KNOW MORE
Physical and
Health Education
GRADE 5
LEARNER’S BOOK
Serah Muirigi
Mildred Ashikholwa
Cicilia Kemunto
Gitau J. Muthuku
Approved by KICD 2021
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© Serah Muirigi, Mildred Ashikholwa, Cicilia Kemunto and Gitau J. Muthuku,
2021
Edited by Fred Obondo, Jane Mathenge and Movine Nyanchoka
Design and layout by Linda Muchemi and Abulitsa George
Illustrations by Oliver Karenga and Andrew Kimeu
Cover design by Gakenia Karinga
First published in 2021 as a Storymoja imprint by No Boundaries Ltd., PO
Box 264 – 00606, Sarit Centre, Nairobi, Kenya.
Reprinted: 2023
ISBN 978-9966-62-407-9
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Contents
Medium sprint start ................................................................................................1
Elongated sprint start in races ............................................................................4
Run Through Finish technique ..............................................................................8
Improvising the relay baton............................................................................... 12
Visual baton exchange........................................................................................ 14
Hurdles.................................................................................................................... 18
Long jump............................................................................................................... 23
Long jump technique............................................................................................ 25
Standing discus...................................................................................................... 29
Standing discus technique................................................................................... 31
Straddle and straddle cross............................................................................... 36
Skier ......................................................................................................................... 38
Heel taps................................................................................................................. 40
Softball..................................................................................................................... 43
Throwing: Overhand throw ............................................................................... 58
Catching.................................................................................................................. 67
Batting: Stance and grip...................................................................................... 71
The swing technique ............................................................................................ 75
Base running and sliding..................................................................................... 79
Rounders: Fielding, throwing, catching and stumping.................................. 86
Soccer: Push pass.................................................................................................. 93
Soccer: Wall pass................................................................................................. 97
Outside of the foot pass ...................................................................................100
Volleyball ..............................................................................................................104
Underarm serve..................................................................................................111
The dig ..................................................................................................................114
The volley............................................................................................................. 118
Facility and positioning of players in a Kabaddi game ............................123
Entry ......................................................................................................................127
Footwork .............................................................................................................. 130
Legal touches.......................................................................................................133
Cant ....................................................................................................................... 137
Raiding ..................................................................................................................140
Tag rugby ............................................................................................................. 147
Passing and ball carriage .................................................................................151
Running .................................................................................................................155
Tagging and offside rules..................................................................................158
Scoring...................................................................................................................162
Two-handed rim catch in Frisbee ...................................................................166
Cutting ..................................................................................................................169
Marking................................................................................................................. 173
Pivoting..................................................................................................................176
Spirit of the game............................................................................................... 180
Swimming: Breaststroke....................................................................................184
Backstroke............................................................................................................ 190
Side stroke............................................................................................................194
Hand balance into splits and hand walk ...................................................... 200
Shoulder roll ........................................................................................................202
Through vault into forward roll .....................................................................205
Side vault ..............................................................................................................209
A cartwheel .........................................................................................................212
Round-off .............................................................................................................. 215
Five-action sequence..........................................................................................217
Balance.................................................................................................................. 222
Agility ....................................................................................................................226
Reaction time ......................................................................................................231
Sit and reach test................................................................................................235
Closed wound......................................................................................................239
Sprain.....................................................................................................................241
Strain .....................................................................................................................243
Two-person support method........................................................................... 246
Outdoor activities ..............................................................................................249
Planning an outdoor activity........................................................................... 249
Tracking signs for an outdoor activity..........................................................253
Roles and responsibilities .................................................................................257
Conﬂict resolution during an outdoor activity...........................................259
Food preservation .............................................................................................. 262
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Medium sprint start
Digital moment
Activity 1
1. Look at the picture on the right.
2. Observe the positioning of the following:
a) knees b) hands
c) head d) entire body.
3. In pairs, discuss your observations.
4. Your teacher will guide you to watch
video clips on medium sprint start from
these links:
https://www.youtube.com/watch?v=CsIKeg01E2k
https://www.youtube.com/watch?v=Drdm1WsRQwA
5. In pairs,discuss how medium sprint start is performed.Use the knowledge
from the video clips.
6. Start a 50-metre race using the medium sprint start. Get feedback from
the teacher.
Medium sprint start – This is a technique used to start short races.
The toes of the front foot are placed close to and opposite the knee
of the back leg.
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1. Warm up adequately.
2. Do not raise your head to look far down the track during the ‘get
set’ position. It may cause pain in the neck and shoulders.
Safety rules
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Practice time
Activity 2
What you need
Sports clothes, whistle, starter’s clapper and athletics track
What to do
1. Perform warm up activities such as the following.
a) Jogging on the spot – start by jogging at a slow pace and then
increase the pace gradually.
b) Star jumps
(i) Begin in a standing position with the legs straight and arms at the
sides.
(ii) Jump with your legs wide apart while raising your arms overhead.
(iii)Lower your arms to the sides and put the feet together as your
feet get back to the ground.
(iv)Repeat the action ﬁve times.
2. Practise the medium sprint start as follows.
a) Face forward, crouch in a way that the knee of your back leg is
opposite the toes of your front leg.
b) Outstretch your hands and place them behind the starting line.The
thumbs should point inwards while the index ﬁngers point outwards.
c) In the ‘get set’ position, raise your hips slightly above the shoulder
level. Keep the back leg relaxed.
d) Keep your eyes focused at least
1 metre ahead on the track.
e) When you hear the command
‘go’, push off with the front
foot and drive forward with the
back foot. Keeping to your lane,
swing your hands forward and
backward as you run.
3. Use the following drills to practise the medium sprint start in races.
a) Take off drill – start the race using the medium sprint start, take off
and run fast forward for 5 metres. Repeat the action three times.
Pushing off from the starting point
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b) Arm action drill – practise swinging the arms forward and backward.
Start slowly and increase the swinging speed as if you are running at
increasing speeds. Perform this for 30 seconds.
4. In groups, come up with other drills that you can use to practise the
medium sprint start.
5. Perform cool down activities such as curling into a small ball like a
rabbit and then stretching out big like an elephant.
Play time
Activity 3
Game:
Wepesi
This game requires four cones, one for each team.
How to play the game
1. Mark the start and ﬁnish lines on the track 50 metres apart.
2. Get into four groups of equal members. Each group to choose the
starting runner.
3. The group members queue behind the ﬁrst person.
4. Each runner takes the medium sprint start position behind the start line.
5. The starter gives the commands ‘on your marks, get set and go’.
6. The runners start and run the race to the ﬁnish line.
7. The action is repeated until all the runners have participated.
1
1
1
1
START LINE
RUNNER
FINISH LINE
50m
GROUP A
GROUP B
GROUP C
GROUP D
Wepesi
game
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Tick the statements that describe what you can do.
I can
I need to
improve in
a) carry out warm up exercises before
practising a skill.
b) perform the medium sprint start.
c) assist others to perform the medium
sprint start.
Self-assessment
Learning at home
Practise racing games with your friends and siblings at home using the
medium sprint start method. Your parents or guardians will guide you
to observe safety measures.
Wash your hands with soap and clean running water after practice.
Elongated sprint start in races
Digital moment
Activity 1
1. Your teacher will guide you to search the Internet for a picture showing
the elongated sprint start.You may also use the picture below.
2. In groups of four, look at the picture on
the right. Observe the positions of the
following:
a) head
b) hands
c) toes of the front foot in relation to
the knee of the back leg.
3. Discuss your observations.
Crouch position in elongated
sprint start
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Elongated sprint start – This is another way of starting a short race.
The knee of the back leg is placed further behind the heel of the front
leg during the command ‘on your mark’.
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Story time
Activity 2
Read the passage below and answer the questions.
One morning, Moraa and Nyakio were walking to school.
“Today, I will hide in class when the others will be running during the
Physical and Health Education lesson,” Nyakio said.
“Why? Are you unwell?” Moraa asked.
“No,I do not like running.It makes me tired for nothing!” Nyakio replied.
“What! Running has a lot of health beneﬁts to our bodies,” Moraa said.
“What beneﬁts?” Nyakio asked.
“Running keeps our bodies ﬁt, makes our muscles stronger and helps
our hearts and lungs to work better,” Moraa said as they approached
the school gate.
“Oh! All those beneﬁts?” Nyakio said.“How come I have never known
how important running is!”
“There is more! Running with others makes you feel better about
yourself and enables you to have strong bones,” Moraa said. “Look at
how ﬁt I am!”
In the Physical and Health Education lesson that followed, Nyakio was
the ﬁrst in the ﬁeld. She was ready for the running games.
Questions
1. Why did Nyakio want to miss the Physical and Health Education
lesson?
2. Name three health beneﬁts of running that Moraa brought out in
this story.
3. Discuss with a friend about the other health beneﬁts of running. List
them down in your exercise book.
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Practice time
Activity 3
What you need
Sports clothes, whistle, starter’s clapper and athletics track
What to do
1. Perform warm up activities like jogging on the spot and star jumps.
Observe safety measures discussed under the medium sprint start.
2. Practise the elongated sprint start.
Follow the steps below.
a) Crouch so that the knee of your
back leg is behind the heel of your
front foot as shown in the picture
on page 4.
b) Stretch out your hands behind the
start line as discussed under the
medium start.
c) Get set and take off in the same
way as in the medium sprint start.
3. Practise the drills for ‘take off’ and ‘arm action’ as explained in the
medium sprint start. Refer to step 3 under Activity 2 on pages 2 to 3.
4. Perform cool down activities such as swaying your arms slowly to and
fro as you lean forward.
The difference between the medium sprint start and the elongated
sprint start is in the positioning of the feet for the back and front legs.
Let us learn
Pushing off during the
elongated sprint start
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Play time
Activity 4
Game: Leopards and Cheetahs
This game requires two cones, one for each team.
How to play the game
1. Place the cones 10 metres away from the start line and 3 metres apart.
2. Organise yourselves into two teams of equal numbers, team ‘Leopards’
and team ‘Cheetahs’.
3. Each team makes a line facing their cone.
4. The leading runner in each team assumes the elongated sprint start
position behind the start line.
5. When the starter calls out,‘On your marks’ . . .‘Set’ . . .‘Go’, the runners
on the start line run to where their cone is, run round it and run back
to their team. On reaching their team, they tap the next team member
who repeats the action.
6. Repeat the action until all the runners have had the opportunity to
participate in the activity.
Cone A
Cone B
Leopards and Cheetahs
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Tick the statements that describe what your partner can do.
My partner
can
My partner needs
to improve in
a) crouch so that the knee of the
back leg is further away from the
heel of the front leg.
b) correctly position their body for
the elongated sprint start.
c) practise the elongated sprint start
with the other team members.
d) assist the other team members to
practise the elongated sprint start.
Peer assessment
Learning at home
1. During weekends or holidays, practise the elongated sprint start at
home with your siblings or friends from other schools. Write down
the safety measures you will observe.
2. Find out more about the elongated sprint start from magazines,
newspapers and books. You can borrow these materials from a
library or from people such as teachers, older siblings, parents or
guardians. You can also use a digital device to search the Internet
for more video clips on the elongated sprint start.
Run Through Finish technique
Digital moment
Activity 1
1. Watch video clips on the Run Through Finish technique from these links:
https://www.youtube.com/watch?v=5N5nQGJZzGo
https://www.youtube.com/watch?v=DB1HNzt1bkM.
2. Observe the following in the video clips:
a) The speed of the runners as they approach the ﬁnish line
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b) The distance between the ﬁnish line and where the runners ﬁnally
stop.
3. Discuss your observations with your classmates.
4. Get feedback from your teacher.
The Run Through Finish technique is a way of ﬁnishing a race at full
speed, without changing the running technique at the ﬁnish line.
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Discussion time
Activity 2
In groups of three or four, discuss the safety measures that should be
observed when practising the Run Through Finish technique.
1. Do not look behind while running.
2. Avoid stopping or slowing down abruptly.
3. Do not change the strides or body position when running.
Safety measures
Practice time
Activity 3
What you need
Sports clothes, whistle, starter clapper and athletics track
What to do
1. Perform warm up activities such as the knee high lift. Start from a
standing position with your feet shoulder-width apart. Lift up your right
knee as high as possible while raising the left arm.Then lift up the left
knee and right arm. Perform this action ﬁve times.
2. Practise the Run Through Finish technique in groups as follows.
a) Use the elongated or medium sprint start to start a 50-metre race.
b) Run the race with your group members.
c) Finish the race by running through the ﬁnish line at high speed.
Observe safety.
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Run Through Finish technique
3. Use the following drills to practise the Run Through Finish technique in
races.
a) Speed drill – Practise performing short sprints of about 5–10 seconds
each at high speed.
b) Run Through Finish drill – Jog 5 metres from one cone to the other
and then sprint past the ﬁnish line. Shift to the next line and repeat.
Jog
Jog
Sprint
Sprint
Finish line
Finish line
5m
5m
10m
10m
4. Come up with more drills for practising the RunThrough Finish technique
then use them to practise the skill.
5. Perform cool down activities such as bending forward and swinging the
arms slowly from side to side.
Play time
Activity 4
Game:
Kunguru
and
Korongo
The game involves running.
How to play the game
1. Have a volunteer who will give commands during the game.The rest of
the teams to form two teams called
Kunguru
and
Korongo
.
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2. Stand in lines such that the two teams face away from each other.
3. The volunteer giving commands stands where he or she can see both
teams.
4. Then he or she calls out ‘On your marks, . . . Get set . . .’ and then
mentions the name of one of the teams instead of ‘Go’
5. The team whose name has been called out runs to a ﬁnish line and
crosses it using the Run Through Finish technique. The other team
freezes the ‘Get set’ position.
6. The teams then return to their original positions and the game continues
until both teams have had a chance to run several times to the ﬁnish
line.
Kunguru Korongo
Finish line
Finish line
Kunguru
and
Korongo
Tick the statements that describe what you can do.
I can
I need to
improve in
a) ﬁnish the race using the Run Through Finish
technique.
b) respect my team members when practising
the Run Through Finish technique.
c) observe safety when practising.
d) race with my team members in a respectful
way.
Self-assessment
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Improvising the relay baton
Digital moment
Activity 1
1. In groups, search the Internet for pictures of relay batons.
2. Observe the shape and size of the relay baton. Talk about your
observations.
3. In groups of three, discuss the materials in your locality that can be
used to make relay batons.
A relay baton
Relay baton – It is cylindrical in shape and measures
55.88 centimetres. It is passed from one runner to
the next during relay races. Relay batons can be
made of aluminium metal or plastic. In school, we
can make relay batons from smooth wooden bars,
bamboo sticks or Manila paper.
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A standard relay baton is between 28 and 30 centimetres long and has
a mass of about 50 grams.
Let us learn
Discussion time
Activity 2
1. In groups, discuss the following.
a) Why is it important to improvise learning items such as a relay baton?
b) What safety measures should you observe when improvising a relay
baton?
2. Write down your answers in your exercise book.
3. Share your answers with the members of the other groups.
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Importance of improvising play items
1. Improvising play items saves money because the materials used are
available in the local environment.
2. Improvising play items encourages learners to be creative.
3. Improvised play items are easily available for learning.
4. Improvised play items are tailored to the needs of the learners.
5. Improvising play items helps to develop self-esteem among leaners.
Let us learn
Time to improvise
Activity 3
What you need
Round wooden stick, bamboo stick or piece of plastic pipe of about 30
centimetres, sandpaper, Manila paper, tape, string, ruler and scissors
When improvising a relay baton observe the following:
1. The baton should be smooth with no pointed parts which can cause
an injury.
2. Cutting tools should be used carefully to avoid injuring the user and
others in the group.
Safety measures
What to do
1. In groups, smoothen your wooden or bamboo stick using a piece of
sandpaper.
2. When using Manila paper, measure and cut 30 centimetres lengthwise,
roll the piece and hold it together using tape or string.
3. Display your relay baton and talk about it with your classmates.
a) What do you like about your relay baton?
b) What do you like about the relay batons made by the other groups?
4. Clean the working area and put the waste in the dustbin.
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Play time
Activity 4
1. In teams of 4–6, prepare to run a relay
race of 200 metres. Each runner in the
team will run a distance of 50 metres.
2. Remind yourselves the safety measures
to observe when running a race.
3. In the race, use the relay batons you
have made. Remember to pass the
batons properly and safely.
Tick the statements that describe what your partner can do.
My partner
can
My partner needs
to improve in
a) identify locally available materials
for improvising a relay baton.
b) improvise a relay baton.
c) observe safety measures when
improvising a relay baton.
d) interact with digital devices to
ﬁnd out the shape of a relay
baton.
Peer assessment
Visual baton exchange
Digital moment
Activity 1
1. Watch a video clip on how to pass and receive a relay baton from the
following link:
https://www.youtube.com/watch?v=IvtXWUwXPSI
Passing a relay baton
during a race
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2. Observe the following in the video clip:
a) The speed of the incoming runner.
b) The position of the outgoing runner.
c) The hand which the incoming runner uses to pass the relay baton.
d) The hand that the outgoing runner uses to receive the relay baton.
e) Whether the outgoing runner passes the relay baton to the other
hand after receiving it.
3. In groups, demonstrate how to pass the relay baton using the visual
exchange method.
4. Listen to your teacher’s feedback on how you have performed. Make
corrections where necessary.
In relay races,the runner who passes the baton to the other is called an
incoming runner. The one who receives the baton is called an outgoing
runner. The person carrying the baton cannot drop it. If dropped, he or
she has to pick it up to continue with the race.
In relay races, the outgoing runner reaches back with the right or left
hand. In visual baton exchange, the outgoing runner looks back with
the hand extended out.The incoming runner places the baton into the
hand of the outgoing runner.
The incoming runner maintains maximum speed until the baton is
safely passed over to the outgoing runner. The relay baton is carried
throughout the race.
Let us learn
Discussion time
Activity 2
1. In groups of three, discuss the meaning of incoming runner and outgoing
runner in a relay race.
2. Write down your points on a Manila paper. Share the points with the
members of the other groups.
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1. Move to the inner side of the ﬁeld after completing your part of the
race to avoid tripping up other runners.
2. Look back before leaving the track.
3. Stay on your lane for a while after passing the baton.You may hit
other runners behind you if you jump out of the lane immediately.
Safety measures
Practice time
Activity 3
1. Discuss the safety measures you will observe when practising the visual
baton exchange in a relay race.
2. Perform warm up activities such as ‘walk, trot and jog’. In this activity,
markers labelled with different instructions are placed at various points.
As you all move around the marked area in the same direction, you
perform the actions marked at the different points.
WALK
A
TROT
B
JOG
C
3. In groups, practise the visual baton exchange technique used in relays.
Follow the steps below.
a) The outgoing runner stands on the right side of the lane and faces
the inside of the track.
b) The outgoing runner looks back at the incoming runner.
c) The incoming runner holds the baton high at shoulder level and
passes it over to the outgoing runner.
d) The outgoing runner extends the
hand and receives the baton in the
opposite hand to the one with which
the incoming runner is holding it.
For example, if the incoming runner is
holding the baton in the right hand, the
outgoing runner should receive it in the
left hand. See the picture alongside.
Visual baton exchange
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4. Use the drills below to practise the visual baton exchange in relays.
a) Passing drill without running: Practise passing the baton by moving
the arm in a running motion while standing in a line without moving
the legs.
b) Passing drill while running: In pairs, practise visual baton exchange
while running short relay races and passing the baton.
Play time
Activity 4
Game: Up and back relay
How to play the game
1. Form 4–6 teams. Each team should have 4–8 learners.
2. Line up behind a start line.
3. Place a marker for each team 25 metres in front of the start line. Each
team is given a relay baton.
4. Run up to your marker, go round and touch it with the baton, then run
back to your team members and pass the baton to the next person in
line.
5. The game is completed when each learner has had a chance to run.
Start line
Marker
Up and back relay
Practise with siblings and friends the visual baton exchange. Teach
them how to pass the baton correctly.
Learning at home
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Tick the statements that describe what you can do.
I can
I need to
improve in
a) pass a baton using the visual baton
exchange.
b) interact with digital devices to observe the
visual baton exchange in relays.
c) cooperate with my group members when
practising the visual baton exchange.
d) run relay races for fun and enjoyment.
Self-assessment
Hurdles
Digital moment
Activity 1
1. Watch a video clip on how to run hurdle races from the following link:
https://www.youtube.com/watch?time_
continue=89&v=T97kkzRMEAY&feature=emb_logo on how hurdling is
done.
2. Observe the following from the video clip:
a) How the feet are positioned when clearing the hurdles
b) How to approach the hurdles.
Hurdle – A portable barrier over which participants in a hurdle race
must leap over.
Hurdling – The action of running and leaping over hurdles.
Hurdle race – A race in which the runner has to run and leap over
hurdles.
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Story time
Activity 2
Read the story below and discuss the questions that follow with
your friends.
Ragot was listening to his favourite sports program on the radio one
Saturday afternoon. The program was called Fair Play in Sports and
Games.The broadcasters had invited a visitor to talk about respect in
sports and games.
“Madam Naima, what do you have to tell our listeners today about
respect for teammates?” the broadcaster asked.
Ragot listened keenly.
“Thank you for inviting me to this program, Mr Nyale. I would like to tell
our listeners that a sports team is like a family.The members of the team
rely on each other to succeed.They need to respect each other at all
times.When the team has a problem, the members need to talk to each
other calmly.They should take time to listen to each other and reason
together to solve the problem. Team members must work together as
friends, unite and respect each other,” said Madam Naima.
“Thank you so much for such a wonderful piece of advice,” the broadcaster
said.
Ragot recorded the program using a smartphone.The following day, he
shared his recording with his classmates.
Questions
1. What should a team do when they have an issue on which they
cannot agree?
2. Why is it important to respect each other in a team?
When running a hurdle race:
1. Maintain the same number of strides between hurdles.
2. Ensure a continuous motion with no time lost when clearing the
hurdles.
Safety measures
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3. Keep your body close to the hurdle when clearing it.
4. Avoid knocking the top bar.
5. Lean forward while landing after clearing the hurdle to maintain
balance.
Practice time
Activity 3
1. Remind each other the safety measures to be observed when practising
a hurdle race.
2. Warm up using the following activities: star jumping, jogging on the spot
and jumping on the spot
3. Practise hurdling using the following steps:
a) Approach – Make a short run towards the hurdle.
b) Take-off – Break contact with the ground on one leg while at a short
distance from the barrier. Ensure that your lead leg is brought up,and
pointed towards the barrier.
c) Flight – Extend the knee of your lead leg over the barrier.
d) Hurdle clearance – Keep the leading foot forward and up until you
can clear the barrier with ease. Extend the opposite arm forward.
This will enable you to maintain balance.
4. Use the following drills to practise hurdling.
a) Drill on approach and take off – Run for 6 metres and take off on
one foot towards an imaginary hurdle. Repeat the action twice.
b) Drill on ﬂight and hurdle clearance – Run for 6 metres then take off
and clear a set hurdle that is approximately 60 metres high. Repeat
the action twice.
5. Perform cool down activities such as curling the body to be as small as
a rat and then stretching it to be as big as an elephant.
Play time
Activity 4
Game: Hurdling and sprinting
This game requires hurdles, ﬁeld markers and a whistle
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How to play the game
1. Have two lanes, one lane with four hurdles placed 6m apart and the
other without hurdles.
2. Form teams of four runners each.
3. Two teams compete at any one time with one team running on the lane
with hurdles while the second team sprints on the other lane with no
hurdles.
4. The teams then alternate, so that team A is practising hurdling and
team B is sprinting.
5. The game ends when each team has run both the sprint and hurdle
distances.
Hurdling and sprinting game
Tick the statements that describe what your partner can do.
My partner
can
My partner needs
to improve in
a) perform all the hurdling processes
(approach, take off, ﬂight and
hurdle clearance).
b) lean forward when landing after
clearing a hurdle.
c) assist other team members to
practise running hurdles.
d) run hurdles while observing safety.
Peer assessment
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1. During your free time, play more hurdling games with your friends
at home with the guidance of your parents or guardians.
2. During the school holidays and weekends, share your hurdling skills
with children from other schools. Observe safety measures when
playing hurdling games.
Learning at home
Remind yourself
Answer all the questions in your exercise book.
1. What are the safety measures to observe when running the 50-metre
race?
2. How are the following body parts positioned during the medium
sprint start?
a) Head b) Hands c) Hips in the ‘get set’ position
3. Write True or False.
a) The eyes should be focused behind your body during a medium
sprint start. ________
b) The knee of the back leg is placed opposite the front foot during
a medium sprint start in races. ________
4. What is the difference between the elongated sprint start and the
medium sprint start?
5. Write down any four health beneﬁts of running.
6. How can respect for classmates be demonstrated during Physical
and Health Education lessons?
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Long jump
Digital moment
Activity 1
1. Use the following video link to observe a long jump landing area.
https://www.softsurfaces.co.uk/wp-content/uploads/2015/09/Long-
Jump-Athletics-Track-Facility.jpg
2. In pairs, discuss the materials used to ﬁll the long jump pit.
3. Draw a picture of a long jump pit in your exercise book. Share and talk
about it with your classmates.
Long jump is a ﬁeld event. It is a horizontal jump where an athlete
jumps as far as possible along the ground in one leap.The long jump
runway should not be less than 40 metres long. The take-off board is
located across the runway, not less than 1 metre from the landing area.
The take-off board should be visibly marked.
Let us learn
Practice time
Activity 2
1. Take out the picture of the long jump pit that you drew in your exercise
book.
2. Label the various sections of the landing area in your drawing.
3. In groups, discuss the materials found in your local area that can be
used to ﬁll a long jump pit.
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runway
40 – 45 metres
take-off board
landing pit
10 metres
3 metres
Long jump area
1. Perform warm up activities such as running round a marked area,star
jumps and jumping on the spot with both arms stretched upwards.
2. Ensure the runway is on even ground.
3. Remove harmful materials such as broken glasses, cans and stones
from the runway and in the landing area.
4. Use sawdust or dry sand to ﬁll the landing area.
5. Avoid wearing loose clothes as they may interfere with your
movement.
6. Wait until the person ahead of you has left the landing area before
you start running towards the pit.
Safety measures
Play time
Activity 3
Game: Dangerous snake
This game requires a rope.
How to play the game
1. Place a rope across a long jump landing area.This rope is considered to
be ‘a dangerous snake’.
2. Line up on the runway in a single ﬁle.
3. Each person at a time, run and jump over the ‘snake’ into the landing
area.
4. Adjust the ‘snake’ to vary the distance once all learners succesfully jump
over a given distance.
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Dangerous snake
Long jump technique
Digital moment
Activity 1
1. Use the links below to watch a video clip on the long jump technique.
https://www.youtube.com/watch?v=RTTz6RXwDcE
https://www.youtube.com/watch?v=N69kryY5jAw
2. In groups of four, discuss the following observations from the video clips.
a) The speed at which the athletes are running.
b) The point at which the athletes start to jump.
c) The position of the athletes while in the air.
d) The area where the athletes are landing.
Discussion time
Activity 2
1. In groups, discuss the following:
a) How can skills in long jump be helpful in our daily life?
b) What safety measures should we observe during long jump activities?
2. Write down your responses in your exercise books.
3. Share and discuss your responses with the rest of the class.Get feedback
from the teacher.
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Steps in the long jump technique
a) Approach – Run at high speed with high knee action along the
runway.
b) Take off – Break contact with the ground on one foot at the take-off
board.
c) Flight – For a brief moment after take off, the body is in the air
before landing.
d) Landing – Contact the landing area with both feet.
Let us learn
Practice time
Activity 3
1. Perform warm up activities such as jogging to increase body temperature.
Then lie down and perform leg cycling to stretch and reduce muscle
stiffness and then kick boxing the air.
2. Get into groups.
3. Practise the following drills in groups.
a) Approach run drill
(i) Run ﬁve times down the track or down a marked area.
(ii) Take 12 steps each time you run.
(iii) For steps 8 and 12, try to step at the same point each time.
(iv) Start slow and increase your speed as you get near the take-off
line.
b) Take off drill
(i) Run 3 to 5 steps at moderate speed.
(ii) As you run, lift your heels backwards.
(iii) ‘On the 5
th
step, pop up’ by jumping as if you are taking off.
(iv) Repeat the above steps several times.
4. Perform cool down activities such as slowly marching on the spot (slow
march).
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Practice time
Activity 4
1. Get into groups.
2. Perform warm up activities such as:
a) Jumping jacks – Jump with your legs apart as you lift the arms above
the head and clap.As you bring the arms down to the sides, put your
legs together.
b) Arms circles – Rotate your arms in circles to warm up the shoulder
joints.
3. Practise the take off technique using the following drills.
a) Flight drill
(i) Mark a point on the ground and then move back about 20 metres.
(ii) Make a short run and jump when you reach the point you had
marked on the ground.
(iii) While in the air, swing both arms forward just before landing.
b) Landing drill
(i) Draw a line in the landing area.
(ii) Move back about 2 to 3 steps.
(iii) Run forward, jump and land on the marked line with both legs.
(iv) Repeat the process several times until you are sure you can land
safely on the ground.
4. Perform cool down activities such as sitting down and bending the legs
at the knees while clasping the legs at the knees with the hands for a
few seconds. Stretch the legs forward and repeat the bending-clasping
action several times.
Play time
Activity 5
Game: The long jump technique
This game requires a long jump area.
How to play the game
1. Take turns in performing the following steps as you ensure you observe
all the safety measures.
a) Choose the foot you will use for take off.
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b) Stand at the take-off line with your back to the landing area and run
12 steps forward. Mark the point at the 12
th
step as it will be your
starting point.
c) From the starting point, run towards the take-off line. Remember to
start the running with your take-off foot forward.
d) Increase your speed as you move towards the take-off point.
e) From the starting point, count 11 steps and on the 12
th
step, take off
into the air with the take-off foot on the take-off line.
f) Push your take-off foot to the front and when both legs and hands
are at the front, start the landing.
g) Move your hands to the front and bend the knees as you slide into
the landing area with both feet.
2. Repeat the process four times while taking rest breaks.
Start slow Increase speed Get ready to
take off
Take off
Jump Hands in the
air, bend the
knees
Slide heels,
hands forward
and down
Bend knees and
land on both
feet
1
5
2
6
3
7
4
8
The long jump technique
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Tick the statements that describe what you can do.
