MINISTRY OF EDUCATION

TEACHERS HANDBOOK
TRIAL VERSION
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Acknowledgement

I would like to thank first and foremost the PEMAC KLA for their guidence and support formally and informally
which made the compilation of this book a success. Secondly, a big vinaka vakalevu to the Director CAS, PEO
Primary and all the cotracted writters of this new texts.

Lastly let me congratulate the PE workgroup for their time in vetting this document tirelessly into what we now
have. To those that contributed in any way and are not mentioned here, thank you.

Director CAS Mr. Iowane Tiko

PEO Primary Mr. Aminio Kaivuaqava
SEO PE (P) Mr. Biu Colati
SEO PE (S) Mr. Abdul Shah
SEO ART Mr. Waisake Tuicakau
SEO MUSIC Mr. Saula Naivalu
JICA – Mr. Tukana Suzuki

WRITTERS:
SEO PE (P)
Vilive Cagivinaka (FNU)
Varanisese Gaunidali (FNU)
Elemaca Ravulo (AOG High School)
Tevita nawamea (CCTC)

Work Group Members

Owen Ratumaikoro Veiuto Primary School
Elemaca Ravulo Assembly of God High School
Tevita Nawamea Corpus Christi Teachers College
Meli Yabakivou Yat Sen Primary School
Nasoni Tuitoga John Wesley Primary School
Wise Namosimalua Gospel Primary School
Jane Danford Nabua Seconadry School
Adi Karalaini St. Joseph Secondary School
Etuate Volavola Ballantine Memorial School
Loraini Waqanidrola Assembly of God Primary School

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 INTRODUCTION

Physical Education is an integral part of the holistic education of every child from Years1 to13. It aims to
develop students’ physical competencies in movement skills, help students develop health- related fitness and
positive attitude toward physical activities so that they can adopt healthy and physically active lifestyles.

This Year 3 textbook is intended to assist and guide the teachers in teaching Physical Education in primary
schools effectively. The CDU in collaboration with many individuals and groups in schools worked tirelessly and
with much endurance, contributing their time, experiences, advice and expertise in the development of this
book.

Quality Physical Education programmes should provide the student with the following benefits:

 skill development – develops motor skills that allow for safe, successful, and satisfying participation in
physical activities.
 regular, healthful physical activity – provides a wide range of developmentally appropriate activities for
all children and youth. It encourages young people to choose to be physically active and aware of the
benefits.
 improved physical fitness – improves the health-related components of physical fitness (cardiovascular
endurance, muscular strength, muscular endurance, flexibility, and body composition).
 support of other subject areas – reinforces knowledge learned in/across the curriculum and serves as a
laboratory for application of content in science, math, social studies, communication skills and literacy.
 self-discipline – facilitates development of responsibility for personal health, safety and fitness.
 stress reduction – physical activity becomes an outlet for releasing tension, anxiety and facilitates
emotional stability and resilience.
 create a pathway for employment.

Guided by the Fiji National Curriculum Framework, Year 3 textbook is linked to the Physical Education syllabi in
promoting and ensuring that students are exposed to varieties of approaches and skills in physical education.

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 RATIONALE
The main purpose of Physical Education is to help students learn to develop their motor skills, understand health
related fitness and positive attitude.

The Physical Education programme is important because data from the Global School based Student Health
Survey conducted by World Health Organisation in Fiji in 2010 revealed that;

 33.3% of 13 – 15 year students were active for a total of 60 minutes a day for five days or more.
 66.6% of the students were either active for less than 60 minutes a day or did not take part in physical
activity at all.

The long term outcome of this trend would adversely affect health; therefore, strengthening the Physical Education
programme is part of Ministry of Educations’ commitment to providing holistic development in schools.

The implementation of this programme will support the governments’ effort to address the increasing number of
Non Communicable Disease in Fiji which has become a national crisis. In 2011 about 82% of all deaths in Fiji were
associated to Non-Communicable Disease which utilised about 39% of Ministry of Health budget.

Sedentary lifestyle in our students should be corrected early so that it does not become detrimental to the wellness
of these students in adulthood and become a contributing factor to the onset of Non Communicable Disease.
Physical Education is supported by the Ministry of Education in conjunction with World Health Organisations
initiative on Health Promoting Schools Programme which is currently being expanded to schools nationwide.

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 CONTENT

PAGE NUMBER CHAPTER TOPICS

1 Developing Skills I. Locomotor Skills
II. Non Locomotor Skills
III. Manipulative Motor Skills
2 Body Movement I. Performing Movement
II. Force
III. Flow
IV. Time and Rythm
3 Physical Activities I. Good Personal Hygiene
II. Rest and Recovery
and III. Benefits of Physical Activities
IV. Warm Up
Personal Hygiene V. Cool Down
I. Safe Playing Area
II. PE Checklist
III. Water Consumption
IV. Exercise in hot weather
V. Exercise in cold weather
VI. Cardiovascular Fitness
VII. Strength
VIII. Flexibility
IX. Muscular Endurance
X. Body Composition
XI. Exercise Attitude
4 Safety I. Faulty Equipment
II. Sports Injury
III. Injury Prevention
IV. First Aid
5 Traditional Games I. Veibuka
II. Veisole
III. Veileveleveti
IV. Veitara
V. Veibici
VI. Veilavo
VII. Veikadovu
VIII. Vakatalolovo
IX. Veisabiliga
6 Challenges in Physical Education I. Stakeholders Expectation
II. Competition
III. Resources
IV. Culture
7 Sports Environment I. Outdoor
II. Indoor
III. Aquatic
8 Different Types of Sports I. Individual
II. Team

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 OVERVIEW

Assisting students to learn and develop their basic skills is a function most important to all schools.
Once a child feels comfortable with these basic skills, he/she could further combine it with other
introduced basic skills of movement. This would be applied to a variety of activity/activities
situations in their lifetime.

Right practice and lots of opportunities provides for the development of these basic skills. This
gives the child an opportunity to combine and apply basic skills to a variety of activity settings.
Continuous challenge posed to the student is another level of competence during each attempt.
The key is right practice and adequate participation.

The benefits of physical activity increase proportionally when time and well planned new challenges
are provided to the children. Students will now be more willing to participate with joy.

The development of skills in children will only increase if students are given maximum opportunity
to participate in quality learning experiences which focuses on motivation, fun and inclusiveness.
This will encourage them to be more willing and become physically active for a lifetime.

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 CHAPTER 1:
Developing Skills

A. Locomotor Skills

What is a Locomotor skill?

TEACHERS NOTE

A locomotor skill is a function; it is the movement of the muscle to do a simple task developed
through a series of phases. It starts with:
I. cognitive Phase: When the task is new, the main aim is, “what is to be done?”
II. associative Phase: How do I do it?
III. autonomous Phase: Easily done.

Children need to be carefully taken through these movement phases so that the right goal is achieved. There is
no room for assumption; they have to be coached well. In physical education “practice does not make perfect, it
is right practice that makes perfect”.

Examples of Locomotor skills

TEACHERS NOTE

Due to the immaturity of the human nervous system at the time of birth, children grow continually throughout
their childhood years. Many factors contribute to the ability and the rate that children develop their motor skills.
They should be allowed lots of practice, time, space and opportunity to develop movements in the correct way.

MOTOR SKILL FACE BODY LEGS GENERAL EXAMPLE

ACTION
Walking Face forward upright body heel-toe Swing arms
position, motion, in opposition to
medium legs, slow
stride, pace.
alternate feet,

Running Face forward, upright body heel-toe swing arms in

position motion, long opposition to
stride, legs.
alternate feet,

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Hopping Face forward, , upright body take off and Elbows bent
position land on same medium pace,
foot, push off smooth
with leg in a motion, short
forward hops like in
motion, hopscotch.

