Updated Curriculum

PHYSICAL EDUCATION,
SPORT AND MASS DISPLAYS

6
GRADE
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T. Chibayambuya
P. Chirandu Learner’s Book
P. Perekwa
 PlusOne

Physical Education,
Sport and Mass Displays

Grade 6
Learner’s Book

T. Chibayambuya P. Chirandu P. Perekwa

 CONTENTS
TOPIC 1 : HUMAN BODY............................................................................... 1
Unit 1: Organs of the body.................................................................................... 2

TOPIC 2 : SAFETY AND HEALTH.................................................................. 7

Unit 2: Healthy living habits................................................................................. 8
Unit 3: Safety............................................................................................................ 15

TOPIC 3 : AQUATIC SKILLS.......................................................................... 19

Unit 4: Water safety............................................................................................... 20
Unit 5: Strokes.......................................................................................................... 25

TOPIC 4 : KIDS ATHLETICS........................................................................... 30

Unit 6: Running........................................................................................................ 31
Unit 7: Jumping........................................................................................................ 37
Unit 8: Throwing...................................................................................................... 42

Test 1...................................................................................................................... 47

TOPIC 5 : INVASION GAMES........................................................................ 50

Unit 9: Space awareness.................................................................................... 51
Unit 10: Positioning................................................................................................ 56
Unit 11: Reaction..................................................................................................... 61

TOPIC 6: TARGET AND COMBAT GAMES................................................... 65

Unit 12: Aiming and targeting............................................................................. 66
Unit 13: Stance........................................................................................................ 71

TOPIC 7: NET GAMES.................................................................................... 74

Unit 14: Strokes....................................................................................................... 75

TOPIC 8: STRIKING GAMES.......................................................................... 80

Unit 15: Grip ............................................................................................................ 81

Unit 16: Striking ...................................................................................................... 89

TOPIC 9: ADVENTURE GAMES .................................................................... 93

Unit 17: Outdoor activities ................................................................................... 94
Test 2 .................................................................................................................... 100

TOPIC 10: EDUCATIONAL GYMNASTICS ................................................... 103

Unit 18: Locomotion .............................................................................................. 104

TOPIC 11: MUSIC .......................................................................................... 112

Unit 19: Background and performing music..................................................... 113

TOPIC 12: BACKGROUND ART ................................................................... 118

Unit 20: Patterns and mounts .............................................................................. 119

TOPIC 13: ARENA ACTS ............................................................................... 123

Unit 21: Movement and rhythm ........................................................................... 124

Unit 22: Choreography .......................................................................................... 126

Unit 23: Formations ................................................................................................ 130

Test 3...................................................................................................................... 135

 Topic

1
HUMAN BODY

Topic Introduction

The body has internal and external body parts which have different functions. There
are body parts which are responsible for storing and transporting food. There are also
body parts which are responsible for transporting air. There will be a look at the different
processes of storing and transporting food and air in the body. You should be able to
identify the different body parts which are responsible for those stated functions.

1
 Unit ORGANS OF THE BODY

1
Unit objectives
At the end of this unit, you should be able to:
(a) identify body parts that store and transport food and air.
(b) explain the process of storing and transporting food and air.

Looking Back

In the previous grades, you learnt about various internal and external body parts with
different functions. You also had a look at the different parts in the digestive system of
human beings. In this unit, you will look at different functions of the body parts involved in
transporting and storing food and air in the body.

Key Words

Contaminants – a polluting substance that makes something impure.

Airway – the passage by which air reaches a person’s lungs.

Body parts that transport air

Taking in of oxygen and passing out of carbon
dioxide is known as respiration.
The body parts which are involved in the breathing
system form the respiratory system. The system
consists of both internal and external body parts.
The parts include; nose, mouth, throat, windpipe,
bronchi and lungs. These body parts have different
functions.

Respiratory system

2
 Exercise 1

1. State any 2 organs that transport air.

2. How many lungs do humans have?
3. Human beings take in _______.
4. A mouth is not important in taking in air. True or False

Body parts that transport and store food

Parotid gland

Pharynx

Esophagus

Liver Stomach
Gall Bladder
Duodenum Pancreas
Large
Small
Intestines
Intestines
Appendix Rectum
Anus
Digestive system

The system which is responsible for the transportation and storage of food in the body
is called the digestive system. Just like what you have learnt in grade 5, the digestive
system consists of different body parts which have different functions. The different parts
in the system work together for an effective transportation and storage of food.

(a) Mouth

This is where the digestive process starts. When one takes in food, teeth in the mouth break
down food into pieces. Saliva in the mouth mixes with food so that it will be broken down in
the stomach.

(b) Esophagus

It is a long tube which connects the mouth and the stomach. The esophagus transports food
from the mouth to the stomach.
(c) Stomach
The stomach stores swallowed food. It receives the food particles from the mouth through

4
Unit Revision Exercises
Multiple Choice Questions
1. ________ is a long tube.
A. Mouth B. Nose C. Bronchi D. Trachea
2. How many lungs do human beings have?
A. 2 B. 1 C. Many D. 4
3. ________ carries air from the windpipe to the lungs.
A. Throat B. Bronchus C. Mouth D. Trachea
4. What is the other name for windpipe?
A. Throat B. Bronchi C. Trachea D. Nose
5. The process of taking in air is called ___________.
A. inhalation B. exhalation C. air flow D. moisturing

Structured Questions

1. Which parts are shown in the picture above?

2. Exhalation is _________.
3. State any 2 functions of the nose in the respiratory system.
4. What is the function of a windpipe?
5. Where does digestion start?
6. Which part passes out undigested food?

