Updated Curriculum

PHYSICAL EDUCATION,
SPORT AND MASS DISPLAYS

7
GRADE
PlusOne Physical Education, Sport and Mass Displays | Grade 7

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Edson Chekamba
Tineyi Chibayambuya Learner’s Book
 Physical Education,
Sport and Mass Displays

Grade 7
Learner’s Book

Tineyi Chibayambuya Edson Chekamba

 CONTENTS
Topic 1: Human body ...................................................................................................... 1

Unit 1: Organs of the body ............................................................................................................. 2

Topic 2: Safety and health ............................................................................................ 7

Unit 2: Healthy living habits ........................................................................................................... 8

Unit 3: Safety ...................................................................................................................................... 14

Topic 3: Aquatic skills ..................................................................................................... 19

Unit 4: Water safety.......................................................................................................................... 20

Unit 5: Strokes..................................................................................................................................... 26

Topic 4: Kids athletics .................................................................................................... 33

Unit 6: Running................................................................................................................................... 34
Unit 7: Jumping.................................................................................................................................... 39
Unit 8: Throwing................................................................................................................................. 45

Topic 5: Invasion games ................................................................................................. 53

Unit 9: Space awareness ................................................................................................................ 54

Unit 10: Position.................................................................................................................................. 68
Unit 11: Reaction................................................................................................................................ 75

Test 1 ........................................................................................................................................ 78

Topic 6: Target and combat games ............................................................................. 82

Unit 12: Aiming / Targeting ............................................................................................................ 83

Unit 13: Stance ................................................................................................................................... 87

Topic 7: Net games .......................................................................................................... 96

Unit 14: Strokes ................................................................................................................................. 97

Topic 8: Striking games ................................................................................................. 101

Unit 15: Grip ........................................................................................................................................ 102

Unit 16: Striking.................................................................................................................................. 106
Topic 9: Adventure games ............................................................................................. 109

Unit 17: Camping .............................................................................................................................. 110

Test 2 ........................................................................................................................................ 116

Topic 10: Educational gymnastics ................................................................................ 119

Unit 18: Locomotion ......................................................................................................................... 120

Topic 11: Music ................................................................................................................ 126

Unit 19: Background and performing music ............................................................................. 127

Topic 12: Background Art .............................................................................................. 135

Unit 20: Patterns and mounts ....................................................................................................... 136

Topic 13: Arena acts ....................................................................................................... 141

Unit 21: Movement and rhythm .................................................................................................... 142

Unit 22: Choreography..................................................................................................................... 147
Unit 23: Formations........................................................................................................................... 150

Test 3 ........................................................................................................................................ 153

 Unit ORGANS OF THE BODY

1
Unit objectives
At the end of this unit, you should be able to:
(a) distinguish body parts that store and transport food, air and blood.
(b) explain the process of storing and transporting food, air and blood.
(c) design a project that shows the process by which human body parts store and transport
food, air and blood.

Looking Back
From previous grades you learnt about the respiratory system and how the nose and the
mouth function in the respiratory system. You also looked at the digestive system which
transport food in the body. In this unit, you will look at the process of storing and transporting
food, air and blood in the body.

Key Words

Cells – the basic unit of life.

Esophagus – is a pipe connecting mouth to stomach.
Organs – made of tissues that perform one specific function.
Organ systems – groups of organs that perform a specific purpose in the human body.
Tissues – clusters of cells performing a similar function.

Body parts that store and transport food

The transportation of food to the storage organ, the stomach starts with the mouth where
teeth chew and grind up food. Saliva also do chemical breakdown of food molecules. The
food will then move through the esophagus which is a pipe connecting mouth to stomach.
The stomach secretes gastric juice that further breakdown food molecules. Once the food
molecules are broken down in the stomach and mixed with digestive juices, it is called chyme.
The pancreas secretes digestive enzymes which produce the hormone insulin that regulates
blood sugar levels and also help neutralise stomach acid.

2
 mouth

esophagus

stomach
liver
gallbladder

small intestines

large intestines
rectum
anus

Digestive system
After digestion is complete, the chyme enters the small intestine where it is absorbed into
the bloodstream. The chyme is propelled along by folded surfaces called villi on the intestine.
Large intestines remove water from the chyme and gets the waste ready for excretion.

Activity 1

Discuss the roles of different body parts that store and transport food, air and blood in body.

Exercise 1

Fill in the blank spaces

Organ Movement Digestive Juices Food Particles Broken Down

Used
Mouth ________ Saliva ________
Esophagus Swallowing ________ None
________ Upper muscle in ________ Protein
stomach relaxes
to let food enter
and lower muscle,
mixes food with
digestive juice
Small intestine ________ Small intestine Starches, protein, and
digestive juice carbohydrates
Pancreas None Pancreatic juice Starches, fats, and protein
________ None Bile acids ________

3
Body parts that store and transport air
Breathing is the process of taking in air Nose
in and out of the body. People breathe in
oxygen and breathe out carbon dioxide. Windpipe
After oxygen enters the lungs, it then enters
the bloodstream from the alveoli, tiny sacs in
the lungs where gas exchange takes place.
The transfer of oxygen into the blood is Lungs
through simple diffusion. The oxygen rich
blood returns to the heart. Oxygen rich blood
is then pumped through the aorta, the large
artery that receives blood directly from the The respiratory system
heart.
From the aorta, oxygen rich blood travels to the smaller arteries and finally to the capillaries,
the smallest type of blood vessel. The oxygen molecules move by diffusion out of the
capillaries and into the body cells.
While oxygen moves from the capillaries into body cells, carbon dioxide moves from the cells
into the capillaries. Carbon dioxide is brought through the blood back to the heart and then
to the lungs. Then it is released into the air during exhalation.

Activity 2

Work in groups and produce a model of the human body.

Exercise 2

1. Give the meaning of alveoli.

2. The transfer of oxygen into the blood is through simple ____________.
3. From the aorta, __________ blood travels to the smaller ______ and finally to
the__________, the smallest type of blood vessel.

Transportation of blood
left
The heart is a muscular organ located in atrium
the chest cavity, right between the lungs. It right
is positioned slightly towards the left in the atrium
thoracic region and is enveloped by the fibre
that surrounds the heart. The human heart is
separated into four chambers, namely, two
upper chambers called atria (singular atrium) left
ventricle
and two lower chambers called ventricles. It
is the main organ for the transportation of right
ventricle
blood with the help of the veins and arteries.
Diagram of a heart
4
 Activity 3

Draw a diagram of a heart and use arrows to show the pathway of blood through the heart,
veins and arteries.

Exercise 3

1. How does oxygen enter the bloodstream?

2. Which waste gas is released during exhalation?
3. From the lungs, where does the oxygen go?
4. Why is oxygen needed by each cell in the body?

Key points in this unit

• When the body is divided into eleven organ system it is called systemic anatomy.
• The transportation of food to the storage, organ the stomach starts with the mouth
which chew and grind up food.
• The pancreas secretes digestive enzymes, which produce the hormone insulin that
regulates blood sugar levels.
• The transfer of oxygen into the blood is through simple diffusion.
• The heart is a muscular organ located in the chest cavity, right between the lungs.
• Oxygen enters the lungs, then passes through the alveoli and into the blood. The
oxygen is carried around the body in blood vessels.
• Carbon dioxide moves into the blood capillaries and is brought to the lungs to be
released into the air during exhalation.