Jumping Face forward, upright body feet shoulder- , jump up and

position with width apart, out, land on
chest out knees bent both feet, bend
arms behind knees, absorb
body, swing landing.
both
arms forward
and upward
Skipping Face forward upright body step and hop swing arms in
. position on right foot, opposition to
lift left knee lifted leg,
up, step and medium pace,
hop on left smooth motion
foot, lift right

knee up,
Galloping Face forward; upright body arms to the repeat, leading
position side of the with same foot
body; step or
forward with alternating
one foot; toes lead foot.
of opposite
foot

move to heel
of lead foot;
one foot off
ground at a
time;
Sliding (a Face sideways upright body lead footsteps moves
sideways to direction of position wide toward alongside lead
gallop) travel; eyes on target; foot; repeat,
target; feet opposite foot leading with
parallel same foot or
throughout alternating
movement; lead foot.
Leaping - Face forward, upright body take several arms extended
position running steps, to the side,
take off with bend knee of
one foot in landing leg,
front of the absorb
body, extend landing.
opposite leg
behind the
body,
(wwwBing.com)

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TEACHERS NOTE

• Personal Space: The space that surrounds the student and is within his or her reach.
• General Space: The boundary area in which students participate in activities.
• High Level: Straight and narrow, feet and legs together, reach high, extend body up with arms together.
• Medium Level: Wide and angular, wide base of support, knees slightly bent, arms wide, bent torso.
• Low Level: Round and curved, roll up in a ball, tuck chin to chest, knees to chest, close to or on the ground.
•EXERCISE
Travel: Face
1 direction of travel, head up, look for open space, change direction, avoid bumping into others.
• Tempo: Change speed with pace of music (slow, medium, fast).
• Direction Change: Move the body in space (up, down, left, right, forward, backward, sideways,
: at the end
clockwise, of the lesson, students
counterclockwise) should
on a signal, be up,
head ablelook
to: for open space, avoid bumping into others.

 Name and imitate a range of motor skills in the correct ways.

Equipment’s needed:
 6 cones to establish boundaries
 Field Dimensions: 40 by 40 step/yards
 locomotor skill signs

Student Positions: Students are randomly spaced within the coned area, allowing ample space for moving
without collision.

STUDENTS INFORMATION:
Today you are going to travel using different locomotor skills like walk, run, hop, skip, slide and gallop. You will
be performing these movements at high, medium and low levels. You will be traveling through the general space
so be sure to keep your heads up and avoid bumping into others. Later we will play a game called “Follow You,
Follow Me” where you will take turns deciding how to travel while performing different locomotor movements.

Activity:

Locomotor Traveling
• Students stand within the coned area and teacher leads various locomotor movements in place at various levels
(low, medium, high). Review all locomotor movements: walk, run, hop, jump, slide, gallop, leap and skip.
• Students practice each of the movements.
• On the teacher’s command, students travel through the general space performing their favorite locomotor skills.

WHAT ACTIVITY WILL YOU DEVISE FOR STUDENTS WHO ARE NOT ABLE TO TAKE PART IN THIS LESSON? “BE INCLUSIVE, SHARE THE FUN”

EXERCISE 2

 Execute a range of motor skills from locomotor to manipulative in a given activity.

Follow You, Follow Me

• Each number corresponds with a different locomotors activity.

• Call out the number and the students perform the appropriate movement while traveling through the
general space.

The numbers are as follows:

1. Walk
2. Run
3. Hop
4. Jump
5. Slide

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6. Gallop

• On the first call, students decide individually how to travel (forward, backward, right, and left) while performing
the skill.
• On the second call, the teacher decides how students travel while performing the skill.
• Be sure that students are able to perform all locomotor skills properly while changing directions without bumping
into others.
• If students are having difficulty with a particular locomotor skill, provide verbal and visual cues. Practice
until all students can perform the movement successfully.

WHAT ACTIVITY WILL YOU DEVISE FOR STUDENTS WHO ARE NOT ABLE TO TAKE PART IN THIS LESSON? “BE INCLUSIVE, SHARE THE FUN”

EXERCISE 3

 Perform a sequential activity from the simplest motor skills to gross motor skills in a progressive manner.

Locomotor Relay
Groupings: 4 teams
Area of play: 40 x 40 steps/yards
Equipment’s:
 12 x ½ m sticks
 Cones
Activity
1. Set up the cones and sticks in the following formation.

L L Walk L L run L L

Skip over leap over hop over

2. As soon as they reach the other side, a team member in the opposite line comes back in the following
formation.

L Walk L L run L L
L
3. The team that completes this sequence first is the winner.

WHAT ACTIVITY WILL YOU DEVISE FOR STUDENTS WHO ARE NOT ABLE TO TAKE PART IN THIS LESSON? “BE INCLUSIVE, SHARE THE FUN”

EXERCISE 4

Locomotor skills practice:

 run, hop or walk

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  shoulder roll, stretch, body twist or bending
 run, throw, pass &catch
 catch & pass
 locomotor skills revision
 analyse their performance and improve

LOCOMOTOR ANALYSIS CHART

NAME WALK RUN HOP SKIP LEAP JUMP
A GOOD 
PRACTISE
 
HELP
  
B GOOD      
PRACTISE
HELP
C GOOD
PRACTISE
HELP

B. Non Locomotor Skills

TEACHERS NOTE

What is non-locomotor skills?

These are movement on the spot without going anywhere. Some examples of these movements are
given below:

Examples of Definition of Movements Demonstration of Movements:

Movements:

Rotation of a body part around its

Twisting
axis.

Bending To move from a straight position into

a curved position.

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Swaying Shifting weight from one side to the
other side smoothly.

Stretching
Causing a specific muscle to become
longer than resting length

Turning Turning the whole body around its

axis in 360 degrees.

Swinging Moving a body part side to side or

forward and back as it is was a
pendulum.

http://www.ask.com/health/examples

EXERCISES OF NON LOCOMOTO SKILLS

At the end the lesson, students should be able to:

 move all movable joints starting from upper body down to their lower body.

EXERCISE 1

 Types of “on the spot” movement – naming our movements

Students to be taken through the series of movement shown in the diagram.
 Teacher calls out: - hand/arm/legs etc.
 Students try to move all the moveable joints in the called out body part.

I. Teachers call out the different body parts (above)

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 II. Students to move the moveable joints and call out the joints
 E.g. Teacher call out hands
 Students say fingers, wrist etc. while moving those joints
 In class, students could write down all the joints they have discovered.

TEACHERS NOTE
The two types of movable joints in the body are:
 Hinge joint – two way movement e.g. Fingers, Wrist, elbow, knee etc.
 Ball and socket joint – wide range of movement e.g. Hips, shoulder etc.

EXERCISE 2
 Show body movements used in physical activities, where and how it was used.
 Dancing on the spot
 Rhythmic Activities
To the beat of music, students will:
 Move different joints to create a wave of movement eg. All waving together etc.
 Move without leaving their spots
 Create movements
 Perform a created dance with one, two, three, four, etc. movements.

EXERCISE 3
 Account for all movement recalled in the major movement done.
Games – Throwing & catching, Simon says/do this, do that etc. (on the spot)
 Perform body movement in a controlled manner during physical activity.

Catching without leaving

Area of exercise: 40 x 40 yards (if the area is less than lesser number will be doing the activity.)
Equipment’s: balls
Activity: Students are to:
 Throw
 Catch
 Pass
By moving only one leg. The other leg has to be planted to the ground but can rotate around the balls of
their feet.

Observation:
I. Students will twist, turn or swing to be able to catch the ball/ touch the ball

Try the same game by allowing: (one of the movement below at a time)
 Sideway glide
 Forward move
 Backward move
 Etc.

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 C. Manipulative Motor Skills

TEACHERS NOTE
What are manipulative moto skills?
Manipulative motor skills are the controlled use of hands and feet to perform complex tasks. This type of
motor coordination develops over time as a child interacts with the surrounding environment. In school,
teachers use a variety of method to promote the development of motor skills in their charges. This is best
done in stages with lots of practice and motivation.