6
 Topic

2
SAFETY AND HEALTH

Topic Introduction

Physical activity has so many benefits to the health of an individual. One can get engaged
in physical activities at home, school and in the community. Participating in physical
activities has benefits such as reducing attack from different diseases. Some diseases
can be caused by imbalances in nutritional value, lack of exercise and poor sanitary
conditions. During physical activity, participants need to observe different safety rules
and regulations to avoid injuries.

7
1. Cleaning the house and the yard
People are encouraged to exercise through cleaning the house and the yard. Cleaning the
house include sweeping, vacuuming and mopping the floors. You have to clean the yard as
well, these include sweeping, cutting the grass which surround the house. By doing so, the
body gets to exercise. A person who do these activities stays healthier than the one who
does not exercise.

2. Digging the garden

Digging the garden is one of the physical
activities which is encouraged. Children
must help their parents digging the garden.
Apart from giving them vegetables to eat,
digging the garden will enable people to
stay healthy.

3. Physical household tasks

There are different physical household
tasks which people must do. These include;
carrying furniture, boxes of groceries among
others. Some of the tasks include washing
the car, mowing the loan. People can also People working in the garden
exercise as they will be farming using ox-
drawn plough. People can also exercise
when they fetch and chop firewood.

4. Jogging, running or taking a walk

People in the community can improve their health by doing various exercises such as
jogging and running. To those who find it too difficult to jog or run, they can take a walk as
a starting point. These exercises give better health.

Activity 1
List at least 5 activities that you usually do at home. Present your findings to the class.

Exercise 1
1. Physical activities encourage __________.
2. ________ and _______ are some of the physical activities that can be done at home.

Physical activities at school

Academics are important so is finding time for physical activities at school. When learners
get a chance to do various physical activities at school, they will focus more and they will be
mentally fit in class. It is important to note that a healthy mind need a healthy body and this

9
3. Hypertension
Lack of exercise increases the risk of being overweight. The more a person weighs, the more
blood they need to supply oxygenated blood and nutrients to all parts of the body. As the
volume of blood increases, so does the pressure. People who are not physically active cause
people to have higher heart rates.

Activity 4

Collect and share stories on diseases caused by poor sanitary conditions. Discuss your
findings in class.

Exercise 4
Write the correct spellings of the following words of diseases.

1. Photyid
2. Trysendy
3. Rachole
4. Tiedebas
5. Keostr

Key points in this unit

• Physical activities can be done at home, at school and in the community.
• Engaging in physical activities increases learners’ concentration.
• Communities that support physical activity are called active communities.
• There are diseases that can be caused by not being involved in physical activity,
poor sanitation and nutritional imbalance.

Unit Revision Exercises

Multiple Choice Questions
1. Which physical activity can be done at home?
A. Singing B. Digging C. Drawing D. Eating
2. Structured physical activity at school include __________.
A. physical education lesson B. running around
C. playground games D. chasing each other
3. If a community provides sporting playgrounds and community parks for its people, it is
known as _________.
A. sporting community B. playing community
C. active community D. safe community
4. Which nutrient is needed to produce hemoglobin?
A. Vitamin A B. Calcium C. Iron D. Vitamin C

13
 Unit SAFETY

3
Unit objectives
At the end of this unit, you should be able to:
(a) identify safety rules and regulations for various activities.
(b) state injuries related to physical activities.

Looking Back

In the previous grades, you looked at safety precautions to be followed when taking part
in different activities. You also looked at the rules that should be followed when carrying
apparatus.

Key Words
Regulations – a rule or directive made and maintained by an authority.
Injury – an instance of being injured such as a wound, bruise or cut.

Safety rules and regulations for physical activities

When people are engaged in different sporting activities, there is need to follow certain
safety rules and regulations for these activities. Safety precautions give guidance to how the
game is going to be played and it helps to prevent injuries.

Some of the safety rules and regulations include the following:

1. Wear comfortable clothing

It is safe to wear clothing that is comfortable for a particular activity which one would
want to participate in. Comfortable clothes will make the person effective in the sport
and avoid unnecessary falls which can be caused by wearing clothing which is not
comfortable in that sport. For instance, when swimming, a girl cannot wear a skirt, it will
not be comfortable, she has to wear a swimming costume which is comfortable.

2. Put on appropriate gear protective gear for the activity

One has to wear appropriate protective gear for the particular activity he or she would

15
want to participate in. Protective gear will prevent
the participant from getting injured. It is not safe
to participate in an event without appropriate
protective gear.

3. Take appropriate breaks during the activity

Playing different games is tiresome. There are
breaks which are stipulated in different games.
It is important for the players to take appropriate
breaks which are required in the game. This will
not strain the muscles as people would have time
to rest and boost energy for the next stage of the
game or activity.

4. Beware of the weather and environmental Protective clothing for baseball

conditions
It is very important to take note of the weather and environmental conditions. Avoid playing
different activities is bad weather conditions such as rains and thunderstorm. It might turn
to be fatal as players may be struck by lighting or get injured which could have been avoided
if the conditions were good.

5. Do not engage in physical activities if you are not well

It is not good to engage in physical activities if you are sick. When a person is sick the body
should get enough rest so that it may recover. Straining the body with physical activities is
dangerous.

6. Drink water before, during and after the physical activity even if you do not feel
thirsty
There is also need to take water. Participants should drink enough water to stay hydrated
(have enough water in the body) while on the field of play. You can drink water before,
during and after the physical activity.

