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Physical Education and Health · B8

Term 3 · Week 5 · 2.00 credits · GHS 1.00

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Lesson Note - Physical Education and Health

ANA CENTRAL JHS

Weekly Lesson Plan

JHS 2 (B8) · Term 3

Physical Education and Health

Lesson 1 of 2

Week Ending

Friday, 22 May 2026 Backdated

Week & Term

Week 5 · Term 3

Class Teacher

Richard Cudjoe

Subject

Physical Education and Health

Class

JHS 2 (B8)

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

B8.2.3.1.3

Content Standard

Demonstrate the ability to apply movement concepts, principles, and strategies in performing non-contact sports

Indicator

Apply movement concepts, principles, and strategies to perform beginning-intermediate level individual and target sports (e.g. local archery)

Performance Indicator

Apply movement concepts and basic stance techniques in local archery and target sports by the end of Day 1

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 18 May 2026	1Recall the basic body positions and equipment used in local archery and target sports 2Ask learners: What do you already know about how archers stand and hold their bow? Learners whisper answers to a partner, then one volunteer from each pair shares one idea aloud	UNDERSTANDING BASIC STANCE AND DRAW IN LOCAL ARCHERY 1Display a diagram or use the chalkboard to sketch the three key positions: stance (feet placement), draw (arm position before release), and release (letting go of the arrow). Use the textbook to show images and explain each position. Learners copy the positions into their exercise books with labels 2Invite learners to stand and demonstrate the basic archery stance in the classroom or outdoor space: feet shoulder-width apart, knees slightly bent, shoulders relaxed. Call on three learners (one boy, one girl, one who has not yet contributed) to model the stance while others observe and give thumbs up if the position looks correct 3Use the exercise book to have learners draw and label their own diagram of the correct stance, then write one sentence explaining why feet position matters in archery (e.g. balance, control, safety)	1Textbook 2Exercise book 3Chalkboard 4Picture or diagram of local archer in stance	1Learners stand and perform the basic archery stance three times in sequence while you count aloud, checking that feet, knees, and shoulders are in the correct position 2Ask: Why is learning the correct stance important before we practice the draw and release? Learners discuss with a partner and one pair shares their answer with the class Exercise 1Show the basic archery stance and ask learners to identify and name the three main body parts involved (feet, arms, shoulders) and describe one safety rule for target sports in their exercise books.
Tue 19 May 2026	1Recall the three key movement concepts needed for safe archery performance: stance, draw, and release 2Display three archery position cards (stance, draw, release) on the chalkboard; learners call out which position they remember from Day 1 and mime it	EXECUTING ARCHERY STANCE, DRAW, AND RELEASE SEQUENCE 1Using the Textbook diagram on page 87, demonstrate the correct archery stance (feet shoulder-width apart, shoulders relaxed, bow arm extended); learners copy the stance in open space, then check their position against the diagram with a partner 2Guide learners through the draw-and-release movement: bow arm steady, drawing arm pulls to jaw, exhale and release; learners perform five controlled repetitions while you provide verbal feedback using the Exercise book checklist 3Learners apply their stance and draw to aim at a marked target zone (tape cross on wall at 2 metres); record in Exercise book whether each learner hits the target zone or misses, and note one strength and one area for improvement	1Textbook 2Exercise book 3Chalkboard 4Archery equipment (adapted bows and foam-tipped arrows) 5Target board or tape cross on wall 6Position cards (stance, draw, release)	1Learners demonstrate their best archery sequence (stance → draw → release) once while peers give a thumbs-up signal if all three parts are shown correctly 2Ask: Which movement principle was most difficult for you today—balance, arm control, or follow-through? Learners show fingers 1–3 to vote, then discuss why Exercise 1Perform one complete archery sequence (stance, draw, release) at the target line; your observer will record whether you maintained a stable stance, drew smoothly, and released toward the target—write yes or no in your Exercise book next to today's date

Class Teacher

Richard Cudjoe

Head Teacher

Signature & Date

SISO / Circuit Supervisor

Signature & Date

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