Updated Curriculum

PHYISCAL EDUCATION,
SPORT AND MASS DISPLAYS
5
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PlusOne Phyiscal Education, Sport And Mass Displays | Grade 5

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T. Chibayambuya
A. Nyatsanga
N. Nyathi
Learner’s Book
 PlusOne
Physical Education,
Sport and Mass Displays

Grade 5
Learner’s Book

T. Chibayambuya N. Nyathi A. Nyatsanga

 Contents

TOPIC 1 : HUMAN BODY............................................................................................ 1

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

TOPIC 2 : SAFETY AND HEALTH............................................................................... 6

Unit 2 : Healthy Living Habits........................................................................................ 7
Unit 3 : Safety................................................................................................................... 16

TOPIC 3 : AQUATIC SKILLS....................................................................................... 22

Unit 4 : Water Safety....................................................................................................... 23
Unit 5 : Strokes.................................................................................................................. 75

TOPIC 4 : KIDS ATHLETICS ...................................................................................... 35

Unit 6 : Running................................................................................................................ 36
Unit 7 : Jumping................................................................................................................ 42
Unit 8 : Throwing.............................................................................................................. 47

Unit 9 : Test 1..................................................................................................................... 52

TOPIC 5 : INVASION GAMES..................................................................................... 55

Unit 10 : Space Awareness............................................................................................. 56
Unit 11 : Positioning......................................................................................................... 63
Unit 12 : Reaction............................................................................................................. 63

TOPIC 6 : TARGET AND COMBAT GAMES............................................................... 72

Unit 13 : Targeting........................................................................................................... 73
Unit 14 : Stance................................................................................................................ 76

TOPIC 7 : NET GAMES................................................................................................ 81

Unit 15 : Strokes............................................................................................................... 83

TOPIC 8 : STRIKING GAMES...................................................................................... 86

Unit 16 : Grip..................................................................................................................... 87
Unit 17 : Striking............................................................................................................... 93

Unit 18 : Test 2................................................................................................................... 99

TOPIC 9 : ADVENTURE GAMES................................................................................. 102

Unit 19 : Outdoor Activities............................................................................................ 103
TOPIC 10 : EDUCATIONAL GYMNASTICS................................................................ 110
Unit 20 : Locomotion....................................................................................................... 111

TOPIC 11 : MUSIC........................................................................................................ 118

Unit 21 : Background and Performing Music.............................................................. 119

TOPIC 12 : BACKGROUND......................................................................................... 125

Unit 22 : Patterns and Mounts...................................................................................... 126

TOPIC 13 : ARENA ACTS............................................................................................ 130

Unit 23 : Movement and Rhythm.................................................................................. 131
Unit 24 : Choreography................................................................................................... 134
Unit 25 : Formations........................................................................................................ 140

Unit 26: Test 3.................................................................................................................... 143

 TOPIC

1
HUMAN BODY

Topic lntroduction
The human body is more than what we see when we look at a person. There are different
body parts that have different jobs but they work together so that we can sleep, eat and
play. The human body have organs that store and transport food. These organs that
transport and store food work together.

1
 Unit

1 ORGANS OF THE BODY

Unit Objectives
At the end of this unit, you should be able to:
(a) identify body parts that store and transport food.
(b) explain the process of storing and transporting food.

Looking Back
You have learnt that human body organs are divided into two external and internal body
parts. The external body organs are the outside organs like the head, legs and arms. While
the internal body organs are those that are inside the body like stomach, heart and lungs. In
this grade, you will learn about human body parts that store and transport food.

Key Words
Organ – a part of an organism.
Transport – to transform or change into another form.
Store – a place where items may be kept.
Digest – to break into smaller parts.

Human body parts that store and transport food

There is a group of organs that work together
to transport and store food both internal and
external organs. The organs that are needed Mouth
Tongue
for the transportation of food start with the
mouth where food is chewed and the tongue Oesophagus
helps the food to be swallowed. The whole Liver Stomach
process of breaking down of food particulars
into smaller pieces and transportation is Duodonum
called digestion. Small intestine
Appendix Large intestine
(a) Mouth Rectum
Transportation of food in the body part Anus
begins in the mouth. The mouth takes food
into the body. Food is broken down into Human digestive system

2
 Activity 1
Body parts word search

o r a m i n t e s t i n e z
c u t o n g u e i s v e s t
a y o s o f g c m o k c y e
b i c h a t s k o j z k p e
k l i v e r p g u l h x b t
r g e a i h e s t o m a c h
u o d a b m a o h t h h e y
a j s f o e s o p h a g u s
Look for the following words in the table above
liver mouth stomach tongue oesophagus intestine teeth neck

Activity 2
With the help of your teacher, role play the functions of the following body parts:
(a) Mouth
(b) Oesophagus
(c) Stomach
(d) Small intestines
Make your presentation in class.

Exercise 1
1. The human body parts are divided into _____ and_______ body parts. (internal and
external/mouth and rectum) [1]
2. The journey of transportation of food begins in the oesophagus. True or False [1]
3. Which part stores food particles so that the body has time to digest large food particles.
(oesophagus/stomach) [1]
4. There are ________ and __________ intestines. [2]

Key points in this unit

• Food travels in the body with the help of some organs.
• In the mouth food is chewed before it is swallowed into the oesophagus.
• Peristalsis moves the food until it reaches the stomach.
• In the stomach food is stored for further breakdown.
• Skeletal muscles in the legs and arms stores carbohydrates.
• Excess fats are stored under the skin especially the belly area.

4
Unit Revision Exercises
Multiple Choice Questions
1. Body organs ___________________.
A. store food only B. transport food only
C. do not need food D. work together
2. Breaking down of food particles in called _______.
A. lubrication B. passing out C. digestion D. absorbing
3. The organ that starts with the transporting of food is ______.
A. mouth B. neck C. tongue D. stomach
4. Which of the following parts does not store or transport food?
A. Tongue B. Oesophagus C. Stomach D. Rectum
5. Which body part passes out undigested food particles?
A. Rectum B. Anus C. Large intestines D. Stomach

Structured Questions
1. _________ is a pipe that connects the mouth and the stomach.
2. _______ in the mouth helps in lubricating the food particles. (Teeth/Saliva)
3. Juices produced by the stomach walls makes the absorption of food particulars easy.
(True or False)
4. What happens to the excess food which is not digested?
5. Label the numbered parts on the diagram.