Unit Revision Exercises

Multiple Choice Questions
1. What is the circulatory system?
A. The body’s breathing system B. The body’s system of nerves
C. The body’s food processing system D. The body’s blood transporting system
2. From what source do cells get their food?
A. Blood B. Oxygen C. Other cells D. Carbon dioxide
3. Why is oxygen important to blood and to the cells?
A. Oxygen helps the blood to clot.
B. Oxygen brings food to the cells.
C. Oxygen is necessary for cell growth and energy.
D. Oxygen is not important, carbon dioxide is the most important substance to the body.
4. Why is blood that flows from the lungs to the heart bright red rather than dark red?
A. Oxygen makes it red.
B. Carbon dioxide makes it red.
C. Gastric juices produce the red colour of the blood.
D. The lungs add a pigment (dye) to blood as it flows through them.
5
5. What part of the blood carries minerals, vitamins, sugar, and other foods to the body’s
cells?
A. Plasma B. Platelets C. Red corpuscles D. White corpuscles
6. Which of the following can best be compared to soldiers?
A. Lungs B. Capillaries C. Red blood cells D. White blood cells
7. Which element in the blood is round and colourless?
A. Plasma B. Platelets C. Red blood cells D. White blood cells
8. What would happen to people who have an open wound and whose blood did not clot
naturally?
A. They may bleed to death.
B. They will gain strength.
C. The would have to take regular doses of plasma.
D. They would have to take regular doses of platelets.
Structured Questions
1. State the function of the stomach.
2. Explain how the heart works.
3. What is blood pressure?
4. Breathing in is also called _______.
5. Give any two common diseases of the respiratory system.

6
 Unit HEALTHY LIVING HABITS

2
Unit objectives
At the end of this unit, you should be able to:
(a) identify healthy living lifestyles.
(b) engage in healthy living projects.
(c) state injuries caused by lack of physical fitness.
(d) describe ways of preventing injuries.
(e) demonstrate first aid procedures in managing injuries.

Looking Back
Having acquired knowledge regarding safety rules and regulations, for example, wearing
comfortable clothing and putting on appropriate protective gear for an activity in the previous
grade. You are going to demonstrate proper care of storage of apparatus and to identify
healthy living lifestyles after going through this topic.

Key Words

Chronic disease – a disease that affects one for a long time.

Health behaviour – is the activity undertaken by individuals for the purpose of maintaining
or enhancing their health, preventing health problems or achieving a
positive body image.
Healthy lifestyle – is a way of living that lowers the risk of being seriously ill.
Nutrition –  is nourishment obtained from food consumed or the process of
consuming the proper amount of nourishment and energy.

Healthy living lifestyle

A healthy lifestyle is a way of living that lowers the risk of being seriously ill. Some diseases
can lead to a large proportion of deaths, particularly those from coronary heart disease and
lung cancer can be avoided. Some of the healthy living lifestyles include:
1. Avoiding smoking of tobacco
Avoid tobacco because smoking is the greatest single self-imposed risk to health of all.
8
Risks of tobbacco
Risks to the consumer: it can cause respiratory illness, coronary heart disease and cancer.
Risks to the consumer’s family: it can cause respiratory illness, chest, nose, ear and throat
infections. Your family’s risks are increased two to three times if you smoke.
2. Physical exercise
Physical exercises are necessary to stimulate
the body’s own natural maintenance and
repair system. Bones, joints and muscles
especially the heart will actually stay healthy
if you keep them busy. If you are not physically
active, you increase your health risks in many
ways.
Risks - coronary heart disease, strokes, high
blood pressure, breathlessness, loose body,
little energy, stiff joints, osteoporosis, poor A family exercising together
posture and overweight.
3. Healthy eating
It is important to enjoy the food you eat.
And eating in a healthier way may even be
cheaper. Some traditional beliefs of what
makes up a healthy diet may be really good,
eating too much meat with animal fat is risky
to our health.
Risks include overweight - coronary heart
disease, high blood pressure, non-insulin
dependent diabetes, constipation, joint pain Children eating a healthy meal
and being out of breath.

Activity 1

Have a look at this chart which analyses some physical activities and copy the chart and tick
which ones are appropriate to your way of life and your needs.

Activity Stamina Strength Suppleness

Climbing stairs *** ** *
Cycling (hard) **** *** **
Dancing (sungura and
rhumba)
Netball

9
 Unit STROKES

5
Unit objectives
At the end of this unit, you should be able to:
(a) demonstrate front, back crawl and breast stroke.
(b) execute correct diving technique.
Looking Back
You have learnt and practice back crawl and correct diving and tumbling turn technique it is
now time to learn about how to execute correct diving techniques and further your skills for
speed and distance and safe water entry.

Key Words

Crawl – involve alternate overarm movement and rapid kicks of the legs.
Diving – leaping and springing into water.
Freestyle events – that in an event so designated the swimmer may swim any style.
Stroke – moving the arms and legs to push against water.
Survival – the state or fact to continuing to live in spite of an accident.

Survival water techniques

In the lower grades, you looked at front crawl techniques, and correct diving techniques. In
this topic you will demonstrate how to execute drills for speed, distance and correct dividing
techniques and entry into water.
Front crawl
Front crawl is the most common stroke used
in freestyle events.

26
Front crawl arm technique demonstration
Front crawl arm technique can be broken down into three main parts:

1. Catch
2. Pull
3. Recovery 
Catch phase
The hand entry should occur approximately in
between the line of the shoulder and the centre
of the head. The hand enters and catches the
water thumb side down, with fingers closed.
The hand then reaches forward under the
water without over stretching until the arm
fully extends just under the water surface.
Propulsive phase Catch phase
The hand sweeps through the water as the arm pulls under the body, towards the hip. The
elbow bends and leads the movement backward and remains high. The hand pulls through
towards the thigh and upwards to the water surface.

Elbow leads out of the water first

Arm pulls back through the water toward the hip
Propulsive phase

Recovery phase
The elbow bends and exits the water first.   The hand and fingers follow, fully exiting the
water and follow a straight line along the body line over the water surface. The elbow is bent
and high while the arm is fully relaxed.

Arm pulls through Elbow leads high and

towards the hip the hand follows over
the water surface
Recovery phase

27
 Unit RUNNING

6
Unit objectives
At the end of this unit, you should be able to:
(a) perform for time in an individual track event.
(b) display the proper running mechanical for spirits, long and middle distance events.
(c) complete specific endurance races with great level of endurance.
Looking Back
In previous grades, you learnt about preparatory phases for sprints, middle and long distance
and correct baton exchange. In this unit, you will learn about performing for time in individual
events and running mechanical for spirits, long and middle distance events.
Key Words

Track events – athletic events that take place on running track.

Endurance – ability to sustain a specific activity for a long period.
Fitness – the body’s ability to cope with a specific task under specific conditions.

Running tactics and techniques

Technique for running events
Correct running technique leads to a faster and more economical race pace. The technique
of an athlete should only be changed if his or her time can be improved and if injuries can be
avoided. Generally an athlete has a personal style which cannot be greatly altered. What
follows are guidelines and not rules:
(a) T
 he head: the athlete’s head should be kept still with the eyes looking at the ground
approximately ten meters in front of the athlete. As has been pointed out above, the
mouth should be slightly open to improve inhaling and to avoid tensing of the neck and
shoulder muscles.
(b) The shoulders: should not be pulled up in a tense manner and should therefore not
appear square. A symptom is a burning sensation in the neck and shoulder muscles.

34
Endurance race (long distance)
The lengths of endurance race courses differ from school competition and club competition.
Confirm in advance which distance will be run in a particular race. The athlete’s training
programme and race strategy must be adapted to the distance that will be run.

Endurance race requires greater strength, agility, mobility and physiological resilience than
road races. Road running on the other hand, is a better measure of basic endurance. The
key to success in endurance race is to run a race at optimal pace and to avoid starting at a
pace that cannot be maintained.
In the closing phases of a race, particularly in the last kilometer, it is crucial to accelerate
to the finish as far as possible to avoid athletes passing you in the final stages. If there are
athletes in the race with a faster finish, the athlete must increase pace as far as possible
from the finish to run the kick out of the faster athletes or run away from them.

Activity 1

Perform the following races using appropriate techniques:

(a) 100m
(b) 200m

Exercise 1

1. Name any two sprinting techniques.

2. State two actions which must done in relaxation when sprinting.
3. Why is punching of the air not good when sprinting?

Running with obstacles

Running with obstacles is best practiced in hurdles. Hurdling is also for distance runners.
The hurdle events are rhythmic events. Speed is a basic requirement for hurdling, but the
ability to express speed within a rhythmic pattern is more important.
Hurdle events are not jumping events. Racing over hurdles demands longer sprint strides.
Technique, movement, balance, muscular strength and stamina are qualities needed for the
hurdle events.