I can
I need to
improve in
a) identify locally available materials to ﬁll the
long jump pit.
b) perform the approach run, take off, ﬂight
and landing.
c) perform the long jump while observing all
the safety rules.
d) use digital devices to watch video clips of
the long jump event.
Self-assessment
Learning at home
During your free time, teach other children in the community the long
jump technique. Ensure that you practise in a long jump landing area
that is ﬁlled with locally available safe materials such as sawdust.
Standing discus
Digital moment
Activity 1
1. Watch the video clips on standing discus from the links given below.
https://www.youtube.com/watch?v=AmWTc2lhlXc
https://www.youtube.com/watch?v=wVU2mSL9V3E
2. In pairs, discuss what you have seen in the videos. Discuss the shape and
weight of the discus for boys and girls.
Discussion time
Activity 2
1. In groups of four, identify locally available materials that can be used to
make a discus.
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2. Share what you have identiﬁed as suitable materials with the rest of the
class.
3. Get feedback from your teacher.
1. A standard discus has a circular edge and a metal rim.
2. The discus has a smooth ﬁnishing.
Let us learn
Time to improvise
Activity 3
What you need
A circular piece of wood and sandpaper
What to do
1. Working in groups of four,smoothen the rough
edges on the wood with a piece of sandpaper.
2. Store the discus properly and clean the
working area. Throw the wood chips in the
dustbin.
Play time
Activity 4
Game: Over the river
This game requires bean bags and ropes.
How to play the game
1. Use two ropes or ground markers to construct a ‘river’ that is 1 metre
wide.
2. Line up in groups on one side of the ‘river’, 5 metres away.
3. Take turns trying to throw bean bags over the ‘river’.
4. Keep widening the river as you make successful throws.
A circular piece of wood
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Over the river
Standing discus technique
Digital moment
Activity 1
1. Your teacher will show you a video clip on the technique of throwing a
discus. You may also use the link below to view a similar video.
https://tinyurl.com/y8672ztq
2. Observe the positioning of the following as the person throws the discus.
a) Arms
b) Legs
c) Body
Discussion time
Activity 2
1. In groups, discuss the rules to be followed when throwing the discus.
2. Share your responses with the rest of the class.
3. Get feedback from your teacher.
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1. Discus is thrown from a discus circle with a landing sector that is
indicated by two lines that diverge from the centre of the circle.
2. The discus circle is surrounded by a U-shaped cage for safety.
3. Stages in the standing discus technique include the following.
a) Stance – The position of the feet as the thrower gets ready to
throw the discus.
b) Grip – How to hold the discus on the hand for a throw.
c) Swing – Preparing to throw.
d) Release – Throwing the discus.
e) Recovery – Stabilising after throwing.
Let us learn
1. Ensure that there is no one else in the landing sector before making
a throw.
2. Appoint a leader who ensures that the sector is clear before a throw.
The run on leader must shout to alert everyone that a discus throw
is about to be made.
3. Only throw the discus when asked to.
4. Stay far away from the throwing sector when throws are being made.
5. Do not retrieve a discus unless told to do so.
Safety measures
Practice time
Activity 3
1. Perform the following warm up and stretching exercises.
a) Skip forward as you perform forward arm circles. Skip backwards as
you perform backward arm circles.
b) Go down on all fours. Stretch your right leg backward and left arm
forward at the same time. Make sure you stretch the leg and arm as
far as possible. Repeat with the left leg and right arm.
2. Use chalk powder to mark the discus sector.
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34.92º
40m
Discus sector
3. Take turns to practise the following drills.
a) The stance
(i) Stand in the middle of the circle.
(ii) Put your feet apart. Ensure they are
slightly more than shoulder-width apart.
(iii) Put one foot forward inside the front part
of the circle.
(iv) For the foot in front, stand on the part of
the foot just behind the toes.
b) The grip
With your throwing hand, hold the discus in
the full palm from below. Avoid clutching the
discus tightly with your ﬁngers or thumb. Let
your ﬁngertips be on the edge of the discus.
c) The swing and release
(i) Swing the hand holding the discus towards
the open palm of the other hand.The palm
of the other hand should cover the top of
the discus.
(ii) Repeat the swinging motion several times
while you control the discus from slipping
to the ground. Both hands should be
loosely but evenly spread on the discus.
(ii) After several swinging motions, quickly
release the discus.
Stance position
The discus grip
Swing and release
motion
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d) Recovery
This happens when the thrower recovers their balance after releasing
the discus.
(i) Bring forward the foot that was behind after releasing the discus.
(ii) Steady your body.
4. Practise the discus throwing technique by performing the stance, grip,
swing and release, and the recovery.
5. Perform the following cool down activity: with hands outstretched,
slowly inhale deeply then exhale. Repeat this 4 times.
Rules on throwing a discus
a) The thrower must stand inside a circle to throw the discus.
b) When throwing a discus one must not step outside the circle.
c) The thrower should stay in the circle until the discus lands.
d) The discus should land within the landing sector.
Let us learn
Play time
Activity 4
Game: Over the river
This game requires bean bags or any other safe objects for throwing.
How to play the game
1. Get into groups and perform throwing games such as ‘Over the river’
discussed earlier.You can throw bean bags for practise. Follow all the
rules to ensure safety for everyone.
2. Repeat the throws several times. Increase the distance and weight of
the bean bags.
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Learning at home
In your free time, practise the discus throwing technique with your
friends at home. You can use bean bags and an improvised discus to
practise.Teach your friends what you have learnt about the stance, grip,
swing, release and recovery.
Tick the statements that describe what your partner can do.
My partner
can
My partner needs
to improve in
a) identify locally available materials
for improvising the discus.
b) make a discus.
c) perform the stance, grip, swing,
release and recovery when playing
discus throwing games.
d) practise standing discus skills while
observing safety measures.
Peer assessment
Remind yourself
Write down your responses in your exercise book.
1. What materials can be used to make a discus?
2. What safety measures do you observe when making a discus?
3. What rules should be followed when throwing a discus?
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Straddle and straddle cross
Digital moment
Activity 1
1. Watch a video clip on skipping techniques on the following link.
https://www.youtube.com/watch?v=fyqPNizyxy8
2. Observe how the people in the video clip are skipping. Discuss in pairs.
Straddle – Rope skipping where one keeps moving the position of their
feet either to the front or to the side.
Straddle cross – Rope skipping where one foot is crossed over the
other in an alternate manner as one skips.
New word basket
word
1. Before you start rope skipping, ensure that the area is clear of any
objects.
2. Leave enough space between you and your classmates to avoid
hitting each other.
3. Always use a rope that is of the right length for you.
Safety measures
Discussion time
Activity 2
1. In groups, talk about rope skipping. The following questions will guide
you.
a) Which skipping techniques do you know?
b) What safety measures should be observed when skipping?
2. Share your response with your class.
3. Get feedback from your teacher.
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Practice time
Activity 3
1. Perform warm up activities such as jogging, arm swings, arm circles and
hip rotations.
2. Perform the straddle by following the
steps below.
a) Put your feet together and jump rope
a few times.
b) Then alternate putting your legs
together and spreading them apart
as you jump.
c) Repeat step (b) twenty times.
3. Perform the straddle cross by following
the steps below.
a) For the ﬁrst jump, spread your legs
apart.
b) For the second jump, cross your legs
as you jump.
c) Repeat steps (a) and (b) continuously
for a few minutes.
4. Try this with your eyes closed.
Play time
Activity 4
Game: Let us skip!
This game requires a rope of the right length.
How to play the game
a) Perform the straddle and see who will take the longest time without
missing a jump.
b) Perform the straddle cross for two minutes as you count. See who
jumps the most number of jumps within the two minutes.
c) Perform the straddle while moving forward for 4 metres then the
straddle cross moving backwards 4 metres. Repeat this six times.
5. Remember to observe the safety measures. Give each other feedback.
Practising the straddle jump
Practising the straddle
cross jump
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Tick the statements that describe what you can do.
I can
I need to
improve in
a) put my feet together and then apart when
performing the straddle jump.
b) perform the straddle and straddle cross.
c) practise the straddle and straddle cross
while observing safety measures.
d) play rope games for fun and enjoyment.
Self-assessment
Learning at home
Teach your friends and siblings at home how to play rope games. Come
up with more creative ways of jumping rope.
Skier
Digital moment
Activity 1
1. Watch a video clip on jumping rope using the skier technique from the
following link: https://www.youtube.com/watch?v=Q1gxyT_JdYk.
2. Observe how the person in the video clip is jumping rope. Discuss your
observations in pairs.
Skier – A rope skipping technique in which a person alternates jumping
to the left and to the right with the feet put together.
New word basket
word
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Practice time
Activity 2
1. Perform warm up activities such as jogging and star jumps.
2. Use the following drills to practise the
skier technique.
a) Start by jumping to the left with both
feet being together.
b) Then jump to the right with the feet
together.
c) Alternate steps (a) and (b)
continuously.
d) Ensure that you always land on the
ball of your feet and that your knees
are slightly bent.
Tick the statements that describe what your partner can do.
My partner
can
My partner needs
to improve in
a) perform the skier.
b) perform the skier with eyes closed.
c) assist other learners practise the
skier.
d) perform the skier while observing
safety measures to avoid injuries.
Peer assessment
Play time
Activity 3
Game: The skier and the straddle
This game requires a rope of the right length.
How to play the game
1. Combine the skier with the front straddle technique.
2. Perform ten counts of the front straddle and ten counts of the skier.
3. Repeat the sequence three times.
Practising the skier
To the left
To the right
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Heel taps
Digital moment
Activity 1
1. Watch a video clip on how to perform heel taps when skipping from the
following link: https://www.youtube.com/watch?v=3C9FpwyiY7Y.
2. In pairs, discuss what you have seen in the video clip.
3. In groups, discuss how jumping rope contributes to good health.
4. Get feedback from your teacher.
Heel tap – A technique of tapping the ground with the heel after each
jump.
New word basket
word
Practice time
Activity 2
1. Perform the following warm up activities.
a) Jog on the same spot for a few seconds. Start the jogging at a slow
pace then increase the pace gradually.
b) Stretch your leg muscles as follows.
(i) Lie down on your back.
(ii) Put your hands behind your head.
(iii)Bend each knee at a time as you bring it to almost touch your
chin. Do this for each leg several times.
2. Perform the following drills.
a) Rope jumping drill – Skip using a rope with both feet together.
b) Heel tapping drill – Continue jumping with your feet together but
immediately after the ﬁrst jump, tap the ground with the heel of your
right foot. Repeat the step ten times.
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c) Repeat step (b) but use the heel of your left foot to tap the ground.
Repeat the step ten times.
3. Perform the steps in 2 (a) to (c) but alternate the feet to perform the
heel taps with each jump.
4. Practise the heel taps with your eyes closed.
5. Perform cool down activities such as the cat-cow exercise.In this activity,
you go down on all fours and then alternate pulling your back inwards
like a cow and then raising your back slowly upwards like a cat.
Performing the cat-cow exercise
Play time
Activity 3
Game:The skier-heel tap game
This game requires a rope of the right length.
How to play the game
1. Get into groups.
2. Perform jumping rope to see who can take the longest time before
missing a skip. Perform the following activities:
a) The skier
b) Heel taps.
Ensure that you observe safety measures while jumping rope.
3. Give each other feedback.
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Tick the statements that describe what you can do.
I can
I need to
improve in
a) perform the heel taps while standing on one
spot.
b) perform the heel tap while swinging the
rope backwards.
c) interact with digital devices to observe heel
tapping while jumping rope.
d) play heel tap games while jumping rope for
fun and enjoyment.
Self-assessment
Remind yourself
1. Write down four safety measures to be observed while performing
rope work.
2. Explain the meaning of the following words when used in rope work.
a) Straddle b) Skier
c) Straddle cross d) Heel tap
3. What is the difference between a straddle cross and a skier?
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Softball
Digital moment
Activity 1
1. Use the following link to get answers to the questions below.
https://www.youtube.com/watch?v=PTkw2HYfXOs
a) What is a softball game?
b) What shape is the softball ﬁeld?
c) How does the ball used in a softball game look like?
d) What is a bat?
e) What equipment are used in a softball game?
2. In pairs, discuss your answers. Share the responses with the class.
3. Get feedback from the teacher.
Discussion time
Activity 2
1. In groups, look at the picture below. Discuss the shape of the softball
ﬁeld.
A softball ﬁeld
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2. Pictures (i) to (viii) below show the equipment used by softball players.
Discuss the equipment.The following questions will guide you.
a) What is the purpose of each equipment?
b) Which of the players use each of the equipment?
(i) Ball
(ii) Catcher’s helmet
(iii) Catcher’s mitt
(iv) Fielding gloves
(v) Slider
(vi) Chest protector
(vii) Leg guards
end capbarrel
handle
grip
knob
(viii) Bat
3. Share your responses with the rest of the class.
4. Get feedback from the teacher.
Softball – A game that is played on a diamond-shaped ﬁeld using a ball
that is thrown underhand.
Pitcher – The player who throws the ball to the hitter to begin each
play.
New word basket
word
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Batter (also known as the hitter) –The player who hits the ball with the
bat after it has been thrown by the pitcher.
Catcher – The player who catches the ball after it has been hit.
a) The ﬁelding glove has spaces for placing the ﬁngers while catcher’s
mitts do not have.
b) The catcher’s mitts are used by the catcher to scoop ground balls
and to control balls.
c) The ﬁelding gloves are worn by the thrower to help him or her
effectively ﬁeld the balls
Let us learn
Discussion time
Activity 3
1. In groups, look at the picture below and answer the questions.
a) What is the boy doing?
b) What equipment is he using?
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2. How do you choose the correct bat to use in softball?
3. Share your responses with the rest of the class.
4. Get feedback from the teacher.
To choose the correct bat to use in softball, you may use method 1 or
method 2 below.
Method 1
a) Position the bottom of the bat at the centre of your chest with the
bat extending outwards.
b) Stretch out your arm to touch the barrel of the bat. If your arm can
grab the barrel, then that is the correct size for you.
Method 2
a) Stand straight and place the bat against the side of your leg.
b) If the end of the bat reaches the centre of your palm, then the bat is
the right size for you.
Let us learn
Tick the statements that describe what your partner can do.
My partner
can
My partner needs
to improve in
a) describe how the softball ﬁeld
looks like.
b) identify the equipment used in
softball.
c) choose the correct bat to use.
d) differentiate between the catcher’s
mitts and ﬁelding gloves.
Peer assessment
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Responsibilities and qualities of infield players
Digital moment
Activity 1
1. In pairs, use digital devices and the Internet to search for answers to the
following questions.
a) Who are inﬁeld players in softball?
b) What do inﬁeld players do during a softball game?
c) Where do the inﬁeld players stand in the softball ﬁeld?
2. Talk about the answers you obtain from the Internet. Write them down
in your exercise books.
3. Share your answers with the rest of the class.
4. Get feedback from the teacher.
Outﬁeld players
1. Left ﬁeld
2. Centre ﬁeld
3. Right ﬁeld
Inﬁeld players
1. Pitcher
2. Catcher
3. First base
4. Second base
5. Third base
6. Short stop
Inﬁeld and outﬁeld players in their positions
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Responsibilities of the inﬁeld players (excluding the pitcher
and the catcher)
In a softball game, there are four inﬁeld players. The positions of the
four players are:
a) First baseman – This player covers the ﬁrst base.
b) Second baseman – This player is positioned between the ﬁrst and
the second base.
c) Third baseman – This player covers the third base.
d) Shortstop – This player covers the gap between the second and the
third base.
The responsibilities of the inﬁeld players are to catch and pick the
ground balls and any pop up balls that end up in their areas.
Let us learn
Discussion time
Activity 2
1. In groups, discuss how sports help people to achieve the following:
a) Stay focused
b) Work as a team
c) Accept wins and losses
d) Practise fair play.
2. Discuss the qualities of a good inﬁeld player.
3. Share your responses with the rest of the class.
4. Get feedback from the teacher.
Qualities of a good inﬁeld player
1. Should be alert.
2. Should be able to move quickly to any direction.
3. Should not fear balls that are thrown to him or her.
4. Should not fear the approaching base runners.
Let us learn
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1. Always wear the correct safety gear when playing softball.
2. Ensure that the playing ﬁeld does not have harmful objects.
3. Inspect all the equipment regularly to ensure that it is in good
condition.
4. Do not play if you are hurt and are in pain.
5. Always warm up and stretch before practice to avoid injuries.
6. Always remain alert and focused.
Safety measures
Practice time
Activity 3
1. Perform the following warm up activities.
a) Arm circles – From a standing position, swing your arms in forward
circles twice then in backward circles twice.
b) High knee skips – Skip forward with your knees high up and the
opposite arm outstretched straight up in the air. Repeat the skips
backwards. Perform the action for both legs.
c) Knees to chest – While standing straight and with both legs put
together, bring the knee of your right leg to your chest. Hold the
knee with both hands for a few seconds. Repeat the action with the
left leg.
2. Perform the following drills to gain skills needed in softball.
Batting drills
a) Stand in the normal batting position on the softball ﬁeld with your
hands on your hips.
b) Take a short stride forward and note the distance of the stride.
Repeat the action until the distance is consistent.
c) Once your stride is consistent, rotate your hip towards the pitcher
but retain the head in position. Repeat this step until your movement
is smooth.
d) Add the swing without a bat. Do this several times until you are
comfortable.
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e) Then use a bat or a broomstick in the place of a bat and repeat the
hitting drill several times.
3. Perform cool down activities such as bending over at the waist with the
knees straight and touching the toes then relaxing in that position for
a few seconds.
Play time
Activity 4
Game:Throwing, hitting and running
This game requires a ball, improvised bat and a softball ﬁeld.
As a class,talk about the safety measures you should observe when playing
softball.
How to play the game
1. Get into teams of six players each.
2. For the defensive team, allocate players the following positions:
a) ﬁrst base b) second base c) shortstop
d) third base e) pitcher f) catcher.
3. Let each player of the defensive team get into position in the ﬁeld.
4. Practise throwing a ball to the batter.The batter should try to hit the
ball and then run to the ﬁrst base before the ball is returned to the
pitcher by the basemen or the shortstop. If the batter misses the ball
three times, he or she is out and another batter comes in.
5. When three batters from a team fail to hit the ball, the teams should
alternate.
6. The teams repeat the process until they are out. The next two teams
then get into the ﬁeld to play.
7. All teams should observe the safety measures to avoid injuries.
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Tick the statements that describe what you can do.
I can
I need to
improve in
a) position the inﬁeld players in the ﬁeld at
the start of a softball game.
b) explain the responsibilities of inﬁeld players.
c) state the qualities of a good inﬁeld player.
d) play softball games while observing safety.
Self-assessment
Responsibilities and qualities of outfield players
Digital moment
Activity 1
1. In groups, use the following Internet link to get answers to the questions
below: https://tinyurl.com/y52jmls3.
a) What are the responsibilities of the outﬁeld players in softball?
b) Where do outﬁeld players stand in the softball ﬁeld?
2. Write down the answers in your exercise books.
3. Share your answers with the rest of the class.
4. Get feedback from the teacher.
Responsibilities of outﬁeld players
The responsibility of the outﬁeld players is to catch the balls that ﬂy out
of the inﬁeld.They act as backup to their team members at the bases.
Qualities of a good outﬁelder
1. Ability to react quickly to the batted ball.
2. Good judgement of the speed of the ball.
3. Ability to position themselves properly for the incoming ball.
4. Ability to throw the ball strongly and accurately.
Let us learn
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Practice time
Activity 2
1. In groups, discuss the rules of playing softball.
2. Perform the following warm up and stretch activities.
a) Run forward with knees high up.
b) Gently pull on the elbow with the opposite hand until you feel a
stretch in the shoulder.
c) Perform some push ups to stretch the arm and leg muscles.
3. Get into groups of four.
4. Allocate three team members the following outﬁeld positions:
a) left ﬁeld b) centre ﬁeld c) right ﬁeld.
The remaining team members will be the thrower.
5. Practise the throwing drill to improve your outﬁeld skills.The thrower
throws balls in quick succession to each player in different directions.The
player should try to catch each ball and throw it back before running to
catch the other balls.
6. Practise the drill with all the group members. Ensure that each team
member takes a turn at throwing the balls and all team members take
turns at catching the balls.
7. Perform the following cool down activities.
a) Stand while bending forward slightly. Swing the arms gently from
side to side.
b) Bend down from the waist and touch your ankles with your ﬁngertips
while keeping your lower body in a straight position. Relax in that
position for a few seconds then stand up. Repeat the action four
times.
Softball rules
1. A softball team should have nine players.
2. A game has seven innings. In inning, each team bats once, then the
teams switch sides.
Let us learn
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3. A batter should strike the ball successfully then try to run to as
many bases as possible. A run is scored if the runner gets back to
the home plate.
4. Batters can be stopped if the ﬁelding team catches the ball, and tags
them while off the base.
5. If the ball goes down on the ﬁrst base line or the third base line, then
it enters a foul area.
6. If a ball is hit over the outﬁeld and into the dead ball area, a home
run is scored. The batter should then go round the bases.
Play time
Activity 3
Game: Modiﬁed softball game
This game requires a ball, improvised bat and a softball ﬁeld.
How to play the game
1. Get into groups of four. Each player is assigned a number between one
and four.
2. Place an object to mark the batting base. A second object marks the
‘run to’ base which is positioned between the batter and the basemen.
3. Two teams play at any given time.The players in the ﬁrst team will be
the pitchers while the second team will be the defenders.
4. One of the players in the defending team becomes the batter while the
other three are positioned in three bases in a semi-circle.
5. The batter strikes the ball and tries to get to the ‘run to’ base before
the basemen retrieve the ball and try to outrun the batter to the ‘run
to’ base.
6. If the basemen get to the ‘run to’ base before the batter, the players
interchange positions so that there is a new batter. This continues until
each of the four players has had a chance to be a batter.
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direction of
the hit ball
running
direction
Batter
Baseman 3
Pitcher
‘run to’
base
Baseman 1
Baseman 2
Tick the statements that describe what your partner can do.
My partner
can
My partner needs
to improve in
a) position the outﬁeld players in the
ﬁeld at the start of a softball game.
b) explain the responsibilities of
outﬁeld players.
c) state the qualities of a good
outﬁeld player.
Peer assessment
Fielding: Ready position and foot work
Digital moment
Activity 1
1. Watch video clips on ready position and foot work in softball from the
following links.
https://www.youtube.com/watch?v=seWmAWdGgrQ
https://www.youtube.com/watch?v=FHN-GwmW9y4
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2. Observe the following from the video clips:
a) Position of the feet in ready position
b) Position of the glove hand
c) Movement of the feet.
3. Discuss your observations in groups.
Ready position – For the ﬁelding team, this is the position taken by
players before the ball is batted or thrown.
Foot work – The ability to move feet in different ways.
Pitcher – The player who throws the ball to a batter.
New word basket
word
Ready position and foot work for the pitcher
1. Place both feet on the pitcher’s plate.
2. One foot should touch the plate with the toes and the other with
the heel.
3. Bend the knees slightly and grip the ball.
4. Bring the ball and the glove hand close to the chest with the elbows
pointed out.
5. Your feet should maintain contact with the plate as you move.
Ready position and foot work for the other ﬁelders
Fielders should always be alert and expect the ball. The ready position
is taken by:
a) A catcher when waiting for the pitcher to throw
b) Fielders when waiting for the ball to be batted
c) The ﬁelding team when throwing the ball to each other.
For a good ready position as a ﬁelder, follow the steps below.
1. Be stationary with the legs wider than hip-width apart.
2. Bend the knees and the body slightly forward.
Let us learn
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3. Focus ahead with eyes on the ball.
4. Bring the glove hand in front of the chest with the glove open.
5. Leave the other hand free.
Foot work
After the ball is batted or thrown, players move in different directions
at varying speed.
From the ready position, move into any other position depending on
the location of the ball. The ﬁelder can jump, walk, jog, run slowly or
run fast.
Discussion time
Activity 2
1. Get into groups.
2. Discuss the safety measures you should observe when playing softball.
3. Write down the answers in your exercise book.
4. Get feedback from your teacher.
1. Listen to the instructions and follow them.
2. Make sure there is enough space between you and the other players.
3. Put on gloves when catching balls. Do not catch the ball with bare
hands.
4. When throwing, do not aim the ball at the body of your partner.
Safety measures
Practice time
Activity 3
What you need
A playing ﬁeld and sports clothes
What to do
1. Perform warm activities such as:
a) Jogging on the spot
b) Muscle stretches – perform the forward lunge for a few seconds.
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2. Work in pairs. Perform the following drills.
a) Ready position drill – Each of you takes a turn to issue some
commands to the other partner, for example:
i) Stand straight.When your partner says ‘Ready position!’, adjust
your body to the correct ready position.
ii) Run at a slow speed and when your partner says ‘Stop!’, you
should stop and get into the ready position.
b) Jumping drill – When your partner says ‘Jump high!’, jump high up
and take the correct ready position on landing.
3. Change positions and repeat the actions.
4. Give each other feedback and correct your mistakes.
Play time
Activity 4
Game:The Home Base Run
This game requires a playing ﬁeld and markers.
How to play the game
1. Mark a modiﬁed softball ﬁeld using markers as shown in the diagram
below.
1
st
base
2
nd
base
5m
5m
5m
Pitcher’s
base
Batter’s base
Home base
Batting team
2. Form two teams of six players each.
3. The batting team sends a batter to the “home base” in turns.
4. The ﬁelding team has six players positioned as follows:
• Pitcher – in the pitcher’s base
• Catcher – near the home base
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• Two ﬁelders – near the bases
• Two ﬁelders – further into the ﬁeld.
5. The pitcher throws the ball to the batter in the home base. The batter
catches the ball and throws it in front into the ﬁeld. He or she tries
to run to each base and touch it and then runs back home before the
ﬁelders return the ball to the home base.
6. A point is scored if the batter reaches the home base successfully. No
point is scored if ﬁelders touch the home base with the ball before the
runner gets there.
7. After four minutes of play, the teams reverse the roles.
8. Apply the skills learnt correctly and observe safety measures as you
play.
Tick the statements that describe what your partner can do.
My partner
can
My partner needs
to improve in
a) explain the term ‘ready position’ in
ﬁelding.
b) get into the ready position when
playing softball.
c) move slowly or fast in different
directions when ﬁelding.
d) play ﬁelding games for fun and
enjoyment.
Peer assessment
Throwing: Overhand throw
Set position and C-grip
Digital moment
Activity 1
1. Watch a video clip on the link below on how to grip the ball properly
and throw.
https://softball.isport.com/softball
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2. Observe the following in the videos.
a) How the thrower grips the ball
b) The body position of the thrower
c) The thrower’s body when throwing the ball
3. In pairs, discuss your observations. Demonstrate to each other how to
grip and throw the ball. Give each other feedback.
4. Get feedback from your teacher.
The C-grip is a technique of holding the softball
with the ﬁngers in the shape of a C with the ball
resting comfortably on the pads of the ﬁngers.
The grip allows the player to make a good spin
on the wrist when throwing the ball. One should
not grip the ball too hard.
Let us learn
The C-grip
Practice time
Activity 2
What you need
Playing ﬁeld, sports clothes, softballs or other small and safe balls and
gloves
What you do
1. Perform warm up and stretch
activities such as:
a) Back pedalling – walking
backwards
b) Arm circles – rotate the arms
both forward and backward
to warm up the joints.
c) Lunges – as you walk, bend
the leg at the knee towards the ground with each step.
Performing a lunge
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2. Perform the following one-knee snap drills to acquire the right throwing
skills.
One-knee snap drills
a) Get a partner and stand about 5 feet apart.
b) Kneel down on your throwing side knee and take a ball.
c) Hold the ball in a C-grip.
d) Bend your throwing elbow in front of you and raise it to shoulder
height. Stabilise your wrist with the other hand.
e) Snap your hand forward to release the ball in a spiral rotation.
Repeat several times.
5 feet
Performing a one-knee snap drill
f) Stand up and move ﬁve feet back so that you are ten feet from your
partner.
g) While standing, bend your throwing hand at the elbow in front of
you.
h) Raise the elbow to shoulder height. Support the throwing hand by
placing the other hand under the elbow.
i) Bring your forearm down and release the ball when the arm is at
around 45 degrees.
j) Repeat several times.
k) Change positions with your partner. Let them repeat the actions
several times.
l) Give each other feedback and correct mistakes.
Stance and grip drill
a) Stand up and spread your feet apart, slightly more than the hip
distance.
b) While holding the ball with your throwing hand, bring both hands
slightly below your chest.
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c) Raising the hand holding the ball above the shoulder, turn and throw
the ball to the front.
(a) (b) (c) (d)
Stance and grip when throwing a softball
Play time
Activity 3
Game: Running and throwing
This game requires softballs and markers.
How to play the game
1. Mark up a softball ﬁeld using chalk or any other locally available
materials. On the ﬁeld you have marked, place three markers to show
1
st
, 2
nd
and 3
rd
bases.
2. Place a ball at each of the three bases you have marked.
3. Form two teams.
4. The ﬁrst team (Team A) lines up at the left ﬁelder’s position.A member
of Team A, called ‘M’ stands between the 3
rd
and 2
nd
bases.The second
team (Team B) lines up at the home plate.
5. When the command ‘Go’ is given, the ﬁrst person in line from Team A
races to the 3
rd
base, picks up the ball and throws it to ‘M’.The player
continues running towards 2
nd
base, picks up the ball and throws it to
‘M’ and then continues to 1
st
base and does the same.
6. While Team A are trying to get all the three balls to ‘M’ as quickly as
possible, the ﬁrst player in Team B runs towards ‘M’ as soon as Team A
picks up the ﬁrst ball.The player from Team B tries to get to ‘M’ before
Team A throws all the three balls to ‘M’.
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7. If the player from Team A gets all the three balls to ‘M’ before Team B
gets to him or her, Team A wins.
Left ﬁelder
3
rd
base
2
nd
base
Player from Team A Player from Team BBall thrown by
Team A player
1
st
base
Team A
Team B
Home plate
8. Once all the players in Team A have had a chance to play, the teams
switch places and the game starts again.
9. Get feedback from each other and from the teacher.
Tick the statements that describe what you can do.
I can
I need to
improve in
a) demonstrate the correct stance for
throwing.
b) throw a softball using the C-grip.
c) play softball games while observing safety.
d) play softball games for fun and enjoyment.
Self-assessment
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Overhand throw
Digital moment
Activity 1
1. Watch video clips on overhand throwing from these links.
https://www.youtube.com/watch?v=dpPh2D1T9iY
https://www.youtube.com/watch?v=YoZB1HBHkP8
2. Observe the following in the video clips:
a) The ready position
b) The glove hand and direction of the ball
c) The throwing hand
d) The follow through.
3. Discuss your observations with your partner.
4. Demonstrate the ready position for throwing.
5. Get feedback from your teacher.
Overhand throw – A throw in which the player uses one hand to throw
the ball over the shoulder. It is efﬁcient in throwing the ball accurately,
fast and far.
New word basket
word
Below are the steps to get into the ‘set’ and throw positions.
‘Set’ position
a) Stand in a sideways position with both hands together at chest level.
Point the glove hand and shoulder at the person you are throwing
the ball to.
b) Extend the throwing hand back with the elbow above the shoulder.
c) Keep the head still and eyes focused on the receiver.
Let us learn
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Throw
a) Take a step forward with the foot opposite the throwing hand.
b) Rotate the body slightly to face the direction to which you are going
to throw the ball.
c) Transfer your weight from the back leg to the front leg.At the same
time, move the throwing arm forward.
d) Release the ball as the other arm drops.
(a) (b) (c) (d)
Overhand throw
Practice time
Activity 2
What you need
A ball and playing ﬁeld
What to do
Use the drills below to practise the overhead throw.
1. Overhand throw drill
a) Mark a vertical line 1 metre long. About 8 metres away, draw a box
in front of the line.
b) Work in pairs. Let your partner stand near the box.
c) Throw a ball into the box using the overhand throw while standing
at the vertical line.Your partner picks the ball and brings it back to
you. Repeat the action six times.
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d) Reverse the roles with your partner and let him or her repeat the
action six times.
e) Increase the distance between the box and the line.Repeat the action
with your partner.
2. Drill 2
a) In groups of three, form a triangle. Let the distance between each
one of you be 8 metres. Each learner should put on gloves.
X
Y
Z
b) Learners X and Y have a ball each. Learner Z has no ball and will
catch the ball from X and throw it back using the overhand skill.
Learner Z will then receive a ball fromY and throw it back using the
same skill. Repeat two times.
3. Interchange positions and repeat the action. Continue until each learner
has been at the receiving end.
Play time
Activity 3
Game: Filling the bucket
This game requires a bucket and ten balls.
How to play the game
1. In groups of three, use one bucket and 10 balls. Two learners stand 8
metres away from the bucket but at different positions as shown in the
diagram on the next page.
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2. The third learner throws the balls,one at a time to the other two players.
The two players catch the balls and throw them into the bucket.
3. Once the thrower has exhausted the balls that he or she had, the team
swaps positions. Repeat the actions until the new thrower exhausts the
balls he or she has.
4. Perform this action until each of the three group members has had a
chance at throwing the balls to the two players.
Tick the statements that describe what you can do.
I can
I need to
improve in
a) use the overhead throw when playing
softball.
b) demonstrate the steps followed when
performing the overhead throw.
c) assist my friends to practise the overhead
throw.
Self-assessment
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Catching
Digital moment
Activity 1
1. Watch video clips from the links below on how to correctly catch a
softball that has been hit.
a) Catching ground balls
https://www.youtube.com/watch?v=KoXYP2U4q7U
b) Catching aerial balls
https://www.youtube.com/watch?v=Agwan7HeaSQ
2. From the videos, observe the techniques that the players use to catch
balls that have been hit:
a) close to the ground
b) high up into the air.
3. Discuss your observations in pairs. The following questions will guide
you.
a) Where does the catcher focus his or her eyes?
b) What type of protective gear does the catcher wear?
c) What is the body position of the catcher when getting ready to
catch the ball?
Ground balls – These are balls that have been hit close to the ground.
Aerial balls – These are balls that have been hit high up into the air.
New word basket
word
Practice time
Activity 2
What you need
Playing area, sports clothes, softballs or any other small and safe balls and
gloves
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What to do
Practise the following drills on how to catch ground and aerial balls.
1. Perform the following warm up and stretching activities.
a) Jogging with the heels high up and hitting the back side.
b) Stand straight with the feet together and the hands stretched
upwards. Push your feet hard down to the ground while stretching
the hands as far up as you can.
c) Sit down with your legs together and straight on the ground. Lift up
the right leg and bend it at the knee while crossing it over the left
leg. Pull the left leg at the knee with both hands to the chest. Repeat
for the other leg.
2. Catching ground balls drill
a) Practise in pairs. Stand at least 3 metres apart while facing each
other. Begin the practice without gloves.
b) Throw the ball along the ground for your partner to catch.When he
or she catches it, they should throw it back along the ground for you
to catch. Begin with gathering the ball then scooping it.
c) Repeat the process several times then increase the distance between
you and your partner. Continue throwing the ball to each other,
gathering it, then scooping it and throwing it back.
d) Increase the speed at which you throw the ball to each other.
e) After practising without gloves for some time, put on your gloves
on the catching hands and continue with the process of throwing,
gathering, scooping and throwing back the ball to your partner.
3. Aerial balls
a) Work in pairs.
b) Take the ready position. Catch the ball thrown to you in the air by
your partner. Practise catching the ball at your waist level. Throw
the ball straight to your partner.
c) Throw the ball to each other in different directions, that is, straight,
left and right.
d) Throw the ball to each other high up in the air. Follow the movement
of the ball in the air and try to determine the right time to catch it.
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e) Practise the two skills of throwing and catching until you are both
conﬁdent of catching the ball every time it is thrown at you from any
direction.
f) Vary the distances between you and your partner,the speed at which
the ball is thrown and the height at which the ball is thrown.
4. Perform the following cool down activities.
a) Jog slowly on the same spot.
b) Stand with your feet apart, bend at the waist and touch your toes.
Loosen your hands while in the bending position and swing them
gently from side to side.
Catching ground balls
You can catch ground balls by gathering or scooping.
Gathering: Be stationary in the ready position.
Place the hand with the glove on the ground.
Focus your eyes on the ball. As the ball rolls
towards you, guide it into the glove using the
other hand.
Scooping: Take the ready position. As the ball
rolls on the ground, move the hand to the ball
and lift it up in a scooping motion.
Catching aerial balls
Aerial balls may come at you from three different levels.
a) Low level – This is the distance from above your feet to the waist.
To catch such a ball, lower the glove to the level of the ball with the
catching area (palm) pointing upward towards the sky.
b) Medium level – This is the area from your waist to the head. To
catch a ball at this level,turn your glove so that the palm is pointing
downward.
This will also help you to avoid injuries that may be
caused by the ball hitting the edge of the glove and striking you on
the face.
Let us learn
Scooping in softball
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c) High level – This is the area
above your head. Be in the
upright position with your
eyes keenly following the
movement of the ball. As the
ball starts to drop, bring the
glove in front of your face
and let the ball drop into the
glove as you move the other
hand to secure it in.
Catching aerial balls in softball
Play time
Activity 3
Game: Catch and throw game
This game requires balls
How to play the game
1. Mark four vertical lines 5 metres apart.
2. Form groups of three. Let the 1
st
player stand on line 1, the 2
nd
player on
line 2 and the 3
rd
player on line 3.
3. The 1
st
player throws a ground ball to the player on line 2.
4. The 2
nd
player picks the ball and throws an aerial ball to the player on
line 3.
5. When the 3
rd
player catches the ball, he or she runs to the 4
th
line and
places the ball on the line. He or she then picks the ball and runs to line
1.
6. The 3
rd
player now stands on line 1.The other two players shift to the
next lines.
7. The process of throwing the ball starts all over again. It ends when the
players are back where they started.
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Throw
ground ball
Throw
aerial ball
Run with ball
to line 1
Run and
tap line 4
Ta p
5m 5m 5m
Line 1 Line 2 Line 3 Line 4
Catch and throw game
Tick the statements that describe what your partner can do.
My partner
can
My partner needs
to improve in
a) perform the ready body position
for the catching technique.
b) catch ground and aerial balls.
c) provide helpful feedback to team
members.
Peer assessment
Batting – Stance and grip
Digital moment
Activity 1
1. Watch a video clip on how to properly hold a bat and position your
body when hitting a softball from the link below.
http://softball.isport.com/softball
2. Observe the following as you watch the video clip
a) The position of the ﬁngers and the knuckles when holding the bat.
b) The position of the batter’s feet.
c) The location of the batter’s box.
d) The hand which the batter uses when hitting the ball.
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3. In pairs, discuss what you have observed in the video clip.
4. Based on what you have seen in the video clip, demonstrate how to:
• grip and position a bat correctly
• stand and position your body when getting ready to bat.
5. Get feedback from your teacher.
Grip – The strength applied by the hand when holding the bat or the
ball.
Stance – The body position that a player takes when getting ready to
hit or throw the ball.
New word basket
word
When practising the stance and grip for hitting:
a) listen carefully and follow instructions
b) make sure there is enough space between you and the next player,
c) ensure the grip on the bat is ﬁrm but not too tight. A loose grip
could cause the bat to ﬂy out of your hands and hurt someone
d) always land on the balls of your feet to avoid damage to your
knees.
Safety measures
Practice time
Activity 2
What you need
Playing area, sports clothes, bats and a home plate
What to do
1. Perform warm up activities before starting to play. Examples include
jogging, walking on the spot or rope jumping. Perform activities that
stretch your muscles such as push ups and arm circles.
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2. Use the following drills to practise the stance and grip.
The stance drill
a) Stand upright with legs together.
b) Place a bat on the ground in front of you.
c) Pick up the bat and hold it correctly.
d) Position yourself to stand correctly in
order to be ready for hitting the ball.
The grip drill
a) Practise in pairs while facing each other.
Place a bat in the middle, 4 metres away
from each one of you.
b) On instruction, one of you walks to the
bat, picks it up, takes the correct stance
and grips it correctly.
Repeat with the other learner.
c) Give each other feedback and correct
any mistakes.
3. Get feedback on both drills from the teacher.
4. Perform cool down activities such as gently swinging the arms while
running around slowly.Afterwards, perform some light stretches on the
arms and legs.
Practising the stance
a) Stand comfortably on your feet. The feet should be shoulder-width
apart and parallel to each other.
b) Bend the knees slightly forward with the upper body being upright.
c) Stand in the middle of the batter’s box. The body should face the
home plate.
Let us learn
Stance
Grip
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How to grip the bat
a) Place the hands together on the bat
above the knob. Wrap the ﬁngers around
the handle as shown in the picture.
b) Hold the bat comfortably with the ﬁngers
and not the palms.
c) The middle knuckles (door knocking
knuckles) of both hands should be in a
straight line up the middle of the bat.
d) For right-handed batters, place the left hand near the knob of the
bat.
e) For left-handed batters, place the right hand near the knob.
f) Point the bat upwards and slightly backwards.
Gripping the bat
Play time
Activity 3
Game:The hitting game
This game requires balls, improvised bat and a playing ﬁeld
How to play the game
1. Get into two teams.
2. The members of the ﬁrst team (Team A) will hit the ball in turns. The
members of the second team (Team B) will run to get back the ball as
fast as possible.
3. Immediately the batter from Team A hits the ball, he or she puts the bat
down and runs to a circle marked in front of the hitting zone. The batter
runs round the circle until a member of the other team brings back the
ball to the hitting zone.
4. This continues until all the members of Team A have batted.The teams
then switch over.
5. Count how many times your members ran round the circle before the
ball was brought back to the hitting zone by the other team.The team
that makes the most runs round the circle wins the game.
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Tick the statements that describe what you can do.
I can
I need to
improve in
a) perform the stance and grip for hitting.
b) provide feedback to my partner when
playing.
c) use digital devices to observe the stance and
grip for hitting.
Self-assessment
The swing technique
Digital moment
Activity 1
1. Watch a video clip on the link below on how to swing a softball bat
properly in order to hit the ball.
http//softball.isport.com/softball
2. Observe the following in the video clip.
a) The batter’s grip on the bat.
b) The body position of the batter while taking the swing.
c) The movement of the bat until it hits the ball.
d) The movement of the batter after hitting the ball.
3. In pairs, discuss your observations. Demonstrate to each other how to
swing the bat correctly. Give each other feedback.
4. Get feedback from the teacher.
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Swing – The movement of the bat towards the ball
after it is thrown by the pitcher.
Batting tee – A piece of equipment that helps to hold
the softball as one practises the swing or hitting
technique.
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A batting tee
The three pictures below show the correct way of taking a swing.
It is important to observe the following when taking a swing.
a) Always use the right size of the bat.
b) The grip on the bat should be ﬁrm but not too tight.
c) The middle knuckles of both hands should be in line when gripping
the bat.
d) Knees should be slightly bent. The feet should be shoulder-width
apart.
e) The bat should be held behind the head with the tip pointing upwards
to the sky.
f) When swinging, the whole body should move and not just the arms.
g) When the hips begin to rotate towards the pitcher, the hands should
follow.
Let us learn
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Practice time
Activity 2
What you need
Playing area, sports clothes, bats, softballs and gloves
What to do
1. Perform warm up and stretch activities such as the following.
a) Straight jumps b) Jump with legs apart
c) Waist rotation d) Squats
2. Perform the following drills to practise the swing technique. Ensure you
observe safety.
Stance and grip drill
a) Practise in pairs.
b) Take the correct stance.
c) Grip the bat.
d) Swing and strike the ball.
e) Begin by taking the swing slowly then increase the speed.
Swing and hit drill
a) Practise in groups of four.
b) Stand in a line.
c) One learner, with glove in hand, stands far away to collect the ball
that is hit.
d) The thrower, who is a safe distance away, throws the ball at the
waist level of the hitter.
e) The hitter swings and hits the ball.
3. Repeat the drill until all the group members have had the chance to
practise the swing at least ﬁve times.
4. Perform cool down exercises such as the following.
a) Light jogging followed by easy walking.
b) Interlacing the ﬁngers and then pressing the palms up towards the
sky.
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Play time
Activity 3
Game: The hit and run game
This game requires a ball and a bat.
How to play the game
1. Draw a circle with a radius of 0.5 metres and two boxes that are 1
metre by 1 metre as shown in the diagram below. The distance between
the circle and the box and between the two boxes is 6 metres.
Thrower
Box 1
Hitter
Box 2
2. Form two teams, each of four players.The ﬁrst player is the thrower, the
second one is the hitter and the other two will collect the balls.
3. Throw the ball to the hitter in Box 1.The hitter hits the ball and runs to
Box 2.
4. The hitter only runs after hitting a ball. If they miss the ball three times,
their chance is over. When this happens, the hitter interchanges position
with one of the ball collectors.
5. The hitter only scores a point after hitting the ball, running to Box 2 and
touching it and then running back to Box 1 before the ball collectors
bring back the ball to the thrower’s circle.
6. Give each other feedback and correct any mistakes.
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Tick the statements that describe what your partner can do.
My partner
can
My partner needs
to improve in
a) perform the swinging technique.
b) position the body correctly when
performing the swinging technique.
c) collaborate with team members
when playing softball games.
d) play swinging games while
observing safety.
Peer assessment
Base running and sliding
Digital moment
Activity 1
1. Watch video clips on base running and sliding on the following links.
a) Base running
https://www.youtube.com/watch?v=awBfD3Fm-y4
b) Sliding
https://www.youtube.com/watch?v=g_VnRRY5KYc
2. Observe the following from the video clips.
a) How the player makes contact with the base.
b) How the player runs along the base line.
c) How the player slides with feet ﬁrst.
d) The focus of the player on the ball when running to the base.
3. In pairs, discuss your observations.
4. Get feedback from your teacher.
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Base running – Running from one base to the next. It is performed by
the batting team.
Sliding – A way of making contact with the base by touching it.
Tagging – Touching a runner with the ball or with the glove that is
holding the ball.
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Base running
The ﬁeld of play in softball has a home plate, ﬁrst, second and third
bases.When the batter hits the ball, they run from home plate, to ﬁrst,
second and third bases and ﬁnish in the home plate.
To ensure a good run through the bases, the batter does the following
a) Runs along the base line and not inside the base line.
b) Runs with speed.
c) Checks to see if there is a runner in the next base.
d) Checks where the ﬁelders are.
e) Touches and maintains contact with the base.
f) Does not leave the base before the ball has been thrown by the
pitcher.
g) Touches all bases in the correct order.
Sliding
A player slides to avoid being tagged by a
ﬁelder before touching the base.
As the player approaches the base,they lean
backwards, put one leg ahead in a straight
position and bend the other one as shown
in the picture.
The player’s body is low on the ground and
they touch the base with the leg in front.
Let us learn
Sliding feet ﬁrst
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Practice time
Activity 2
What you need
Playing area, sports clothes, several markers such as plastic cones
What to do
1. Discuss the safety measures you will observe as you perform the base
running and sliding drills.
2. Perform the following warm up and stretching activities.
a) Skipping – jump an imaginary rope using the straddle and straddle
cross techniques.
b) Hold your arms behind you with the palms parallel to the ground.
Push your chest outwards as far as you can while your arms are
stretched to the back.
c) Hold one arm in front. Using gentle pressure, use the other hand to
bend the wrist and point the ﬁngers towards the ground. Repeat for
the other wrist.
3. Perform the following drills to practise base running and sliding.
a) Base running drill
(i) Place four markers in a rectangle format. Place a ﬁfth marker in
the middle of the rectangle.
(ii) Starting from marker A, sprint to marker B.
(iii) Side shufﬂe from marker B to marker C and continue to marker
D.
(iv) Sprint from marker D to E then back-pedal to marker A.
back-pedal
sprint
sprint
side shufﬂe
side shufﬂe
A
E
B
D
C
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b) Running and sliding drill
(i) Place two markers on a straight line about 30 metres apart.
(ii) Sprint from the ﬁrst marker to the second one at high speed.
(iii) When you get to the second marker, touch the ground before
running back to the ﬁrst marker.
(iv) Repeat the drill several times then practise sliding when you sprint
back to the original marker.
4. Give each other feedback and also get feedback from the teacher.
5. Perform the following cool down activities.
a) Jogging – jog slowly on the spot.
b) Leg swings – stand with your legs slightly apart. Gently swing the
right leg to the front and back several times. Do the same for the left
leg.
Story time
Activity 3
Read the story below and answer the questions that follow.
Grade 5 learners were having their Physical and Health Education
lesson. The teacher had just demonstrated how to perform a base
run and a slide.The learners were supposed to demonstrate what the
teacher had done. Nekesa, who was the ﬁrst in the line, was hesitant.
She was a shy girl.
“What could be the matter, Nekesa?” the teacher asked.
“ I am afraid to try the slide,” she responded.
“ Why are you afraid, Nekesa,” the teacher asked kindly.
Some boys giggled at the back of the line. “Ssshhh!” the teacher
admonished them. “Who could help Nekesa here?” she asked.
Martin offered to show Nekesa how to slide.After performing the slide,
he encouraged Nekesa to try.The other learners encouraged her too.
Nekesa tried the base run and slide. She was very happy when she
succeeded.
“You see,it is not that difﬁcult if you follow the instructions,” the teacher
smiled as she patted Nekesa on the shoulder. All the learners clapped
for Nekesa.
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Questions
1. Why do you think Nekesa was afraid to try sliding?
2. If you were in Nekesa’s class, what safety measures would you have
told her to take?
3. State two good values of sports that come out in the story.
Play time
Activity 4
Game: Catch and throw game
This game requires a softball.
How to play the game
1. Get into two teams with the same number of players.
2. Line up on two sides across from each other. The distance between the
two teams should be enough for safe runs.
3. Each player in the team is allocated a number starting from 1.
4. A ball is placed in the middle of the two lines.
5. When a number is called out, the two players with the same number
from the opposite teams race towards the ball and try to grab it.
6. The player who picks up the ball runs back to their line.The player who
does not get the ball runs after the one with the ball to try and tag
them.
7. If the player with the ball gets back to his or her line without being
tagged, their team gets one point.
8. If the player from the other team tags the player with the ball before he
or she reaches their line, then the other team gets the point.
9. If a player drops the ball during the game, then no team is awarded a
point.
10.Give each other feedback and also get feedback from the teacher.
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1
2
3
4
5
6
7
7
6
5
4
3
2
1
Ball
Player with the ball
Player chasing the
player with the ball
Player calling out
the numbers
Team BTeam A
Tick the statements that describe what you can do.
I can
I need to
improve in
a) run along the baseline.
b) slide with feet ﬁrst and ensure contact to the
base.
c) perform base running and sliding in softball.
d) observe safety when practising base running
and sliding.
Self-assessment
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Form teams with children in your home area and play softball games
during school holidays and weekends.
Always ensure that the ground is safe before starting to play. Remind
yourselves the safety measures that you should observe.
Encourage everyone in the teams to observe the values of sport.These
include teamwork, respect, love and unity.
Learning at home
Remind yourself
1. Draw a softball ﬁeld in your exercise book. Mark the positions of
all the players.
2. Name the equipment used in softball.
3. What is the difference between a catcher’s mitt and ﬁelding gloves?
4. Why is it important for ﬁelders to be in a ready position?
5. Give four safety measures you should observe while playing softball.
6. Why is it important to use the glove when catching in softball?
7. Why is it important to observe safety while performing the swing
in softball?
8. What are the responsibilities of basemen?
9. Give three suggestionsof how you can make softball popular in your
school.
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Rounders: Fielding, throwing,
catching and stumping
Digital moment
Activity 1
1. Watch video clips on the rounders game from the link below.
https://www.sportplan.net/drills/Rounders/Throwing-Catching/Varied-
catching-rounders53.jsp?onMobile
2. Observe the following from the video clips.
a) The different ways of throwing the ball.
b) Catching balls at different levels.
c) Touching the post and what it means.
3. Discuss your observations with your partner.
Bowling – The act of throwing the ball to the batsman.
Stumping – The act of touching the post with the ball by the ﬁelding
team in order to stop the batsman from proceeding to 4
th
post.
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1. Always perform warm up and stretching activities before practice.
2. Ensure there is enough space between you and the next player.
3. Listen to instructions and follow.
4. Alert your partner or team members before throwing the ball.
5. Focus on the ball and the movement of the other players to avoid
accidents.
6. If you are unable to catch a ball, move away from its path to avoid
injuries.
Safety measures
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Practice time
Activity 2
What you need
Playing area, sports clothes, markers such as plastic cones and rounders
balls
What to do
1. Discuss the safety measures you will observe while practising the skills
of playing rounders.
2. Warm up by running around the ﬁeld. Start by running slowly then
increase speed after a few seconds. Change direction on getting to mid-
ﬁeld and sprint back to the start point.
3. Perform the following drills to practise your throwing, catching and
stumping skills.
a) Throwing and catching drill
Get into groups of three. Stand in line, 5 metres apart from each other.
(i) Ground balls – Learner ‘A’ throws the ball to learner ‘B’ who
catches it and throws to learner ‘C’. The drill is reversed with
learner ‘C’ throwing the ball to learner ‘B’ who catches and
throws to learner ‘A’. After three rounds, the learners interchange
positions so that every learner gets a chance to catch and throw
the ball from position ‘B’.
(ii) Aerial balls – Once all the three learners have had a chance to
practise with the ground balls, the group switches to practise
catching and throwing aerial balls.The same drill is used. For high
balls, the distance between the learners is increased.
b) Throwing, catching and stumping drill
Get into pairs.
(i) Place a marker 5 metres away from where you are standing.Your
partner should stand near the marker.
(ii) Throw the ball to your partner.Your partner catches the ball and
touches the marker with it before quickly throwing the ball back to
you. After several throws, exchange positions with your partner.
Repeat the drill several times.
4. Cool down by bending forward and swinging the arms slowly and loosely.
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Play time
Activity 3
Game: Modiﬁed rounders
This game requires a ball.
How to play the game
1. Form two teams.
2. For the ﬁelding team, assign players to the various positions: bowler,
backstop, post ﬁelders and deep ﬁelders.
3. The bowler throws the ball to the batsman who catches the ball instead
of batting.The batsman then throws the ball in any direction using the
underarm technique and runs.
4. The ﬁelders run to get the ball and throw it to the bowler using the
underarm technique only.
5. When the bowler catches the ball, he or she shouts,“Stop!” The runners
stop at the post they are in. If a runner is midway between posts, they
go back to the previous post.
6. Continue until the batting team has had two games then the teams
switch over.
7. To score, add up the complete rounders the batting team has had in the
two games.
You can make the game more challenging by having the runners out if they
are between bases when the bowler shouts,“Stop!”
Tick the statements that describe what your partner can do.
My partner
can
My partner needs
to improve in
a) throw, catch and stump in a
rounders game.
b) interact with digital devices to
watch a rounders game.
c) play rounders while observing the
rules.
d) collaborate with team members
when playing rounders.
Peer assessment
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Technical, tactical approaches and rules of the game
Digital moment
Activity 1
1. In groups, watch the video clips on the following link.
https://tinyurl.com/y84hnKi2qsu7j
2. Find out the following about the rounders game:
a) The skills players use when:
(i) throwing (iv) running from one post to the next
(ii) bowling (v) stumping the post.
(iii) batting
b) Some of the game plans that teams make in order to ensure they
win.
c) The rules of the rounders game.
3. Write down what you ﬁnd out. Discuss your ﬁndings with the group
members.
4. Share and discuss your ﬁndings with the rest of the class.
5. Get feedback from the teacher.
Umpires – The ofﬁcials who enforce the rules during the game of
rounders.
Technique – A way of performing an activity in the ﬁeld, for example,
how to throw or catch a ball.
Tactic –The plan made at the start of the game on how to play against
a competing team in order to win.
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The following are some of the tactics used by teams when playing a
game of rounders in order to win.
Tactics by the ﬁelding team
1. The bowler varies the heights at which the ball reaches the batsman.
2. When ﬁelding, ground balls are gathered as quickly as possible.
3. While throwing, the bowler puts the ball into the throwing hand
quickly and throws the ball accurately.
4. The post ﬁelders focus on the ‘live’ post.
5. The deep ﬁelders ensure that they direct balls to the right players.
Tactics by the batting team
1. The batsman hits the ball to different directions, especially where
there are no ﬁelders.
2. The batsman identiﬁes the weaker ﬁelders and hits the ball towards
them.
3. The runners avoid running inside the posts but instead run straight
to the posts.
Rules of rounders game
1. A batsman must hit the ball from inside the batting square.
2. The runners must pass the posts from the outside unless they are
obstructed.
3. A runner cannot overtake another batsman when running.
4. Two batsmen are not allowed to be at the same post.
5. A batsman cannot run beyond the ﬁrst post after a backward hit.
Let us learn
a) Be dressed in appropriate clothes.
b) Perform warm up and stretching activities before practice.
c) Ensure that the surface of the wooden-bat is smooth.
d) Rounders posts should not be ﬁrmly ﬁxed in the ground.
e) Avoid wearing spiked shoes.
Safety measures
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Play time
Activity 2
Game: Modiﬁed rounders game.
This game requires bats and balls.
How to play the game
1. Get into groups of ﬁve – 1 bowler, 1 batsman, 1 backstop and 2 ﬁelders.
2. Discuss the following rules in your groups.
a) Each player will be playing for himself or herself.
b) When bowling, the ball is a NO BALL if it is below the knees or over
the shoulders.
c) Starting score for every player is 100 rounders.
d) Each batsman will have 2-minute innings to score as many rounders
as possible.
3. Scoring for the batsman –The batsman runs after each hit or good ball.
If they hit without being caught or stumped, they win 10 points. If they
are caught or stumped they lose 10 points.
4. Scoring for the ﬁelders, backstop and bowler: Each player gains 10
rounders for getting the batsman out by stumping the post they are
running to.
5. After the game, discuss the techniques and tactics you could have used
to win more points. Discuss any rules that were not followed and agree
on what should have been done.
1. Form a school rounders team and compete with the neighbouring
schools over the weekends.
2. Form teams in the community and play rounders for enjoyment and
fun.
3. Teach other children in your neighbourhood how to play rounders.
Learning at home
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Tick the statements that describe what you can do.
I can
I need to
improve in
a) explain the terms technical and tactical
approaches in sports.
b) apply technical and tactical approaches when
playing the rounders game.
c) play rounders while observing the rules.
Self-assessment
Remind yourself
1. Why is it important to obey rules while playing games?
2. State three skills used by the ﬁelding team in rounders.
3. Give the meaning of the following terms:
a) technique
b) tactic
4. Give three tactics that can be used by the ﬁelding team.
5. What tactics can be used by the batting team?
6. State four rules in a game of rounders.
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Soccer: Push pass
Digital moment
Activity 1
1. Watch a video clip that shows the push pass technique used in soccer
from the following link.
https://www.youtube.com/watch?v=y8w-hee2xPM
2. Observe the following from the video clip.
a) How are the players in the video clip passing the ball?
b) Which direction does the supporting foot point to when the player is
using the push pass technique?
c) Why is teamwork important in soccer?
d) Why is push pass important?
3. In pairs, discuss your observations.
Discussion time
Activity 2
1. In groups, discuss the following:
a) The direction the supporting foot takes when using the push pass
b) The safety measures to be observed when playing soccer.
2. Share your ﬁndings with the class.
3. Get feedback from your peers and the teacher.
1. Before any soccer game, ensure that the ﬁeld has no obstacles or
holes. Examples of obstacles are debris, extra balls and broken glass.
2. Remove all jewellery before the game starts.
3. If you get hurt or feel pain, stop playing.
4. Always follow the rules to avoid injuries.
5. Respect the referees and the other players.
6. If someone hits you or wrongs you, stay calm to avoid ﬁghts. Report
any complaints to the persons in charge of the game.
Safety measures
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Practice time
Activity 3
What you need
Playing ﬁeld, sports clothes andballs
What to do
1. Perform warm up and stretching exercises such as the ones below.
a) Jogging slowly then sprinting for a few metres.
b) Knee hugs – hug each knee as you bring it up to the chest.
c) Closed knee – while standing with legs together, bring one leg up
and then out until the knee is bent at 90 degrees then bring it back
in. Repeat with the other leg.
2. Perform the following drills to help you practise the push pass skills.
a) Foot placement drill
(i) Stand in two lines while facing each
other with adequate space in between.
