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Physical Education and Health · B8

Term 3 · Week 2 · 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, 01 May 2026 Backdated

Week & Term

Week 2 · Term 3

Class Teacher

Richard Cudjoe

Subject

Physical Education and Health

Class

JHS 2 (B8)

Class Size

—

Duration

50 mins

Week No.

Week 2

Strand

2. Physical Activity Education

Sub-Strand

3. Organised Sports and Physical Activity Participation

Content Standard & Indicator

B8.2.3.1.1

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 ball and racket sports (e.g. badminton, tennis and table tennis)

Performance Indicator

Learners will apply basic movement principles and strategies when performing beginner-level badminton strokes

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 27 Apr 2026	1Recall the basic grip and stance required for badminton racket control 2Ask learners to stand and mime holding a tennis racket; observe how many grip it correctly (pencil grip vs hammer grip)	TEACHING THE BADMINTON GRIP AND READY STANCE 1Demonstrate the pencil grip (index finger and thumb form V-shape) on the chalkboard with stick-figure drawing; learners copy grip position using their own fingers as pretend rackets while seated 2Guide learners to stand with feet shoulder-width apart, knees slightly bent, and weight on balls of feet (ready stance); walk around checking foot position and call on learners from different areas of the classroom to show their stance. Use Textbook during the task 3Use the textbook diagram of correct badminton grip and stance; learners copy the image into their exercise books and label the three parts: grip, stance, and racket head	1Textbook 2Exercise book 3Chalkboard 4Badminton racket (one to demonstrate) 5Badminton shuttle (for visual reference)	1Learners stand and perform the grip and ready stance together on your count of three; repeat twice to reinforce muscle memory 2Ask a volunteer to demonstrate the pencil grip to the class; peers give thumbs up if correct, thumbs sideways if unsure Exercise 1Show the pencil grip with your own hand: which two fingers form the V-shape that holds the badminton racket? in their exercise books.
Tue 28 Apr 2026	1Recall and identify correct grip techniques and court positioning rules in badminton and table tennis 2Show learners two photos on the chalkboard: one correct badminton grip and one incorrect grip; ask them to point and name which is correct	APPLY GRIP AND FOOTWORK IN PAIRED RALLY PRACTICE 1Learners work in pairs with badminton rackets and shuttlecock; one partner (Kwame) holds the racket using the correct grip shown in the textbook diagram while the other (Ama) observes and gives feedback using the checklist on the chalkboard (thumb position, wrist angle, finger spread) 2Pairs perform five consecutive forehand-to-forehand rallies across the net, counting aloud; if they drop or miss, they restart at zero and record their best count in their exercise books 3Rotate roles: second learner now practices grip while first learner observes; repeat the five-rally challenge and compare scores written on the chalkboard	1Textbook (grip diagram page) 2Exercise book (for recording rally counts and drawing) 3Chalkboard (for grip checklist and scoring)	1Call on one representative from three different pairs to demonstrate their best rally stance while standing; class gives thumbs up or down for correct positioning 2Ask: Which grip mistake did you notice most today in your pair? Learners whisper answer to their partner, then one volunteer shares aloud Exercise 1In your exercise book, draw and label the correct badminton grip showing thumb, fingers, and wrist angle, then write one sentence explaining why this grip helps your shot go where you want

Class Teacher

Richard Cudjoe

Head Teacher

Signature & Date

SISO / Circuit Supervisor

Signature & Date

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