Some examples of manipulative motor skills are:

 Running
 Climbing up a tree
 Throwing a baseball
 Dribbling a basketball
 Swimming
 Cycling
 Writing
 Hobbies

EXERCISES OF MANIPULATIVE MOTO SKILLS

EXERCISE 1

 Types of manipulative moto skills

 Control movement
 Simple movement

RUNNING DRILLS
Equipment’s: Cones as markers
Area: 20 x 20 steps/yards
Activity:
 Set out the required boundary
 Students line up
 They perform high knees runs. (after a few practice)
 They perform butt kicks
 They do German march
Note: encourage them to swing their arm but not necessary as arms will move.

EXERCISE 2
 Running technique
 Moving with speed
FREE RUNNING:
Equipment’s: Cones as markers

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Area: 20 x 20 steps/yards
Activity:
 Set out the required boundary
 Students line up
 They run free imitating:
 airplane
 birds
 Students to take turn in coming up with a kind of running/ imitating something
Note: encourage them to imitate the leader exactly as he moves.

EXERCISE 3
 Games
 Avoidance games
GAME:
Equipment’s: Cones as markers
Area: 20 x 20 yards
Activity:
CAT AND THE MOUSE.
 They all get a chance to be either the cat or the mouse

EVALUATION
LOCOMOTOR ANALYSIS CHART
NAME TURN RUN AVOID IMMITATE SLIDE TWIST
A GOOD 
PRACTISE
 
HELP
  
B GOOD      
PRACTISE
HELP
C GOOD
PRACTISE
HELP

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 CHAPTER 2:

BODY MOVEMENT

https://www.google.com

TEACHERS NOTE
a) Classification of movement
What are Fundamental Movement Skills?
I. Performing movement
Body Management Skills Locomotor Skills Object Control Skills
a) Space
1. Rolling 1. Crawling 1. Throwing
2. Stopping 2. Running 2. Catching
3. Bending 3. Galloping 3. Striking
4. Twisting 4. Walking 4. Bouncing
5. Landing 5. Hopping 5. Dribbling
6. Stretching 6. Skipping 6. Kicking
7. Climbing 7. Dodging
8. Static and Dynamic Balancing
9. Turning

TEACHERS NOTE
What Is Personal Space?
Personal space is the area of space that closely surrounds our bodies. It is space that we often like to keep to ourselves.
Generally, you can measure your personal space by extending your arms out—the space between your fingertips and
body is your personal space. When a stranger or someone you do not know well is in your personal space, you might feel
uncomfortable, closed in, or violated. When a family member or close friend hugs you or comes in close to talk to you, you
Examples of Personal Space in the School Setting.

 Desk area – A child may not like other students to be close to his/her desk.
 Cafeteria – A child may stand in line or eat too close to others.
 Playground – A child may stand too far from others and not be able to easily participate in a game
 Library – A child may want to sit away from others during story time.
 Computer station – A child may reach over the other student when working at the computer.

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TEACHERS NOTE
Being respectful of someone’s personal space is a social skill. Individuals who have difficulty showing appropriate social
skills may unknowingly invade your personal space. Conversely, individuals with social-skill difficulties or sensory issues
may be extremely opposed to you being in their personal space. As well, it is important to keep in mind that different
cultures have different ideas about personal space.

TEACHERS NOTE
What is force?
It is the amount of effort or energy required to do a movement. The amount of force applied to a movement
can vary:

a) Force

Exercise 1

Equipment’s: Cones as markers

Area: 20 x 20 steps/yards
Activity: walk, jog and run
 In teams, students stand behind markers (cones).
 On the command of go, they walk to the next marker,
 Than they jog to the third marker
 And finally they run to the last marker
 The next runner repeats the same sequence until everyone has had a chance.
 The team that finishes first is the winner.
(maybe they can start slow than increase the tempo of the exercise)

WALK JOG RUN

Example of force.
I. Weak force – slow walk
II. Strong force - running
III. Explosive force – sprinting

b) Flow
TEACHERS NOTE
What is Flow?
It is a measure of how smooth the transition was made from one stage of movement to the next and the next
until the movement is completed. An athlete may seem effortless in doing the movement to us, instead that
athlete is working very hard to put the sequence of moves in correct order and done right.

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 EXERCISE FOR FLOW

Exercise i. (running Sequence)

Equipment’s: Cones as markers

Area: 20 x 20 yards
Activity: Try out other combinations of movements:
• Crawl, walk and jog
• Walk, jog and jump
• Jog, run and sprint
• Etc.

Exercise ii. (Throwing and catching Sequence)

Equipment’s: Cones as markers, balls Equipment’s: Cones as markers, balls

Area: 20 x 20 yards Area: 20 x 20 yards
Activity: pick and throw Activity: picking and throwing at a target
 Set a target • Set a target
 Students line behind the markers • Students line behind the markers
 They bend; pick up the balls than throw • They bend, pick up the balls than throw at the
towards the target as fast as they can. target.
 Winner is the thrower that threw the greatest
number of balls.

Time and rhythm

TEACHERS NOTE

What is time and rhythm?

Time refers to the rate of the movement, i.e. how fast or how slow the movement should be done.
Rhythm on the other hand is the continuity of the movement. A runner or a person pedaling a bicycle will need
to keep the rate of his/her leg movement at a certain pace in order to keep moving.
EXERCISE FOR TIME AND RHYTHM
Exercise i.

Equipment’s: Cones as markers, music or anything to create sound for beats.

Area: 20 x 20 yards
Activity: Running to a beat
i. Students can be walking, jogging and running to a music beat, lali or just a clap of hands.
ii. Students are to stop when the beat stops.

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 iii. Beats can be varied from slow to fast.
iv. Students can form letters when the beat stops.

Exercise ii.

Equipment’s: Cones as markers, balls

Area: 20 x 20 yards
Activity: Running for time
 Students are to line behind the markers.
 Get ready to run.
 On the command of go, they run to marker set out as tape.
They could begin from:
 10 meter dash
 20 meter dash

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 CHAPTER 3:

PHYSICAL ACTIVITIES AND

PERSONAL HYGIENE

https://www.google.com https://www.google.com

TEACHERS NOTE
The human body can provide places for disease-causing germs and parasites to grow and multiply. These places include
the skin and in and around the openings to the body. It is less likely that germs and parasites will get inside the body if
people have good personal hygiene habits.

1. Good personal hygiene includes the following:

 Washing the body often. If possible.

 Cleaning the teeth at least once a day. Brushing the teeth after each meal is the best way of making sure
that gum disease and tooth decay are avoided.
 Washing the hair with soap or shampoo at least once a week
 Washing hands with soap after going to the toilet
 Changing into clean clothes. Hanging clothes in the sun will kill some disease-causing germs and
parasites
 Turning away from other people and covering the nose and mouth with a tissue or the hand when
coughing or sneezing.

Washing the body helps keep it free of Cleaning teeth helps keep
disease-causing germs gums and teeth healthy.

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 Washing hands before preparing food helps keep germs out of our bodies.

Washing hands before eating food helps stop germs getting

into our bodies Washing clothes helps keep them free of disease-causing
germs.
Covering the nose and mouth when
sneezing helps stop the spread of
germs.

Hanging clothes in the sun helps to kill some disease-

causing germs and parasites
Overcrowding

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TEACHERS NOTE
When there are too many people in any house, the likelihood of them getting disease is greater than if the house is not
overcrowded. This is because people in an overcrowded house will be much closer to each other and it is therefore easier
for any germs to spread from one to another.
http://www.health.gov.au
 sneezing and coughing in crowded rooms makes it easier to spread cold and flu germs
 sharing towels can spread trachoma germs and other germs which cause eye infections (runny or sore eyes)
 several children sleeping in the same bed makes it easier to spread a scabies infection

In most Indigenous communities, overcrowding in houses occurs because:

 There not being enough houses for the number of people who live in the community.
 Families not being able to afford to pay rent and live with relatives.
 people visiting relatives and staying for a long time.
 visitors coming to stay so that they can attend school, weddings and funerals.

a) Rest and Recovery

TEACHERS NOTE
Training burdens the body and rest builds it back to a new height. Recovery on the other hand is the return of
everything that has been lost from the body during the exercise eg. Returning the heart rate to normal, returning
temperature to normal, drinking water to replace the lost sweat, eating to replace energy lost and rest to take away
tiredness.