36
 Unit JUMPING

7
Unit objectives
At the end of this unit, you should be able to:
(a) demonstrate the hang and sail technique in long jump.
(b) execute the scissors jump in high jump.
(c) practise safe landing in all jumps.
(d) demonstrate the hop, step and jump in triple jump.
Looking Back
In previous grades, you learnt about running whilst jumping obstacles, jumping with poles
and throwing techniques. This unit will look safe landing in all jumps and the hop, step and
jump in triple jump.

Key Words

Horizontal jumping – events that people jump for distance.

Vertical jumping techniques – events whereby people jump for height.

Horizontal jumping techniques

1. Long jump
There are a few generalisations that sum up
the most important aspects of the long jump.
1. 
Up to the age of sixteen, the athletes
approach should be within two steps of
their age.
2. Speed at the beginning of the approach is
not very important.
3. 
Speed at the end of the approach is
important.
Approach in long jump

39
3. Run accelerates in pace.
4. Run up is “J” shape and curve retains the
arc.
5. Take off foot must be ahead of knee and
hip, with hip ahead of shoulders.
6. 
Take off foot should be pointing inside
the far upright, that is, avoid having foot
parallel to bar.
7. At take-off jumper should be eyeing the
far upright with eyes looking along the bar The flop technique
at clearance, do not look down at mat.
8. Avoid reaching over bar with inside arm or leaning towards bar force must be vertical,
not lateral. When take-off foot hits ground arms should be low, when take-off foot leaves
ground arms should be high that is drive arms and lead leg vigorously up.
9. When hips are over the bar the feet are raised up to clear bar. Watch for and correct any
tendency for jumper to raise torso from waist, which puts them in a pike position and
lowers hips onto bar.

Activity 4

Demonstrate the scissors and flop techniques in high jump

Key points in this unit

• Good sprinting form is very important in long jump.
• The amount of height an athlete can gain on take-off is key to the distance they will
travel in long jump.
• The run-up in the triple jump is basically the same as the long jump.
• The take-off is the most critical component of a good triple jump.

Unit Revision Exercises

Multiple Choice Questions
1. Which event is not classified as a field event?
A. Shot put B. High jump C. Hurdles D. Javelin
2. Where should the runner look when hearing the command, “Set”?
A. At the starter B. At the finish tape
C. Directly down to the ground D. At the group a few feet ahead
3. What does kick refer to?
A. The exchange of feet after a release
B. The distance one member of a relay team must run
C. The trail leg in hurdling
D. The increased speed at the end of the race
43
 Unit THROWING

8
Unit objectives
At the end of this unit, you should be able to:
(a) display the correct handling of implement.
(b) demonstrate proper execution of throws for distance and accuracy.
Looking Back
In previous grades, you have learnt handling of the javelin stick, for example, the grip and
correct throwing. In this unit, you will learn about how to perform the backward, overhead
and the target throw for distance and accuracy.

Key Words

Shot put – pushing event.

Discus – is regarded as a slinging event.

Throwing techniques
The shot put and discus throw are the strength events of track and field. More than any other
events, the shot put and discus rely on the direct application of power. The shot put is usually
considered a pushing event while the discus is regarded as a slinging event. The shot put
and discus, commonly called the throws.
1. Shot put
Safety
First consideration must be safety for
everyone except the thrower should be well
behind the circle or throwing area. Athletes
throw only after receiving permission from
coach or official. Implements must be carried
or rolled back and never thrown.

Shot put

45
Stance (standing throw)
Stand side on to direction of throw, right foot forward, pointing slightly to rear of circle
135 degrees from direction of throw). Ensure feet are comfortably apart to ensure balance
(slightly wider than shoulder width).
Release
Discus comes off the index finger. Practise by bowling the discus along the ground, having
come off the index finger with a clockwise spin on its rim.
Standing throw
• Movement is from low to high legs first then chest then arms.
• Discus is supported with free hand. There is no need and no advantage for the athlete
to do a number of warm up arm swings one swing then throw should be the aim.
• Weight is on front foot weight transfers to back foot as discus is taken back as far as
possible.
• Legs and hips vigorously driven to face the front, pivoting on the balls of the feet.
Remember, arms last, so throwing arm is behind chest and hips.
• Arm is kept long (slinging action, longer the sling, faster the movement).
• When torso is facing the front the throwing arm is brought round, discus release arm
follows through.
• Make sure the discus is slung and not scooped.
Basic rules
• Discus must land in the sector, the part of the discus touching the line or outside the
line on first hitting the ground is a foul.
• Any part of the body touching the ground outside the circle means a foul.
• Athlete must leave the circle from the rear after the discus has landed.
Javelin throw
Javelin throw is regarded as a strength event. The javelin thrower is required to throw a spear
shaped implement called a Javelin as far as possible. Depending on the age and gender of
the athlete the weight of the implement will vary between 500gm and 800gm.
Javelin technique
Grip

American grip Finish grip V-grip

47
Approach and five step rhythm
The approach run is divided into two phases; a preliminary phase and a final phase commonly
revered to as the “rhythm of five”.
The average length of approach, including the 5 step rhythm is:
• Juniors nine to thirteen strides.
• Seniors thirteen to nineteen strides.

The approach (preliminary)

During this phase, the javelin is carried at
head height, with the arm bent, the elbow
pointing forward.
The palm of the hand must face upwards.
This will help the wrist, elbow and shoulder to
relax and therefore lead to an easy running
action. Approach phase

The shoulders are parallel to the run-up and the hips are kept high, with the body weight
carried on the ball of the foot. The javelin is lined up approximately parallel to the ground.
The approach speed increases constantly to the maximum controllable speed. The length of
the preliminary approach run is:
• Juniours: four to eight strides long, finishing on the right foot contact with the ground.
• Seniours: eight to fourteen strides long, finishing on the right foot contact with the
ground.
5 step rhythm (transition)
Step 1 and 2
On landing on the right foot, move the
throwing arm straight forward and then
back to the rear, over the right shoulder, until
the arm is fully stretched at shoulder height,
with the palm of the throwing hand facing
upwards.
Try to accelerate ahead of the javelin, rather
than pushing the javelin back. This way, it will
be easier to maintain the approach speed. Transition phase
The shoulders turn to be in line with delivery area, while the hips remain square with the
delivery area, with the feet pointing forward, to maintain the approach speed and to produce
torsion in the upper body prior to the throw.
The right leg must drive forward and upwards to assist the hips to maintain their position,
and to assist the left leg in maintaining approach speed. The javelin must remain pointing in
the direction of the throw.
49
 Unit SPACE AWARENESS

9
Unit objectives
At the end of this unit, you should be able to:
(a) demonstrate defending and attacking as a team.
(b) demonstrate attacking and defending as a team.
(c) discuss various advantages and disadvantages of using various team formations.
Looking Back
In the previous, grade you learnt about moving into space, covering open space, advantages
of moving into space. In this unit, you are going to learn about, defending and attacking as
a team and various team formation mainly looking at football.

Key Words

Attacking midfielder – the most forward-playing midfielder, playing right behind the
forwards; attacking midfileder supports the offense by providing
passes to forwards to set up goals.
Central Defender – a player who guards the area directly in front of his own goal in a
zone defense; does not exist in a man-to-man defense.
Corner kick – a method of putting the ball into play after it has crossed the end line
and was last touched by a member of the defending team.
Dribbling – basic skill of advancing and controlling the ball close to your feet
while running. Rapid dribbling is known as speed dribbling.
Flat back four – a popular defensive formation that relies on lots of support.

Defending as a team
We start with defense in soccer as an invasion game because that is the core of every good
team, even if they score 6 goals a game. It all starts with defense.
Everyone defends: the core principle of every good team is that everyone plays defense, all
the time. You start by defending at the front, you defend in midfield and you defend at the
back.

54
Defending at the front (by strikers): strikers
have three main defensive responsibilities:
(a) Closing down the ball and pressuring the
defender: many teams do this, but you
may need to do it a bit smarter. Closing
down especially tight on defenders who
look uncomfortable on the ball. Closing
down quick and tight when your team
is in high press trying to press in the
opponents’ defensive third of the field.
Most teams do this sometimes but not all Closing down the ball in soccer
the time.
(b) Channeling: your team may decide before the game whether to channel opponents to
play through the middle or along the wing. If you want to force opponents back into the
middle, strikers try to pressure the defenders from infront of them if you want the ball
played down the wings, pressure defenders from the inside towards the side line, cutting
off infield passes.
(c) G
 oal kicks: strikers must work to position themselves on opposing goal kicks, away from
defenders.
• Facing the ball.
• Far enough back that only a well hit ball will go over them.
• Covering the correct side of the field.
• Moving immediately after the kick into nearby attacking positions before the defense
can reorganise.
Good defense by attackers is a foundation stone for good team defense.
Defending in the middle (midfielders)
Midfielders are responsible for defending against other midfielders and strikers. Midfielders
must get back to defend against opposing midfielders and strikers. They cannot just leave it
to the defense. At least two midfielders have to get back.
• Defense first.
• Midfielders must think defense first, offense second.
• Take responsibility for the correct area.
• Midfielders are responsible for defense between the penalty areas, on their side of the
field and in the center.
• Mark their midfield.
• Midfielders need to know that they are responsible for their midfielder. If their midfielder
carries the ball as far as our defense, they have failed.
Standard first/second/third defender strategies apply.
• Checking back across into the center.

55
(b) One touch play
One touch play is an extremely important attacking tactic as the opposition cannot pressurize
you if this occurs. If one touch play is to be effective then an excellent understanding of
support on and off the ball is needed. Defenders react to movement of players and quick
one touch play which obviously requires good movement unbalances them in their positions,
both in zone defense and obviously in marking.
(c) Changing the direction of play
Can be achieved with long diagonal passes from wing to wing, with crossover runs which
have the purpose of drawing defenders together to create space down either flank. Reverse
passing a skill that involves running with the ball in one direction and passing it the opposite
direction should also be used.
(d) Dribbling
Dribbling is the most exciting attacking tactic.
A player who can take on and beat others
or draw defenders to him creates space if
the ball is delivered at the right time for his
team-mates to exploit. It also creates an
advantage to his team in terms of numbers
once he beats and passes a defender.
(e) Wall pass
Giving the ball to a teammate who plays it
back to you, one touch to enable you to go
forward. The cue to tell the receiver that the
pass is on is a fast ball played in which tells Dribbling
the receiver there is space behind him which
can be exploited.
Third man running
Third man running is a tactic which best describes pass and move football. As the description
of the tactic implies, it involves three players, a passer, a receiver and a runner. Again, to be
effective, there must be space for the runner to move in to. The ball is played up to a receiver,
laid off at an angle to the passer and played one touch into the path of the runner.

Activity 2

Practise moving into space when attacking as a team.

62
 midfielder, the opposition are forced to attack from out wide. This helps to protect the
goalkeeper and reduce the number of shots on goal.
6. Tactical flexibility – one of the best things about the formation is that it can easily
be converted into a number of other formations depending on what is going on in the
match. When attacking, a defender often pushes up to join the midfield which helps
increase the attacking options. When defending, the wing-backs move back to create
a back five.
7. Create uncertainty in the opposition – with such a degree of flexibility, the opposition
can become overwhelmed and unsure of who to pick up in different areas of the pitch.
With the wing-backs pushing forward, for example, the wide forwards can either
drop into space inside or support them in giving the team more width. This makes the
opposition players uncertain as to who they should mark and follow.
Weaknesses of the 3-4-3 Formation
1. You need the right personnel – not every team has the tactical discipline or right players
to fit the system. Players need to understand the spaces they attack as well as when to
cover their team-mates in this highly fluid formation.
2. The team must be disciplined and work well together – if just one person does not
track back or neglects to do their job, the whole team can disintegrate as players are
then forced out of position to cover their team-mates.
3. Large spaces for the opposition to exploit on the counterattack – committing so many
players forward can leave a lot of space behind and your opponents can quickly break
forward if they regain possession.
4. A narrow back three means the opposition can attack from out wide – if your
wingbacks get caught up field or do not diligently track back, they leave a lot of space
out wide for the other team to exploit. The opposition can also double up on the wings if
their fullback decides to push forward and join the winger in front of them.
5. Every player must be comfortable on the ball – 3-4-3 encourages ball-playing teams
to play out from the back. If a mistake is made the opposition can quickly capitalise.
6. A diamond midfield can lead to a lack of width – this then leaves the team very narrow
and reduces the attacking options available.
7. Reliance on movement and high energy play – the team has to be constantly on the
move to give their team-mates options when with the ball. They have to also move
together up and down the pitch, attacking and defending as a team.
8. A need for ball-playing centre-backs – the defenders in the team need to be confident
on the ball, push forward into space to break the opposition’s press and also support the
midfield when the team is attacking.
9. Weak against other teams with a lot of attackers – this forces your defenders to play
almost one on one against the opposition’s forward players.

64
 Activity 3

Practise different formations as a team.

Key points in this unit

• The core principle of every good team is that everyone plays defense, all the time.
• Midfielders are responsible for defending against other midfielders and strikers.
• The player closest to the ball becomes the first defender.
• The 4-3-3 was a development of the 4-2-4.

Unit Revision Exercises

Multiple Choice Questions
1. How many players are on the field for each team in rugby?
A. 10 B. 15 C. 9 D. 11
2. Excluding the goalkeeper, what part of the body cannot touch the ball?
A. Head B. Top of the foot C. Chest D. Arm
3. What statement describes a proper throw-in?
A. Both hands must be on the ball, you jump or stand while throwing.
B. One hand must be on the ball.
C. Both hands must be on the ball, just behind the head, one foot on the ground.
D. Both hands must be on the ball, behind the head, both feet must be on the ground.
4. If the defending team kicks the ball out on their own goal line, what kind of kick brings
the ball back in?
A. Goal kick B. Corner kick C. Free kick D. Penalty kick
5. If a player is sent off, what colour card does the referee display?
A. Red B. White
C. Yellow D. Checkered red and black

Structured Questions
1. List the 3 main defensive responsibilities of strikes.
2. Midfielders are responsible for defending against other _______ and __________.
3. What name is given to the defender closet to the ball?
4. Explain a good defensive stance.
5. Give one reason for using a slide tackle.
Practical Activity
Demonstrate the following:
(a) defending as a team
(b) attacking as a team

67
 Unit POSITION

10
Unit objectives
At the end of this unit, you should be able to:
(a) demonstrate positioning within boundaries in relation to teammates.
(b) demonstrate positioning in relation to opponents.
Looking Back
In the previous grades, you have learnt positioning within boundaries, teammates and
opponents in football. In this unit the two concepts will also be look at adding more to the
previous information learnt.

Key Words

False 9 – is a centre forward in a side, a lone forward employed to drop deeper back
into midfield at every opportunity.
Stopper – is a player who plays between fullbacks and middle fielder.
Sweeper – defensive position, their job is to sweep up any attack.

Positioning with boundaries in relation to teammates

While goalkeepers traditionally wear the number 1 jersey, strikers the number 9, modern
soccer players may line up with almost any number on their back, as well as interpreting the
various positions in a variety of ways.
Position: goalkeeper
• The most defensive position in soccer.
• Main job to stop opposition goals.
• Also organises the defence and builds play from the back.
• Wears gloves and a different coloured jersey from teammates.
• Only player who can use their hands in their 18-yard box (apart from throw-ins). 
Position: full-back
• Lines up either side of the defence.

68
 • Distributes to team-mates, near and far.
• Sets the team’s tempo.
• Capable of tackling though a secondary task.
Position: box to box midfielder
• Lines up in the middle of the field.
• Equally adept at attacking and defending.
• Maintains possession.
• Tracks back to tackle and block shots.
• Breaks into the opponent’s box and tries to score.
Position: wide midfielder
• Provides width in midfield.
• Compresses play in opponents’ half.
• May cross from deeper positions than wingers.
• Combines speed and stamina.
Position: attacking midfielder
• Dictates play from behind the strikers.
• Creates goal scoring chances for the attackers.
• Technique and creativity crucial.
• Ability to shoot from range an advantage.
Position: winger
• The widest attacking player.
• Takes on opposition defenders.
• Provides crosses into the box.
• Meets crosses from the opposite wing.
• Often the fastest player on the field.
Position: false 9
• Starts up front near the opposition goal.
• Drops deep to pull opposition defenders out of position.
• Often a converted midfielder.
Position: forward
• Plays between midfield and attack.
• Assists the striker in scoring goals.
• Elusive and difficult to mark.
• More versatile than the target-man.
• Vision, technical skill and creativity.

70
Unit Revision Exercises
Multiple Choice Questions
1. A ball that is played across the goal by the offense to set up a teammate for a scoring
opportunity is called a __________.
A. cross B. breakaway C. clear D. overlap
2. What statement describes a proper throw-in?
A. You must throw underhand using both hands, feet do not matter.
B. Both hands must be on the ball behind the head, both feet on ground.
C. You can throw with one hand, but both feet must be on ground.
D. Both hands must be on the ball, you can jump or stand while throwing.
3. As a general rule, where should you pass the soccer ball in relation to your teammate?
A. At their midsection B. Behind them
C. In front of them D. Anywhere
4. If an offensive player is fouled in the box, the result is a ______ kick.
A. corner B. direct C. indirect D. penalty
5. The offense kicks the ball, a defensive player steps in, reaches out and stops the ball
with their forearm. What is the call?
A. Interference B. Arm ball C. Good defense D. Hand ball
Structured Questions
1. The game is kicked off. Your way of playing with the wide players seem to be working,
as you create chance after chance, but your team just cannot seem to convert their
opportunities into goals. You go close to scoring a few times, what do you do?
2. The half time whistle blows, the scores locked at 0-0. Your team has had better ball
possession and had 6 shots at goal. The opposition has only had one shot and it was well
saved by the substitute keeper. Your regular keeper’s back feels better. What should you
do now?
3. As the second half kicks off, the opposition side have made two changes and changed
their formation to a 3-5-2 formation. They are no longer as weak on the wings anymore.
What do you do?

Practical Questions
1. Practising moving into space in relation to teammates, opponents and time.
2. Moving away for recovery in relation to teammates, opponents and time.

77
Test 1
Paper 1: Multiple Choice Questions
Time: 1 Hour
Answer all questions. Choose the most appropriate option from the ones given.
1. Why is blood that flows from the lungs to the heart bright red rather than dark red?
A. Oxygen makes it red.
B. Carbon dioxide makes it red.
C. Gastric juices produce the red colour of the blood.
D. the lungs add a pigment (dye) to blood as it flows through them.
2. What part of the blood carries minerals, vitamins, sugar and other foods to the body’s
cells?
A. Plasma B. Platelets C. Red corpuscles D. White corpuscles
3. What is the main job of the red corpuscles in the blood?
A. To clot blood
B. To fight disease
C. To transport oxygen to the body’s cells and carry away carbon dioxide from the cells
D. To transport carbon dioxide to the body’s cells and carry away oxygen from the cells
4. Which of the following can best be compared to soldiers?
A. Lungs B. Capillaries C. Red blood cells D. White blood cells
5. Which element in the blood is round and colourless?
A. Plasma B. Platelets C. Red blood cells D. White blood cells
6. What would happen to people who have an open wound and whose blood did not clot
naturally?
A. The may bleed to death.
B. Nothing. Clotting is not important.
C. The would have to take regular doses of plasma.
D. They would have to take regular doses of platelets.
7. To reduce the risk of injuries occurring we should not___________.
A. warm up our body
B. check the playing surface for sharp objects
C. Wear protective equipment
D. play on surface with dangerous objects
8. A dislocation occurs when __________.
A. a muscle is detached from its origin
B. a bone protrudes through the skin
C. the bones at a joint are forced out of position
D. ligaments are stretched beyond normal range of position
9. When arriving on the scene of an injury where blood is present you should _________.
A. wait for a doctor to arrive B. avoid direct contact
C. use Gloves D. clean it up with a mop

78
Paper 2
Time: 2 Hours
Answer all questions in Section A and B.
Section A: Structured Questions
1. The half time whistle blows, the scores locked at 2-2. Your team has had better ball
possession and had 6 shots at goal. The opposition has only had one shot and it was
well saved by the substitute keeper. Your regular keeper’s back feels better. What should
you do now? [4]
2. List the three main defensive responsibilities of defenders. [3]
3. Midfielders are responsible for defending against other _________ and ________. [2]
4. State the name given to the defender closet to the ball. [1]
5. Explain a good defensive stance. [3]
6. Explain one reason for using a slide tackle. [2]
7. List two throwing events. [2]
8. Outline 2 basic rules in Javelin throwing. [4]
9. The Javelin thrower is required to throw a spear shaped implement called a _________
as far as possible [2]
10. State three types of grips in javelin. [3]
11. Explain what should a javelin thrower avoid. [4]
12. State the essential of sprinting. [2]
13. Explain what should be done at the finishing of a sprinting event. [4]
14. State two events which fall under running with obstacles. [2]
15. Explain the term running tall. [4]

Practical Paper
1. In groups , learners to investigate their pulse and blood pressure using stopwatch and
sphygmomanometer before and after jumping .Answer the following questions:
(a) What does the reading mean?
(b) What is a normal reading?
(c) What kinds of things affect blood pressure?
2. Demonstrate ways of caring for the following given apparatus:
(a) Hand tools
(b) Trowel
(c) Soccer net
(d) Test tube
(e) Ballpoint pen
3. Demonstrate two survival strokes.
4. In groups, dramatise one resuscitation methods.
5. Performing markings:
(a) using pigeon steps
(b) 7-11 step rhythm run

81
 Unit AIMING / TARGETING

12
Unit objectives
At the end of this unit, you should be able to:
(a) aim at stationary targets within a 50m distance.
(b) aim at fast mobile targets within a distance of 50m.
Looking Back
In the previous grades, you looked at what is meant by stationary and what is meant by
stationary and mobile targets. You practised aiming at stationary and mobile targets within
a distance of 40 metres. In previous grades, you also looked at different stances, the stances
are used in both target and combat games.

Key Words

Skills – practical knowledge.

Within – before the specified duration ends.

Aiming at stationary targets within 50m

There are various skills that can be used when aiming at stationary targets within a 50m
distance. Stationary targets are things that are aimed at a fixed position. Besides throwing,
rolling and bouncing used in previous grades there is also kicking the ball.
Demonstration
To practise aiming at a stationary target, there is need for balls of different sizes from tennis
balls, volleyball balls and basketballs which will be used to aim at a stationary bucket.
Use the different skills to aim for the bucket. The distance will vary within 50 metres. Set up
four lines at different distances from the bucket.
Group members take turns to aim the ball into the bucket. Start from a closer distance
increasing the distance after hitting the target. You can also change the size of the balls.

83
Demonstration
Hang round objects or a hula hoop at a
certain height. Aim at the hanged hula hoop,
with the aim being that balls pass through the
hula hoop. The distance and the size of balls
will be different. Participants can use drop
kicks, kicking from dead balls and different
throwing techniques such as overhead, chest
and javelin throw.

Activity 2

1. Aim at stationary targets for height.

2. One hula hoop.
3. One ball per group.
4. Hang the hula hoop under the tree at a height above the ground.
5. Divide yourselves into at least two teams.
6. Set up four lines from the target.
7. Group members take turns to overhead throw the ball through the hula hoop.
8. Throw at different distances and use balls of different sizes.

Aiming at fast mobile targets for height

When aiming at fast mobile targets for height, participants can use bigger balls as the
targets. The targets should be moving very fast and should be aimed at a height. This skill
can help in many games such as basketball, soccer and netball when passing the ball to a
teammate who will be running.
Demonstration

Two people will stand facing each other, they give a sign and they throw the ball high moving
at a fast speed towards the other person. Stand along the path of the ball and aim for the
ball when it is in motion using smaller or even bigger balls. They use all the skills they know
to aim for the target games.

85
 Unit STROKES

14
Unit objectives
At the end of this unit, you should be able to:
(a) perform strokes for height, spin, distance and power in relation to time.
(b) strike the ball or object to a target not more than 10m away from the starting point.
(c) strike the ball over a barrier not more than 2m high.
Looking Back
In the previous grades you learned what net games are. You also looked at the various
strokes in net games like strokes for height, spin and proper handling of implements.

Key words

Height – the vertical distance from the ground.

Spin – rotation of the ball as it flies through the air.
Power – physical force or strength.
Relation – a connection between two things.

Strokes for height in relation to time

Strokes for height are strokes that are hit in order to beat the opponent because of their
height. In tennis, a lob is mainly used anytime an opponent is near the net. The lob has to be
high enough to clear the reach of the opponent. It is usually used as a quick reaction to the
advancing opponent. Since a lob is a quick stroke, the player needs to be quick to execute in
order to take away the reaction time from the opponent who would have advanced to the
net.
Coaching points
• Stand in a ready position and use any forehand grip.
• Allow the ball to bounce around hip to waist high.
• Bend the legs more deeply than you would for the usual forehand.
• Hitting arm and racket head must be below the ball as you are about to hit it.
• Brush the ball from the bottom to top with a hard stroke up with the hitting arm.

97
Key points in the unit
• All strokes whether for height, distance, spin and power have a relation to time taken
to respond by both player and opponent.
• In tennis, a lob is a stroke for height when you want to beat the opponent who is close
to the net.
• A backspin slows down the ball and affects the bounce of the ball therefore affecting
the time taken to react by the opponent.
• Strokes for power take a short time to move.

Unit Revision Exercises

Multiple Choice Questions
1. When is a lob usually used?
A. When the opponent is close to the net.
B. When the opponent is at the baseline.
C. When the opponent is at the service line.
D. When the opponent is at the right side of the court.
2. ________ should be high enough to clear the reach of the opponent.
A. Groundstroke B. Slice C. Smash D. Lob
3. The other name for backspin is _____.
A. topspin B. slice C. smash D. overhead
4. Groundstroke/stokes for distance are usually played ________.
A. baseline to baseline B. baseline to net
C. net to baseline D. net to net
5. An overhead smash is similar to _________.
A. Volley B. serve C. topspin D. slice

Structured Questions
1. What is the main aim of target games?
2. State on purposes of strokes in net games.
3. When hitting the under spin elbows should be close to the body. (True or False)
4. You have to run forward or backwards to hit an overhead smash. (True or False)

100
 Unit GRIP

15
Unit objectives
By the end of the unit, you should be able to:
(a) explore ways of enhancing grip.
(b) exhibit correct grip for skills in striking.
(c) demonstrate stance for skills in striking games.
Looking Back
In the previous grade, you looked at how one holds bat. Grip determine how one is going to
swing the bat. The importance of footwork and stance to batsman was explained.

Key words

Bowl – the way to throw a ball in the correct manner.

Stance – the manner on which one stands.

Grip
It is very important for young cricket batsman to be in the correct position before playing
a shot, that is grip, stance and footwork. A grip refers to the correct way of handling of
implements in games such as cricket, golf, baseball, softball or tennis. Grip can also refer to
the surface of various implements such as alls, gloves, clothes and shoes.
It is also important to know that grip may refer to sole of training shoes and playing surface.
The way one grip the bat influences the type of ball he will strike. Grip can also be used by
bowlers in cricket through the way they hold the ball. In all types of bowling the balls should
be gripped in the fingers and not the palm of the hands. A grip should be natural, no matter
which method is used it should be noted that:
• The hands are close together.
• The right hand is slightly more than halfway down the handle (right hand users).
• The fingers and thumps of both are well around the handle and gripping tightly (the
tight grip assist the batsman’s concentration).
• The V’s formed between the thumbs and first fingers are in a straight line down the
handle about half way between the splice and outer edge of the bat.
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 Activity 1

Practice the correct grip on bats and balls.

Exercise 1

1. ____, ______ and _______ are important to the batsman before he plays any short.
2. A grip is used in games such as _____ and ______.
3. Who uses a grip in cricket?

Stance

Different stances

The stance differs among batsmen, it should be relaxed and balanced. The coaching points
are as follows:
• The feet should be parallel with the batting crease, with the toe positioned just outside
the line of the leg stump.
• The weight should be equally distributed on the balls of both feet (without leaning on
the bat).
• The knees should be slightly bent and they should be no movement of the feet until the
stroke itself begins.
• The body should face towards point and the left shoulder point towards the bowler’s
wicket.
• The head should be kept upright, facing the bowler with the eyes as level as possible.
• The bat should be grounded, usually just behind and outside the toes of the right foot,
with hands just brushing the inside of the left thigh.
The above stance is appropriate when the bowler is a right-arm bowler bowling over the
wicket, but if the bowler changes to bowl round the wicket, the batsman should open his
stance so that his feet and shoulders face towards the position given by the bowler.

103
Unit Revision Exercises
Multiple Choice Questions
1. With a correct grip V is formed_______.
A. between middle and index finger C. fingers and thumb
B. index and rest of the fingers D. between thumb and index finger
2. A good stance should be________.
A. natural B. relaxed balanced
C. wide feet apart D. natural and balanced
3. The left shoulder of a batsman should point______ .
A. own wickets B. towards the point
C. to the wicket keeper D. towards the bowlers wicket
4. A Batsman should open his stance when_______.
A. when bowler is bowling round the wickets
B. when bowler is bowling over the wickets.
C. when bowler is bowling fast
D. when bowler is bowling a spin
5. The knees are bent in the stance so that _______.
A. they can move forward only B. they can move backward only
C. they can generate power D. they can move forward and backwards

105
 Unit STRIKING

16
Unit objectives
By the end of the unit, you should be able to:
(a) time the execution of forehand or backward strokes.
(b) illustrate how the angle at a time of contact with the objects affects direction.
(c) demonstrate spin and rebound principles.
Looking Back
In the previous grades, you looked at how the path of the ball determines to be executed by
the batsman. Players can also execute a pull shot or leg glance when executing front foot
drive and pull shot, hook shot and leg glance when performing back foot strokes.

Key words

Crease – an area in cricket to show different areas of play.

Drive – the way to hit a ball.

Backward stroke
This is a shot that can be seen as turning defence into attack. Key points to remember when
playing backward stroke is to keep head forward of your body this will help you keep the ball
down.
Coaching points
• Deep step in the crease, back foot parallel to the crease.
• Weight on the back foot, head forward off the body.
• Hand up behind back hip pocket with back lift still raised.
• Diamond shape maintained with forearms throughout the shot.
• Front leg slides toward back leg with heel raised and toes slightly touching ground.
• Stand tall and make contact with ball below eye level and forward of body.
• Bottom hand fingers and thumb grip act.

106
 Unit CAMPING

17
Unit objectives
By the end of the unit, learners should be able to:
(a) perform mountain climbing and water based activities.
(b) locate points through map reading.
(c) set up a camp site.
Looking Back
In the previous grades you learned the importance of being able to read the map before
engaging in orienteering. Safety precautions are to be followed when one is involved in
orienteering. There are different climbing techniques such as face climbing, friction climbing
and mantling.

Key words

Course – a path.
Navigate – to follow a planned course.
Recreation – an activity done for fun.
Rescue – to save from danger.

Orienteering
Orienteering is an outdoor activity. In this activity participants race in an unfamiliar area
with the help of maps and compasses. Orienteering is a group of sports that require
navigational skills using a map and compass to navigate from point to point in diverse and
usually unfamiliar terrain whilst moving at speed. There are different types of orienteering
competition such as:
• foot orienteering
• bicycle orienteering
• night orienteering

110
Setting up a camp site
Camping is an outdoor activity involving overnight stays away from home in a shelter such
as a tent or a recreational vehicle.

Learners setting up a camp site

Many campers tend to choose their camp sites based on two things, the moment they get
tired of hiking or the first open area they find. There are different factors that one should
consider when choosing a campsite. These include;
1. Near water: it is good to be close to water so you do not have to carry it far.
2. Find area surrounded by trees: the trees will block the wind from the campfire and
cooking. In cold weather the trees will also block chilly wind.
3. F
 lat ground: flat ground that it will be easy to set up your tents and you will not role when
you are asleep.
4. Accessible firewood: choose an area with easily accessible firewood, you do not want to
carry firewood over a long distance.
Water-based activities
Water-based activities are activities which take place on the water surface. These activities
include canoeing, water skiing, sailing, rafting and many others. These activities are mainly
facilitated by a visit to an outdoor educational centre with adequate instructors and safety
standards.
1. Sailing
It represents a form of recreation or sport sailing is done in big water bodies such as sea
and ocean. Zimbabwe is land-locked so sailing is mainly done on lakes and dams. The boats
usually use wind as their source of energy. When sailing with children the most important
is to ensure all possible safety measures and features like life jackets are available. Children
should put on life jackets whether the child can swim or not.
A safety net can be installed around the boat it offers good protection for children playing or
112
sunbathing on the deck and it stops an sliding overboard.
2. Canoeing
It is mostly done as part of a sport or recreational activity. Canoeing is an activity which
involves paddling a canoe with single or double paddle.

Men canoeing
Safety that should be followed when canoeing with children:
• Never reach for an object in the water.
• Children should put on life jackets.
• Tours with children should have an accompanying rescue boat.
• Some of the canoes to be ridden by children and novices should provide extra stability
and should be large enough for at least an adult to accompany the children.

3. Rafting
It is viewed as an adventure sport which can
be fatal. It is done for recreation also as a
competitive sport. Rafting uses an inflatable
raft to navigate a river or other bodies of
water.
Rafting is a dangerous sport so participants
should be very careful and use all the safety
measures. During rafting it is mandatory
to wear lifejackets and carrying throwable
flotation devices. In Zimbabwe, Victoria Falls
receives tourists who come for rafting.

Rafting

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 Activity 2

Take part in sailing and canoeing.

Exercise 2

1. Shelter for camping include________.

2. Give any two factors to be considered when setting a campsite
3. _____ and ______ are examples of water based activities.
4. Where is rafting mainly done in Zimbabwe?
5. Give two safety precautions when canoeing with children.

Mountaineering
Mountaineering is an activity that involves
climbing mountains. It is a sport of climbing
to high points of mountainous areas. The
sport is mainly done for the joy and thrill of
climbing. Mountaineering unlike most sports
lacks widely applied formal rules.
Safety precautions:
• You should know how to navigate the
mountain.
• Go somewhere that does not require
any map.
• Choose an achievable route.
• Avoid running when getting down the Mountaineering
mountain.
Abseiling
Abseiling is the activity of going down a very steep slope while holding on to a rope that is
fastened to the top of the slope. Abseiling may be used to descend a different face part of a
rock climbing program or it may be practised as a separate activity. In Zimbabwe we have
Absail Victoria Falls which is one attractive abseiling site in the world.

Activity 3

Climb up and down mountainous areas.

Exercise 3

1. What is involved in mountaineering?

2. _____ lacks widely applied formal rules.
3. State any two precautions when mountaineering.
4. Which equipment is important in abseiling?

114
Test 2
Time: 1 Hour
Paper 1: Multiple Choice Questions
Answer all questions. Choose the most appropriate option from the ones given.
1. Which skill cannot be used to aim for targets 50m away?
A. Writing B. Rolling C. Kicking D. Throwing
2. ____________can be used as a fast mobile target.
A. Basketball B. Bat C. Racket D. Boots
3. When distance is within 50m it means____________.
A. less than 50m B. exactly 50m C. greater than 50m D. 50m and less
4. Which distance is not within 50m?
A. 60m B. 55m C. 70m D. 10m
5. Which sport uses aiming at stationary targets at a height?
A. Tennis B. Swimming C. Golf D. Netball
6. __________does not use the skill of target for height.
A. Rugby B. Basketball C. Netball D. Golf
7. __________ is a net game.
A. Basketball B. Netball C. Squash D. Hockey
8. When is a lob usually used?
A. When the opponent is close to the net.
B. When the opponent is at the baseline.
C. When the opponent is at the service line.
D. When the opponent is at the right side of the court.
9. ___________ should be high enough to clear the reach of the opponent.
A. Ground stroke B. Slice C. Smash D. Overhead
10. The other name for backspin is _________.
A. top spin B. slice C. smash D. overhead
11. What is the effect of the backspin on the ball?
A. Reduces speed. B. Increases speed.
C. Increases height of bounce. D. Decreases height of bounce.
12. Strokes for distance are usually played__________.
A. baseline to baseline B. net to baseline
C. baseline to net D. net to net
13. A serve is similar to __________.
A. volley B. smash C. topspin D. slice
14. __________ is not important to a cricket batsman.
A. Grip B. Stance C. Footwork D. Spin
15. Which shot is seen as turning defence to attack?
A. Forward strike B. Backward strike C. Low stroke D. High stroke
16. Batsman step forward in the _________.
A. forward stroke B. backward stroke C. high stroke D. low stroke

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 Unit LOCOMOTION

18
Unit objectives
At the end of this unit, you should be able to:
(a) explore relationship with partner, group and apparatus in balances, weight transfer and
space.
Looking Back
In previous grades, you learnt to skills that have enabled you to demonstrate ability to
link themes with improved level of skill and variety. In this unit, you are going to explore
relationship with partner, group and apparatus in balance, weight transfer and space.

Key Words

Locomotion – movements that take you from one place to another, for examples,
walk, run, skip, hop, jump, slide, leap, gallop.
Counter balance – is a weight that balances another weight.
Formation – the action of forming or process of being formed.
Sequence – a particular order in which related things follow each other.

Sequence of movements in pairs

Working in pairs can be fun, but care should be taken so that injuries do not occur, the
following activities are sequence of movements which are done in pairs:
Working in pairs
(a) Sinking movement
The partners stand and face each other with feet about 30cm away from each other. They
should be holding each other’s wrists and with arms outstretched, they both lower into a
sitting position and back to standing.

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 Standing on one leg

(b) Arabesque

Arabesque

Working in pairs, stand on one leg facing your partner. Lift the other leg and straighten.
(c) Wine glass
Working in pairs, stand side by side with your partner. Stretch the inside arms in the air with
the palms touching. Keep your weight on the inside foot.

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 Wine glass

Pair balances

Working in pairs to balance

The base lies on the floor with knees bent. The top lies on the stomach with the feet on either
side of the partner’s head and with the hands under the shoulders. The base places his or
her upturned palms under the ankles of the top and holds strongly. On a count of three, the
base pushes up his or her arms to straighten them while at the same time, the top pushes up
with arms as if to do push-ups.
Hands and knees balance
In pairs
The base lies on the floor with knees bent and legs together. The top approaches from
behind, leans forward and grasps the knees of the base. The base places upturned palms
below the knees of the top. On a count of three, the base straightens his or her arms and the
top balances lengthways.

Activity 1

Demonstrating sequence of movements done in pairs.

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or the gymnast has to balance it on his or her body. The athlete will throw and catch the ball
and roll it through his or her body.

Activity 3

Explore forms of linked and assisted balances with a partner or in groups.

Key points in this unit

• Educational gymnastics includes general categories of movement such as travel,

weight transfer, balance, jumping/flight/landing and rotation.
• In a seesaw movement partners sit on the floor facing each other, sitting on each
other’s feet.
• Standing balances can be done as an individual or in pairs.
• Human tower is a performance variation of gymnastic formation.

Unit Revision Exercises

Multiple Choice Questions
1. Which one of these body parts is not a part of the upper body?
A. Hands B. Elbows C. Knees D. Neck
2. Which one of these body parts is not a part of the lower body?
A. Feet B. Knees C. Ankles D. Wrists
3. How short can your floor routine be?
A. Minimum 30 seconds B. Minimum 20 seconds
C. Minimum 50 seconds D. Minimum 120 seconds
4. What is a long hang pullover?
A. A pullover after hanging.
B. A standing pullover.
C. A pullover on high bar.
D. It is a stick.

Practical Activity
1. Performing weight transfer using apparatus.
2. Exploring weight transfer with partner or groups in forward and backward rolls.

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 Topic

12
BACKGROUND ART

Topic Introduction
This topic, you will look at patterns and mounts. By the end of this topic, as learners you will
be capable of designing shapes, pictures and symbols appropriate for given themes and
mount art books.