(ii) Pass the ball by pushing it using the
inside part of the foot. Ensure your
supporting foot points to the direction
you want to pass the ball.
(iii) Repeat the drill six times to ensure
that you have mastered proper foot
placement.
b) Passing drill
(i) Form groups of three. Let the
three members of each group
form a triangle.
(ii) The player at the apex of the
triangle passes the ball to
the player on the left using
the inside of the foot and the
player passes the ball back to the original player in the same way.
Do the same with the player on the right.
Position of the foot in a
push pass technique
apex
direction
of pass
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(iii) Repeat the drill eight times and then switch over positions.
Continue until all the three players have had a chance to be at
the apex of the triangle.
c) Push pass drill
(i) Get into two teams of four to six players. Each player to have
their own ball.
(ii) Form two lines facing each other with a distance of 10 metres in
between.The middle area between the two teams is neutral and
no team should enter it.
(iii) Pass the balls to each other using the push pass. Each side to try
and keep their side free of balls by passing them to the opposite
team. Play for a duration of three minutes then another group
comes in.
Players practising the push pass
3. Get feedback from your peers and from the teacher.
Play time
Activity 4
Game: Running with the ball
This game requires soccer balls and markers.
How to play the game
1. Set up a 10 metres by 30 metres grid. Mark up the rectangle using
markers such as plastic cones.
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2. Form two groups – one for attacking and the other for defending.
3. Split the attackers into two groups. One group stands on one corner of
the grid and the other stands on the corner diagonally opposite.
4. Split the defenders into two groups. The two groups stand on the
remaining opposite corners.
5. A player from the attacking team at corner A pushes the ball along
the longer side of the grid line while being chased by a defender from
corner C.
6. The attacker passes the ball to the second attacker from corner D who
then runs back to A chased by a second defender from corner B.
A
C
B
D
Attacking
team A
Attacking
team B
Defending
team B
Defending
team A
7. Continue until all the players have had a chance to play.
8. Get feedback from your peers and from the teacher.
Tick the statements that describe what your partner can do.
My partner
can
My partner needs
to improve in
a) demonstrate the push pass
technique in soccer.
b) use digital devices to watch how a
push pass technique is performed.
Peer assessment
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c) play soccer games while observing
safety.
d) assist team members to practise
the push pass technique.
Soccer: Wall pass
Digital moment
Activity 1
1. Watch video clips that show how a wall pass is performed from the
following links.
https://www.youtube.com/watch?v=SiQUZU6FNcE
https://www.youtube.com/watch?v=L7gfjaX2ve0
2. Observe the following from the video clips.
a) How the players are passing the ball.
b) How many players are involved in a wall pass.
c) The position of each player when the wall pass is being undertaken.
d) Why a wall pass is important in soccer.
Practice time
Activity 2
What you need
Playing ﬁeld, sports clothes, soccer balls and plastic cones
What to do
1. Discuss the safety measures you should observe while playing soccer.
2. Perform warm up and stretching exercises to get ready for the drills.
Examples of such exercises are jogging with knees high up, short sprints,
side shufﬂes and arm circles in both backward and forward directions.
3. Form groups of three. One of the members in each group will act as the
defender while the other two will be attackers.
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4. Perform the following drills to practise your wall pass skills.
a) By-passing the defending drill
(i) Stand on one side with the ball on the ground near your feet. The
defender should be in line with you at a short distance away while
facing you.The second attacker should be a short distance away
on the side of the defender.
(ii) Shout out, “Wall pass” as you pass
the ball to your fellow attacker. Your
partner receives the ball and kicks
it to the empty space ahead. At the
same time, you go round the defender
from behind and connect with the ball
ahead of the defender.
(iii) Repeat the drill while moving to the
other directions. Continue until all
the players have had an opportunity to practise the wall pass
technique.
(iv) Get feedback from your peers and from the teacher.
b) Drill 2
(i) Put cones in the shape of a parallelogram of about 10 steps by 20
steps.
(ii) Have a player at each of the two inside corners – see the players
in red in the diagram below.The two players do not move from
their positions.
Performing a wall pass
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(iii) Station an attacking player near the stationary players.
(iv) Have the rest of the players in a line at the bottom left corner.
The ﬁrst player in the line pushes the ball while running towards
the stationary player at the corner nearest to him.
(v) The player with the ball proceeds to perform the wall pass with
the team member near the stationary player.
(vi) The player with the ball proceeds to the furthest corner and
repeats the drill.
(vii)The player then passes the ball to the next attacking player who
follows the same process in the opposite direction.
(viii)The attacking players join the line at the back after completing
their turn.
(ix) The stationary players should be changed after every few minutes
to give them a chance to practise the skill.
(x) Get feedback from each other and from the teacher.
Play time
Activity 3
Game 1: 3 on 1 keep away
This game requires a soccer ball.
How to play the game
1. Form groups of four – three attacking players and one defending player.
2. The attacking team needs to pass the ball within ﬁve seconds of getting
it.They should take only three or fewer touches before passing the ball
to the next player.
3. The defender should try to intercept the ball while it is being passed
among the attacking players.
Game 2: Corner to corner give and go
This game requires a soccer ball.
How to play the game
1. Form groups of four.
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2. The aim of this game is for each player to pass the ball quickly and then
move to another open spot so that they can have the ball passed to
them.
3. After passing the ball to the next player, the player follows their pass
before returning to their original position.
4. The player then cuts to the outside of the grid before returning to
receive a pass.
5. Get feedback from your teammates and from the teacher.
Tick the statements that describe what you can do.
I can
I need to
improve in
a) identify the position of the players when taking
a wall pass.
b) give feedback to my team members when
practising soccer.
c) pass the ball during a soccer game using a
wall pass.
d) play a game of soccer while treating all the
players with respect.
Self-assessment
Outside of the foot pass
Digital moment
Activity 1
1. Watch the video clips from the following links.
https://tinyurl.com/nY59fgD0hY
https://tinyurl.com/y43qeu7j
2. In groups, discuss the following questions.
a) What part of the foot is referred to as the ‘outside of the foot’?
b) When is the outside of the foot used in passing the ball?
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3. Share your ﬁndings with the other groups.
4. Get feedback from the teacher.
Practice time
Activity 2
What you will need
Playing ﬁeld, sports clothes, sports shoes and soccer balls
What to do
1. Perform the following warm up and stretching exercises:
a) Sprint to the opposite side of the ﬁeld
and back.
b) Sit down, bend your knees and bring
your feet together in the middle. Hold
both feet with your hands and slowly
start moving your thighs up and down
in the same way a butterﬂy ﬂaps its
wings as it moves. Repeat ten times.
c) In pairs, hit a ball to each other as you run forward. Then hit the
ball to each other as you run back to your original position. Use the
passes you know to pass the ball to your partner. Repeat several
times.
2. Practise passing the ball with the outside of your foot using the drill
explained below.
Passing drill
a) Stand in a circle.
b) Pass the ball to the person next to
you using the outside of your foot.
c) As you pass the ball, say the name
of the person you are passing the
ball to.
d) Get feedback from the teacher.
Butterﬂy stretch
Hitting the ball with the outside
of the foot
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1. Form two teams with your friends at home. Practise the various ball
passes such as the wall pass, push pass and the outside of the foot
pass during your free time.
2. Form two soccer teams in your community with the children from
different schools. Your parents or guardians will guide you. Have
fun playing soccer games together.Always observe safety measures
and practice the values of sports.
Learning at home
Play time
Activity 3
Game: Modiﬁed soccer game of my choice
This game requires a soccer ball.
How to play the game
1. Come up with a modiﬁed soccer game. Play the game using the outside
of your foot, inside of your foot, wall pass and push pass techniques.
2. Give each other feedback and correct mistakes.
Tick the statements that describe what your partner can do.
My partner
can
My partner needs
to improve in
a) identify the outside of the foot.
b) use the outside of the foot pass
when playing soccer.
c) assist team members to practise
the outside of the foot pass
technique.
d) play soccer for fun and enjoyment.
Peer assessment
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Remind yourself
1. Explain the following types of soccer passes in your own words.
a) Push pass
b) Wall pass
c) Outside of the foot pass
2. Why is it important to perform warm up activities before playing a
soccer game?
3. State ﬁve safety measures that you need to observe when playing
soccer with your team.
4. What is the difference between a push pass and a wall pass?
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Volleyball
Facility, equipment and positioning
Digital moment
Activity 1
1. Watch video clips that show how a volleyball ﬁeld looks like and the
positioning of the players in the ﬁeld. Use the following links.
a) Field and positions of players
https://www.youtube.com/watch?v=SArwv6kqaf4
b) Facility and equipment
https://www.youtube.com/watch?v=ZcqyDnjnRi0
2. Observe the following from the video clips.
a) The equipment used.
b) Sections of the volleyball ﬁeld.
3. Discuss your observations in pairs. Get feedback from the teacher.
A volleyball court
The playing court is ﬂat and rectangular. It measures 18 metres by 9
metres.
18m
9m
6m
3m
3m
6m
Let us learn
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Position of players
Volleyball is a game that is played by two teams. It is played on a court
that is divided by a net.
There are six playing positions on each side of the court. Each team
must therefore have six players on the court.Three players occupy the
front court while the other three occupy the back court.
The three players in the front court occupy positions 2, 3 and 4.They
are called front row players.
The players in the back court occupy positions 5, 6 and 1. They are
called back row players
.
5
4
2
1
3
6
4
5
6
3
1
2
Endline
Endline
Net
Positioning of players
The players rotate through the six positions during the game.
The ball is served from any place behind the endline by the player in
position 1.
Discussion time
Activity 2
1. In groups, discuss the equipment used in volleyball.
2. Draw the volleyball court and mark the positions of the players.
3. Share with the class.
4. Get feedback from the teacher.
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Play time
Activity 3
1. Carry out warm up activities such as jogging or running on the spot.
Stretch the leg and arm muscles as well.
2. Discuss the safety measures that you should observe when playing
volleyball.
3. Play a game of volleyball for fun and enjoyment.
Playing volleyball
1. Wear knee pads to protect the knees when sliding or falling.
2. Wear suitable sports shoes that have a good grip on the ground.
3. Ensure the playing area is free of objects that could cause injuries.
4. The posts should not have sharp edges sticking out.
Safety measures
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Tick the statements that describe what you can do.
I can
I need to
improve in
a) draw the volleyball ﬁeld of play and indicate
the size of the ﬁeld.
b) give the positioning of the players at the
start of a volleyball game.
c) identify the equipment used in playing
volleyball.
d) play volleyball games while observing safety
measures.
Self-assessment
Improvising the volleyball equipment
Digital moment
Activity 1
1. Watch video clips on volleyball equipment from the following links.
https://www.youtube.com/watch?v=ZcqyDnjnRi0
https://www.youtube.com/watch?v=vIxt8PI-5Jk
2. Use the information from the video clips to answer the following
questions.
a) Which of the equipment used in volleyball can you improvise?
b) Which materials do you need to improvise the equipment you have
mentioned in (a)?
c) Which of the materials are available locally?
Improvisation – The process of making items from locally available
materials.
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1. Ensure that there is sufﬁcient space in the working area.
2. Make sure that the working area has lighting and the area is well
ventilated.
3. When improvising, follow the instructions given.
4. Be careful when using cutting tools. Some materials such as nylon
strings or sisal ﬁbre can also cut your hand if not well handled.
5. Ask for help when you need it.
Safety measures
Improvising
Activity 2
What you need
Used socks, cutting tools, strings, scissors, sticks or poles, digging tools, sisal
or plastic or used clothes and ropes
What to do
1. Prepare a list of the items you plan to make.
2. Prepare a checklist of the materials required to make each item. Indicate
the quantities required where necessary.
3. Collect the materials you require. Tick in your checklist once the
materials are collected.
4. Identify a well ventilated working area where there is enough light.
5. Follow the steps below to improvise the items you need.
a) Ball
Use materials such as banana ﬁbres,old clothes,
sacks and carrier bags to make a ball. Fold the
material and tightly tie a string or twine around
it as shown in the picture on the right.
b) Net
(i) Join the sisal ropes or strips of used cloth to
make ﬁve long strips of about 8 metres.
(ii) Make knots on the ropes or on the long strips of cloth at intervals
of 15 centimetres.
An improvised ball
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iii) Place the ﬁve ropes or strips of cloth parallel to each other on the
ground.
(iv)Prepare new sisal ropes or strips of cloth that are about 1.5 metres
long.
(v) Tie the shorter ropes to the long pieces along the knots in a
vertical direction.
c) Uprights or posts
(i) Get two pieces of wood or poles that are 2.5 metres long.
(ii) Dig shallow holes into which you will ﬁx the posts.You can also
sharpen the ends that will go into the ground so that you can
just push the wood into the ground without digging holes.This is
practical where the ground is soft.
(iii)Tie the sides of the net to the posts using the loose ends.
6. Collect any pieces of the material left after making your items. The
materials require different ways of disposal. Seek advice from the
teacher on the appropriate ways of waste disposal. Some materials like
old socks can be kept for future use.
Play time
Activity 3
Game: Volleyball
This game requires a ball and a volleyball net.
How to play the game
1. Form two teams.
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2. Mark the court and put up a net.
3. Perform warm up and stretching exercises such as the ones below.
a) Jogging – Start slow then increase the pace.
b) Lunges – Perform forward and side lunges to stretch the leg muscles.
c) Arm circles – Rotate the arms forward and backwards to warm up
the shoulder joints.
4. Take up your positions on the court.
5. Have fun playing a game of volleyball using the equipment you have
made.
6. Give each other feedback. Get feedback from the teacher too.
Story time
Activity 4
Read the story below and answer the questions that follow.
Asiko and Cheptoo were walking home after school. They were
discussing the volleyball items they had been asked to improvise by the
teacher.
Cheptoo asked Asiko,“How are you going to make the items?”
Asiko answered,“I will ask my brother to make all the items for me.”
Cheptoo asked,“Why should your brother make them for you?”
Asiko responded,“What the teacher wants are the items. She will not
be interested to know who made them.”
“If you allow your brother to make the items for you, then you will not
learn the skills needed to make them,” Cheptoo said.
“I had not thought of it that way. You are right! From now on, I will do
the work myself. I will only ask for guidance where I ﬁnd difﬁculties,”
Asiko said.
Questions
1. What have you learnt from the story?
2. What do you think Asiko learnt from Cheptoo?
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Tick the statements that describe what your partner can do.
My partner
can
My partner needs
to improve in
a) identify locally available materials
for improvising the volleyball net
and posts.
b) creatively improvise the volleyball
net and posts.
c) dispose off waste properly after
improvisation.
Peer assessment
Underarm serve
Digital moment
Activity 1
1. Watch a video clip that shows how an Underarm serve in volleyball is
performed from the following link.
https://tinyurl.com/y82qsu7j
2. Observe the following from the video clip.
a) How the player holds the ball.
b) How the player stands when serving the ball.
c) How the ball is tossed and hit.
3. Discuss your observations in pairs.
To serve – In volleyball, this means to hit the ball with one hand so that
it can go over the net to the opponent’s side.
Stance – The positioning of the body in the ready position for serving
the ball.
Toss – Throwing the ball slightly upwards before serving it.
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a) The player in position 1 serves the ball (see diagram on positioning
of players in the ﬁeld on page 105).
b) Once the ball has been served, the players on each side are allowed
a maximum of three touches on the ball before hitting it over the
net to the opponent’s side.
c) A player is not allowed to hit the ball twice in succession.
d) The server must step behind the end line when serving.
Let us learn
Practice time
Activity 2
What you need
Playing area, sports clothes, sports shoes, balls and rope or net
What to do
1. Discuss the safety measures to observe when playing volleyball.
2. Perform warm up and stretching activities such as the ones below.
a) Jumping rope – Jump up and down using the straddle technique.
b) V-jumps – With opposite arm and foot in front, make small jumps
while quickly alternating the foot and arm.
3. In pairs, follow these steps to practise the underarm serve without the
net.
a) Stand with the legs astride.The leg opposite the serving arm should
be in front.
b) Keep the upper part of the body upright. Bend the knees slightly.
c) Hold the ball in the open palm of the non-hitting the hand and slightly
above knee level.
d) Swing the hitting hand backwards.
e) Toss up the ball slightly while at the same time swinging the striking
arm to hit the ball to the front as it comes down.You can hit the ball
with an open palm or front edge of the hand.
f) Follow through in the direction of the net.
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g) Aim for the ball to cross the net and to land within the opponent’s
court.
Underarm serve
4. To master the skill of serving the ball using the under arm technique,
practise it using the following drills.
a) Stance drill – Walk over the endline
then stop and take the correct stance.
Repeat this six times.
b) Toss drill – Hold the ball and toss it up
ﬁve times as you count.
c) Underarm serve drill – Serve the ball
three metres from the net then keep
moving backwards until you get behind
the endline.
5. Perform cool down exercises such as
walking slowly as you gently swing the arms and perform gentle upper
body stretches.
Play time
Activity 3
Game: The serving game
This game requires a ball and a volleyball net.
How to play the game
1. Form two teams.The teams will be on the opposite sides of the net.
2. Play a game of serving the ball using the Underarm serve.
Standing behind the endline
while serving the ball
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3. Each team gets a chance to serve six times and then the teams switch
sides. Repeat the process twice, giving every player a chance to serve
the ball.
4. Get feedback from your team members and from the teacher. Observe
safety measures and the spirit of sports by showing respect, concern,
kindness and teamwork.
Tick the statements that describe what you can do.
I can
I need to
improve in
a) perform the correct stance, toss and
Underarm serve in volleyball.
b) use the Underarm serve in volleyball.
c) use digital devices to watch video clips that
show how the Underarm serve is performed.
d) use the Underarm serve to play volleyball
games for fun and enjoyment.
Self-assessment
The dig
Digital moment
Activity 1
1. Watch video clips that show the correct stance for dig reception in
volleyball. Use the following links.
https://www.youtube.com/watch?v=XgHKbjP5mRI
https://www.youtube.com/watch?v=wmgT_Pi91S8
2. Observe the following from the video clips.
a) The correct stance for dig reception.
b) The position of hands when waiting to receive the ball.
3. Discuss your observations in groups.
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4. Demonstrate the dig and stance to your group members.
5. Get feedback from your teacher.
Reception – The ﬁrst contact with the ball by a defending team.
The dig – A way of receiving and passing a hard-driven ball from the
other team.
New word basket
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In volleyball, the main aim of the players is to keep the ball from hitting
the ground. The receiving player must keep their eyes focused on the
attacking player.
A hard-driven ball usually comes from the
opponent team in a downward direction
at high force.
The receiving player stays low with the
knees slightly bent.The arms are stretched
out together to create a ﬂat platform on
which the ball will land.
Depending on the direction the ball is hit,
the receiving player adjusts their position as shown below.
a) Hit to the right
b) Hit to the left
c) Hit over the head
Let us learn
The stance for receiving
the ball
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Practice time
Activity 2
What you need
Playing area, sports clothes and balls
What to do
1. Perform the following warm up and stretching exercises.
a) Front straight leg runs.
b) Knee high hugs as you walk forwards
and then back pedal.
c) Sumo squats as shown in the picture on
the right.
d) Stretch your arms upwards as far as you
can while at the same time trying to push
your legs hard to the ground.
2. Practise the stance for receiving balls and the dig by performing the
following drills.
a) Stance
Walk ﬁve steps forward then stop and take the correct stance for
receiving a ball in volleyball. Hold your posture for a few seconds
then walk back ﬁve steps and take the stance. Repeat the exercise by
moving to the left then to the right. Continue with the drill until you
feel comfortable performing the stance in any direction.
b) Body balance drill
While walking forward, throw a ball upwards and then catch it as
it comes down. Repeat while throwing the ball to different heights.
Walk backwards then sideways while throwing the ball upwards and
catching it. Repeat the drill until you are comfortable balancing your
body well while walking and throwing the ball.
c) The dig
In pairs, stand facing each other. Throw a ball to each other and
perform the dig. Switch over roles so that you both practise the dig.
A Sumo squat
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3. Perform cool down exercises such as the ones below.
a) Kicking your legs gently to the front in turns for a few seconds.
b) Outstretching the arms to the sides and beckoning to an imaginary
person to come to you.
4. Get feedback from each other and from the teacher.
Play time
Activity 3
Game: The dig and catch
This game requires a ball.
How to play the game
1. Mark two circles in the playing ﬁeld, one circle inside a bigger one.
2. Player A gets inside the small circle. Player B is stationed outside the
circle at a distance.
3. Player B throws a ball to PlayerA who is inside the small circle. Player A
makes a dig and then catches the ball before it falls to the ground. The
objective is for Player A to dig and then catch the ball to ensure it does
not fall to the ground.
Player
B
Player A
4. The rules are as below.
a) If Player A digs and then catches the ball outside the two circles, it is
a good dig.
b) If Player A digs and then catches the ball inside the bigger circle, it is
a better dig.
c) If Player A digs and then catches the ball inside the small circle, it is
the best dig.
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5. The scores are awarded as follows.
a) Catching the ball outside the circles – 1 point.
b) Catching the ball inside the big circle – 2 points.
c) Catching the ball in the small circle – 3 points.
d) Not catching the ball after the dig – 0 points.
6. Every player should be given a chance to perform the dig reception and
then catching the ball.
7. Give each other feedback and make corrections. Get feedback from the
teacher too.
Tick the statements that describe what your partner can do.
My partner
can
My partner needs
to improve in
a) perform the correct stance and
dig when receiving a ball in
volleyball.
b) perform the two-hand dig pass in
volleyball.
c) use drills to practise the dig in
volleyball.
d) assist team members to practise
the correct stance and dig in
volleyball.
Peer assessment
The volley
Digital moment
Activity 1
1. Watch video clips that show how volleying is performed in volleyball.
Use the links below.
https://www.youtube.com/watch?v=h5mpBCRK_yk
https://www.youtube.com/watch?v=r_8IqOBrzOo
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2. Observe the following from the video clips.
a) The stance.
b) The placement of the hands when volleying.
c) The position of the ball when volleying.
3. Discuss your observations in pairs.
4. Demonstrate what you have observed and get feedback from the
teacher.
To volley – The action of passing the ball overhead between the two
competing volleyball teams. Players in a team can also volley the ball
among themselves before passing it over the net.
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Volleying is the motion of passing the ball back and forth over the net.
Once the ball is received from the other team, it is passed to the setter
who places it in a better position for a team member to jump and spike
it onto the other side of the net.A team is only allowed three touches
once the ball is on their side.
(a)
(b) (c)
a) Receive the ball and pass to the setter.
b) Set the ball for spiking.
c) Spike, tap or push the ball to the other side of the net.
Let us learn
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1. Ensure enough space between each other.
2. Be careful not to collide with others.
3. Communicate with each other. Always alert your teammates before
taking any action.
4. Focus on the ball and the activity being performed.
Safety measures
Practice time
Activity 2
What you need
Playing area, sports clothes and balls
What to do
1. Warm up and stretch your muscles using the following exercise.
At one end of the playing ﬁeld, lie on your backs. Put your feet on the
ground and your hands under your backs. Lift yourselves up like little
crabs.While in your crab positions, start racing towards the other end
of the ﬁeld. On reaching the middle of the ﬁeld, stand up and race back
to your starting point.
2. Perform the following drills to practise your volleying skills.
a) Keeping the ball in the air drill
Let everyone have a ball. The balls can be of any type including
improvised ones. When you hear the command ‘go’, hit the ball
upwards and keep it in the air until you hear ‘stop’.Try to keep the
ball from dropping to the ground at any point. Repeat two or three
times and then get into pairs.With your partner try to keep one ball
in the air until the teacher says ‘stop’.
b) Volleying drill
Get into pairs. Volley the ball to each other. Ensure you take the
correct stance while receiving the ball from your partner. Use your
forearms to bump the ball to each other.Try to keep the ball going
for as long as you can without dropping it to the ground.
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3. Perform cool down exercises such as running around slowly with your
hands outstretched and ﬂapping gently like a bird’s wing.
4. Get feedback from each other and from the teacher.
Play time
Activity 3
Game:Volley and pass
This game requires a ball and a volleyball net.
How to play the game
1. Form two teams, each of six players.
2. Practise volleying over a low-lying net such as the tennis net. You could
also place some plastic cones in the middle to act as the net.
3. Each team should practise passing the ball among themselves three
times before passing it to the other side of the net. Use a ball that has
a good bounce.
4. Practise serving, setting and passing to each other and then passing the
ball over the net to the other team.
5. Get feedback from your team members and from the teacher.
Tick the statements that describe what you can do.
I can
I need to
improve in
a) perform the volley when playing volleyball.
b) explain the rules of volleying in volleyball.
c) pass the ball over the net.
d) assist my team members to practice
volleying.
Self-assessment
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1. Ask your parents or guardians and the sports coach in the school
to help you practise volleying.
2. Form teams in your home area and play volleyball games for
enjoyment.
Learning at home
Remind yourself
1. How many players are there in each team during a volleyball game?
2. Name locally available materials that you can use to make volleyball
equipment.
3. What safety precautions should you observe when making volleyball
equipment?
4. How will the skills learnt in volleyball be helpful in your everyday
life?
5. What is a volley in volleyball?
6. How are the hands placed when performing the dig in volleyball?
7. Name the equipment needed to play a volleyball game.
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Facility and positioning of players
in a Kabaddi game
Digital moment
Activity 1
1. Watch video clips that show a Kabaddi ﬁeld and the positions of the
players at the start of the game. Use the links below.
https://www.youtube.com/watch?v=p8VdExTH9q8
https://www.youtube.com/watch?v=KqD68ZdQYk0
2. Observe the following from the video clips.
a) The width and length of the playing ﬁeld.
b) The lobby, walk line, baulk line, midline and bonus line.
c) The number of players in a game of Kabaddi.
3. Discuss your observations in pairs.
4. Get feedback from the teacher.
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The Kabaddi playing ﬁeld
Kabaddi is a game that is played by two teams.The ﬁeld is rectangular
and measures 13 metres long by 8 metres.
SITTING BLOCK
SITTING BLOCK
THE COURT
END LINE
END LINE
LOBBY
LOBBY
LOBBY
LOBBY
END LINE
BONUS LINE
BONUS LINE
BAULK LINE
BAULK LINE
MIDLINE
8m
13m
The Kabaddi playing ﬁeld
Positioning of players on the Kabaddi ﬁeld
Each team in a Kabaddi game has 12 players. However, only seven
players from each team are in the ﬁeld at any given time.At the start
of the game, the 7 players from each team are in their half of the ﬁeld.
Let us learn
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Positioning of players at the start of the game
Discussion time
Activity 2
1. In groups, discuss the positions of the players in the ﬁeld of play at the
start of the game.
2. Write down the responses in your exercise book.Present your responses
to the class and discuss them.
3. Get feedback from the teacher.
Bonus line – Once a raider touches the bonus line, he or she gets extra
points.
Baulk or walk line – This is the line which the raider has to cross to be
safe even if he or she fails to touch an opponent.
Midline – This line separates the playing ﬁeld into two halves.
Lobby – This is the area where the raider cannot step if he or she has
failed to touch an opponent.
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Play time
Activity 3
Game: Kick the cone
This game requires markers.
How to play the game
1. Form two groups. Every player in each group is given a number, starting
from 1.
2. In your groups, line up facing each other but with adequate space in
between your groups.
3. Place a plastic cone or any other safe object in the middle.
4. A number is called out. The players from both groups with the number
run to the middle to try and kick the cone to their side.
5. The team that succeeds to kick the cone to the side ﬁrst earns a point.
1
2
3
4
5
6
6
5
4
3
2
1
Ball
6. Repeat the activity until all the players have had a chance to play the
game.
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Tick the statements that describe what your partner can do.
My partner
can
My partner needs
to improve in
a) draw and label the Kabaddi
playing ﬁeld.
b) show the positioning of Kabaddi
players at the start of the game.
c) interact with digital devices to
observe the Kabaddi ﬁeld of play.
Peer assessment
Entry
Digital moment
Activity 1
1. Watch video clips that show the entry technique in the Kabaddi game.
Use the links below.
https://www.youtube.com/watch?v=DtnSoGRT3P8
https://www.youtube.com/watch?v=Hquo73USVOo
2. Pay attention to the following details while watching the video clips.
a) What is the entry?
b) Who performs the entry?
c) Which side of the court is the raider attacking from?
d) How careful is the raider during entry?
3. Discuss your observations in pairs. Respect each other’s contribution.
4. Demonstrate the entry technique to your partner. Get feedback from
each other and from the teacher.
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Raider – the player who enters into the opponent’s court to try and
touch (tag) the defense players.
Entry – the action of the raider of getting into the opponent’s half
court to tag the defense players.
New word basket
word
A raider can use the centre of the right and left sides of the court to
access the opponent’s court.When the raider succeeds in accessing the
opponent’s court, he or she is said to have made an entry.
The raider keeps saying, “Kabaddi! Kabaddi!” immediately he or she
enters the opponent’s court. The chant of, “Kabaddi! Kabaddi!” does
not stop until the raider crosses back to their team’s side.
The aim of the raider is to touch an opponent player and then run back
to the midline without being caught.
Getting ready to make an entry into the opponent’s court
Let us learn
Practice time
Activity 2
1. Perform warm up activities like high knee jogging and star jumps. Carry
out stretching exercises for the legs and arms.
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2. Perform the following drills to practise your entry into an opponent’s
court.
Speed drill
a) In groups, let each person run to the centre of the court one at a
time.
b) Take two steps backwards and then run to the side.
Entry drill
a) Draw a straight line in the ﬁeld.
b) Individually, with your upper body and knees slightly bent, arms on
the side, and palms open, take two steps forward towards the line.
c) Take two steps backward and run to the right side. Do the same to
the left.
d) Repeat the drill three or four times.
Share with your parents, guardians and friends at home how the
Kabaddi game is played. Show them how to play the game.
Practise playing a game of Kabaddi during the weekends or school
holidays.
Learning at home
Tick the statements that describe what you can do.
I can
I need to
improve in
a) demonstrate entry techniques in Kabaddi.
b) identify the best side from which to make an
entry when raiding the opponent’s zone.
c) successfully make a raid in the opponent’s
court.
d) touch an opponent player and run back to
my side of the ﬁeld without being caught.