What Happens During Recovery?

 Helps the body adapts to the stress of exercise and the real training
effect takes place.
 Replenish energy stores and repair damaged tissues.
 Balance Exercise with Rest and Recovery.

i. The Benefits of Physical Activity

TEACHERS NOTE
Regular physical activity is one of the most important things you can do for your health. It can help:
ii. Control your weight
iii. Reduce your risk of cardiovascular disease
iv. Reduce your risk for type 2 diabetes and metabolic syndrome
v. Reduce your risk of some cancers
vi. Strengthen your bones and muscles
vii. Improve your mental health and mood
viii. Improve your ability to do daily activities and prevent falls, if you're an older adult
ix. Increase your chances of living longer

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 a. Warm up

TEACHERS NOTE
Warm up allows the body to shift from the resting state to the exercise ready state. A warm up activity is a short, fun
game which a teacher can use with students.
The purpose of a warm up is to:
• encourage the students
• wake them up – first thing in the morning and after lunch people are often a little sleepy
• prepare them to learn by stimulating their minds and/or their bodies.
Time allocation for warm up: at least 5 minutes.
Why is warm ups are particularly useful:
• to help new students to get to know each other
• to mark the shift when students have finished learning about one topic before starting on a new topic
Warm up activities are essential teaching techniques for good teacher.

Warm up exercises

I. Exercise 1.

Equipment’s: Cones as markers, balls

Area: 20 x 20 yards
Activity: Relay Ball
 Roll the ball to the other side of the court.
 Run to the other side.
 Roll the ball back
 Jog back to where you started from.
 Continue the process.

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 II. Exercise 2.

Equipment’s: Cones as markers.

Area: 20 x 20 yards
Activity: parallel run
 Line up the students along the markers
 On the command of go, they all run together to other side
 On the command of go, they return.
 This is continued.

b. Cool down

TEACHERS NOTE
What is cool down?
At the end of each activity, students should be taught to do cool down with a series of exercises. Slow walk and
stretching exercises is highly recommended.
Why do we cool down?
The basic idea behind cooling down is to get the heart rate down towards normal, get the blood pressure down
and in the process get breathing rate down.
3 Simple ways to cool down
1: Cool down Jog
2: Stretch
3: Hydrate - Replenishing the water supplies in your body

Cool-Down Games

Equipment’s: Cones as markers.

Area: 20 x 20 steps/yards
Activity: Instant Replay
This is a “follow-the-leader” activity with a twist! You, the instructor, perform an exercise or a stretch. The
class watches, and when you change to a second move, the class performs the first one. When you change to a third
option, the class performs the second one, etc.

Equipment’s: Cones as markers.

Area: 20 x 20 steps/yards
Activity: Draw Two
Create two piles of cards. One pile lists an exercise or a stretch on each card, and the second pile indicates repetition or
time. A student draws a card from each pile. For example, the exercise card might say “sit-up,” and the number card might
indicate “10.” Everyone performs 10 sit-ups.

PE for FUN[Type text] Page 24

Equipment’s: Cones as markers.
Area: 20 x 20 steps/yards
Activity: Shoe Pass
Students sit in a circle with their left shoes in their right hands. Start in a crunch position, knees bent, and feet
on the floor. Give the following challenges:
•Tap the shoe on the floor next to your right foot.
•Lie down and tap the shoe on the floor over your head.
•Curl up and tap your shoe by the right foot again.
•Move the shoe to your left hand. Tap next to the left foot.
•Lie down and tap on the floor over your head.
•Curl up and tap your shoe by the left foot again.
•Pass the shoe under your legs to the child on the right.
•Repeat until you get the shoe back.
by Cindy Bross, PhD on Jun 20, 2013

b) Safe playing areas https://www.google.com

Practical class in physical education is very important as PE class is incomplete without them. Yet the risk of
taking students out for practical class is a huge and mammoth task that most teachers do not want to take. This
is a negative impact on the child and the class as a whole.

We can overcome this by having a check list of all safety measures that could be taken to prevent mishaps from
happening. You are the qualified instructor to whom students will look up to for guidance. Some guidelines for
general exercise safety include:

Physical Education recommended practical checklist

 Is the Exercise area well defined?
 Is Boundary marked clearly?
 No object that can cause injury is in or near the area.
 All equipment are safe to use, safely brought and safely stored away
 Children are in their proper change
 The exercise is timed to last the period in the lesson plan
 When to have the class is important, cancel if it is raining

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  Type of exercises should be done considering the level and composition of class taken
 Take attendance before and after all classes outside the classroom
 Keep moving around and keep everyone within sight
 Attend to one activity at a time and everyone else become the observer
 When deciding if any exercise is safe, you need to consider the technique used and the load, as well as
your individual condition, such as injury history and fitness level.
 Be well informed on the activity to take.
 Increasing the speed of any exercise can increase the risk of injury.
 Avoid or modify any exercise that causes you pain or discomfort.
 Don’t ignore your body’s signals of fatigue, discomfort and pain.
 Make sure you have at least one recovery day, and preferably two, every week.
 Any Injured student during exercise or before exercise need rest
 Discomfort or pain means stop exercise and rest or attended to.
 Chest pain or other pain that could indicate a heart attack, including pain in the neck and jaw, pain
travelling down the arm or pain between the shoulder blades
 Extreme breathlessness should be rested
 A very rapid or irregular heartbeat during exercise means that medical attention should be given to this
child.
 Always have your First Aid Kit ready and accessible
 Observe the class, the best judge as when to stop, change of exercise etc. is the teacher
 This class is not just a fun time, it’s a skill learning time, control it.

Exercises that could be harmful

 Fast or repetitive twisting.

 Long-lasting or held movements.
(When deciding if any exercise is safe, you need to consider the technique, the load, as well as your
personal circumstances, e.g. previous injuries and your fitness level).
 Bouncing while stretching:- Suggestions include:
 Don’t bounce.
 Concentrate on slow, sustained stretches.
 Hold the stretch for 10 to 20 seconds.
 Once the muscle feels comfortable, gently increase the stretch and then hold again.
 Avoid Standing toe-touches
 Perform half-squats (45-degree bend of the knee).
 Avoid Double leg raises

Water consumption and exercise safety

TEACHERS NOTE
You can lose around one and a half litres of fluid for every hour of exercise. One of the first symptoms of dehydration is
fatigue, which causes a significant drop in sporting performance. It may also cause you to experience cramps, heat stress
and heat stroke.

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  Avoid starting exercise dehydrated.
 Drink plenty of fluids.
 If you are well hydrated you should be able to pass a good volume of clear urine in the hour before
exercise.
 Drink at least 500 ml (2 cups) an hour before exercise.
 Drink at least 150 ml every 15 minutes during exercise.
 During exercise take advantage of all breaks in play to drink.
 After exercise, drink more to ensure you are fully rehydrated.

Exercise safety in hot weather

TEACHERS NOTE
Exercising in hot weather puts additional strain on your body. Heat-related illnesses such as heatstroke and sun stroke
occur when your body can't keep itself cool. Sweating isn't enough on its own to cool your body.

Drink plenty of water before, during and after exercise.

 Wear lightweight, light-coloured, loose-fitting clothes.

 Protect yourself from the sun.
 Exercise in the cooler parts of the day.
 Reduce your exercise intensity.
 Take frequent breaks and drink water or other fluids every 15 to 20 minutes.
 If you have travelled to a hotter climate, remember that it may take about 10
days of exercising before you fully acclimatise.

Exercise safety in cold weather

TEACHERS NOTE
 Wear appropriate warm clothing.
 Devote more time to warming up and stretching before exercising.
 Keep up your fluid intake in cold weather; muscles are more susceptible to injuries.

b) Health related fitness

Cardiovascular Fitness (Aerobic Fitness)

TEACHERS NOTE
Fitness include health and skill related fitness. Health related fitness is often divided into several other components which
form our overall health status:

TEACHERS NOTE
This is also sometimes known as stamina and is the ability of your body to continuously provide enough energy to sustain
submaximal levels of exercise. To do this the circulatory and respiratory systems must work together efficiently to provide
the working muscles with enough Oxygen.

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 This type of fitness benefits to our lifestyle as it allows us to:

 Be active throughout the day to do our work.

 It also allows us to get involved in sports and leisure pursuits.
 Decrease Fat in our body
 Improved supply of Oxygen
 Faster removal of waste products
 Decreased levels of stress

Strength www.bing.com

TEACHERS NOTE
Strength is vitally important, not only in sports but in day-to-day life. We need to be strong to perform certain tasks, such
as lifting heavy bags or using our legs to stand up from a chair. Strength is defined as the ability of a muscle to exert a
force to overcome a resistance.

Strength is important for our health to:

 Avoid injuries
 Maintain good posture
 Remain independent (in older age)

Flexibility www.bing.com

TEACHERS NOTE
Flexibility is the movement available at our joints, usually controlled by the length of our muscles. If we are not flexible
our movement decreases and joints become stiff. Flexibility allows us to perform certain skills more efficiently, for
example a gymnast or dancer. It is also important in other sports to aid performance and decrease the risk of injury.

In daily activities we must be flexible to reach for something in a cupboard, or off

the floor. It also helps:

 Prevent injuries
 Improve posture
 Reduce low back pain
 Maintain healthy joints
 Improve balance during movement
www.bing.com

Muscular Endurance www.bing.com

TEACHERS NOTE
Muscular endurance is the ability of a muscle to make repeated contractions over a period of time. This is used in day-to-
day life in activities such as climbing stairs, digging the garden and cleaning. Muscular endurance is also important in
sports, such as football (repeated running and kicking), tennis (repeated swinging of the arm to hit the ball) and swimming
(repeating the stroke).

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 Body Composition

TEACHERS NOTE
Body composition is the amount of muscle, fat, bone, cartilage etc that makes up our bodies.. The amount of fat we carry
varies from person to person and healthy averages vary with gender and age. A healthy amount of fat for a man is
between 15&18% and for women is higher at 20-25%. It is important to maintain a healthy percentage of body fat
because:

Excess body fat can contribute to:

 developing a number of health problems such as heart disease and diabetes
 Weight gain that puts strain on the joints, muscles and bones, increasing the risk of injury and diseases.

Exercise and attitude

TEACHERS NOTE
Behaviour in Physical Education could be a challenging incident when teachers come across them. It is important that we
know our students, be able to interpret cheers or jeering and pick out changes in their emotion.
Assertion: the behaviour which is not outside the rules of the game and does not have the intention of causing harm, a fair
but hard challenge in a game.

Aggression: the desire to harm another person and is not within the laws of the game e.g. pushing another player over in a
game of football.

www.bing.com

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 CHAPTER 4

SAFETY

In any given situation, whenever we are with our children, the outmost important role we play is safeguarding a
child’s safety and trust. Our role is to try and keep them safe but expose them to the extremes of learning
without betraying their trust. One of the most common issues in practical classes is injury. Than can result from
the environment we are in, the activity we are taking part in and the equipment we are using.

i. Faulty equipment
Most sports come with some amount of risk. Whether you're being tackled
rugby, checked into the boards, fall, or anything in between, there's always
some level of danger involved. That's why we take precautions. We wear
football pads, hockey gear, and bike helmets. Equipment’s don’t only help
us play and enjoy the sports we play, it also keeps the user safe from its
use.

But what if it's the equipment that causes an injury rather than prevents it?
Sports equipment injuries are frustrating, because you've taken every
precaution to protect yourself, and that protection is what costs you a serious injury. www.bing.com

Look out for defects in the following:

 Grounds – broken bottle, shells, animal waste and stick and to be removed.
 Bats & Clubs – Handles are good/grip is not worn out
 Balls – are inflated to the right weight and pressure
 Diving boards/take off board – attachment is secure
 Surface – not slippery/ no stones or pegs sticking out
 Trampolines – springs and netting is secure
 Storage – heavy material on the floor/lighter implements in the shelves
 Instructions – every thing
 Sports Pads – goal post pad/sheen pad/landing mattress/jumping pit etc.
 Markings – ground marking/ground measurement/goal post measurement etc.
 Clothing – correct change/colours/shoes(boots)

SPORTS INJURIES

Suffering an injury as a result of playing sport or taking part in physical activities is not uncommon. There are two
types of injury:

I. Acute Injuries

TEACHERS NOTE
Acute injuries happen as a result of a sudden trauma to the body, for example in a football or rugby tackle, or being hit
with a hockey ball. They can cause lots of damage to bones, muscles, tendons and ligaments and result in immediate
pain,PE
and usually
for swelling
FUN[Type with a loss of function. They can be a result of:
text] Page 30
  Colliding: with another player (as in a tackle) or with an object (such as a goal post)
 Being hit: usually by a ball (as in cricket or squash), a stick or racket (as in hockey or lacrosse) or sometimes
an opponent (boxing)
 Falling: usually either at speed (like when cycling) or from a height (rock-climbing)

II. Chronic Injuries

TEACHERS NOTE
Chronic injuries are also known as overuse injuries and are a result of continuous stress on an area. Examples of overuse
injuries are achilles tendonitis, shin splints or tennis elbow. These injuries tend to come on gradually over a period of time
and the athlete often can't recall when it first started hurting. To try to avoid chronic overuse injuries you should make
sure you get enough rest, don't train too hard, make sure you wear the right footwear, have the right equipment for you
and develop good techniques.

Soft Tissue Injuries: - basically anything that isn't bone! So muscles, ligaments, tendons, skin, cartilage etc. Soft
tissue injuries can be either chronic or acute. They can also be open or closed:

Open:- injuries are when the skin is broken through cuts, grazes etc.

Closed: - injuries happen when the skin stays intact, and the injury is underneath the skin. Here are some examples:

 Sprains - ligament damage

 Strains - muscle damage.
 Bruising - bleeding underneath the skin.
 Dislocations - a bone is pulled away from the normal joint position.
 Cartilage tears - cartilage within the knee is most common through violent twisting or impacts which force
the knee out of line
 Fractures - breaks or cracks in the bone. They can also be either open or closed.

i. Closed fractures : common and mean that the skin isn't broken
ii. Open fractures: involve the broken end of the bone coming through the skin
iii. A stress fracture: is a thin crack in a bone, which can be caused by overuse and continuous stress to the
bone.

Injury Prevention

Preparation to take part:

 Remove any jewelry, watches or loose clothing that could get caught
 Make sure you have the right equipment and that it’s all in good condition
 Inspect the playing area to make sure it’s in good condition - fill in any divots and remove any debris or
litter
 Warm-up thoroughly before you start

Whilst playing
 Make sure you know the rules of the game and stick to them
 Use good technique to avoid overuse injuries
 Only play with people who are of the same ability, size and strength as you

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  Wear the right footwear for the sport and the conditions
 Wear any protective equipment where possible
 Make sure you have a referee or umpire to ensure everyone sticks to the rules

At the end of play

 Cool down after playing to help your body return to normal
 Get plenty of rest before you play again

First aid: www.bing.com

GENERAL WOUNDS TREATMENT

 Avoid direct contact with body fluids. Use disposable gloves for cleaning cuts and scrapes and bloody
nose.

HIVES (RASH)/ITCHING
1. If hives involve eyelids, lips, mouth, or tongue, call medical
help.
2. If individual is known to have allergies, consult with physician's
recommendations.
3. Apply cold compress.
4. Give reassurance.
5. If individual is too uncomfortable to do school work, send
home.
6. Call parent.

SEVERE BLEEDING FROM A WOUND TREATMENT

1. Determine cause of injury.
2. Call medical help.
www.bing.com
3. Wear gloves, mask, and protective eyewear.
4. Control bleeding by placing a clean covering (preferably sterile) over wound and applying direct pressure.
5. If injury does not appear to involve broken bone, elevate injured area above the level of the heart.
6. If necessary, add more dressings. Do not remove previous dressing. Secure dressing in place.
7. Treat for shock.
8. If necessary, certified personnel should start CPR.
9. Call parent.