Activity 1

List protective clothing for different activities.

Exercise 1
Answer the following with either True or False.
1. One should wear comfortable clothes.
2. Physical activity only benefits and does not have risks.
3. When doing an activity, it is important to take appropriate breaks.
4. You should take part in physical activity even if you are not feeling well.
5. Drink water when you feel thirsty only.

16
 Topic

3
AQUATIC SKILLS

Topic Introduction

There is need for people to be safe in and around water bodies. When water accidents
occur there are certain ways that people are to react in order to be safe. A proper
drive is necessary when one is involved in swimming as a sport. When the length of the
swimming race increases, swimmers should be able to make turns and use the correct
technique to increase their speed.

19
3. Stay positive

There is need to maintain a positive mental attitude. The attitude must tell you that you can
make it to safe ground. This is critical for survival.

4. Use swimming aids

Ring bouy Floating tube Life jacket

You can make use of various swimming aids where available, as they will help you float
in water. When you are still learning to swim, you can also make use of these swimming
devices. This will give you confidence when you are in water.

3. Follow instructions
The key to safety in most of the water bodies is to follow the instructions which are stated by
the authorities. In most areas with rivers and dams, there are instructions which are clearly
stated so that people can follow.
In swimming pools, there are also instructions which are given so that people can follow.
These instructions will help people not to drown in water. For instance, there certain
swimming areas in the pool where there are age limits. So, if people follow instructions, it
will be safe. Also, when people are trying to help you from drowning, try your best to follow
the instructions they will be giving.

4. Avoid pushing each other

It is important to avoid playing and pushing each other into water bodies. You can accidentally
push someone who is not able to swim and this will result in the person drowning in water.

5. Know lifesaving skills

Knowledge of life saving skills is very important when it comes to saving someone. If you
see someone bobbing vertically in water and unable to call for help, you have to act quickly.
Check if the person is drowning and rescue him or her quickly.

Steps in life saving techniques

Step 1 – determine whether the person is in danger of drowning or struggling to float.
Step 2 – shout for help. It is good to be assisted by other people.

21
Step 3 – decide the rescue method to use. There are many rescue methods which can be
used. You can make use of floating devices or use shepherd crook among other
things.
Step 4 – proceed with the rescuing, stay calm and focused.
Step 5 – perform cardio-pulmonary resuscitation (CPR) on the victim if they are unconcious.

Demonstration

A person performing dry land rescusitation

Dry land resuscitation

Before this first aid procedure call for help.
Use an airway bag from the first aid kit if you got it.
• Turn the drowning person’s head to the side, allowing any water to drain from his
or her mouth and nose.
• Turn the head to the centre and begin mouth to mouth resuscitation on land.
• Strongly breathe four times into the mouth of the injured person as you pinch his or
her nose.
• Put your ear near the mouth and watch the chest for any breathing movement.
• Check the pulse for signs of life.
• Repeat this cycle.
Your teacher and First Aid instructor will assist you with more first aid techniques to apply.

Activity 1

Demonstrate the cardio-pulmonary resuscitation method.

Exercise 1
1. State any 3 survival techniques in and around water.
2. What does CPR stand for?
3. State any 3 steps in life saving.

22
Unit Revision Exercises
Multiple Choice Questions
1. Being calm means that ________.
A. one has to get over the shock quickly
B. one has to drown
C. one has to call for help
D. one has to keep his or her head above water
2. The following are water survival techniques except ________.
A. staying afloat B. using swimming devices
C. staying calm C. jumping
3. When you are still learning to swim it is wise to __________.
A. stay away from water B. use swimming devices
C. call for help D. tell your parents
4. Which statement among the following is not true?
A. Water hazards happen in water.
B. Water hazards are water related.
C. Water hazards are common in Zimbabwe.
D. Water hazards cannot lead to death.
5. Which among the following is not a water hazard?
A. Cyclone B. Floods C. Lightning D. Falling

Structured Questions
1. State any 3 survival techniques in water.
2. State any 2 floating devices which can assist swimmers.
3. List any 4 techniques in life saving.
4. What are water hazards?
5. State any 3 water hazards which have affected Zimbabwe.
6. Survival techniques are only done in water. (True or False)

Practical Activity
1. Demonstrate dry land resuscitation method.
2. Role play the procedures in calling for help when someone is drowning.

24
 Unit STROKES

5
Unit objectives
At the end of this unit, you should be able to:
(a) practice front and back crawl techniques.
(b) demonstrate correct diving and tumbling turn techniques.

Looking Back

In the lower grades you have looked at the entry into a water body and some skills in
swimming such as gliding, floating and submerging.

Key Words
Flutter kick – kicking the legs in succession up and down causing movement.
Stroke – move one’s hand with gentle pressure over a surface repeatedly.

