1 source : · pdf filemotion is essential to the ... football -stand, move, stand again, ......

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Specific Objectives: The Physical Education aims: - Stimulation, mobilization and development of body functions; - Development of psychomotor skills; - Self-awareness of the body image; - Stimulation of perceptual qualities; - Introduction to the physical and social environment; - Search for autonomy; - Awareness of the other and the respect of rules in society.

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NURSERY 1 FRAME OF REFEENCE OF SKILLS

(An emphasis will be put on the frequency and intensity of activities in nursery 2) Type of relationship Teaching activities Expected skills

Relationship with the self

-Limbering up games; -Body parts identification games; -Animals locomotion reproduction games(sung); -Training games and serpentine movements;

-Equilibration and laterality games( static, dynamic).

- Move the different parts of the body;

-localize and identify parts of the body;

-Reproduce different animals movements; - Make various types of movements;

- Keep his balance and recognize the left or the right part of his body.

Relationship with the physical

environment -Objects Handling according to their shapes and size; -Obstacles games;

-Bowls.

- Take, grab, put down ,roll , drive, carry, lift, drag, assemble, pull, push ,catch; -Jump, avoid, bypass; - Aim, throw, reach.

- Orientation games; -Boundary space games.

- Turn forward, backward, left and right; -Get closer, move away from a landmark; -Be in, out, above, below ...

Relationship with the social environment

- Rhythmic games with music ( slow, fast cadences); - Traditional sung and danced games.

-Listen, watch, reproduce alone or in group.

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NURSERY 2 FRAME OF REFEENCE OF SKILLS

(An emphasis will be put on the frequency and intensity of games in nursery 2)

Type of relationship Teaching activities Expected skills Relationship with the self

-Limbering up games; -Body parts identification games; -Animals locomotion reproduction games (sung); -Training games and serpentine movements; -Equilibration and laterality games ( static, dynamic).

- Move the different parts of the body; -localize and identify parts of the body; -Reproduce different animals movements; - Make various types of movements; - Keep his balance and recognize the left or the right part of the body.

Relationship with the physical environment

-Objects Handling according to their shapes and size… -Obstacles games; -Bowls.

- Take, grab, put down ,roll , drive, carry, lift, drag, assemble, pull, push ,catch; -Jump, avoid, bypass; - Aim, throw, reach.

-Boundary space games;

- Turn forward, backward, left and right; -Get closer, move away from a landmark; -Be in, out, above, below ...

Relationship with the social environment

- Rhythmic games with music ( slow, fast cadences); - Traditional sung and danced games; - Role play.

-Listen, watch, reproduce alone or in group

-Cooperation: -grouping game; -picking game for the group; -Opposition : -Bowls, tug of war…

-Recognize his group; - Carry out a task together; -Compete with each other in skill, strength ... -Pretend, make lose balance.

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PREAMBLE

Physical Education and Sport aims at developing motor skills and practicing physical and sport activities. It contributes to health education by enabling students to know better or be aware of their body, to gradually gain control of objects, space, and time as well as socialize.

At this level of learning, class 1 and 2 students are characterized by a normal constant growth. For this purpose, motor behaviors are proven to be important, thus, leading to a mobility increase and a greater variety of the child body language. Motion is essential to the construction of the child personality. It enables through psychomobility to educate students and work for the intellectual, emotional and physical development of learners.

In primary school, thanks to the confrontation with various problems and meeting with others, in different games and physical and sport activities, students explore their potential and build their first skills. GENERAL OBJECTIVES -Ensure the development factors related to physical orientation to the child; - Encourage the construction of the student positive image ; -Facilitate the development of knowledge on space, time, objects and his body; -Help the student to actively participate in his own community activities; - Develop students possible actions related to trips, object handling. SPECIFIC OBJETCTIVES - Mobilize the different parts of the body according to their movements possibilities; - Perform by keeping some stability of different postural attitudes; - Handle in different ways objects by using various body parts; - Move in different situations by making himself fit the space; - Identify the body parts involved in the execution of the movement. SKILLS EXPECTED Skills expected from the programme are based on physical and sport activities. For each acquisitions teaching activity, acquisitions called skills are awaited. Each skill is in three categories of bodily actions: 1 -) the bodily actions in relationship with the body self; 2 -) the bodily actions in relationship with the physical environment; 3 -) the bodily actions in relationship with the social environment. These bodily actions give birth to study topics to teach to learners namely: locomotion, mobility, handling, physical effort, cooperation, opposition, cooperation / opposition, expression.

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FRAME OF REFEENCE OF SKILLS

Field of activities Study topics Teaching activities Expected skills - Awareness and body control -Adjustment and control of the body in the objects movement and handling

-Physical effort ; -Mobility ; -Locomotion.

ATHLETIC ACTIVITIES

CP1- Moves fastly on the ground over a given distance.

Sprint race -Run fastly ; -Take a fast start and keep a speed during 5 seconds.


CP1- Move at a regular pace over a long distance by changing the rhythm et and cadence.

Speed Endurance race -Run at a regular pace with breathing mastery by using visual and audio cues (then without cues at a given time); -Recover fastly after a race and start immediately with another one.

-Physical effort ; -Handling.

CP 1- Combine known handling actions of manipulation and projection objects.

Shot put -Familiarise and handle the object ( weighted ball, tennis ball) ; -Have a good position to throw a projectile.

CP 1- Clear an obstacle after a race. - Physical effort; -Mobility. High jump

- Pushing off the legs with hands up; - link a run-up and crossing.

-Physical effort ; -Mobility ; -Locomotion ; -Expression.

EXPRESSION ACTIVITIES CP 1-Mobilise different parts of his body according to their abilities.

Floor Gymnastic

- Move in different ways on hands and foot support;

-Align the different body segments upright.

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NB: Taxonomy of floor gymnastic elements per level will guide the pedagogic action in floor gymnastic.

-Awareness, adjustment, control of body in the movements, objects handling and use of communication possibilities

-Locomotion; -Cooperation/opposition; -Mobility; -Physical efforts.

OPPOSITION / COOPERATION ACTIVITIES CP1-Use play areas properly during physical and sport activities.

IN ATTACK Football -Stand, move, stand again, keep the ball ;

-Master the basic rules of the game, posts and roles of the players.

Basket-ball Handball

Volley-ball

-Stand, move, stand again, master the rules of the game, posts and roles of the players.

-Locomotion ; -Cooperation/opposition ; -Motricity.

IN DEFENSE Football -Stand, move, stand again, master the rules of the game, posts

and roles of the players, win the ball.

Basket-ball Handball

Volley-ball -Stand, move, stand again, master the rules of the game, posts and roles of the players; - Field the ball.

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PREAMBLE The Physical Education aims at developing the motor skills and practicing of physical and sport activities. It contributes to health education by enabling

students to know better or be aware of their body, to gradually gain control of objects, space, and time as well as socialize. To this end, the need to move in children of this age( between 5 and 8 years), is more increased despite the fragility of the major functions and muscle tone. Needs are characterized by: -The desire to live in group; - The age of camaraderie; -The consideration of others. In this perspective, the movement is essential to the development of the child personality. It enables through psychomotricity to educate students and work for the intellectual, emotional and physical development of learners. GENERAL OBJECTIVES - Continue with the objectives of level I; - Improve the psychomotor behavior; - Adapt to different environments; - Make different types of efforts in stimulating major functions (respiratory and cardiovascular); - Communicate with others while playing; - Solve more complex balance and orientation situations ; -Get Organized according to the rules, roles and codes. SPECIFIC OBJECTIVES - Use adequately play areas during sports and physical activities; - Perform by keeping some stability of different postural attitudes; - Control the movement of some tools and projection objects; - Control the pace of his movements in various field conditions; - Move as quickly as possible over given distance EXPECTED SKILLS To build the expected skills of the programme, it is necessary to rely on physical and sport activities. For each teaching activity, acquisitions called skills are expected. Each skill is structured in three categories of bodily actions: 1 -) the bodily actions in relationship with the body self; 2 -) the bodily actions in relationship with the physical environment; 3 -) the bodily actions in relationship with the social environment. The bodily actions give birth to study topics to teach to learners namely: locomotion, mobility, handling, physical effort, cooperation, opposition cooperation / opposition expression.

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FRAME OF REFERENCE OF SKILLS

Field of activities Study topics Teaching activities Expected skills - Awareness and body control -Adjustment and control of the body in the objects movement and handling


Athletic activities CP2- Move fastly on the ground over a given distance by taking a good start

Sprint race

-Run fastly over 20 m; -Propel more effectively at the start; -Take a fast start and keep his speed during 10 seconds.

-Physical effort; -Mobility; -Locomotion.

CP2- Move at a regular pace over a long distance by changing the rhythm et and cadence; - Control his movements speed in various field conditions.

Speed Endurance race

-Run at a regular pace with breathing mastery by using visual and audio cues (then without cues at a given time); -Manage his race by changing the rhythm and cadence over a distance of 60 to 70m; -Recover fastly after a race and start immediately with another one.

-Physical effort ; -Handling.

CP 2- Control the movement of some projection tools and objects

Shot put -Familiarise and handle the object ; -Thraw an object; -Build a thrawing orbit.

CP 2- Jump as high as possible without slowing the race or blocking during the take-off -Physical effort; -Mobility.

High jump - Pushing off the legs with hands up; - Use hands to jump high.

- Physical effort ; - Mobility ; - Locomotion ; -Expression.

EXPRESSION ACTIVITIES CP 2- use different posture while keeping stability

Floor Gymnastic

- Move in different ways on hands and foot supports - Build and perform a combination of 3 to 4 elements on the floor( turn, roll over and flight)

OPPOSITION / COOPERATION ACTIVITIES

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-Locomotion; -Cooperation/opposition; -Mobility; -physical efforts.

CP2-Play different roles in group activities

IN ATTACK Football -Keep the ball , pass the ball to a mate; to get free off

maker to give a favourable solution of game to the goalkeeper; -Go towards the opposing goal moving in the defense either by dribble or pass and shoot.

Basket-ball

Handball

Volley-ball

- Stand, move, stand again, master the rules of the game, posts and roles of the players.


IN DEFENSE Football -Win the ball ,stand, move, stand again,

-Master the rules of the game, posts and roles of the players; -Disturb the progression of the opposite team; - Prevent the opposite team to score goals/points.

Basket-ball

Handball

Volley-ball -Stand, move, stand again, master the rules of the game, posts and roles of the players.

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PREAMBLE The Physical Education aims at developing the motor skills and practicing of physical and sport activities. It contributes to health education by enabling

students to know better or be aware of their body, to gradually gain control of objects, space and time as well as socialize. In that purpose, class 5 and 6 students aged between 8 to 11 years present a change of stature and basic physical and athletic qualities. They also show proof of hard work and performances achievement of movement importance. It is essential to build the child personality. It enables through psychomotricity to educate students and work for the intellectual, emotional, and physical development of learners. OBJECTIVES -Coordinate and undertake motor actions characterized for their strength, speed in spaces and with various materials in different types of efforts (different speeds, relationship between speed, distance, time) more regularly at a given period, to excel in the effort; - Identify, stabilize and improve performance; - Rise vertically after a race to cross the rope or elastic; - Make a combination of 2 or 3 gymnastic elements during a specific time; - Cooperate with partners to collectively confront opponents following the rules and proposing different roles (attacker, defender, referee); - Master and respect the game conditions (play area, equipment, distribution of players) and rules (use of equipment, respect of the dimensions and play lines); - Master and respect the game , the relationship between the players accept or respect contact prohibition; - Participate in the brand by interacting with team mates, opposing individually and collectively to the opposing team according to the rules. EXPECTED SKILLS In order to build the expected skills of the programme, it is necessary to rely on physical and sport activities. For each teaching activity, acquisitions called skills are expected. Each skill is presented in three categories of bodily actions: 1 -) the bodily actions in relationship with the body self; 2 -) the bodily actions in relationship with the physical environment; 3 -) the bodily actions in relationship with the social environment. The bodily actions give birth to study topics to teach to learners namely: locomotion, mobility, manipulation, physical effort, cooperation, opposition cooperation / opposition expression.

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NURSERY 1 FRAME EXPECTED SKILLS

Field of activities Study topics Teaching activities Expected skills - Awareness and body control -Adjustment and control of the body in the objects movements and handling


ATHLETIC ACTIVITIES CP3- move fastly and undertake actions by monitoring their execution and connection

Sprint race

-Run fastly over 20m; -Propel more effectively at the start; -Take a fast start and keep the speed during 10 seconds.


CP3- Make a reasonable and sustained effort during the activity

Speed Endurance race

-Run at a regular pace with breathing mastery by using visual and audio cues then without cues at a given time; -Manage the race by changing the rhythm and cadence over a distance of 100 m; -Recover fastly after a race and start immediately with another one.

-Physical effort -Handling.

CP 3- Combine known handling actions of manipulation and projection objects. Thraw various objects in many ways

Shot put -Familiarise and handle the object ; -Diversify swinging strikes(face, profile, back); -Build a thrawing orbit.

CP 3- To project as high as possible over a fixed obstacle on foot take off

- Physical effort; -Mobility.

High jump

- Pushing off the legs with hands up; -Increase tone during the pushing off; - Coordinate race ,pushing off before jumping.

- Physical effort; - Mobility; - Locomotion; - Expression.

EXPRESSION ACTIVITIES CP 3- Reproduce actions referring to a given intention

Floor Gymnastic

- Move in different ways on hands and foot supports;

-Align the different body segments upright;

-Build and perform a combination of 4 to 5 elements on the floor( turn, roll over and flight.

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-Locomotion; -Cooperation/opposition; -Mobility; -Physical efforts.

OPPOSITION / COOPERATION ACTIVITIES CP3- Change with one or many partners an object in many ways on fixed position or in permanent movements situation.

IN ATTACK Football - Stand, move, stand again, keep the ball ;

–Master the basic rules of the game, posts and roles of the players.

Basket-ball

Handball

Volley-ball - Stand, move, stand again, master the rules of the game, posts and roles of the players.


IN DEFENSE Football - Keep the ball :pass the ball to a mate; to get free off maker to

give a favorable solution of game to the goalkeeper, get the ball on stop or in movement: - Guard: choose a strategy that enables to shoot in a favorable position; -Go towards the opposing goal moving in the defense either by dribble or pass and shoot.

Basket-ball

Handball

Volley-ball

-Stand, move, stand again, master the rules of the game, posts and roles of the player; - Familiarize with the reception, kick, service, rotation, pass and attack.

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THE CONTENTS OF TEACHING THEORICAL LESSON IN P.E.S LEVEL III

I. Rules and Regulations

Playing area and the discipline taught

1. Notion of time sports and score sports (collective and individual sports)

2. Number of players per team ( discipline taught)

II. General Knowledge

1. Principles of the game

2. Description of the different individual and collective sports

1 source : · pdf filemotion is essential to the ... football -stand, move, stand again, ......

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