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target games
(Some of these games have been adapted from the book: “ Die onderrig van Liggaamlike Opvoeding ” by Harry McEwan, published by Maskew Miller Longman, 1989.)
Material: Blackboard chalk, two target posts or markers, coloured bands for half of the class.
The teacher draws two semi-circles, each with a diameter of 3,6 m, one in the front and one at the back of the school hall.
A target post is placed in the centre of each circle.
Learners are divided into two equal teams.
Each member of team A wears a coloured band.
Each team is then divided in two so that pairs are formed with one member from team A and one from team B. A participant from team A stands next to a participant from team B.
The two equal groups take up position in the allocated areas.
No player is allowed into the circles.
The ball is thrown from one team to the other and each group tries to hit the other team’s target post in order to score a point.
When a point is scored, the educator tosses the ball up between two players of opposing teams, and the game resumes.
The team with the highest score is the winner.
Material: Blackboard chalk, a relatively large ball (e.g. a soccer ball), a stopwatch or alarm clock.
The hall is divided into three equal parts and marked with chalk. Mark the sections 1, 2 and 3.
The teacher divides the class into three equal teams (A, B and C) and a section is allocated to each team.
Team A and C try to hit the players of team B (in the centre) with the ball.
Team B tries to stay out of the way to avoid being hit.
Every time that a team B player is hit, the relevant team gets one point.
After a predetermined time the teams change over so that each team has a chance of being the targeted team in the centre.
The team that has the least points at the end of the game is the winner.
NB: No player is allowed to move out of his/her court.
This game is played exactly like dodging in the court, except that the team that tosses the ball stands in a wide circle around the members of the targeted team who stand in the middle of the circle.
Executing a series of movements that promote accuracy and control:
Material: One relatively large ball per team and a whistle for the educator.
The class is divided into teams of between 5 and 10 participants.
The team members sit approximately one metre apart in a long row. (Begin with the teams sitting against the back wall of the hall so that there is sufficient space at the front end of the row.)
The front team member (captain) holds a ball.
When the teacher blows the whistle the players jump up and adopt a crouching position.
The ball is rolled towards the back between the players’ legs.
Once the ball has moved through a player’s legs, he/she lies on his/her stomach in a diagonal position.
The last player in the row stops the ball and “blocks” it against the wall behind him/her.
Now he runs with the ball, jumps over the human “bridge” formed by his/her teammates, and sits down at the front of the row.
The process carries on until the original leader sits in front again.
Material: One metre-long stick per learner. (Learners are responsible for their own sticks.)
Each learner works on his/her own.
Each learner is requested in advance to bring a one-metre long stick to school.
Learners can be encouraged to make the sticks nice and smooth and to decorate them.
Learners are given five minutes to work out a series of movements in which the stick is used.
After five minutes, each learner is given an opportunity to demonstrate his/her series to the rest of the class. (For assessment purposes the educator can give marks out of 10.)
The class vote for the three best performances with the stick.
The winners help the rest of the class to master these actions.
The three series are now executed together by the whole class.
LO 4
P HYSICAL D EVELOPMENT A ND M OVEMENT
The learner will be able to demonstrate an understanding of, and participate in, activities that promote movement and physical development.
We know this when the learner:
4.1 explores a range of target games;
4.3 demonstrates a range of field and track athletics techniques;
4.4 performs rhythmic movements and steps with attention to posture and style;
4.5 demonstrates knowledge of safety measures in and around water.
The learning content of modules 19-22 offers the learners the opportunity to promote important concepts concerning sportsmanship, rules of the game, precision and balance in a playful manner. The importance of sticking to the rules of the game must be brought to bear on them in every activity in which they participate. The way in which the educator handles the rules and discipline in relation to the learning content will determine the degree of success attained in this module. The games are conducive to the development of team spirit and esprit de corps in this grade. Practising the relay races, hurdles, long jump and HOP, SKIP AND JUMP also offers the learners the opportunity to prepare for the school’s sports day.
The importance of safety measures in and around the swimming pool, at the seaside, or in aquatic sports is paramount. In the context of aquatic activities, statistics indicate an alarmingly high mortality rate amongst children up to the age of 14.
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