Front crawl technique

The most popular and common technique
is the front crawl. This stroke is the fastest.
The front crawl requires the swimmer to
flutter kick the feet while reaching forward
in alternating strokes. There are four steps
to learn how to swim and refine the front
crawl. These steps are as follows:
Step 1: Body position
Keep the body flat, lie facing down in water
with your body kept in line with water
surface.
Step 2: Arm movement Front crawl

The arm action consists of two actions, the pull and the recovery. When pulling, palms face
down and pull in line with the body with a slightly bent elbow all the way to the side of the
upper thigh. Then when doing the recovery action, do it with the hand close to the upper
thigh.
25
 • Now the propulsive phase of the legs begins. Your feet kick back and apart while your
arms extend completely under water, and your chest and head drop back into the
water.
• Once your legs are completely extended, they are brought together. You then glide for
a short while into this position.
Backstroke (back crawl)
Backstroke is a swimming stroke performed on the back with the arms lifted alternately out
of the water in a backward circular motion and the legs extended and kicking.
• When doing a backstroke keep the body as flat as possible on the water. You have to
be streamlined with the water with
a slight slope down to the hips to
keep the leg action underwater.
• Do not let your hips drop too low as
this will slow you down.
• Your head should be still and your
neck relaxed.
• The water should cover the ears
almost completely but it should not
get into the eyes, nose or mouth.
• Use flutter kick as soon as the legs
are in water. Keep your legs close
together and kick from the hips
Backstroke (back crawl)
rather than the knees.
• Keep your ankles relaxed and your knee slightly bent on the downbeat.
• As you start to kick, keep the arms at your side then reach one arm up in front pointing
towards the sky. Lead with your thumb as your arm comes out of the water. The arm
should be lifted out by the movement of the shoulders.
• When the arm hits the water then bring it down. As you do this, raise the other arm
and perform the same motion. You should breathe out as the other arm leaves the
water.

Activity 1

Using the steps discussed, demonstrate the front crawl technique.

Exercise 1
1. State 2 arm actions involved in front crawl.
2. What determines the side to breathe on?
3. What type of kick is used in front crawl and back stroke?
4. When should one breath during back stroke?

27
 Exercise 2

Answer the following with either True or False.

1. For a dive, the swimmer stands shoulder width apart.
2. The amount of bend of the body is determined by how tall or short one is.
3. The tumble turn is done at the end of a race.
4. The aim of the tumble turn is to get in and out of the wall as fast as possible.
5. When you move away from the wall, glide with hands on your side.

Key points in this unit

• The front crawl is the most common stroke.

• In front crawl the arms consist of two actions the pull and recovery.
• Legs should be straight and out when you flutter kick.
• Swimmer should use same speed even if he or she wants to tumble turn.

Unit Revision Exercises

Multiple Choice Questions
1. The most common and popular stroke is _________.
A. butterfly B. back C. front crawl D. breast
2. In front crawl, arm consists of two actions which are __________ and _________.
A. Pull and recovery B. up and down
C. glide and submerge D. elbow and palm
3. Choosing a side to breath depends on _________.
A. how fast you are B. level of water
C. being right or left-handed D. if you are tired or not
4. Why should you avoid lifting your head when you breath?
A. It disturbs the body position B. It increases your speed
C. You are filled with water in your mouth D. It hurts your head
5. When flutter kicking the toes should point _________.
A. towards you B. behind you C. on the floor D. to the sky

Structured Questions

1. Which stroke is the fastest? (Backstroke/Frontcrawl)

2. ________ is done when entering the water. (Diving/Backstroke)
3. In front crawl, the arm has two actions which are _______ and ________.
4. _________ is used to flip to reverse the direction in which the person is swimming.

Practical Activity
1. Demonstrate the tumble turn.

29
 Topic

4
KIDS ATHLETICS

Topic Introduction

Kids athletics consists of different activities such as running, jumping and throwing. When
running there are different phases which are considered which include preparatory phase
for sprints, middle and long distance running and race walking. In this grade, you will learn to
do horizontal and vertical jumps. There are also various throwing techniques which should
be executed when throwing different implements in different throwing activities.

30
 Unit RUNNING

6
Unit objectives
At the end of this unit, you should be able to:
(a) show preparatory phase for sprints, middle and long distance running and race
walking.
(b) execute the appropriate sprinting techniques-pawing action with increased speed.
(c) demonstrate a higher level of endurance in fairly long-distance events.
(d) execute correct baton exchange.

Looking Back

In the previous grades you have learnt about endurance races. You have demonstrated
different endurance races such as 5 minute and 8-minute endurance races. In this unit,
you will learn about different running techniques and tactics.

Key Words
Stride – decisive steps in a specified direction.
Swift – happening quick.

Running techniques and tactics

When running, there are different techniques which can be used in different races for an
athlete to be effective. There are preparatory phases for sprints, middle and long distance
running and race walking.
Running techniques in sprints

A young athlete demonstrating taking strides

31
There are different techniques which must be executed when sprinting. The important
sprinting techniques include:

• Hold your torso straight and vertical.

• Hold your head still, relax your face and neck.
• Bend your elbows at 90 degrees.
• Pump your arms and keep your arms close to your sides.
• With each stride, lift your front knee high and straighten your back leg.
• At the start of your sprint, keep your strides short and quick. Lengthen your strides
as you gain your speed and power.

Preparatory phases in sprints

There are important phases which should be taken note of when sprinting.

1. On your marks

On your marks position

Weight should be evenly distributed between the hands. The back knee must rest on the
ground. Arms should be placed shoulder-width apart and straight.

2. Set

Set position

On the set position, the athlete should be ready to take-off. On this position, the hips should
be raised slightly higher than the shoulders. The head and the back should be in straight line.

32
 Activity 2
Demonstrate a 15-minute endurance race. Make use of the techniques you have learnt.

Running with obstacles

There are some races where there are obstacles which the athletes are supposed to
clear.

Hurdles
In hurdling, the athletes must run over the hurdles. The hurdles will be placed in different
intervals in the track. It is important to note that, just like in other types of races you have
learnt, there are techniques which are also used in hurdles. When running there are phases
when clearing hurdles which are:

• take-off
• hurdle clearance
• landing

Take-off

Clearance

34
 V-grip

The V-grip is the one which should be used by the beginners. It is the most efficient grip in
javelin. The palm offers strong support. The palm should be turned upwards and the stick
should relax in the hand. When carrying the javelin stick, the muscles of the shoulder, arm
and wrist should relax and allow the athlete to run easily.

