Lower Secondary Physical Education Stage 9 Scheme of Work - tcm143-553830

Scheme of Work
Cambridge Lower Secondary

Physical Education 0081
Stage 9
For use with the curriculum framework published in 2019
Version 1
Copyright © UCLES September 2019
Cambridge Assessment International Education is part of the Cambridge Assessment Group. Cambridge Assessment is the brand name of the University of
Cambridge Local Examinations Syndicate (UCLES), which itself is a department of the University of Cambridge.
UCLES retains the copyright on all its publications. Registered Centres are permitted to copy material from this booklet for their own internal use. However, we
cannot give permission to Centres to photocopy any material that is acknowledged to a third party, even for internal use within a Centre.
Contents
Contents.................................................................................................................................................................................................................................................. 3
Introduction............................................................................................................................................................................................................................................. 4
Unit 9.1 Creating, performing and appreciating movement................................................................................................................................................................ 7
Unit 9.1 Topic 1 Exploring stimuli in dance or gymnastics.................................................................................................................................................................... 9
Unit 9.1 Topic 2 Small-group composition in dance and gymnastics.................................................................................................................................................. 13
Unit 9.1 Topic 3 Performing and appreciating compositions............................................................................................................................................................... 18
Unit 9.2 Health and fitness: circuit training and field-tests............................................................................................................................................................... 21
Unit 9.2 Topic 1 Revision of health, nutrition and fitness concepts..................................................................................................................................................... 23
Unit 9.2 Topic 2 Stamina, strength and suppleness circuits............................................................................................................................................................... 29
Unit 9.2 Topic 3 Designing group circuits and related warm ups / cool downs................................................................................................................................... 32
Unit 9.2 Topic 4 Review of fitness field-tests...................................................................................................................................................................................... 36
Unit 9.3 Games for understanding...................................................................................................................................................................................................... 40
Unit 9.3 Topic 1 Maintaining possession of the ball and decision-making.......................................................................................................................................... 42
Unit 9.3 Topic 2 Developing teamwork skills and tactics.................................................................................................................................................................... 47
Unit 9.3 Topic 3 Roles and responsibilities in the game..................................................................................................................................................................... 52
Unit 9.3 Topic 4 Planning and participating in a games tournament................................................................................................................................................... 57
Unit 9.4 Applying movement skills in a range of physical activities................................................................................................................................................ 60
Unit 9.4 Topic 1 Reviewing and analysing selected movement skills................................................................................................................................................. 62
Unit 9.4 Topic 2 Using and refining movement skills in a range of physical activities......................................................................................................................... 67
Unit 9.4 Topic 3 Designing and evaluating unconventional group physical activities with a movement skills focus...........................................................................72
Unit 9.5 Developing skills and fitness in athletics............................................................................................................................................................................. 76
Unit 9.5 Topic 1 Training for speed, strength and stamina................................................................................................................................................................. 78
Unit 9.5 Topic 2 Jumps and throws: reviewing and planning for future training.................................................................................................................................. 83
Unit 9.5 Topic 3 Mini-Olympics: designing, participating and evaluating............................................................................................................................................ 88
Sample lesson 1 Unit 9.1 Topic 2 Small-group composition in dance/gymnastics........................................................................................................................ 91
Sample lesson 2 Unit 9.2 Topic 2 Stamina, strength and suppleness circuits............................................................................................................................... 94
Cambridge Lower Secondary Physical Education (0081) Stage 9 Scheme of Work
Introduction
This document is a scheme of work created by Cambridge Assessment International Education for Cambridge Lower Secondary Physical Education Stage 9.
It contains:
 suggested units showing how the learning objectives in the curriculum framework can be grouped and ordered
 at least one suggested teaching activity for each learning objective
 a list of subject-specific vocabulary and language that will be useful for your learners
 sample lesson plans.
You do not need to use the ideas in this scheme of work to teach Cambridge Lower Secondary Physical Education Stage 9. It is designed to indicate the types of
activities you might use, and the intended depth and breadth of each learning objective. You may choose to use other activities with a similar level of difficulty.
The accompanying teacher guide for Cambridge Lower Secondary Physical Education will support you to plan and deliver lessons using effective teaching and
learning approaches. You can use this scheme of work as a starting point for your planning, adapting it to suit the requirements of your school and needs of your
learners.
Long-term plan
This long-term plan shows the units in this scheme of work and a suggestion of how long to spend teaching each one. The suggested teaching time is based on 90
hours of teaching for Physical Education Stage 9. You can adapt the time, units and order of the units based on the requirements of your school and the needs of
your learners.
Unit Suggested teaching time
Unit 9.1 Creating, performing and appreciating movement 18 hours
Unit 9.2 Health and fitness: circuit training and field-tests 18 hours
Unit 9.3 Games for understanding 18 hours
Unit 9.4 Applying movement skills in a range of physical

18 hours
activities
Unit 9.5 Developing skills and fitness in athletics 18 hours
Total 90 hours
Sample lesson plans

You will find two sample lesson plans at the end of this scheme of work. They are designed to illustrate how the suggested activities in this document can be turned
into lessons. They are written in more detail than you would use for your own lesson plans. The Cambridge Lower Secondary Physical Education Teacher Guide has
information on creating lesson plans.
Other support for teaching Cambridge Lower Secondary Physical Education Stage 9
Cambridge Lower Secondary centres receive access to a range of resources when they register. The Cambridge Lower Secondary support site at
https://lowersecondary.cambridgeinternational.org is a password-protected website that is the source of the majority of Cambridge-produced resources for the
programme. Ask the Cambridge Coordinator or Exams Officer in your school if you do not already have a log-in for this support site.
Included on this support site are:

 the Cambridge Lower Secondary Physical Education Curriculum Framework, which contains the learning objectives that provide a structure for your teaching
and learning
 grids showing the progression of learning objectives across stages
 the Cambridge Lower Secondary Physical Education Teacher Guide, which will help you to implement Cambridge Lower Secondary Physical Education in your
school
 templates for planning
 worksheets for short teacher training activities that link to the teacher guide
 assessment guidance (to support classroom assessment)
 links to online communities of Cambridge Lower Secondary teachers.
Resources for the activities in this scheme of work

We have assumed that you will have access to these resources:
 paper, pens and pencils for learners to use
 large movement space (indoor and outdoor)
 team colours, sashes or bibs
 stopwatches, chalk
 computer, projector and screen
 music and playing device, recording device (e.g. mobile device, video recording equipment)
 first aid kit.
Other suggested resources for individual units and/or activities are described in the rest of this document. You can swap these for other resources that are available
in your school.
Websites
There are many excellent online resources suitable for teaching Cambridge Lower Secondary Physical Education. Since these are updated frequently, and many are
only available in some countries, we recommend that you and your colleagues identify and share resources that you have found to be effective for your learners.
Approaches to teaching Cambridge Lower Secondary Physical Education Stage 9

The learning objectives are organised into six strands which aim to integrate embodied learning in a holistic way.
 Moving Well
 Understanding Movement
 Moving Creatively
 Taking Part
 Healthy Bodies
 Taking Responsibility
Cambridge Lower Secondary Physical Education is taught through a broad range of movement tasks, challenges and physical activities. It includes cooperative,
competitive, athletic, adventurous, expressive/artistic and health-based contexts that are appropriate for each learning stage.
Physical education activities should enable learners to move for as much of each lesson as possible while being enjoyable. Activities that are learner-centred and
inclusive will promote learners’ confidence, self-esteem, cognitive abilities and social skills.

You can find more information and ideas for teaching and learning activities in the Cambridge Lower Secondary Physical Education Teacher Guide and schemes of
work available on the Cambridge Lower Secondary support site (https://lowersecondary.cambridgeinternational.org).
Unit 9.1 Creating, performing and appreciating movement
Unit 9.1 Creating, performing and appreciating movement

Outline of unit:
This unit is designed to guide learners in developing their movement ideas and their imaginative responses to various dance and gymnastics stimuli. It supports
learners to improve their knowledge, skills and understanding of composition processes. They simultaneously work to improve their performance skills by
becoming more aware of space and dynamic variation in their own and others’ creative tasks. The unit develops learners’ appreciation skills as they regularly
evaluate and refine their own and other learners’ dance and gymnastics sequences, improving their ability to analyse and evaluate movement.
Knowledge, understanding and skills progression:

This unit is designed to reinforce and build upon the learning across Stages 1 to 8, providing robust links to dance and gymnastics. It helps learners to enhance
their compositional, performance and appreciation skills. It also encourages learners to evaluate the composition processes and become familiar with how they
can apply the core compositional elements of action, space, dynamics and relationships to their own creative practice.
9.1 Topic 1 9.1 Topic 2 9.1 Topic 3

Exploring Small-group Performing
Learning objectives covered in Unit 9.1 and topic summary: stimuli in composition in and
dance and dance and appreciating
gymnastics gymnastics compositions
789MW.0
Select and apply a range of increasingly complex movement skills and techniques. 
1
789MW.0
Perform, combine and apply a variety of movement skills in complex sequences. 
2
789MW.0 Develop and exhibit movement skills, demonstrating precision, control, fluency and variety in a range of familiar and

3 unfamiliar physical activities.
Move confidently and competently in known and less predictable contexts, showing the ability to navigate the
789MW.0
demands of different contexts and roles, and select appropriate skills, knowledge and risk assessment strategies to 
4
meet them.
Demonstrate knowledge and understanding of a range of activity-specific vocabulary through movement and
789UM.01 
evaluation processes.
Demonstrate an understanding of actions, dynamics, space and relationships, through movement and evaluation
789UM.02 
processes.
Create and apply success criteria to own and others’ movement performances, and discuss and explain choices of
789UM.03 ideas, tactics and strategies, understanding how these processes can maximise success across a range of physical 
activities.
Demonstrate and explain reasons for choices of rules, tactics, strategies and compositional ideas, applying these
789UM.04 
concepts within a range of physical activities.
Apply existing skills in creative and innovative ways, showing an understanding of what is viable, as well as the
789MC.01 
ability to cope with unpredictable challenges. Add new and advanced skills as a result of this process.
Develop and use imaginative ideas and a range of responses when completing tasks and responding to challenge
789MC.02 
in familiar and unfamiliar contexts.
Persevere and share ideas with others, when responding to given and self-created tasks and challenges, working
789MC.03 
towards creating own solutions and contributing to group solutions.
Experiment with and combine compositional ideas to express themes, moods and emotions, and evaluate their
789MC.04 
application to different contexts.
Unit 9.1 Suggested activities
Unit 9.1 Topic 1 Exploring stimuli in dance or gymnastics

Outline of topic:
This topic focuses on the activities of dance and gymnastics. Learners experience different stimuli, which include extreme landscapes in dance and inversion in
gymnastics. They use a range of visual stimuli in dance and develop sequences in pairs, with an emphasis on dynamic variation. In gymnastics, they work in larger
groups and on apparatus to extend their inverted actions and compositional skills. In particular, they explore space and relationship changes as ways to create
interest in sequences. Compositions are peer reviewed, with learners giving specific feedback.
Language:
 Nouns (theme, stimulus, movements and sequence).
 Verbs (inversion, locomotion, travel and balance).
 Vocabulary related to relationships (side by side, back to back, front to back, one in front, one behind, meeting and parting, advancing and retreating, mirroring,
matching, opposite, facing, leading, following, canon and unison).
 Vocabulary related to space (direction: backwards, forwards, side to side, zigzag, upwards, downwards and diagonally; levels: low, medium and high).
 Vocabulary related to apparatus (mats, bench, box, ropes, table, stool, buck, wall bars and climbing frame).
 Vocabulary related to reflection, review and discussion.
Learning objectives Suggested teaching activities and resources Teaching notes

789MW.01 Select and apply a Explain that this unit focuses on dance and gymnastics, with an emphasis on Stimulus: something that inspires movement,
range of increasingly complex creating, performing and appreciating processes in these activities. This topic e.g. a theme. Stimuli might be ideational
movement skills and focuses on exploring a range of stimuli in dance and gymnastics. (based on themes or ideas), visual, auditory,
techniques. tactile or kinaesthetic.
Show learners a range of visual images to stimulate their discussion and
789MC.04 Experiment with creativity. These images are on the theme of extreme landscapes. Give them Play appropriate music to accompany learners’
and combine compositional time to research the internet to find pictures and videos of Mars and Antarctica. movements.
ideas to express themes, Learners can also research travel websites, brochures, postcards,
moods and emotions, and photographs, textbooks and calendars for further information about A mind map is a diagram for representing
evaluate their application to landscapes. Learners discuss and make mind maps of key words for the tasks, words, concepts or items linked to and
different contexts. landscapes that they have viewed (e.g. rise, slope, curve, sharp, barren, arranged around a central concept such as
desolate, empty, bleak, hot, cold, smooth, rugged and frozen). Alternatively, health, fitness or nutrition. It is a non-linear
they can draw their selected landscapes and label these. They can illustrate graphical layout that allows learners to visually
their mind maps with drawings and use colouring pens to make their designs represent something. It might contain key
interesting. Groups review one another’s mind maps (or drawings of words, sentences, symbols or pictures.
landscapes) and discuss key aspects.
Ensure that learners’ sequences have
What contrasts are shown in the visual image? (e.g. textures, colours and movements in place (that do not travel and
shapes) therefore remain in personal space) and
How would you feel if you were walking across some of the landscapes? travelling (that move about in general space).
How can you represent some of these ideas through dance? Sequences should also include movements
that use the whole body and isolated body
In pairs, learners use key words from their mind maps and class discussion of parts. This helps learners to develop variety
the visual images to create a sequence of six to eight actions. Ideas might and contrast in their work.
include some of the following (model these as necessary):
 Rise from the floor like a sand dune into a wide, strong shape. Highlights: parts of the dance that are really
 Stretch tall like an ice peak. prominent and that the audience will
 Turn and make a smooth spiral downwards like water. remember. For example, going from stillness
 Ripple like the wind moving the sand using body waves with arm into a fast jump.
movements.
Review dynamics: dynamics are the quality or
Review what the term ‘dynamics’ and how these can offer highlights in a energy with which a movement is performed in
sequence. Ask learners to consider how their sequences might capture the artistic-expressive contexts. Dynamics are the
mood of their chosen landscapes by focusing on the dynamics of their work. ‘how’ (quality) rather than the ‘what’ (actions) of
For example, in Antarctica their dynamics might be sharp, sudden and fast. In movement.
the desert, their movements might be slow, heavy and smooth.
Dynamics: slow, fast, sharp, heavy, light,
Learners join with another pair and give feedback to each other on ideas and strong, sudden, soft, smooth, sustained,
dynamics that were effective, using the two stars and a wish appreciation percussive, bound, free-flow and relaxed.
system: two things they enjoyed and why, alongside one pointer for
improvement. Observe learners’ creativity and how they

select and apply their skills, as well as how
Do you think the theme worked in your sequence? Why? Why not? they move with different dynamics and build on
How creative was your sequence and that of others? Explain why. their sequences in pairs.
Did you see clear examples of landscape-inspired shapes?
Did you think the pair sequence you watched was interesting? If so, why?
Did you see slow parts, fast parts or parts that were performed lightly or
heavily? (dynamics)
Resources: internet access, books, paper, pens and pencils, music and digital
playing device.
789MW.03 Develop and Review the principles of inversion, i.e. a movement of the whole body (e.g. Ask learners to get the mats out safely (thumbs
exhibit movement skills, while travelling, balancing and rotating) that is upside down with the hips raised on the top, one learner holding each end of the
demonstrating precision, above the head. mat), walk into a space and sit down in pairs.
control, fluency and variety in
a range of familiar and In pairs, learners get mats out and sit down in pairs. Unison: at the same time.
unfamiliar physical activities.
Learners travel in different ways to all parts of the movement space in and out Canon: one after the other.
789MC.01 Apply existing skills of the mats with their partner, taking it in turns to lead and follow. When you
in creative and innovative call ‘upside down’, learners run to the nearest mat and show an inverted Learners can choose leg shapes when
ways, showing an balance (two learners per mat only). Repeat this activity asking learners to inverted. A shoulder stand might have splits
understanding of what is complete inverted balances with different body parts, e.g. ‘inversion using sideways, forwards or backwards, stag (one
viable, as well as the ability to shoulders’ (shoulder stand). knee bent and other leg extended behind) or a
cope with unpredictable diamond shape with knees wide and the soles
challenges. Add new and In groups of four, learners set up apparatus: two mats, one bench and one box of the feet together.
advanced skills as a result of (top or three or four layers, depending on skills) or a table, stool, buck, ropes,
this process. wall bars or climbing frame. In their fours, they experiment with inversion Remind learners of the health and safety rules
movements on, over and across apparatus showing different relationships (e.g. when working with apparatus: lift-carry-place
unison, canon, advancing, retreating, mirroring and matching). They also correctly to designated areas, always bend
investigate inverted positions in balances on the bench, as well as inverted knees when lifting or setting down apparatus,
actions from balances on the bench into recovery on the mat. Remind them to work together and communicate when carrying
vary levels (high, medium and low) to make movements more interesting. apparatus.
Can you perform some of these upside-down actions in unison and canon in Ensure there is sufficient space between
your groups? apparatus, walls and other pieces of equipment
Can you mirror your partners’ movements? so there are clear lines of access and space for
Can you vary the levels of your chosen actions? (high, medium and low). exits from expected movements.
Can you change one of the travels to make them go upside down?
Action: travel, turn, jump, gesture and pause.
More specific actions might include: skip, run,
jog, walk, roll, tiptoe, slide, gallop, dodge, hop,

In groups of four, learners compose a sequence as follows: leap, balance, twist and climb.
 Link together locomotion and balance actions which change space
(direction, level) and relationships. Space: direction (backwards, forwards, side to
 Ensure at least two or three actions selected are inverted. side, zigzag, upwards, downwards and
 Movements into and out of the inversions need to be smooth and diagonally), levels (low, medium and high),
controlled. floor and air pathways (curved, angular, zigzag,
straight, twisting and turning), personal (close
Ask learners to work to improve their performance skills as a group. Encourage to body) and general space (far away in the
pointed toes, clear body shapes, controlled actions (body management and larger movement space).
core stability) and synchronisation with partners.
Relationships:
Learners join with another group and observe each other’s sequences, giving  with self and body parts (head to arm, knee
feedback on actions, space and relationships. to torso and hand to feet), self and others
(side by side, back to back, front to back,
Where did you see interesting inversion actions? one in front, one behind, meeting and
What kinds of inverted balances did you see? parting, advancing and retreating,
Did you see any inverted travels? mirroring, matching, opposite, facing,
Was there variety in space and relationships? leading, following, canon and unison),
Were you challenged in this apparatus and inversion work? If so, how?  with self and object (contrasting body
shape to object shape and complementing
Resources: mats, benches, boxes, wall bars or climbing frame, tables or body shape to object shape).
stools or bucks and ropes.
Observe learners’ skills and how well these are
performed (control, fluency and precision).
Notice how learners vary and develop their

sequences, and their understanding of space
and relationships in composition work.
Unit 9.1 Topic 2 Small-group composition in dance and gymnastics

Outline of topic:
In this topic, learners work to develop their composition skills in dance and gymnastics, developing sequences in pairs and small groups. They review the term
‘motif’ related to dance, developing motif sequences through the theme of landscapes and their inhabitants. In gymnastics, they explore inversion and upright
balances with a partner’s support or some form of contact. They focus on differences of timing, shape, or directions in their partner sequences on apparatus.
Language:
 Nouns (weight, contact, skills, motif, sequence, stimulus, space, dynamics, relationships, shape and timing).
 Vocabulary related to action (inversion, balance, create, travel, jump, leap, turn, gesture, headstand, shoulder stand, handstand and V sit).
 Vocabulary related to body parts (hands, feet, knees, bottom, shoulders, head and forehead).
 Vocabulary related to space (levels: low, medium and high).
 Vocabulary related to dynamics (sharp, sudden, light and heavy).
 Vocabulary related to reflection (review, discuss).

789UM.02 Demonstrate an In this topic learners work in small groups to develop their composition skills Play appropriate music to accompany learners’
understanding of actions, dance and gymnastics. movements.
dynamics, space and
relationships, through What do we mean by composition? (dance-making) Motif: a simple movement or series of
movement and evaluation How can we develop ideas in dance and make interesting sequences? movements that can be developed. Variations
processes. (e.g. find a stimulus, develop a motif and vary movements in terms of space, might be made through actions, dynamics,
dynamics or relationships). space or relationships.
789MW.02 Perform, combine
and apply a variety of Learners consider how the landscapes viewed and discussed in the previous In order to make the movements less like
movement skills in complex topic would affect the inhabitants and the way they live. mime, learners need to be encouraged to
sequences. exaggerate the detail of the action, e.g. when
How would the inhabitants travel across the landscape? fishing they could make a very large backward
How would they gather or grow food? circle with the arms and the whole body when
Where would they live? casting their imaginary fishing line.
How would their energy levels be affected by the heat or cold?
Space: direction (backwards, forwards, side to
Review the meaning of ‘motif’. Learners work in pairs to create a motif that side, zigzag, upwards, downwards and
represents an inhabitant’s way of life in a specific landscape (e.g. using an diagonally), levels (low, medium, high), floor
imaginary pickaxe to break the ice to find fish in Antarctica; gathering water and air pathways (curved, angular, zigzag,
from a well in an oasis in a desert). straight, twisting and turning), personal (close
to body) and general space (far away in the
Ask learners to extend their motif to make a sequence by adding travels, larger movement space).
jumps, leaps, turns and gestures (small movements with small body parts).
Dynamics: slow, fast, sharp, heavy, light,
Ask learners to develop their motif sequence in space and dynamics, making strong, sudden, soft, smooth, sustained,
sure they show two or three different levels (low, medium and high) and at percussive, bound, free-flow and relaxed.
least one contrasting dynamic (e.g. sharp, sudden, light and heavy).
Observe learners’ movement skills and how
Learners join with another pair and watch each other’s motif sequence, giving well these are performed (control, fluency and
each other feedback on the space and dynamic changes they observed and precision) and combined. Notice how learners
their effectiveness. Pairs learn each other’s motif sequences and link them vary and develop their sequences, and their
together. They give a half-class performance of the new group motif understanding of space and dynamics in
sequences. Before the performance, each pair demonstrates their original motif composition work.
so that the audience can see where the sequences originated.
How did each pair develop their two sequences in space and dynamics?
Did you see the original motifs in the sequences and notice how they were
developed?
What interesting skills did you see?
How well did the groups link together their motif sequences?

Resources: music and digital playing device.
789UM.04 Demonstrate and In groups of four, learners set up apparatus: two mats, one bench and one box Remind learners of the health and safety rules
explain reasons for choices of (top or three or four layers, depending on skills) or a table, stool, buck, ropes, when working with apparatus: lift-carry-place
rules, tactics, strategies and wall bars or climbing frame. correctly to designated areas, always bend
compositional ideas, applying knees when lifting or setting down apparatus,
these concepts within a range Learners review safe ways to take weight on their hands, where their lower work together and communicate when carrying
of physical activities. body is partially supported by the apparatus (e.g. handstand against a box and apparatus. Ensure there is sufficient space
learners lying on their stomachs on top of a box and sliding gently forwards the between apparatus, walls and other pieces of
789MC.02 Develop and use box to place weight on floor with hands). Depending on their individual skill equipment so there are clear lines of access
imaginative ideas and a range level, learners will take more or less of their own weight on their hands and space for exits from expected movements.
of responses when completing (inversion).
tasks and responding to Each balance needs to be held still for
challenge in familiar and Learners experiment in pairs on the mats with inverted and upright balances 3 seconds: tighten muscles through body to
unfamiliar contexts. individually and with a partner’s support or some form of contact: the back achieve this (body tension).
support (weight on hands and feet, body in a straight line and stomach facing
ceiling), one-knee balance, back support (press up position), one foot balance, When learners experiment with inverted and
V sit (bottom balance with legs raised and hands holding ankles), headstand, upright balances, encourage partners to find
handstand and shoulder stand. Each learner makes choices according to their shapes back-to-back, front-to-front, front-to-
proficiency. Rotate and support them where necessary, helping learners’ back and leaning against one another. Model
partners as required. these as necessary. This activity is open-ended
and learner-centred: learners decide what to
Learners transfer the inverted and upright balances experimented with on the perform. Remind learners of safety guidelines
floor to the apparatus (two pairs sharing the same set of apparatus). They as necessary.
explore how they can use their partner to help them achieve interesting shapes
while upside down or upright. For example, learners could kick up to take their Do not permit headstands and handstands
weight on their hands, leaning their legs or feet against the apparatus and/or a unless learners have previous experience of
partner. They then come down and roll back to a paired shoulder stand while these – check this with individuals. Teach
mirroring their partner or pushing their feet against one another while upside these skills as necessary.
down (this idea can be modelled for them).
Headstand teaching points:
Pairs explore differences of timing, shape or directions in their movements on  Make a triangle on floor: forehead and two
the apparatus. They link together six to eight different ideas, with at least two flat hands.
inverted balances in their sequence. They share their sequence with another  Walk feet slowly towards nose (with
pair, explaining why they chose the movements for their sequence and which straight legs if possible).
contrasts they worked to achieve.  Tuck knees in and lift up to an inverted tuck
shape, with weight on forehead and hands.
Why did you choose the actions that you did?  Straighten legs to headstand position with
What was the best moment in your pair sequence and why? toes pointed.
What kinds of body shapes did you make? (e.g. curved, lines and triangles)  Reverse by lowering knees to inverted tuck
How did you have to adapt your movements as individuals or as pairs to

reduce challenges? position.
 Lower feet to starting position.
Resources: mats, safety mats, benches, boxes, wall bars or climbing frame,
tables or stools or bucks, ropes, music and digital playing device. Learners can also put their chin to chest and
roll forwards out of the headstand once they
have learned the correct exit.
Handstand teaching points:

 From standing starting position, raise both
arms.
 Make a long lunge forwards onto one foot.
 Reach both arms forwards and then down
to floor.
 With hands flat on floor, kick upwards with
free leg (not being lunged on).
 Raise lunging (rear) leg to join free leg in
air.
 Keep straight line between ankles, knees,
hips, shoulders, wrists in inversion and
body tension (no banana shapes).
 In case of overbalancing when inverted,
step one of the hands forwards. The feet
will then come down sideways.
 Lower one leg to floor and return to lunge
position with it.
 Push back onto lunging foot and raise
arms.
 Return to standing position, arms both
raised.
Handstand progressions:
 Bunny hops, keeping shoulders strong, and
trying to get the hips high (with hands flat
on floor).
 Supported bunny hops with you or a
learner holding at the hips. Maintain the
bent knee balance for a few seconds or get
the learner to straighten the legs to the
ceiling.
 Facing away from a padded wall (use a

safety mat or similar), get the learner to
bend over in a pike and place hands on the
floor. The learner then takes the weight on
the hands and walks the feet up the wall to
a straight held position. This can be
repeated with the learner facing the
padded wall.
Observe learners’ creativity and how well they

respond to different challenges and the choices
they make in terms of compositional ideas.
Unit 9.1 Topic 3 Performing and appreciating compositions

Outline of topic:
Learners engage in composition work in dance and gymnastics, drawing together content from the previous topics. They develop a new section on landscapes that
focuses on patterns and time relationships, and they decide on the form of the final whole-class dance. They work on a group composition in gymnastics with
apparatus, which has variations in space, dynamics and relationships. During these composition processes they are given opportunities to practise and refine their
performance skills. They also perform and record their final compositions, and work to improve their appreciation skills.
Language:
 Nouns (composition, sequence, section, form, starting position, finishing position, inversion, space, dynamics, relationships and safety).
 Vocabulary related to space (floor and air pathways and levels: low, medium and high).
 Vocabulary related to actions (cartwheels, rolls, leaps, turns and spins).
 Vocabulary related to relationships (side to side, back to back, one in front, canon, unison, matching, mirroring and contrasting).
 Vocabulary related to dynamics (e.g. soft, slow, sudden, percussive, light and heavy).
 Vocabulary related to apparatus (mats, safety mats, benches, boxes, wall bars, climbing frame, tables, stools, bucks and ropes).
 Vocabulary related to reflection (review, discuss and evaluate).

789MW.04 Move confidently Explain that in this topic learners will draw together some of the content from Play appropriate music to accompany learners’
and competently in known and the previous two topics and aim to create small-group compositions and a movements.
less predictable contexts, whole-class one. They will perform and review (appreciation skills) these as a
showing the ability to navigate whole class. Ensure that learners work safely and advise
the demands of different them regularly about health and safety issues
contexts and roles, and select Remind learners of key safety guidelines when working in dance. as they arise. For example, remind learners to
appropriate skills, knowledge keep well-spaced throughout this activity and
and risk assessment strategies What do we need to be aware of when moving safely in the space as a whole keep their heads up to always be aware of
to meet them. class? (floor surface, keeping well-spaced, heads up and aware others) others.
When you have contact with another learner, how can you work safely? (e.g.
789UM.01 Demonstrate communication and sharing appropriate contact ideas) When deciding on the overall form of the
knowledge and understanding dance, learners can observe videos of dance
of a range of activity-specific Learners review the landscape pictures again (from Topic 1), considering the on the internet for ideas or draw on local dance
vocabulary through movement patterns of movement that are visible (e.g. wave-like sand formations and performances and their own experiences in
and evaluation processes. sharp peaks in a row). other dance contexts. As a class, they need to
decide what might be effective for their own
They work in small groups of four or five to explore various patterns and time class composition.
relationships with each other (unison and canon). For example, they can
perform repetitive back and arm movements in canon to create a rippling Unison: at the same time.
effect. They compose a short sequence (six to eight movements) that shows
patterns that vary in time. They should also show a range of levels (low, Canon: one after the other.
medium and high) for variety and contrast in space.
Space: direction (backwards, forwards, side to
Direct learners to perform their group sequences in canon (one, two or three side, zigzag, upwards, downwards and
groups performing at a time to add interest). diagonally), levels (low, medium and high),
floor and air pathways (curved, angular, zigzag,
Learners review their dance work across this unit, deciding as a class the order straight, twisting and turning), personal (close
to perform sections and how to link the sections together. They construct the to body) and general space (far away in the
overall form of the extreme landscape-inspired piece, including: larger movement space).
 an appropriate starting position
 a mind-map-inspired sequence with varied dynamics (Topic 1) Dynamics: slow, fast, sharp, heavy, light,
 a motif sequence with variations in space and dynamics strong, sudden, soft, smooth, sustained,
 a group sequence exploring patterns and time percussive, bound, free-flow and relaxed.
 an appropriate finishing position.
Observe learners’ movement skills and how
Digitally record the group sequences and reflect on them afterwards: confidently and competently they perform.
Were the sections clearly visible and well-linked? Listen to how learners evaluate their
Was the composition interesting to watch spatially? sequences and the activity-specific vocabulary
What dynamics worked well in small groups? they use (e.g. motif, dynamics and space).
How did the dance work as a whole?
What roles did you play across this topic? (e.g. creator, performer, reviewer

and leader)
How confidently did you move? What can you improve in terms of your dance
skills?
Resources: music, digital playing device and digital recording device.
789MC.03 Persevere and Learners set up apparatus in groups of four: two mats, one bench, and one box Remind learners of the health and safety rules
share ideas with others, when (top or three or four layers, depending on skills), or a table, stool, buck, ropes, when working with apparatus: lift-carry-place
responding to given and self- wall bars or climbing frame. correctly to designated areas, always bend
created tasks and challenges, knees when lifting or setting down apparatus,
working towards creating own Learners begin to compose a 1- to 2-minute sequence (set to chosen music) in work together and communicate when carrying
solutions and contributing to groups of five or six, using a range of locomotion, balance and rotation actions, apparatus. Ensure there is enough space
group solutions. on both floor and apparatus. They should also include a minimum of three between apparatus, walls and other pieces of
inversion actions. The sequence must have: equipment so there are clear lines of access
789UM.03 Create and apply  a clear starting and finishing position: inverted balances or merely and space for exits from expected movements.
success criteria to own and interesting shapes that match or mirror one another
others’ movement  variation in space (e.g. levels: low, medium and high; interesting floor and Guide learners to improve their performance
performances, and discuss air pathways) skills e.g. pointed toes, clear body shapes
and explain choices of ideas,  variation in actions (e.g. cartwheels, rolls, leaps, turns and spins) (particularly essential in inversion), controlled
tactics and strategies,  variation in relationships (e.g. side to side, back to back, one in front, actions (body tension), focus, energy and
understanding how these canon, unison, matching, mirroring and contrasting) timing with partners.
processes can maximise  variation in dynamics (e.g. soft, slow, sudden, percussive, light and heavy).
success across a range of Relationships:
physical activities. Learners join with another group and observe each other’s sequences. They  with self and body parts (head to arm, knee
give feedback on inversions that they observed and the quality of the to torso and hand to feet)
performances. They digitally record each other’s sequences.  with self and others (side by side, back to
back, front to back, one in front, one
Discuss the recordings in class, focusing on interesting aspects, as well as the behind, meeting and parting, advancing
learning that has taken place in terms of the unit’s inversion theme in and retreating, mirroring, matching,
gymnastics. Groups reflect on their final sequences, writing key points using opposite, facing, leading, following, canon
the two stars (two things they thought were good) and a wish (one thing they and unison)
would like to improve) appreciation system. They share these self-reflections  with self and object (contrasting body
with the group that observed and digitally recorded them, then modify them as shape to object shape and complementing
appropriate and share them with you. body shape to object shape).
Resources: mats, safety mats, benches, boxes, wall bars or climbing frame, Observe learners’ capacity to persevere, find
tables, stools, bucks, ropes and digital recording device. movement solutions and share ideas with each
other. Listen to how they evaluate their own
and others’ compositions.
Unit 9.2 Health and fitness: circuit training and field-tests
Unit 2.2 Health and fitness: circuit training and field-tests

Outline of unit:
This unit focuses on a review of core concepts in health, fitness and nutrition. Learners engage in a number of circuits which have a specific focus, such as
stamina, strength or suppleness. They design various circuits in groups for each other, and they also create several warm-up and cool-down activities. The unit
culminates in a review of fitness field-tests, with learners researching these and participating in some as well. Learners regularly reflect on the health benefits of
physical activity and their own movement performances through discussion and evaluation processes across this unit.

Learners will have developed their knowledge and understanding of health, fitness and nutrition during previous physical education units and their home or extra-
curricular environments. They will understand the different kinds of physical activity and dietary choices they can make to live a healthier life, and they will be
aware of the need to be physically active across their lifespan. They will have a basic knowledge of bones, muscles and joints and how these are used in certain
movement tasks.
9.2 Topic 1 9.2 Topic 3

9.2 Topic 2
Revision of Designing 9.2 Topic 4
Stamina,
health, group circuits Review of
Learning objectives covered in Unit 9.2 and topic summary: nutrition and
strength and
and related fitness field-
suppleness
fitness warm ups / tests
circuits
concepts cool downs
Create and apply success criteria to own and others’ movement performances, and discuss and
789UM.03 explain choices of ideas, tactics and strategies, understanding how these processes can 
maximise success across a range of physical activities.
Persevere and share ideas with others, when responding to given and self-created tasks and
789MC.03 
challenges, working towards creating own solutions and contributing to group solutions.
Concentrate and stay involved across the full spectrum of physical activities, situations, roles and
789TP.01 
responsibilities, showing an understanding of self-motivation.
Use knowledge and understanding of team/group work skills to influence others’ participation
789TP.02 and achievement in physical activities, recognising and appreciating the consequences of not 
fulfilling individual roles effectively in group or challenge situations.
Demonstrate and apply a range of leadership and teamwork skills when working collaboratively
789TP.03 
towards goals and/or objectives.
Work with others and plan how all individuals can participate fully in given and self-created
789TP.06 
movement tasks and challenges. Evaluate the social skills employed.
Explain the effects of different types of physical activity on health and plan how physical activity
789HB.01 
can be implemented to promote a healthy, active lifestyle at different stages of life.
Locate and name the major muscles, bones and joints. Explain the components of fitness,
789HB.02 outline basic field-tests for assessing and monitoring these, and understand the validity and 
reliability of different fitness testing methods.
789HB.03 Lead and engage in physical activities at different levels of intensity. 
Understand the physiological and psychological reasons for a warm up and cool down. Create
789HB.05 
and lead appropriate warm ups and cool downs for specific physical activities.
Discuss how contextual factors influence food choices and eating habits. Review dietary patterns
789HB.06 
and energy needs of young people.
Demonstrate and evaluate effective and safe interaction with individuals and groups when
789TR.01 
sharing space, equipment, roles and responsibilities in physical activities.
Evaluate own and others’ feedback processes in a broad range of physical activities. Compare
789TR.05 
and contrast own with others’ endeavour to improve movement performance following feedback.
Unit 9.2 Topic 1 Revision of health, nutrition and fitness concepts

Outline of topic:
In this topic, learners enrich and extend their understanding of health, nutrition and fitness concepts. They review heart rates (resting, working and recovery), and
consider which types of physical activities develop the different fitness components. They design a simple survey to find the most popular forms of physical activity
at different ages, and research what the terms aerobic and anaerobic mean. Learners also perform a variety of activities at different exercise intensities and
engage in plyometric exercises. They set themselves personal goals for becoming more active, ensuring they undertake activities each week that develop the
fitness components. They consider the factors that will influence a person’s energy needs and design a meal plan for a particular life stage.
Language:
 Nouns (mind map, survey, results, children, teenagers, adults and factors).
 Vocabulary related to health and fitness (fitness, health, energy, cardiovascular system, heart, fitness components: strength, speed, stamina and flexibility;
heart rate: resting, working and recovery; pulse, intensity, jogging, swimming, gymnastics, weight-lifting, dance, yoga, speed skating, sprint running, team
games, dancing, rope skipping, aerobic, anaerobic, macronutrient and micronutrient).
 Vocabulary related to reflection (review and discuss).

789TP.01 Concentrate and Explain that in this unit there will be a focus on health and fitness, which will A mind map is a diagram for representing
stay involved across the full involve circuit training and field-tests. In this topic, learning activities will also tasks, words, concepts or items linked to and
spectrum of physical activities, include a review of health, nutrition and fitness concepts. arranged around a central concept such as
situations, roles and health, fitness or nutrition. It is a non-linear
responsibilities, showing an Learners work in three groups to create a mind map. Each group has a focus graphical layout that allows learners to visually
understanding of self- of either health, fitness or nutrition. They share their mind maps and discuss represent something. It might contain key
motivation. their key aspects with the whole class. They add other learners’ contributions words, sentences, symbols or pictures.
to their mind maps as required.
789HB.01 Explain the effects Encourage learners to reflect on the holistic
of different types of physical What are the health benefits of physical activity? nature of health: physical, social and mental.
activity on health and plan how Why do you need to eat certain foods to keep us healthy? Emphasise that health is an important part of
physical activity can be wellbeing, of how people feel and function.
implemented to promote a Review heart rates knowledge and understanding from units in previous stages Health is not simply the absence of disease or
healthy, active lifestyle at through questioning: injury; there are degrees of good health. The
different stages of life. Do active people generally have lower or higher heart rates? (lower) Why? health benefits of physical activity include:
(their cardiovascular system is more efficient)  enabling body to use more oxygen
What is the meaning of resting heart rate?  causing heart to become more efficient
What is the meaning of working heart rate?  improving blood circulation
What is the meaning of recovery heart rate?  strengthening muscles and bones
 enhancing sleep
Learners take their pulse (pairs use stopwatches to measure resting heart  reducing stress
rates or if stopwatches are unavailable, count 30 seconds for learners and ask
 increasing levels of energy and
them to multiply their result by 2).
concentration
 possibly increasing self-confidence.
What happens to a person’s heart rate after exercise? (it decreases)
What does a faster recovery rate to a normal (resting) heart rate indicate?
Learners can take their heart rate at the wrist
(effective functioning of the cardiovascular system).
(radial artery) or the neck (carotid artery) by
placing three fingers on the artery; (not the
In pairs, learners use their heart rates to calculate how many times their hearts
thumb which has its own pulse). Ask them to
beat for various time intervals: an hour, a day, a week, a month and a year.
count for 30 seconds and multiply by 2 to get
the beats per minute (BPM).
Learners consider the benefit of a well-conditioned heart during stamina-based
activities such as running or swimming. Pairs calculate the differences between
an individual exercising for 30 minutes with a heart rate of 50 beats per minute  Resting heart rate: the number of beats in
and a person with a heart rate of 80 beats per minute. Give them other formula 1 minute while at a complete rest state.
as needed (e.g. 20 minutes, 45 minutes or 60 minutes of exercising). Discuss  Working heart rate: the number of beats in
pairs’ results and remind learners that a well-conditioned heart beats less often 1 minute while you are working (i.e.
to perform the same task and to pump the same amount of blood to the body. exercising) at a moderate or vigorous
This makes their heart more efficient and they tire less easily. intensity level.
 Recovery rate: how quickly the heart rate
Learners work in small groups of three or four to write a list of different physical drops after exercise – usually taken at

activities that develop: regular intervals of 1 minute until the
 stamina (e.g. jogging and swimming) resting rate is achieved.
 strength (e.g. gymnastics and weight lifting)
 flexibility (e.g. dance and yoga) Note: the well-conditioned heart beats less
 speed (e.g. speed skating and sprint running). often to perform the same task and to pump
the same amount of blood to the body. Good
Share these as a class and discuss similarities and differences between lists. cardiovascular endurance also helps to
improve movement efficiency. The body can
Learners design a simple survey to find the most popular forms of physical work at higher intensities for longer without
activity at different ages. They interview and record responses of other fatigue (tiredness), or at least that fatigue will
learners, as well as other children, teenagers and adults (e.g. teachers, family be delayed. This means that an athlete’s
and neighbours). They review their results in class and discuss how a person performance will improve as a result of their
might remain active across their lifespan with different kinds of physical high levels of cardiorespiratory endurance.
activities.
Fitness components: strength, speed, stamina
Learners consider the meaning of the terms ‘aerobic’ and ‘anaerobic’ In pairs, and flexibility.
learners research the internet to find out more information. They try to identify
which of the activities on their previous lists are aerobic and which are Learners can make a display with their lists of
anaerobic. different physical activities and include pictures
from the internet or magazines for each of the
Learners perform a variety of activities at different exercise intensities (e.g. four fitness components.
team games, dancing, rope skipping and sprints) to establish what happens to
their heart during these different types of activities. In pairs, learners take turns The word aerobic means ‘with oxygen’ and is
to perform in a variety of activities, while their partner analyses their heart rate. used to describe how well a person absorbs,
Learners discuss the information and data gathered and consider implications transports and uses oxygen for energy
for training. production. Aerobic training focuses on
developing the cardiorespiratory (heart and
What happens to your heart rate during an intermittent activity such as a team lungs) endurance of the person and uses
game? mainly the aerobic energy system.
What are heart rate training zones?
How did the exercise feel? Anaerobic means ‘without oxygen’ and is used
What was your working heart rate and how quickly did your heart rate recover? mainly for the anaerobic energy systems.
Should your pulse slow down more quickly or more slowly if you are not very Anaerobic training can focus on strength,
fit? Why? (longer recovery period) power, speed and muscular endurance.
How important is cardiovascular endurance for health? Anaerobic training is multifaceted and depends
Which activities help increase the amount of oxygen that the heart pumps to on the focus of the exercise session.
the working muscles? (e.g. swimming, running and biking)
Encourage learners to choose and organise
Learners research (the internet or books) what plyometric (jump training) their own activities to demonstrate their
exercises are. They monitor the body’s response to anaerobic exercise. In knowledge and understanding of how exercise
pairs, they undertake a variety of body weight-based strength and plyometric intensities can change from low to

exercises and measure their heart rate. Exercises might include power medium/moderate to high/vigorous. You should
skipping (exaggerated skipping without a rope, with knees lifted high), squat offer support if needed.
jumps, lateral hopping drills and vertical jumps. Pairs discuss the data collected
and consider the merits of such data and the implications for a teacher or The intensity of training usually refers to a low,
coach and training regimen. moderate or vigorous level. A good indicator of
the training intensity level is the heart rate
Learners set themselves personal goals for becoming more active, trying to (HR). In order to achieve the health and fitness
ensure that they undertake activities each week that develop the fitness benefits of physical activity, teenagers should
components. They evaluate their progress at set points, both during and at the be training at a HR training intensity of 70–90
end of this unit, receiving previously agreed rewards (e.g. an ‘I am active’ per cent of their predicted maximum for up to
teacher-made certificate that is graded with one to five stars). an hour a day. To define their target zone, they
need to first calculate their predicted maximum
Resources: A3 paper, marker pens, pencils or pens, stopwatches, internet HR. The simplest formula to calculate a
access, skipping ropes and teacher-made certificates for being active. person’s maximum HR is 220 minus age for
men and 226 minus age for women. As soon
as the predicted maximum HR is established,
calculate the percentage for the recommended
training zone by multiplying it by 70 per cent
and then 90 per cent, and dividing these values
by 4. This will give you a HR range for 15
seconds.
Here is an example for a 14-year-old girl:

 Predicted maximum HR = 226 – (14) =
212.
 70 per cent zone: (212 x 70%) / 4 = 37.1
beats per 15 seconds.
 90 per cent zone: (212 x 90%) / 4 = 47.7
beats per 15 seconds.
A 14-year-old girl should be accumulating 60

minutes of daily physical activity intense
enough to elicit a HR response of 37-47 beats
every 15 seconds.
Stress safety procedures in relation to

strength/plyometric exercises (e.g. adequate
warm up for the exercises concerned,
appropriate footwear and correct technique).
Make learners aware of good technique and
encourage them to help others in correcting

their exercising position/posture.
Observe learners’ levels of involvement in the

various activities, and their self-motivation.
Listen to their discussions on physical activity
and its effects on health, as well as how a
person can be active and healthy across their
lifespan.
789HB.06 Discuss how Learners consider the factors that influence a person’s energy needs (e.g. Energy is broadly defined as being able to do
contextual factors influence gender, age, height, physical activity level, pregnancy and breastfeeding). work. Use the car and fuel analogy to explain
food choices and eating simply the concept of energy as fuel. In the
habits. Review dietary patterns Do you think everyone needs the same amount of energy? same way that a car needs fuel to function, we
and energy needs of young What factors might influence this? need energy (fuel) from foods to keep our
people. When you do physical activity, do you feel hungrier afterwards? Do you eat bodies functioning and to perform activities of
more? daily life. The amount of energy in food (and
drinks) is measured in kilojoules.
Remind learners that they need to have different types and varieties of food for
good health, especially as they are growing. Explain that food and drinks High energy foods contain carbohydrates
(except water) are stores of energy which the body uses to grow, be active and and/or fats and oils. Examples of healthy high-
stay healthy. Explain that some foods contain nutrients that can help increase energy foods include bananas, fatty fish, brown
their energy levels. rice, sweet potatoes, eggs, apples, oatmeal,
yoghurt, quinoa, lentils, hummus, avocadoes,
When you are hungry, what sorts of food do you eat? strawberries, oranges, seeds, beans and nuts.
What are the best kinds of high-energy foods that contain important nutrients
to improve our health? Energy needs of people depend on:
 Gender: males tend to have more lean
Learners discuss in small groups the energy needs of different people: muscle mass than females. Lean muscle is
 babies metabolically active and therefore males
 toddlers burn ‘fuel’ more quickly, resulting in greater
 young children energy needs.
 teenagers  Age: a young person is likely to have
 active adults greater energy needs than an elderly
 inactive adults person, to support their growth and
 adults (65 years or more). development. Young people also tend to
be more physically active and have more
Using relevant internet resources or books, learners explore the kilojoule needs lean muscle mass.
for individuals at different life stages. In groups of three or four, learners design  Height: taller people require more energy
a daily meal plan for their chosen life stage. They share their meal plans with to support daily functioning of their bodies,
another group (who had a different life stage), comparing similarities and as they require more energy to perform the
same task as a smaller person.

differences.  Physical activity level: we expend energy
during physical activity. A marathon runner
Resources: internet access and books. or elite cyclist has greater energy needs
than a recreational football player to
support performance, repair and recovery.
 Pregnancy and breastfeeding: pregnant
and breastfeeding women need additional
energy to support the growth and
development of their baby and the physical
changes occurring in their own bodies
during pregnancy and breastfeeding.
Unit 9.2 Topic 2 Stamina, strength and suppleness circuits

Outline of topic:
This topic focuses on different types of circuits that are designed to develop stamina, strength and suppleness (flexibility). Learners experience activities of varying
intensities (low, moderate and vigorous). They review ‘resting’, ‘working’ and ‘recovery’ heart rates, and discuss how a healthy heart becomes more efficient.
Learners plan and engage in teacher-led and learner-led tasks, which have specific fitness components underpinning them (e.g. stamina, strength and flexibility).
They revise the importance of safety and how they can manage risk in circuit-based tasks.
Language:
 Nouns (health: mental, social and physical; activity, exercise, target and safety).
 Fitness and health specific vocabulary (circuit, intensity, stretching, muscles, calf, groin, oxygen, heart rate: resting, working and recovery; and components of
fitness: strength, speed, stamina and flexibility).
 Vocabulary related to action (hop, jump, skip, run, jog, power walk, squat, fall and push-up).

789TP.03 Demonstrate and Explain to learners that in this topic they will engage in circuits that develop Play upbeat music throughout the circuits to
apply a range of leadership their stamina, strength and suppleness (flexibility). This will be at various motivate learners.
and teamwork skills when intensity levels (low, moderate, high or vigorous).
working collaboratively Strength: the amount of force a particular
towards goals and/or Explain the meaning of ‘strength’ and ‘muscular endurance’, giving muscle group can produce in its maximum
objectives. demonstrations as necessary. Learners work in pairs with a learner of similar effort.
skill level at each of the eight stations below that are designed to develop
789HB.03 Lead and engage in stamina and strength (muscular endurance). Before they begin the circuit, ask Muscular endurance: how well a muscle or
physical activities at different learners to identify potential risks in the following exercises: muscle groups withstand repeated contractions
levels of intensity.  one-legged hops along bench (six to the right, six to the left) for an extended period (i.e. repeatedly exerting
 stretch jumps: knees slightly bent, touching a high point on a wall with two force against resistance). The greater your
789TR.01 Demonstrate and hands (chalk line and basketball board) muscular endurance, the higher number of
evaluate effective and safe  rope skipping on the spot with two feet repetitions you can complete.
interaction with individuals and  running jumps over high cones and jogging back to the start down the side
groups when sharing space, of the cones Review each circuit and its stations (teacher-
equipment, roles and  squat thrusts: stand straight up, with hands at sides; bend knees and drop led and learner-led) for safety and correct
responsibilities in physical into a squat position then fall forwards, placing hands on the ground, into technique through questioning and discussion
activities. the push-up position; throw feet back, pull feet forwards to a squat position before beginning. Explain the potential intensity
with hands on the floor; stand up level (low, moderate, high or vigorous) of the
 cross jumps (inside leg hops over bench and outside leg follows) or bunny circuit and its various stations:
hops over a long bench to the end  high-intensity activity: running, jumping,
 ski jumps across a given line from two feet to two feet rope skipping and hopping
 jumps over and crawling through, on, over or under a set of obstacles  moderate-intensity activity: fast walking,
(benches, box tops, elastic lengths, safety mats and cones). jogging and crawling.
Learners perform each station of the circuit for 30 seconds, then, record how Stretching may reduce muscle injuries and
well they performed at each station (counting repetitions and noting how their improve athletic performance. It also increases:
body feels, after each station). Learners should encourage each other to meet  flexibility
the physical challenges required and take it in turns to lead the various fitness  joint range and motion
requirements of each station and act as a ‘coach’ (ensuring their partner  blood flow to muscles.
performs the required exercise safely and correctly).
Static stretches are stretches that are held still.
What intensity level is this station? (moderate to vigorous) At this age, 10–15 seconds is an appropriate
Is it the same intensity level for all learners? length of time for a static stretch. Static
Which muscles does this station work? stretches are best performed after a physical
How does this activity make you feel afterwards? (e.g. breathless, sweaty and activity (rather than before) when muscles
happy) need to cool down.
How well did you work with your partner?
Did you and your partner achieve your fitness goals in the circuit? Butterfly stretch: in a seated position, place the
soles of the feet together and hold them with
This task can be extended by asking learners to skip with a rope in between the hands. The legs form the butterfly ‘wings’.

each circuit station, power walk or jog around the movement space to keep Elbows can be between the legs or resting on
their heart rates up for 30 seconds. The circuit stations can also be repeated the knees. Gently press the knees down to
for longer time periods as required: 40, 50 or 60 seconds. increase the stretch. To add a spine stretch,
bend forwards from the upper back and reach
Remind learners of the benefits of being flexible. Ask them to work in groups of forehead toward feet.
four and develop a four-station circuit that develops suppleness (flexibility).
Each static stretch should be held for 15–30 seconds, rested for 30 seconds Calf stretch: place forearms on a wall. Stand
and then stretched again for 15–30 seconds. Learners research the internet or with one leg near the wall. Extend the other leg
books for safe exercises that are appropriate for their age. These might back, keeping the heel on the ground, until you
include: feel the stretch in the calf muscle (back of
 butterfly stretch lower leg). Toe and knee in line.
 calf stretch
 groin stretch. Groin stretch: kneeling on a mat or soft
surface. Keeping the back straight, place left
In between the stretching stations, learners undertake a stamina-building foot on the ground and gently press forwards
activity such as power walking or dancing for 2–3 minutes. Learners share their until the knee is bent at a 90-degree angle
static stretching circuit with another group and give each other feedback on (knee directly over the ankle). Change legs.
their ideas, discussing the muscles that they have used.
Observe learners’ collaboration and how they
Learners evaluate each other’s performances across the circuits and give each work towards goals. Notice how safe their
other feedback, suggesting personal fitness targets. They reflect on how well practice is. Listen to their responses to health
they encouraged one another and how this affected individual performance and fitness focused questions.
levels when working towards the circuit goals.
Resources: benches, skipping ropes, obstacles: box tops, elastic lengths,

safety mats, cones, stopwatches, internet access, books, upbeat music and
digital playing device.
Unit 9.2 Topic 3 Designing group circuits and related warm ups / cool downs
Outline of topic:
In this topic, learners will participate in and design group circuits and related warm ups and cool downs. They will discuss and experience ways to warm up and
cool down, and be guided to value their importance. They will apply this knowledge in a range of tasks, following, creating and leading related movement ideas.
They will review differences between static and dynamic stretching, and create and participate in sport-specific stretches.
Language:
 Nouns (circuit, station, warm up, pulse-raising activity, cool down, sport, dynamic stretch, static stretch, flexibility and stamina).
 Body parts (hamstrings, spine, shoulders, trunk, calf, deltoid, knees, toes, arms, hips, chest and ankles).
 Vocabulary related to actions (dancing, rope skipping, jumping, jogging, skipping, running backwards, hop, bunny hop, side gallop, lunge, climb, shuttle run
and balance).

789TP.06 Work with others Explain that in this topic the focus is on designing group circuits and related Relate discussion to science as appropriate
and plan how all individuals warm ups and cool downs. (e.g. warm up: increases heart/breathing rates,
can participate fully in given reduces risk of injury, increases circulation of
and self-created movement Review learners’ knowledge, skills and understanding of warm ups and cool fluid in joints and increases oxygen to muscles.
tasks and challenges. downs. Lead a questions and answers session in relation to the importance of Cool down: helps remove waste products and
Evaluate the social skills the various sections of a warm up (e.g. pulse-raising activity, dynamic reduces aches and pains, lowers heart and
employed. stretching and sports-specific section) and the benefits of an effective cool breathing rate).
down. Review dynamic and static stretching, and when these should be
789HB.05 Understand the conducted. Flexibility is how well an individual moves the
physiological and muscles and body joints through a maximum
psychological reasons for a Why do we need to warm up and cool down? range of motion – to use a joint to its fullest.
warm up and cool down. How long should you undertake the pulse-raising section of the warm up? Importance of flexibility: poor flexibility can be a
Create and lead appropriate What is a static stretch? cause of poor performance and inefficient
warm ups and cool downs for What is a dynamic stretch? technique, as well as a possible cause of many
specific physical activities. What type of static or dynamic stretches do you know? of the strain and tear muscle injuries found in
Why is the sports-specific part of a warm up important before taking part in a athletes.
particular sport?
Why is being flexible important for a person’s fitness? Dynamic stretches are active movements that
take the body through ranges of motion that
Review different types of stretching, focusing particularly on the differences better prepares you for a workout or physical
between static and dynamic stretching and when they might be used (before activity. For example, a lunge with a twist is a
and after physical activity). Discuss the importance of dynamic stretching dynamic stretching exercise that engages the
before stamina-building activity and static or dynamic stretching afterwards. hips, legs and core muscles.
Learners work in small groups of four or five to create a pulse-raising warm up Static stretches are stretches that are held still.
in which they keep moving for 5 minutes (e.g. dancing, rope skipping, jumping, At this age, 10–15 seconds is an appropriate
jogging, skipping and running backwards). At the end of the 5 minutes they length of time for a static stretch. Static
perform 3–4 minutes of dynamic stretches for two or three chosen sports or stretches are best performed after a physical
physical activities (e.g. basketball: jumps and run left-right-left jumping off left activity (rather than before) when muscles
foot as in a layup; gymnastics: side gallop and handstand lunges), taking it in need to cool down.
turns to lead and follow the different ideas.
When learners create their own warm ups, play
How well did you work together in your groups? upbeat music to keep them motivated.
How did you plan for the ideas you had?
What worked well and what can you improve? Observe learners’ social skills and their group
planning and performing. Listen to their
Learners work with someone of similar skill level at each of the eight stretching responses to questions.
stations below. Review each station for safety and correct technique before
beginning. Layup - one-handed shot made from near the
basket, especially one that rebounds off the
 Hamstrings: sitting down, draw knees up to chest and hold onto ankles. backboard.

Slowly extend forwards to stretch out hamstrings, retaining hold on ankles.
Stop and hold for 15–20 seconds to feel a strong stretch in hamstrings.
Repeat three times.
 Spine: lie down on floor and stretch arms out wide, shoulders resting on
floor. Bring one knee up to chest and then let it drop over to opposite side
of body. Keep shoulder fixed on floor. Feel stretch through spine. Repeat
twice to each side of body.
 Shoulders: standing, lift right arm up, then bend elbow to place right palm
flat on top of the back. Bend left arm and place left back of hand on lower
back. Try to reach the right hand with the left hand. Feel the stretch in the
shoulders. Switch arms and repeat twice with each arm.
 Trunk lift: lie on a mat face down with hands secured under thighs and lift
the upper body off the floor using the back muscles. Repeat four times
gently.
 Hamstring sit and reach: extend one leg while sitting. The other leg is bent
up with the sole of the foot on the floor. Extend arms forwards with one
hand on top of the other and palms down. Reach forwards with the back
straight and the head up. Repeat four times.
 Calf: learners stand face to face and hold each other’s shoulders with their
hands. They take one foot behind the other and lean against each other for
support. Toe and knee in line. Repeat twice on each leg alternately.
 Straddle (adductor) stretch: sit upright on a mat or floor with legs in a wide
‘V’ position. Knees can be bent or straight (depending on flexibility) and
toes point toward ceiling. Reach arms out in front of body and place palms
flat on the mat/floor. Slowly bend forwards, hinging from the hips. Do not
allow spine to round. Repeat four times gently.
 Cross shoulder stretch (deltoid): stand up straight, with knees slightly bent.
Place feet hip distance apart with toes pointing forwards. Keep shoulders
even. Bend right arm at elbow joint, extend arm across chest. Place left
hand on the right elbow to gently support the arm during this stretch. Feel
the stretch in the right arm and shoulder. Hold stretch for a count of eight.
Repeat this stretch on opposite side, using right hand to stretch left arm
and shoulder. Repeat once more on right and left sides.
In between each station, learners can power walk (quick walk), jog or skip (with
skipping ropes) around the space to keep their heart rates up for 2–3 minutes.
Resources: skipping ropes, music and digital playing device.
789MC.03 Persevere and Learners work in small groups of three or four to design one static and one Ensure learners follow safe practice during all

share ideas with others, when dynamic stretch. They write a task card for these and place them at the edge of activities through observation and discussion,
responding to given and self- the movement space. These stretches now become an integral part of a dodge particularly in learner-designed tasks.
created tasks and challenges, ball game. Four taggers in the class have a soft foam ball each, representing
working towards creating own tight muscles. They aim the balls towards other learners (below waist). When learners are creating their cool downs,
solutions and contributing to allow them internet access to research
group solutions. Ask learners to move about the space. If they are hit by the balls, they go into appropriate stretches or bring in pictures of
two chosen stretching areas for 1 minute and perform the appropriate stretches static stretches to inspire them.
789TP.02 Use knowledge and before re-entering the game. Swap taggers every 3–4 minutes.
understanding of team/group Observe learners’ group work and how well
work skills to influence others’ Organise learners into small groups of three or four. Model the circuit station they share ideas and solutions to problems.
participation and achievement that they need to follow. Each station is timed for one minute:
in physical activities,  two 30-metre shuttle runs Taggers – players in the game where they
recognising and appreciating  pairs throwing a large ball (medicine ball if available) to each other (3–5 chase the others, attempting to get close
the consequences of not metres apart) enough to ‘tag’ one of them (touching them
fulfilling individual roles  Long jump: five-step run-up, leaping from box top to land on mat with a hand) while the others try to escape.
effectively in group or  climbing: ropes and wall bars
challenge situations.  bunny hops (with two feet) up and over a bench and moving forwards
along it
 balance beam walk (or walk on an upturned bench on tiptoes)
 two free-choice stations.
Learners undertake each station in their groups, moving to the next station
after 1 minute. In the two free-choice stations they can work on a fitness
exercise of their choice. Offer a range of equipment in the free-choice circuit
station, e.g. cones, skipping ropes, benches and balls.
Discuss each station and which muscles were being used. In their groups of
three or four, learners create a cool down for 5 minutes together, stretching out
the muscles that they have used in the previous circuit station (static
stretches).
Learners review their work in groups and discuss how well they shared ideas
and worked towards creating solutions to movement challenges. They discuss
the roles they played in their groups, how they supported each other in the
different tasks and what they might have done better.
Resources: card, pens, pencils, foam balls, box tops, large balls (medicine
balls if available), stopwatches, ropes or wall bars, balance beams or benches,
cones, skipping ropes, benches and balls.
Unit 9.2 Topic 4 Review of fitness field-tests

Outline of topic:
In this topic, learners refine their knowledge, skills, and understanding of fitness field-tests. They research a specific fitness test and create a group presentation
related to it. They revise protocols of various fitness tests and the muscles, bones and joints. They discuss the importance of performing fitness tests but are made
aware of variables that can affect test results such as physical maturity. They consider which muscles need the most stretching and the reasons why, creating two
stretches to share with others. They perform a ‘wall sit’ test and reflect on activities to improve muscular strength and endurance. Finally, learners reflect on what
obstacles there might be to maintaining fitness, as they become young adults. They also reflect on the health problems associated with inadequate physical activity
and devise questions for other learners on these health problems.
Language:
 Nouns (field-test, fitness components, protocol, variables, results and angle).
 Vocabulary related to field fitness tests (cardiovascular endurance, stamina, flexibility, muscular endurance, power, speed, strength, agility, balance and
coordination).
 Vocabulary related to body parts (chest, hips, thigh, Achilles tendon, muscles, bones, joints, legs, knees, feet and lower back).
 Vocabulary related to reflection (review, discussion and evaluation).

789HB.02 Locate and name Explain that the focus of this topic is fitness tests. Emphasise that modified Ask learners to research one of the fitness
the major muscles, bones and approaches are essential when conducting tests on children and adolescents tests that are in the Cambridge IGCSETM
joints. Explain the components (i.e. not adult-oriented tests or training programmes). Fitness tests can also be Physical Education syllabus. Fitness
of fitness, outline basic field- linked to a person’s suitability for different physical activities, and to identify components: stamina, flexibility, speed and
tests for assessing and strengths and areas to improve. strength.
monitoring these, and
understand the validity and Explain that there are various fitness tests that learners of their age can do, but You could write the fitness tests and their
reliability of different fitness that these are guidelines only as there are many variables (e.g. how well they protocols, as well as the muscles, bones and
testing methods. are on the test day, how physically developed they are for their age and how joints they work, on task cards for your own
well the person times them). Emphasise that fitness test results are for reference. Compare these with the learners’
789TR.05 Evaluate own and personal development and individual target setting only. They should not be findings.
others’ feedback processes in used for comparison with other learners.
a broad range of physical
activities. Compare and Learners review the components of fitness through discussion in small groups
contrast own with others’ of three or four. In the same groups they research one of the following fitness
endeavour to improve tests and find out which muscles, bones and joints they work (via internet and
movement performance books):
following feedback.  cardiovascular endurance/stamina (multi-stage fitness test (beep test) /12-
minute Cooper run)
 flexibility (sit and reach test)
 muscular endurance (multi-stage abdominal curl conditioning test)
 power (vertical jump test)
 speed (30-metre sprint test)
 strength (one repetition maximum [one rep max or 1-RM] test / hand grip
dynamometer test).
Skill-related components of fitness:

 agility (Illinois agility test)
 balance: static and dynamic (standing stork test – static)
 coordination (Anderson wall toss coordination test)
 reaction time (ruler drop test).
Learners lead a short presentation (1–2 minutes) on their chosen test and
explain it to the whole class.
Revise the protocol for three or four of the fitness tests that were researched by The test protocol explains how to perform the
learners. Ask learners which muscles, bones and joints are used. Discuss the fitness tests.
importance of performing the tests properly, but remind learners of the
variables when undertaking fitness tests. Learners work in pairs to help one

another perform three or four tests and record results.
How did you manage the tests and work together?

Do you think your final test scores were valid and reliable?
What activities or exercises could you do outside school to improve your
fitness scores from week to week across this topic?
Lead a discussion about the muscles that need the most stretching and the
reasons why, for example:
 chest and front of shoulders muscles – to prevent poor posture
 front of hip joint – to prevent backache or a pulled muscle
 inside of thigh – to prevent back, leg and foot strain
 calf muscles – to avoid soreness and Achilles tendon injuries which may
occur from running and jumping
 lower back – to prevent soreness, pain and back injuries.
In pairs, learners create two stretches, based on the discussion about which
muscles need the most stretching. They share these stretches with another
pair, explaining which muscles they are working. Pairs give each other
feedback on their selected stretches and their knowledge of muscles. They
discuss the feedback they received and whether it was constructive and well-
focused. Following the pair feedback, they re-teach their stretches, trying to
improve on their first attempt.
Resources: internet access, books, resources for selected fitness tests and
task cards for fitness tests (teacher-made).
789UM.03 Create and apply Learners work in pairs to perform a ‘wall sit’ test, which measures lower body Monitor safety throughout this activity to ensure
success criteria to own and muscular strength and endurance (particularly quadriceps). One learner stands that safe practice is always maintained. Only
others’ movement comfortably with feet approximately shoulder width apart, with their back allow learners to use the fitness test protocol
performances, and discuss against a smooth vertical wall. Slowly, they slide their back down the wall to on other groups once you have given approval.
and explain choices of ideas, assume a position with both knees and hips held at a 90-degree angle. The Involve learners in any safety discussions
tactics and strategies, timing stops when the learner being tested cannot maintain the position any wherever possible. Ensure that learners carry
understanding how these longer. The other learner counts and records their partner’s achievements. out correct established fitness test protocols.
processes can maximise
success across a range of Learners reflect on the wall sit test and discuss their results in groups of four Observe the wall sit test and listen to group
physical activities. (two pairs together). They consider what activities or exercises they could do discussions afterwards. Learners can record
outside school to improve their muscular strength and endurance scores from group interviews and play them back to you to
week to week across the topic. show their understanding of the topic.

Learners work in small groups of three or four, discussing any difficulties in
maintaining fitness as they become young adults (e.g. work/family demands,
nutrition, injury, cultural influences and reduced opportunity or access to
sporting facilities). They also review health problems associated with
inadequate physical activity. Each group then develops a list of five or six
questions for another group and interviews them on these two topics.
Resources: stopwatches and audio recording device.

Unit 9.3 Games for understanding
Unit 9.3 Games for understanding

Outline of unit:
In this unit, learners participate in a broad range of games to develop their understanding of games: target games, net games, wall games, striking/fielding games
and territory (invasion) games. The range of group games will allow them to improve their creativity, as well as their knowledge and understanding of how to
maintain possession of the ball and make good decisions in game contexts. They also work to develop their teamwork skills and tactics and take on a number of
different roles and responsibilities in different games, reviewing and evaluating these. The unit culminates in a whole-class games tournament, which learners
organise and participate in, taking on the roles of games planners, players, officials and analysts.

This unit builds on learners’ existing knowledge, skills and understanding of different categories of games during previous physical education lessons or extra-
curricular environments. In particular, learners work on previously learned teamwork, attacking and defending tactics, rules and officiating. It supports learners to
extend their knowledge, skills and understanding of game play, deconstructing each game through ongoing play-teach-play processes.
9.3 Topic 1
Maintaining 9.3 Topic 3
Developing Planning and
possession of Roles and
Learning objectives covered in Unit 9.3 and topic summary: the ball and
teamwork
responsibilities
participating in
skills and a games
decision- in the game
tactics tournament
making
789MW.0
1
Create and apply success criteria to own and others’ movement performances, and discuss and
789UM.03 explain choices of ideas, tactics and strategies, understanding how these processes can 
maximise success across a range of physical activities.
Demonstrate and explain reasons for choices of rules, tactics, strategies and compositional
789UM.04 
ideas, applying these concepts within a range of physical activities.
Persevere and share ideas with others, when responding to given and self-created tasks and
789MC.03 
challenges, working towards creating own solutions and contributing to group solutions.
Use knowledge and understanding of team/group work skills to influence others’ participation
789TP.02 and achievement in physical activities, recognising and appreciating the consequences of not 
fulfilling individual roles effectively in group or challenge situations.
Demonstrate and apply a range of leadership and teamwork skills when working collaboratively
789TP.03 
towards goals and/or objectives.
Play an active and responsible part in group decisions and activities, leading and following
789TP.04 
agreed practices and procedures.
Evaluate own and others’ movement capabilities to improve individual/group performances in a
789TP.05 range of situations and contexts, sharing solutions with other group members in order to achieve 
a common objective.
Work with others and plan how all individuals can participate fully in given and self-created
789TP.06 
movement tasks and challenges. Evaluate the social skills employed.
Understand the difference between risk avoidance and risk management, and when they should
789HB.04 be used. Discuss and plan strategies for physical activities in different contexts and how to 
reduce the risk and severity of injury in physical activities.
Plan for a range of shared physical activity contexts, support others in making progress and
789TR.02 realising their objectives, and respect the contributions of officials and others who assist 
movement participation and performance.
Apply knowledge, skills and understanding of behaviours that reflect fair play to different physical
789TR.03 activity contexts. Demonstrate and articulate instances of fairness and unfairness during 
collaborative/competitive physical activities.
Evaluate own and others’ help-seeking strategies when trying to overcome problems and
789TR.04 
challenges in a range of group physical activities.
Unit 9.3 Topic 1 Maintaining possession of the ball and decision-making

Outline of topic:
In this topic, learners focus on maintaining possession of the ball and decision-making in the games. They learn about the four different categories of games. They
reflect on the aims of territory (or invasion) games and undertake a number of small-sided territory games with a range of equipment. In these games, attacking
tactics such as maintaining possession of the ball and general decision-making are highlighted and supported through reflection and discussion. Learners will
create rules and conditions for the games that are played.
Language
 Nouns (skills, concepts, target games, net/wall games, striking/fielding games, territory games, possession, speed, direction, communication and decisions).
 Vocabulary related to traditional games (association football, badminton, baseball, rounders, softball, basketball, cricket, golf, handball, hockey, lacrosse,
netball, Rugby League or Rugby Union, squash, table tennis, tennis and volleyball).
 Vocabulary related to actions (propels, strikes, invades, score, pass, run, kick, hit, throw and shoot).
 Vocabulary related to equipment (cones, markers, balls, hockey balls, hockey pucks, hockey sticks and rugby balls).

789MW.01 Select and apply a Explain that this unit of work focuses on games, so you will teach skills and There are six basic concepts to teaching
range of increasingly complex concepts primarily through the game itself. Learners will play a variety of games for understanding:
movement skills and games across the unit associated with four game categories:  Teach games through games.
techniques.  target games in which the participant propels an object, preferably with a  Break games down into their simplest
high degree of accuracy, at a target format – then increase complexity.
789TP.05 Evaluate own and  net/wall games in which the participant propels an object into space trying  Learners are intelligent performers in
others’ movement capabilities to make it difficult for an opponent to return it games.
to improve individual/group  striking/fielding games in which the participant strikes an object so it is  Every learner is important and is involved.
performances in a range of placed away from defenders in the field  Learners need to know the subject matter.
situations and contexts,  territory games (or invasion games) in which participants invade an  Need to match learners’ skill and
sharing solutions with other opponent's territory to score. challenge.
group members in order to
achieve a common objective. Ask learners to discuss the following games in small groups and consider Key skill areas for territory (or invasion) games:
which of the four categories they would fit into:  travelling with a ball
789TP.06 Work with others  association football  sending
and plan how all individuals  badminton
can participate fully in given  receiving
 baseball  marking
and self-created movement
 rounders  intercepting
tasks and challenges.
Evaluate the social skills  softball  challenging the player in possession.
employed.  basketball
 cricket Target games: golf.
 golf
 handball Net/wall games: badminton, tennis, table
 hockey tennis, volleyball, squash and handball.
 lacrosse
 netball Striking/fielding games: baseball, rounders,
 Rugby League or Rugby Union softball and cricket.
 squash
Territory (or invasion) games: association
 table tennis
football, basketball, handball, hockey, lacrosse,
 tennis
netball, Rugby League or Rugby Union.
 volleyball.
Decision-making in games: what to do, how to
Explain that this topic focuses on maintaining possession of the ball and do it and when to do it. With increased
decision-making in the game. appreciation of the game and tactical
knowledge, learners will develop an
Learners reflect on the aims of territory (or invasion) games: understanding of when to pass, shoot or
 to score by manipulating an object through defended territory to an agreed dribble. They will also appreciate the skills
target or targets (so invading someone else’s space) required for decision-making related the
 to respond to changes of possession in a shared playing area positioning of teammates and opposition and
 to have the higher score at the end of the game time.

making best use of time and space available.
In pairs, learners discuss key skill areas for territory (or invasion) games and
share these with another pair. Review hand pass skill criteria as necessary
during the games:
Learners work in a five versus three game in a rectangular space marked by  Maintain an even balance with knees bent
cones or markers. Learners devise a small-sided hand passing game with a and feet either shoulder width apart or with
large ball that involves scoring at the opponents’ end of the space. The game one foot in front of the other (depending on
needs to have specific rules and conditions; these are decided by all players, context).
e.g. no contact, no running with the ball, no kicking, start and restart with a  Make head and chest face the direction of
throw in from the sideline, and shoot into a basket or goal. Ask questions the pass.
regularly to different players to enhance their understanding of the game:  Take arms back towards the body (as part
 To a player in possession of ball: How do you keep possession? (look up, of the preparation to pass) and then extend
protect ball, pass to a teammate who is free and select an appropriate them outwards towards a teammate (as the
pass) execution phase of the pass).
 To a player without the ball on the attacking side: How can you help to  Transfer weight from the back foot to the
keep possession? (by moving into a space, by signalling for a pass and by front foot for more advanced passes (in
evading the opposition) order to generate greater speed of pass).
 To the team without possession: How can you regain possession? (by
closing down space, by marking a player or a space and by intercepting a Observe learners’ social skills in their game
pass) play. Listen to their responses to the regular
 Did all learners participate fully in the game? If not, how can they? questioning, particularly in terms of how they
evaluate their own and others’ movement
This game can be extended by making the teams equal in size rather than five performances.
versus three. Passes can be made with feet, or hands and feet. Players in
possession could also try to make as many passes as possible in a given time
(e.g. 2 minutes) without the ball being intercepted. Alternatively, players in
possession could have five points, losing one point for each interception and
gaining a point for five successive passes.
Learners play in teams of six, with two defenders and four attackers in a
rectangular grid marked by cones or markers. Each team has a goal line. Each
learner has a hockey stick. The aim of the game is for the attackers (the team
in possession of the hockey ball or puck) to move down the space towards the
opponents’ goal line, executing as many passes as possible in 2–3 minutes;
they gain one point for each successful pass. After three successful passes,
they can score a goal by hitting the ball over the opponents’ goal line (this goal
gives them three points). Each interception by a defender reduces the score by
one point and the attacking team has to restart from their own end line. After 5–
6 minutes, the two defenders change back into the game with two attackers,
until all players have been the defender. Ask questions regularly to different
players during the game:

 To a player with the ball: Which player is in the best position to receive a
pass? (a free player) When do you pass? (when your teammate is free and
ready to receive a pass)
 To players without the ball: How do you get into a space? (move to a
position where you can receive the ball by watching the opposition and/or
changing speed/direction) How do you signal for a pass? (by calling, using
agreed hand signals and pointing to a space)
 To the defending player: How do you intercept the ball? (by anticipating the
direction of the pass, by watching the movement of the ball, by putting
pressure on the opposition and by making yourself as wide as possible)
This game can be extended by increasing the defenders for further challenge –
review how this affects team play from an attacking and a defensive position.
The goal area can also be limited for further challenge to scoring.
Learners work in a group of ten. One team of four is the defending team. The
team of six are attackers and they number themselves from one to six and
have a rugby ball. They run up and down a 50-metre x 10-metre space. There
is no goal. One attacker throws the rugby ball in the air and calls a number (not
in sequential order). As soon as that player catches the ball, they must
immediately throw it and call another number of a teammate. They keep
moving up and back the movement space in this manner. They gain one point
for every successful catch they make. The defending team tries to prevent a
catch by tagging a member of the attacking side (touching them on their back).
If an attacking player is tagged by a defender or drops the ball, the game
restarts from one end of the movement space. Swap attackers and defenders
over regularly.
This activity can be extended by learners playing five versus five with a rugby
ball. This can be passed by the team in possession to anyone in their team. If
the rugby ball is dropped, possession swaps to the other team. If an attacker is
tagged (touched on the back), the ball has to be passed immediately through
the legs to a teammate. Players in possession of the ball score a point every
time they manage to make three consecutive passes to each other. After a
point is scored, the non-scoring team restart play.
Which competitive games do you know that use the skills and techniques that
you have used in these territory (invasion) games? (e.g. handball, football,
basketball and rugby)
What sort of decisions did you make in the games you played?
How did you and your teammates maintain or gain possession of the ball?

What sorts of social skills did you use in the games? (e.g. communication,
practical support of a player and encouragement).
Resources: cones or markers, large balls, rugby balls, small hockey balls or
pucks and hockey sticks.
Unit 9.3 Topic 2 Developing teamwork skills and tactics

Outline of topic:
In this topic, learners develop their knowledge and application of teamwork skills and tactics in a range of modified games. They apply this knowledge in practical
game contexts in small and larger groups. They learn the different roles that they have to play and the different tactics that they have to employ when they play
attacking or defensive positions as a team. They extend their understanding of teamwork skills and how important they are for game success.
Language:
 Nouns (teamwork, team, tactics, games, questioning, attacking player, defending player, point, deception, speed, direction, possession, referee, official, end
line and sideline).
 Vocabulary related to action (pass, run, dodge, throw, tag, release, penetrate, defend, attack and underhand serve).
 Vocabulary related to equipment and other resources (balls, cones, markers, goals, basketball hoops and net).

789UM.04 Demonstrate and Explain that this topic focuses on developing teamwork skills and tactics. Tactic: a way to achieve an objective; a plan or
explain reasons for choices of Through questioning, check learners’ understanding of these two aspects when procedure. Tactics are the methods used to put
rules, tactics, strategies and they are playing games. Remind learners that it is also important to play fairly. strategies into practice. Tactics usually refer to
compositional ideas, applying the moment-to-moment adjustments that
these concepts within a range What do we mean by a tactic? players make to solve the problems in a game
of physical activities. What does teamwork look like in a specific game, e.g. basketball? or challenging physical activity. In games,
What kinds of teamwork skills have you experienced when playing games? tactics are usually categorised as attacking and
789TR.03 Apply knowledge, How do rules promote fair play? defensive.
skills and understanding of
behaviours that reflect fair play In groups of seven (five versus two), learners play a tag game in a large grid Review teamwork skills and tactics through the
to different physical activity square marked by cones or markers. Five learners form the attacking team game itself. Stop the game briefly and draw out
contexts. Demonstrate and have one large ball. Their aim is to touch (tag) the defending players with a ball good examples observed. Suggest how this
articulate instances of fairness – no throwing allowed. Each time they manage to tag a player, they gain a could be improved in subsequent play. Ask
and unfairness during point; they have 2–3 minutes to gain as many points as possible. When an questions regularly to learners regarding their
collaborative/competitive attacking player receives the ball, they cannot run with it or throw it at the ideas to improve game play (particularly
physical activities. defending player. They need to make quick passes to their teammates to reach teamwork and tactics). For example:
them by tagging instead. The defending player tries to avoid the ball by  How were you defending someone in the
running, dodging, changing speed or direction. When a player is tagged, they open space (in basketball)?
should stay in the game, either losing a point (if they have been given a  What were others doing off the ball?
number of points to start with) or taking on the role of referee for the short  Your team seems to be mostly shooting
duration of the game (2–3 minutes). Ask questions regularly during the game from the outside. Now the defence is
that are related to teamwork and tactics: focusing on defending this option. How
To the team in possession: What is the best way to get the defending player might you diffuse this?
out? (executing accurate and fast passes, communicating with team members,
and positioning near the player and denying the space) Scoring (attacking) tactics involve:
To a defending player: How do you avoid being tagged? (by creating and using  maintaining possession
space, by using deception and by changing speed/direction)  attacking the goal
To all players:  creating space in attack
How do you get the other team out? (work as a team in order to deny space)
 using space in attack.
What tactics can the team use?
Is it better to concentrate on getting one player out at a time or to mark one
Preventing scoring (defensive) tactics involve:
opponent each?
 defending space
How can you get your team to work well together? (by communicating to each
other, discussing ways of getting the other team out via ‘team talks’ and  defending the goal
identifying the other team’s weaknesses)  winning the ball.
Did you play fairly in this game? What helped to ensure there was fair play?
Observe how learners engage in situations
This game can be extended by increasing each of the team sizes. They can demanding fair play. Listen to their group
also try to get each other out by touching them with the ball as above. Tagged review of their work in this section of the topic.
players are released when a teammate goes under their legs.

Play a five versus five territory/invasion game using foot and/or hand passing
and dribbling skills in a rectangular playing area marked by cones or markers.
Introduce a goal for each of the teams at the opposite end of the rectangle. The
two teams decide on rules: these might include no contact, no running with the
ball, no kicking, starting/restarting the game from a throw-in from the sideline
and scoring by passing or carrying the ball over the opposition end line, or by
making a set number of passes. Ask questions regularly to different players to
promote understanding of teamwork and tactics:
To the team in possession: How can you score more effectively as a team? (by
discussing, selecting and using appropriate tactics; by keeping possession; by
moving forwards using space, depth and width; by penetrating (moving the ball
towards) the goal area to enhance the chance of scoring; by drawing out the
opposition; by making the best use of your teammates and by ensuring that
you change their roles accordingly: three players forward and two back, or two
forward and three back, or all five forward)
To the defending team:

What defence tactics does your team use to prevent scoring? (regaining
possession by defending the space/player more effectively; intercepting the
ball)
How do you defend your goal line? (spread players across the line or leave one
player to defend the line while the others try to regain possession; have a flying
goalie whereby one player runs back to goal to defend the goals but plays
primarily in attack)
Did you play fairly in this game? How did you ensure there was fair play? What
kinds of rules helped to promote fair play?
This game can be extended by playing with a smaller goal area, e.g. small
goals or basketball hoops. Add a no-go defence area for the attacking players.
Resources: large balls, cones or markers, small goals and basketball hoops.
789TP.02 Use knowledge and Learners play ‘punchball’. Teams set up four bases in a diamond formation Encourage learners to create additional rules to
understanding of team/group (bases can be cones, sticky floor spots and hoops). Players form teams of five the basic ones given for each game. This helps
work skills to influence others’ and play one team against another, each taking it in turns to be the defenders them to develop their understanding of game
participation and achievement and attackers. One player from the attacking team bounces a foam ball once play. It also helps to ensure there is fair play
in physical activities, while standing at their home base and then punches it into the air as hard as and make the running of the game more
recognising and appreciating they can away from the defence, who are standing in spaces on the opposite efficient.
the consequences of not side of the court. They then hand dribble a basketball as fast as they can
fulfilling individual roles around the four bases and return to their home base. The defenders retrieve Review teamwork skills and tactics through the

effectively in group or the punched ball and then pass the ball from Base 1 to Base 4, trying to beat game itself. Stop the game briefly and draw out
challenge situations. the runner around the bases. The runner only scores if they can return home good examples you have observed. Suggest
before the retrieved foam ball. improvements in subsequent play. Ask
789TR.04 Evaluate own and questions regularly to learners regarding their
others’ help-seeking strategies This activity can be extended by swapping the basketball for a tennis racket ideas to improve game play (particularly
when trying to overcome and tennis ball; learners bounce the tennis ball in the air or towards the floor. teamwork and tactics).
problems and challenges in a Instead of punching, they can kick the foam ball, and they can dribble a football
range of group physical with the feet around the bases.
activities.
How can you work with your team in defence to prevent the attacking team
from returning to home base?
How can you place yourselves in good positions to retrieve the ball as
efficiently as possible when playing a defensive role?
What roles do you need to take in defence in this game? (e.g. leader,
organiser, catcher and thrower)
What help did you need when playing a defensive role? Where did you get this
from?
Were your teammates successful in getting help?
Learners make a group of seven. Six learners stand at each end of the
movement space with a high net between them and the seventh player. The
larger defensive team is well-spaced and ready to receive the ball. The solo
learner stands on the opposite side of the court. They hold a foam ball and
send it over the net with an underhand serve. They then run around the whole
court and return to their starting place. Team A have the time it takes this
runner to return to their side of the court to send the ball to each team member
(one bounce can be permitted between passes) and then they return the ball
over the net to contact the floor. If the runner returns and catches the returned
ball, they make a point. If they do not return in time or do not catch the returned
ball, the defensive team wins a point. Give each learner three attempts to be
the hitter/runner and then swap them with a defender.
Change the run to a skip, side gallop or hop if the runner is too fast or the
defensive team struggle to return the ball in time.
Were your team successful at passing the ball, even when you played in
different places on the court?
What roles did you play in this game?
How can you improve your success as a team?
What help did you need in this game as a defender? How did you get this?