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 Unit PATTERNS AND MOUNTS

20
Unit objectives
At the end of this unit, you should be able to:
(a) design shapes, pictures and symbols appropriate for given themes.
(b) decorate shapes, pictures and symbols suitable to given theme.
(c) mount art on books.
(d) display art depicting given themes.
Looking Back
In the previous, grade you learnt and carried out activities on designing shapes, symbols,
colouring of shapes, symbols, mounting of shapes and symbols on bibs. This unit will look
further on mounting of shapes and symbols on boards.

Key Words

Picture – is a photo, drawing, painting or other image captured of a person, thing or
scene.
Symbols – a mark, sign or word that indicates, signifies, or is understood as representing
an idea, object or relationship.
Overlapping – means to extend over and cover partly.

Designing shapes, pictures and symbols

Most paintings can be broken down into basic shapes. As it is said, treat nature by means
of the cylinder, the sphere, the cone...”, Squares, rectangles, triangles, cones, cylinders,
circles, ovals are the basic shapes that will aid you in drawing objects more accurately. This
technique can be used when doing a still life, a landscape and practically any other object.

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Designing basic shapes

Some basic shapes

There are a number of shapes which can be used in creating patterns and mounts. These
include squares, circles, rectangles and triangles among other shapes.
Selecting basic shapes

Method
1. Look at the object you want to draw. Determine what basic shapes are needed to make
the object.
2. Start by roughly locating where on your picture plane you want the object to appear.
3. Draw a center line, top line and bottom line.
4. Place a line where one shape changes to another shape.
5. Draw in the basic shapes.
6. Select the lines you want in your final drawing.

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 MOVEMENT AND
Unit
RHYTHM

21
Unit objectives
At the end of this unit, you should be able to:
(a) change space and direction with varying rhythm.
Looking Back
Having acquired knowledge on rhythmic movements to cover space and direction with
variations using educational themes in previous grade. In this unit, you will further learn
about varying rhythms using complex themes.

Key Words

Direction – the posture and movement of the body or body parts in relation to the
space, audience and other performers.
Rhythm – a pattern of beats or the regular recurrence of accented and unaccented
beats.
Physical space – is an area set apart or available for use.
Duration – the length of time the movement lasts.

Movement to cover space and direction

Marching
Marching consist of four directions:
1. advance
2. retire
3. left
4. right
The advance is the primary direction of movement, regardless of which direction the
marches are actually facing. This means the direction which the participants will be taking
as they cover space in the arena.

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 • The retire is opposite the advance, against the primary direction of movement.
• The left is to the left of the advance.
• The right is to the right of the advance.
• If the advance is changed, then all other directions are changed to be based on the
new advance.
Movements
There is only one person in charge of marching at a time. During marching, unless told
otherwise, those marching have restricted movement. This means that they can only move
exactly when they are told and then only doing exactly what they are told to do. In most
stances, any movement at all is disallowed.
Attention
Standing straight, eyes forward and chest out, shoulders back and down, knees straight but
not locked, heels together, feet at a 30 degree angle. All muscles are rigid. The hands are
held in tight fists with the thumbs aligned with the seam of the trousers.
At ease
A modified position of attention in which the left foot is moved to shoulder width and the
hands are placed behind the back with arms fully extended. The right hand is placed inside
the left with all fingers together and pointing rigidly downwards. Legs remain at ease
position, arms are brought to the sides to a more natural standing position. Members may
relax their muscles and make minimal movements.
Commands

Learners entering the arena

The typical marching commands are spoken extremely clearly and emphatically and consist
of four major parts.
Identifier or who is to follow the command. This is typically a number.

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 Unit CHOREOGRAPHY

22
Unit objectives
At the end of this unit, you should be able to:
(a) perform challenging level variations.
(b) perform challenging rhythmic variations.
Looking Back
In the previous grade, you learnt performing physical activities using relevant apparatus.
Performing cartwheels. Performing calisthenics and movement. In this unit, you will learn
about performing physical activities involving variations in planes, direction and rhythm and
performing symbolic exercises.

Key Words

Cartwheels – a circular sideways handspring with the arms and legs extended.

Combined arena movements with variations

Rainbow writing
Use the ribbon wand to reproduce letters of
the alphabet and or numbers. To make this
activity more fun, split up into two or more
teams, while one team writes a letter in the
air with their wands the other team or teams
have to try and guess what letter they are
writing.
Windmills
For this activity each you will have one
ribbon in each hand. The others will spread
out making sure that there is enough space
between each participant. The goal of
Learners holding placards in the terrace
this activity is for students to make big

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 Unit FORMATIONS

23
Unit objectives
At the end of this unit, you should be able to:
(a) display through formations that depict educational, social and economic issues.
Looking Back
In the previous grade, you learnt combined movement with simple formations, this unit will
further look at complex formations. In this unit you will learn about marching at varying
rhythms, rolling, crawling, shuffling and merging simple formations to produce complex
formations.

Key Words

Quick march – standard pace is 120 beats/minute or any count depending with level.
Double March – standard pace is 60 paces per minute.

Combined movement and choreography with complex formations

Marching motions

Boys entering into the arena forming a square

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 Activity 1

Demonstrate different types of marching into the arena.

Key points in this unit

• Easy march is an unrestricted march at approximately quick time.
• In slow and in quick time the length of pace is 60 centimetres in stepping out 50
centimetres in double time 50 centimetres in stepping short 30 centimetres.
• The length of the pace in marching will be corrected with the pace stick, the accuracy
of which should occasionally be tested by measurement.

Unit Revision Exercises

Multiple Choice Questions
1. Slow march is_________.
A. a ceremonial pace B. quick time
C. pace stick D. 60cm
2. What is the standard pace in quick march?
A. 119 beats per minute with a one metre step
B. 118 beats per minute with a one metre step
C. 120 beats per minute with a one metre step
D. 121 beats per minute with a one metre step
3. Double march is used when?
A. Carrying heavy burdens B. Describe a sprint or an ordinary run
C. In mark time D. In moderate jog
4. What is the length of pace and time in slow march?
A. 180 paces a minute are taken.
B. 120 paces a minute are taken.
C. 130 paces a minute are taken.
D. 110 paces a minutes are taken.
5. In marching legs should be _________.
A. straight to the front
B. swung forward freely and naturally from the hip joint.
C. straight
D. swung forward freely
Structured Questions
1. State the standard pace in a quick march,
2. A slow shows a sign of___________________.
3. How are hands kept when marching.

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Test 3
Paper 1: Multiple Choice Questions
Time: 1 Hour
Answer all questions. Choose the most appropriate option from the ones given.
1. Educational gymnastics includes movement such as ___________.
A. running B. swimming C. walking D. weight transfer
2. Which one is NOT a counter balance movement?
A. Working individually B. Arabesque
C. Seesaw movement D. Wine glass
3. In which type of balance does the base lies on the floor with kness bent?
A. Jumping B. Horizontal pairs
C. Pair balances D. Hands and knees balance
4. The human tower is associated with which sport?
A. Soccer B. Hockey C. Gymnastics D. Netball
5. Which one is NOT an apparatus used in gymnastics?
A. Rope B. Hoop C. Club D. Ribbon
6. Which one of these body parts is NOT a part of the upper body?
A. Hands B. Elbows C. Knees D. Neck
7. Which one of these body parts is NOT a part of the lower body?
A. Feet B. Knees C. Ankles D. Wrists
8. Music can be recorded using?
A. Guitar B. Drums C. Keyboard D. Laptop
9. How many steps are followed when recording a song offline on apparatus?
A. 5 B. 3 C. 4 D. 6
10. The four main properties of musical sounds are pitch, dynamics, tone colour and ____.
A. duration B. tempo C. melody D. medium
11. Pitch is defined as _____________.
A. degrees of loudness or softness in music
B. the quality that distinguishes musical sounds
C. the relative highness or lowness that we hear in a sound
D. leaning on a musical note
12. In general, the smaller the vibrating element, the __________ its pitch.
A. higher B. softer C. lower D. louder
13. Most paintings can be broken down into?
A. Objects B. Pieces C. Parts D. Basic shapes
14. Shapes, pictures and symbols are decorated using?
A. Paper B. Glue
C. Brush D. Water colour pencils

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