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DISLOCATION: A dislocation is the movement of a bone from its normal joint position.
SIGNS AND SYMPTOMS
♦ Inability to move the affected part normally
♦ A bump, ridge, or hollow that does not normally exist in a nonfunctioning joint
♦ Pain
♦ Bruising
♦ Swelling
TREATMENT
1. Determine cause of injury.
2. Keep individual quiet and warm.
3. Do not attempt to put part back in place.
4. Support extremity with pillows, blankets, broomstick, uninjured limb, etc., to
reduce pain.
5. Call parent and recommend follow-up medical care.

CLOSED FRACTURE: A closed fracture is a complete break, chip, or crack in a

bone in which the skin is not
broken. Fractures are potentially life threatening when the break involves a
large bone (e.g., thigh), severs an artery, or affects breathing.

SIGNS AND SYMPTOMS www.bing.com

♦ possible deformity or angulation
♦ Pain
3. Keep individual quiet, still, and warm.
4. Unless there is danger to life, do not move from place of accident until affected part has been
properly supported or immobilized.
5. Immobilize extremity by supporting joints on either side of injury with pillows, blankets,
broomstick, uninjured limb, etc., to reduce pain.
6. Assess and treat for shock.
7. If necessary, certified personnel start CPR (see CPR).
8. Apply ice/cold pack for 15 minutes. (Do not apply ice directly to skin.)
9. Call parent.

OPEN FRACTURE: An open fracture is the complete break, crack, or chip in a bone in which the skin is broken.
There is the risk of infection and severe bleeding with open fractures. Fractures may be potentially
life threatening.

SIGNS AND SYMPTOMS

♦ Possible deformity or angulation
♦ Pain and tenderness
♦ Bone fragments sticking out of the wound
♦ Inability to use the affected part normally
♦ Bleeding
♦ Injured area is cold and numb

www.bing.com

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TREATMENT
1. Determine cause of injury.
2. Call for medical help.
3. Keep individual quiet, still, and warm.
4. Control bleeding by placing a clean cloth (preferably sterile) over the wound and applying
pressure on a nearby artery.
5. Assess and treat for shock .
6. If necessary, certified personnel start CPR.
7. Unless there is danger to life, do not move from place of accident until affected limb has been
properly supported or immobilized.
8. Immobilize extremity to reduce pain. Support with pillows, blankets, broomstick, uninjured limb,
etc.
9. Apply ice/cold pack for 15 minutes. (Do not apply ice directly to skin.)
10. Call parent.

BRUISES SIGNS AND SYMPTOMS

♦ Skin appears deep red, purple, and/or bluish
♦ Swelling
♦ Pain
TREATMENT
1. Rest affected part.
2. Apply cold compresses or ice/cold packs immediately. (Do not apply ice directly to
skin.)
3. If there is swelling or severe pain, call parent and recommend contact with health provider. www.bing.com

FAINTING SIGNS AND SYMPTOMS

♦ Blurred vision
♦ Light-headedness
♦ Nausea
♦ Sweating
♦ Loss of consciousness

TREATMENT
1. Position individual on back on a flat surface.
2. If other injuries are present, see appropriate procedures.
3. If no injuries, elevate legs 8-12 inches.
4. Loosen clothing around neck and waist. www.bing.com
5. Apply cool, damp cloth to head.
6. Continue to observe carefully.
7. Call parent.

FEVER: Fever may indicate a contagious illness and child may need to be excluded
from school.

SIGNS AND SYMPTOMS

♦ Oral temperature 100ºF or greater may be associated with:
♦ Headache
♦ Watery, red, eyes and nose www.bing.com

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♦ Cough
♦ Skin rash
♦ Sore throat
♦ Vomiting
♦ Diarrhea

TREATMENT
1. Take temperature. If fever is present (100 °F or greater), check for other symptoms of illness.
2. Allow individual to lie down.
3. Apply cool compress to forehead.
4. Isolate individual for the benefit of others.
5. Call parent and recommend contact with health provider.

HEADACHE: Headaches should receive emergency care if they are severe; persistent; severe with sudden
onset; or accompanied by changes in vision or speech, numbness, vomiting, seizure, or alteration in
consciousness.

TREATMENT
1. If there has been a head injury, call for medical assistance.
2. If there has been no trauma to the head, have individual lie down for 20-30 minutes in darkened area.
3. Check temperature.
4. Place a cool cloth on the forehead to promote relaxation.
5. If headache persists, call parent for follow-up medical care.

MOUTH/JAW INJURIES: Bleeding and fracture injuries of the mouth, jaw, lips, tongue, teeth, or inner cheek can
create breathing difficulties. These injuries are potentially life threatening.

SIGNS AND SYMPTOMS

♦ Bleeding from mouth, lip, jaw, teeth
♦ Swelling
♦ Difficulty breathing
♦ Choking
♦ Pain

NOSE BLEEDS SIGNS AND SYMPTOMS

♦ Bleeding
♦ Swelling
♦ Bruising
♦ Choking

PE for FUN[Type text] Page 35

 TREATMENT
1. If bleeding is from trauma, see Head Injury.
2. If bleeding is not related to trauma, keep individual slightly leaning forward and breathing through
the mouth.
3. Loosen anything tight around the neck.
4. Pinch the sides of the nose against the septum (bone in center of nose) for at least 5-10 minutes to
allow a clot to form.
5. Tell individual not to blow nose or sniff for 1-2 hours in order to prevent dislodging the clot.
6. If bleeding does not stop in 5-10 minutes or individual has frequent episodes, repeat pressure to
septum.
7. Call parent and recommend contact with health provider.

TEACHERS NOTE:
It is recommended that teachers create activities using the first aid methods given. One can imitate the injured child
while the class can take turns to treat the patients following the first aid steps and outline provided.

TEACHERS NOTE:
Activities:
I. Group work
II. Individually done
III. Role play
IV. Dramatise the event to the class

TEACHERS NOTE:
Time allocation:
Spend at least two periods per injury type, treatment and activities. Make brief, fun and enjoyable while they learn.

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 CHAPTER 5
TRADITIONAL
GAMES

1. Veibuka
This game is played with two competing teams. The size of each team depends on the size of the playing area. In
the islands, the best venue is usually on the beach, but this has to be free of obstacle that can cause injury. In Lau,
it is known as “seva”.

How Veibuka is organized and played:

A goal or a mark is identified and showed to the challenging team members. One team than starts the game will call
out “Buka” and run towards the the goal or mark of the other team without being touched by the opposing team. The
one who touches the “Buka” becomes the “Buka” and runs towards the opposing teams goal or mark. Touching the
mark lands one point to their team. The winner is the team with the highest point. It is also known as “veibici, veiri,
veisovia”.

2. Veisole
In this game, two teams are again needed. The number is important but can vary according to class size. One
player from the same team is carried over to the other team but hidden using their body. The team tries to block all
means of seeing the hidden player. The other team can reach out and feel the hidden players face. The winner is
determined by the number of wrong guesses by the other team. One guess is one mark to the team if it is right or
one mark to the opposing team if the guess is wrong.

3. Veileveleveti
This game is played on trees. One team goes up the tree, upon saying ready; the other team follow them up. They
are to try and reach for their leg and pull them down. No punches, hitting or pinching is allowed. Short trees on the
beach is recommended but the best to judge this would be the teacher.

4. Veitara
This game is played with no teams, usually boys and girls are equally competing. One is chosen to be “vunimena”.
He or she has to try and touch someone to become “vunimena”. Anyone that does not want to be touched calls out
“tibi” and indicate it by bending his or her thumb. Sometimes students use object to be their “tibi” like stones thrown
away. If it is retrieved than the thrower becomes “vunimena”. Other things like places, trees or houses could be the
“tibi”. This game is also called “veibona, veibusi, veidreu or hi”.

