Games

Basketball – Crossover Dribble (Stance and Ball Control)

By the end of the lesson, the learner should be able to:

- Describe the crossover dribble and explain its purpose in Basketball
- Demonstrate correct stance, knee bend, fingertip control and low ball position in crossover dribbling
- Relate the ball control required in dribbling to that of a vehicle driver who must maintain a firm yet sensitive grip on the steering wheel to navigate safely through obstacles

- Learners watch a video of crossover dribbling and observe stance and ball control
- Learners brainstorm and present on the steps of performing crossover dribbling
- Learners demonstrate stance and ball control in crossover dribbling relay drills

How does keeping the ball low and using fingertips rather than the palm help a player maintain better control during crossover dribbling?

- Hummingbird Physical Education pg. 66
- Basketballs
- Hard surface court
- Cones
- Digital devices

- Observation - Oral questions - Peer assessment

Games

Basketball – Crossover Dribble (Change of Direction and Hand Positioning)

By the end of the lesson, the learner should be able to:

- Explain how push-off, weight transfer and receiving hand positioning enable effective direction change in crossover dribbling
- Perform crossover dribble with quick direction changes using basic, between-the-legs and behind-the-back variations
- Relate the crossover dribble's deceptive direction change to a matatu driver who smoothly changes lanes at speed, using body lean and wheel positioning to mislead other road users

- Learners practise crossover dribbling relay covering basic, between-the-legs and behind-the-back variations
- Learners practise obstacle course dribbling with cones
- Learners focus on change of direction and hand positioning observing safety

Why is shifting your body weight before the crossover, rather than during it, more effective in deceiving a defender?

- Hummingbird Physical Education pg. 70
- Basketballs
- Hard surface court
- Cones

- Practical performance - Peer assessment - Observation

Games

Basketball – Crossover Dribble (Deception, Timing and Follow-through)

By the end of the lesson, the learner should be able to:

- Describe how eye fakes, shoulder drops and change of pace contribute to deception in crossover dribbling
- Demonstrate double crossover and in-and-out crossover using correct timing and follow-through
- Relate basketball deception tactics to strategies used in everyday negotiation, where varying tone, pace and body language influences how others respond to your message

- Learners demonstrate double crossover and in-and-out crossover in pairs
- Learners practise obstacle course dribbling focusing on timing and deception
- Learners introduce a defender to create game-like challenge and give peer feedback

How does varying your dribbling speed and using eye or shoulder fakes force a defender to react incorrectly, creating space for you to drive past?

- Hummingbird Physical Education pg. 71
- Basketballs
- Hard surface court
- Cones

- Observation - Practical performance - Peer assessment

Games

Basketball – Faking and Feinting

By the end of the lesson, the learner should be able to:

- Distinguish between faking and feinting and explain when each is used in Basketball
- Demonstrate faking with ball movement and feinting with body deception in pairs
- Relate faking and feinting to acting roles in theatre or film, where performers use body language and subtle movement to convince an audience or opponent of an intention that differs from the actual plan

- Learners watch video clips of faking and feinting in Basketball
- Learners demonstrate faking and feinting in pairs with one as attacker and one as defender
- Learners practise feinting and passing in groups of three with a defender

How does combining a shoulder drop with a slight head turn make a fake more convincing and harder for a defender to read?

- Hummingbird Physical Education pg. 76
- Basketballs
- Cones
- Hard surface court
- Digital devices

- Observation - Oral questions - Peer assessment

Games

Basketball – Faking and Feinting (Game-like Drills)

By the end of the lesson, the learner should be able to:

- Apply faking and feinting techniques against a live defender in structured drills
- Demonstrate accurate passing and controlled movement after executing a fake or feint in a Basketball context
- Relate the timing discipline in faking to a goalkeeper waiting for a penalty taker to commit their direction before diving, where patience and reading movement are more effective than guessing

- Learners practise faking and feinting drill where attackers dribble past defenders towards a goal line
- Learners apply feinting and passing in groups of three switching roles
- Learners reflect on how deception and timing worked in practice

Why is performing a fake just as the defender shifts their weight, rather than too early or too late, the key to successfully beating them?

- Hummingbird Physical Education pg. 78
- Basketballs
- Cones
- Hard surface court

- Practical performance - Peer assessment - Observation

Games

Basketball – Shooting (Set Shot)

By the end of the lesson, the learner should be able to:

- Describe the stance, grip, release and follow-through phases of a set shot in Basketball
- Demonstrate correct set shot technique including knee bend, dominant hand positioning and wrist snap
- Relate the set shot's follow-through to an archer who must hold their bow arm extended towards the target after releasing the arrow, where maintaining direction after release improves consistency

- Learners study pictures of set shot and discuss body positioning
- Learners demonstrate grip, stance, release and follow-through of the set shot in pairs
- Learners practise cone set shot activity shooting from three cone positions

How does generating power through leg drive and transferring it upward through the arm and wrist make a set shot both accurate and consistent?