Techniques when throwing in javelin

When doing javelin throw, the athlete must consider the following techniques for a perfect
throw.
• The weight should be over the back leg.
• Hips should be forward.
• The feet should be in line with the throwing direction.
• The throwing arm held parallel to the ground, long and relaxed with the palm
uppermost.
• The back leg drives the hips to the front, transferring the weight from back to front leg.
• The arm should then be brought in fast and last.
• The elbow should be kept high and close to the head, with the javelin being thrown
over the top of the head.

Some key points in javelin throw

There are a number of steps which should be taken into consideration when doing javelin.
However, the key coaching points which must be known include the following:

Start and carry: carry the javelin above the shoulders and head. The j should point in the
direction of the run up.
Approach run: this is the run made towards the throwing line. Run in a comfortable pace
which match your skills and abilities. For a start, you can make use of a few strides from the
throwing line.

43
TEST 1
Paper 1
Time: 1 Hour

Multiple Choice Questions

Answer all questions.

1. ________ is a long tube.

A. Mouth B. Nose C. Bronchi D. Trachea
2. Human beings have ______ lungs.
A. 2 B. 1 C. many D. 4
3. ________ takes in air from the atmosphere into the respiratory system.
A. Throat B. Nose C. Bronchi D. Trachea
4. The process of taking out air is called ___________.
A. inhalation B. exhalation C. air flow D. moisturing
5. The organ that starts with the transporting of food is ______.
A. mouth B. neck C. tongue D. stomach
6. Which of the following parts does not store or transport food?
A. Tongue B. Oesophagus C. Stomach D. Rectum
7. ____________ support physical activities.
A. Active communities B. Sport ground
C. Community playground D. Traditional communities
8. Poor sanitation does not cause ________.
A. cholera B. typhoid C. dysentery D. polio
9. A healthy mind and body is achieved through the following except___________.
A. various physical activities B. chopping firewood
C. jogging in the morning D. reading books
10. People who are not physically active have _________.
A. no heart rate B. higher heart rate
C. slow heart rate D. a disease
11. _________ helps in the transportation of oxygen to the rest of the body.
A. Anemia B. Heart rate C. Haemoglobin D. Heart attack
12. Lack of physical activity can cause _________.
A. cholera B. anemia C. hypertension D. typhoid
13. _________ is not an outdoor activity.
A. Cycling B. Debate C. Soccer D. Jogging
14. People are not encouraged to play sports when there is ________.
A. mist B. thunderstorm C. cold D. sun
15. What is the importance of breaks in games?
A. Increase injuries B. To give opponents opportunity to attack
C. Protect body parts D. Not strain muscles
16. The following are water survival techniques except ________.
A. staying afloat B. using swimming devices
C. staying calm D. jumping

47
Practical Paper

1. Role play the functions of body parts that transport and store food in the body.
2. Demonstrate the ways which can be used to help those injured in sports.
3. Demonstrate cardio-pulmonary resuscitation (CPR).
4. Dramatise the dry land resuscitation survival technique.
5. Demonstrate triple jump.
6. Demonstrate the preparatory phases in athletics.

49
 Topic

5
INVASION GAMES

Topic Introduction

There are various aspects which are important in invasion games. Space awareness,
positioning and reaction are important in invasion games. There will be a look at moving
into space, the advantages and the disadvantages. There will be a look at positioning
within boundaries, teammates and opponents. Defense and attack in invasion games have
various principles which will be followed.

50
Positioning in football
There are different positions in soccer. Each
player has different roles when playing on a
particular position. There are defending and
attacking roles in soccer. Soccer is played with
11 players per team.

Sweeper (SW)

As a sweeper, one of your main tasks is to

clear the ball if your opponent manages to get
through your defensive line.

Center Back (CB)

If you are playing as CB (even called center

halves or central defenders) your main task will
be to mark the opposing team forwards (and
even their CM (central midfielders).

Full Back (FB-RB-LB) Positions in football

As a full back you will be responsible to prevent your opponents from getting the ball into
your own 18 yard box (penalty area). You will also need to make offensive runs on the flank
especially in a formation like 4-4-2.

Wingback (WB-RWB-LWB)

A wingback has same responsibilities as the (FB-RB-LB) however; you will be more involved
in offensive attacks.

Defensive midfielder (DM)

Operate in front of your defense line and prevent attacking midfielders from reaching your
18 yard box. To complete this job properly you will need to have good strength and stamina.

Central midfielder (CM)

As a (CM) you must be ready to play more than one role on the field, depending on your
team’s strength and tactics. You will be the link between your defense and offense. You must
also help in defense when your opponents have possession of the ball.

Side midfielder (LM-RM)

As a side midfielder you will be placed either left or right (depending on your kicking foot) of
the midfield. One of your main tasks is to provide your forwards with quality crosses.

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 Activity 1
Target Toss
Equipment

1 hula hoop per group.

1 pylon per group.
Throwing objects such as beanbags, rubber chickens, soft-skinned balls.

Divide yourselves into small groups.

