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Physical Education and Health · B7

Term 3 · Week 3 · 1.00 credits · GHS 0.50

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Lesson Note - Physical Education and Health

ANA CENTRAL JHS

Weekly Lesson Plan

JHS 1 (B7) · Term 3

Physical Education and Health

Lesson 1 of 1

Week Ending

Friday, 15 May 2026 Backdated

Week & Term

Week 3 · Term 3

Class Teacher

Richard Cudjoe

Subject

Physical Education and Health

Class

JHS 1 (B7)

Class Size

—

Duration

50 mins

Week No.

Week 3

Strand

2. Physical Activity Education

Sub-Strand

3. Organised Sports and Physical Activity Participation

Content Standard & Indicator

B7.2.3.1.2

Content Standard

Demonstrate the ability to apply movement concepts, principles and strategies in performing non-contact sports to develop creativity, innovation, communication and collaboration

Indicator

Apply movement concepts, principles and strategies in performing beginning level athletics (e.g. sprinting, jumping and throwing events) to develop communication and collaboration

Performance Indicator

Learners will apply movement concepts and strategies in performing beginning level athletics events (sprinting, jumping, throwing) while communicating and collaborating with peers

Core Competencies

Key Words

Teaching / Learning Resources (TLR)

References

Lesson Activities by Day

Date	Phase 1: Starter (7 mins) Preparing the brain	Phase 2: Main (16 mins) New learning + assessment	Resources	Phase 3: Plenary (5 mins) Reflection + exercise
Mon 11 May 2026	1Recall the key movement concepts of space, dynamics, and relationship required for beginning level athletics 2Ask learners: When Ama runs a short sprint, what body parts move and how do her arms and legs work together? Learners whisper answers to their partner	APPLYING MOVEMENT CONCEPTS IN SPRINT AND JUMP PRACTICE 1Mark a 20-metre sprint line on the field using cones. Write 3 sprinting cues on the chalkboard: (1) Lean forward at start, (2) Drive knees high, (3) Pump arms forward-backward. Learners read aloud together, then perform 2 short sprints focusing on one cue each time while observing partners' movements 2Learners measure and record their own standing long jump distance in their exercise books using paces as the unit. Kwame jumps first, lands, and walks back counting paces aloud while a peer writes the number. Learners swap roles and repeat 2 more times, comparing results with their partner 3Organise learners into pairs. Provide a soft foam ball to each pair. Partners stand 3 metres apart and practise underarm throws at a target (marked with chalk circle on ground), taking turns. Each learner records the number of successful throws in their exercise book to track personal progress	1Textbook 2Exercise book 3Chalkboard 4Cones 5Soft foam ball 6Measuring tape or paced measurement	1Learners stand in a circle and demonstrate one key movement they used today (sprint drive, jump takeoff, or throw follow-through) while others guess which athletics skill it is 2Ask: Why did we record our distances and throws in the exercise book today? Learners explain to their partner how tracking their own performance helps them improve Exercise 1Perform one sprint using forward lean, high knees, and arm drive, then measure and write down your long jump distance in paces — show your exercise book to your teacher

Class Teacher

Richard Cudjoe

Head Teacher

Signature & Date

SISO / Circuit Supervisor

Signature & Date

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