1
2

4
5

5
 TOPIC

3
AQUATIC SKILLS

Topic lntroduction
Swimming is one of the most loved activities, but it also carries some risks such as drowning
and infections from unsafe water. Water safety education is important as it helps developing
people who understand the dangers of aquatic environment. There is need for people to
develop a water safety culture through safe behaviour and a positive attitude towards water
safety to avoid accidents. There is also aquatic survival skills that can be taught to children
at a young age, floating, sculling and treading water. In swimming as a sport, we have
different strokes which are front crawl, back stroke and breast stroke. These strokes have
different arm and leg action depending on the type of stroke. Entry into the water depends
on how good one is and if there are others in the water.

22
 Unit

4 WATER SAFETY

Unit Objectives
At the end of this unit, you should be able to:
(a) dramatize different water resuscitation activities.
(b) state other water hazards in Zimbabwe.

Looking Back
In the previous grades you identified the different local water hazards such as drowning and
floods. You also looked at survival skills in and near water that one should follow in order to
survive the water hazards.

Key Words
Swimming – the activity of moving oneself through water using arms and legs.
Aquatic – relating to water.
Survival – continued exist.

Aquatic Survival Skills

Aquatic survival skills are skills that may prevent a person from drowning and enable
them to make good decisions when in an emergency situation. Some of the skills are:
(a) sculling
(b) treading water
(c) floating
(d) swimming
(e) use of device to assist rescue
(a) Swimming
Swimming is not only a sport but also a survival skill. It is important nowadays to be able
to swim. Basic swimming skills prevent people from drowning or enable them to move
away from a dangerous situation in the water.

23
(b) Sculling
Sculling is a basic swimming technique
where you use quick horizontal movement
of the hands in the water to maintain your
head above the water surface. You float in
a vertical position with your arms extended
sideways at shoulder level, elbows slightly
bent. You keep the water at shoulder level
by quickly sculling back and forth with your
hands.
A person sculling
Ways of learning sculling
• Extend your arms sideways below the surface, with the elbows slightly bent. Rotate
the forearms at 450 forward and move your hands, forward pushing water forward
the downward with your hands keep your arms close to the water surface.
• Turn the movement when your hands are able to touch in front. Rotate the forearms
backward and move the hands outward and backward. Once you cannot move
your hands further backward reverse the direction and move the hands forward.
• The pressure of the forearms and palms against the water creates some lift and
allows you to keep head above the water surface.
(c) Treading water
Treading water is moving your arms and legs for the sole purpose of staying afloat. When
treading water, the body stays upright head above the surface. Arms and legs move to
keep you afloat.
(d) Floating
Floating is the ability to keep on top of
the water but with no means of causing
movement. There are different types of
floating, survival float and horizontal back
float. In a horizontal back float, you lie on
your back in the water with your back slightly
bend, your arms out to the side and legs
straight with face above the water.
Survival floating, you lay on your stomach
with your face under water and your arms
and legs dangling. When you need to breathe,
bring your head back up and out of the water
while pushing with your arms and legs.
A person floating

24
and they have consequences of destroying property such as cars, buildings and lead to
loss of life.
(c) Cyclones
Cyclones are also water hazard dangers which occur in Zimbabwe. Cyclones are produced
high winds and heavy rainfalls. There were various cyclones in Zimbabwe, for example,
there was Cyclone Japhet which produced high winds and rainfall in southern and central
Mozambique into southern Zimbabwe. Cyclones may lead to destruction of property,
buildings and even loss of life.
(d) Lightning
People may be struck by lightning. There are various instances whereby people have been
struck by lightning in Zimbabwe. Lightning can strike buildings such as shops, houses and
schools among other things. People must avoid herding cattle, moving around outside or
hiding under a tree when it is raining or when it is about to rain. People can put lightning
conductors at their buildings to prevent building from being struck by lightning.

Activity 2
Dramatize different water resuscitation activities.

Exercise 2
1. People are struck by lightning when walking in an open space. True or False
2. All water hazards are avoidable. True or False
3. Low laying areas do not experience floods. True or False
4. Lightning does not strike people in homes. True or False
5. Children getting burnt by fire is a water hazard. True or False

Key points in this unit

• There are skills that might help to prevent a person from drowning. Arms and leg
movement help to keep one afloat.
• Swimming is not only a sport but can be learned as a survival skill.
• Devices that can be used to assist in rescuing others are life jacket, shepherd crock
and floating cushions.
• The main water hazards in Zimbabwe include drowning and being struck by lightning.

Unit Revision Exercises

Multiple Choice Questions
1. Which one is not an aquatic survival skill?
A. sculling B. shooting C. diving D. turning
2. When treading in water you move arms and legs to ______.
A. increase speed B. slow down C. stay afloat D. stay upright

26
Exercise 2
1. Which one is not a type of turning in swimming?
A. Tumble turn B. Closed turn C. Open turn D. Bucket turn
2. In a tumble turn swimmers touch the walls with _______________.
A. one hand B. both hands C. one hand or both D. both legs
3. A turn is a reversal of direction of travel by a swimmer. True or False [1]
4. Why should the arms and legs remain in motion? [2]

7. Front crawl

Movement of hands doing front crawl Movement of legs doing front crawl

During the front crawl stroke, the arms imitate a windmill. When the right arm is brought
out of the water by the hip it rotates upward. The arm reaches forward with the arm re-
entering into the water in front with an open palm. As the right hand is out of the water,
the left arm is submerged, pushing water backwards with the palm.
The left arm rotates downwards from where it entered the water, back to the hip. As
your right arm begins to come out of water, rotate the head out of the water and inhale.
Kick your legs up and down in quick succession during the front crawl and legs kick at a
faster rate than the arms.
8. Backstroke

Movement of legs doing backstroke Movement of hands doing backstroke

As with the front crawl stroke, the arms imitate a windmill during the backstroke. The
difference between the two strokes is that the backstroke is performed on your back with
your face out of the water, looking up. Both arms should be fully extended at all times with
palms open. Lift the right arm out of the water by the hip and rotate it upward. Reach
backward and re-enter the water with the arm behind the head.

31
Key points in the unit
• There are important skills needed in swimming namely floating, gliding, submerging
and turning.
• Gliding happens before a stroke begins
• Submerging allows the swimmer to learn the strokes.
• In front crawl and back crawl, the arms move like a windmill.
• In breaststroke the arms and legs to remain underwater at all times.

