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Physical Education and Health · B7

Term 3 · Week 7 · 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, 12 Jun 2026 Backdated

Week & Term

Week 7 · Term 3

Class Teacher

Richard Cudjoe

Subject

Physical Education and Health

Class

JHS 1 (B7)

Class Size

—

Duration

50 mins

Week No.

Week 7

Strand

2. Physical Activity Education

Sub-Strand

3. Organised Sports and Physical Activity Participation

Content Standard & Indicator

B7.2.3.2.2

Content Standard

Demonstrate the ability to apply movement concepts, principles, and strategies in performing limited-contact sports to develop awareness, coordination, critical thinking and goal setting

Indicator

Apply movement concepts, principles, and strategies to perform beginning level hand and ball sports (e.g. volleyball, netball) to develop communication and collaboration

Performance Indicator

Learners will apply movement concepts and strategies to perform beginning level volleyball skills while demonstrating communication and collaboration 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 08 Jun 2026	1Identify the key movement concepts (space, dynamics, relationship) needed to perform basic volleyball passing skills 2Ask learners to stand in a circle and demonstrate an overhead pass with a basketball—watch silently and ask: What body parts moved? What space did the ball travel?	INTRODUCE VOLLEYBALL PASSING USING MOVEMENT CONCEPTS 1Display a diagram on the chalkboard showing a player in passing position (feet shoulder-width apart, arms bent, eyes on ball). Explain: space means where you stand; dynamics means how fast or hard you pass; relationship means distance between players. Learners copy the stance in their exercise books and label the three body positions 2Divide the class into pairs with a volleyball or soft ball. One learner passes to their partner from 2 metres away while the other calls out 'Space!', 'Dynamics!', or 'Relationship!' to identify which concept they are using. Switch roles after 5 passes 3Demonstrate a poor pass (wild, uncontrolled) versus a good pass (controlled, to partner's hands). Ask: Which pass used correct space and dynamics? Learners whisper their answer to their partner, then volunteer to explain why the good pass worked. Use Textbook during the task.	1Textbook 2Exercise book 3Chalkboard 4Volleyball or soft ball 5Diagram of passing stance	1Organise learners into two small groups of mixed ability. Each group performs three passes in sequence while the other group observes and gives one piece of feedback using the words 'space', 'dynamics', or 'relationship' 2Learners stand in a line facing you. Call out a movement concept ('Show me good space!') and they demonstrate the correct body position before sitting down Exercise 1In your exercise book, draw a simple volleyball court with two players 2 metres apart passing. Label one movement concept (space, dynamics, or relationship) on your diagram and write one sentence explaining how it helps the pass succeed

Class Teacher

Richard Cudjoe

Head Teacher

Signature & Date

SISO / Circuit Supervisor

Signature & Date

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