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Physical Education and Health · B7

Term 3 · Week 5 · 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, 29 May 2026 Backdated

Week & Term

Week 5 · Term 3

Class Teacher

Richard Cudjoe

Subject

Physical Education and Health

Class

JHS 1 (B7)

Class Size

—

Duration

50 mins

Week No.

Week 5

Strand

2. Physical Activity Education

Sub-Strand

3. Organised Sports and Physical Activity Participation

Content Standard & Indicator

B7.2.3.1.3

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 individual and target sports (e.g. local archery and golf) to develop ability to solve problems and set goals

Performance Indicator

Learners will apply movement concepts and principles to perform beginning level target sports and record their performance in a self-journal

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 25 May 2026	1Remember the basic movement principles (specificity, adaptation, progression) needed to perform target sports 2Ask learners to name one target sport they have seen or played — accept responses like archery, golf, or stone throwing — and list three answers on the chalkboard	APPLYING MOVEMENT PRINCIPLES IN BEGINNER TARGET SPORTS 1Demonstrate a simple beanbag toss at a marked target circle (2 metres away) on the classroom floor — explain: This is specificity — we practise one skill. Draw the diagram on the chalkboard and have learners copy it into their exercise books showing the stance, arm angle, and target 2Divide learners into pairs; each pair throws five beanbags at the target — record how many hit the circle in the textbook's performance chart provided (Adaptation: move line closer for struggling learners; move to 3 metres for fast finishers) 3Ask pairs: Did your throws improve after three attempts? Why or why not? — this is Progression — repeating helps us get better — learners whisper answers to their partner, then one representative from each group shares. Use Beanbags or rolled socks during the task.	1Beanbags or rolled socks 2Chalkboard and chalk 3Exercise books 4Textbook with performance chart 5Marked target circle on floor	1Each learner writes one sentence in their exercise book: My best throw distance was _____ because _____ 2Ask three volunteers to read their sentences aloud; peers give thumbs up if the reason matches a movement principle (specificity, adaptation, or progression) Exercise 1Learner performs five beanbag throws at the target and records the number of successful hits and the date in their self-journal — success is hitting three or more out of five in their exercise books.

Class Teacher

Richard Cudjoe

Head Teacher

Signature & Date

SISO / Circuit Supervisor

Signature & Date

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