Unit Revision Exercises

Multiple Choice Questions
1. Gliding happens ________.
A. before a stroke begins B. during a stroke
C. after a stroke begins D. before diving
2. In front crawl and back stroke swimmers imitate _________.
A. wind rose B. windmill C. caterpillar D. dog paddling
3. Which is not a swimming skill?
A. Floating B. Gliding C. Jumping D. Turning
4. The flip turn is usually done in ___________
A. backstroke B. butterfly C. breaststroke D. jump stroke
5. What is the position of your face in a back stroke?
A. Out of the water looking up B. Out of the water looking front
C. Out of the water looking back D. Out of the water looking down
6. In back stroke toes should point__________.
A. up to the sky B. towards the body
C. away from the body D. into the water
7. The goal of a dive is ________.
A. to win the race B. to avoid hitting pool bottom
C. to increase speed D. to be safe in water
8. Which part of the body pushes the water backwards in front crawl and backstroke?
A. Head B. Hands C. Eyes D. Whole body
9. Which one is not a type of turn in swimming?
A. Open turn B. Tumble turn C. Bucket turn D. Double turn
10. In a dive___________.
A. the head is under water B. the head is near the knees
C. the head is under the hands D. the head is above the hands

Structured Questions
1. What should be considered before jumping into water?
2. ______ is the first step when learning to swim.
3. _______ helps our body to float.
4. When does a swimmer glide?

33
 Unit

6 RUNNING

Unit Objectives
At the end of this unit, you should be able to:
(a) complete a timed endurance race.
(b) demonstrate correct sprint techniques, running through bends.
(c) demonstrate (fluid) correct baton exchange.
(d) finish a sprint hurdle relay with 2 hurdle leg.
(e) negotiate bends without reducing speed.

Looking Back
In the previous grades you took part in 5-minute endurance race and were taught the
swift running action using appropriate body movement. You practised running through
bends at a constant pace and clearing hurdles (obstacles) with speed and also smooth
button exchange in shuttle relays. In this grade, you will learn about 8 minute endurance
race, sprints and bend formula.

Key Words
Endurance – ability to carry on despite hardships.
Pistol – is a gun used to start a race
Signal – is a command given to start or end a race.
Relay – a race where runners take turns carrying a baton from start to finish.
Athlete – a participant in a running race.

Endurance race
An endurance race is a race in which the ability of an athlete to run over a long distance
without tiring is tested. There is a timed endurance race, this is a race where an athlete’s
distance covered over a certain period of time is measured. An example of the timed
endurance race is the 8-minute endurance race in kids’ athletics.
8 Minute endurance race
An 8-minute endurance run can be done using a course that is about 150m starting from
a given starting point. Each team tries to run around the course as often as possible in 8
minutes. The start command is set for all teams at the same time by either blowing a whistle
or by starting pistol.

36
 Upsweep baton exchange (a) Upsweep baton exchange (b)

Scoring
The ranking is decided according to the time: the winning team being the one with the best
time. The next teams are ranked according to their finishing time.

Activity 2
Run the sprint hurdle relay following the procedure described.

Exercise 2
1. A relay race is run as ______________.
A. a team B. a pair C. an individual D. doubles
2. Which one is the first distance in the hurdle relay race?
A. the bend B. the sprint
C. the hurdle D. any between the bend or the hurdle
3. Which hand is used in the changeover?
A. Both hands B. Right hand C. Left hand D. Any hand
4. ________ is the angle of the elbow when sprinting. [1]
5. Name two types of baton exchange named. [2]

Bends Formula
The bends formula refers to the best way an athlete negotiates the curves when sprinting.
Sprint or Hurdles Running
Brief description: Relay of combined sprint
and hurdles legs with curved corners.
Demonstration
Two lanes are necessary for each team:
one being the changeover or sprint leg and
the other one being the 2-hurdle leg. All the
team members are gathered before the 10m
changeover area. The bend formula

39
4. When is the sprint hurdle event completed?
A. When everyone has got a chance
B. When everyone has run the hurdle distance
C. When each team member has run both sprint and hurdle distance
D. When everyone has run the sprint distance
5. The ranking in the sprint hurdle relays is determined by_______.
A. the first to complete the race B. the best lane
C. the best time D. the changeover zone
6. How many lanes are used in sprint hurdles running?
A. One per team B. Two per team C. Any number D. Half lane
7. How many participants make up a kids’ athletics team?
A. 4 B. 45 C. 8 D. 2
8. What is the position of the thump of the receiving runner using downsweep technique?
A. Facing upwards B. Away from the body
C. Close to the body D. No specific position

Structured Questions
1. Give an example of a timed endurance race.
2. How many times do the team have to run in the 8 minute endurance race?
3. Which rounds are counted at the end of 8 minute endurance race?
4. When is the sprint hurdle relay completed?
5. Besides the ring what else can be used in the relay.
6. _______ and _______ are the two main techniques used in relay baton exchange.

Practical Question
1. Demonstrate baton upsweep and downsweep baton exchange.

41
 Unit

7 JUMPING

Unit objectives
At the end of this unit, you should be able to:
(a) engage in horizontal and vertical jumps.
(b) jump using equipment or apparatus.
(c) clear heights while jumping.
(d) jump for distance and land safely.

Looking Back
In the previous grades you learned how to jump for distance and height with and without
apparatus. There was a gradual change from jumping from a standing position until you
were jumping from a short run up until in a controlled speed. The landing for jumping for
distance was in both legs. In this grade, you will learn about jumping for distance, jumping
for height and jumping using a pole.

Key Words
Vertical jump – these are jumps for height.
Horizontal jump – these are jumps for distance.
Impulse – a sudden action.
Clear – free of obstacles.
Landing – the descending of a jumper to the ground.

Jumping
Jumping is the pushing of oneself off the ground and into the air by using muscles of the
legs and feet. Sometimes the jumps are done with the aid of poles. The jumps can be
classified either as jumping for distance or jumping for height.
Jumping for distance
Jumping for distance can also be referred as horizontal jumps, the main aim of the
horizontal jump is to jump the longest distance. In these jumps you measure the distance
from the point of take-off to the position of landing.

42
Demonstration
Every participant starts from the very end of
the run-up area, takes a 10m run-up (marked
with a cone or crossbar) and carries himself
or herself with a forward impulse in a 50cm
wide area. He or she completes a jump
and lands in the designated areas marked
beforehand in the sand with cones and/or
hoops. The participants have to aim to land
on both feet for safety.
Area 1 gives 1 point, area 2 gives 2 points
and area 3 gives 3 points going on like that. A person jumping for distance

Scoring
Each team member takes part in the event. All the results for an athlete are recorded.
The best of his or her three trials is scored for the total of the team. The sum of individual
results contributes to the team total.
Pole Long Jumping
Pole long jumping is also jumping for distance but the jumping is now aided by the use of
a pole. The distance is measured from the point where the stick is pointing to the ground
to the landing position.
Brief description: Jump for distance using a pole
Demonstration
From a 5m run-up area (the starting line
being marked with a cone or crossbar) the
participant runs toward a hoop or tire or mat.
The take-off has to be carried out with a jump
off one leg Planting the pole downwards and
forcing it into the ground, the participant
then swings past the pole. Riding the pole,
the jumper carries himself or herself over a
second marker in the direction of a target
object (tyres or mats). A person jumping for distance using a pole

The target objects are laid out as in the above figure, the first target object being placed
1m beyond the marker. It is recommended not to drop the pole during the jump. The pole
should be no longer than 2m.
Scoring
Each participant has two trials. If he or she lands inside object:
• Number 1 = 2 points
• Number 2 = 3 points
43
Unit Revision Exercises
Multiple Choice Questions
1. _________ can be used to a run up.
A. Cone B. Pole C. Flag D. Paint
2. In horizontal jumps which result is taken for the team?
A. The first B. The better C. The best D. The last
3. The take-off has to be carried with a jump of ________.
A. one leg B. both legs C. speed legs D. straight legs
4. When jumping for distance with a pole when is a point deducted?
A. When landing with one-foot
B. When one foot inside and another outside the tyre
C. When landing with both feet
D. When landing outside the tyre
5. In vertical jumps one does not progress to the next height if he or she ________.
A. fails the first trial B. clears at the first trial
C. fails all three trials D. fails the second trial
6. In vertical jumps which points are awarded ___________.
A. points of best jump B. points of second jump
C. points of last jump D. total points of all the jumps
7. What is the other name for horizontal jump?
A. Vertical jump B. Jumping for distance
C. Jumping for height D. Long jump
8. Jumping for height is also known as _________.
A. horizontal jumping B. vertical jumping
C. jumping for distance D. long jump
9. In vertical jump the winner is determined by________________.
A. jumping the longest distance B. jumping without a pole
C. jumping the highest D. jumping with a pole
Structural Questions
1. If grasping the pole with the left hand the take-off leg is _________.
2. What is the difference between vertical and horizontal jump?
3. What is the distance from the impulse or take-off to the first target object?
4. Name the number of heights should be cleared when jumping for height without the
pole.
5. Why should the jumper drop the pole in vertical jumping?
6. What happens in vertical jumping if you fail all three attempts?
Practical Question
1. Demonstrate the following:
(a) pole long jump
(b) pole high jump

46
 Unit

8 THROWING

Unit Objectives
At the end of this unit, you should be able to:
(a) execute rotational throws for accuracy and distance.
(b) demonstrate target throws over a barrier.
(c) demonstrate the teens javelin throw at least 30m distance.

Looking Back
In the previous grades you executed throws and learned proper ways of handling the kids
javelin correctly and throwing it for distance, accuracy and throwing the javelin over a barrier
within a marked area. In this grade, you will learn about issues such as rotational throwing
for distance and accuracy.

Key words
Rotational – caused by the act of turning.
Throw – to cause an object to move.
Trial – an opportunity to try something out.
Target – mark to shoot at.

Rotational throwing for distance and accuracy

Rotational throws are made after the rotation of the upper body to make the throw, the
lower body will be fixed on the ground. Rotational throwing for speed and accuracy is an
important aspect in sports such as handball.
Brief description: Throws at various targets
with a rotational motion
Demonstration
The entire area between two stands (or
between soccer goal posts) is divided into
three equal-sized zones: left zone, centre
zone and right zone. From a lateral standing
position 5m in front of the centre zone, the
People throwing for distance and accuracy

47
area, 1 point is scored. Each participant has three trials, the sum of which contributes to
the team total.

Activity 3
Practice throwing over a barrier.

Exercise 3
Answer the following by indicating whether each of the statements is either True or False.
1. The target throw is only carried out from a 5m line. [1]
2. Each participant is given a single trial. [1]
3. Participants chose any throwing lines to throw from. [1]
4. If the objects hit the edge of the target it is considered as unsuccessful. [1]
5. There are three throwing lines. [1]

Key points in the unit

• In rotational throw the target is into divided into 3 zones
• The throw is made at least 5m from the target.
• The best throw is considered when you match the zones, that is right hand matches
the right side of the target.
• In teen javelin a 10m bonus is given when they throw more than 30m.
• Participants of javelin throws have 3 trials each and the best is added to the team
score
• In target throws if it hit the edges it is a successful throw.
• In target throws over a barrier, participants have three trials.

Unit Revision Exercises

Multiple Choice Questions
1. In rotational throwing the target is divided into how many zones?
A. One B. Two C. Three D. Five
2. What happens when the throw hits the edge of a zone?
A. It is a foal throw B. The least mark is awarded
C. No mark is awarded D. The higher mark is awarded
3. If a participant in rotational throw has overstepped the foul line _______.
A. the throw is counted B. one extra throw is awarded
C. the least mark is awarded D. the higher mark awarded
4. Participants of teen javelin are awarded 10m bonus when________.
A. they throw in a straight-line B. they throw over 30m
C. they use marked area D. the tape is unrolled
5. Which result is recorded in teen javelin throws?
A. The first B. The second C. The best D. Each of the trials

50
UNIT 9: TEST I
Paper 1: Multiple Choice Questions
Time: 1 Hour
Multiple Choice Questions
Answer all questions.
1. Chewed food is swallowed into _________.
A. mouth B. teeth C. oesophagus D. tongue
2. Skeletal muscles in the legs and arms stores ________.
A. vitamins B. fats C. proteins D. carbohydrates
3. Excess fats are stored ________.
A. head B. belly skin C. in the muscles D. stomach
4. Screen based activities include __________.
A. computer games B. running around C. Indoor activities D. outdoor activities
5. What does regular physical activity do to people?
A. Promotes health living B. Makes it easy for them to learn
C. Increases growth D. Encourages boredom
6. Physical activities at home include ___________.
A. Playing outdoor games B. eating out
C. Reading story books D. speaking
7. If carrying apparatus, you must _________.
A. walk B. jump C. run D. Jog
8. ______ is carried pointing down.
A. Rackets B. Discus disc C. Ball D. Javelin stick
9. Apparatus should not be left ____________.
A. in the storeroom B. in a safe place
C. in the carrying bags D. in the landing area
10. Which statement is true?
A. You should perform all physical activities.
B. You should perform activities of all mental and physical level.
C. Perform activities that are of your mental and physical levels.
D. Physical have not improve the mental or physical level.
11. In horizontal jumps which result is taken for the team?
A. The first B. The better C. The best D. The last
12. The take-off has to be carried with a jump of ________.
A. one leg B. both legs C. speed legs D. straight legs
13. When jumping for distance with a pole when is a point deducted?
A. When landing with one-foot
B. When landing with both feet
C. When one foot inside and another outside the tyre
D. Landing outside the tyre

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 TOPIC

5
INVASION GAMES

Topic lntroduction
Invasion games involves a lot of movement. Players will be moving into open and occupied
spaces. The games like netball, soccer have player positions and boundaries. As players
we should be able to move freely to create space, move into occupied space and dislodge
opponents. We should also know the playing position and boundaries when playing these
games.

55
 Activity 2
In groups, research the defence techniques in other invasion games. List advantages and
disadvantages of that techniques as compared to other tactics. Present your discussion
results to the class.

Exercise 1
1. Space awareness is ________. [2]
2. Defending techniques are __________. [2]
3. List any 3 defending techniques in basketball. [1]

Attacking in relation to time and speed

The various types of offenses are designed to use teamwork to free up or isolate players
for good shots against a multitude of defenders and defensive pressure. Offenses must
be simple with the emphasis on execution and fundamentals. Offensive spacing should
provide for strong offensive rebounding position as well as allowing for defensive balance.
Basketball offensive tactics
Offenses can be categorized into early, set, motion, zone and spread. These offenses
are designed to use team work to free up players for good shots against a multitude of
defences. Once in possession of the ball, there is need to capitalise on time and space
available to avoid loss of the ball.
(a)Early offenses
Early offenses depend on quick, wide lane 3
releases, inbound passes and pass advances
to reach the offensive operating areas. This 4
is simply to advance the ball quickly into 1
the front court areas and attack before the 5
defence is able to become organized into
2
a disruptive force. By advancing the ball
into the offensive operating area within 2
to 3 seconds, the defenders are most often
spread out, creating an opportunity for a
high percentage of field goal attempts. Early offence

Getting into offense before the defence can 3

establish proper player match-ups also 5
creates severe mismatches. Early offense
accompanied by flow action force the defence
to react rather than act.
4
(b) Set offenses
2 1
Set plays use teamwork and screening
actions in an effort to create good shots. The
Set offense

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 Activity 3
Demonstration: Offensive tactic in relation to time and speed
In groups, execute the following techniques as they are used in basketball.
The teacher will organise and correct all the players’ mistakes.
(a) Set offense
(b) Motion offense
(c) Zone offense

Exercise 2
1. In which offensive tactic do players attack zones? [1]
2. _ ______ offensive tactic is normally used at the end of the game protecting hard earned
lead. [1]
3. Motion offense s requires ________ to play together as a single unit. [1]
4. ________ offense increase the area the defence must guard. [1]

Key points in this unit

• Avoid unnecessary contacts to minimise injuries.
• Defending tactics in basketball include man to man defence, zone defence and
combined defence.
• Attacking skills in basketball include zone offense, spread offense, motion offense, set
offense and early offense.
• Players must read and understand well the play of their opponents before they
choose either the attacking or defending tactics.
• Players need to be active and aware of opponents when playing invasion games
creating space.

Unit Revision Exercises

Multiple Choice Questions
1. When each and every player in a game has a partner to mark it is called ________.
A. zone defence B. man to man defence
C. combined defence D. spread defence
2. During play, players have chances to possess the ball and utilise it by either scoring or
passing. This is called _________.
A. offense B. defence C. combination D. game
3. The following are attacking strategies in basketball except _______.
A. man to man B. set offense C. zone offense D. early offense
4. When players gain possession of the ball and quickly run down to attack the basket
leaving opponents behind it is called ________.
A. fast break B. motion offense C. spread offense D. early offense
5. Players who play defence will be mainly protecting the _________.
A. goal B. players C. umpire D. attire

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 Unit

11 POSITIONING

Unit Objectives
At the end of this unit, you should be able to:
(a) demonstrate proper positioning within boundaries, team mates and opponents.

Looking Back
You have learnt how to start the game in the previous grades. Before the start of a game,
players are positioned at certain positions for a start. Taking for example in basketball,
soccer and netball players are positioned on their positions around the court. These start-
ing positions determine one’s roles in a game as an individual and together with team
mates and towards opponents.

Key Words
Position – a point in which one stands.
Boundaries – 
these are lines that restrict players from crossing into a certain
playing area.
Opponent –  someone who competes with or opposes another in a contest or
game.
Formation – is an organised way of attacking or defending opponents.

Proper positioning within boundaries, team mates and opponents

Positioning is an important aspect in invasion games. Positioning involves the players in
a game knowing the correct positions when playing the game.
Netball playing area
Netball player positions and their playing
boundaries
There are 7 different playing positions in
netball and each of them signify different
areas of play. They are namely: 1. Goal
Shooter 2. Goal Attack 3. Wing Attack 4.
Centre 5. Wing Defence 6. Goal Defence 7.
Netball playing field
Goal Keeper.
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Key points in this unit
• Players should know the standing positions before the start of the game.
• As the game start, players should know their boundaries so that they will play
without making fouls or encroaching into other player’s territory making overloading
themselves with tasks to do whilst others will be left with no task in game.
• Before the start of a game all players assume certain starting positions.
• Starting positions will then shift as they move forward and backward in relation to
speed and time whilst receiving and passing the ball.
• It is an offence to encroach into restricted spaces during play.
• Players need to be active and aware of opponents when playing invasion games
creating space.

Unit Revision Exercises

Multiple Choice Questions
1. The netball playing area is divided into _______ equal sectors.
A. 1 B. 2 C. 3 D. 4
2. Netball is played by team teams of _______ players each.
A. 10 B. 14 C. 7 D. 12
3. The longest lines of a netball court are called _________.
A. side lines B. end lines C. goal line D. base lines
4. The outer lines of a basketball court is made up of side lines and _______.
A. key B. end line C. hoop D. paint
5. The centre player is allowed to play in all thirds except ______.
A. centre third B. goal third C. centre circle D. goal circle
6. ______ and ______ can be played by players to learn quick positioning.
A. Nhodo and tsoro B. Darts and chess C. Nhodo and darts D. Darts and cricket
7. Starting positions are positions in which players stand at ______ of the game.
A. end B. middle C. start D. practice
8. Players move forward and backward during the game so that they can ______ and
receive balls.
A. open up B. close up C. pin opponents D. mark
9. In basketball, players can use either of the following techniques to attack an opponent
with the ball except __________.
A. motion offense B. set offense C. combined defence D. early offense
10. Netball playing areas have _______ goal circles.
A. 1 B. 2 C. 3 D. 4

Structured Questions
1. Basketball is played by how many players?
2. How many players in a team play netball?

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 Unit

12 REACTION

Unit Objectives
At the end of this unit, you should be able to:
(a) exhibit basic defensive and offensive roles.

Looking Back
In the previous grades, you have learnt about how netball is played and have played
the game for fun and for competitions. In this grade, you will learn about offensive and
defensive roles in relation to netball.

Key Words
React – to change action.
Offensive – play directed at scoring.
Defensive – play intended to deter attack.
Offside – to enter into the playing sector where you are not allowed to be.

Defensive roles
In games like handball, soccer, netball, basketball and hockey defensive players play
defending roles. The defensive team have to protect their goal. They disturb play of the
offensive team so that they cannot score. They work very hard to prevent the attacking
team from scoring.
Offensive roles
In games like handball, soccer, netball, basketball and hockey defensive players play
defending roles. The offensive team have to do with play directed at scoring. Players
work hard to maintain possession of the ball and attack their opponents’ goal. They
guard their ball jealously. The offensive team always aims at scoring.
Defensive and offensive roles can also be executed through playing reaction games such
as hwishu and rakaraka. They will be performing offensive roles in relation to time making
points. When playing rakaraka, the offensive players run and position themselves into
circles in relation to time and speed.

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 Activity 2
Closing space by positioning in relation to time
Practical exercise
• Think of an invasion game
• The teacher will be the umpire or referee
• Get into teams
• Position yourselves into player positions
• React to the whistle as you run into open space and occupied space to get the ball.

Exercise 2
1. Sometimes netball players get offside. What is to be offside in a game of netball? [1]
2. Give an example where one can be offside in netball. [1]
3. In netball, which players showcase mainly the offensive play? [2]
4. WD, GD, GK and C mainly play ______ roles in the game. [2]

Key points in this unit

• Follow the game rules when reacting into open and occupied space.
• When executing defensive roles do not be too aggressive because you may end up
hurting other players.
• When attacking and defending always react in relation to time and speed
• When in possession of the ball always look for team mates before passing.

Unit Revision Exercises

Multiple Choice Questions
1. Players react running into ______ and occupied space to get the ball.
A. open B. closed C. clean D. occupied
2. Players in offense play ________ roles.
A. defensive B. offensive C. reaction D. occupied
3. Players work hard to maintain possession of the ball and attack their opponents’
_______.
A. rights B. goal C. scores D. court
4. Play that is intended to stop attacks is called ________ play.
A. defensive B. offensive C. aggressive D. polite
5. The opposing team’s goal third, excluding the goal circle and the centre third is the
area of play for _______.
A. goal shooter B. centre C. goal attack D. wing defence.
6. _ ______ dictates the pace of her team’s play, creates space on court and is depended
upon for both attacking and defending in netball.
A. Centre B. Wing attack C. Wing defence D. Goal shooter

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 TOPIC

6
TARGET AND COMBAT
GAMES

Topic lntroducion
Target games are activities in which players send an object towards a target while avoiding
any obstacles. By playing the games participants will learn the key skills and strategies for
games as croquet, golf, archery, bowling and darts. Participants leaning about the practise
aim at accuracy as they send an object towards targets at different distances away. A
combat is a competitive contact sport where two combatants fight against each other using
certain rules of contact with the aim of causing pain to parts of the body in real hand to hand
combat. These games include boxing, martial arts, karate, judo and wrestling. There is use
of punches or fists and kicks while some like boxing there is use of fists only.

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 Unit

13 TARGETING

Unit objectives
At the end of this unit, you should be able to:
(a) aim at stationary targets from within 35m distance.
(b) aim at average mobile targets from within 35m distance.
(c) bounce balls of different sizes from within 35m distance to hit a stationary or mobile
target.

Looking Back
In the previous grades you learned to aim on stationary targets using objects of different
sizes and shapes. As learners you were aiming at mobile targets within 35m distance
and bounce balls of different sizes from within 25m distance to hit a stationary or slow
mobile target.

Key words
Mobile – being in motion.
Skattles – a cone shaped plastic gadget used to mark the ground.
Stationary – something which is stationary.
Target – something being aimed for.

Targeting
Targeting is aiming to hit something from a particular distance. In target games, there
are different objects which are used to aim.
Aim at stationary targets
Stationary targets are things that are aimed at which are at a fixed position.Measure
a distance of up to 35m from the throwing line to skattles, a target is between the two
skattles. Learners will use any skill to aim for the target from rolling or throwing. The
thrower should not go beyond the throwing or bowling line. The targets are hit using
different objects from small balls like tennis and cricket balls and big balls like netballs
and basket balls.

73
Organizing colours
The 3 main colours are blue, red and yellow. Colours have got 3 categories.
Categories of colours
• Primary colours
• Secondary colours
• Tertiary colours

Primary Colours Tertiary Colours

The next category of colours is called the secondary colours and then the tertiary colours.
Colours are organized from the darkest to the lightest colour or from the lightest to the
darkest.

Activity 3
Drawing shapes
Draw different shapes on plain paper and paint the shapes with different colours.

Exercise 3
1. The 3 main colours are blue, red and green. True or False [1]
2. The 3 types of colours are secondary, primary and tertiary. True or False [1]
3. Give any 3 examples of types of colours used in the colour wheel. [3]

Unit Revision Exercises

Multiple Choice Questions
1. A shape can be defined as a ________ enclosing an area.
A. line B. anything C. heart D. cup
2. Themes are used to bring out something ________.
A. clean B. artistic C. beautiful D. ordinary

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 TOPIC

13
ARENA ACTS

Topic lntroduction
There are different aspects in arena acts. In this topic, there will be a look at different
aspects such as movement and rhythm, choreography and formations. The rhythmic
movements are used in entering the arena and there are certain ways which the
participants use to enter the arena. Choreography involves a number of routines with
specific themes. There are also different formations which are formulated as participants
perform different related themes in arena acts.

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 Unit

23 MOVEMENT AND RHYTHM

Unit objectives:
At the end of this unit, you should be able to:
(a) enter arena using calculated varying rhythm.
(b) move between formations using movement related to play and game themes.

Looking Back
In the previous unit you learnt to move from point A to B using movement related to play
themes and entering the arena. In this unit you shall learn to enter the arena rhythmically
and use different movements related to play and game themes.

Key words
Movement – the action of moving.
Rhythm – a strong, repeated pattern of movement or sound.
Formations – an arrangement, the way something is arranged or a coming together.

Entering the arena using calculated varying rhythm

Movement and rhythm are movements that involve music. When there is rhythm there
is music, rhythm is a strong repeated pattern of movement or sound. Rhythm involves
different beats. One has to move to the beat. The benefits of being able to move
rhythmically and to keep a beat are numerous. Participants in arena act with rhythm,
have an awareness in them of their body in motion and stillness. Movement has different
formations depending with what is being done. Rhythm is done in beats for example, 1-2-
3-4 beats.
Demonstration
Using the 4 beat count in a straight line with one behind the other march counting the
numbers 1-2-3-4 and stop then continue going round the arena. After the 4th beat, hands
are lifted up straight the air.
x x x x x Direction of movement
xxxxx
xxxxx

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Exercise 1
Answer the following with either True or False.
1. Rhythm is a repeated pattern of sound and movement. True or False
2. Movement and rhythm do not involve music. True or False
3. One has to move to the beat in rhythm. The basic movement skills are building blocks for
participation in most sports or physical activities. True or False
4. Different skills can be learnt in the traditional game hwai hwai/bantwana bantwana
these include alertness and speed. True or False

Unit Revision Exercises

Multiple Choice Questions
1. Movement and rhythm involve _________.
A. music B. homebase C. dance D. running
2. Rhythm is _________ pattern of sound and movement
A. repeated B. pattern C. movement D. sound
3. Alertness and _______ can be learnt in the traditional game hwai/hwai.
A. speed B. fun C. movement D. rhythm
The basic movement skills are building _______ for participation in most sports or
4. 
physical activities.
A. covering B. motions C. blocks D. patterns
5. P
 articipants in arena acts with rhythm have an awareness in them of their body in ______
and stillness.
A. motion B. movements C. time D. pattern

Structured Questions
1. What is movement?
2. Formations involve __________.
3. P
 articipants in arena acts with rhythm have an awareness in them of their body in
motion and ________.
4. The basic movement skills are building ________ for participation in sporting disciplines.
5. Rhythm also involves beats one has to move to a __________.

Practical Question
1. Demonstrate different ways of entering into the arena. Make use of different songs
which will be in line with the themes.

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 Unit

24 CHOREOGRAPHY

Unit objectives
At the end of this unit, you should be able to:
(a) perform routines depicting play, sport and games themes.

Looking Back
In the previous grade you learnt to combine movement with different routines in the arena.
In this unit you will learn how to perform choreography - traditional dance choreography
and aerobics. You will also execute calisthenics. These are physical activities of different
exercises in different routines depicting play, sport and game themes.

Key Words
Choreography – is a selection of movements constructed in a certain pattern and set
to a specific piece of music.
Calisthenics – is a form of exercise consisting of a variety of gross motor movements.
Routine – a fixed way of doing things.

Choreography
Choreography is a selection of movements constructed in a certain pattern and set to a
specific piece of music.
Types of choreography
Structured specific, structured, sophisticated and complex movements. This is more suited
to known, regular clients who can be taught a full routine which will be repeated. Free-
Style Choreography: looser in structure, less complex, more generic, more repetitious.
This is more suitable for studios with “moving” populations.
Steps to Choreographing a routine
• Decide whether your routine will be specifically structured or freestyle:
choreographing a structured routine is obviously more demanding as each step
must be matched to a specific section of the music.
• Consider the fitness level of your class – this will determine the structure of the routine
phases, as well as the intensity and duration of each phase.

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 • Make a selection of music with the appropriate number of beats for each different
phase of your routine, based on the following guidelines:

Warm-up 120 –140 beats/minutes

Aerobics 130-160 beats/minutes
Low impact 125-140 beats/minutes
Floor exercises 110-140 beats/minutes
Cool down 80-130 beats/minutes
Slow stretch 60-80 beats/minutes

• Make time to listen to the whole music selection.

• While listening, visualize the style of movement and steps, which suits the music.
• Identify the music patterns and divide the routine accordingly into choreographed
sections.
• Move to the music; write down the moves, which come naturally.
• Listen to the words; lyrics will often motivate a specific movement.
• Combine the steps into movement patterns.
• Make sure the movement patterns suit the music patterns.
• Many choreographers recommend the juxtaposition of linear movement (directed and
precise) to non-linear movement (free-flowing) to ensure a well-balanced work-out,
which will satisfy a variety of needs.
Muchongoyo traditional dance choreography
Muchongoyo is one of Shangani clan’s
oldest cultural dances and it commands a
huge following and respect. Muchongoyo
whose act includes people performing well
choreographed moves including spinning
oneself in mid-air and going through a bicycle
wheel is not just about entertainment but a
symbol of unity and love among Shangani
and Ndau people. Muchongoyo was a
victory dance performed in preparation for
and after war. Traditional dancers dancing Muchongoyo
The Jerusarema dance choreography
Jerusarema or Mbende is a dance that originated from the Zezuru people of Murehwa and
Uzumba Maramba Pfungwe district. Jerusarema originated as a war dance, fertility dance,
hunting dance and funeral dance.
This shows that Jerusarema dance had a ritual function in the Zezuru community. Its original
name is Mbende which translates to the name of a mouse that runs very fast. Most African
dances imitate animals in realistic details. Mbende refers to the dancers’ movements of
emulating and imitating the darting of the rodent.

135
2. C horeography may refer to a selection of ________ constructed in a certain pattern
and set to a specific piece of ________.
A. movements, music B. movements, time C. music, days D. music, colour
3. Exercise keeps kids ________and helps them maintain their ideal weight.
A. healthy B. happy C. joyful D. clean
4. __________and structured choreography are types of choreography.
A. Great B. Muscular C. Freestyle D. Health
5. Calisthenics can provide the benefits of ________ and aerobic conditioning.
A. fast B. muscular C. happy D. health
6. _______ and bench dips are examples of exercises.
A. Soccer B. Rugby C. History D. Squats
7. Calisthenics is a form of exercise consisting of a variety of ________ often performed
rhythmically and with minimal equipment.
A. exercises B. jumps C. joy D. music
8. Choreography may refer to a selection of movements constructed in a certain pattern
and set to a specific piece of __________.
A. music B. health C. break D. soccer
9. Starting children too early with weight training can________ their growth; most children
aren't at a mature age to execute the exercises properly.
A. hinder B. speed C. injure D. help
10. Calisthenics may be performed safely by children to help them improve _______ and
overall health.
A. strength B. health C. fair D. company

Structured Questions
1. Give two examples of exercises.
2. Define choreography.
3. Choreography may refer to a selection of ________ constructed in a certain pattern.
4. Calisthenics is a form of exercise consisting of a variety of _______ often performed
rhythmically and with minimal equipment.
5. What are the 2 types of choreography?
6. Starting children too early with weight training can _______ their growth; most children
are not at a mature age to execute the exercises properly.
7. Lunges and bench dips are examples of exercises write down 2 more exercises you
know.
8. Structured choreography is a _______ of choreography.
Practical Question
1. Practice the Jerusalem or Mbende Dance.
2. Choose any 3 exercises. Do 10 reps per each activity.

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 Unit

25 FORMATIONS

Unit objectives
At the end of this unit, you should be able to:
(a) display through formations depicting play, sport and game themes.

Looking Back
In the previous grade you learnt how to combine movement and choreography with linear
and circular formations. In this unit, you shall learn more different formations which include
flower formations and star formations depicting play, sport and game themes.

Key Words
Abreast – side by side facing forward.
Formations – an arrangement of moving groups of people or gymnasts.
Oblique formation – these are lines at 450 to the horizontal of gymnasts concentrated in
line of that angle.
Column formation – these are horizontal lines of gymnasts concentrated abreast.

Types of formations
There are different types of formations. These include basic formations and symbolic
formations.
1. Basic formations
Exercise formation: the gymnast stands on
his/her own at a distance of 2.5m from the
next. All other formations whether simple
or symbolic are derived from the exercise
formation.
File formation: these are vertical lines of
gymnasts concentrated one behind the other.
Column formation: these are horizontal lines
of gymnasts concentrated abreast.
Circle formation

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UNIT 26: TEST 3
Paper 1: Multiple Choice Questions

Time: 1 Hour
1. Which one is not a percussion instrument?
A. Scissors B. Triangle C. Shakers D. Cymbals
2. Percussion is the largest music _______family.
A. instrument B. book C. selling D. merry
3. Drums are examples of membranophones because they have _________.
A. skins B. strings C. chords D. sticks
4. A percussion ensemble or band is a group of ________ playing different percussion
musical instruments.
A. people B. dogs C. cars D. fruits
5. Sticks, triangles and __________ are percussion instruments.
A. balls B. trays C. food D. cymbals
6. The sticks used to play marimba are called __________.
A. sticks B. mallets C. cattle drum D. rubber
7. A shape can be defined as a ________ enclosing an area.
A. line B. shape C. heart D. cup
8. A theme is a _________or dominant idea in a work of art.
A. beautiful B. unifying C. covering D. simple
9. The other types of colour are _______ and ___________.
A. secondary and primary B. tertiary and secondary
C. primary and tertiary D. primary and main
10. When organizing colours one can start with the __________ to the dark colour.
A. light colour B. dark colour C. clean colour D. red colour
11. An artist can use _________ first when starting to draw.
A. shapes B. lines C. pencils D. pen
12. Alertness and _________ can be learnt in the traditional game hwai/hwai.
A. speed B. fun C. movement D. rhythm
13. Participants in arena acts with rhythm have an awareness in them of their body in
_______ and stillness.
A. motion B. movements C. time D. pattern
14. Formations involve __________.
A. arrangement B. design C. dance D. style
15. The art of choreography involves the specification of human movement and form in
terms of ________, shape, ________ and energy.
A. colour, shape B. space, time C. time, shape D. colour, space
16. Choreography may refer to a selection of ________ constructed in a certain pattern and
set to a specific piece of ________.
A. movements, music

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Paper 2
Time: 2 Hours
Answer all questions in section A and all questions in section B.
Section A: Structured Questions
1. Marimbas are thought to have originated in _________. [1]
2. Marimba are struck with ________ rather than finger. [1]
3. Mallets are made up of ______ and __________. [2]
4. The mallet is placed in each hand they can be 2 or _____ mallets being used by the
marimba player. [1]
5. Marimba are made of wood on top and _____ suspended underneath. [1]
6. What is percussion? [2]
7. Percussion instruments are divided into 3 categories which are membranophones,

_______ and _____. [2]
8. Give two examples of chordophones. [2]
9. The percussion instruments can be played by many people forming an ensemble or
__________. [1]
10. Marimba is an instrument which originated from ___________. [1]
11. Marimba are struck with _________ not fingers. [1]
12. Write down 3 types of shapes. [3]
13. Write down 3 types of 3 dimensional shapes. [3]
14. What is a theme? [2]
15. Choreography may refer to a selection of ________ constructed in a certain pattern. [1]
16. C
 alisthenics is a form of exercise consisting of a variety of _______often performed
rhythmically and with minimal equipment. [1]
17. What is a formation? [2]

Section B: Practical Questions

1. Compose songs and dances in relation to the independence of Zimbabwe. Make use
various instruments.
2. Draw different shapes and colour them in relation to various themes.

145