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Physical Education and Health · B8

Term 3 · Week 7 · 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, 05 Jun 2026 Backdated

Week & Term

Week 7 · Term 3

Class Teacher

Richard Cudjoe

Subject

Physical Education and Health

Class

JHS 2 (B8)

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

B8.2.3.2.2

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 hand and ball sports (e.g. volleyball, netball)

Performance Indicator

Apply movement concepts and principles to perform beginning-intermediate level hand and ball sports with correct footwork and positioning

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 01 Jun 2026	1Recall basic movement principles and identify correct footwork positions used in hand-ball sports 2Show learners a 30-second video clip or still image of a netball player in proper stance; ask: What do you notice about how their feet, knees, and body are positioned?	INTRODUCTION TO HAND-BALL SPORT FOOTWORK AND POSITIONING 1Draw a court diagram on the chalkboard showing three zones (defensive, neutral, attacking); name each zone and ask learners to identify which zone requires different footwork (e.g. wider stance in defensive zone) 2Using the textbook diagram on page [X], explain the three key footwork positions: ready stance (feet shoulder-width apart, knees slightly bent), attack step (one foot forward), and retreat step (one foot back); learners copy each position as you demonstrate 3Divide class into pairs; each pair stands facing each other with a soft ball between them at chest height; they perform ready stance together 10 times while you call 'stance, stance, stance' to develop muscle memory	1Textbook (hand-ball sports unit) 2Exercise book 3Chalkboard 4Soft ball (one per pair) 5Open floor space	1Call on a volunteer to demonstrate the ready stance while the class watches and gives a thumbs-up if the position is correct 2Ask learners to write one sentence in their exercise book: 'The most important thing about footwork in netball is ___' and invite two learners to read theirs aloud Exercise 1Stand in ready stance and perform three attack steps forward, then three retreat steps backward; demonstrate correct knee bend and foot placement at each stage in their exercise books.
Tue 02 Jun 2026	1Apply movement concepts and strategies to perform hand and ball sports in a game scenario 2Show learners a 30-second video clip or image of a netball or volleyball game; ask: What movement strategies did you see the players use to keep the ball moving?	SMALL-GROUP HAND AND BALL SPORTS COMPETITION WITH ADAPTED RULES 1Divide the class into four mixed-ability teams of 5–6. Assign each team either netball or volleyball using adapted rules (lower net height, softer ball, max 3 touches before pass). Write the rules on the chalkboard and read them aloud twice 2Each team plays a match on marked court areas. During play, circulate and call out one movement principle per minute (e.g. 'Use low centre of gravity!' or 'Position yourself sideways!'). Learners apply this principle immediately in their next play 3After match ends, ask each team to record in their exercise book: (1) the name of two strategies they used, (2) how many successful passes they made (estimate), and (3) one thing they will improve next time	1Textbook (page on movement strategies) 2Exercise book 3Chalkboard 4Netballs or volleyballs (adapted soft balls if available) 5Court markings (chalk or cones) 6Lower net or rope (if available)	1Ask one representative from each team to stand and state aloud one movement concept their team applied during the match (e.g. 'We used footwork to stay balanced') 2Learners complete a thumbs-up/thumbs-down reflection: Thumbs up if you felt confident applying strategies in your game; thumbs down if you want more practice Exercise 1Write in your exercise book: Name two movement strategies you used in today's hand and ball sports game and explain how each one helped your team score or defend

Class Teacher

Richard Cudjoe

Head Teacher

Signature & Date

SISO / Circuit Supervisor

Signature & Date

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