Self-assessment
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Footwork
Digital moment
Activity 1
1. Watch video clips that show the footwork in the Kabaddi game. Use the
following links.
https://www.youtube.com/watch?v=VPHOU22buNk
https://www.youtube.com/watch?v=E7DtuM8UsUU
2. Observe the following from the video clips.
a) How the term footwork is deﬁned or explained.
b) The movement of the player’s feet during the game.
c) How footwork inﬂuences the outcome of the game.
3. Discuss your observations in pairs.
4. Demonstrate to your partner the footwork skills you have seen in the
video clips.
5. Get feedback from your partner and the teacher.
Footwork – In Kabaddi, this refers to the movements made by the
raider with his or her feet during the course of the raid.
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Successful footwork depends on the position of the body, speed, agility
and style of movement.
Let us learn
1. Always ensure that you play Kabaddi on an even ground or surface.
2. Use the elbow and knee pads to reduce impact on the joints.
3. Always perform warm up activities before practice and cool down
activities after playing.
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4. Strictly follow the rules and regulations of the game to avoid injuries.
5. Remain calm when you feel wronged during the game. Remember
the aim is to play and enjoy the game.
Practice time
Activity 2
What you need
Playing ﬁeld, ladder, sports clothes and ﬁrst aid kit
What to do
1. Perform the following warm up and stretch exercises.
a) Skipping
b) Side shufﬂes
c) Arm circles
2. Use the following drills to practise footwork in Kabaddi.
a) Movement drill
(i) Place or mark a ladder horizontally on the ground.Let the learners
make a single line behind each other and in front of the ladder.
(ii) Taking turns, let each learner run forward at moderate speed and
step into each of the gaps in the ladder. Repeat the action with the
learners facing sideways as they step into the gaps.
b) Touching drill
(i) In pairs, stand facing each other.
(ii) In turns, reach out and try to touch the other person.The person
being touched should try to move away slightly to avoid being
touched.
(iii)Switch the roles to ensure each learner practises trying to touch
the opponent and trying to evade the touch.
3. Get feedback from your team members and from the teacher.
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Play time
Activity 3
Game: Back-to-back game
This game helps to improve coordination and balance. Each pair of players
should have relative size and weight.
How to play the game
1. In pairs, occupy the free space within a marked area.
2. Sit on the ground, facing away from each other and link or hold hands
at the elbow.
3. On the teacher’s signal, each pair attempts to stand up without using
their hands as they are linked.
Back-to-back game
Tick the statements that describe what your partner can do.
My partner
can
My partner needs
to improve in
a) perform the entry footwork in
Kabaddi.
b) follow rules when playing the
Kabaddi game.
c) play Kabaddi safely.
d) give feedback to the team
members when playing Kabaddi.
Peer assessment
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Legal touches
Digital moment
Activity 1
1. Watch video clips on the touches that are legally allowed in a Kabaddi
game. Use the links below.
https://www.youtube.com/watch?v=9EzTw9BQWug
https://www.youtube.com/watch?v=3teKSnssA4Q
2. Answer the following questions after watching the video clips.
a) What are the accepted touches by the raider on the opponent?
b) How does the raider touch the opponent?
c) Which parts of the body does the raider use to touch the opponent?
3. Discuss your responses in pairs. Write down the touches that are
considered illegal in a Kabaddi game.
4. Share with the class and get feedback from the teacher.
Legal touch – Any bodily contact that the raider makes with the
opponents which is considered acceptable to earn the attackers a
point.
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word
A raider may use different approaches to touch the opponents in the
game of Kabaddi.
These include the following.
1. Hand touch – The raider has to study the defenders and observe
when they are not very keen. He or she quickly touches the arm,
shoulder or chest.
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2. Foot touch – The raider touches the
opponent’s foot or leg using their own
foot or toe.
3. Squat leg touch – From a squating
position, the raider thrusts the nearest
leg towards the opponent to try and
touch him or her. The touch requires
good reaction time and agility.
4. Toe touch – The raider uses this technique when he or she does not
want to get near the opponents.The raider stretches their foot to
touch the defender from a safe distance.The raider needs to be very
ﬂexible.
Toe touch
Foot touch
Practice time
Activity 2
What you need
Playing ﬁeld, sports clothes and ﬁrst aid kit
What you need
1. Perform the following warm up and stretching exercises.
a) Short sprints forward and backwards.
b) Hopping on one leg as you run forward then change to the other leg
and hop back.
c) Frog jumps as you move forward.
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2. Use the following drills to practise the legal touches.
a) Flexibity drill
From a squatting position,touch the ground with both hands between
the legs. Stretch each leg at a time and kick out sideways.
b) Agility drill
From a standing position and with hands akimbo,take one large step
forward with one leg, then quickly bring back the leg to the original
position. Repeat with the other leg.
3. Give each other feedback. Get feedback from the teacher too.
Play time
Activity 3
Game: Raider’s haven
How to play the game
1. Form groups of three. One member of the group will act as the raider
and the other two will be the defenders.
2. Each raider is given 5 minutes to try and touch the legs of the defenders.
On their part, the defenders try to get hold of the raider’s leg at the
ankle to prevent his or her escape.
a) If the raider manages to touch the leg of any defender and escapes
without being caught, he or she wins a point.
b) If the raider is caught before the ﬁve minutes are over,he or she loses
their game and exchanges position with one of the defenders.
3. After 5 minutes, the players switch over and one of the defenders
becomes the raider while the initial raider becomes a defender. The
team repeats the process.
4. After another 5 minutes, the third member of the team becomes the
raider and the process is repeated.
5. At the end of the game, count each player’s points to see who has won
the challenge in each group.
6. Get feedback from your team members and from the teacher.
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Story time
Activity 4
“I will not go for Kabaddi training any more!” Leila exclaimed.
“Why, Leila?” David asked.
“Every time I try to play Kabaddi, I always end up getting caught.I have
never succeeded to escape, not even once.”
“Leila,if you follow teacher Hassan’s instructions you will succeed. Your
foot movements are very slow.That is why the opponents always get
hold of you,” David commented.
“But how do I improve on my speed?” Leila asked in frustration.
“If you are willing I can train you. My friends and I usually train at the
community ﬁeld after school. You can always join us,” David offered.
“Yes, I will. Thank you David for offering to train me,” Leila responded.
Questions
1. What made Leila to have a negative attitude towards the Kabaddi
game?
2. From the story, what do you think is the solution to her challenge?
3. In groups, talk about how you overcome thoughts of defeat in your
life.
1. With your friends, practise the different legal touches used in
Kabaddi during the weekend.
2. Demonstrate and teach your parents, guardians, brothers and
sisters how the Kabaddi game is played. If possible, play a game for
fun and enjoyment.
Learning at home
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Tick the statements that describe what you can do.
I can
I need to
improve in
a) perform the legal touches in Kabaddi.
b) assist my team members to practise the
legal touches in Kabaddi.
c) teach other children in my community how
to play the Kabaddi game.
d) play the Kabaddi game for fun and
enjoyment.
Self-assessment
Cant
Digital moment
Activity 1
1. Search on the Internent for the meaning of the word cant as used in a
Kabaddi game. Find out the following:
a) Which player is responsible for the cant during the game.
b) What does the player say during the cant?
c) What happens when the player does not make the cant?
2. Talk about your ﬁndings in pairs.
3. Share your ﬁndings with the class. Demonstrate the Kabaddi cant to
the class.
4. Get feedback from the teacher.
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The raider has to say, “Kabaddi! Kabaddi!” without stopping as he or
she enters the opponent’s court to try and touch the defenders. The
player continues saying, “Kabaddi! Kabaddi!” until he or she returns
to their court. If the player stops saying, he or she must return to
their zone as quickly as possible.The raider says,“Kabaddi! Kabaddi!”
immediately they cross the midline and into the opponent’s court.
Let us learn
Practice time
Activity 2
What you need
Playing ﬁeld, sports clothes and ﬁrst aid kit
What to do
1. Perform the following warm up and stretching exercises.
a) Jogging for a short distance with knees high
b) Back-pedalling
c) Side shufﬂes
d) Wrist rotation
2. Use the following drills to practise the cant:
a) Chanting drill
In pairs, practise saying, “Kabaddi! Kabaddi!” with a clear voice
continuously for 30 seconds at a time.
b) Attacking drill
(i) Form groups of seven players each.
(ii) Let two groups get into the Kabaddi ﬁeld. One group is the
attacking team (raiders) while the other is the defending team.
Let each team occupy its own court in the ﬁeld.
(iii) The attackers take turns to raid their opponents to try and
touch them. Each raider must loudly say, “Kabaddi! Kabaddi!”
continuously when they cross to the opponent’s side. If they stop
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the words, they must return to their zone at once or they are out
of the game.
(iv) After 10 minutes, let the teams swap places so that the other
team can practise saying,“Kabaddi! Kabaddi!”
c) Get feedback from your team members and from your teacher.
Play time
Activity 3
Game: The raiders
How to play the game
1. Form two teams, each with seven players – one is the attacking team
and the other is the defending team.
2. Draw a line in the ﬁeld to separate the zones for the two teams.
3. The attackers take turns to raid the opponent’s zone while saying,
“Kabaddi! Kabaddi!”.
4. The raider must keep saying, “Kabaddi! Kabaddi!” once he or she
crosses the line into the opponent’s zone. If they stop saying,“Kabaddi!
Kabaddi!”, they are thrown out of the game.
5. Award the points to the teams as follows:
a) Raider stops saying,“Kabaddi! Kabaddi!”
while still in the opponent’s zone.
Attacking team – 0 points
b) Raider touches an opponent while still
saying,“Kabaddi! Kabaddi!” and returns
to their zone without being caught
Attacking team – 1 point
6. After 10 minutes,the teams swap sides with the defending team becoming
the attacking team. Using the same rules, they play for 10 minutes too.
7. After the 20 minutes, count the points to see which team has more
points.
8. Give each other feedback and make corrections. Get feedback from the
teacher too.
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Tick the statements that describe what your partner can do.
My partner
can
My partner needs
to improve in
a) perform the cant continuously and
clearly for 30 seconds.
b) carry out raids while saying,
“Kabaddi! Kabaddi!”.
c) follow rules when practising the
cant.
Peer assessment
Raiding
Digital moment
Activity 1
1. Watch video clips that show how raids are carried out in a Kabaddi
game. Use the following links.
https://www.sportsadda.com/Kabaddi/videos/pro-Kabaddi-league-
season-7-raid-it-like-you-own-it
https://www.youtube.com/watch?v=rizQt17JoxE
2. From the information in the video clips, answer the following questions.
a) Which team carries out the raid?
b) What movements does the raider make?
c) What are the roles of a raider in the game.
3. Discuss your responses in pairs.
4. Share your responses with the class.
5. Get feedback from the teacher.
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A raider –A player from the attacking team who runs into the opposing
team’s side of the court and attempts to touch as many defenders as
possible without being caught to earn a point.
An empty raid – This is when a raider cannot score any point during
a raid.
New word basket
word
A raider is supposed to tag (touch) the members of the opposing team
and run back to his or her team’s court before being caught.
For a raider to make a successful raid, he or she must enter the
opponent’s court while saying, “Kabaddi! Kabaddi!” loudly but not so
loudly as to run out of breath. Once a raider is in the opponent’s court,
he or she must cross the foot over the baulk line to make the raid legal
or permitted.
A player raiding the opponent’s court in Kabaddi
A good raider should be equipped with skills, tactics and the ability to
judge the situation. He or she must have good footwork to carry out a
successful raid.
A raider should consider the following factors when raiding.
a) The best entry point to the opponent’s side.
b) Position of the defenders.
c) The player to target.
Let us learn
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Discussion time
Activity 2
Get into groups. Discuss the rules that should be observed when playing
the Kabaddi game.
Rules to observe when playing Kabaddi
1. A raider shall say, “Kabaddi! Kabaddi!” loudly, clearly and
continuously during the raid.If the raider does not,a point is awarded
to the opponents.
2. In order to score a bonus point, the raider must cross the bonus line.
The raider may or may not touch an opponent to earn the bonus
point.
3. The raider should attack and get back to his or her team within 30
seconds. If not, the raider gets out of the game and the opponents
get a point.
4. The defending team shall not hold the raider by the clothes, hair or
any other part of the body except the limbs and torso. If they break
this rule, the raider’s team gets one technical point.
5. If the defenders successfully hold the raider and prevent him or her
from going back to his or her zone, they get one point.
6. If a team has three failed raids in a row, the third raider is declared
out of the game.
7. Any time a team scores a point, they revive their own players who
had been sent out.
8. After the ﬁrst session of 15 or 20 minutes of play, the teams take a
5-minute break before starting the next session. In case of a tie in
points, two 5-minute sessions are added. If the tie remains after the
four sessions, then the team that scores ﬁrst wins.
Let us learn
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Practice time
Activity 3
What you need
Playing ﬁeld, sports clothes, ﬁrst aid kit and marker
What to do
1. Perform warm up and stretching exercises such as the ones below.
a) Jogging on the same spot, start slow and gradually increase the
speed.
b) Forward lunges.
c) Ankle rotation.
2. Use the following drills to practise raiding the opponents’ team.Observe
safety measures while practising.
a) Raiding touch drill
(i) Form two groups of equal numbers.
(ii) Stand in straight lines at a distance of 5 metres apart.
(iii) The members in each line take up numbers,for example, 1, 2, 3 and
so on.
(iv) One volunteer should stand at the centre between the two lines.
(v) A number is called, such as 1 and a command given such as ‘touch
your toes’.The players whose number have been called from both
lines will run towards the player at the centre and perform the toe
touch. As the two players run towards the player at the centre,
they should continuously say,“Kabaddi! Kabaddi!”
(vi) Once all the numbers have been called out,the process is restarted
with a different legal touch.A different player should volunteer to
stand in the middle.
1
11
2
10
3
9
4
8
5
7
6
6
7
5
8
4
9
3
10
2
11
1
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(vii)The drill continues until all learners have practised raiding using
all the touches.
b) Triangle touch raid
(i) Form teams of four players.
(ii) One player stands at the tip of the triangle.The other three stand
at the base. Place a cone or any other safe object to mark the
centre of the triangle.
(iii) The player at the tip of the triangle runs towards the players at
the base to try and raid them.
(iv) The raiding learner has to use any one of the legal touches and
keep saying,“Kabaddi! Kabaddi!”.
(v) The player at the base try to get hold of the raider but they have
to wait until he or she crosses the middle mark in the triangle.
(vi) The player takes turn at the tip of the triangle so that they can
practise their raiding skills.
3. Give each other feedback. Get feedback from the teacher too.
Play time
Activity 4
Game: Kabaddi
How to play the game
1. Form teams of seven players each. Two teams will play at any given
time.They can toss a coin to determine who will start on each side.
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2. Each raider must approach the opponents’ side while shouting,“Kabaddi!
Kabaddi!” loudly soon after crossing the midline.
3. The raiders to try and touch one or more members of the opponents’
team then run back to their zone without being caught.
4. The defenders try and run away as far as possible until the raider
becomes breathless from saying, “Kabaddi! Kabaddi!” They can then
grab the leg, arm or the torso of the raider to win a point.
5. The teams should swap roles after 10 to 15 minutes.
6. Get feedback from your team members and from the teacher.
Learning at home
1. Form two teams in school. Practise playing the Kabaddi game during
your free time.Play the Kabaddi game for your parents and guardians
during the school’s Sports Day.
2. With your friends in the community, play Kabaddi in your free time.
Make sure you observe safety measures and follow the rules of
Kabaddi when playing to avoid injuries.
Tick the statements that describe what you can do.
I can
I need to
improve in
a) carry a raid while saying,“Kabaddi!
Kabaddi!” continuously.
b) state the roles of a raider in Kabaddi.
c) perform a raid during a Kabaddi game while
observing safety measures.
Self-assessment
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Remind yourself
1. How many players in each team play the game of Kabaddi?
2. Explain what footwork is in Kabaddi.
3. What factors contribute to good footwork in Kabaddi?
4. What is the importance of the cant in Kabaddi?
5. How does participating in Kabaddi improve physical ﬁtness?
6. What are the safety precautions that a Kabaddi player should
observe while raiding?
7. Name four legal touches you can use for raiding during a Kabaddi
game.
8. What is ‘entry’ in Kabaddi?
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Tag rugby
Facility and equipment
Digital moment
Activity 1
1. Watch video clips that show how a tag rugby ﬁeld looks like and the
equipment used in the game. Use the links below.
https://www.youtube.com/watch?v=v7e8Y8g3sGY
https://www.youtube.com/watch?v=Kk-v2uNLDro
2. Observe the following things as you watch the video clips.
a) The shape of the ﬁeld of play.
b) The location of the goal area, the 5-metre line and the 10-metre line.
c) The width of the goal area.
Tag rugby – This is a non-contact game
where players wear a belt that has two tags
attached to its side.
A tag belt A tag rugby ball
A try – In tag rugby, this is a score that is made by the attacking team
when they place the ball on the ground in the in-goal zone.
New word basket
word
A player wearing a
tag belt
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Tag rugby ﬁeld
Tag rugby is played on a rectangular ﬁeld measuring 70 metres long
by 50 metres wide.
In-goal zone
In-goal zone
Goal line
Goal line
10-metre line
5-metre line
10-metre line
5-metre line
Interchange box
Interchange box
Half way line
5–10m
70 metres
Sideline
Sideline
5m5m
5–10m
50 metres
The tag rugby ﬁeld
How tag rugby is played
A maximum of seven players in each team are allowed for a game.
The main aim of each team is to score a try by placing the ball on the
ground in the in-goal zone.
Each try is equal to one point but in mixed tag rugby, a try by a female
player is worth two points.
Let us learn
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Goal line or scoreline – The line behind which a try is scored.
Halfway line – The line that divides the court of play into two equal
halves.
In-goal or touchdown zone – The area where the ball is placed on the
ground by the attacking player in order to score a try.
New word basket
word
Discussion time
Activity 2
1. Get into groups of 4.
2. Discuss the equipment used in tag rugby.
3. Write down the list of equipment in your exercise book.
4. Discuss how to improvise tags from locally available materials.
5. Come up with a list of local materials that you will need to for making
the tags.
6. Share your responses with the class.
7. Get feedback from the teacher.
1. Do not put needles in the mouth.
2. Focus when working with the needle and a pair of scissors.
3. When using a pair of scissors, cut in the direction away from your
body.This also applies when using a needle.
4. Do not play with others while holding a needle or a pair of scissors.
5. When working, ensure adequate spacing between you and the next
learner.
Safety measures
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Improvising time
Activity 3
What you need
Old pieces of clothes, cut-off cloth material from the tailors, ribbons and
woven tags, pair of scissors or razor blade, needles and thread
What to do
1. In pairs, gather all the required materials.
2. Select one material from the many pieces you have collected.
3. Remember the following:
a) Each player must have two tags of the same colour.
b) All players in a team must have tags off the same colour.
c) The tags should be easy to detach when pulled of and easy to attach
back.
4. Draw straight lines to make two equal rectangle shapes on the piece of
cloth you have selected. The length of the rectangle should be equal to
the length of the tag.
5. Let one learner hold the piece of cloth as the other one cuts along the
drawn lines.
6. Use the needle to hem the edges to enable them to last long.
7. Use the long cut pieces as tags.
Play time
Activity 4
Game: Pick my tail
This game requires a tag.
How to play the game
1. In pairs, let one player hold the tag they made at the back like a dog’s
tail.
2. The partner runs after him trying to pull off the tail.
3. Once the tail is pulled off, the partners interchange the roles and the
action is repeated.
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Tick the statements that describe what your partner can do.
My partner
can
My partner needs
to improve in
a) draw and label the tag rugby ﬁeld.
b) identify the equipment used in tag
rugby.
c) creatively make tags from locally
available materials.
d) improvise tags while observing
safety measures to avoid injuries.
Peer assessment
Passing and ball carriage
Digital moment
Activity 1
1. Watch video clips that show how the ball is carried and passed in tag
rugby. Use the links below.
https://www.youtube.com/watch?v=SiGE7z1OnJQ
https://www.youtube.com/watch?v=vVHuikCyTfM
2. Answer the following questions based on what you have seen in the
video clips.
a) How is the ball held and carried?
b) How is the ball passed and in which direction is it passed?
c) In which direction is the ball carrier facing?
3. Discuss your responses in pairs.
Lateral pass – A basic pass in a backward motion either to the right
or to the left.
Carrier – The player carrying the ball.
New word basket
word
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Receiver – The player receiving the ball from the carrier.
Defender – A player from the team not in possession of the ball.
Attacker – A player from the team in possession of the ball.
Tagging – Pulling off the tag from the ball carrier.
Discussion time
Activity 2
1. In groups, discuss the safety measures that players should observe when
passing and carrying the tag rugby ball.
2. Write down the responses in your exercise book. Choose one member
of the group to present your responses to the class.
3. Get feedback from the teacher.
1. Players must not dive over the goal line in order to ground the ball.
2. Players must follow the laid down rules when playing.
3. A tagger must not make deliberate contact with an opponent.
4. A ball carrier must not prevent an opponent from removing their tag.
5. Perform warm up exercises before the start of practice or a game.
After the game, perform cool down exercises.
Safety measures
Practice time
Activity 3
What you need
Playing ﬁeld, tag rugby balls, sports clothes, markers and whistle
What to do
1. Perform the following warm up and stretching exercises.
a) Jogging forward and backward.
b) Forward lunges with overhead reach and side lunges with forward
reach.
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Forward lunge with overhead reach Side lunge with forward reach
2. Practise ball passing and carriage by performing the following drills.
a) Passing ball drill
(i) Form two teams, A and B.
(ii) Stand in two parallel lines, one behind the other.Team A should be
about 1 metre ahead of Team B.
(iii) The ﬁrst learner in Team A passes
the ball to the ﬁrst learner in Team B
in a lateral direction.
(iv) The action is repeated until all the
learners have passed the ball.
(v) The learners then turn to face the
opposite direction while still in
their lines. The last learner in Team
B becomes the ﬁrst person to start
passing the ball in the lateral direction.
(vi) Repeat the action until all learners have had a chance to pass the
ball.
b) Ball carriage drill
(i) Form two teams, A and B. Form two parallel lines with each team
having ball.
(ii) When the whistle is blown, the ﬁrst players of each team pass the
ball to the second players of each team.
Team BTeam A
Ball movement
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(iii) The two players run carrying the ball up to a marked point.They
run back and pass it to the waiting pair who repeat the action.
3. Get feedback from your teammates and from the teacher.
Play time
Activity 4
Game: Ball passing
This game requires tag rugby balls and tags.
How to play the game
1. Form groups of ten players each. In the groups, discuss the following
rules that you will be expected to observe while playing the ball passing
game.
a) No forward passes are allowed: Only backwards and sideways
passes are allowed.
b) The ball must be passed through the air and not be picked from
the hands of the carrier.
c) Defenders must not obstruct the attackers: Their work is to try
and remove the tags from the players in the attacking team.
d) Only a player who has a ball in the hands can be tagged.
e) Removed tags must not be thrown on the ground but should be
returned to the owners.
2. Follow the steps below to play passing the ball game.
a) Split each group into two teams of six attackers and four defenders.
The defenders should line up seven steps behind the attackers.
b) The attacking team will start the game.
c) The attackers should run past the
defenders and try to score.
d) The defenders will try to remove the tags
from the attackers.
e) If an attacker is tagged, they have to pass
the ball to a team member within three
strides away.
Removing the tag from
an opponent
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f) An attacker can score only after six passes. Each score is worth one
point.
3. Get feedback from your team members and the teacher.
1. When a ball carrier is tagged, he or she must pass the ball to a team
member within three strides.
2. The carrier is encouraged to carry the ball with both hands.
3. A carrier can only pass the ball sideways or backwards but never
forward.
4. The ball must be passed through the air and not handed over.
Let us learn
Tick the statements that describe what you can do.
I can
I need to
improve in
a) state the rules for ball carriage in tag rugby.
b) pass the ball sideways and backwards in tag
rugby.
c) assist other learners to practise ball carriage
and lateral pass in tag rugby.
d) play tag rugby for fun and enjoyment.
Self-assessment
Running
Digital moment
Activity 1
1. Watch video clips on how tag rugby is played from the following links.
https://www.youtube.com/watch?v=Ano2BsFRx0s
https://www.youtube.com/watch?v=7CeimyrCZn0
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2. Observe the following from the video clips.
a) The direction to which the ball carrier runs.
b) How the team members help the ball carrier.
3. Discuss the observations in pairs. Respect each other’s views.
Running is an important skill in tag rugby as it helps the player to get
away from the defenders. It also helps the player to score after evading
the opponents to reach the in-goal zone.
A good player must have the following qualities:
1. speed 2. agility 3. balance.
Let us learn
Practice time
Activity 2
What you need
Playing ﬁeld, tag rugby balls, sports clothes and sports shoes
What to do
1. Perform the following warm up and
stretching activities.
a) Jumping rope or walking fast on
the spot.
b) Short sprints, stop for a moment
and then sprint again.
c) Chest and shoulder stretch.
2. Practise your running skills by performing the following drills.
a) Running drill 1
Practise in pairs without a ball. Run straight towards your partner
and just as you get to where they are standing, take a large step to
the right or to the left.
Chest and shoulder stretch
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b) Running drill 2
Practise in pairs.The ball carrier runs forward with a defender hot in
pursuit.After a few metres, the ball carrier slows down and changes
direction to either the left or the right to shake off the defender.
3. Get feedback from your partner and from the teacher.
Discussion time
Activity 3
1. In groups, discuss the following.
a) The teamwork tactics that players in tag rugby use.
b) The tactics that make the game interesting.
c) Importance of teamwork in sports.
2. Write down the responses in your exercise book. Share them with the
class.
3. Get feedback from the teacher.
Play time
Activity 4
Game: Who’s off balance now?
This game requires a tag rugby balls and tags.
How to play the game
Play the game in pairs.
1. Carry the ball with both hands.
2. Approach the defender in a straight line. About
one metre away, step to the side then land two
metres away in the opposite direction. This
forces the defender to go off balance.
3. While the defender is off balance, run ahead.
4. Repeat the game several times then switch
positions with your partner.
5. Get feedback from your peers and the teacher.
Carrying the ball
with both hands
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Tick the statements that describe what your partner can do.
My partner
can
My partner needs
to improve in
a) run and evade the defenders when
playing tag rugby.
b) run while carrying the ball with
both hands when playing tag
rugby.
c) exercise speed, agility and balance
when running in tag rugby.
d) appreciate the beneﬁts of running
for a healthier body.
Peer assessment
Tagging and oside rules
Digital moment
Activity 1
1. Watch video clips that show how a tag rugby game is played. Use these
links.
https://www.youtube.com/watch?v=akbt721GUKc
https://www.youtube.com/watch?v=M26wag4Dv7Q
2. Observe the following as you watch the video clips.
a) The tagging techniques used by players to stop the ball carrier from
progressing forward.
b) At what point a defender is considered to be offside.
c) The reaction of the player when he or she is being tagged.
d) The action the ball carrier takes after being tagged.
3. Discuss your observations with your partner.Respect each other’s views.
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Tagging – The pulling of the attached ribbons (tags) from the ball
carrier.
Offside – When the tagger is in front of the ball carrier. Offside is
penalised with a free pass awarded to the opponent team.
Tagger –A defending player who pulls off the tag from the ball carrier’s
belt.
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word
1. A player must not dive to score.
2. A player must remain on their feet at all times of the game.
3. A player should not throw or drop the ball behind the opponent’s
goal line to score a try.
4. The ball must be placed on the ground in the in-goal zone ﬁrmly with
both hands for the team to score.
Safety measures
Practice time
Activity 2
What you need
Playing ﬁeld, sports clothes, tags and tag rugby balls
What to do
1. Perform the following warm up and stretching activities.
a) Jogging back and forth.
b) Side lunge with overhead reach.
c) Knee-to-chest stretch while lying down.
2. Practise the tagging and running skills by performing the following drills.
a) Tagging drill 1
(i) Form two groups. One group will act as the defending team and
the other as the attacking team.
(ii) The defending team lines up like ‘a wall’ across the ﬁeld of play.
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(iii) The attacking team waits at one end of the ﬁeld for the signal to
start running.
(iv) When the signal is given, the attacking team must try to go past
the defenders to the end of the ﬁeld without getting tagged.
(v) After three rounds, the teams change roles and repeat the drill.
b) Tagging drill 2
(i) Put a defender in a marked area at the middle of the play area.
(ii) Have a group of three ball carriers in each of the four corners of
the play area.
(iii) Number the groups 1 to 4.The ball carriers’ aim is to run across
the marked area without getting tagged by the defender.
(iv) When a number is mentioned, the group with that number runs
out and attempts to get across the marked area.
(v) If a ball carrier is tagged or runs out of the marked area, the
whole group is replaced.
Play time
Activity 3
Game:Tagging game
How to play the game
1. Form two teams of seven players each. Every player has two tags that
are similar in colour to those of his or her team members.
2. Toss a coin to decide the team to possess the ball ﬁrst.
3. When the start signal is given, the team with the ball runs across the
ﬁeld while passing the ball from one player to the other.The ball is ﬁnally
placed on the ground in the opponents’ in-goal area to win a score.
4. The defending team chases the ball carriers to try and pull off their tags
before they ground the ball.Any player receiving the ball in an offside
position is taken out of the game.
5. When the taggers pull off a tag from a ball carrier, they must shout,
‘Tag’ and wave it in the air.
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6. The ball carrier gets the tag back by exchanging the ball for the tag.The
new ball carrier is given a chance to start running before being tagged.
7. Once the defending team gets the ball, they become the attackers.They
start running towards the opponents in-goal zone to try and score.
8. The winner is declared at the end of the game by:
a) counting the number of tags collected from the opponents
b) the number of balls grounded at the opponent’s in-goal area.
The attacking team has to get six tags in order to score a try. A
changeover then takes place.
A player is offside if he or she is in front of a team member who is a
ball carrier. If a player on an offside position receives the ball, he or she
is penalised by being sent out of the game temporarily.
Let us learn
Tick the statements that describe what you can do.
I can
I need to
improve in
a) stop a ball carrier from progressing
forward in tag rugby.
b) explain the offside rules in a tag rugby
game.
c) pass the ball to my teammate within three
strides after I get tagged.
d) carry out tagging and pass back the tag to
my opponent with respect.
