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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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

Approved by KICD 2021

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.

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

Approved by KICD 2021

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

Sprint

Finish line

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

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

TROT

JOG

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

Approved by KICD 2021

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

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

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

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

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.

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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.

base

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

, 2

and 3

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

and 2

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

base, picks up the ball and throws it to ‘M’.The player

continues running towards 2

base, picks up the ball and throws it to

‘M’ and then continues to 1

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

base

Player from Team A Player from Team BBall thrown by

Team A player

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.

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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.

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.

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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

player stand on line 1, the 2

player on

line 2 and the 3

player on line 3.

3. The 1

player throws a ground ball to the player on line 2.

4. The 2

player picks the ball and throws an aerial ball to the player on

line 3.

5. When the 3

player catches the ball, he or she runs to the 4

line and

places the ball on the line. He or she then picks the ball and runs to line

6. The 3

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.

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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

(iv) Sprint from marker D to E then back-pedal to marker A.

back-pedal

sprint

side shufﬂe

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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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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

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.

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

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

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.

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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

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

THE COURT

END LINE

LOBBY

END LINE

BONUS LINE

BAULK LINE

MIDLINE

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.

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.

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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.

Safety measures

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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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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.

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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.

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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.

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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

Goal line

10-metre line

5-metre line

10-metre line

5-metre line

Interchange box

Half way line

5–10m

70 metres

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.

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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.

New word basket

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

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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

New word basket

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

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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.

New word basket

word

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.

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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.

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.

2 3

T-drillStar drill

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.

Let us learn

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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

value 2

value 3

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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word

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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word

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

Let us learn

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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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word

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.

Let us learn

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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.

Let us learn

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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.

Let us learn

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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.

Let us learn

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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.

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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: