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Physical Education and Health · B8

Term 3 · Week 6 · 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, 29 May 2026 Backdated

Week & Term

Week 6 · Term 3

Class Teacher

Richard Cudjoe

Subject

Physical Education and Health

Class

JHS 2 (B8)

Class Size

—

Duration

50 mins

Week No.

Week 6

Strand

2. Physical Activity Education

Sub-Strand

3. Organised Sports and Physical Activity Participation

Content Standard & Indicator

B8.2.3.2.1

Content Standard

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

Indicator

Apply movement concepts, principles and strategies to perform beginning-intermediate level stick and ball sports (e.g. cricket, rounders, chaskele)

Performance Indicator

Learners will apply movement concepts and principles to perform beginning-level stick and ball sports skills with accuracy and control.

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	1Recall the basic equipment and rules of stick and ball sports played in Ghana 2Ask learners to name any stick and ball sports they have seen played at school or in their community (e.g. rounders, cricket, chaskele)	GRIP, STANCE, AND READY POSITION FOR STICK AND BALL SPORTS 1Demonstrate the correct grip on a bat or stick using a real or improvised stick; learners mirror the grip in the air using their own hands and practise standing in the ready position with feet shoulder-width apart 2Learners use the exercise book to draw a labelled diagram of the ready stance and write two reasons why feet position is important (e.g. balance, quick movement) 3Call on one learner to demonstrate the ready position to the class while others check that knees are bent and weight is balanced on the balls of the feet	1Textbook 2Exercise book 3Chalkboard 4Stick or improvised bat 5Pictures of stick and ball sports equipment	1Learners stand and perform the ready position in pairs; each pair checks their partner's grip and foot placement against the chalkboard diagram drawn during Phase 2 2Ask a volunteer to explain to the class why hand position and foot position work together to help a player hit the ball accurately Exercise 1Learners write or draw one complete correct ready position (showing grip, feet, and body angle) in their exercise book and label two key safety points
Tue 26 May 2026	1Recall the basic rules and movement positions learned in Day 1 stick and ball sports practice 2Show learners three pictures on the chalkboard: a batter in ready position, a fielder crouching, and a bowler in delivery stance — ask learners to name each position aloud in pairs	SMALL-GROUP ROUNDERS GAME APPLICATION WITH MOVEMENT STRATEGY 1Divide class into four mixed-ability groups of equal size. Using the textbook diagrams on page 47, demonstrate the correct batting grip and stance for rounders. Learners practise two swings each in their groups while you rotate to check positioning 2Each group plays a modified rounders match on the school field with adapted rules: only 4 bases, no running after a caught ball, all batters get 2 attempts. Assign roles: 3 batters, 4 fielders, 1 scorer who records runs on the exercise book sheet 3After match ends, groups gather. Ask one representative from the winning group to explain to the class which fielding strategy helped them succeed most — record their answer on the chalkboard	1Textbook (Physical Education and Health) page 47 — rounders stance diagrams 2Exercise book — for game score recording and self-reflection 3Chalkboard — for strategic callouts and feedback	1Call on learners who struggled yesterday to demonstrate one successful batting or fielding move they performed today — affirm effort and improvement 2Each group estimates in their exercise book how many runs they conceded due to poor fielding positioning versus good positioning — pairs compare estimates with neighbors and discuss one change they would make Exercise 1In your exercise book, write one sentence: What batting or fielding movement did you apply correctly today in your group's rounders game, and how did it help your team?

Class Teacher

Richard Cudjoe

Head Teacher

Signature & Date

SISO / Circuit Supervisor

Signature & Date

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