Self-assessment
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Scoring
Digital moment
Activity 1
1. Watch video clips that show how scoring is achieved in tag rugby. Use
the links below.
https://www.youtube.com/watch?v=xZnRq6stjIc
https://www.youtube.com/watch?v=WVCNQFzJapE
2. Observe the following from the video clips.
a) Which player scores?
b) When is a score legal?
c) What must a player do to get a score?
d) How many points does the attacking team get from each score?
3. Discuss your observations in groups.
4. Get feedback from the teacher.
1. In tag rugby, scoring is achieved by placing the ball behind the
opponent’s goal line.This is called a ‘try’. A try is worth one point.
Scoring a try in tag rugby
2. If the player is near the opponent’s goal line and he or she is tagged,
they are allowed only one step to score a try.
Let us learn
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Practice time
Activity 2
What you need
Playing ﬁeld, sports clothes, tags and tag rugby balls
What to do
1. Talk about the safety measures and rules you need to observe when
playing tag rugby to avoid injuries.
2. Perform the following warm up and stretching exercises.
a) Jogging forward and then back-pedalling.
b) Quad stretches.
c) Side lunge stretches.
3. Practise scoring using the following drills.
a) Scoring drill
i) Players form two teams ‘A’ and ‘B’.
ii) Each team to stand at one end of the marked ﬁeld in a horizontal
line. Leave adequate space between members of the same team.
iii) The members of team ‘A’ run with their balls and ground them in
front of Team ‘B’ and run back to their end.
iv) The members of Team ‘B’ pick the balls, run and ground them in
front of Team ‘A’ and run back to their end.
v) Repeat the drill several times. Observe the rules to be followed
when scoring.
Team A running
to ground a ball
in front of Team B
Team B running
to ground a ball
infront of Team A
Team A endline
Team B endline
Sideline
Sideline
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Play time
Activity 3
Game:Tag rugby game
How to play the game
1. Get into teams of six players each.
2. Two teams get into the ﬁeld at any one time. One team plays defense
and the other attacks.
3. A player from the attacking team receives the ball in both hands and
runs to the opponent’s goal line to
score.
4. When running to score, the
ball carrier dodges through the
opponents to avoid being tagged.
He or she passes the ball sideways
and backwards to the teammates.
5. The ball carrier grounds the
ball using both hands behind the
opponent’s goal line.
6. Get feedback from your peers and the teacher.
Learning at home
1. Form a team with your peers to play a tag rugby game on Sports
Day.
2. With your friends in the community, practise playing tag rugby over
the weekend.
3. Tell your family why playing tag rugby is important. Teach them to
play the game during the holidays.
Receiving the ball in both hands
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Tick the statements that describe what your partner can do.
My partner
can
My partner needs
to improve in
a) explain how to score in tag rugby.
b) score a try in tag rugby.
c) run to the try line without
injuring themselves or other
players.
d) explain the importance of scoring
in tag rugby.
Peer assessment
Remind yourself
1. What is tag rugby?
2. What locally available materials can be used to make tags for use
when playing tag rugby?
3. What is a lateral pass in tag rugby?
4. Explain to your partner how the ball should be carried in tag rugby.
5. How does running help a player during a tag rugby game?
6. What are the correct passing techniques in tag rugby?
7. How can teamwork help a team to be successful?
8. Why should a player avoid diving when scoring a try in tag rugby?
9. What is the offside rule in tag rugby?
10.What is a try score?
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Two-handed rim catch in Frisbee
Digital moment
Activity 1
1. Watch video clips that show players using the two-handed rim catch in
Frisbee catching. Use the following links.
https://www.youtube.com/watch?v=9F02ZHvqQg8
https://www.youtube.com/watch?v=rherVhQepWE
2. Observe the following as you watch the video clips.
a) The level at which the disc is caught.
b) The position of the receiver’s hands, thumbs and body.
3. Discuss your observations in pairs.
4. Demonstrate to your partner the two-handed rim catch. Get feedback
from the teacher.
Two-handed rim catch – A technique where a player uses both hands
to catch the disc in a Frisbee game.The disc may either be above the
head, at waist level or below the knees.
Two-handed rim catch
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word
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1. Always carry out adequate warm up activities before a game or
practice.
2. Observe keenly the speed of the disc so that you can time your jump
correctly.
3. Stretch your hands out to receive the disc.
4. Do not throw the disc to someone who is not looking at you.
5. Monitor the movement of other players to avoid collisions.
6. Always have cool down and relaxing activities after practice or play.
Safety measures
Practice time
Activity 2
What you need
Playing ﬁeld, discs, sports clothes and ﬁrst aid kit
What to do
1. Perform the following warm-up and stretching activities.
a) Star jumps
b) Calf stretches
c) Push ups
2. Use the following drills to practise the two-handed rim catch.
a) Catching drill 1
(i) Start by individually practising holding the disc in between the
thumbs and the ﬁngers with outstretched hands.
(ii) Then, while standing at the same spot, throw the disc a short
distance into the air and practise catching it between the thumb
and ﬁngers.
(iii)Repeat the drill several times and then increase the distance to
which you throw the disc into the air.
(iv)Try throwing the disc into the air and catching it as you slowly
move around.
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b) Catching drill 2
(i) In pairs, throw the disc to each other and use both hands to catch
it between the thumbs and the ﬁngers.
(ii) Vary the heights at which you throw the disc to each other.
(iii)Move around slowly from one place to the other as you throw the
disc to each other.
Play time
Activity 3
Game: The kisahani game
This game requires discs.
How to play the game
1. Form two teams of seven players each.
2. Each team lines up in front of their respective endzone line. Have
adequate spacing between the players.
3. Team A throws the disc as they move towards the opponent’s endzone
while Team B tries to catch the disc with both hands.
4. Once Team B catches the disc, it is their turn to throw it as they run
towards the endzone.
5. The play continues for about 5 minutes as each team tries to get the
disc from their opponents.After 5 minutes, another two teams get into
the ﬁeld to play.
6. Continue the process until every player has had the chance to play.
7. Get feedback from your team members and the teacher.
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Teach your siblings and friends at home the two-handed rim catch in
Frisbee. Play a catching game using a disc. Observe safety as you play.
Learning at home
Tick the statements that describe what you can do.
I can
I need to
improve in
a) play Frisbee while observing safety
measures.
b) catch a Frisbee using the two-handed rim
technique.
c) position my hands correctly when catching
a Frisbee.
d) play Frisbee while respecting the other
players.
Self-assessment
Cutting
Digital moment
Activity 1
1. Watch video clips that show how players get free from defenders while
playing Frisbee. Use the links given below.
https://www.youtube.com/watch?v=CqpPfVZ1HeI
https://www.youtube.com/watch?v=5m2BR8zUmc8
2. From the video clips, observe the various ways in which the attacking
players free themselves from the defenders.
3. Discuss your observations in pairs.
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Cutting – In Frisbee, this is the way a player frees himself or herself
from a defender in order to receive or catch a disc. The player who
frees himself or herself is called a cutter.He or she becomes the thrower
after a successful cut.
New word basket
word
1. Cutting is the process of creating space between the receiver and
the defender.
2. Most cuts involve a change of direction or speed by the receiver.
3. The receiver should use a combination of techniques to avoid
becoming predictable.
Let us learn
Practice time
Activity 2
What you need
A playing ﬁeld, discs, sports clothes, ﬁrst aid kit
What to do
1. Perform the following warm up activities:
a) Run round the playing ﬁeld at a moderate speed. On getting halfway,
run backwards to the starting point while taking large steps.
b) Perform side shufﬂes and change the direction you are facing after
every four steps.
c) Perform high knee skips while moving sideways.
2. Use the following drills to practise cutting in Frisbee.
a) Cutting drill 1
(i) Form groups of three, the receiver, the defender and the thrower.
(ii) The defender runs towards the receiver, to try and catch the disc
as the thrower gets ready to release it.
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(iii) The receiver runs forward for a short distance and then changes
direction to confuse the defender. The receiver then runs in the
opposite direction to receive the disc.
(iv) Swap positions and repeat the drill.
b) Cutting drill 2
(i) Form groups of three, the receiver, the defender and the thrower.
(ii) The receiver runs forward towards
the thrower.
(iii) The defender runs alongside the
receiver intending to outrun him
or her in order to catch the disc.
The receiver slows down their
speed, passes behind the defender
and receives the disc.
(iv) Swap positions and repeat the
drill.
Play time
Activity 3
Game:The cutting game
This game requires ﬁeld markers and discs.
How to play the game
1. Form two groups. The members of each
group line up in a straight line as shown
in the diagram on the right.The groups
should be about 15 metres apart.
2. Place a cone about 5 metres from each
group.
3. The players in one of the groups should
all be having a disc.
4. Player B holds a disc ready to throw.
Player A runs towards the cone then
turns and runs towards the opposite
group and towards B.
A player trying to
cut in Frisbee
Cone
B
A
Y
Y
Y
X
X
X
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5. Player B passes the disc to player A while they are still running. Player
A must try to use the two-handed rim catch.
6. After catching the disc, player A runs to the end of the line of the
opposite group.
7. After throwing the disc, player B runs to the end of the line in the
opposite group.
8. Repeat the process until all the players have had a chance of practising
their cutting skill.
9. Get feedback from each other and from the teacher.
With your friends at home, play Frisbee during the weekends and
school holidays.
Learning at home
Tick the statements that describe what your partner can do.
My partner
can
My partner needs
to improve in
a) free themselves from the defenders
in order to receive the disc.
b) shake off defenders using various
cutting techniques to receive the
disc.
c) compliment other players when
they do well during a Frisbee game.
d) play Frisbee for fun and enjoyment.
Peer assessment
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Marking
Digital moment
Activity 1
1. Watch video clips that show how a defender marks the thrower in
Frisbee. Use the links below.
https://www.youtube.com/watch?v=9rDJ8vLjtk0
https://www.youtube.com/watch?v=IhTIlLNvAWs
2. Observe the following in the video clips.
a) How the defender tries to stop the thrower from throwing the disc.
b) The arm and leg actions of both the defender and the thrower.
3. Discuss the observations in pairs. Respect each other’s views.
4. Demonstrate marking with a partner and give each other feedback.
Get feedback from the teacher too.
Marking – A technique used by a defender to try and stop the thrower
from passing the disc to a team member.
New word basket
word
A defender trying to stop a thrower from throwing the disc
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Discussion time
Activity 2
In groups, read the safety measures below. The measures have to be
observed when marking a thrower in Frisbee. Discuss them.
1. Always focus on the disc and on the other players to avoid collisions.
2. Wear shoes that have a good grip to avoid falling.
3. Jump towards the disc not towards your opponent.
4. Always observe the game spirit of fair play, respect and enjoyment.
Safety measures
The marker has the following responsibilities.
1. To stall count – the marker counts up to ten while calling out aloud
‘Stall 1’, ‘Stall 2’, ‘Stall 3’ all the way to ten. Each count must be at
least one second apart. If the thrower does not throw the disc within
the ten counts, then the defending team takes the disc and becomes
the throwers.
2. To hold the force – The marker forces the opponent to throw the
disc to the side of the ﬁeld agreed upon with teammates.This helps
the teammates who are upﬁeld to make sure the cutter does not
catch the disc.
Let us learn
Practice time
Activity 3
What you need
A playing ﬁeld, discs, sport clothes and ﬁrst aid kit
What to do
1. Perform the following warm up exercises.
a) Jogging while kicking your backside with the heels.
b) Knee hugs – Hug each knee as you bring it up to the chest.
c) Alternate a skip and a shufﬂe as you move forward.
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2. Practise marking by performing the following drills.
a) Marking drill 1
(i) Practise in threes. Player ‘A’ gets the disc and player‘B’ is marking
him or her. Player ‘C’ is to receive the disc from player A.
(ii) As player A is getting ready to throw, player B calls out the stall
count from 1 to 10. At the same time, player B tries to hold his
or her ground forcing the thrower to move to the side of the ﬁeld
agreed on with player C.
(iii) Once player C receives the disc, player B runs to mark the new
thrower.
The action is repeated with the players changing roles.
b) Marking drill 2
(i) Get into groups of six.For each team,two players will be receivers,
two will be defenders, one will be the thrower and one will be the
marker.
(ii) The thrower will try to break the defence and pass the disc to the
receiver who is closely marked by the defenders. If the opponents
get the disc, the roles change.The action is repeated.
Play time
Activity 4
Game:The cutting game
This game requires discs.
How to play the game
1. Form two teams of seven players each. Each team to stand at their
endzone line.
2. Once a throw has been made, each defender closely guards his or her
opponent to stop a pass or catch.
3. Once the throwing team loses the disc to the defending team, the roles
of the teams are interchanged.
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Tick the statements that describe what you can do.
I can
I need to
improve in
a) safely stop a thrower from passing the disc to
a team member.
b) safely mark the thrower when playing Frisbee.
c) focus on the disc and the other players to
avoid collisions.
d) assist my team members to practise marking
in Frisbee.
Self-assessment
Pivoting
Digital moment
Activity 1
1. Watch video clips that show how the thrower’s feet pivot to try and get
the best opportunity of throwing the disc to their teammates in Frisbee.
Use the links below.
https://www.youtube.com/watch?v=ZJ2f-I2R1qc
https://www.youtube.com/watch?v=gonrOw-6D1s
2. Observe the following from the video clips.
a) The movement of the thrower’s feet before releasing the disc.
b) The arm movement of the thrower.
3. Discuss the observations in pairs.
4. Demonstrate to your partner how to pivot when throwing the disc.
5. Get feedback from each other and from your teacher.
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Pivoting – Rotating on one foot in different directions. The pivot foot
remains in the same point of contact with the ground even as the
thrower turns the body to different directions.
New word basket
word
a) Throwers must pivot on the foot that is opposite to the hand that is
throwing.
b) The pivot foot remains in the same point of contact with the ground.
c) Once the thrower decides on the pivot foot, they cannot change
that foot until after the throw.
d) Pivoting allows the thrower to choose the best direction in which to
throw the disc based on the position of the marker.
Let us learn
Practice time
Activity 2
1. Perform the following warm up and stretching exercises.
a) Jogging on the spot for a few seconds.
b) Side shufﬂes while going forward and then back-pedalling to the
starting point.
c) Stand with your legs together and your arms on the sides. Raise
your right knee and make an outward circle then bring back the
knee in and down. Do the same with the left knee. Repeat several
times.
2. Perform the following drills to practise your pivoting skills.
a) Pivoting drill 1
(i) Get into groups of ﬁve. Each player will take their turn to throw
the disc to the other players.
(ii) The receivers will be positioned in different directions from the
thrower.
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(iii)The thrower plants the foot opposite the throwing hand ﬁrmly in
the ground.
(iv)The thrower pivots on the stationary foot to throw the disc in the
different directions.
(v) Repeat the drill until all the players have practised pivoting and
throwing the disc.
b) Pivoting drill 2
(i) Get into groups of three – the thrower, marker and receiver.
(ii) The thrower must try to break the marker’s defence by pivoting
in different directions.
(iii)Repeat the drill to ensure that all the three players have practised
pivoting and throwing the disc.
3. Get feedback from your partners and from the teacher.
4. Bending forwards, feet slightly apart, swing arms slowly from side to
side.
Key things to note for the thrower when pivoting.
a) Maintain eye contact with the receivers.
b) Use correct footwork.
c) Position your body well for each throw.
d) Change direction of rotation in both the clockwise and anti-clockwise
directions.
Let us learn
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Play time
Activity 3
Game:The pivoting game
This game requires discs.
How to play the game
1. Form two teams. Each team to line up at their endzone line.
2. The attacking team starts the game by throwing the disc towards the
opponent’s endzone.
3. Any player who gets the disc must pivot before passing or throwing it.
4. Get feedback from your teammates and from the teacher.
Tick the statements that describe what your partner can do.
My partner
can
My partner needs
to improve in
a) pivot with one leg rooted on the
same spot while moving the free
leg in different directions.
b) position the legs in the best way to
free themselves from the marker.
c) safely use the skill of pivoting thus
avoiding injuries.
d) collaborate with the other team
members to practise pivoting in
Frisbee.
Peer assessment
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Spirit of the game
Digital moment
Activity 1
1. Find out what the ‘spirit of the game’ refers to in Frisbee from the
following links.
https://10milliondiscs.org/spirit-of-the-game
https://usaultimate.org/spirit-of-the-game/
2. Discuss your ﬁndings in pairs. Share the ﬁndings with the class.
3. Get feedback from the teacher.
The ‘spirit of the game’ in Frisbee refers to personal responsibility of
ensuring fair play and sportsmanship when playing the game.
Players are encouraged to be competitive but to be respectful to each
other. They are also required to strictly observe the rules and to ensure
everyone enjoys the game.
Let us learn
Story time
Activity 2
Sharon and Nafula were in opposing teams during a small-sided Frisbee
game. They played during the break-time session. As Sharon ran to
catch the disc,Nafula tripped her causing her to bruise her knees.Sharon
started crying.
Munene went to help Sharon get up as he called on Nafula to help as
well.
“I will not come. I will hurt her again and again. Why is she always
getting the disc before me?” Nafula shouted back.
Munene was shocked at Nafula’s rude response.“Don’t you remember
whatTeacher Naisula told us? Games are meant to help us make friends
and to enjoy our time together.We should protect each other, play fairly
and not hurt one another.”
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“That is true, Munene,” added Sharon.“Even though we want to win, it
should not be at the expense of the other players.”
Nafula felt ashamed of what she had done. She apologised to Sharon,
helped her up and took her out of the ﬁeld to get ﬁrst aid.They became
friends again.
Questions
1. Why did Nafula hurt Sharon?
2. Identify four characteristics of the‘spirit of the game’ from the story.
3. In what other ways can you promote the spirit of the game when
playing?
Discussion time
Activity 3
1. Find out what the initials B.E.C.A.L.M. mean from the following link.
http://www.wfdf.org/sotg/about-sotg/77-be-calm-strategy
2. Write down your ﬁndings and discuss them with your partner.
3. Share your ﬁndings with the class.
4. Get feedback from the teacher.
The following is the meaning of the acronym B.E.C.A.L.M as used in the
spirit of the game.
B –
Breath
. Do not react immediately.
E –
Explain
what you think happened.
C –
Consider
what the others think happened.
A –
Ask
other people for advice.
L –
Listen
to what everyone else has to say.
M –
Make a call
loudly and clearly.
Let us learn
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Play time
Activity 4
Game: Frisbee
This game requires discs.
How to play the game
1. Form two teams.
2. Play a Frisbee game while observing the safety rules and the spirit of
the game guidelines.
3. Get feedback from each other and from your teacher.
Below are the spirit of the game rules.
a) Respect your opponents as they play.
b) Resolve disagreements fairly and without cheating.
c) Balance fair play and competition.
d) Be truthful and ﬁnd fun in the game.
e) Play a friendly game.
f) Do not intentionally harm a player.
Let us learn
Tick the statements that describe what you can do.
I can
I need to
improve in
a) explain the spirit of the game in Frisbee.
b) play Frisbee while observing all the rules of
spirit of the game.
c) explain what B.E.C.A.L.M. stands for in the
spirit of the game in Frisbee.
d) play a game of Frisbee for fun and
enjoyment.
Self-assessment
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Teach the other children in your community how to play Frisbee.Form a
Frisbee team to represent your community during the inter-community
games competition. Ensure your team observes the spirit of the game
guidelines.
Learning at home
Remind yourself
1. What is cutting in Frisbee?
2. Explain the two-handed rim catch in Frisbee.
3. Write down what you like most in Frisbee.
4. What are the responsibilities of the marker in Frisbee?
5. Share your experiences about marking.
a) What did you enjoy most about marking?
b) What did you not like about marking?
6. Explain why the spirit of the game is important.
7. How have you applied the B.E.C.A.L.M.message as you play Frisbee?
8. a) State four guidleines on the spirit of the game.
b) Which guidelines do you like most?
c) Why do you like those guidelines?
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Swimming: Breaststroke
Digital moment
Activity 1
1. Watch video clips that show the breakstroke swimming style. Use the
following clips.
https://www.youtube.com/watch?v=xH4mV7rRBnE
https://www.youtube.com/watch?v=vBnXYVK2dTQ
2. Observe the leg action, arm action and streamlining of the swimmer’s
body in water.
3. Discuss your observations in pairs.
4. Demonstrate to your partner the leg and arm actions of the swimmer
while in water.
5. Get feedback from your teacher.
Breaststroke – A swimming style in which the swimmer lies with the
chest facing downward in the water. The torso does not rotate.
New word basket
word
In the breaststroke swimming style:
• The arms pull forward together as the head is pushed out of the
water.
• As the head goes back into the water, both legs push back at the
same time.
Breaststroke swimming style
Let us learn
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Discussion time
Activity 2
In groups, discuss the safety measures that you should observe when in and
around the swimming pool.
1. Avoid getting into the water if you have open wounds.
2. Never play in and around the pool without adult supervision.
3. Take a shower before entering the pool.
4. Outdoor shoes should not be worn around the pool.
5. Do not urinate or spit inside the pool.
6. Entry and exit areas should be clearly marked.
7. Do not eat or chew gum when around the swimming pool.
Safety measures
Practice time
Activity 3
Streamlining the body
What you need
Swimming costume, swimming pool, ﬂoaters, towel and petroleum jelly
What to do
1. Perform the following warm up and stretching exercises.
a) Star jumps.
b) Butt kicks – Kick legs up to the backside while jogging.
c) Arm circles.
2. Streamlining the body.
a) Position the body ﬂat on the water while facing down. The body
should be in line with the water surface.
b) Get feedback from each other and correct mistakes.
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Streamlining the body
3. Use the following drills to practise the breaststroke technique.
a) Body streaming drill 1
Individually, practise ﬂoating in water by holding the pool side rail
for support then do it without holding the rail.
b) Body streaming drill 2
In pairs, practise body positioning on water whereby one learner
places his or her hands underneath the body of the other learner to
lightly support them as they ﬂoat on the water surface.
4. Listen to the teacher’s feedback and make necessary corrections.
Arm action
Practice time
Activity 4
What you need
Swimming costume, swimming pool and ﬂoaters
What to do
1. Perform the following warm up and stretching exercises.
a) Arm circles.
b) High knees jogging.
c) Lunges – Forward and sideways with overhead reach.
2. Hold a ﬂoater between your legs. Perform the following actions to
practise the arm movement drill:
a) Catch – With the arms out straight and palms facing downwards,
press down on the water and out at the same time.
b) Pull – With the elbows above the hands, pull the arms towards the
chest.
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c) Recover – Bring the palms together in front of the chest and push
out until the arms are straight again.
Arm action
d) Breathing – Lift the head and neck above the water to breathe at
the end of the arm pulling movement.
3. Once you are conﬁdent of your arm movements, work in pairs. Let your
partner hold your legs as you ﬂoat and practise the arm movements
across the width of the pool.
4. Get feedback from your partner and from the teacher.
Leg action
Practice time
Activity 5
What you need
Swimming clothes, swimming pool and ﬂoaters
What to do
1. Perform the following warm up and stretching exercises.
a) High knees jogging.
b) Jumping rope – Focus on an even pace and small jumps.
c) Arm circles.
2. Hold the pool rail for support. In pairs, perform the following actions to
practise the leg movements drill.
a) Starting with the legs in a straight position, bend the knees and bring
the heels towards your bottom.The feet should be below the water
surface and shoulder-width apart.
b) Make a circular motion outwards with the feet until the legs return
to the starting position.
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c) Repeat the action several times.
Leg action
3. Put ﬂoaters on both arms. In pairs, perform the same leg movements
across the width of the pool.After performing the kick, the body should
be in a streamlined position with the arms and legs in a straight position.
This helps you to glide forward.
4. Get feedback from your partner and from the teacher
In the breaststroke technique, the legs and arms make similar paired
movements at the same time when a kick is being executed.
Let us learn
Breaststroke timing technique
Practice time
Activity 6
What you need
Swimming clothes, swimming pool and ﬂoaters
What to do
1. Perform the following warm up exercises.
a) High knees jogging
b) Star jumps
c) Arm circles
2. Practise the breaststroke timing technique by performing the following
drill.
a) Start with the body position being straight and the hands outstretched
and together.The legs should also be straight and together.
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b) Pull the arms towards the chest while raising the head to breathe
and kicking the legs back. Return to original body position and glide.
Breaststroke timing technique
c) Repeat the pull-breathe-kick-glide action several times.
3. Give each other feedback and make corrections. Get feedback from the
teacher.
Proper timing while performing the breaststroke technique is important
as it provides a smooth stroke.
The arms pull, head bobs out, the legs gets streamlined and kick to
provide forward movement.The body is then streamlined for the glide
forward to initiate the next stroke.
Let us learn
Play time
Activity 7
Game: Pull and kick
This game requires swimming costumes and ﬂoaters.
How to play the game
1. In pairs, get into the shallow end of the pool.
2. Learner A to streamline the body in water while facing down. Learner
B to support the legs of Learner A from underneath with their hands.
3. Learner A swims across the pool while being supported by Learner B.
Learner A uses his or her arms to propel their body forward by pulling
at the water with the arms only.
4. On getting to the other side of the pool, the two learners reverse their
roles.
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5. Learner A holds the hands of Learner B who uses his or her legs to kick
the water as he or she swims across the pool.
6. The pair that manages to race back and forth faster than the rest while
using the correct technique is the winner.
Tick the statements that describe what your partner can do.
My partner
can
My partner needs
to improve in
a) correctly position their body
in water for the breaststroke
swimming technique.
b) perform arm and leg actions when
using the breaststroke technique in
swimming.
c) perform timing for proper
execution of the breaststroke
technique.
d) perform the breaststroke
technique successfully when
swimming.
Peer assessment
Backstroke
Digital moment
Activity 1
1. Watch video clips that show swimmers using the backstroke style. Use
the following links.
https://www.youtube.com/watch?v=b1oBnGaEews
https://www.youtube.com/watch?v=mJMs4B00u0I&pbjreload=10
https://www.youtube.com/watch?v=rLBxLUF1jiI
2. Observe the following from the clips.
a) Body position of the swimmer in water.
b) Movements of the hands and legs.
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Backstroke –This is a swimming style that uses alternating and opposite
arm movements.The swimmer performs the stroke while on his or her
back. Breathing is easy during a backstroke because the face is out of
the water.
New word basket
word
Body streamlining and arm and leg movements
Practice time
Activity 2
What you need
Swimming costume, swimming pool and ﬂoaters
What to do
1. Perform warm up activities such as the ones below.
a) Running round the pool with arms outstretched like a butterﬂy.
b) Lie on the back, lift legs up and ride an imaginary bicycle.
2. Practise body streamlining using the following drill.
a) Position the body ﬂat on the water while lying on the back.
b) Keep your body close to the surface of the water.
Body streamlining for the backstroke technique
3. Keep your ankles relaxed to allow the toes to ﬂick and point at the
surface.
4. Make a downward circular motion with one arm through the water.
The palm should face outwards.Alternate the arms, one coming out of
the water as the other one enters the water.
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Arm movement in backstroke
5. Try doing three small kicks per each arm movement. Kick from your
hips and not from your knees.
6. Get feedback from the teacher and make corrections where necessary.
7. Perform cool down exercises such as bending forward while standing
and swinging the arms gently back and forth.
Backstroke timing technique
Practice time
Activity 3
What you need
Swimming costume, swimming pool and ﬂoaters
What to do
1. Warm up the body using such activities as the ones below.
a) Running on the spot.
b) Hold your shoulders, rotate it backwards and forward up to the
count of ten.
c) Lie on the back, keep your feet straight and together. Lift up both feet
together then lower them down. Repeat the action ﬁve times.
2. Discuss the pool safety measures you will observe while practising.
3. Perform the following drill to help you practise the backstroke timing
technique.
a) Start with the body streamlined in the water.
b) Kick on your back with the arms down on the sides.
c) Rotate slightly side to side after every six kicks.
d) As you rotate to your right hip, lift your left hand and arm at about
30 degrees from your hip.
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e) As you rotate over to the left hip, lift your right hand and arm off
your hip in the same manner.
f) Rotate using your body and not your shoulders.
4. In groups, demonstrate to each other how to perform timing while using
the backstroke technique. Give each other feedback.
5. Cool down by curling your body to be as small as a rat and then
stretching out to be as big as an elephant.
6. Get feedback from your teacher and make corrections where necessary.
In the backstroke technique, timing and coordination ensure a smooth
stroke is made. The movements of the arms and the legs must be in
rhythm.
Let us learn
Play time
Activity 4
Game: Carry it
This game requires ﬂoaters, swimming costume and a swimming pool.
How to play the game
1. Form groups of six.Three members of the group go to the other end of
the pool while three remain behind at the other end.
2. At the signal, the ﬁrst member from each group lies on their back at the
shallow end while carrying a ﬂoater on their stomach.
3. Once the whistle is blown, he or she swims across the pool to the
teammate who is waiting at the other end.
4. The teammate picks the ﬂoater and repeats the action of lying on their
back with the ﬂoater on their stomach then swims back to the other
end.
5. The action continues until all members of the team have had a chance
to carry the ﬂoater across the pool.
6. The team which manages to carry out the task successfully and fastest
wins the game.
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Tick the statements that describe what you can do.
I can
I need to
improve in
a) correctly position my body in water for the
backstroke swimming technique.
b) correctly execute timing for the proper
performance of the backstroke technique.
c) use digital sources to watch video clips
showing the backstroke swimming technique.
d) assist other learners to practise the
backstroke swimming technique.
Self-assessment
Form a swimming club with other children around your home and
participate in swimming activities. If there is no public swimming pool in
your area, you can request a hotel, school or other institution that has
a pool to allow you to practise there.
Always observe safety measures when swimming or when around a
swimming pool. Share your experiences with the class.
Learning at home
Side stroke
Digital moment
Activity 1
1. Watch video clips that show the side stroke swimming technique from
the following links.
https://www.youtube.com/watch?v=heKKhNBHp98
https://www.youtube.com/watch?v=WN0eGhrfEs0
2. From the video clip, observe the following.
a) Body and head position of the swimmer while in water.
b) Leg and arm movements of the swimmer while in water.
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Side stroke – This is a swimming technique in which the swimmer lies
on the side as he or she uses the arms and legs to move forward. The
right arm is coordinated with the left leg and the left arm with the right
leg.The side stroke is helpful in life saving actions. It is usually used for
long-distance swimming.
New word basket
word
Body and head positioning
Practice time
Activity 2
What you need
Swimming costumes, swimming pool and ﬂoaters
What to do
1. In groups, discuss the pool safety measures that you will observe as you
practise the side stroke technique.
2. Perform the following warm up and stretching exercises.
a) Run and touch a mark on the ground, 5 metres away and then run
back.
b) Straight jumps on the spot with arms on the sides.
c) Neck rotation.
3. Perform the following drill to practise body and head positioning while
using the side stroke technique:
a) Individually, position the body on the side in water and align your
head with the spine. Half of your face should be in water while the
other half will be above the water.The lower part of the body from
the hips should be inside the water.
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Body and head positions in a side stroke
b) In pairs, practise positioning the body and head for the side stroke
swimming technique.
4. Get feedback from your partner and from the teacher.
5. Cool down by walking around the pool while stretching your body to
be as big as an elephant.
Leg and arm movements in water
Practice time
Activity 3
What you need
Swimming costumes, swimming pool and ﬂoaters
What to do
1. Carry out warm up and stretching activities such as the ones below.
a) Run for about 20 metres while touching the ground after every 1
metre.Then sprint back to the starting point.
b) While standing, draw a big circle in the air with the right hand and
then with the left hand. Repeat the action three times.
c) Jump up and clap hands over your head.
2. Perform the following drills to practise your side stroke leg and arm
movements while in water.
a) Streamline your body and head in water for the side stroke. Turn
your body to the side and extend the lead arm forward with the
palm facing downwards. The top arm should rest down your side
under the water.
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b) Push off with the legs, keeping them close together. The motion of
the legs should be like that of scissors – when one leg goes forward,
the other one goes backward.
c) With the legs kicking, use the lead arm to sweep backward in a semi-
circular motion.Then use the top arm to push upwards and inwards.
d) The top arm moves forward, bending at the elbow. It slides along the
body until both hands meet in front of the chest.
e) The hands then move back to their original positions.This process is
repeated thus moving the body forward.
(i) Starting position (ii) Top arm moves towards the
opposite shoulder, knees bend
towards the chest, lead arm
pulls through water.
(iii)Arms cross at the chest, top leg
kicks forward as bottom leg
kicks back.
(iv) Arms and legs return to original
position as body moves forward
through water.
3. Practise the arm and leg movements in pairs. Give each other feedback
and make corrections where necessary.
4. Tow a ﬂoater while using the side stroke
from one end of the pool to the other.
You can tow the ﬂoater using your top
arm or tie the ﬂoater on your back.
5. Get feedback from the teacher.
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Play time
Activity 4
Game: Pass the ball
This game requires a ball, swimming costume and swimming pool.
How to play the game
1. Form teams of ﬁve learners each. Have two teams in the shallow end
at a time.
a) Each team chooses which side of the pool to defend.
b) Play a ball game in the pool.The members of each team pass the ball
to each other while swimming to the other end of the pool.
c) A score is made when a team manages to cross the opponent’s goal
line with the ball.
2. Get feedback from your peers and the teacher.
3. Cool down by slowly walking around the pool like a chameleon.
In the side stroke technique, the swimmer maintains the sideways
position that he or she started with during the whole stroke cycle.
The lead arm sweeps backward while the trailing arm sweeps forward.
This looks like a repeated action of picking something with the lead
arm and passing it to the trailing arm which then drops the item to the
ground.
Let us learn
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Tick the statements that describe what your partner can do.
My partner
can
My partner needs
to improve in
a) correctly position their body in
water for the side stroke swimming
technique.
b) perform arm and leg actions in water
using the side stroke technique in
swimming.
c) tow a ﬂoater when performing the
side stroke swimming technique.
d) swim for enjoyment and fun.
Peer assessment
Remind yourself
1. Why is it important to streamline the body in water when swimming?
2. Write down any four safety measures you should observe when
using the pool.
3. Name the swimming stroke used for rescuing a drowning person.
4. At what point does the swimmer come up to breathe when performing
the breaststroke?
5. What could happen if you do not observe water safety measures
when in and around the swimming pool?
6. When executing the backstroke technique, the right arm coordinates
with the ________ leg.
7. In which direction does the swimmer face when performing the
breaststroke technique?
8. Explain why timing is important when using the backstroke swimming
technique.
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Hand balance into splits and
hand walk
Digital moment
Activity 1
1. Watch video clips that show hand stand splits and hand stand walks
from the following links.
https://www.youtube.com/watch?v=k7G4dUihVXc
https://www.youtube.com/watch?v=fAg1ZlngaMo
2. Observe the following from the video clips.
a) Positioning of the body from start to ﬁnish.
b) How the gymnast ensures a good balance.
c) How the gymnast moves the legs to create a split.
d) The movement of the hands as the gymnast hand walks.
3. Discuss your observations in groups and share with the class.
4. Get feedback from the teacher.
A hand balance – This is the act of supporting the body in a stable,
inverted position by balancing on the hands.
New word basket
word
Discussion time
Activity 2
1. Get into groups of four learners each.
2. Discuss the following questions.
a) What are the beneﬁts of practising and participating in gymnastics?
b) What safety rules should you observe when performing hand
balances and hand walks?
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1. Use soft ground or soft materials to land on after executing gymnastic
exercises.
2. Only perform under the guidance of the teacher or the instructor.
3. Listen keenly and follow instructions carefully.
4. Make sure you have enough space between you and the other
performers.
5. Clear objects such as sticks and stones from the surfaces on which
you are practising.
6. In case you are hurt, inform the teacher or instructor immediately.
Safety measures
Practice time
Activity 3
What you need
A mat or sack with some soft grass or dry banana ﬁbres, well-ﬁtting sports
clothes and light shoes, an open ﬁeld and a ﬁrst aid kit
What to do
1. Review all the safety guidelines before you start practising.
2. Perform warm up and stretching activities such as push ups, star jumps
and arm circling.
3. Perform the following activities to practise hand balance, splits and
hand walking:
a) In a squatting position, hook your elbow between your knees.
b) Press the ground ﬁrmly with your palms. Ensure your body weight is
on the hands.
c) Bend the elbows and tip forward slightly.
d) Lift the feet off the ground to an upright position and ﬁnd balance.
e) Split the legs by moving one leg to a lower position than the other
one.
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f) Put the legs straight up and together. Use your hands to walk
forward. You may increase the speed and change direction if you
wish once you are stable.
g) Continue practising until you feel comfortable to perform the various
actions on your own.
4. Get feedback from your partner and from the teacher.
5. Continue practising the hand balance, splits and hand walk to perfect
your skills and for fun.
6. Display your hand balancing skills to the class and get feedback.
Tick the statements that describe what you can do.
I can
I need to
improve in
a) perform the hand balance into splits.
b) perform the hand walk while balancing on my
hands.
c) practise hand balancing into splits and hand
walk while observing safety measures.
d) use digital sources to observe how hand
balance and splits are performed.
Self-assessment
Shoulder roll
Digital moment
Activity 1
1. Watch video clips that show the shoulder roll in gymnastics from the
following clips.
https://www.youtube.com/watchv=ikyHPZQyJs0
https://www.youtube.com/watch?v=3gUXGjdUV7g
2. Observe the following from the video clips.
a) The start position of the gymnast.
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b) Positioning of the legs, hands and shoulders as the gymnast rolls
back.
c) The shoulder on which the gymnast rolls backwards.
d) Final positioning of the legs, hands and shoulders.
3. Discuss your observations in pairs.
Shoulder roll – This is a gymnastic skill in which a person rolls over
backwards on one shoulder.
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The shoulder roll can be used to protect the chest area and head from
injury if one falls from a high place or trips on something on the ground.
Shoulder roll
Let us learn
Practice time
Activity 2
What you need
A ﬁeld with soft grass or sand, ﬁtting sports clothes and shoes and a ﬁrst
aid kit
What to do
1. For safety, ensure that you have mats, grass, sand or a soft surface to
roll on. Have enough space between you and your classmates to avoid
injuries from collisons.
2. Perform warm up and stretching activities such as jogging, shoulder and
arm stretch and calf stretch.
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3. Practise the shoulder roll by performing the following actions.
a) Start at a standing position with both legs together.
b) Kneel at the edge of the mat or a soft ground.
c) Extend your right leg outwards. At the same time,extend your hands
in front and interlace the ﬁngers.
d) Bring your body down on the side in which you are kneeling.
e) Begin to roll from the back of your left shoulder, over your back and
onto your right shoulder.
f) Finish the shoulder roll by kneeling on your right leg with your left
leg extended outwards. Your hands should be extended in front just
like when you started the exercises.
Shoulder roll
4. Form groups. In each group, make one line behind one another.The ﬁrst
learner in the line runs forward, performs the shoulder roll and runs
back to the line.The next learner runs forward to perform the same roll.
5. Continue until all the learners have had a chance to perform the
shoulder roll.
6. Play more games to enhance your shoulder roll skill.
7. Get feedback from your group members and the teacher.
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Tick the statements that describe what your partner can do.
My partner
can
My partner needs
to improve in
a) safely perform the shoulder roll.
b) practise the shoulder roll while
observing safety measures to
avoid injuries.
c) assist other learners to practise
the shoulder roll.
d) explain how the shoulder roll can
be used to protect the chest area
and head from injury after a fall.
Peer assessment
Through vault into forward roll
Digital moment
Activity 1
1. Watch video clips that show the vaulting technique onto a forward roll
in gymnastics. Use the following links.
https://www.youtube.com/watch?v=SwX5XfJRl-I
https://www.youtube.com/watch?v=MMCuFDnlJNc
2. Observe the following things from the video clips.
a) How does the gymnast approach the vaulting equipment?
b) How does the gymnast perform the forward roll?
c) Where does the gymnast land after the forward roll?
3. Discuss your observations in groups.
4. Share your observations with the class and get feedback from the
teacher.
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Vault – A gymnastics skill where the performer jumps over an obstacle.
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Discussion time
Activity 2
In groups, discuss the safety measures that you should observe when
practising gymnastics skills.
1. Have a stable and ﬁrm vaulting equipment.
2. The landing ground should be stable.
3. Clear all dangerous objects from the vaulting area.
4. Leave enough space between the learners who are practising.
5. Do not perform gymnastics exercises immediately after meals.
6. Lift the legs high enough to avoid hitting the vaulting equipment.
7. Have an instructor besides you when performing.
Safety measures
Practice time
Activity 3
What you need
Playing ﬁeld, low ﬁrm table or box about 1 feet high, sports clothes and
ﬁrst aid kit
What to do
1. Perform the following warm up and stretching exercises.
a) Star jumps
b) Forward lunge with overhead reach
c) Sumo squats
2. Go over the safety guidelines with the instructor.
3. Practise the through vault to forward roll using the drills below.
a) Through vault drill
(i) Place a low ﬁrm table or box about 10 metres away.
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(ii) Run towards the table at high speed.
(iii) On reaching near the table, take off with both
feet and jump on top of the table then land
on the other side of the table in an upright
position. Your knees should be slightly bent
and hands outstretched in front.
(iv) Repeat the action several times until you can
take off, jump onto the table or box and land
on the other side without swaying.
b) Forward roll drill
(i) Start from a standing position.
(ii) Crouch and place your hands on the ground in front of your
shoulder.
(iii) Tuck your chin to your chest and place the back of your head on
the ground.
(iv) Push off the ground with the legs and roll over.
(v) Press your feet onto the ground with hands stretched in front and
stand up.
Forward roll
4. Combine the take off and forward roll actions to simulate the through
vault into forward roll. Listen carefully to the instructions from the
instructor.
5. Get feedback from your group members and from the teacher. Keep
practising until you can perform the through vault to forward roll
smoothly.
Landing position
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The through vault to forward roll move helps to improve body ﬂexibility
and coordination.This helps to prevent injuries in case of falls.
Gymnastics also help to:
a) develop strong and healthy bones
b) enhance body strength.
Let us learn
Tick the statements that describe what you can do.
I can
I need to
improve in
a) correctly perform the through vault into
forward roll.
b) explain how to approach the vaulting
equipment.
c) perform the through vault into forward roll
while observing safety.
d) appreciate that the through vault into
forward roll helps to improve body
coordination and ﬂexibility.
Self-assessment
Learning at home
Teach at least three friends at home the gymnastics skills you have
learnt. Help your friends appreciate the importance of gymnastics in
their daily lives.
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Side vault
Digital moment
Activity 1
What to do
1. Watch video clips that show gymnasts performing the side vault in
gymnastics from the following links.
https://www.youtube.com/watch?v=2kJQt0TrRkw
https://www.youtube.com/watch?v=hiLlx5M3nt0
2. From the video clips observe the following.
a) The angle from which the gymnast approches the vaulting equipment.
b) The position of the gymnast’s hands, legs and body.
3. Discuss your observations in pairs. Explain to your partner how the side
vault is performed.
4. Get feedback from your partner and from the teacher.
Side vault –Also called a two-handed vault.In the side vault,the gymnast
starts vaulting with two hands then releases one hand before landing.
Performing the side vault
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Discussion time
Activity 2
What to do
1. Get into groups of ﬁve. Discuss the side vault. The following questions
will guide you.
a) Which safety measures should you observe when practising the side
vault technique?
b) How is the side vault technique important in our daily life?
2. Write down your responses and present them to the class.
3. Get feedback from each other and from the teacher.
1. Perform warm up and stretching exercises before practice.
2. Ensure the vaulting equipment is stable and ﬁrm.
3. Make sure there is enough time between the performances by the
different learners to avoid collisions.
4. Lift the body high enough to avoid knocking over the vault.
5. The vault should be of an appropriate height.
6. Take turns when performing the side vault.
7. The landing area should be soft.
8. Follow the instructions carefully.
9. Carry out cool down activities after practice.
Safety measures
Practice time
Activity 3
What you need
Playing ﬁeld, vaulting equipment, ﬁrst aid kit, sports clothes and a soft
landing area
Vault equipment could include stools, tables, boxes and spring boards.
Let us learn
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What to do
1. Discuss the safety measures you will observe as you practise the side
vault.
2. Perform warm up and stretching exercises such as:
a) Jumping on the spot with knees high up
b) Push ups
c) Side lunge with forward reach.
3. Practise performing the side vault using the following actions.
a) Run up to the vaulting equipment, step on the springbox. Place both
hands on the vault as shown in the pictures below.
b) Jump over the vault to one side with both feet together.
c) Once your legs are over the vault, release your hand from the top
of the vault and land on the other side with both feet and arms up in
the air.
4. Continue practising the side vault until you have mastered the skill.
5. Get feedback from each other and from your teacher.
6. Perform cool down activities and stretches such as walking around as
you sway your hands gently from side to side.
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Tick the statements that describe what your partner can do.
My partner
can
My partner needs
to improve in
a) perform the side vault.
b) position the hands, legs and body
correctly when performing the
side vault.
c) assist other learners to practise
the side vault.
d) perform the side vault while
observing safety measures.
Peer assessment
A cartwheel
Digital moment
Activity 1
What to do
1. Watch video clips showing an athlete performing the cartwheel from
the following links.
https://gymnasticshq.com>how-to-do-a-cartwheel.
https://www.youtube.com/watch?v=k3Z5Ag9AGgY
2. Observe the following from the videos clips.
a) The placement and movement of the legs and hands.
b) The shifting of the weight from the legs to the hands and then hands
to the legs.
3. Discuss the cartwheel skill in pairs.
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Cartwheel – A rotational movement of the body. It is performed by
pressing the hands to the ground with palms open while in an upside
down position.The body rotates from one hand to the other with the
legs outstretched upwards creating an impression of a rotating wheel
of a cart.
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In a cartwheel, the performer starts from a standing position with
the arms extended and wheels the body sideways, landing ﬁrst on the
hands and then the feet.The series is repeated to create the cartwheel
movement.
Let us learn
Discussion time
Activity 2
1. Get into groups.
2. Discuss the following.
a) Which safety measures should we observe when practising the
cartwheel?
b) How is the cartwheel skill important in our daily lives?
3. Write down your responses on a manila paper and present them in
class.
4. Get feedback from the class and the teacher.
1. Have enough space between performers.
2. Clear any objects from the performing area.
3. Dress appropriately.
4. Follow instructions carefully.
Safety measures
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Practice time
Activity 3
What you need
Playing ﬁeld, ﬁrst aid kit and sports clothes
What to do
1. Perform the following warm up and stretching exercises.
a) Short sprints forward and then back-pedals.
b) High knees jumps.
c) Side shufﬂes.
2. Use the following procedure to practise the cartwheel.
a) Start from a standing position with hands straight up in the air.
b) Take a large step forward with the dominant foot and hands still up
in the air.
c) Shifting the body weight from the back leg to the front leg, bring the
upper body to the ground and bend sideways.
d) As the ﬁrst hand contacts the ground, bend the front leg to the right
and straighten the other leg.
e) As the ﬁrst hand leaves the ground,all the weight shifts to the second
hand.
f) Land on the foot that was lifted ﬁrst as the ﬁrst hand is leaving
the ground. Then land on the second foot with both hands off the
ground.
g) Finish with the body in an upright position and facing the direction at
the start of the performance.
3. Get feedback from each other and from the teacher. Make corrections
where necessary.
Cartwheel steps
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Tick the statements that describe what you can do.
I can
I need to
improve in
a) perform the cartwheel technique successfully.
b) position my hands, legs and body correctly
when performing the cartwheel technique.
c) perform the cartwheel while observing safety
measures to avoid injuries.
d) assist my friends to practise the cartwheel
technique.
Self-assessment
Round-off
Digital moment
Activity 1
1. Watch video clips that show athletes performing the round-off skill in
gymnastics from the following links.
https://www.youtube.com/watch?v=2eZ_6s_xGUc
https://www.youtube.com/watch?v=nM4K2MfHkFQ
2. Observe the following from the video clips
a) The placement of hands at the start and end of the performance.
b) The placement of legs at the start,during and end of the performance.
c) The direction in which the body faces at the start and at the end of
the performance.
3. Discuss your observations in pairs. Explain to your partner how the
round-off skill is performed.
Round-off –A gymnastic skill where the performer closes his or her legs
on reaching the upright position. On landing, the athlete turns to face
the direction from which they have come from.
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Practice time
Activity 2
What you need
Playing ﬁeld, ﬁrst aid kit, sports clothes and a soft landing ground
What to do
1. Discuss the safety measures that you will observe as you practise
round-off.
2. Perform the following warm up and stretching exercises.
a) Star jumps.
b) Forward lunges with overhead reach.
c) Calf stretches.
3. Practise the round-off skill by performing the following actions.
a) Raise your arms and take one large step forward with your dominant
foot.
b) Skip and reach for the ground with the outstretched hands as if you
are performing a cartwheel.
c) Once the legs are in the air, close them and land with the feet
together, facing the direction you began from.
Steps in performing a round-off
4. Demonstrate the round-off and get feedback from your peers and the
teacher.
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Tick the statements that describe what your partner can do.
My partner
can
My partner needs
to improve in
a) successfully perform the round-off
technique.
b) correctly position their body at
the start, during and at the end of
the round-off performance.
c) perform the round-off technique
while observing safety measures.
d) perform the round-off technique
for fun and enjoyment.
Peer assessment
Five-action sequence
Digital moment
Activity 1
What to do
1. Watch video clips on the ﬁve-action sequence from the links below.
https://www.youtube.com/watch?v=roQsSjufpdk
https://www.youtube.com/watch?v=nGU0ltWTWDo
2. Discuss the following observations in groups.
a) The skills and movements that form the sequence.
b) How to change from one skill to another.
3. Design a ﬁve-action sequence. Get feedback from the teacher.
Five-action sequence – A performance of ﬁve gymnastic skills that are
interlinked or related.
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Discussion time
Activity 2
1. Get into groups of four.
2. Discuss the following questions.
a) Why are skills in gymnastics important in everyday life?
b) What general safety measures should we observe when practising
the ﬁve-action sequence?
3. Write down your responses and share in class.
1. Carry out warm up and stretching activities before the performance.
2. Make sure you have mastered all the skills before the performance.
3. Make sure you have adequate space between you and your friends
to avoid collisions.
4. Always perform under the supervision of an instructor.
Safety measures`
Importance of gymnastic skills in our daily lives
1. Gymnastic skills promote ﬁtness and healthy lifestyle.
2. Through use of the gymnastic instructions, you can develop
coordination and body awareness.
3. Gymnastic skills help in developing body strength.
4. Gymnastic helps in developing body ﬂexibility.
Let us learn
Practice time
Activity 3
What you need
Field, ﬁeld markers, ﬁrst aid kit, sports clothes and a soft landing area
What to do
1. The ﬁve-action sequence will involve these skills: swan balance, hand
balance, head stand, crouch balance and forward roll.
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a) Swan balance
Take a step forward with one leg. Extend
the free leg backwards. Lean the body
forward and stretch the arms in line
with the outstretched leg as shown in
the picture on the right. This is a swan
balance.
b) Hand balance
Bring the legs back together. Lean forward and
contact the ground with both hands. Lift both legs
off the ground to support the body weight with
the hands, forming a hand balance.
c) Head stand
Lower the legs gently forward into a squatting
position. From the crouch position, lean forward
to contact the ground with the hands and the
forehead. Lift both legs up, one after the other, and
straighten the trunk up. Support the body weight
with the head.
d) Crouch balance
Lower the legs gently forward into a squatting
position. With the hands on the ground and
ﬁngers well spread out, place the knees on
the elbows.Shift the body weight to the hands
to perform a crouch balance.
e) Forward roll
Lower the legs to the ground while
remaining in the crouching position.
With the hands still on the ground in
front of you, tuck your chin to your
chest. Place the back of your head on
the ground and perform a forward roll.
2. In pairs, performe the ﬁve-action sequence. Observe safety measures
and help each another.
A swan balance
A hand balance
A crouch balance
Completing a forward roll
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Tick the statements that describe what you can do.
I can
I need to
improve in
a) come up with a ﬁve-action sequence for
gymnastic skills.
b) successfully perform the ﬁve-action sequence.
c) perform the ﬁve-action sequence while
observing safety measures.
d) interact with digital sources to watch video
clips on skills and sequences in gymnastics.
Self-assessment
Learning at home
Design a ﬁve-action sequence of gymnastic skills and train your peers at
home how to safely execute them. Ensure you have an adult supervising
you and your peers.
Share the experiences with your parents and guardians.
Remind yourself
1. List four ﬁtness components you develop from gymnastics.
2. Write down what you enjoyed most from performing hand balance
with splits and hand walking?
3. What is a shoulder roll?
4. When would the shoulder roll skill become useful in everyday life?
5. What safety measures should one observe when performing the
shoulder roll?
6. In which situations can you apply the side vault technique in everyday
life?
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7. Name the gymnasic techniques shown in the pictures below.
a)
b)
8. We should ensure the vaulting equipment is ______________ and
______________ for safety reasons.
9. List ﬁve gymnastic skills you can perform in a ﬁve-action sequence.
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Balance
Digital moment
Activity 1
1. What is body balance? Discuss the question in groups.
2. Use your digital devices to search the meaning of body balance.
3. Present your ﬁndings to the class and get feedback from the teacher.
4. Watch video clips on body balance as related to ﬁtness from the
following links.
https://www.youtube.com/watch?v=EcK8btsPN9Q
https://www.youtube.com/watch?v=rSYkJIOnT78
5. Using the information from the video clips, answer the following
questions.
a) Which parts of the body were used in the balance activities?
b) What are the beneﬁts of having balance as related to ﬁtness?
Balance – This is the ability to control the body’s position, whether in
a stationary pose or while moving such as when performing various
sports activities.
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You need balance to perform important everyday life activities such as
standing, walking, jumping, running and lifting items.
Let us learn
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Benefits of balance
Discussion time
Activity 2
1. In groups, discuss the following questions.
a) What exercises can you perform to develop balance?
b) What safety measures should you observe when performing these
activities?
c) What are the health beneﬁts of body balance?
2. Write down the answers in your exercise book. Present your responses
to the class.
3. Get feedback from your classmates and your teacher.
There are various exercises that help us to develop our body balance.
Examples include balancing on one leg, rabbit hops and skipping.
Some of the beneﬁts of body balance are given below.
a) Helps to reduce injuries as poor balance is a main cause of falls.
b) Improves ﬂexibility in the body.
c) Enhances joint mobility.
d) Helps develop back strength.
e) Improves posture and strengthens muscles.
f) Helps you to feel calm and to sleep better.
g) Improves your conﬁdence as you feel more secure.
Let us learn
1. Perform warm up and stretching activities before practice.
2. When climbing and coming down raised surfaces, do it slowly and
carefully.
3. Perform cool down activities after practice or play.
Safety measures
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Practice time
Activity 3
What you need
Playing area, sports clothes and benches
What to do
1. Discuss the safety measures you will observe as you perform the various
balance activities.
2. Perform warm up and stretching exercises such as jogging on the spot,
quad squats and bicep stretches.
3. Use the following drills to practise and develop your balance.
a) One leg balance
(i) Stand with your feet hip-wide and your
weight equally distributed on both legs.
Stretch out your hands to the sides.
(ii) Lift one leg off the ground and bend it
at the knee. Hold the position as long as
you can.
(iii) Return to the starting point and do the
same with the other leg.
b) Walk on bench
(i) Join two or three benches. Climb on top and walk slowly from
one end to the other.Turn and walk faster.
(ii) Afterwards, climb and walk backwards with a partner guiding
you.
c) Balance walk
(i) Draw a straight line on the ground.
(ii) Stand at the start of the line. Extend
your arms out to the sides.
(iii) Keeping your feet straight, place
your right heel at the tip of your
left toes.
Performing the one leg
balance
Performing the balance walk
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(iv) Start walking by moving your left leg and placing the heel at the
tip of the right toes.
(v) Continue with the process to the end of the line without getting
off the line.
d) One leg squat or stand and reach
Stand on one foot, reach forward and
touch the ground or a small object
in front of you and stand up straight
again. Repeat with the other side.
e) Rabbit hops
Begin from a squat position. Hop in different directions – forward,
backwards and sideways. Land on both feet without moving from the
landing position. Increase the distance of the jumps. Once you have
stabilised your jumps, hop over low objects that are safe.
4. Get feedback from your partner and the teacher.
Tick the statements that describe what your partner can do.
My partner
can
My partner needs
to improve in
a) identify exercises that help to
develop balance for healthy living.
b) perform balance exercises.
c) play games that enhance the
development of balance while
observing safety.
d) perform balance exercises with
other children in the community.
Peer assessment
Stand and reach
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Agility
Digital moment
Activity 1
1. Find out the meaning of the word agility from the following link.
https://www.sportsmomsurvivalguide.com/5-simple-strength-agility-
exercises/
2. Write down the meaning in your exercise books.
3. Present your ﬁndings to the class.
4. Get feedback from the class and the teacher.
Agility – This is the ability to move quickly and change direction easily.
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Agility is important for athletes since most games require players to
move forward,sideways, upwards and backwards.One must be agile to
keep changing the body position and direction while moving.
Let us learn
Beneﬁts of agility
Discussion time
Activity 2
1. In groups, discuss the following questions.
a) Which activities can you perform to develop agility?
b) What safety measures should you observe when performing these
activities?
c) What are the beneﬁts of performing exercises that enhance agility?
2. Write down the answers in your exercise book. Present your responses
to the class.
3. Get feedback from the class and the teacher.
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There are various exercises that enable us to develop our agility.They
include running, high knee drills and side-to-side drills.
Some of the beneﬁts of agility include the following.
1. Stabilises the body and improves balance.
2. Trains the body to move efﬁciently.
3. Improves the general ﬂexibility of the body.
Let us learn
Practice time
Activity 3
What you need
Playing area, sports clothes and shoes, ladder, cones and boxes
What to do
1. Discuss the safety measures you will observe as you practise.
2. Perform the following warm up and stretching activities.
a) Jogging on the spot.
b) Sumo squats.
c) Trunk rotation.
3. Use the following drills to practise agility. Your teacher will guide you.
a) Ladder drills
Place or draw a ladder on the ground. Run
forward, with knees raised high. Step on
every space between the horizontal bars of
the ladder with your feet. Repeat the action
while facing sideways.This is the side-to-side
drill. Repeat the activity ﬁve times.
b) Step-ups
(i) Stand in front of a box. Step up on the
box with one leg and then bring the other
one up. Step back down.
Ladder drill
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(ii) Repeat with side step overs from both sides of the box.
Perfoming the step-up drill
c) Box jumps
Places boxes of different heights in a line with enough space between
them. Jump with both feet on to one box. Jump back down. Go to the
next box and do the same.
Perfoming box jumps
d) Tuck jumps
Stand with feet shoulder-width apart. Jump straight up. Bring the
knees almost to the chest level. Touch the knees with your elbows
as they come up to the chest. Immediately after landing, repeat the
jump.
Tuck jump
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e) Dot drills
(i) Draw ﬁve dots on the ground – two at the top, one in the middle
and two at the bottom.
(ii) Place both feet on the dot at the
bottom left.
(iii) Jump with both feet to the dot on the
bottom right then to the one in the
centre.From the centre dot, jump with
both feet to the dot on the bottom
right then to the one on the top left.
(iv) From the top right dot jump
backwards up with both feet to your
starting point.
(v) Repeat the jump but this time keep
rotating at 180 degrees every time
you jump.
f) Cone drills
Set cones in T and star shapes. Sprint to some, slide to others and
back-pedal or change direction as you approach others. Move in the
directions shown by the arrows in the diagram below.
4
1
2 3
T-drillStar drill
5
4
1
2
3
START
FINISH
Cone drills
Tuck dot drills through
180 degrees
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Play time
Activity 4
Game:Weaving and hopping
This game requires playing area, sports clothes, hoops and old tyres.
How to play the game
1. Perform warm up and stretching exercises such as skipping,calf stretches
and tricep stretches.
2. Place tyres or hoops on the ground in two parallel lines. Have six tyres
or hoops on each line.
3. Line up behind your leader.
4. The leader runs weaving through the tyres then jumps in and out of the
hoops. On completing, he or she moves to the back of the line.The next
learner repeats the action.
5. Repeat the action until all the learners have performed the task.
6. Once the ﬁrst exercise is completed, hop in and out of the hoops on one
leg, then two legs.
7. As you are hopping into and out of the hoops, say loudly,‘hopping’.
Tick the statements that describe what you can do.
I can
I need to
improve in
a) perform exercises that help to develop agility.
b) assist other learners to perform exercises
that enhance agility.
c) perform exercises while observing safety
measures.
d) interact with digital sources to identify
exercises that help to develop agility.
Self-assessment
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Reaction time
Digital moment
Activity 1
1. In groups, ﬁnd out the meaning of reaction time and the importance of
reaction time as related to ﬁtness from the following links.
https://tinyurl.com/y2jqcvyt
https://sportsﬁtnesshut.blogspot.com/2008/01/importance-of-reaction-
time-in-sports.html#.YAmSJhZRWUk
2. Present your ﬁndings in class.
3. Get feedback from the class and the teacher.
Reaction time – This is the speed at which a player responds to what
they see, hear or feel.
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The speed at which one reacts to something is inﬂuenced by the
connection between the mind and the body.
A good reaction time in sports is important for the following reasons.
a) It inﬂuences the performance of the player. For example, a goal
keeper who does not react in good time to the attacks by the
opponent team will cause his or her team to lose many games.
b) Poor reaction time by a player can result in injuries. For example,
if a gymnast has a poor reaction time, they could fall and injure
themselves.
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Discussion time
Activity 2
1. In groups, discuss the exercises you can perform to develop a good
reaction time.
2. Write down your responses in your exercise book.Present your ﬁndings
to the class.
3. Get feedback from the class and the teacher.
Practice time
Activity 3
What you need
Small balls
What to do
1. Discuss the safety measures you will observe as you practise.
2. Perform warm up and stretching exercises such as short sprints, crab
kicks and oblique stretches.
3. Perform the following drills with the guidance of the teacher.
a) Hand slap
(i) Work in pairs.
(ii) Stand facing your partner. Your partner stretches their hands
forward with the palms facing up.
(iii) Stretch your hands too. Place them on your partner’s hands with
your palms facing down.
(iv) Your partner quickly attempts to remove his or her hands and
place them on top of your hands.
(v) Remove your hands before your partner places his or hers on
yours. Reverse roles and repeat the drill.
b) Drop and catch
(i) Hold a ball in one hand and then drop it. Attempt to catch the
ball with the same hand before it hits the ground.
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(ii) Work in pairs. Your partner holds two balls, one in each hand.
Stretch out your hands in front with the palms facing up and
crossed at the back. Let your partner drop one ball and then the
other.Try to catch both balls before they get to the ground.
4. Get feedback from your partner and the teacher.
To determine your reaction time, follow the steps below.
1. Hold the top of the ruler at the 1cm mark
as shown in the diagram on the right.Your
ﬁngers should be at the top of the ruler.
Note the measurement at the point your
ﬁngers are holding.
2. Let your partner put their thumb and index
ﬁnger at the bottom of the ruler. The ruler
should be between their ﬁngers but they
should not be holding it.
3. Drop the ruler.Your partner should try to catch it with the ﬁngers
to prevent it from falling to the ground. Record the measurement on
the ruler at the point your partner is holding.
4. Repeat for all participants. Let each person make three attempts.
Record all the three measurements.Work out each person’s average
measurement.
5. Work out the average scores as follows.
Name 1
st
value 2
nd
value 3
rd
value Average value
Lucy 22cm 24cm 23cm 22 + 24 + 23 = 69
69 ÷ 3 = 23
Kibet 15cm 19cm 17cm 15 + 19 + 17 = 51
51 ÷ 3 = 17
Ochola 28cm 24cm 26cm 28 + 24 + 26 = 78
78 ÷ 3 = 26
Let us learn
Your
ﬁngers
Partner’s
ﬁngers
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When arranged in descending order, the scores are as follows.
Ochola 26
Lucy 23
Kibet 17
Therefore:
a) Ochola has the fastest reaction time
b) Kibet has the slowest reaction time.
Tick the statements that describe what your partner can do.
My partner
can
My partner needs
to improve in
a) identify and perform activities that
help to develop reaction time in
daily life.
b) play games that enhance the
development of reaction time while
observing safety.
c) practise skills with others
irrespective of their background.
Peer assessment
Learning at home
Team up with other children from your school and the neighbouring
schools to form a ﬁtness club in your community.
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Sit and reach test
Digital moment
Activity 1
1. Watch video clips that show how the sit and reach ﬂexibility test is
conducted from the following links.
https://www.youtube.com/watch?v=lv-_D8NnKdw
https://www.youtube.com/watch?v=S-UWdErmXuk
2. Answer the following questions from the information in the video clips.
a) What is a sit and reach test?
b) What does the test measure?
3. Discuss your responses in pairs.
4. Share your response with the class.
5. Get feedback from the class and the teacher.
Sit and reach test – This is an exercise that measures the ﬂexibility of
the following parts of the body:
a) the lower back
b) the muscles of the upper part of the leg (hamstring).
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A strong back offers support for the spine and therefore the whole
body.The muscles in the upper part of the leg help in movement.
Having a ﬂexible lower back and ﬂexible hamstring muscles has the
following beneﬁts.
1. Good posture.
2. Ease in movement.
3. Less muscle pain when you exercise.
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4. Ability to reach overhead with ease.
5. Better blood circulation in the body.
The sit and reach ﬂexibility test can be conducted for each leg separately
or for both legs together.
Discussion time
Activity 2
1. In groups, discuss why it is important to take a sit and reach test.
2. Write down your responses in your exercise book.
3. Present your responses to the class.
4. Get feedback from your classmates and the teacher.
Practice time
Activity 3
What you need
A measuring stick or metre rule and tape
What to do
1. Perform the following warm up and stretching exercises.
a) Walking on the spot.
b) Calf stretches.
c) Kick-crunch.
2. Place a metre rule on the ﬂoor and secure it with tape.
3. Stick a strip of tape at the 23-cm mark on the metre rule.
4. Perform the following actions to measure your trunk ﬂexibility using
the sit and reach test.
a) Sit on the ﬂoor with the measuring metre rule between your legs
as shown in the picture that follows. Place the bottom of your heels
along the tape at the 23-centimetre mark.
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Performing a sit and reach test
b) Keep your knees straight and your feet 30 centimetres apart.
c) With the palms facing down and ﬁngers together, place one hand on
top of the other. Slowly reach forward as far as possible along the
measuring stick ruler. Once you have reached as far as you can, hold
that position for two seconds.
d) Record the value you have reached on the metre rule with your
hands.To get the ﬂexibility value, subtract 23cm from the value you
have reached the 36-cm mark on the metre rule, your ﬂexibility
value is:
36cm – 23cm = 13cm
e) Repeat the action three times and record your ﬂexibilty value each
time.
f) The highest value you will get is your ﬂexibility measure.
g) Use the table below to determine whether your ﬂexibility is good
or not.
Men (cm) Women (cm)
Super Greater than 27 Greater than 30
Excellent 17 to 27 21 to 30
Good 6 to 16 11 to 20
Average 0 to 5 1 to 10
Fair -8 to -1 -7 to 0
Poor -20 to -9 -15 to -8
Very poor Less than -20 Less than -15
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Tick the statements that describe what you can do.
I can
I need to
improve in
a) explain the importance of the sit and reach
test in sports.
b) use the sit and reach test to measure my
ﬂexibility.
c) assist other learners to test their ﬂexibility
using the sit and reach test.
d) collaborate with other children in the
community to improve our ﬁtness skills.
Self-assessment
Remind yourself
1. Name four exercises you can perform to improve body balance.
2. Why is balance important in life?
3. What is reaction time?
4. Two exercises that can help to develop reaction time are
_________________ and _________________ .
5. Why is agility important in everyday life?
6. Give two situations where lack of agility can cause problems.
7. What is a sit and reach test used to check?
8. Why is it important to take the sit and reach test?
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Closed wound
Digital moment
Activity 1
1. Look at the picture below. It shows a closed wound. Discuss the picture.
Closed wound
2. Watch video clips that show how to care for a closed wound. Use the
following links.
https://youtu.be/4aN98Jfj160
https://youtu.be/3jEWbn7jmic
3. Discuss the following.
a) Meaning of the term closed wound.
b) How to care for closed wounds.
4. Write down your responses and share with the class.
5. Get feedback from the teacher and the class.
Closed wound – This is where the skin surface is not broken. Damage
to the tissue and bleeding occur under the surface of the skin. The
injured area changes colour and may swell.
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Discussion time
Activity 2
1. Get into groups.
2. Discuss the following questions.
a) Why is it important to care for a closed wound?
b) What safety precautions should be taken when managing a closed
wound?
3. List the points in your exercise book.
4. Share your responses with the class.
5. Get feedback from the class and the teacher.
Practice time
Activity 3
What you need
Bandage and ice pack (where there is no ice pack you can use anything
else to symbolise an ice pack, for example, a small block of wood or a small
ball of cloth)
What to do
1. Work in pairs.
2. Assume your friend has a closed wound. Demonstrate how you would
manage the wound.
3. Get feedback from your partner and the class
4. The teacher will assess and give feedback.
To manage a closed wound, do the following.
a) Apply an ice pack to the area for about 10 to 20 minutes. This
reduces the pain, swelling and bleeding.
b) Use a sterile bandage to compress the affected area in order to
reduce swelling.
c) Reduce movement of the affected area by having the injured person
rest.
d) In serious cases, take the injured person to the hospital.
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Tick the statements that describe what your partner can do.
My partner
can
My partner needs
to improve in
a) access digital sources to learn
how a closed wound should be
managed.
b) take care of a closed wound.
c) explain how to ensure the safety
of the injured person.
d) show the other learners how to
manage a closed wound.
Peer assessment
Sprain
Digital moment
Activity 1
1. Discuss the picture below. What type of wound is shown in the picture?
2. Find out the answers to the questions below from the following link.
https://kidshealth.org/en/parents/strains-sprains-sheet.html
a) What type of wound is a sprain?
b) In which parts of the body do sprains occur?
3. Discuss your ﬁndings in pairs.
4. Share your ﬁndings with the class.
5. Get feedback from your classmates and the teacher.
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Sprain –This is a twist of tissues around a joint which involves stretching
or tearing.The twist does not cause dislocation of the joint.
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Discussion
Activity 2
1. In groups, ﬁnd out the answers to the questions below from the following
link. https://kidshealth.org/en/parents/strains-sprains-sheet.html
a) What are the signs and symptoms of a sprain?
b) How do you manage a sprain?
2. Write down your ﬁndings in your exercise book.
3. Share your ﬁndings with the class.
4. Get feedback from the class and the teacher.
Sprains occur around joints such as the wrist and the ankle.
The signs and symptoms of a sprain include swelling, pain, bruises and
reduced motion of the affected joint.
Ways of managing a sprain include the following.
a) Applying ice to reduce swelling.
b) Applying a compressing bandage to the area to reduce swelling
and to limit motion in the joint.
c) Elevation of the affected area to reduce swelling.
d) Resting the affected joint.
e) Seeking medical treatment if the injury is serious.
Applying a pack of
ice
Applying a
compression bandage
Resting the joint and
elevating it
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Practice time
Activity 3
1. In pairs, talk about how sprains can be managed.
2. Imagine your friend has a sprain on the knee. Demonstrate how you
would manage it.
3. Get feedback from your partner and the teacher.
Tick the statements that describe what you can do.
I can
I need to
improve in
a) identify the parts of the body where sprains occur.
b) identify the signs and symptoms of a sprain.
c) demonstrate how to manage a sprain.
d) cooperate with other group members during
discussions.
Self-assessment
Strain
Digital moment
Activity 1
1. In pairs, look at the pictures below.Talk about the type of wound shown
in the pictures.
affected
area
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2. Find out the answers to the questions below from the following link.
https://kidshealth.org/en/parents/strains-sprains-sheet.html
a) What is a strain?
b) On which parts of the body do strains occur?
3. Write down the ﬁndings in your exercise book and share as a class.
4. Get feedback from the class and the teacher.
Strain – The stretching or tearing of a muscle or tissue that connects
muscle to the bone.
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Discussion
Activity 2
1. Use the following link to ﬁnd out the answers to the questions below:
https://kidshealth.org/en/parents/strains-sprains-sheet.html
a) What are the signs and symptoms of a strain?
b) How can you manage a strain?
2. Write down the ﬁndings in your exercise book.
3. Share your ﬁndings with the class.
4. Get feedback from the class and the teacher.
The signs and symptoms of a strain include the following.
a) Pain in the affected area.
b) Swelling.
c) Muscle cramping (spasms).
d) Limited ability to move the muscle.
Ways of managing a strain include the following.
a) Rest the affected area.
b) Apply ice on the affected area to reduce pain and swelling.
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c) Apply a compressing bandage to the area to reduce swelling.
d) If it is a ﬁnger or a toe that has been strained, tape it to the
adjacent toe or ﬁnger.
e) Take the affected person to hospital if the strain is serious.
Taping an injured ﬁnger to an adjacent ﬁnger
Practice time
Activity 3
1. In pairs, discuss how strains can be managed.
2. Imagine your friend has a strain on the muscle at the back of the thigh.
Demonstrate how you would manage the injury.
3. Get feedback from your partner and the teacher.
Tick the statements that describe what your partner can do.
My partner
can
My partner needs
to improve in
a) identify the parts of the body
where strains occur.
b) identify the signs and symptoms of
a strain.
c) demonstrate how to manage a
strain.
d) assist other learners when they
get hurt during sports.
Peer assessment
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Two-person support method
Digital moment
Activity 1
1. Watch a video clip that shows how to safely carry an injured person
using the two-person method. Use the following link.
https://www.youtube.com/watch?v=Qhs56mgWjeo
2. Observe the following from the video clip.
a) The safety measures taken before lifting the injured person.
b) The placement of the injured person’s hands.
c) How the helpers lift the injured person.
d) The body positions of the helpers.
3. Discuss your observations in pairs.
a) The injured person must be conscious before being moved.
b) Find out from the injured person where he or she has been hurt.
Listen carefully to them.
c) Do not move anyone who has neck or back injuries.
d) Leave the injured person on the ground as you prepare to lift him
or her.
e) Do not rush the injured person. Give them as much time as they
need to sit up, stand up or move.
f) If the injured person cannot stand on their feet, offer more support.
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Practice time
Activity 2
What you need
First aid box
What to do
1. Get into groups of three. One of you will act as the injured person and
the other two will be the ﬁrst aiders.
2. Follow the steps below to demonstrate how to move an injured person.
a) Start with the injured person on the ground.
b) Both ﬁrst aiders should kneel on either side of the injured person
while facing each other.
c) Each ﬁrst aider should grab the wrist of
the injured person with the hand closest
to the feet of the injured person.
d) The ﬁrst aider’s other hand should grasp
the clothing on the shoulder nearest to
them.
e) Gently pull and lift the injured person into
a sitting position. Allow them to sit for a
few minutes.
f) The injured person will then stand with
the assistance of the ﬁrst aiders.
g) The ﬁrst aiders place their hands around
the injured person’s waist.
h) The ﬁrst aiders place the injured person’s arms over their shoulders
so that they end up facing the same direction and then move forward
slowly.
3. Get feedback from the class and the teacher.
Two-person support
method
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Tick the statements that describe what you can do.
I can
I need to
improve in
a) demonstrate how to carry an injured person
using the two-person method.
b) listen keenly to what the injured person is
saying before taking action.
c) assist to carry an injured person to safety.
d) collaborate with the other learners when
assisting an injured team member.
Self-assessment
Learning at home
Join a ﬁrst aid club in the school. During your free time,teach the children
in your community the ﬁrst aid measures you have learnt at school.
Remind yourself
1. Give the meaning of a closed wound.
2. Write down three ways in which you can manage a closed wound.
3. Why is it important to manage a closed wound?
4. Name three areas where strains can occur in the body.
5. Where can a sprain occur in the body?
6. What measures can you take to care for a sprain?
7. Why is it important to listen to an injured person before performing
ﬁrst aid?
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Outdoor activities
Planning an outdoor activity
Outdoor activity schedule
Digital moment
Activity 1
1. In groups, search the Internet for an example of an outdoor activity
schedule.
2. Discuss the following questions about the schedule you have identiﬁed.
a) What are the components of an outdoor activity schedule?
b) What factors should you consider when planning an outdoor activity
schedule?
3. Plan for a two-day outdoor activity.
4. Write down your schedule on a manila paper.
5. Share your schedule with the class.
6. Get feedback from the class and the teacher.
Outdoor activity –This is an activity away from school for a given period
of time such as a day or more.The activity could be for enjoyment and
learning.
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The following is an example of a schedule for a two day outdoor activity
during a school holiday.
Time Day 1 activities
7.00 am – 8.00 am
Waking up, brushing the teeth and taking
breakfast.
8.00 am – 11.00 am Travelling to the venue.
11.00 am – 1.00 pm Arriving at the campsite and setting up tents.
1.00 pm – 2.00 pm Taking lunch at the campsite.
2.00 pm – 4.00 pm Learning about the local environment.
4.00 pm – 6.00 pm Jogging and playing campsite games.
6.00 pm – 7.00 pm Taking a bath.
7.00 pm – 8.00 pm Taking supper at the campsite.
8.00 pm – 8.30 pm Telling stories around a campﬁre.
8.30 p.m. Bed time.
Time Day 2 activities
6.00 am – 7.00 am Waking up, bathing and brushing the teeth.
7.00 am – 8.30 am Taking breakfast
8.30 am – 10.00 am A talk from a resource person.
10.00 am – 12.00 noon
Playing games such as football.
12.00 noon – 2.00 pm Taking lunch at the campsite.
2.00 pm – 4.00 pm Travelling back home.
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Most suitable places for outdoor activities in the county
Discussion time
Activity 2
1. In groups, come up with a list of outdoor activities you can undertake
during the school holidays.
2. Write down the places where the activities suggested in number 1 can
be carried out in the county.
3. In groups, discuss the most suitable places in your county where you
can go for the outdoor activities.
4. List some outdoor activities that you can perform in the places discussed
in number 3.
5. Get feedback from the teacher.
Health and safety measures before and during an outdoor
activity
Discussion time
Activity 3
In groups, read and discuss the following health and safety measures.
Health measures before an
outdoor activity
Safety measures before an
outdoor activity
a) Pack enough food. Ensure the
food is a balanced diet.
b) Pack and wear appropriate
clothes and shoes.
c) Pack enough clean drinking
water.
a) Pack a ﬁrst aid kit with all the
items needed.
b) Learn basic ﬁrst aid skills.
c) Find out about the weather in
the place you will be visiting.
This will help you pack the right
clothes.
d) Check if the equipment you will
be using is working well.
e) The team leader should be able
to conduct ﬁrst aid.
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Health measures during the
outdoor activity
Safety measures during the
outdoor activity
a) Drink enough water
b) Avoid eating the things you ﬁnd
in the ﬁeld.
c) Dispose off waste properly.
d) Avoid contact with wild animals
and insects.
e) Do not eat wild berries or
touch plants you do not know.
e) Preserve food in a hygienic way.
f) Ensure the drinking water is
safe.
a) Check the site well to ensure
that there are no dangerous
objects, holes or animals.
b) Avoid slippery and risky areas.
c) Always walk in groups.
d) Always follow the instructions
from the teacher, instructors or
parents.
Authorities to be informed before the outdoor activity
visit
Discussion time
Activity 4
1. In groups, list the authorities who should be notiﬁed before going for an
outdoor activity.
2. Discuss the following questions.
a) Why should you notify the authorities you have listed in 1?
b) Why is it important to get permission for the outdoor activity from
parents or guardians?
Some of the authorities to be informed include:
a) area chief
b) area assistant chief
c) school headteacher
d) site and park managers
e) area police ofﬁcers.
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Parents or guardians must give permission for their children to
participate in the outdoor activity.In some cases,they are also expected
to pay some money for the visit. It is therefore important to seek their
permission.
Tick the statements that describe what your partner can do.
My partner
can
My partner needs
to improve in
a) design the schedule for a two-day
outdoor activity.
b) explain at least ﬁve health and
safety measures to be observed
before the outdoor activity.
c) explain at least ﬁve health and
safety measures to be observed
during the outdoor activity.
d) name the authorities to be
informed before an outdoor
activity.
Peer assessment
Tracking signs for an outdoor activity
Importance of tracking signs
Digital moment
Activity 1
1. Use this link to ﬁnd out the meaning of tracking signs for outdoor
activities and their examples. https://tinyurl.com/jwapmrck
2. Observe tracking signs on the link provided in above and answer the
following questions.
a) What is the importance of tracking signs?
b) What materials from the local environment can be use to make
tracking signs?
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Discussion time
Activity 2
Look at the pictures below. In pairs, discuss the materials that have been
used to make the signs.Are the materials available in your school?
Tracking signs and their meanings
Tracking signs – These are markings that are used to do the following.
a) Guide a person or a group of people on the route to follow to ﬁnd
others.
b) Guide a lost person to ﬁnd their way home.
c) Trail the route a person has followed.
d) Trail or ﬁnd a treasure.
Materials such as twigs, sticks, stones and grass can be used to make
tracking signs. Avoid picking or removing the markings when following
them.
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Making tracking signs for an outdoor activity
Creating tracking signs
Activity 3
What you need
Materials such as stones, grass and sticks
What to do
1. In groups, identify locally available materials for making the tracking
signs.
2. Make the various signs using the identiﬁed materials. Use the examples
given in Activity 2.
3. Look at the tracking signs below.
a) In pairs, discuss the materials that have been used to come up with
each tracking sign.
b) Share your responses with the class.
c) Get feedback from the class and the teacher.
d) Match the tracking signs in the table below to their meanings.
Tracking sign Meaning of the sign
(i)
There is water in this direction.
(ii)
Keep moving this way, you are on track.
(iii)
Move this way over two obstacles.
(iv)
We have gone home.
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Do not destroy trees. Use the branches that have broken off or fallen
on the ground.
Remember
Laying tracking signs for an outdoor activity
Practice time
Activity 4
What you need
A ﬁeld for the outdoor activity and tracking signs
What to do
1. In groups, identify an area for the outdoor activity within the school
compound.
2. Practise laying tracking signs for use during an outdoor activity.
3. Follow the already laid down signs to track a route in the school
compound.
4. Discuss the following.
a) The challenges you have experienced when marking a track.
b) The physical features you should look for when mapping a route to
where an outdoor activity is taking place.
Tick the statements that describe what you can do.
I can
I need to
improve in
a) explain the meanings of various tracking
signs.
b) identify locally available materials that can be
used to make tracking signs.
c) design tracking signs for an outdoor activity.
d) lay tracking signs for use during an outdoor
activity.
Self-assessment
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Roles and responsibilities
Dierent roles of members in a group
Digital moment
Activity 1
1. In groups, discuss the different roles given to group members during an
outdoor activity.
2. Use a digital device to type your responses.
3. Share them with members of other groups.
4. Get feedback from the class and the teacher.
Group members have different roles and responsibilities during an
outdoor activity.
Some of the group members are given leadership roles. These roles
include the following.
a) Motivating others when carrying out various tasks.
b) Guiding the others on what to do.
c) Organising the different activities.
d) Helping to create cohesion in the group so that everyone feels
appreciated.
Other members of the group carry out different tasks such the following.
a) Cleaning up.
b) Getting the equipment or tools needed.
c) Participating in the activities.
Let us learn
Discussion time
Activity 2
1. In groups, discuss the qualities of a good group member.
2. Discuss what the following terms mean:
a) honest b) respectful
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c) reliable d) focused and devoted
e) open-minded f) concerned about others
3. Write down your responses in the exercise books.
4. Share your responses with the class.
5. Get feedback from the class and the teacher.
Below are qualities of a good group leader:
1. Honest – A good leader should tell the truth.
2. Focused and devoted – A good leader stays on the task and with the
group until the activity is ﬁnished.
3. Respectful – A good leader treats other people in a way that makes
them feel important and cared for.
4. Reliable – A good leader is consistent and trustworthy.
5. Concerned about others – A good leader considers the needs of the
other group members.
6. Open-minded – A good leader listens to the group members and
accepts their good ideas.
Let us learn
Tick the statements that describe what your partner can do.
My partner
can
My partner needs
to improve in
a) identify the different roles of
members during an outdoor
activity.
b) explain the qualities of a good
group leader.
c) appreciate the roles undertaken
by different members of the group.
d) undertake outdoor activities in a
responsible manner.
Peer assessment
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Conﬂict resolution during an
outdoor activity
Causes of conflicts
Digital moment
Activity 1
1. In groups, read the following cases and discuss what you would do in
each situation.
a) A group member steps on you during an outdoor activity.
b) A friend accidentally hits you during an outdoor activity.
c) Your group members do not want you to play with them during an
outdoor activity.
2. Find out the causes of conﬂicts among children from the following link.
https://www.youtube.com/watch?v=7p2UbPsR9CU
3. In pairs,discuss some of the conﬂicts that would occur during an outdoor
activity.
Conﬂict is a disagreement between two or more people with opposing
views on a particular issue. Some causes of conﬂicts during an outdoor
activity include the following.
1. Disagreements over play items.
2. Some group members failing to do their duties.
3. Fighting over things such as food, time to rest and so on.
4. Failing to respect each other’s views, spaces or items.
Let us learn
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Consequences of conﬂicts
Discussion time
Activity 2
Read the story below and then answer the questions that follow.
When the children were taken outside the school compound, they ran
to the community park. Every child was excited and wanted to play.
Furaha and Moraa started pushing each other off the swing.Furaha fell
down and slightly hurt her hand. She started crying.
When Koinet saw the two ﬁghting for the swing, he came over. He told
them it was not good to ﬁght. Moraa said sorry to Furaha and they
agreed to take turns at the swing.
Questions
1. Identify what caused the conﬂict between Furaha and Moraa.
2. What was the consequence of the conﬂict?
3. How did they resolve the conﬂict?
Ways of resolving conﬂicts
Discussion time
Activity 3
1. Watch the video clip from the following link.
https://www.youtube.com/watch?v=oqNID0Es5qgg
2. In groups, discuss what you have observed in the video clip.The following
questions will guide you.
a) What caused the conﬂict in the video clip you have watched?
b) How did the people in the video clip resolve their conﬂict?
c) Do you think they resolved their conﬂict in the best way? Why do
you think so?
3. Discuss ways of resolving conﬂicts during outdoor activities and at
home.
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Resolving conﬂicts can help us solve problems in a peaceful way.This
helps us to live in peace and unity.
We can resolve conﬂicts peacefully by doing the following.
1. Staying calm after other people make us angry.
2. Taking time to think about the issue.
3. Saying what we feel about the problem.
4. Not shouting at each other.
5. Focusing on the problem and not the person who has made you
angry.
6. Taking turns to listen to each other.
7. Discussing ideas of resolving the conﬂict.
8. Asking for help from our parents, guardians or teachers.
Let us learn
Role-play
Activity 4
1. In groups, role-play a conﬂict and how to resolve it.
2. Get feedback from your group members, the class and the teacher.
Learning at home
Discuss the common conﬂicts that occur in your community with your
parents or guardians. Discuss how to resolve the conﬂicts and to live in
harmony with the rest of the community.
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Tick the statements that describe what you can do.
I can
I need to
improve in
a) identify causes of conﬂicts during an outdoor
activity.
b) explain the consequences of conﬂicts during
an outdoor activity.
c) identify ways to resolve conﬂicts during an
outdoor activity.
d) resolve conﬂicts in a peaceful way.
Self-assessment
Food preservation
Digital moment
Activity 1
1. In groups, watch the video clips on various food preservation methods
from the following links.
https://www.youtube.com/watch?v=KvnWAsTp98A
https://www.youtube.com/watch?v=SIz19L2YbgI
2. Write down the methods you have found in your exercise books.
3. Discuss the different methods used in your community to preserve food.
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Food preservation is a process of keeping the food safe from spoilage.
It helps in preventing food wastage. Some of the food preservation
methods in different communities include the following.
1. Sun-drying – A traditional method of
preserving food by exposing it to the direct
heat from the sun. It is suitable for preserving
grains such as millet, green grams, sorghum
and maize. It is also used to preserve tubers
such as sweet potato and cassava when
sliced into small pieces.
2. Smoking – A traditional method of preserving
food by exposing it to smoke from burning
wood. It is mostly used to preserve foods
such as meat and ﬁsh.
3. Salting – A traditional food preservation
method mostly used alongside sun-drying
and smoking. It is suitable for preserving
foods such as ﬁsh and meat.
4. Refrigeration – a modern method of
preserving food under low temperature. A
refrigerator is used. It is used for preserving
many types of food including pre-cooked
ones.
Let us learn
Practice time
Activity 2
What you need
Manila paper, marker pens and the food to be preserved such as meat or
ﬁsh
What to do
1. In groups, choose one food preservation method that is used in your
community.
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2. Discuss how it can be used to preserve food during a two-day outdoor
activity.
3. Write down your points on a manila paper. Display the points in class.
Get feedback from the class.
Tick the statements that describe what your partner can do.
My partner
can
My partner needs
to improve in
a) identify the food preservation
methods in the community.
b) demonstrate one method that can
be used to preserve food during a
two-day outdoor activity.
c) appreciate the traditional methods
of food preservation.
d) handle food while observing
hygiene.
Peer assessment
Learning at home
Discuss the food preservation methods in your community with your
parents or guardians.Write down what you have discussed and share
with the class when you go to school.
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Remind yourself
1. Give examples of foods that can be preserved using the following
methods.
a) Salting b) Sun-drying c) Smoking
2. Write down one method that can be used to preserve food during
an outdoor activity lasting two days.
3. State ﬁve safety measures that should be observed during an
outdoor activity.
4. What health measures should you observe before going on an
outdoor activity?
5. Why are tracking signs important in an outdoor activity?
6. What are the physical features you need to look out for when
mapping a route to an outdoor activity?
7. Write down any three causes of conﬂict among children when on
an outdoor activity.
8. The following are statements related to conﬂict resolution. Pick the
ones stating the right way to resolve conﬂicts.
a) Stay calm when someone makes you angry.
b) Talk without listening to your partner because he or she must be
wrong.
c) Think of ways to solve the problem together.
d) Avoid ﬁghting, threatening, pushing and yelling at each other.
e) Never apologise even if you are wrong.
f) Treat each other with respect.
9. Give four qualities of a good group leader.
10.What responsibilities do group leaders have during an outdoor
activity?
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11.Using a pencil, lay tracking signs to help children reach the beach.
Use the following tracking signs to mark your route: