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Life orientation

Grade 4

Physical development and movement

Module 16

Basic skill exercises

Basic athletics and field event skills

(Some of these activities have been adapted from the book: The Lesson in Physical Education, H.E.K. McEwan, Maskew Miller Longman, 1980.)

Activity 1

To perform basic field event skills [lo 4.3]

These activities can be carried out easily, both in the school hall or out of doors, by a class that has been divided into groups.

Crouching sprinting take-off

Material : Blackboard chalk

The teacher appoints one learner as starter.

The other learners, in groups of 5 or 6, take up position behind a chalked line.

When the starter says, “On your marks”, they crouch down behind the line.

On the command, “Go!” they sprint to the other end of the hall.

Activity 2

To perform basic field event skills [lo 4.3]

Relay training runs

Material : Blackboard chalk, stopwatch (optional).

Learners work together in groups of three.

The teacher draws two parallel lines one metre apart on both sides of the available training area.

Learner 1 takes off from a crouching sprinting position and sprints from one line to the other.

When he/she reaches the line, learner 2 takes off (from a standing position) and sprints back to learner 1’s original position.

Learner 3 takes off from the position as soon as learner 2 reaches him/her.

For assessment purposes the teacher can take the learners’ time with a stopwatch.

Activity 3

To perform basic field event skills [lo 4.3]

Speed training

Material : Bricks or markers (two per team), stopwatch

Pack pyramids with bricks or markers two metres apart.

Divide the class into equal teams of about eight learners.

Team members run twice around the markers in pairs.

The educator takes the time with a stopwatch.

The team that completes its rounds in the shortest time is the winner.

Activity 4

To perform basic field event skills [lo 4.3]

Hurdles/obstacle training

Material : Four sets of bricks and four sticks (1,5 m long) per group, stopwatch.

Build a set of four hurdles with bricks and sticks that are placed equidistantly.

The hurdles must become gradually higher.

The class is divided into equal groups. Each group is given the chance to jump the hurdles one by one. It must be pointed out to the learners that they must “run” and not jump over the hurdles.

The team that completes the circuit in the shortest time is the winner. Learners who jump and do not run over the hurdles, cause their team to be disqualified.

Activity 5

To perform basic field event skills [lo 4.3]

Shot-put with beanbags

Material : Measuring-tape, blackboard chalk, a number of beanbags or sandbags

The teacher draws a circle with a diameter of 2 m and divides it up into quarters.

Each learner is given a chance to throw the beanbag using a strong “pushing” motion along the line of the chin.

The learner starts at the “6:00” line and throws the bag with a pulling-gliding movement out of the circle at the “12:00” mark.

It is important to emphasise the movement of the left foot along the diameter.

(Sandbags can also be used for this exercise.)

The russian troika: a rhythmic posture dance

Activity 6

To perform a russian dance [lo 4.4]

Lively marching music is suitable for this dance. (Troika is the Russian word for a three-horse sleigh.)

Material : Cassette and CD player with suitable music, beanbag or book per learner (optional), scarves or handkerchiefs (optional)

Learners are placed in threes in a star formation. They look to the right.

The learners run “pony style”, lifting their knees high towards the chin, their backs straight and their heads held high.

Learners place their hands on each other’s shoulders. Their arms must be straight.

The following steps are executed:

When the music starts, the teacher counts “1,2,3,4” to the beat of the music.

Starting on the right foot, the learners lightly “trot” forward together, to the beat of the music. When the teacher counts “1,2,3, turn” the learners lift their hands from each other’s shoulders and turn around sharply. They again put their hands on each other’s shoulders. This movement must be executed quickly and effortlessly without breaking the rhythm of the movement. They now “trot” in the opposite direction without losing the beat of the music.

This dance can also be expanded: the learner in the middle can follow an arch with his/her arms, or learners can dance with beanbags on their heads to emphasise the posture of the body. Scarves or kerchiefs can be held instead of placing the hands on their friends’ shoulders.



The learner will be able to demonstrate an understanding of, and participate in, activities that promote movement and physical development.

Assessment Standard

We know this when the learner

  • demonstrates basic field and track athletics techniques;

4.4 performs rhythmic movements with awareness of posture.

Questions & Answers

show that the set of all natural number form semi group under the composition of addition
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The denominator of a certain fraction is 9 more than the numerator. If 6 is added to both terms of the fraction, the value of the fraction becomes 2/3. Find the original fraction. 2. The sum of the least and greatest of 3 consecutive integers is 60. What are the valu
1. x + 6 2 -------------- = _ x + 9 + 6 3 x + 6 3 ----------- x -- (cross multiply) x + 15 2 3(x + 6) = 2(x + 15) 3x + 18 = 2x + 30 (-2x from both) x + 18 = 30 (-18 from both) x = 12 Test: 12 + 6 18 2 -------------- = --- = --- 12 + 9 + 6 27 3
2. (x) + (x + 2) = 60 2x + 2 = 60 2x = 58 x = 29 29, 30, & 31
on number 2 question How did you got 2x +2
combine like terms. x + x + 2 is same as 2x + 2
Q2 x+(x+2)+(x+4)=60 3x+6=60 3x+6-6=60-6 3x=54 3x/3=54/3 x=18 :. The numbers are 18,20 and 22
Mark and Don are planning to sell each of their marble collections at a garage sale. If Don has 1 more than 3 times the number of marbles Mark has, how many does each boy have to sell if the total number of marbles is 113?
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Mark = x,. Don = 3x + 1 x + 3x + 1 = 113 4x = 112, x = 28 Mark = 28, Don = 85, 28 + 85 = 113
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find the value of 2x=32
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Want to review on complex number 1.What are complex number 2.How to solve complex number problems.
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use the y -intercept and slope to sketch the graph of the equation y=6x
Only Reply
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x-2y+3z=-3 2x-y+z=7 -x+3y-z=6
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Solve for the first variable in one of the equations, then substitute the result into the other equation. Point For: (6111,4111,−411)(6111,4111,-411) Equation Form: x=6111,y=4111,z=−411x=6111,y=4111,z=-411
x=61/11 y=41/11 z=−4/11 x=61/11 y=41/11 z=-4/11
Need help solving this problem (2/7)^-2
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Source:  OpenStax, Life orientation grade 4. OpenStax CNX. Sep 18, 2009 Download for free at http://cnx.org/content/col11094/1.1
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