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5. Veicibi
This game is usually played by boys.
How it is played.
Students come with their “cibi”. Thy agree on the number of :cibi” to be used. All the “cibi” are than put in the middle
of a large circle drawn on the ground. Each boy than picks a “toa” or a piece of flat stone to be used. The “toa” is
thrown sideways at the “cibi” and the idea is to move them out of the circle. The winner is the one that is able to
move out as many “cibi” as possible.
6. Veilavo
This game is almost the same as the “veicibi”. Commonly known as the “veilavo, veitoge” in Vatulele and Nadroga,
“veilafio or lalafo” in Lau, “veitoqe” in Namosi. This game is usually played by young and old and can be played
indoor.

Kena icakacaka:
This game is played on special mat surface called the “ivayaga”. The sides are folded inward. The players sit facing
each other with their “cibi” placed in front of them. The task of each player is to use their “ilavo” or disk shaped shell
made from coconut shell to toss and try to displace the “cibi” in front of his opposition. The players chose which one
to displace. The winner is the player with the most “cibi” left on the mat.

7. Vakadovu
This game according to Mrs Thomson was very common in Kabara Island in the Lau group. The boys would go and
cut sugar cane. The cane was place on the ground and covered using leaves. Each child will than come with their
spear and in turns spear the leaves to get to the cane. The winner is the one that has the most number of cane.

8. Vakatalolovo
A thatched house like structure is built. Around the walls of the house, different types of food brought by the players
are hung around the house. Using their bow and arrow, they aim at the food. Any food successfully shot by the
students belongs to them. The winner is the archer with the greatest amount of food.

9. Veisabiliga
This game can be played by both boys and girls. The area for play is suited to a playground. Two teams stand
facing each other on the ends of the playing field. One team starts the game by running over to the other team
gently slap their hands. With a reply from the other team, they are to be chased and caught. As soon as all the
members are caught, the runaway team now becomes the catcher. This game may continue as long as time allows
it to be played. The winner is determined by the number caught and those at large.

PE for FUN[Type text] Page 38

 CHAPTER 6
CHALLENGES in PE

a) Stakeholders expectation
The stake holders of any school will always want the best for their children. When misunderstanding arises, it’s
usually due to miscommunication between the school and the stake holders. When expectations of the
stakeholders are actively managed, there is a higher likelihood for success. The school should continuously
inform and enlighten the stakeholders on achievement with strict conformity to the goals and expectations of
the school.
Managing stakeholder perception is important to the success of any activity that needs to be undertaken.
Usually, we take it for granted that our stake holders understand what we are trying to do or achieve. Different
level stakeholder perception increases the risk of our success. Our job is to bring their understanding level to the
same platform to start from.
We should be clear on:
 Purpose of the activity
 Venue of the activity
 Cost of the activity
 Logistics of the activity (including all movements, time and contact person)

b) Competition
For any type of competition, may it be oratory, craft, dance or sporting in nature, the authority to take part must
be taken from the school head. The teachers in charge should be well informed on the logistics of the
competition, the rules and the time table of events. All arrangement to and from the venue should be worked
out well in advance with the number of teachers needed for supervision.
The competition should always be fairly competed, age group should be clear and rules adhered to.
c) Resource
In physical Education, no competition is fair without practice and practice should be right practice. Right
equipment’s, right surface, right rules and right atmosphere should be provided to ensure positive outcome
even though it could be a loss.
Children should be physically fit, emotionally sound and socially accepting results.
d) Culture
This is something that can be controlled. School culture is developed over time and should be changed as new
requirements come in. Different teachers with different stakeholders come up with different cultural aspects for
the school. Our job as teachers is to stream line their contribution for the betterment of our school and
students. This is way should be against the policy of the ministry of education.

TEACHERS NOTE:
It is a normal perception of people that sports affects school work yet physical education is part of school work. Sport is
one of the fastest growing industries in the world and lots of successful people today were and are active sports
personnel’s.
It is said that “a healthy body, a healthy mind”. That’s what is needed to balance stress and be successful in school work.
Guide your children to right movement skills.
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 CHAPTER 7:
SPORTS
ENVIRONMENT

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Sports environment means availability of proper infrastructure, equipment’s conducive to chosen class for the
practical part of physical education or sports. An example would be, if a player is provided with proper ground,
equipment, trainer/ Coach and correct method to practice or compete in, he/she would learn and perform
better and will give his best in sports.

i. Essential elements of sports environment: - The essential element of sports environment in a school
can be as follows:-
(a) Ground for outdoor sports.
(b) Indoor Hall.
(c) Swimming Pool.
(d) Necessary safe Equipment’s.
(e) Qualified Physical Education teachers and specialized coaches.
(f) Inter School Competitions.

ii. Role of individual in improving sports environment:-

The individual can be a player, the captain of the team or sports captain of the school. They can motivate other
students to play and participate in the games and sports and inform them on the benefits of sports since
motivation by peer group can be real source of energy in improving sports environment.

iii. Physical Education as a medium to improve sports environment:-

Physical Education is one of the important ways to improve sports environment. The Physical Education
professional can play the main and important role improving sports environment. They should provide
theoretical and practical knowledge of Physical Education and Sports so that children learn more and interest for
sports and games be created. This will increase participation and will help in improving sports environment in
the school.

1. Outdoor

Participating in outdoor activity is a favourite past time in many schools in Fiji. If students were given a choice,
they would certainly choose outdoor activity over classroom learning. While the interest is high on outdoor
activities, teachers continue to overlook the dangers involved in it and the measures that need to be in place if
any emergency arise.

2. Indoor
In physical education, weather we are having class indoor or outdoor, the most important reminder to teachers
is child safety. All facilities should meet OHS standard of the education ministry or the relevant authority. Safety
should be first and foremost.

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 The indoor facility should have the following:
 Toilets
 Changing rooms
 Lockers for keeping participants belonging
 Entry and exit points labeled properly
 Enough lighting
 Safe surface
 Sitting area away from playing area
 Playing surface marked properly

3. Aquatic
For activities centered on water, students should first be taught water safety. There is no room for
presumptions here; again child safety will be paramount in any practical physical education activity.

Children’s Activities:
1. Use the class to create an exercise environment of their choice in the class. They can even draw their exercise
environment. Remember, exercise environment can either be inside or outside the classroom.

Children’s Activities:
2. Compare their actual exercise environment to the one they have created above. They can even draw their actual
exercise environment.

Children’s Activities:
3. Encourage your class to find ways to:
I. Create one for the school.
II. Improve the ones they already have.

Children’s Activities:
4. Actual improvement of their exercise environment.
 It could be just cleaning our exercise environment.
 Engaging the school to help the class do it.
 Get the school management onside, parents etc.

“NOW we have an exercise environment, much better, much safe, let’s exercise!”

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 CHAPTER 8

DIFFERENT TYPES OF SPORTS

TEACHERS NOTE:
The information below is more focused on the teacher to inform the class on examples that are available. Teachers can add to the
example they may choose.
The activities that are given as examples have to be decided with outmost care as which ones are to be practically done as their
activities and which to cover theoretically in class.
The best person to judge this is a teacher. Remember, in whatever activity we may do, our children’s safety comes first. Analyse your
opportunity and see which activity is best suited for you.

i. Individual Sports:
Archery is the practice or skill of using a bow to propel arrows. The word comes from the Latin arcus.
Historically, archery has been used for hunting and combat. In modern times, it is mainly a competitive sport
and recreational activity. A person who participates in archery is typically called an archer or a bowman.

Boomerang: is a thrown tool, typically constructed as a flat aero foil that is designed to spin about an
axis perpendicular to the direction of its flight. A returning boomerang is designed to return to the
thrower. It is well known as a weapon used by Indigenous Australians for hunting.

Bowls: or lawn bowls is a sport in which the objective is to roll biased balls so that they
stop close to a smaller ball called a "jack" or "kitty". It is played on a pitch which may be
flat (for "flat-green bowls") or convex or uneven (for "crown green bowls"). It is
normally played outdoors (although there are many indoor venues) and the outdoor
surface is natural grass, artificial turf, or Cotulla (in New Zealand).

Canoeing: is a paddle sport in which you kneel or sit facing forward in an open or closed-
decked canoe, and propel yourself with a single-bladed paddle, under your own power.
Kayaking is a comparable activity in a kayak which usually has a closed deck and is
propelled with a double bladed paddle. In a kayak the paddler typically sits with legs
extended forward.