Learners work in groups to take a traditional game (e.g. netball, basketball,
football and rugby) and make it accessible to all learners (e.g. no contact in
rugby – use tagging instead) and reduce the team sizes to encourage more
ball handling. They reflect on the traditional rules and modify these as
necessary (learners can research these rules in advance of the game on the
internet, or you can provide task cards with traditional rules). They discuss
which teamwork skills and tactics will be important in their ‘new’ game, and
then, taking these into account, they set up the game and play it. They share
this with another group and get them to play it, acting as coaches and officials.
Groups swap roles and give each other feedback on the teamwork skills and
tactics that they observed or experienced.
What type of help did you need in this game when you played various roles?
How did you get it?
What teamwork skills did you observe or experience?
What attacking or defensive tactics did you use as a team? How effective were
they?
What tactics can you improve as a team and how?
Resources: bases, cones, sticky floor spots, hoops, foam balls, basketballs,
tennis balls, tennis rackets, nets, traditional games resources (internet or books
as relevant to learners’ game needs) and teacher-made task cards with
traditional rules for games (e.g. netball, basketball, football and rugby).
Unit 9.3 Topic 3 Roles and responsibilities in the game

Outline of topic:
In this topic, learners develop their knowledge and understanding of the different roles and responsibilities in a range of games. They engage in various modified
games that include football, dodge-basketball, speedball, croquet football, hockey and golf. They take on roles of leaders, followers, supporters, organisers and
officials. Their understanding of players’ roles and responsibilities is also fostered through regular reflection, discussion and evaluation processes in small groups
and as a whole class.
Language:
 Nouns (roles, goalkeeper, attacker, defender, fair play, teammate, rules, official, referee, possession, circuit, course, station, hazards and traps).
 Vocabulary related to action (dribble, shoot, pass, kick and intercept).
 Vocabulary related to equipment and other resources (footballs, cones, markers, football goals, balls, basketballs, benches, goals, basketball hoops, croquet
stations, ropes, plastic cups, cardboard boxes, sticky floor spots, plastic bottles, tin foil, tennis balls, hockey sticks, tennis rackets and softball bats).

789UM.03 Create and apply Explain that this topic will focus on the roles that learners take in a game and Foot pass skill criteria can include:
success criteria to own and their responsibilities.  Maintain an even balance with knees bent
others’ movement and feet either shoulder width apart or with
performances, and discuss Learners play a five versus five football game in a large rectangular playing one foot in front of the other (depending on
and explain choices of ideas, area marked by cones or markers. There is no goalkeeper and the goal is large type of game and context).
tactics and strategies, with a clearly-marked goal area that nobody can enter. Start the game by  Keep head and chest facing the direction of
understanding how these throwing the ball into the centre. Each team passes the ball among themselves the pass.
processes can maximise and can also dribble the ball (with feet) until one of them is in a good position to  Take one leg backwards (preparing to
success across a range of shoot the ball and score. They call out ‘shot’ and the defenders have to stand pass) and then extend it forwards towards
physical activities. aside and allow the scoring player to take a free shot at goal. Once a goal has a teammate (to make the pass).
been scored or if the goal has been missed, the opposing team takes
789TP.03 Demonstrate and possession of the ball and the game recommences. At various intervals, one Croquet football: learners can make a croquet
apply a range of leadership team member from each team comes out to watch the game being played and station by unbending two wire coat hangers
and teamwork skills when to give advice to their teammates in terms of their roles and responsibilities in and then twisting the ends together to make a
working collaboratively order to improve the game. You can add rules to the game as it progresses semicircle when inserted into grass/mud, or
towards goals and/or according to learners’ needs, and learners can also take on the role of official they can discuss and make alternative
objectives. (referee), ensuring that there is fair play throughout. Ask regular questions to equipment. Emphasise the need for safety
different players to promote reflection: awareness with homemade equipment and
789TP.04 Play an active and discuss potential hazards.
responsible part in group To the team in possession:
decisions and activities, How do you get into a good scoring position as an attacker? (spread out as a Observe learners’ group work and how active
leading and following agreed team; fast, accurate passing; move forwards to goal area; and keep control of and responsible they are. Notice any leaders
practices and procedures. the ball near the goal) that emerge during team games. Listen to their
Where is it easiest to score as an attacker? (in the centre of the goal) discussion and explanations of their work in
this section of the topic.
To the team without the ball:
How do you prevent scoring as a defender? (put pressure on attacker with ball;
and guard the front of the goal area which is the key scoring position)
This activity can be extended by reducing the size of the goal, adding in a
goalkeeper or adding a time challenge, e.g. 4–5 minutes for each team to
score as many goals as possible and then winners play winners and losers
play losers in the class.
Learners play a game of dodge-basketball in teams of seven, with one

basketball for two teams (Team A, Team B). Five players from each team play
a game of basketball (on half the court) against another five players in the
opposing team with the usual basic rules (e.g. no travelling with ball and no
double dribble). Team A begins with possession of the ball and they have five
attempts to score a basket. Each time a basket is scored by Team A, they
regain possession and restart the game from the centre court line. If a ball is

intercepted by the defending team (Team B), Team A also have to restart from
the centre court line. The two spare players in each team are the dodge ball
throwers (with one foam ball each). They stand on the sidelines and throw their
foam balls to attempt to hit the player who is holding the ball (below waist)
while the game is being played. If they are successful, play begins again from
the centre court line with the attacking team. Team A and Team B swap
attacking and defending roles after five attempts to score a basket. When not
being a thrower (if their team is in possession of the ball), the ‘throwers’
become ‘coaches’ for their team and review how their team is playing (roles
and responsibilities), giving relevant advice.
This activity can be extended by players taking it in turns to be referees or the

dodge ball throwers. Referees focus on ensuring the personal safety of the
players throughout the game.
What roles did you take on in this dodge-basketball game?

What responsibilities did you have when defending? When attacking?
Learners play ‘speedball’ in teams of five with one team playing another. Each
team has a basketball hoop at the end line of the playing area and two goals
(bench or small net goals) for each end corner of their half of the playing area.
Teams pass the large ball (no bounce passes). If the ball falls to the ground, it
is now played as a football. A player may kick a ball into their teammate’s
hands (and start hand passing again), but may not pick up the ball. If a ball is
kicked or thrown into the basket, that team receives two points. If a ball is
kicked into a corner goal, that team receives one point. The aim is to score
more points than their opponents. After a goal is scored, the opposing team
begins with the ball from the centre of the movement space. If the ball is
dropped or goes out of bounds, possession is given to the defending team. Ask
learners how they might develop their roles in their teams when in attack or
defence and draw out good examples of team play whilst they are playing.
What do you need to do when your teammate is in possession of the ball?

(assess whether I can receive a pass or not, call/signal for the ball and move
into a space for a pass)
How can you create space and lose the defenders? (move away from the ball
then back towards it or move towards the ball and then away from it)
This activity can be extended by only one team attempting to move the ball
forwards. Defensive players may intercept passes. If a pass is intercepted, the
offensive team must restart back at their baseline. Teams switch roles after

three attempts.
Learners work in pairs to devise a ‘croquet football’ game on a large outdoor

area (grass) with six numbered croquet stations. Each pair has a ball with
which to foot dribble and make passes to one another (there is no minimum or
maximum number of passes required). They follow the numbered croquet
stations in the correct order, passing to each other and then taking it in turns to
kick the ball through the stations.
This activity can be extended to become competitive, with learners working

against other pairs in a competitive situation. Allow three attempts per pair.
They time each other’s performances and see which is the fastest and most
accurate pair (gaining six accurate kicks through the croquet stations).
Alternatively, two pairs can try to complete the circuit simultaneously to see
who is the fastest. They can try to defend the ball of the opposing pair and
knock it out of play.
Pairs join up and invent a new hockey game with the croquet stations. They
teach this to another team of four, sharing ideas and discussing ways to
improve the game where necessary. They reflect on the various responsibilities
and roles they had during this activity. They also discuss and explain their
choices of ideas, tactics and strategies.
Learners work in small groups of four or five to develop a mini golf course from
a range of equipment (e.g. ropes, cones, plastic cups, cardboard boxes, sticky
floor spots, plastic bottles and tin foil) across a given area (10 metres x 5
metres). Learners plan together a course that has hazards and traps. They
also consider what aspects of their golf course can be made more creative
(e.g. imaginative use of equipment and different ways of exploring the space)
as they will review and discuss in the evaluation. They can write the plan by
hand or on the computer with a list of equipment and rules. Learners use a ball
of their own choice (e.g. tennis ball), hockey sticks, tennis rackets or softball
bats to make their way around the course to the final hole. They swap courses
with another group and follow their instructions to complete the course. They
evaluate the mini golf course, giving feedback on ideas and the practices or
procedures in the golf course instructions, using the two stars and a wish
appreciation system: two things they enjoyed and why, alongside one pointer
for improvement.
Who led the ideas and the creation of your group mini golf course?
Did you all play active roles in the planning and playing processes?
Resources: footballs, cones or markers, football goals, large foam balls, large
balls, basketballs, benches, small net goals, basketball hoops, numbered
croquet stations (made from coat hangers), ropes, plastic cups, cardboard
boxes, sticky floor spots, plastic bottles, tin foil, tennis balls, hockey sticks and
tennis rackets or softball bats.
Unit 9.3 Topic 4 Planning and participating in a games tournament

Outline of topic:
Learners work together to plan and participate in a games tournament. They base the games they organise, play and officiate on the topics in this unit. They
decide on the rules, scoring system, equipment and safety procedures for each game. They help to organise a games schedule and how learners will be grouped
and selected from it. They help to organise officials for each game and they have an opportunity to become game analysts.
Language:
 Nouns (games, schedule, tournament, task card, scoring system, equipment, rules, safety guidelines, roles, analysis data, goals and players).
 Vocabulary related to games (hand passing game, modified hockey game, modified rugby game, ball tag game, punchball, dodge-basketball, speedball,
croquet football, croquet hockey and golf).

789MC.03 Persevere and Explain that this topic focuses on planning and participating in a games Learners need to lead all planning processes
share ideas with others, when tournament. Learners will review the games they have played across this unit for the class games tournament. Your role is as
responding to given and self- and decide on a selection of these for their class tournament. a facilitator throughout this topic. Ask regular
created tasks and challenges, questions about safety in order to keep
working towards creating own Learners work in groups of four or five to review the games played across this learners focused on risk management during
solutions and contributing to unit. They make lists of their favourite games and draw up a schedule for the the tournament.
group solutions. class tournament that will take place across several lessons. Groups discuss
their tournament schedules and agree as a class how everything will run and Observe learners’ group work and how well
789HB.04 Understand the what the content will be. they share ideas and come up with solutions to
difference between risk problems. Note how well they observe and help
avoidance and risk An example schedule might include: with safety procedures. Listen to their planning
management, and when they  five versus five modified hand passing game and observe their support of group members
should be used. Discuss and  three versus three modified hockey game and respect for officials.
plan strategies for physical  five versus five modified rugby game
activities in different contexts  five versus two ball tag game
and how to reduce the risk and  punchball
severity of injury in physical  dodge-basketball
activities.
 speedball
 croquet football or hockey
789TR.02 Plan for a range of
shared physical activity  golf.
contexts, support others in
making progress and realising In their groups of four or five, learners create game task cards for the
their objectives, and respect tournament, with the rules, scoring system, equipment required and safety
the contributions of officials guidelines. They place these task cards near the movement space where the
and others who assist game will take place so learners can check the game content before they play.
movement participation and
performance. Learners play the games they have decided on as a class. Some learners
should be given an opportunity to officiate and all players rotate roles.
After the tournament, review everything through questions and answers:

When did you share ideas with others?
How good were you at working towards solutions in the planning, playing or
officiating processes?
How did you manage risk during the tournament? Did any safety issues arise?
How well did officials do in their roles across the tournament?
Why did you need the officials and when did you see them intervening in a
game?
The tournament can be extended during one of the lessons by half the class
playing games, while the other half analyse an individual’s performance.
Learners work in pairs (one analysing and one playing, and then swap roles).

Learners record game analysis data during play by hand or use computerised
notation systems. They record data such as pass completion rate, distribution
of passes, goal attempts or goals scored and distance covered by players.
Learners analyse the data after each game and implications for coaches and
teachers in relation to future games training and play.
How can a coach or teacher use the game analysis data?

What strategies or tactics can you create based on the evidence available?
Resources: materials for task cards, games equipment as required by the

learners’ tournament content and materials or digital devices to record data.
Unit 9.4 Applying movement skills in a range of physical activities
Unit 9.4 Applying movement skills in a range of physical activities

Outline of unit:
In this unit, learners participate in a wide range of physical activities to develop their knowledge, understanding and application of movement skills. They review
and analyse selected movement skills, learning about the movement skills categories of body management, locomotor and object control skills. They are guided in
their observation processes, digitally recording and analysing named, giving themselves and others feedback on their levels of movement proficiency. They use
and refine movement skills in a range of physical activities, researching and observing teaching points for these. In the final topic, learners develop their creativity
as they work in groups to devise a ‘new’ unconventional physical activity with equipment of their choice. They review and evaluate the activities in which they
participate, and also consider their own and others’ movement skills performances.

This unit builds on learners’ existing knowledge and understanding of movement skills during previous physical education lessons or extra-curricular contexts. In
particular, it supports learners to develop their own and other learners’ movement skills proficiency, and to become actively involved in observing and analysing of
movement skills. Through a broad range of theoretical and practical activities led by you and learners, learners deepen and extend prior knowledge of movement
skills acquisition.

9.4 Topic 1 Using and Designing and
Reviewing and refining evaluating
analysing movement unconventional
Learning objectives covered in Unit 9.4 and topic summary: selected skills in a group physical
movement range of activities with a
skills physical movement
activities skills focus
789MW.0
1
789MW.0
Perform, combine and apply a variety of movement skills in complex sequences. 
2
789MW.0 Develop and exhibit movement skills, demonstrating precision, control, fluency and variety in a range of familiar and

3 unfamiliar physical activities.
Move confidently and competently in known and less predictable contexts, showing the ability to navigate the
789MW.0
demands of different contexts and roles, and select appropriate skills, knowledge and risk assessment strategies to 
4
meet them.
789UM.01 
Demonstrate an understanding of actions, dynamics, space and relationships, through movement and evaluation
789UM.02 
processes.
Apply existing skills in creative and innovative ways, showing an understanding of what is viable, as well as the
789MC.01 
ability to cope with unpredictable challenges. Add new and advanced skills as a result of this process.
Evaluate own and others’ movement capabilities to improve individual/group performances in a range of situations
789TP.05 
and contexts, sharing solutions with other group members in order to achieve a common objective.
Evaluate own and others’ feedback processes in a broad range of physical activities. Compare and contrast own
789TR.05 
with others’ endeavour to improve movement performance following feedback.
Unit 9.4 Topic 1 Reviewing and analysing selected movement skills

Outline of topic:
Learners analyse, practise and work towards refining their movement skills in this topic. Through a range of movement challenges that they engage in and create,
they focus on body management, locomotor and object control skills. They observe, digitally record and analyse named movement skills, giving themselves and
others feedback on their levels of movement proficiency.
Language:
 Nouns (mind map, obstacle course, game, starting line, tug of war, cognitive, associative, autonomous, drill, body part, teaching points, possession, dynamics,
space and movement skills: body management skills, locomotor skills and object control skills).
 Vocabulary related to action (hop, tug, catch, dodge, run and balance: static and dynamic).
 Vocabulary related to space (levels: high, medium and low).
 Vocabulary related to body parts (legs, shoulders, hands, forefeet, heads, trunk, arms, forehead, wrist, fingers, eyes and abdominal muscles).
 Vocabulary related to equipment and other resources (coloured sashes or bands, cones, football goals, plastic flying disc, markers, skipping ropes, netballs,
basketballs, basketball hoops, netball posts, hoops, balance beams, benches, wall bars and climbing frames).
 Vocabulary related to reflection (review, analyse, discuss, evaluate and compare).

789MW.02 Perform, combine Explain that in this unit the focus is on applying movement skills in a range of Movement skills are essentially movement
and apply a variety of physical activities. In this topic, learners will review and analyse selected patterns that involve different body parts such
movement skills in complex movement skills. as the legs, arms, trunk and head, and include
sequences. such skills as running, balancing, jumping,
Ask learners what they understand by the term ‘movement skills’. Review what hopping, skipping and catching. These are
789UM.01 Demonstrate these are and how they are essential components of all physical activities. Ask considered basic patterns that lead to more
knowledge and understanding learners to work in pairs and discuss the types of movement skills they think specialised, complex skills used in play,
of a range of activity-specific are part of their chosen favourite physical activity (e.g. basketball, dance and games, dance, gymnastics, and other physical
vocabulary through movement gymnastics). They make a mind map from their discussion. The class share activities. Movement skills can be further
and evaluation processes. their mind maps and discuss whether the movement skills are correct or if organised into three different categories, and
others need to be added. although the terminology for these vary
789UM.02 Demonstrate an internationally, there is widespread consensus
understanding of actions, Learners work in pairs with one skipping rope between them and a marker. The that they are:
dynamics, space and focus is on hopping (locomotor skill). Each learner stands facing their partner  body management skills (e.g. balance on
relationships, through on a starting line with a marker between them. Each is holding on to the end of one foot and climb)
movement and evaluation the skipping rope. The aim of the game is to balance on one foot while trying to  locomotor skills (e.g. side gallop and sprint
processes. tug the rope and pull the partner over the central point (like a traditional tug of run)
war). If one of the partners stops hopping and puts a foot down, they lose the  object control skills (catch and underhand
hopping tug and the game begins again from the starting line. or overhand throw).
Learners join with another pair. They research (internet and books) and agree There are three stages of skill acquisition that
on the skill criteria for a hop and observe each other hopping individually in a sit along a continuum of skill learning:
straight line for 10 metres on both legs, and then the hopping skills in the tug  Cognitive: frequent errors, learner has to
game. They digitally record the hop in both activities and discuss it with each think a lot about the skill and how to
other. execute it, and requires frequent feedback.
 Associative: the largest and longest stage,
Does the tug game change the hopping skill? How? learner needs lots of practice and errors
Does the learner use both legs when hopping in the tug game? gradually become less frequent and
How might muscle fatigue affect the hopping skill? (e.g. skill could deteriorate smaller.
and become uneven or less coordinated)  Autonomous: few if any errors (and these
are minor), learner can think about other
Learners work in teams of four or six to play a game called ‘catch the tail’ aspects of competition and not think at all
(involving locomotor skills such as running and dodging). They line up and hold about the skill itself.
each other’s shoulders. The learner at the back of the line has the ‘tail’
(coloured sash or band tucked in shorts or tracksuits). The aim of the game is Hop teaching points:
to catch the tail of an opposing team before the whistle blows (3–4 minutes per
 Bend support leg on landing and then
game). Learners move about the space in their groups. Any team member can
straighten to push off.
catch a tail, but they must keep one hand on the shoulder of the person in front
 Take off and land on forefeet.
of them if they are not a leader. Give one point to each team for each tail
caught (and give the tail back to the team who then carry on playing). When  Move swing leg in rhythm with support leg.
the game ends, the person at the head of the line goes to the end and wears  Able to hop on both right and left leg.

the tail.  Keep head and trunk stable with eyes
focused forwards.
What skills do you need to keep the tail safe? (running and dodging)  Bend arms and move to help leg action.
How can you improve your skills as a team?
Drill: intensive training, typically by means of
In small groups of three or four, learners review one of the movement skills repeated exercises.
from the catch the tail game. They consider the relationships of body parts in a
skill they select (legs, arms, head and trunk). They research this on the internet Two-handed frisbee catching teaching points:
or books and discuss how this can be developed through one relevant drill.  Pancake catch: good for straightforward
They share with another group what they have learned about their movement throws. Palms face each other like a
skills and teach the drill to them, discussing the body parts used and the pancake. Keep hands in front of and close
essential teaching points to achieve proficiency. to body with both hands at right angles to
gather the disc.
In teams of five or six, learners play a frisbee (plastic flying disc) team game  Crocodile catch: useful for catching fast-
against another team in a large movement space (using locomotor skills such moving discs. Same technique as the
as running, dodging and jumping, and object control skills of catching and pancake catch but with the arms far out in
throwing). They have two goals (one at each end of the playing area), marked front of the body. Arms and body need to
by football goals or large cones and each team assigns one player to be their be in line with the direction of travel of the
goalkeeper. The aim of the game is to pass the frisbee around and try to send disc, and arms are also slightly parallel.
the frisbee into the opponents’ goal. Learners can take three steps with the  Rim catch: normally only used when the
frisbee but when they are tagged (touched on the back) they have to throw or disc is well above the head of the player or
drop it within 3 seconds, otherwise the other team gain possession. If two low around the ankles. Both hands grab on
players catch the frisbee simultaneously, it is thrown in the air above them and the leading edge of the disc, with one hand
they have to jump to catch it. A point is scored each time the frisbee goes into on either side.
the goal.
One-handed frisbee catching teaching points:
Which skills are required in this frisbee game? (catching, throwing, dodging,  One-handed catches are useful for throws
running and jumping) around the ankles, well above the head, or
How can we improve our catching and throwing skills with a frisbee? far to either side that require a stretch.
 When the frisbee is above the elbow, catch
In their teams of five or six, learners review the teaching points for either a
it with hand thumb down, otherwise keep
particular catch or throw of the frisbee (internet, books). They make up a drill to
thumb up.
teach this to each other and then share this and their teaching points with
another team. Groups discuss the skill (action) they reviewed and its
Teaching points for throwing frisbees:
relationships to body parts, as well as its use of space (high, medium and low).
 The forehand: this is also called the ‘flick’,
They also consider the dynamics (energies) involved (e.g. a forehand ‘flick’
‘two-finger’, or ‘side-arm’ throw. Momentum
throw).
comes from the flick of the wrist. Hold the
disc out to the side with index and middle
What relationships between body parts are visible in your selected movement
fingers on the underside of the disc and
skills?
then swing arm forwards and whip (flick)
How does your chosen movement skills use space?
wrist as if flicking someone with a towel.

 The backhand: curl your around the disc
Learners work on a netball/basketball shooting circuit in groups of three (object and tuck it into body, then straighten arm to
control skill). In their groups, they research the shooting skill they want to release the disc in the appropriate direction
complete on the internet or in books. They write out some of the relevant with a final flick of the wrist. Remember to
teaching points. Four groups of three work on each activity and rotate around step into the throw for maximum power
the circuit. One learner is always the movement skills analyst and digitally upon release.
records the shooting skill. Players have 3-4 minutes on each activity to see  High release: this is a variation of the
how many points they can score. backhand, where the disc is released
 Activity 1: shoot towards a netball/basketball hoop over the outstretched above the thrower’s shoulders to get
arms of a standing partner who defends the shot. around a defender.
 Activity 2: shoot towards a netball/basketball hoop from behind a series of
three marker/cone lines. If successful from the first line, learners gain one Shooting skills: emphasise the importance of a
point. Second line (further away): two points. Third line (furthest away): whole-body action with a knee bend before the
three points. ball is released to increase the power of the
 Activity 3: take alternate shots from two different hoops placed to the left- shot. Ensure learners consider each phase of
and right-hand side of a netball/basketball hoop to try and score a the shot: preparation, action and recovery or
point/basket. follow through.
In their threes, learners review and discuss each other’s shooting skills, giving Obstacle course: review the safety of each
each other relevant feedback in relation to the teaching points that they obstacle course before learners work on it.
researched earlier. They return to the activities and replay them, taking into Remind learners how to lift-carry-place
account the feedback they received and trying to improve their shooting skills. apparatus safely, with knees bent and
remaining aware of others.
Learners work in small groups of four or five to design and construct an
obstacle course that promotes static and dynamic balance skills (body Observe learners’ performances of movement
management skills). The obstacle course should provide opportunities to skills and how they demonstrate their
perform balances on different body parts that are held still, as well as understanding of movement concepts (e.g.
opportunities to travel along narrow apparatus and apparatus at different space). Listen to their responses to questions
levels. They share their obstacle course with another group and discuss the and group discussions.
balance movement skills they performed and how these might be improved
(e.g. extend arms to aid balance, keep head and trunk stable, focus eyes on
one spot and tighten core abdominal muscles). They evaluate each other’s
individual balance skills and give relevant feedback.
This activity can be extended by all groups trying out each other’s balance
obstacle courses and discussing which were more challenging and why.
What do we need to do to make our balance technique more proficient?

When do we need to manage our body and balance well in physical
education? (e.g. in games when dodging cones or players and in gymnastics
when holding a position such as a bridge or handstand)

Who participates in physical activities that help to improve balance?
Did you find this balance obstacle course challenging at any point?
Is body management a category of movement skills that you could improve or
not?
Resources: A4 paper, marker pens, coloured sashes or bands, large cones or

football goals, frisbees (plastic flying disc), internet access, books, markers,
skipping ropes, digital recording devices, netballs or basketballs, basketball
hoops or netball posts, hoops and obstacle course for balance (e.g. balance
beams, inverted benches, wall bars and climbing frames).
Unit 9.4 Topic 2 Using and refining movement skills in a range of physical activities
Outline of topic:
In this topic, learners develop their understanding of movement skills and how they can be refined. They engage in a range of activities led by you and learners
and receive feedback from you and other learners on how to improve their proficiency in body management, locomotor skills and object control skills. They have
regular opportunities to research movement skills on the internet or in books, and they apply this theoretical knowledge to their own and others’ practical
performances.
Language:
 Nouns (activities, support, weight, position, top, base, links, sequence, safety, role, skill criteria, player, referee, movement recorder and observer).
 Vocabulary related to action (static balance, gallops, turns, leaps, rolls, pair balances, travel, lean, hang, basketball layup, tuck jump and tennis serve).
 Vocabulary related to body parts (bottom, back, hands, knees and feet).
 Vocabulary related to equipment and other resources (chiffon scarves, ribbons, basketballs, hockey sticks, hockey balls, hockey pucks, footballs, nets, tennis
rackets, badminton rackets, volleyballs, basketball hoops, benches, boxes, tables, stools, ropes, wall bars and climbing frame.).
 Vocabulary related to reflection (analyse, review, evaluate and discuss).

789MW.03 Develop and Explain that in this topic, learners will be using and refining movement skills in The characteristics of a skilled performance
exhibit movement skills, a range of physical activities. They will work through a series of activities that include the following:
demonstrating precision, primarily involve body management, locomotor skills and object control skills.  fluent
control, fluency and variety in  aesthetically pleasing
a range of familiar and This section of the topic focuses primarily on body management skills.  consistent
unfamiliar physical activities.  accurate
Learners work as a whole class, running and tiptoe walking around the space  goal-directed
across skipping ropes placed on the floor or beside lines of markers/cones.  coordinated.
When you call ‘small’, learners pair up and make a small static balance on the
floor (e.g. ‘V’ sit balance on bottom, back to back with partner). When you call Health and safety issues when weight-bearing:
‘wide’, learners make groups of three and perform a wide static balance on the clear communication and sensible weight-
floor (e.g. straddle shape facing partners with toes touching). When you call carrying (no weight placed on spine, only
‘long’, learners make groups of four, performing a long thin balance held on shoulders, buttocks), carefully negotiated
one or two feet with arms linking to one another in some way. entrances to and exits from weight-bearing. In
pair balances, the ‘top’ is usually lighter in
On mats, learners work with a partner exploring weight-taking and support, e.g. weight and smaller in size. The ‘base’ is
taking their partner’s weight on their back; with their side; with one body part. heavier, often taller and stronger. When going
They take it in turns to carry their partner’s weight. Learners experiment and up into a balance, the base says: ‘hold 1-2-3
practise some simple double balances with the base on their hands and knees and off’. A completed balance should be held
facing downwards/hands and feet facing upwards in a table position. The ‘top’ for 3 seconds, with the centre of gravity over
can try different body positions when balancing on the base. They choose and within the base of support. The entrance
three of their favourite balances and link them together using different actions (mount) into a double balance and the exit
(e.g. gallops, turns, leaps and rolls). Ensure links are logical and fluid and that (dismount) out of it are very important – they
balances are controlled and held still for at least 3 seconds. need to be carefully constructed and executed.
This activity can be extended by learners working in fours and sharing their Safety tips in apparatus work: lift-carry-place
ideas. They can develop a new sequence that includes their pair balances, but correctly to designated areas; always bend
these should be adapted to become balances in fours. knees when lifting and setting down apparatus;
work together and communicate when carrying
In groups of four, learners get apparatus out. Remind learners about the need apparatus; ensure there is sufficient space
for safety when using apparatus. Review tips through questions and answers. between apparatus, walls and other pieces of
Learners set up large apparatus in their groups: two mats, one bench and one equipment so there are clear lines of access
box (three to four layers depending on skills), or a table or stools, ropes, wall and space for exits from expected movements.
bars or climbing frame. They experiment on their apparatus with the following
body management skills: Observe learners’ movement sills, especially
 balancing on large body bases (e.g. backs) and small body bases (e.g. their precision, control, fluency and variety
hands) (directions and levels). Listen to their
 balancing on bases which balance the body the right way up and bases discussions.
which balance the body upside down (inversion)
 balances with the body held directly above the base and balances with the
body leaning away from the base

 travelling to a new space on the floor and apparatus between each balance
 balances that are partly on the floor and partly on the apparatus, or that are
hanging or supported (from a bar or rope).
This activity can be extended by organising learners to rotate apparatus after

several minutes to extend their body management skills and apparatus
experience.
In pairs, learners discuss their individual body management skills and how they
worked to refine these during the activities in this section. They particularly
focus on their skills to show movements that were precise, controlled, fluid and
varied in terms of space (directions, levels: high, medium and low).
Resources: skipping ropes, mats, benches, boxes, tables or stools, ropes and
wall bars or climbing frame.
789MW.01 Select and apply a This section of the topic focuses primarily on locomotor and object control Play music throughout the dance activity to
range of increasingly complex skills. encourage flow, rhythm and musicality.
movement skills and
techniques. In pairs, learners research the internet for a dance video in any style that they Dynamics: the ‘how’ of movement. These might
wish to use as a stimulus for their own dance. They examine the locomotor be slow, fast, sharp, heavy, light, strong,
789TR.05 Evaluate own and skills that they see and select five or six of these (e.g. step patterns, turns that sudden, soft, smooth, sustained, percussive,
others’ feedback processes in travel, continuous leap, galloping and running). They link these together with bound, free-flow and relaxed.
a broad range of physical their own locomotor skills to make a sequence of about 1–2 minutes. They vary
activities. Compare and the dynamics of their locomotor skills to make it more interesting to watch. After each activity, review the locomotor/object
contrast own with others’ They join with another pair and observe each other performing the sequence control skills that were used and ask learners
endeavour to improve and give each other feedback on which locomotor skills were performed and how they might improve their quality. This can
movement performance how these might be improved. They self-reflect and discuss how they will be undertaken in a number of ways, through:
following feedback. improve their sequence with their partner. They then make the necessary  review and questioning as a whole class.
improvements and perform their sequences again, receiving a second set of  self-reflection.
feedback from the same pair and noting what positive changes might have  peer review.
occurred to their locomotor skills.  digital recordings of performances and
post-performance analysis.
This activity can be extended by introducing an object that individuals work with
or that a pair shares (e.g. chiffon scarves and ribbons). Pyramid sets (running): give learners who are
less fit runs that are 50 per cent of the
In pairs, learners work together to run pyramid sets of 100, 200, 300, 400, 300, guidelines: 50, 100, 150, 200, 150, 100 and 50
200 and 100 metres or variations according to their fitness. One learner runs metres.
100 metres then walks or jogs back to the start; they then run 200 metres and
repeat the recovery walk/jog back to the start, and so on. Their partner Sprint run teaching points:
encourages them and gives them constructive feedback on their running

technique throughout (e.g. leg and arm action: high knee lift and arms driving  Land feet along a narrow path.
vigorously forwards and backwards). The recovery after each run is a power  Use heel-toe action.
walk back to the starting line.  Raise feet close to buttocks.
 Keep head and trunk stable, body leaning
In threes, learners undertake a three-person weave: the basketball is started forwards.
by the centre learner and passed to either learner on the right or left. The  Focus eyes forward.
passing learner always runs behind the learner who receives the pass. The  Bend elbows at 90 degrees.
learner receiving the pass then hand dribbles to the centre to become the
 Drive arms vigorously forwards and
middle learner. This procedure continues to an agreed end line. Review and
backwards.
discuss the activity before re-playing it with hockey sticks and hockey balls or
 Keep hands relaxed or closed loosely in a
pucks, and subsequently a football.
fist.
Learners play a net game in small groups of five or six (e.g. volleyball, tennis
and badminton). They take on different roles in the game: player, referee, Basketball:
movement recorder and observer. They choose different aspects to observe as Chest pass teaching points:
a group, but ensure one movement skills is focused on for each player (e.g. a  Stand face on to direction of throw.
badminton forehand drive in a game of badminton). Learners give each other  Focus eyes on target.
relevant teaching points for the chosen skill; they can research them on the  Spread fingers around ball, thumbs behind
internet (or in books) and give feedback on specific skill criteria. ball.
 Keep elbows down.
How can each learner better achieve a smooth and well-coordinated  Follow through with arms and fingers,
movement skills? What teaching points were given to a learner to improve their palms turned out.
skill proficiency?
Catching teaching points:
Pairs select one movement skills that they can repeat for 1 minute (e.g.  Move feet to place body in line with ball.
basketball layup, tennis serve and tuck jump off a bench or box). They test  Focus eyes on ball.
each other to see how many times they can perform the skill in a designated  Reach hands out to meet ball.
time period (e.g. 1–2 minutes); the observer tallies the score for their partner.  Adjust hands to path and size of ball.
They compare notes made with another pair and discuss how or whether the  Keep fingers soft and slightly cupped.
proficiency of the skill was affected by the time pressure.  Catch ball in hands only.
 Time hand and finger closure well.
Resources: internet access, music, digital playing device, digital recording
 Bend elbows to absorb impact.
device, chiffon scarves, ribbons, basketballs, hockey sticks, hockey balls or
pucks, footballs, equipment for net games according to learners’ needs (e.g.
Observe how learners select and apply a range
nets, tennis or badminton rackets and volleyballs) and equipment for timed pair
of increasingly complex movement skills and
work (e.g. basketball hoops, benches and boxes).
techniques. Listen to their discussions about
feedback.
Unit 9.4 Topic 3 Designing and evaluating unconventional group physical activities with a movement skills focus
Outline of topic:
The focus throughout this topic is on learners designing and evaluating unconventional group physical activities with a movement skills focus. After playing an
unconventional striking and fielding game (e.g. Danish Longball), learners work in groups to develop their own unconventional physical activities. These have a
clear movement skills focus, as well as explicit rules, safety guidelines and scoring systems. This fosters their creativity and helps learners to play an active part in
group work design and implementation processes. Learners undertake the different physical activities that have been created by their peers. They reflect on their
own and others’ creations, evaluating these in specific ways.
Language:
 Nouns (physical activity, movement skill, hybrid, baseball, kickball, cricket, and rounders, base, distance, catcher, pitcher, guidelines, rules, procedures,
cognitive, associative, autonomous, roles: planner, organiser, performer, coach, judge/referee and observer).
 Vocabulary related to actions (striking, running, underhand throw, overhand throw and catching).
 Vocabulary related to resources and equipment (cones, bats, balls, lacrosse sticks, balloons, gymnastic equipment, hoops, juggling balls, milk crates, rubber
tyres, long ropes, plastic bottles, medicine balls, frisbees (plastic flying discs) and scooter boards (board on four wheels)).
 Vocabulary related to review (discussion, reflection and evaluation).

789MW.04 Move confidently Explain that in this final unit, learners will be designing and evaluating Unconventional physical activities are non-
and competently in known and unconventional group physical activities with a movement skills focus. traditional and do not have the same rules or
less predictable contexts, equipment as other more traditional activities
showing the ability to navigate Explain that Danish Longball is considered an unconventional game. Guide such as competitive team games or athletics.
the demands of different learners to play Danish Longball through discussion and modelling. Explain They can:
contexts and roles, and select that it is a fast-moving hybrid game of baseball, kickball, cricket and rounders.  develop movement skills and general
appropriate skills, knowledge It involves individual and team responsibilities. The movement space is set up movement competence with an appropriate
and risk assessment strategies with two parallel lines (the front line and the back line) about 10 metres apart. A level of challenge and promote enjoyable
to meet them. square base is set up adjacent to the front line using four cones (this is the physical experiences
home base). A second square base is set up adjacent to the back line (this is  provide new experiences for students at all
789MC.01 Apply existing skills the runner base). A pitcher’s mound (hoop) is at an appropriate distance from skill levels.
in creative and innovative the home base.  provide opportunities for positive social
ways, showing an interaction to help develop interpersonal
understanding of what is Divide the class into four teams (two consecutive games playing at once, with skills.
viable, as well as the ability to one batting team and one fielding team on each pitch). The batting team
cope with unpredictable stands beside the home base and organises a batting order (alternate girl, boy You can display the Danish Longball rules on a
challenges. Add new and is recommended). The fielding team sets themselves up beyond the front line whiteboard or via a projector for learners to
advanced skills as a result of and select one player to play the role of catcher (the catcher stands behind the engage visually with them. There are also
this process. home base) and another to play the role of pitcher (who stands on the pitcher’s many digital recordings of this game available
mound). Talk through basic safety guidelines with this game using questions on the internet.
789TP.05 Evaluate own and and answers (e.g. batting team keeping behind the batter and standing at least
others’ movement capabilities 5 metres away from them). Learners’ creative ideas can be more easily
to improve individual/group developed in their own activities if you can offer
performances in a range of Basic rules of Danish Longball are as follows: a wide range of traditional and unconventional
situations and contexts,  The first batting player steps into the home base with the team bat. The equipment, e.g. giant balls, lacrosse sticks,
sharing solutions with other pitcher pitches the (small, soft) ball using an underhand throw. The batter balloons, gymnastic equipment for climbing,
group members in order to runs to the runner base whether or not they strike the ball. However, before hoops, juggling balls, milk crates, rubber tyres,
achieve a common objective. running, the batting player must drop the bat inside the home base. long ropes, plastic bottles, medicine balls,
 Once at the runner base, the running player may choose to stay on that frisbees (flying plastic discs) and scooter
base or run back to home base in order to score a point. However, once a boards (boards with four wheels). This
player has committed to running back to home base, they may not turn equipment can also promote movement skills
back. that are less prevalent in more traditional
 Offensive players in the runner base may choose to stay there until they activities.
think it is safe to run to home base.
 Following the pitch, the fielding team will attempt to get the batting player Ensure that before learners undertake any
(or any other offensive player who is running) out. activity, you review it for safety and talk through
 A player is out if they are caught out, they are tagged by a player in potential hazards with learners. Draw on their
possession of the ball while in between the front and back lines, they hit understanding of risk and how they will
the ball behind the front line or they throw the bat outside of the home base manage it.
after having swung at the ball.
 If the fielding team is not in position to get a player out, they can simply Groups can write down unconventional

send the ball to the pitcher for the play to be dead. Once the pitcher has physical activities to be saved as resources for
the ball while standing on their mound, offensive players may no longer subsequent classes.
attempt to run to home base. There are three stages of skill acquisition that
 The batting teams stays at bat until the fielding team manages to get three sit along a continuum of skill learning:
players out. After three outs, the teams exchange roles. Alternatively, each  Cognitive: frequent errors, learner has to
batting team might have two batting turns each and then they swap roles think a lot about the skill and how to
with the fielders. execute it, and requires frequent feedback.
 Associative: the largest and longest stage,
Learners discuss the movement skills that were used in Danish Longball (e.g. learner needs lots of practice and errors
striking, running, underhand throw, overhand throw and catching) and evaluate gradually become less frequent and
how well they performed these as individuals and teams. smaller.
 Autonomous: few if any errors (and these
Remind learners of the three stages of skill acquisition (cognitive, associative are minor), learner can think about other
and autonomous). Model examples of these in one movement skills aspects of competition and not think at all
. about the skill itself.
Learners work in groups of five or six to design an unconventional physical Observe how learners apply skills in creative
activity that is unlike any other they know or have undertaken. This activity ways, how they move with confidence and
must have at least one or two movement skills that have been used already in competence throughout this topic. Note their
this unit or are new to this unit. It could, for example, be a game like Danish understanding of safety. Listen to their
Longball that is a mixture of two or three other games, using different discussions about their own and others’
equipment and having different rules or codes of behaviour. Learners take on movement capabilities.
various roles during the design of their physical activity (e.g. planner, organiser,
performer, coach, judge/referee and observer of learners’ skill levels,
rules/procedures and whether they need modification). Their physical activity
has to have:
 clear rules or procedures that a judge/referee can follow and enforce
 safety guidelines
 a scoring system
 one or two movement skills that are being developed through engaging in
the activity (e.g. catching, balancing, climbing).
Learners discuss their ideas with you and another group. They research
(internet and books) the movement skills they are focusing on and find out the
teaching points so that they can help learners in their execution of these during
the activity. They trial their activity, make necessary modifications to improve it,
and then teach it to another group. The participating group evaluates it in terms
of its innovation and creativity.
Evaluation: learners give two stars (two things the group managed well in the
game design) and a wish (one thing the group could do better in the game

design).
Learners take it in turns to undertake each different physical activity (time

permitting) that the class groups have designed. After their participation, they
discuss the movement skills related to the physical activity and evaluate how
well these were performed, individually and as a group. They reflect on the
three stages of skill acquisition (cognitive, associative and autonomous) and
how they and others may improve these skills.
Resources: cones, bats, small balls, a wide variety of equipment for learners’
activities (e.g. giant balls, lacrosse sticks, balloons, gymnastic equipment for
climbing, hoops, juggling balls, milk crates, rubber tyres, long ropes, plastic
bottles, medicine balls, frisbees and scooter boards), and access to internet
and books.
Unit 9.5 Developing skills and fitness in athletics
Unit 9.5 Developing skills and fitness in athletics

Outline of unit:
This unit reviews and extends learners’ knowledge and understanding of running, jumping and throwing skills in athletics. It also develops key track and field skills
through individual and group activities that are collaborative and competitive. Learners are actively involved in their own learning, working to improve their
knowledge of various training methods to develop their speed, strength and stamina. They review jumps and throws, planning for future training in these activities.
Finally, they are given opportunities to design their own running, throwing and jumping events in a mini-Olympics class competition. They perform the roles of
performer, observer, official and coach.

This unit is designed to refine and extend running, jumping and throwing skills that have been learned in a variety of physical activities across Stages 1 to 8. In
particular, it aims to progress the more specialised athletics skills, knowledge and understanding that learners encountered in Stage 8. The unit also builds on
group learning in collaborative and competitive contexts. Learners will take greater responsibility in this unit in their various roles such as event planners and
officials.
9.5 Topic 2
Jumps and
Training for Mini-Olympics:
throws:
Learning objectives covered in Unit 9.5 and topic summary: speed,
reviewing and
designing,
strength and participating
planning for
stamina and evaluating
future training
789MW.0
1
789UM.01 
Persevere and share ideas with others, when responding to given and self-created tasks and challenges, working
789MC.03 
towards creating own solutions and contributing to group solutions.
Play an active and responsible part in group decisions and activities, leading and following agreed practices and
789TP.04 
procedures.
Evaluate own and others’ movement capabilities to improve individual/group performances in a range of situations
789TP.05 
and contexts, sharing solutions with other group members in order to achieve a common objective.
Work with others and plan how all individuals can participate fully in given and self-created movement tasks and
789TP.06 
challenges. Evaluate the social skills employed.
789HB.03 Lead and engage in physical activities at different levels of intensity. 
Understand the difference between risk avoidance and risk management, and when they should be used. Discuss
789HB.04 and plan strategies for physical activities in different contexts and how to reduce the risk and severity of injury in 
physical activities.
Demonstrate and evaluate effective and safe interaction with individuals and groups when sharing space,
789TR.01 
equipment, roles and responsibilities in physical activities.
Plan for a range of shared physical activity contexts, support others in making progress and realising their
789TR.02 
objectives, and respect the contributions of officials and others who assist movement participation and performance.
Unit 9.5 Topic 1 Training for speed, strength and stamina

Outline of topic:
In this topic, learners focus on various training methods to develop their speed, strength and stamina. They participate in a series of athletics-based activities that
promote these fitness components, following and creating relevant tasks. They work with others to share their ideas and to deepen their understanding of fitness-
focused athletics. They discuss the challenges they undertake and give each other regular feedback on their movement performances.
Language:
 Nouns (cones, markers, relay baton, distance, metres, evaluation, grid, relay, handicap race, Fartlek training, course, heart rate, breathing rate, temperature,
upsweep technique, intensity: low, moderate and high/vigorous; and fitness components: strength, speed and stamina).
 Vocabulary related to action (running, jogging, walking, dynamic stretch, plyometric exercise, body-weight strength exercise, lunge, long jump, triple jump and
plank).
 Vocabulary related to body parts (feet, knees, chest, elbows, stomach, arms and shoulders).

789UM.01 Demonstrate Explain that in this unit there is a focus on developing skills and fitness in Throughout these activities, regularly ask
knowledge and understanding athletics. In this topic, learners will be reviewing and applying training methods learners questions about the intensity they are
of a range of activity-specific for developing speed, strength and stamina in an athletics context. working at (low, medium or moderate and high
vocabulary through movement or vigorous). Draw out fitness aspects such as
and evaluation processes. Review three of the four fitness components (strength, speed and stamina) heart rates, breathing rates and body
through small-group discussion and a plenary with modelling as required. temperature.
789HB.03 Lead and engage in
physical activities at different What is strength? What type of movements help to build strength? Four fitness components:
levels of intensity. What is speed? What type of movements help to improve speed?  strength: the amount of force a particular
What is stamina? What type of movements help to improve stamina? muscle group can produce in one
maximum effort
The following activities develop stamina and speed in this section of the topic.  speed: the ability to perform a movement
or cover a distance in a short period of time
Review the Multistage Fitness (beep) test. This test requires the runner to  stamina: the ability to maintain prolonged
perform continuous 20-metre shuttle runs, whereby the individual must reach physical effort over time
the opposite end of the 20-metre grid before the next beep sounds. The time  flexibility: the ability of an individual to
between recorded beeps decreases each minute, forcing the individual to move the muscles and body joints through
increase their running speed. It is this increase in speed which reflects the a maximum range of motion – to use a joint
increase in difficulty/intensity. Learners undertake the beep test over a series of to its fullest.
two or three lessons, as individuals, or in groups of two or four (taking it in turns
to run – interval training), discussing and evaluating any improvements in Movements to build strength: body weight
stamina. They also review bodily changes that have occurred during and exercises such as press-ups, handstands and
immediately after running (e.g. sweating, raised body temperature, increased squats.
heart and breathing rate).
Movements to improve stamina: run and walk
Review baton exchange techniques in preparation for a continuous relay to at equal intervals (e.g. run 1 minute and walk
develop stamina. 2 minutes or run 2 minutes and walk
 Static baton exchange practice (not running): learners work in teams of 2 minutes).
four. Groups of learners stand about 1–1.5 metres apart, one behind the
other (next to a marker or cone). This distance is sufficient to require good Movements to improve speed: practise running
arm stretch during the baton exchange. The last learner in each line holds drills e.g. high knee drills and back kicks (heels
a baton. They begin the static relay by pumping the arms forwards and flick backwards to touch buttocks).
backwards. Learners pass the baton with the right hand to the left hand of
the learner in front (giving the receiving learner the top third of the baton). Interval training involves continuous effort with
The baton carrier calls ‘stick’ and on this call, the outgoing (receiving) periods of high intensity, followed by a recovery
learner places the left arm angled at approximately 45 degrees (thumbs on period.
inside – nearest leg). They should not turn to see where the baton is; the
baton reception is a no-look action. Upsweep technique: the baton is Handicap distance race: this type of run is ideal
swung up into the ‘V’ formed by the thumb and fingers. This process is for cross-country courses and provides
repeated to alternate hands until the front learner receives the baton. motivation for slow and fast runners.
 Develop this activity so that the last runner to receive the baton steps to

the side and allows the runners at the back to pass by. Runners then Fartlek training: an aerobic training method that
repeat the sequence of passes from the back of the team (place markers requires the intensity to change at random
or cones down to guide their new standing starts). times. Random changes in intensity help to
 Learners increase the spacing between each other (move the markers or replicate many sporting environments and
cones) and jog to one another with the baton. specifically help the body’s cardiovascular
 Learners work in teams of five on a continuous relay circuit (distances can system to adapt quickly as intensity changes.
increase each week from a 50–100-metre starting amount). Explain that An example of Fartlek training might involve
this activity is an example of interval training, which builds stamina. running around a cross-country course
Runners 1 and 5 stand together at the start of an oval track marked by four changing between sprints, jogs and walking at
cones. Runner 1 runs to Runner 2, who runs to Runner 3, who runs to various sections.
Runner 4, who runs to Runner 5, who runs to Runner 1 (now in Runner 2’s
position) etc. Runner 4 needs to have a coloured bib or sash so that their Dynamic stretches are active movements that
team (and you) know when they have finished the course. When runners take the body through ranges of motion that will
have returned to their original starting positions, the activity has finished. better prepare the person for a workout or
physical activity.
Review and evaluate the relay activity through questioning. Ask pairs to
discuss the different intensity levels (low, medium or moderate and high or Listen to how learners use activity-specific
vigorous) they experienced during the various relay-focused activities. Remind vocabulary during their movement and
learners of related health and fitness vocabulary as necessary. evaluation processes. Note their understanding
of intensity levels (questioning and peer
Learners work in small groups of four or five to perform in handicap distance discussion) and how they can lead and engage
races over courses that vary in length (800–2000 metres). They start running in physical activities at different levels of
as individuals with time handicaps so that the fastest runners in their groups intensity.
start last. Each group decides on the group’s distance and attempts to set the
handicaps (with your guidance) so that all runners finish close together. They
attempt this several times over different lessons and courses to gauge any
stamina or speed improvements made.
Learners engage in Fartlek training (Swedish for speed-play) to provide

variation in terrain and running intensity. The course needs to be varied (e.g.
hill running and road running), providing opportunities for running moderate
inclines, and for long periods of slow, easy jogging and walking. Beginners can
work towards a course lasting 12–15 minutes over several lessons.
Learners work in groups of four and engage in a triangular (3 x 50-metre)

course where they estimate pace and tempo. They mark their course with three
cones. Advise each group that they need to run together around the outside of
their cone triangles to the destination (a particular cone from the three they
have in their triangle). Blow the whistle at selected times (e.g. 15 seconds).
Those who arrive early to the designated cone must jog on the spot. Those
who are slower need to run faster next time. Give learners a short rest period

(e.g. 10 seconds light jogging on the spot and dynamic stretches) at each
corner to allow slower learners to recover in between running tasks that you
signal with the whistle blows. Ask learners to lead their own group triangle
course, deciding as a group the pace and intensity of their running.
This activity can be extended by groups running a full circuit of the course in
45 seconds. A double blast of the whistle indicates that learners must run a
circuit in 40 seconds. After one slow and one fast circuit, athletes can take a
walking recovery period. Add larger courses (e.g. square course), jogging rests
rather than walking, and faster circuits to increase intensity. Learners could
also run on circuits with different demands that they choose, e.g. Triangle
course 1 could be for learners who want to work themselves to a higher
intensity level, Triangle course 2 would be for a moderate intensity level, etc.
What intensity level are our running activities? (low, moderate and vigorous)
Is it the same intensity level for all learners?
What does our activity help to develop? (speed and stamina)
How does the activity make you feel afterwards? (e.g. breathless, sweaty, my
heart is beating fast and I feel hot)
Resources: relay batons, cones, markers, coloured bibs or sashes, beep test
instructions and resource (available on internet) and whistle for you.
789MC.03 Persevere and The following activities in this section of the topic develop strength. Ensure that learners carry out warm-up
share ideas with others, when activities first before body-weight strength
responding to given and self- Review differences between strength and muscular endurance. Explain that exercises are performed. Ensure learners
created tasks and challenges, both will be developed through the activities in this section of the topic. adopt the correct strength training technique.
working towards creating own Learners should avoid jerky or intermittent
solutions and contributing to In pairs, learners perform a range of body-weight strength and plyometric movements which are not smooth and
group solutions. exercises that are relevant for running, jumping and throwing activities in controlled.
athletics. Discuss with learners the correct techniques for the exercises and
789TP.05 Evaluate own and use demonstrations (you, learner, digital recordings from the internet). Explain Strength: the amount of force a particular
others’ movement capabilities safety aspects of each exercise. Use some of the following ideas, allowing muscle group can produce in one maximum
to improve individual/group learners to decide on how many reps they perform and at which pace. You effort. Muscular strength leads to movement
performances in a range of could discuss different levels of challenge. efficiency because less ‘effort’ is needed in
situations and contexts, order to perform particular movements and
sharing solutions with other  Reverse lunge knee-up: begin by standing on one foot, then step the produce the required amount of force.
group members in order to opposite foot backwards into a reverse lunge. Powerfully push through the
achieve a common objective. front foot and bring the opposite knee towards the chest. Quickly step back Muscular endurance: the ability of muscle or
into a reverse lunge and repeat. muscle groups to withstand repeated
 Standing long jump: stand with feet hip-width apart, and crouch into a contractions for an extended period (i.e.

squatting position with the arms back. Next, spring forwards with both feet repeatedly exert force against resistance). The
remaining together and land on the balls of the feet with knees bent. greater your muscular endurance the higher
 Box drill: jump around an imaginary box. Begin by balancing on the right the number of repetitions you can complete.
foot with a slightly bent knee. Swing both arms forwards and hop to the left.
Staying on the same leg, hop forwards, then hop to the right, and finally in Growth and maturation will affect strength
reverse back to the starting point. Switch legs and reverse the direction. gains both before, during and after puberty.
 Plyometric deadlift: stand on the left leg and bend forwards at the hips until Relative strength gains in prepubescent
the right leg and chest are about parallel to the floor. In one quick children are equal, or greater, to those shown
movement swing the arms forwards, raise the chest, and jump up off the by adolescents. In general, adolescent
floor. Softly land on the left leg again and slowly lower back into the absolute strength gains appear to be greater
starting position. than prepubescent gains, but less than adult
 Lateral triple jump: stand on the right foot, bend the knee slightly and hop gains.
sideways as far as possible, landing on the right foot again. Immediately
leap forward to land on the left foot. Finish the move by jumping forwards Plyometric exercise: also known as jump
one more time to land on both feet. This is essentially a hop, skip and a training. These are exercises in which muscles
jump. It teaches the body to change directions quickly and powerfully. exert maximum force for short intervals of time,
 Plank: start on the floor in a prone position (on elbows and feet, stomach with the goal of increasing power. Plyometric
facing floor), making sure your back is straight and your spine is neutral. exercises challenge a person’s fast-twitch
Place elbows directly underneath the shoulders and prop up the bottom muscle fibres, coordination and agility. All
half of the body on your toes. There should be a straight line from the these things work together to help transform fat
ankles to knees, knees to hips, hips to shoulders and through the neck. into lean muscle while elevating the heart rate.
Hold the plank for 30 seconds and build towards 2 minutes over time.
 Alternating lunge jumps: begin in a lunge and jump up as high as possible You could write up suggested body-weight
while simultaneously switching the lunge stance in mid-air. Land with the strength and plyometric exercises onto task
opposite foot forwards and then jump again. Think height, not speed. This cards for learners, with different levels of
exercise generates vertical power. challenge offered.
 Side plank star: start in a side plank position with the planted elbow directly
beneath the shoulder and both legs stacked. Keeping the core muscles Observe how learners persevere with physical
tight, raise the top leg as high as possible to form a star position. Return challenges. Note how they evaluate their own
the leg back down and repeat on the same side. Swap legs after three and others’ movement capabilities, setting
goes on each side. personal movement goals.
In pairs, learners reflect on their own and their partner’s strength/muscular

endurance performances and identify each other’s personal strengths and
areas that need improvement. They identify improvements for each other in the
future. Discuss how many times they should undertake strength exercises (one
to three times).
Unit 9.5 Topic 2 Jumps and throws: reviewing and planning for future training
Outline of topic:
Learners practise and refine their jumping and throwing skills in this topic. They focus particularly on tasks related to long jump and discus. They regularly work in
groups to participate in jumping and throwing challenges, following safety guidelines. They also design various activities in groups, including training ideas for a
running, jumping or throwing event of their own choice. They review their own and others’ jumping and throwing skills, and give each other feedback to improve
their performances. They discuss and evaluate the social skills they have experienced.
Language:
 Nouns (training, event, skill, run-up, take-off, landing, check mark, feedback, distance, approach, social skills and teaching points).
 Vocabulary related to body parts (ankles, knees, feet, chest, legs, hips, eyes, arms, heels and shoulders).
 Vocabulary related to action (jumping, throwing, long jump, discus, bounding, stride, sitting, kneeling, standing, rhythm running, skipping and hopping).
 Vocabulary related to resources and equipment (skipping ropes, chalk, long jump take-off board, sand pit, tape measures, rubber quoits, hoops, volleyballs,
basketball, medicine balls and rubber discuses).

789MW.01 Select and apply a Explain that in this topic learners will review various jumps and throws in Jump for distance (standing long jump or broad
range of increasingly complex athletics and plan for future training in these events. jump) teaching points:
movement skills and  Bend ankles, knees and hips.
techniques. Explain that jumping is an explosive skill that can make people feel tired, as it  Focus eyes forwards.
demands a great deal of energy. Review safety considerations in jumping:  Swing arms behind body.
789TR.01 Demonstrate and knees are shock absorbers and must be bent in take-off and landing.  Straighten legs.
evaluate effective and safe  Make both feet leave the ground together.
interaction with individuals and Review the teaching points of a jump for distance through discussion and  Swing arms forwards and upwards.
groups when sharing space, modelling, as necessary. Learners work in pairs and undertake a long jump
 Land on both feet at the same time.
equipment, roles and challenge, performing three successive standing jumps (jump for distance).
 Bend ankles, knees and hips to absorb
responsibilities in physical Advise learners to put less effort into the first of the three jumps so that they
impact.
activities. have energy for the remaining two jumps. For optimal distance, all three jumps
should be fairly equal in length. They need to jump low and forwards, not
Single legged take-off:
upwards. From a line, learners see how far they can jump in total with three
successive two-footed jumps. One learner jumps while another partner checks  Extend the jumping leg as powerfully as
and marks their final jump of the three. They swap roles and measure from possible.
toes on take-off to heels on landing.  Swing the leading leg up to the horizontal.
 Use your arms in the same way as with the
This activity can be extended by learners working in teams of four. The first two-leg jump. Swing both arms up and
member of the team completes three two-footed jumps. The next team forward in unison with the leading leg.
member completes three bounding strides to increase the distance achieved,
starting from the landing of the first learner’s third jump. This repeats until each Bounding teaching points:
learner has either jumped or performed bounding strides alternately (jump x 3,  Swing arms up and forwards with each
bounding x 3, jump x 3 and bounding x 3). bounding stride.
 Try to achieve a wide stride position at the
In groups of four, learners lay six to eight skipping ropes sideways in front of a mid-point of each bounding stride.
team of four learners. Each learner takes it in turns to perform bounding strides  Try to get a feeling of ‘floating’ at the
to land before or after each skipping rope. Learners set the ropes progressively midpoint of each stride.
further apart to demand long reaching strides and explosive leg action. Advise
learners to experiment with using the right foot and then the left, noting which Beginners in long jump should jump from a
gave them the greatest distance. take-off area (80 centimetres to 1 metre in
width) rather than a take-off board, as this
Which starting foot helps you to achieve the greatest distance? helps to reduce their anxiety about hitting the
take-off board accurately for each jump.
Learners work in pairs to measure a run-up for long jump. Each jumper stands
Emphasise the need to respect safety
in a stride position facing back down the run-up with toes of the non-jumping
guidelines throughout this topic as throwing
foot placed against the leading edge of the take-off board (or chalked line
objects is a high-risk activity for all learners.
which represents a take-off area). They run nine strides down the long jump
Learners need to be well-spaced and only
run-up, with the first stride taken by the jumping foot, gradually accelerating.
throw and collect objects when advised by you.
Their partner counts each footfall of the jumping leg in a sequence of 1, 3, 5, 7
Non-throwers should remain behind a safety
and 9. They mark the ninth stride, which gives an approximate starting point for

the run-up. The jumper then places the non-jumping foot on the mark and line approximately 4–7metres from the thrower.
takes the first stride towards the pit with the jumping foot. The uneven number
of strides in the run-up will put the jumping foot on the board for take-off. They The use of a small rubber quoit or hoop as
can use check marks at the first and fifth strides of the run-up for additional substitutes for the discus eliminate handhold
accuracy. Learners undertake five jumps each with their nine-stride run-up, problems that a beginner commonly
adjusting their starting position as necessary to make successful arrivals in the experiences. They can instead focus on other
take-off area (or on the take-off board). Partners support each other to do this parts of the throw, such as footwork.
and also measure the final long jumps to work out which is the best of five.
Discus teaching points:
How easy was it for you to gauge the correct run-up for yourself?  Hold discus flat against the palm; the edge
Which of the five jumps was your best? of the discus sits on the pads of the first
joints of the fingers; the thumb rests on the
Review the teaching points for a discus throw and explain that it is a slinging back of the discus.
throw. Remind learners that this is one of the most unsafe throwing activities as  Take a balanced preparatory stance. Hold
discuses can be released too early or too late and end up in directions other the discus up in front of the eyes with
than the intended forward direction. throwing hand on top of the discus and
non-throwing hand underneath for support.
Pairs undertake slinging activities with volleyballs, basketballs, or light  Keep the discus flat and the throwing hand
medicine balls as an introduction for the discus throw, or as a contrasting on top, swinging the discus back off the
activity to reinforce the twist or wind-up of the shoulders relative to the hips. supporting hand in a wide arc.
Throwers can use various throwing positions (sitting, kneeling and standing).  Swing the feet, hips, chest and shoulders
to the front on delivery as the weight shifts
Pairs use hoops to aim at a high target. They undertake a standing throw from back to front foot.
(facing the target) and then a step-back standing throw, beginning with their  From a ‘tall’ delivery position, move the
back towards the direction of the throw. Explain that this activity helps to teach delivery arm in a wide slinging movement,
learners to combine height and distance in their slinging throw. They compete releasing the discus off the index finger
against each other for points. Award points for hitting the target. (out of the front of the hand) in a flat spin.
Which throw was more accurate? Observe how learners perform their jumping
Which throw was stronger and travelled further? and throwing skills and techniques. Note how
safety aware they are and how they share
Model how to throw a quoit (holding it in the palm, like a discus throw). space, equipment, roles and responsibilities.
Learners work in pairs and practise stepping forwards and slinging a quoit. A
right-handed thrower steps forwards into the throw with the left foot. They
observe each other and give feedback that focuses on the teaching points.
Repeat this activity with a rubber discus.
In fours, learners have a discus throwing competition, using standing throws.

They decide on the scoring system and set up a safe throwing space with clear
guidelines for each thrower.

