the ball back to A. Repeat and change.

• Learners tosses a ball underhand to himself with open hand t keep the ball in the air. Try to bump the ball quite high and stay within a demarcated area.

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5. MOVE, STOP AND HOLD OBJECTS IN POSITION WHILE AVOIDING OBSTACLES OR DODGING / FOLLOWING A MOVING OBJECT

5.1. AVOID A STATIONARY OBSTACLE WHILE DRIBBLING, BOUNCING, THROWING, CATCHING OR HOLDING A BALL GRADE 1 GRADE 2 GRADE 3 GRADE 4

• Avoid stationary obstacles while dribbling an object with the feet / hands

• Bounce a ball while moving

between obstacles. On signal bounce ball around nearest obstacle.

• Throw an object over a partner’s

head, run around partner and catch it again

Continuous Cricket • Two even teams • The object of the game is to hit

the ball into the playing area and then to run round the marker and back before the batsman is bowled out. When the batsman succeeds in running round the marker and back, he scores one run.

• A batsman is forced to run if he hits the ball.

• The fielders have to return the ball to the bowler who continues bowling (underarm), irrespective of whether the batsman is ready or not

• When a batsman is out the new batsman should be given the opportunity to position himself before the next ball is bowled to him

• A batsman is out where he: • Is bowled out • Hits his wickets • Hits the ball behind the

marker • Fails to run after hitting the

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GRADE 1 GRADE 2 GRADE 3 GRADE 4ball

• Scores ten runs (to prevent game dominated by one or two players)

• Ball is catch in the air before bouncing

Participation in games

Participate in elementary games which include skills such as throwing, catching, bouncing, dribbling and hitting a ball See grade 4 • Throwing: 2.1; 2.2 • Catching: 2.1 • Bouncing: 2.3 • Dribbling: 3.1; 4.1 • Hitting: 4.2; 5.1; 5.2 Participate in: we-together games - us-and-you games - we games

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6. PLAYING GAMES 6.1 PARTICIPATION IN A VARIETY OF SMALL GAMES

GRADE 1 GRADE 2 GRADE 3 GRADE 4Playing games where the emphasis is on the individual (“I” games) and games where a partner is followed or dodged • Catch the ball in the clock:

• No. 1 has the ball in the centre of a circle. (±6 learners in a group). He bounces the ball, or throws it into the air and no. 2 has to run in and catch the ball. Repeat.

• When they are more advanced, they may call out the number of the one who has to catch the ball.

• Widen the circle (clock)

Playing games with the emphasis on “I” – games, “I”-and-“We”-games and chasing games • Stand in a line hitting targets

• Learners stand in a line, each with a ball – no more than 6 in a line. One by one the learners come up to the line and try to hit the target by rolling the ball at it. How many in the line manage to hit it?

• A catcher is necessary to field the balls, except when there is a fence behind the targets, then each one can fetch his own ball.

• (Objects, e.g., bean bags, stones etc. can also be thrown at the targets)

Playing games with the emphasis on “You-and-I-together” games and “I-versus-them” games • Run for your life

• Learners stand in circles (not more than six or eight to a circle). An O skips around the outside of each circle.

• O goes to stand between any two in the circle and stretches his arms sideways and touches the two learners on either side of him saying: "Run for your life!" They turn away and run round the circle in opposite directions to see who is first on the remaining open space as O has taken the other space. The one who loses becomes O.

• Pass and catch rugby balls in different ways • Pass and catch a rugby ball

with the correct technique. • The learner must concentrate,

keep his eye on the ball and relax

• He must get the feeling of the ball. Place the ball on the ground, picks it up, throws it into the air, catches and walks backwards, forwards and sideways

• Repeat the procedure, progressing from walking to slow running.

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• Roll the ball out of the circle • Learners stand with feet astride

in a circle with feet touching. • Two learners in the centre try to

roll a ball through the legs of those on the outside. Those on the outside try to stop the balls.

• Change round so that all have a turn to roll a ball out of the circle

• Exchange relay • The first one in each line on

line A has a bean bag each. On command, the first ones on line A and B run the line C where line A gives the bean bag to line B. The first ones line A run back to fall in at the back of their lines. The first ones in line B first give the bean bag to the next standing on the line before they also fall in at the back of their lines.

• Variation: Later on line C is dispensed with. Then line A and B exchange the bean bag where they meet each other in the middle.

• Three against one • Three hold hands and from a

circle • The one on the outside runs

from side to side trying to get round to touch the one in the circle furthest away from him

• The others hold hands and move from side to side so that the outside one cannot get at the furthest away

• Change round

• Passing: • Always carry the ball in both

hands. • The learner passing the ball

should be in front of the one receiving the ball.

• The ball should be aimed at a point approximately between the chest and the hips.

• Learn to pass to the left and to the right.

• Swing from the shoulders with extended arms

• The learner passing the ball should ensure that the ball is passed in front of the receiver so that he runs into the ball to take the pass.

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• Keep the ball away – it is dangerous • Learners stand in a circle and

one pupil starts the game by kicking the ball away from him

• The ball must be kept on the ground. Thus the learners must push the ball away with the inside or outside of their feet. It must be done quickly because the ball is ‘dangerous’. Add more ‘dangerous’ balls. (The size of the ball can be varied as well)

• Throw-against-the-wall-relay • X1 throws the ball against

the wall and quickly moves out of the way to fall in at the back of the line. X2 must be quick to take up X1’s place in order to catch the ball.

• Variation: Instead of a wall someone can stand in front to catch and throw the ball

• Keep the ball in the air (in couples) • Divide class into two’s with a

ball between each two players. They hit the ball up and see how long they can keep the ball in the air. If a ball falls onto the ground they have lost a life. See who can lose the least lives.

• Catching • When catching keep the eyes

on the ball. • Keep the hands relaxed and

the fingers spread. • The ball should be caught in

front of the body • Use one hand as a stopper

and the other to control and prevent the ball from dropping

• When the ball is passed from the side, the hand on the opposite side is the stopper hand

• Catch by ‘fetching’ the ball with straight arms

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• The dog catches the cat • Learners (± 8 in a group) stand

in a circle and passes a bean bag around (the cat).

• When the ‘cat’ is about two passes away, the dog (a ball) is brought in to try and catch the cat

• Decide how near together the learners must stand and how soon the dog must be added.

• Teacher ball relay • Not more than 6 learners

stand on a line facing the ‘teacher’ standing in a hoop r on a marked spot with a ball. On a given signal the ball is passed to no. 1 who passes it back

• Continue like this until no. 6 catches the ball. He keeps the ball and comes to take the ‘teacher’s’ place in front.

• The ‘teacher’s’ runs to take the place of no. 1. The others having all moved up one place

• Continue like this till the original ‘teacher’ is again in front

• Dodge-ball (one against two) • X1 and X2 must try to hit O’s

legs below the knees with the ball. O must bounce on his toes and always turn towards the one in possession of the ball

• X1 and X2 must not aim at O’s legs every time. They must do interpassing as well without aiming. They may not hold the ball for longer than 3 seconds and they must not throw so wildly that the other partner cannot catch the ball

• Make own rules for changing round

• Games-passing and catching • Group stands in a circle with

their backs to the centre • A rugby ball is passed round

the circle from one to the other – first clockwise and then anticlockwise.

• This formation, facing outward, assist the natural body and arm swing action in giving a pass and also prevents forward passing.

• The team takes turns to walk up

and down in pairs passing and catching the rugby ball to each other.

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SECTION D: GAMES IN LIMITED SPACE

1. IMITATION 1.1 IMITATIVE GAMES / ACTIVITIES

GRADE 1 GRADE 2 GRADE 3 GRADE 4Imitative games / activities of animal origin: • Galloping horses: Free running with leading knee high raising, using a vigorous arm action

• Frog jumping From crouch with hands on floor between legs, free jumping to land first on feet and then on hands

• Flying birds: Free running with flapping arms or elbows

Imitative games / activities of general character: • Sawing wood: In scissors standing, trunk twisting to alternate sides with punching action of arms

• Chopping wood: In scissors standing with arms upward, trunk swinging downwards and stretching up in chopping action

• Tree swaying: In straddle standing, arms sideways with elbows slightly bent and wrists relaxed, the tree swats to and fro with a twisting motion

Imitative games activities of sport origin: • The boxer: Dance about doing shadow-boxing, keeping left foot and left arm forward • The sprinter: From 'set' position from a line, take off and spring / fast running across a certain distance

• Bicycling: In nape standing with hips supported, legs circling

• Competition in pairs Competition with a partner of equal size • Catch your partner's tail In pairs. One partner inserts a colour band or piece of cloth or rope at the back of his short to represent a tail. At a given signal his partner chases him and attempts to remove the tail. If the chaser succeeds, he inserts the colour band under the waist band of his own shorts. His partner should allow him sufficient time to get away. Before starting his chase.

• Toe-Treading In pairs. While keeping their hands behind their backs, the learners try to step on each other's toes as any times as possible

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2. LARGE GROUP ACTIVITIES

GRADE 1 GRADE 2 GRADE 3 GRADE 4• Frog in the sea: The players, skipping around the 'frog' crouching in the middle chant : "Frog in the sea, can't catch me". Suddenly the frog jumps up and chases them to their 'homes', tagging as many as possible

• Aeroplane: The players are divided into several groups, each group at its own 'air station'. The players (aeroplanes) take off from their "air station' and 'fly around' freely. On a signal, the 'aeroplanes come in to land'; they 'fly' back to their own 'stations' - the group to return to its 'station' first is the winner

• Odd man out: The players pair off in two lines down the centre of the playing area. The teacher is the 'odd man out'. On a signal, the players run to the opposite sides of the ground and back again, each trying to get a partner in the centre, including the teacher. The one left without a partner becomes the 'odd man out'

• Baking a cake: The class is divided into groups, each group representing one of the ingredients of the cake. Each 'ingredient' is in its own box (squares drawn on the ground). The teacher in the centre, calls out the 'ingredients' as she needs the, and those called, skip out of their boxes to from a large circle round the teacher. The teacher says the following while the players give their own interpretation of movement required:

• Shadows The partners sit in pairs. One partner from each pair is instructed to stand and at a given signal he runs away. At a second signal his partner must chase him and attempt to stay as close to him as possible. The first player tries to avoid his partner. When the whistle goes the chaser changes places with the runner. If the game is player outdoors the chaser can attempt to step on his partner's shadow.

• Duck-fighting In pairs. Players face each other in a squat position. With straight arms they attempt to push each other over, while at the same time hopping in a circle.

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• Magic carpets Draw several squares representing magic carpets or have small mats or hoops spread out on the ground. The players skip, with or without music, behind the leader. On a signal, they stop, and those not on the 'magic carpets' are given a band to put on. Those who have no bands by the end of the game are the winners

• Storming the tiger: The 'tigers' pace around in their 'cage' (two parallel lines across the centre of the playing area). The other players try to cross from one side of the 'cage' to the other without being caught by the 'tigers'. Suggest that the players be as quiet as possible so that the 'tigers' will not hear them. The 'tigers' may only catch the learners when they are actually in the 'cage'. The players must all run in the same direction

"we are mixing the cake" "we are sifting the flower: "we are beating the eggs" "we are beating the eggs" "the cake is small" When the teacher says: "We will eat the cake" the players run back to their 'boxes' while the teacher tries to catch as many as possible

• Large group activities Participate in large group activities. • Stop-go Players stand behind a line and react to the instruction given by the game-leader. When he shouts "Go", players move (by walking, running, skipping or crawling) to the next line. At the order "Stop" everyone must stand still immediately. Players reaching the finish line, return to the start and try again. To add interest to the game, the game-leader could stand with his back to the players.

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3. TAG THE DODGING GAMES GRADE 1 GRADE 2 GRADE 3 GRADE 4

• Snakes Select two to three players to be snakes, e.g., mamba, cobra, puff-adder. Let them chase and tag the rest of the class. Those who are tagged sit down and remember which 'snake' bit them. Calculate the different snakes' bites

• Old mother witch The "witch" walks along in front and the players follow her, trying to touch her, while calling: "Old mother Witch fell in the ditch Picked up a penny and thought she was rich" The 'Witch' then turns and asks: "Whose children are you?" Then children give any name and the 'Witch' continues on her way. If they answer "Yours", the 'Witch' chases them and she tries to catch as many as possible before they are safely in their 'homes'

• Free tag: In free formation, one player chases the rest and tries to tag another player. Whoever is tagged becomes the chaser.

• Dragon and his tail Six or seven players form a line and grip the player in front of them around the waist. The player at the front of the line represents the head of the dragon. The player at the back of the line inserts a colour band / rope / cloths in the waistband of his shorts to form a tail. Without breaking up the line, the players at the front must attempt to get hold of the dragon's tail. As variation two dragons could try to get hold of each other's tail.

• Musical sitting Players move around freely in time to the music. When the music stops, they must sit down as quickly as possible. The last player to sit down, loses. When a player has lost three times, he drops out.

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• Farmers and rabbits: The players imitate rabbits, doing 'bunny-jumps' about the playground. The 'farmer' comes with a few 'dogs' who run on all fours. These chase the 'rabbits'. Those caught become 'dogs'. Marked spaces may represent burrows where the 'rabbits' are safe from the 'dogs'

• The dog in his kennel: At one end of the ground a 'dog' is lying asleep in his 'kennel'. The rest of the players are at the other end in their 'home'. They creep forward on tiptoe, chanting: "Doggie, come out of your kennel. Doggie come out of your kennel." The 'doggie' sometimes opens an eye and growls. When the players are fairly close he suddenly jumps out and tries to catch as many players as possible before they reach their 'home'