Cycling: also called bicycling or biking, is the use of bicycles for transport, recreation, or
for sport. Persons engaged in cycling are referred to as "cyclists", "bikers”, or less commonly, as
"bicyclists”. Apart from two-wheeled bicycles, "cycling" also includes the riding of unicycles, tricycles,
Quadra cycles, and similar human-powered vehicles (HPVs).

Dance: is the art of movement of the body, usually rhythmically and to music, using prescribed or
improvised steps and gestures. "A dance" is any one prescribed sequence of such movements, or the
music to which it is performed, or an event at which it takes place.[1] Dance may also be regarded as a
form of nonverbal communication recognisable in other animals; in bee dances and behaviour
patterns such as mating dances. Dance can be categorized and described in various ways. It may be
analysed purely by its choreography, its repertoire of movements, or it may be classified according to

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its time or place of origin. Yet study reveals many generic similarities in many different times and places.

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Gymnastics: is a sport involving the performance of exercises requiring physical strength,
flexibility, power, agility, coordination, grace, balance and control. Internationally, all events
are governed by the Fédération Internationale de Gymnastique (FIG). Each country has its
own national governing body (BIW) affiliated to FIG. Competitive artistic gymnastics is the
best known of the gymnastic events. It typically involves the women's events of vault,
uneven bars, balance beam, and floor exercise. Men's events are floor exercise, pommel
horse, still rings, vault, parallel bars and the high bar. Gymnastics evolved from exercises
used by the ancient Greeks that included skills for mounting and dismounting a horse, and from circus
performance skills.

Mixed martial arts: is a full-contact combat sport that allows the use of both striking and
grappling techniques, both standing and on the ground, from a variety of other combat
sports and martial arts. Various mixed-style contests took place throughout Europe, Japan
and the Pacific Rim during the early 1900s. In 1980 CV Productions, Inc. created the first
regulated MMA league in the United States named Tough Guy Contest, later renamed
Battle of the Superfighters, sanctioning ten tournaments in Pennsylvania. However, in 1983
the Pennsylvania State Senate passed a bill prohibiting the sport. The combat sport of vale
tudo that had developed in Brazil from the 1920s was brought to the United States by the Gracie family in 1993
with the founding of the Ultimate Fighting Championship (UFC).
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Orienteering: is a family of sports that requires navigational skills using a map and
compass to navigate from point to point in diverse and usually unfamiliar terrain, and
normally moving at speed. Participants are given a topographical map, usually a specially
prepared orienteering map, which they use to find control points. Originally a training
exercise in land navigation for military officers, orienteering has developed many
variations. Among these, the oldest and the most popular is foot orienteering. For the
purposes of this article, foot orienteering serves as a point of departure for discussion of
all other variations, but basically any sport that involves racing against a clock and
requires navigation using a map is a type of orienteering.

Swimming: The recreational activity of swimming has been recorded since prehistoric
times. The earliest recording of swimming dates back to Stone Age paintings from
around 10000 years ago. Written references date from 2000 BC. Swimming emerged as
a competitive recreational activity in the 1830s in England. In 1828, the first indoor
swimming pool, St George's Baths was opened to the public.

Team sport

A team sport includes any sport which involves players working together towards a shared objective. A
team sport is an activity in which a group of individuals, on the same team, work together to accomplish
an ultimate goal which is usually to win. This can be done in a number of ways such as outscoring the
opposing team. Team members set goals, make decisions, communicate, manage conflict, and solve
problems in a supportive, trusting atmosphere in order to accomplish their objectives. This can be seen
in sports such as basketball, volleyball, water polo, handball, lacrosse, cricket, baseball, and the various
forms of football and hockey amongst others.

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Examples of team sports. These are the most common team sports in Fiji.
I. Rugby
II. Netball
III. Volleyball
IV. Soccer
V. Touch rugby
VI. Rugby league

 Stick and ball:

I. Hockey
II. Golf
III. Baseball
IV. Cricket

 Net:
I. Netball
II. Basket ball
III. Volleyball
IV. Lawn tennis

 Racket
I. Tennis
II. Squash
III. Table tennis

 indoors and outdoors

I. adventure racing www.bing.com
II. backpacking
III. cycling
IV. camping
V. fishing
VI. hunting, kayaking
VII. mountaineering
VIII. photography
IX. running
X. sailing
XI. surfing

Athletics (track & field): is a sport which

combines various athletic contests based on
the skills, work and dedication towards
running, jumping, and throwing. The name is
derived from the sport's typical venue: a
stadium with an oval running track enclosing a
grass field where the throwing and jumping
events take place. The running events:

I. 50 m

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 II. 100 m
III. 200 m
IV. 400 m

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V. 4 x 400m relay
VI. 4 x 400m realy
VII. 800m
VIII. 1500m
IX. 3000m

The jumping and throwing events are:

I. High Jump
II. Long Jump
III. Triple Jump
IV. Shot put
V. Discus
VI. Javelin

There are also "combined events", such as heptathlon and decathlon, in which athletes compete in a number of
the above events. Most track and field events are individual sports with a single victor, but a number are relay
races. Events are almost exclusively divided by gender, although both the men's and women's
competitions are usually held at the same venue.

Water Sports

 Swimming, including pool swimming and open water swimming

 Diving off springboards or off platforms
 Modern pentathlon includes épée fencing, pistol shooting, swimming, a show
jumping course on horseback, and cross country running
 Rescue swimming is swimming with the goal to rescue other swimmers or the practice thereof.
 Snorkeling is the practice of swimming at the surface (typically of the sea) being equipped with a
mask, fins, and a short tube called a snorkel.
 Synchronized diving
 Synchronized swimming is a hybrid of swimming, gymnastics, and ballet.
 Triathlon, a multi-sport event involving the completion of three continuous and
sequential endurance events, usually a combination of swimming, cycling and
running
 Waboba is played with a waboba ball on beaches or in pools.
 Water aerobics is aerobics in the water.
 Water polo is a team sport played in water.
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 ON WATER

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  Canoeing
 Fishing is the recreation and sport of catching fish
 Flowriding
 Kayaking
 Sailing using the wind for propulsion
 Surfing downhill on ocean waves or artificial waves in a wave pool
 Windsurfing on flat water using wind for propulsion in combination with sails
 Yachting sailing on yachts, daysailing, cruising or Yacht racing

Underwater sports

 Free-diving
 Sport diving (sport)
 Spearfishing
 Underwater football
 Underwater hockey is a game played underwater which has with some similarities to hockey.
Two teams of players use short wooden curved sticks to move a heavy puck across the pool
bottom to the opponents' goal.
 Underwater ice hockey
 Underwater orienteering
 Underwater photography (sport)
 Underwater rugby is a game played underwater which has some similarities to rugby football.
Two teams try to score goals by sending a slightly negatively buoyant ball into the opponents'
goal placed on the bottom of the pool.
 Underwater target shooting

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 Bibliography and Reference

I. odphp publication no. u0037 october 2008

II. www.healthfinder.gov/getactive
III. ophea (ontario physical and health education association)
IV. a comprehensive course for the lay
V. responder (american heart association, 2000)
VI. fundamentals of basic life support for healthcare providers (american heart association, 1997 and 1999)
VII. le curriculum de l’ontario, 1re à la 8e année – éducation physique et santé, 2010. version provisoire.
VIII. www.healthyactivekids.ca
IX. www.beststart.org
X. the australian council for health, physical education and recreation, victorian branch
XI. physical education teachers guide government publications sale office sun alliance house
XII. www.cdc.gov/healthyyouth/physicalactivity/guidelines
XIII. www.healthypeople.gov
XIV. www.cdc.gov/nccdphp/sgr/sgr.htm
XV. www.bing.com
XVI. http://www.funfitnesslearning.com
XVII. paripex - indian journal of research vol.1
XVIII. achiever physical education curriculum teachers guide
XIX. physical education curriculum guide - primary and elementary theme game
XX. teacher training guide: ideas for warm up activities

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