Which roles did you play in these jumping and throwing activities? (e.g.
performer, organiser and coach)
What safety rules were essential to follow in our throwing activities?
Resources: skipping ropes, chalk, long jump take-off board and sand pit (if
available), tape measures, rubber quoits, hoops, volleyballs, basketball, light
medicine balls and rubber discuses.
789TP.06 Work with others In groups of four, learners work through the following training plan ideas for Ensure learners work on all activities safely.
and plan how all individuals running, jumping and throwing events. They need to adapt these for the For example, when jumping, knees act as
can participate fully in given varying skills or fitness levels in their groups and warm ups should occur before shock absorbers in preparation and landing by
and self-created movement they undertake each of these: bending; ensure the landing area is clear and
tasks and challenges.  sprint drills, e.g. 2 x 60-metre sprints at a relaxed speed and 2 x 60-metre has even ground to avoid falling or twisting
Evaluate the social skills sprints at full speed ankles. When throwing, give clear verbal
employed.  skipping drills with high knee lift (thigh parallel to ground) guidelines for when learners can throw and
 rhythm running (a set number of strides over 10–20 metres) when they can collect thrown equipment; all
 light hopping and bounding drills: 12 hops on right leg, 12 hops on left leg throwers need to be well-spaced when
and 12 giant steps throwing objects (particularly when slinging as
 throwing different objects with dominant hand objects can slip out sideways from the hand).
 throwing different objects with non-dominant hand and comparing When waiting to throw, learners stand 4–7
performances with dominant hand throws metres behind the thrower.
 throwing heavy objects (e.g. medicine balls).
Check learners’ understanding of the training
drills modelled and observe how learners
Which fitness component are you working with in the medicine ball throwing develop ideas of their own from these practical
activity? experiences. Check all training ideas created,
Can you say why it is important to develop all fitness components in athletics taught and performed by groups have clear
training? safety guidelines.
Can you say why it is important to develop the dominant and non-dominant
arm muscles when throwing? Observe how learners work with others in each
task. Note their social skills (e.g. listening,
In their groups of four, learners plan a new training idea for a running, jumping sharing, communication, discussion and
or throwing event of their own choice. They teach this idea to another group, negotiation).
who give them feedback on its content and suitability for the selected event.
In their groups, learners reflect on the social skills they have used in the
various movement tasks, discussing how well they participated as a group.
Which social skills have you used in these activities? (e.g. listening, sharing
communication, discussion and negotiation)
How can you improve your social skills as a group?

Were all group members included in each athletics challenge?
Who led the planning processes or did the ideas come from the whole group?
Resources: medicine balls and equipment for learners’ training plans.

Unit 9.5 Topic 3 Mini-Olympics: designing, participating and evaluating

Outline of topic:
In this final topic of the unit, learners work together in groups to design running, jumping and throwing challenges for a class competition. They design competitive
events for the class mini-Olympics, working in groups to ensure they will be safely and effectively undertaken by all performers. They take on planning and
organising processes, and they subsequently perform and officiate. Group performances in the class athletics competition are recorded for review. Learners
undertake written evaluations, reflecting on the topic’s core learning objectives.
Language:
 Nouns (Olympics, events, athletics, metres, equipment, competition, rules, safety procedures, techniques and roles: organiser, official and performer).
 Vocabulary related to action (running, throwing, jumping, measuring and recording).
 Vocabulary related to athletics events (triple jump, high jump, long jump, relay, shot put, javelin and discus).

789TP.04 Play an active and Explain to learners that they will be working in small groups during this topic to Learners need to lead all planning processes
responsible part in group design, participate and evaluate a mini-Olympics class athletics competition. for the mini-Olympics class athletics
decisions and activities, competition. Your role is as a facilitator
leading and following agreed Ask learners what events they know about in the Olympics. Give them time to throughout this topic. Clarify aspects as and
practices and procedures. research the events (using the internet and books) in groups of four or five. As when required. Ask regular questions about
a whole class, learners decide which events they wish to have in the safety in order to keep risk management as a
789TR.02 Plan for a range of tournament, which will take place over several lessons. These might include strong focus during the competition. Before
shared physical activity events modified for their age with adapted equipment such as: allowing any event to be undertaken, discuss
contexts, support others in  triple jump with learners the key safety points that they
making progress and realising  high jump (scissors only) have identified.
their objectives, and respect  long jump
the contributions of officials  80–100 metres Take the group task cards and laminate these.
and others who assist  150–200 metres Keep them as examples for future learners.
movement participation and  300–400 metres
performance. Learners can tabulate or graph data from each
 600–800 metres
event in the competition (e.g. times and
 1200–1500 metres
789HB.04 Understand the distances jumped or thrown) in future
difference between risk  relay (sprint) mathematics lessons.
avoidance and risk  shot put (rubber, 1–3 kg)
management, and when they  javelin (tennis ball or foam javelin can be used) You, and appointed learners, can digitally
should be used. Discuss and  discus (rubber). record learners (and time them using
plan strategies for physical stopwatches) throughout the class athletics
activities in different contexts Learners work in small groups, choosing one or two of the events that the class competition, using the data as an evaluation
and how to reduce the risk and has selected to focus on. They undertake the following preliminary activities: tool to review the unit and individual
severity of injury in physical  reviewing the techniques of their chosen event by reading relevant performances in various events.
activities. resources on the internet or in books (and asking for advice from peers
and you) Observe learners’ group work and how active
 planning the event, deciding who will lead the teaching and organising of it and responsible they are in their groups. Note
for the class competition. how well they observe and help with safety
 practising the different roles they will take and trying out the event, acting procedures. Listen to their planning and
as performers and officials observe their support of group members and
 finally, writing up the event(s) on a task card making sure that associated respect for officials.
rules and health and safety considerations are evident (particularly in terms
of personal safety in team activities).
Learners participate in the class athletics competition involving running,

jumping and throwing. They divide the class into several teams, counting up
points for each team until an overall winner is found. Each team should be able
to choose a certain number of running, throwing or jumping events. Learners
also need to take on a range of roles throughout the competition when they are
not performing, such as organisers and officials. As officials, they should have

experience of measuring and recording athletic achievement.
During and after the competition, ask learners relevant questions:

Which roles did you undertake in the class competition?
Do you prefer being an official to performing?
How well did you work with your group?
What could you have done better in terms of group work?
What safety guidelines did you feel were the most important to remember
when creating or participating in an event?
How can any of the events you participated in be improved?
What challenges did you face when creating or participating in an event?
What responsibilities did you have in the event design process?
In their original planning groups, learners write an evaluation of their individual

and group achievements, considering the topic’s core learning objectives:
 how active and responsible they were in group decisions and activities
 how well they followed agreed practices and procedures
 how good their planning was for the class competition
 how effectively they supported others in making progress
 how respectful they were to officials and other event assistants
 how safely they worked during the competition.
Resources: internet, books, equipment for the mini-Olympics athletics

competition (for throwing, running and jumping events) and digital recording
device.
Cambridge Lower Secondary Physical Education (0081) Stage 9
Sample lesson 1 Unit 9.1 Topic 2 Small-group composition in dance/gymnastics
CLASS:
DATE:
Learning objectives 789UM.02 Demonstrate an understanding of actions, dynamics, space and

relationships, through movement and evaluation processes.
89MW.02 Perform, combine and apply a variety of movement skills in complex
sequences.
Lesson focus / Learners review what space and dynamics are through practical, creative
success criteria experiences in pairs that are focused on the theme of extreme landscapes. These
lead to pair sequences that are varied and demonstrate knowledge of what a motif
is.
Prior knowledge / Previous Learners have developed their knowledge and understanding of composition,
learning performance and appreciation skills through a range of dance themes in Stages 1 to
8. They have worked on space and dynamic changes in both dance and gymnastics
activities.
Plan
Lesson Planned activities Notes

Introduction Introduce the learning objectives. You may need to explain them in Motif: a simple
simpler terms that all Stage 9 learners will understand. You can give movement or
direct examples from this lesson too. Provide learners with examples of series of
action, dynamics, space and relationship changes through discussion and movements
modelling. Explain what a complex sequence is. that can be
developed.
What would a space change look like? (e.g. floor pathway: forwards to Variations
sideways, zigzag and curved; level: low to medium and high) might be made
What do we mean by dynamics? (how the body moves, e.g. fast, slow through
and heavy) actions,
How can we show clear relationship changes in pair work? (e.g. back to dynamics,
back, leading-following and mirroring-matching) space or
What is an example of an action? Can you show me or explain this to relationships.
me? (e.g. turn, travel and jump)
What do we mean by complex sequences? (e.g. a sequence is a series of Play
linked actions; complex sequences are varied and have interesting motif appropriate
developments) music to
accompany
Explain that this lesson builds on the previous topic about extreme learners’
landscapes. Ask learners to consider how the landscapes viewed and movements.
discussed previously would affect the inhabitants and their ways of life.
How would the inhabitants travel across the landscape?

How would they gather or grow food?
Where would they live?
How would their energy levels be affected by the heat or cold?
Explain to learners that they will be working in pairs to create a motif that
represents an inhabitant’s way of life in a specific landscape (e.g. using
an imaginary pickaxe to break the ice to find fish in Antarctica, gathering
water from a well in an oasis in a hot desert). Review what a motif is and
model how it might be shown through dance.
Learners move about the space to music as individuals performing any

action they like (e.g. jogging, sidestepping and hopping), changing their
floor pathways from lines to curves (space), and their actions from light to
heavy (dynamics). When the music stops, they make a linked shape (any
body part) with a partner on a low, medium and high level (space). They
stretch upwards to the ceiling, downwards to the floor and from side to
side with their arms, exploring space in an imaginary large bubble.
91
Main activities In pairs, learners develop a motif (as explained earlier in the introduction). Remind
They extend their motif to make a sequence by adding a range of actions: learners of
travels, jumps, leaps, turns and gestures (small movements with small safety
body parts). guidelines.
Keep well-
What kinds of jumps do you know? (e.g. star jumps, tuck jumps and spaced. Bend
asymmetric jumps with one leg raised to the side) knees on
How can you vary the shape of your body when you jump? (change arm landing a jump
or leg actions and twist the trunk) or leap.
Ask learners to develop their motif sequence in space and dynamics, Observe how
making sure they show two or three different levels (low, medium and learners work
high) and at least one contrasting dynamic (e.g. sharp, sudden, light and together.
heavy). Check their
understanding
If time permits (or in the next lesson), learners join with another pair and of what actions
watch each other’s motif sequence, giving each other feedback on the are and help
space and dynamic changes they observed and how effective they were. them to link
these together
How did the pair develop their sequence in space and dynamics? with logical
How well did the pair link together their actions in their motif sequences? and fluid
What actions did you find interesting in the pair sequence? transitions.
Model good
Resources: music and digital playing device. examples (you
and other
learners).
End/Close/ Learners lie on the ground and feel how the contact with the ground Play relaxing
Reflection/Summar changes as they breathe. They imagine their back is covered with paint music during
y and that they are making a mark on the floor when they inhale, pressing the stretching
their lower back into the floor. They move the back away from the floor as and breathing
they breathe out again. They recreate the bubble they moved in from the activity.
introduction on the floor, stretching and curling from side to side and
forwards and backwards with different body parts while lying down. Listen to
learners’
End with a whole-class discussion: responses
Were the learning objectives for this lesson achieved?
What do you think you need to improve when creating sequences?
How can you vary space and dynamics in a sequence?
92
Reflection
Use the space below to reflect on your lesson. Answer the most relevant questions for your lesson.
Were the learning objectives and lesson focus realistic? What did the learners learn today?
What was the learning atmosphere like?
What changes did I make from my plan and why?
If I taught this again, what would I change?
What two things really went well (consider both teaching and learning)?
What two things would have improved the lesson (consider both teaching and learning)?
What have I learned from this lesson about the class or individuals that will inform my next lesson?
Next steps
What will I teach next based on learners’ understanding of this lesson?
93
Sample lesson 2 Unit 9.2 Topic 2 Stamina, strength and suppleness circuits
CLASS:
DATE:
Learning objectives 789HB.03 Lead and engage in physical activities at different levels of intensity.
Lesson focus / Learners review what intensity levels are through discussion and participation in a
success criteria number of physical activities that are linked to relay running. They will learn about
related fitness concepts such as dynamic stretching, stamina and interval training.
Prior knowledge / Previous Learners have developed their understanding of activity intensity levels through a
learning variety of physical activities in earlier stages. They are used to feeling different
intensity levels in the body and sharing how this is with you and others (e.g.
changes to heart rate, breathing rate and body temperature).
Plan

Introduction Introduce the learning objective. You may need to explain it in simpler Dynamic
terms that all Stage 9 learners will understand. You can give direct stretches are
examples from this lesson. Review intensity levels through questioning. active
movements
What do we mean by the intensity level of a physical activity? that take the
(high/vigorous, medium/moderate and low) body through
How would you know which level you are working at? (e.g. high level of ranges of
intensity: raised body temperature and fast breathing rate and heart rate) motion that will
better prepare
Discuss with learners what stamina is and how moderate- and high- the person for
intensity activities can help to develop this in a person. a workout or
physical
What is stamina? What type of movements help to build stamina? activity.
(e.g. rope skipping, jogging, swimming and cycling)
Stamina: the
Spread out markers in the movement space, enough for one per learner. ability to
Ask learners to jog about the space in between the markers and to bend maintain
down and touch a marker with one hand when you blow the whistle once. prolonged
They repeat the jogging, but on two whistle blasts, they need to walk and physical effort
raise their knees up to hip height at each step, hugging them with their over time.
arms (keeping back straight). They repeat the jogging, but on three
whistle blasts, learners run on the spot pumping their arms with high Ensure
knees. Call out ‘1’, ‘2’ or ‘3’ randomly and change the jogging in between learners work
to other travels (e.g. side gallop, hopping and bounding). safely in their
own dynamic
Give learners 1–2 minutes to warm up their arms, trunk and ankles in any stretches.
way and order that they like (dynamic stretches: model flexion, extension,
rotation and swinging to help them with ideas as required).
Do you feel your body has become warm and your heart rate has
increased?
Why do we do dynamic stretches in a warm up?
Resources: markers.
Main activities Explain to learners that they will be participating in a relay activity to Throughout
develop stamina. Review baton exchange techniques in preparation for a these
continuous relay. activities,
regularly ask
Static baton exchange practice: learners work in teams of four. Groups of learners
learners stand about 1–1.5 metres apart, one behind the other (next to a questions
marker or cone). This distance is sufficient to require good arm stretch about the
during the baton exchange. The last learner in each line holds a baton. intensity they
They begin the static relay (not running) by pumping the arms forwards are working at.
and backwards. Learners pass the baton with the right hand to the left Draw out
94

hand of the learner in front (giving the receiving learner the top third of the fitness aspects
baton). The baton carrier calls ‘stick’ and on this call, the outgoing such as heart
(receiving) learner places the left arm angled at approximately 45 degrees rates,
(thumbs on inside – nearest leg). They should not turn to see where the breathing rates
baton is; the baton reception is a no-look action. Upsweep technique: the and body
baton is swung up into the ‘V’ formed by the thumb and fingers. This temperature.
process is repeated to alternate hands until the front learner receives the
baton. Interval
training
Develop this activity so that the last runner to receive the baton steps to involves
the side and allows the runners at the back to pass by. Runners then continuous
repeat the sequence of passes from the back of the team (place markers effort with
or cones down to guide their new standing starts). periods of high
intensity,
Learners increase the spacing between each other (move the markers or followed by a
cones) and jog to one another with the baton. recovery
period.
Learners work in teams of five on a continuous relay circuit (distances
can increase each week from a 50–100-metre starting amount). Explain Note learners’
that this activity is an example of interval training, which builds stamina. understanding
Runners 1 and 5 stand together at the start of an oval track marked by of intensity
four cones. Runner 1 runs to Runner 2, who runs to Runner 3, who runs levels (through
to Runner 4, who runs to Runner 5, who runs to Runner 1 (now in Runner questioning
2’s position) etc. Runner 4 needs to have a coloured bib or sash so that and peer
their team (and you) know when they have finished the course. When discussion)
runners have returned to their original starting positions, the activity has and how they
finished. can lead and
engage in
Review and evaluate the relay activity through questioning. Ask pairs to physical
discuss the different intensity levels (low, medium or moderate and high activities at
or vigorous) they experienced during the various relay-focused activities. different levels
Remind learners of related health and fitness vocabulary as necessary. of intensity.
When did you work at a low-, moderate- or high-intensity level?

What happened to your body when the intensity increased?
How did you find the continuous relay? Is this kind of interval training
something that you find easier or harder to do than a similar length run
with no resting periods?
Resources: relay batons, markers, cones and coloured bibs or sashes.
End/Close/ Learners undertake three static stretches altogether, holding each one for As learners
Reflection/Summar 20–30 seconds. As they are stretching, ask them whether they think they perform the
y have achieved the learning objective today. stretches, ask
them where
 Hamstrings and calves: from a low lunge with the back knee on the they feel their
floor and the hands on the ground framing the front foot, press the muscles
hips toward the back of the movement space, hinging the body over working in their
the front leg. For an extra stretch, flex the foot towards the sky. bodies and the
 Hips: lying on the back, bend one knee so that the foot rests on top of names of
the straight leg with the knee out to the side of the room. Bend the these muscles.
straight leg towards the chest and grab the shin. Pull the shin towards
the chest until a stretch is felt.
 Hamstrings, calves, outer ankles, back and neck: from a lunge, lift
hips toward the sky/ceiling while straightening the legs and placing
hands on the ground between feet. Feet should be open almost as
wide as your mat in a straddle shape. If the hands do not reach the
ground, hang forwards. For a deeper stretch, grab outer ankles and
try to place the crown of the head on the floor.
95
Reflection
Use the space below to reflect on your lesson. Answer the most relevant questions for your lesson.
Were the learning objectives and lesson focus realistic? What did the learners learn today?
What was the learning atmosphere like?
What changes did I make from my plan and why?
If I taught this again, what would I change?
What two things really went well (consider both teaching and learning)?
What two things would have improved the lesson (consider both teaching and learning)?
What have I learned from this lesson about the class or individuals that will inform my next lesson?
Next steps
What will I teach next based on learners’ understanding of this lesson?
96
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Lower Secondary Physical Education Stage 9 Scheme of Work - tcm143-553830

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Scheme of Work

Cambridge Lower Secondary

Unit Suggested teaching time

Unit 9.1 Creating, performing and appreciating movement 18 hours

Unit 9.3 Games for understanding 18 hours

Unit 9.4 Applying movement skills in a range of physical

Unit 9.5 Developing skills and fitness in athletics 18 hours

Sample lesson plans

Included on this support site are:

Resources for the activities in this scheme of work

Approaches to teaching Cambridge Lower Secondary Physical Education Stage 9

Unit 9.1 Creating, performing and appreciating movement

Unit 9.1 Creating, performing and appreciating movement

Knowledge, understanding and skills progression:

9.1 Topic 1 9.1 Topic 2 9.1 Topic 3

Unit 9.1 Suggested activities

Unit 9.1 Topic 1 Exploring stimuli in dance or gymnastics

Learning objectives Suggested teaching activities and resources Teaching notes

Learning objectives Suggested teaching activities and resources Teaching notes

Learning objectives Suggested teaching activities and resources Teaching notes

Notice how learners vary and develop their

Unit 9.1 Suggested activities

Unit 9.1 Topic 2 Small-group composition in dance and gymnastics

Learning objectives Suggested teaching activities and resources Teaching notes

Learning objectives Suggested teaching activities and resources Teaching notes

Learning objectives Suggested teaching activities and resources Teaching notes

Handstand teaching points:

Learning objectives Suggested teaching activities and resources Teaching notes

Observe learners’ creativity and how well they

Unit 9.1 Suggested activities

Unit 9.1 Topic 3 Performing and appreciating compositions

Learning objectives Suggested teaching activities and resources Teaching notes

Learning objectives Suggested teaching activities and resources Teaching notes

Resources: music, digital playing device and digital recording device.

Unit 9.2 Health and fitness: circuit training and field-tests

Unit 2.2 Health and fitness: circuit training and field-tests

Knowledge, understanding and skills progression:

9.2 Topic 1 9.2 Topic 3

789HB.03 Lead and engage in physical activities at different levels of intensity. 

Unit 9.2 Suggested activities

Unit 9.2 Topic 1 Revision of health, nutrition and fitness concepts

Learning objectives Suggested teaching activities and resources Teaching notes

Learning objectives Suggested teaching activities and resources Teaching notes

Learning objectives Suggested teaching activities and resources Teaching notes

Here is an example for a 14-year-old girl:

A 14-year-old girl should be accumulating 60

Stress safety procedures in relation to

Learning objectives Suggested teaching activities and resources Teaching notes

Observe learners’ levels of involvement in the

Learning objectives Suggested teaching activities and resources Teaching notes

Unit 9.2 Suggested activities

Unit 9.2 Topic 2 Stamina, strength and suppleness circuits

Learning objectives Suggested teaching activities and resources Teaching notes

Learning objectives Suggested teaching activities and resources Teaching notes

Resources: benches, skipping ropes, obstacles: box tops, elastic lengths,

Unit 9.2 Suggested activities

Learning objectives Suggested teaching activities and resources Teaching notes

Learning objectives Suggested teaching activities and resources Teaching notes

Resources: skipping ropes, music and digital playing device.

Learning objectives Suggested teaching activities and resources Teaching notes

Unit 9.2 Suggested activities

Unit 9.2 Topic 4 Review of fitness field-tests

Learning objectives Suggested teaching activities and resources Teaching notes