• All-in-tag The teacher holds sufficient coloured bands to supply the class. One player wearing a band, proceeds to tag as many players as possible. Each one tagged puts on a band and helps to tag

• Small group activities Participate in small group activities • Poison Groups of 5 to 6 players form a circle and hold hands. A skittle or marker is placed in the centre of the circle. By pulling and pushing players try to force each other to knock down the skittle or marker. Players must use a sailor's grip and may not let go in an attempt to miss the skittle. Each player is responsible for the grip of his right hand. If that link breaks, he is responsible

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4. TRADITIONAL GAMES GRADE 1 GRADE 2 GRADE 3 GRADE 4

Choose own traditional games Choose own traditional games

Choose own traditional games • Hot potato Groups of 6 to 8 players form circles. A ball or bean bag is quickly passed in a prescribed way from one player to another. The player holding the "hot potato" when the whistle is blown, is the loser

• One against three Players form groups of 4. Three players take hands and form a circle. The fourth player stands on the outside of the circle. At a signal he tries to catch the player on the far side of the circle, while the other members of the group attempt to prevent him from doing so. He may not hold onto these players, crawl between them or climb over them in order to catch is victim.

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• One bounce The object of the game is to keep the ball alive by playing it with any part of the body, except the arms and hands, without letting the ball bounce, more than once at a time. The class is divided into groups of 4 to 5 players and specific area is allocated to each group. Each player has a certain number of lives, say five, and each time he makes a mistake he loses one life. The players who have the most lives after a specified period are the winners. When a player makes a mistake he has to restart the game by either kicking the ball or hitting it with his head. The game is to be restarted when a player lets the ball bounce more than once or if he kicks the ball out of the allocated area.

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5. SELF-DESIGNED GAMES

GRADE 1 GRADE 2 GRADE 3 GRADE 4 Learners are encouraged to design own games

including the following elements: • Number of players (mostly individual and

partner activities) • Playing space (limited) • Equipment (none or simple equipment) • Single skills and rules • Examples

• See if you can stay in your own space and make up a game that you can play by yourself. Your game must have a throw and a catch.

• Can you invent a new game using your ball and hoop? At some place in your game, you must bounce the ball

• Invent a game with your partner that will use one ball, two markers and dribbling the ball with your feet.

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7. A NOTE ON CONTINUOUS ASSESSMENT

Refer to P. 9 of the syllabus to be informed about the requirements for assessing Physical Education. In addition, the following is an example of how to compile assessment criteria which help teachers to allocate marks according to the five point scale. • A learner who can do all balancing activities with good style in different positions on

the spot = 5 marks • A learner who do all balancing activities in different positions on the spot = 4 marks • A learner who can manage all balancing activities but do not show any style or can

not apply it in different positions = 3 marks • A learner who can do 2 activities without style or in different positions = 2 marks • A learner who do very little or does not show any mastering = 1 mark

8. ADDITIONAL INFORMATION

• Symmetrical form : Denoting that two parts are identical • Asymmetrical form : Denoting that one part is not an identical repetition of the

oilier as in symmetrical form • Locomotion : The opposite to movements in standing, e.g., walking, running, etc. • Linear movement : Movement which takes place on a straight line. • Curvilinear movement : Movement executed in curves • Rotational movement : Movement round an imaginary axis. The whole body or

parts of the body can he involved. • Sagittal axis : Forward-backward axis - for sideways rotations, e.g., cartwheel • Longitudinal axis : Lengthwise axis - for rotations , e.g., spinning like a top • Frontal axis : Directed at front - for forward and backward rotations, e.g., forward

roll

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9. GLOSSARY OF TERMS

Standing positions

Standing

Straddle standing

Scissors standing

Toe standing

Forward lunge

Standing trunk forward

(Right angle standing)

Stoop standing

Front balance standing

Front parallel stand

Back parallel stand

Cross standing

Arm positions and support positions

Arms forward

Arms upward

Arms sideways

Arms upward bend

Head-rest

Neck-rest

Arms crossed

Hand on hips

Front-lying support

Back-lying support

Side-lying support

Crook back-lying support

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Kneeling, sitting and lying positions

Kneeling

Support kneeling forwards

Support kneeling sideways

Kneel sitting

All fours

Front kneeling

Cross-leg sitting

Crouch

Crook sitting

Long sitting

Straddle long sitting

Balance sitting

Back lying

Front lying

Crook lying

Side lying

Head standing

Nape standing

Crab standing (bridge standing)

Hand stand

Forearm standing

Crouch balance

Bunny jump

Frog jump

Donkey kicking

Hopping

Stretch jump

Star jump

LP Physical Education Syllabus Guide - nied.edu.na EDUCATION . ... Section A: Gymnastics ... − 50...

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