- Hummingbird Physical Education pg. 80
- Basketballs
- Basketball hoop
- Cones

- Observation - Practical performance - Peer assessment

Games

Basketball – Shooting (Jump Shot and Lay-up Shot)

By the end of the lesson, the learner should be able to:

- Describe the stance, release and follow-through of the jump shot and lay-up shot in Basketball
- Perform jump shot and lay-up shot with correct approach angle, take-off foot and wrist action
- Relate the lay-up shot's approach angle and single-foot take-off to a high jumper's angled run-up and take-off, where the approach direction and final foot placement directly determine the height and trajectory of the jump

- Learners demonstrate jump shot and lay-up shot in pairs focusing on stance, grip, release and follow-through
- Learners practise jump shot activity at the free-throw line cone
- Learners practise dribble lay-up from both right and left sides of the court

Why does releasing the ball at the highest point of your jump during a jump shot, rather than on the way up or down, give you the greatest chance of scoring?

- Hummingbird Physical Education pg. 82
- Basketballs
- Basketball hoop
- Cones

- Observation - Practical performance - Peer assessment

Games

Basketball – Mini Basketball Game

By the end of the lesson, the learner should be able to:

- Apply crossover dribbling, faking, feinting, set shot, jump shot and lay-up shot in a mini Basketball game
- Demonstrate interpersonal and intrapersonal skills including fair play, communication and respect during Basketball game play
- Relate the confidence built through practising Basketball skills to the self-assurance needed in public speaking or team presentations at work, where repeated practice builds composure under pressure

- Learners play break-and-finish challenge applying crossover, faking, feinting and all three shooting techniques
- Learners are guided to apply interpersonal skills during the game
- Learners reflect and share experiences on skills and values from Basketball

How does the combination of crossover dribbling, faking and varied shooting techniques make a Basketball player more difficult to defend against?

- Hummingbird Physical Education pg. 88
- Basketballs
- Basketball court
- Cones
- Bibs

- Observation - Practical game assessment - Peer assessment

Games

Basketball – Mini Basketball Game

By the end of the lesson, the learner should be able to:

- Apply crossover dribbling, faking, feinting, set shot, jump shot and lay-up shot in a mini Basketball game
- Demonstrate interpersonal and intrapersonal skills including fair play, communication and respect during Basketball game play
- Relate the confidence built through practising Basketball skills to the self-assurance needed in public speaking or team presentations at work, where repeated practice builds composure under pressure

- Learners play break-and-finish challenge applying crossover, faking, feinting and all three shooting techniques
- Learners are guided to apply interpersonal skills during the game
- Learners reflect and share experiences on skills and values from Basketball

How does the combination of crossover dribbling, faking and varied shooting techniques make a Basketball player more difficult to defend against?

- Hummingbird Physical Education pg. 88
- Basketballs
- Basketball court
- Cones
- Bibs

- Observation - Practical game assessment - Peer assessment

Games

Basketball – Skills Assessment

By the end of the lesson, the learner should be able to:

- Demonstrate crossover dribble, dodging, set shot, lay-up shot and jump shot following all required aspects consistently
- Execute Basketball skills accurately under assessment conditions
- Reflect on how Basketball practice has developed interpersonal relations, self-discipline and decision-making abilities applicable in daily life

- Learners are assessed on crossover dribble, set shot, jump shot and lay-up shot individually
- Learners perform skills in a structured practical setting observed by teacher and peers
- Learners complete self-assessment using the rubric criteria

How consistently can you execute all four aspects of crossover dribble and the three shooting techniques when assessed in a game-like environment?

- Hummingbird Physical Education pg. 13
- Basketballs
- Basketball hoop
- Cones
- Assessment rubrics

- Practical assessment - Self-assessment - Peer assessment

Games
Athletics

Basketball – Skills Assessment
Middle Distance Races - Categories and Starting Techniques

By the end of the lesson, the learner should be able to:

- Demonstrate crossover dribble, dodging, set shot, lay-up shot and jump shot following all required aspects consistently
- Execute Basketball skills accurately under assessment conditions
- Reflect on how Basketball practice has developed interpersonal relations, self-discipline and decision-making abilities applicable in daily life

- Learners are assessed on crossover dribble, set shot, jump shot and lay-up shot individually
- Learners perform skills in a structured practical setting observed by teacher and peers
- Learners complete self-assessment using the rubric criteria

How consistently can you execute all four aspects of crossover dribble and the three shooting techniques when assessed in a game-like environment?

- Hummingbird Physical Education pg. 13
- Basketballs
- Basketball hoop
- Cones
- Assessment rubrics
- Hummingbird Physical Education pg. 142
- Marked field
- Whistle or clappers

- Practical assessment - Self-assessment - Peer assessment

Athletics

Middle Distance Races - Acceleration and Pacing

By the end of the lesson, the learner should be able to:

- Explain the role of acceleration and pacing in managing energy efficiently across a middle distance race
- Perform acceleration and pacing drills maintaining controlled speed and stride
- Connect pacing strategy to real-life energy management such as a student spacing study sessions to sustain concentration without burning out before exams

In groups, learners are guided to:
- Demonstrate acceleration from standing start, building stride length and speed within the first 100–200 metres
- Practise pacing using cones set over at least 50 metres, applying the lean-forward running technique
- Discuss how poor pacing causes early fatigue and affects finishing position

How does effective pacing contribute to an athlete's performance in an 800m or 1500m race?

- Hummingbird Physical Education pg. 142
- Cones
- Field markers
- Stopwatch
- Whistle

- Observation - Oral questions - Peer assessment

Athletics

Middle Distance Races - Running Form and Posture

By the end of the lesson, the learner should be able to:

- Describe the correct running form including upright posture, relaxed shoulders, midfoot strike and forward lean from the ankles
- Perform middle distance running maintaining correct form and posture throughout
- Relate good running posture to real-life ergonomics such as how a construction worker maintains proper body alignment to avoid back injuries during heavy lifting

In groups, learners are guided to:
- Demonstrate upright posture, relaxed shoulders, midfoot strike and forward lean from ankles
- Practise running towards obstacles (tyres or hula hoops) placed 50 metres from start, maintaining form throughout
- Peer review and correct form errors such as heel striking, overstriding and pushing hips back

Why is maintaining correct running form throughout a middle distance race essential for speed and injury prevention?

- Hummingbird Physical Education pg. 142
- Cones
- Hula hoops or tyres
- Open space
- Stopwatch

- Observation - Peer assessment - Oral questions

Athletics

Middle Distance Races - Stride Length and Breathing

By the end of the lesson, the learner should be able to:

- Describe how stride length and breathing rhythms affect efficiency and endurance in middle distance races
- Perform stride and breathing drills applying 2:2 and 2:1 breathing patterns matched to race intensity
- Relate rhythmic breathing to real-life activities such as a swimmer who synchronises breathing strokes to maintain speed and endurance in a race

In groups, learners are guided to:
- Demonstrate correct striding with knee drive, ball-of-foot landing and trailing leg push-off
- Practise 2:2 breathing pattern (inhale 2 steps, exhale 2 steps) over at least 400 metres
- Perform flipping objects relay, applying stride length, breathing pattern and recovery across 50-metre sections

How does controlling stride length and breathing rhythm improve endurance and efficiency in middle distance races?

- Hummingbird Physical Education pg. 142
- Cones
- Open space
- Stopwatch

- Observation - Oral questions - Peer assessment

Athletics

Middle Distance Races - Finishing Techniques

By the end of the lesson, the learner should be able to:

- Describe finishing techniques including shoulder shrug, drop technique and run-through finish in middle distance races
- Execute an appropriate finishing technique at the end of a middle distance race
- Connect the tactical final sprint to real-life decision-making such as a business owner who conserves resources and launches a strong marketing push at the right moment to win a contract

In groups, learners are guided to:
- Demonstrate shoulder shrug, drop and run-through finishing techniques
- Practise finishing sequences: approach finishing line at top speed, select and apply a suitable finishing technique
- Peer assess finishing execution using a checklist focusing on posture, arm drive and speed at the line

Which finishing technique is most effective in different race scenarios and why?

- Hummingbird Physical Education pg. 142
- Cones
- Stopwatch
- Open space

- Observation - Peer assessment - Oral questions

Athletics

Middle Distance Races - Recovery Techniques

By the end of the lesson, the learner should be able to:

- Explain the importance of active recovery including cool-down jogging, stretching and hydration after middle distance races
- Perform a structured post-race recovery routine including jogging, stretching and breathing regulation
- Relate active recovery to real-life wellness habits such as how factory workers use rest breaks and stretching to reduce fatigue and prevent injury during long shifts

In groups, learners are guided to:
- Demonstrate active cool-down sequence: jogging, walking and static stretching targeting legs, hips and back
- Practise full recovery routine after a conditioned 400m race: reduce pace, regulate breathing and perform stretches
- Reflect on personal performance and complete a self-assessment table on starting, pacing, stride length and finishing

Why is active recovery after a middle distance race important for long-term athletic performance and personal health?

- Hummingbird Physical Education pg. 142
- Open space
- Cones
- Water bottles

- Observation - Self-assessment - Oral questions

Athletics

Middle Distance Races - Full Middle Distance Race Application

By the end of the lesson, the learner should be able to:

- Integrate all middle distance techniques — starting, acceleration, pacing, running form, stride length, breathing, finishing and recovery — in a complete race
- Perform a conditioned 400m or 1500m race applying all learnt techniques
- Embrace middle distance racing as a practice that builds physical fitness, perseverance and strategic thinking relevant to achieving long-term personal goals

In groups, learners are guided to:
- Set up a 400m or 1500m conditioned race with staggered or curved start lines
- Perform the race applying standing start, acceleration, correct pacing, running form, breathing and a strong finish
- Reflect in pairs and complete a self-assessment table reviewing strengths and areas for improvement across all race phases

How does combining all middle distance techniques into a race demonstrate athletic competence and personal endurance?

- Hummingbird Physical Education pg. 142
- Marked field
- Cones
- Stopwatch
- Whistle

- Practical performance - Peer assessment - Self-assessment

Athletics

Middle Distance Races - Full Middle Distance Race Application

By the end of the lesson, the learner should be able to:

- Integrate all middle distance techniques — starting, acceleration, pacing, running form, stride length, breathing, finishing and recovery — in a complete race
- Perform a conditioned 400m or 1500m race applying all learnt techniques
- Embrace middle distance racing as a practice that builds physical fitness, perseverance and strategic thinking relevant to achieving long-term personal goals

In groups, learners are guided to:
- Set up a 400m or 1500m conditioned race with staggered or curved start lines
- Perform the race applying standing start, acceleration, correct pacing, running form, breathing and a strong finish
- Reflect in pairs and complete a self-assessment table reviewing strengths and areas for improvement across all race phases

How does combining all middle distance techniques into a race demonstrate athletic competence and personal endurance?

- Hummingbird Physical Education pg. 142
- Marked field
- Cones
- Stopwatch
- Whistle

- Practical performance - Peer assessment - Self-assessment

Athletics

Middle Distance Races - Safety and Sportsmanship in Middle Distance Races

By the end of the lesson, the learner should be able to:

- State safety measures and sportsmanship principles to observe when participating in middle distance races
- Apply safety guidelines and demonstrate sportsmanship during middle distance race activities
- Relate sportsmanship in athletics to real-life values such as how a healthcare worker prioritises team effort and respect for colleagues to deliver quality patient care

In groups, learners are guided to:
- Discuss safety measures: warm-up, hydration, appropriate footwear, clear running surfaces and spacing
- Practise safety checks before running and apply lane discipline during a conditioned race
- Reflect on sportsmanship moments including congratulating opponents and observing fairness

Why is it necessary to observe safety precautions and demonstrate sportsmanship when participating in middle distance races?

- Hummingbird Physical Education pg. 142
- Cones
- Water bottles
- First aid kit

- Oral questions - Observation - Written assignments

Athletics

Cross Country - Techniques and Starting

By the end of the lesson, the learner should be able to:

- Examine cross country techniques including starting, pacing, terrain adaptation, breathing, finishing and recovery
- Perform the standing start technique correctly in a cross country race setting
- Relate the controlled cross country start to real-life situations such as a farmer who begins land preparation steadily to conserve energy for a full day of work in varied terrain

In groups, learners are guided to:
- Watch video clips of cross country races observing starting positions, pacing strategies and terrain adaptation using the link https://tinyurl.com/4huhe52p
- Brainstorm and present on differences between track starts and cross country starts
- Demonstrate straight start line positioning, foot placement, forward lean and explosive take-off

How does a strong and controlled start help a cross country runner secure a good position in the race?

- Hummingbird Physical Education pg. 154
- Cones or markers
- Whistle
- Stopwatch
- Running track

- Oral questions - Observation - Written assignments

Athletics

Cross Country - Pacing and Terrain Adaptation

By the end of the lesson, the learner should be able to:

- Describe pacing strategies and terrain adaptation techniques for uphill, downhill and uneven surfaces in cross country
- Perform pacing and terrain adaptation drills adjusting stride, posture and foot placement to varied surfaces
- Connect terrain adaptation to real-life problem-solving such as a construction engineer who adjusts building methods depending on the type of ground to ensure structural safety

In groups, learners are guided to:
- Demonstrate uphill running technique: forward lean, short quick steps and steady arm pump
- Demonstrate downhill running: slight forward lean, bent knees and relaxed extended arms
- Practise running on a varied 400m course adjusting stride length and foot placement for grass, gravel and uneven surfaces

How does adapting running technique to different terrains help cross country athletes conserve energy and prevent injury?

- Hummingbird Physical Education pg. 154
- Open space with varied terrain
- Cones
- Field markers

- Observation - Peer assessment - Oral questions

Athletics

Cross Country - Breathing Techniques

By the end of the lesson, the learner should be able to:

- Describe rhythmic breathing patterns (2:2, 3:2 and 2:1) and their application across different race phases in cross country
- Apply rhythmic breathing techniques during cross country running matched to race intensity and terrain
- Relate controlled breathing to real-life health practices such as a nurse who teaches patients controlled breathing exercises to manage pain and improve recovery

In groups, learners are guided to:
- Demonstrate 2:2 breathing pattern at moderate pace, 3:2 at slow recovery pace and 2:1 at sprint finish
- Practise rhythmic breathing patterns while running at least 400 metres, varying pace across sets
- Discuss how maintaining relaxed shoulders and upright posture improves airflow during intense sections

Why is controlling breathing rhythm essential for maintaining endurance and focus during a cross country race?

- Hummingbird Physical Education pg. 154
- Cones
- Open space
- Stopwatch

- Observation - Oral questions - Peer assessment

Athletics

Cross Country - Finishing and Recovery

By the end of the lesson, the learner should be able to:

- Describe finishing strategies and recovery techniques used after a cross country race
- Execute a strong cross country finish and perform an active recovery routine including cool-down, stretching and hydration
- Relate cross country recovery to real-life wellness habits such as a manual labourer who stretches and rests after heavy physical work to prevent long-term muscle damage and maintain productivity

In groups, learners are guided to:
- Demonstrate finishing techniques: upright posture, powerful arm drive, short quick strides and forward lean in the final 100 metres
- Practise breathing, finishing and recovery: 3 sets of 200m at slow, medium and fast pace followed by a full-body cool-down routine
- Reflect on challenging and enjoyable cross country experiences and share life skills developed

How does a structured recovery routine after a cross country race support long-term physical fitness and wellbeing?

- Hummingbird Physical Education pg. 154
- Cones
- Open space
- Water bottles
- Stopwatch

- Observation - Self-assessment - Oral questions

Athletics

Cross Country - Environmental Awareness

By the end of the lesson, the learner should be able to:

- Examine the importance of conserving the environment while participating in cross country races
- Apply environmental responsibility by staying on marked paths and avoiding damage to vegetation during cross country
- Relate environmental stewardship during cross country to real-life practices such as a tour guide who leads eco-tourists on marked trails to protect ecosystems while supporting sustainable livelihoods

In groups, learners are guided to:
- Discuss environmental responsibility in cross country: staying on marked paths, avoiding stepping on vegetation and conserving green spaces
- Set up a 1–1.5 km eco-orienteering course placing visible markers and safety cones along a natural route
- Reflect on and share with peers how participating in cross country enhances environmental awareness and sustainability values

How does participating responsibly in cross country racing contribute to environmental conservation and sustainable land use?

- Hummingbird Physical Education pg. 154
- Demarcated field
- Cones
- Field markers
- Digital devices

- Observation - Oral questions - Written assignments

Athletics

Cross Country - Full Cross Country Race Application

By the end of the lesson, the learner should be able to:

- Integrate all cross country techniques — starting, pacing, terrain adaptation, breathing, finishing and recovery — in a complete conditioned race
- Perform a 1–1.5 km conditioned cross country race applying all learnt techniques on varied terrain
- Embrace cross country running as a sport that develops resilience, environmental awareness and self-management skills applicable in facing real-life personal and community challenges

In groups, learners are guided to:
- Set up a 1–1.5 km cross country course with varied terrain, visible markers and safety marshals
- Perform a full conditioned cross country race applying standing start, pacing, terrain adaptation, breathing, finishing and recovery
- Complete a reflection checklist: what was enjoyed most, the most challenging part, new self-discoveries and skills gained from cross country

How does applying all cross country techniques in a full race demonstrate athletic growth and real-life resilience?

- Hummingbird Physical Education pg. 154
- Demarcated field
- Cones
- Stopwatch
- Whistle
- Water bottles

- Practical performance - Peer assessment - Self-assessment checklist