Each group places a hula hoop on the ground with a pylon in the middle of the hoop as
target.
Have 2 throwing lines at different distances.
Use the underhand throw to toss the object at the target from a certain throwing
distance.
Scores:

3 points for landing within the hoop

5 points for hitting the pylon
0 points if the object is outside the hoop

Exercise 1
1. State any 3 target games.
2. ______ is a person who participate in archery.
3. In archery, participants use a bow and arrow. True or False

Aim at mobile targets

To aim at fast mobile targets requires you to release a ball to hit a moving target. Balls that
can be used to hit the targets are tennis balls and netball balls. A ball is rolled to the ground
or thrown in the air past a line of learners who try to hit the ball while it is moving.

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 Unit STROKES

14
Unit objectives
At the end of this unit, you should be able to:
(a) perform strokes for height, spin, distance and power.
(b) strike the ball or object to a target over a specified distance.
(c) stroke the ball or object over a barrier not more than 1.5m in height.

Looking Back

In the previous grades, you have learnt about different strokes and spins in different net
games. You have learnt to jump high and strike a ball at its highest point with a spin. You
also learnt about proper way of handling equipment.

Key Words
Opponent – someone who competes with or opposes another in a game.
Serve – an act of hitting the ball to start play.

Strokes for height

Strokes for height are strokes whereby the ball is hit at the highest point which is possible.
The highest possible striking point is determined by the maximum jumping height at which
is performed.

Spike in volleyball

Spike in volleyball
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A spike is an attacking stroke which aims at sending the ball into the opponent’s territory
in such a way that is cannot be returned. If the spike does not score points, it will give the
opponent pressure.

Coaching points in spiking

• Keep your eyes on the ball at all times.
• Adjust your body and shift your weight where the ball is in the air.
• Stand a few feet from your net. Run to the net as the ball is approaching to top of
its flight. Step forward with your left foot.
• Jump off the ground and get as high as possible. Bring your spiking hand back
behind with your palm open.
• Swing your arm forward as fast as you can so that it comes in contact with the ball
moving downward and away from any blocking players. Hit the ball with the ball
of your hand.
• Follow through fully by bringing your hitting arm down and across your body.

Jump serve

Jump serve

Coaching point for a jump serve

• Place the ball in the left hand.

• Toss the ball high. The ball should be several meters in front of you.
• Swing both arms behind you and then forward and up. You must be stepping forward
with the left foot and a quick hop.
• Jump up and forward. You must continue to contact the ball at the top of your reach.
• Strike the ball toward the top of the back with your palm and follow through with your
arm swing, aiming outward and downward to put topspin on the ball.

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Block in volleyball

Players block a strike

A block is a stroke which aims at stopping an attack. This therefore makes the ball to remain
in the opponent’s area. A well-executed block is performed by jumping high and reaching to
penetrate with one’s arms and hands over the net into the opponent’s area.

Activity 1

Hitting a volleyball out of the back court

Hit the ball coming from the back row. You must jump to hit the ball from beyond the attacker
line.

Exercise 1

1. A spike is used when _________. (attacking/defending)

2. A block is used when stopping an attack. True or False
3. A block is meant to make the ball remain in the opponent’s court. True or False

Backspin or sidespin serve

The aim of the serve is to prevent the receiver from making a strong attack against the
server. The serve is performed from the server’s backhand corner. It can cause the ball to
bounce away from the opponent.

It is generated when a ball is hit with a slice either left or right. The more extreme one
swings the racket, the more the spin. The ball will move the opposite direction than the
swing. For example, if you swing from left to right, the ball will spin to the left.

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 Topic

8
STRIKING GAMES

Topic Introduction

This topic is going to be looking at ways of enhancing grips for skills in striking
games, stances for skills in striking games, orientation when striking target object and
distinguishing between underhand and forehand movement patterns.

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1. The orthodox grip
Lay the bat on the ground

• A cricket bat has a flat side for striking

the ball and the back has a ridge, or
spine, running down the middle.
• The spine should be facing up.

Make a ‘V’ shape defined by the thumb and

forefinger of both hands

• Hold your hands in front of you, palms

down
• Fingers on both hands should be
grouped together but for your thumbs
which extends to the sides to form the
‘V’ shape.
• The ‘V’ shape should be upside down.
Open end towards the ground.
• Maintain this ‘V’ shape as you reach for
the bat.

Line up your grip with the spine of the bat

As you grip the handle, keep your two ‘V’ s

(where the base of your thumb and forefinger
meet) on both hands in line with the spine along
the backside of the bat blade.

Make sure your hands are in the middle of the

handle

• Your dominant hand should be closer to

the bat blade.
• Putting your hands in the middle of handle gives the best combination of power and
control.
• A high grip (hand towards the end of the
handle) will generate more power. This is
good for playing vertical shots.

A low grip, or “choking” the bat (hands towards

the blade of the bat) will give more control. This
is good for horizontal or cross-bat shots.
Keep a distance of about two fingers between
your hands

• The closer you place your hands, the

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Use the ‘O’ shaped grip for more power on cross-batted shots

This feels more natural than the orthodox grip. It gives the bottom hand more influence.
Batsman use this grip more often when using bats that are too heavy for them.

Activity 2
Demonstrate the ‘O’ shaped grip.

Exercise 2
1. When is the ‘O’ shaped grip often used?
2. State one advantage of the ‘O’ shaped grip over the orthodox grip.
3. State one way in which the ‘O’ shaped grip differs from the orthodox method.

3. The Knott grip

Start with the orthodox grip then rotate your top hand around the handle

• Rotate clockwise if your top hand is

your left hand, or anti-clockwise if
your top hand is your right hand.
• Keep rotating until the back of your
top hand is almost facing the same
direction as the back of your bottom
hand.
• If holding the flat side of the bat
towards the ground, the ‘V’ formed by
the thumb and forefinger of your top
hand should now be right side up that
is, the ‘V’ should open upwards.
Use the Knott grip

• This was developed by Alan Knott to deal with fast bowling and high rising balls.
• It allows for fast, shot swing which is perfect for cutting the ball.
The Knott makes it difficult to generate power

• This grip limits extension of the arm, it also limits the ability to create power.
• It is best for singles or twos (the two batsmen run to each other’s end of the pitch one
or two times) as opposed to hitting boundaries (the ball is hit out of the field of play).
Points to note on grip

• A tight grip may create tension in a swing and reduce your power.
• A weak grip can result in your bat slowing down or bouncing off the ball to produce a
weak hit.
• Your swing will be easier if your hands touch each other on the bat handle.

84
4. Jump again with right leg forward and left leg backward landing with one foot in front
and the other behind, as though you took a step forward.

5. Jump and return to the erect standing position.

6. Repeat 2-5 ensuring at step 4 you alternate left and right leg’s movements.

Activity 4

Practise the 6 ways of improving footwork.

Exercise 4
1. Stand slightly wider than ______ apart to ensure your lower body is properly engaged
and ready to engage into your hit.
2. What is the disadvantage of having your feet too wide apart?
3. Why should one not keep feet too close together?
4. Keep your hands at the top of the strike zone and your feet slightly more than _______
width apart.

Key points in this unit

• There is no perfect grip, each one has its advantages and limitations.
• The grip determines how one swings the cricket bat and make contact with the ball.
• A low grip, or “choking” the bat (hands towards the blade of the bat) will give more
control.
• Stance is defined as the position or bearing body while standing.
• Footwork is very important for every batsman.

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Unit Revision Exercises
Multiple Choice Questions
1. Grips are the foundation of all the __________ in striking games.
A. strokes B. footwork C. follow through D. stances
2. Which one of the following is not a grip in cricket?
A. Knott B. ‘O’ shaped C. Orthodox D. Underarm
3. __________ is the movement of the legs as the batsman/woman hits the ball to give
direction to the shot.
A. Grip B. Stance C. Footwork D. Follow through
4. _____________ is the foundation of the three grips in cricket.
A. Stroke B. Knott C. Orthodox D. ‘O’ shaped
5. _____________ is defined as the position or bearing while standing especially when
playing sport such as cricket, golf, baseball and softball.
A. Footwork B. Follow through C. Stance D. Stroke

Structured Questions
1. A stance is a way of ________________. (striking/standing)
2. What is known as ‘happy feet” in terms of footwork?
3. What is over striding?
4. What is the disadvantage of having a weak grip?
5. Why is it discouraged to have a tight grip?

Practical Activity
1. Demonstrate the 6 ways which can be used to improve footwork in cricket.

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Free climbing relies much on physical strength and skills of the climber. The climber can
also make use of equipment. Free climbing is divided into several styles that differ from one
another. These different styles depend on the choice of equipment used when climbing.

(c) Free soloing

This involves a single person climbing without the use of any equipment such as ropes or
any other protection. This technique is very dangerous, if the climber falls there are high
chances of getting injured or dying.

(d) Traditional climbing

This technique involves rock climbing routes in which protection against falls is placed by
the climber while climbing. The climber may place bolts ahead so that they may be used as
he or she will be climbing.

Abseiling

A person abseiling

Abseiling is also known as rappelling. It is an activity of going down a very steep slope. One
goes down by holding to a rope that is fastened to the top of the slope. The ropes used in
abseiling are strong and can sustain the weight of a strong person.

When abseiling, the participant makes use of various devices such as the belays and a
descending device. Belay means to fasten or control the rope to which a climber is attached
by wrapping it around a metal device or another person.

This provides anchor as the participant goes downwards. Descending device is used on
a rope used to secure the abseiler to the rope. It produces friction on the rope by various
methods.

96
17. __________ is the movement of the legs as the batsman/woman hits the ball to give
direction to the shot.
A. Grip B. Stance C. Footwork D. Follow through
18. ___________ is the foundation of the three grips in cricket.
A. Stroke B. Knott C. Orthodox D. ‘O’ shaped
19. ___________ is defined as the position or bearing while standing especially when
playing sport such as cricket, golf, baseball and softball.
A. Footwork B. Follow through
C. Stance D. Stroke
20. A stance is a way of _________.
A. striking B. standing C. defending D. attacking
21. Which among the following is not a type of orienteering?
A. Night B. Bicycle C. Water D. Line
22. Participants in orienteering use ________ to locate points.
A. maps B. whistles C. torches D. pencils
23. Aid climbing is normally used when climbing _________ walls.
A. small B. big C. any D. short
24. Which among the following is not a climbing technique?
A. Traditional climbing B. Free soloing
C. Orienteering D. Aid climbing
25. Rappelling is also known as _________.
A. abseiling B. climbing C. ascending D. jumping

101
PAPER 2
Time: 2 Hours
Answer all questions in section A and all questions in section B.

Section A: Structured Questions

1. List any 2 places where space in rugby is found. [2]

2. State any 2 advantages of effective communication in rugby. [2]
3. State any 3 ways of finding space in soccer. [3]
4. State any 2 roles of players in soccer. [2]
5. What is the role of formations in soccer? [1]
6. State any 3 principles of attack. [3]
7. What is the importance of using principles of defence in invasion games? [1]
8. ________ will slow down the offensive moves. [1]
9. What are target games? [1]
10. State any 3 stages which are involved in archery. [3]
11. Posture is __________. [2]
12. State any 2 reasons why an upright posture is important in martial arts. [2]
13. List any 2 strokes in volleyball. [2]

Practical Paper
1. Demonstrate the 6 ways which can be used to improve footwork in cricket.
2. Demonstrate the following:
(a) block
(b) spike
3. Illustrate the five procedures you go through when executing a tennis forehand.
4. Demonstrate the way of perfecting the orthodox grip.

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 Topic

10
EDUCATIONAL GYMNASTICS

Topic Introduction

Locomotion refers to moving from one place to the next in a manner of different ways.
Locomotion can be broken down into three sub-categories: on the feet, supported and
hanging. Locomotor activities occur frequently in gymnastics and some are unique to
gymnastics such as walking along a balance beam. Locomotor activities are great for
warm-ups for any sport and can include animal movements which are good for the
development of co-ordination and strength such as crab walks, donkey kicks, bunny hops
and many others.

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 • Practise different ways of travelling, such as different directions or speeds and
changes in body positions using different directions (forwards, backwards, upwards
and sideways).
• Investigate ways of changing body position.
• Design travel sequence that combine changes of shape and level.

Activities for locomotion skills

The following activities can be used to help increased range of movements through
exploration:

Beam circuit

Demonstration

• Climb onto high beam, and move across beam.

• Jump off the beam landing in motor bike position.
• Skier jumps across a low beam.
• Walk backwards across a low beam.
• Bunny hops, hands on beam, walk sideways across another low beam.
• Possible modifications.
• Change the different movements for each beam.
• Increase the number of activities (add more stations).
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 Unit CHOREOGRAPHY

22
Unit objectives
At the end of this unit, you should be able to:
(a) perform various physical exercises combined with arena movements.

Looking Back

In the previous grade you learnt how to perform traditional dance choreography, aerobics
and calisthenics as different routines depicting play, sport and game themes. In this unit
you shall learn to perform various physical exercises combined with arena movements.

Key words
Choreography – is the art of deciding how dancers will move in a performance.
Routine – a sequence of actions regularly followed; a fixed program.
Theme – the subject of exhibition, piece of writing; a topic.

Choreography
Choreography is the planning of a series of dance steps for a group of dancers performing
to a piece of music. It is the movements that are done by dancers in a performance.
Choreography movements involve basic locomotor steps such as walking, running, jumping,
hopping, leaping, skipping and sliding. The variation of these locomotor steps is included in
all dance styles.

Types of choreography
Choreography involves different types of styles but the two main types commonly used are
structured choreography and freestyle choreography.
Structured choreography involves specific, structured, sophisticated and complex
movements which are suited for regular dancers who can be taught a full routine which will
be repeated over a number of times until mastered by the dancers.
Freestyle choreography is less complex, looser in structure and more repetitious. It is less
strict in terms of how the routines should be formed.
It is more suitable for non-permanent members who may not have much time for rehearsals.
It is suitable for performances called for at short notice where dancers do simple dance
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routine over a number of times that is using the same music, exercise and movement
patterns.

Demonstrations
Cartwheel

Activity 1
1. Stand with the arms lifted, facing along the mat.
2. Take a long step on one foot while the other foot pushes off the ground.
3. Reach with the hands to place the first hand on the floor in line with the foot.
4. Place the second hand beyond the first hand. Wheel the legs over the hands.
5. Push from the second hand to stand on the second foot.

Teaching points
1. The cartwheel sequence is: foot-hand-hand-foot-foot.
2. Start from the left or from the right.
3. Use chalk marks on the mat to help the learners with the correct sequence.
Calisthenics (Pull-up)
• An overhead bar (sometimes called a chin-up bar) is grasped using a shoulder
width grip.
• The learner lifts their body up, chin level with the bar and keeping the back straight
throughout.
• As this happens, the elbows flex and the shoulders adduct an extend to bring the
elbows to the torso.
• The learner then slowly returns to the starting position in a slow controlled manner.

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 Unit FORMATIONS

23
Unit Objectives
At the end of the unit, you should be able to:
(a) display themes through formations.

Looking Back

In the previous grade you learnt different formations which include flower formations and
star formations showing play, sport and game themes. In this unit you shall learn how to
display themes through formations.

Key Words

Abreast – side by side facing forward.

Formation – an arrangement or an act of giving form or shape to something.
Circle formation – this is a circle of performers concentrated along the line of a
circle.

Types of formations
Formation is the way in which a moving group of people is organised into a particular shape
or pattern.

In Mass Displays, there are two types of formations. These are simple (basic) formations
and complex symbolic) formations.

Simple (Basic) formations

These generally teach learners to maintain order and instil values of respecting space. These
include exercise formations (popularly known as exercise points), files, columns, oblique,
circles and squares.

Exercise formation
It is when gymnasts are standing at their exercise points. The exercise point is the position
where the gymnast stands as his or her starting position. It is 2.5m from the next gymnast
either directions. Exercise points are arranged in files and columns. The configuration has
18mn files and 12 columns. It has a total of 216 exercise points.

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File formation

These are vertical lines of performers concentrated one behind the other.

Oblique formation

These are lines at 450 to the horizontal of gymnasts concentrated in line of that angle.

All other formations, simple or complex are derived from the exercise formation.

Complex (symbolic) formations

These include those formations that have two or more simple formations like the star and
the flower formations. This is when learners create representations of real objects or shapes
of people through standing, sitting, bending, stretching or carrying each other.

Star formation
This is a combination of columns and obliquus.

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