Tip


When the learners close their eyes they are performing the activity without their sense of sight, increasing the diffi culty of the activity.


Remediation


These activities involve muscle strengthening. Learners showing poor muscle strength can be shown a 5–10 minute home exercise programme. Include sit-ups, squats, modifi ed push-ups and lunges.


1. The learners work in pairs, facing each other. Ask the learners to lunge with their right foot forward. Their toes must touch their partner’s toes. They place their palms against their partner’s palms with elbows slightly bent.


2. When you blow your whistle once, learners must push against their partners. Tell them that when you blow your whistle twice they must stop. Start with a fi ve-second push then gradually increase the length of time. Repeat three to fi ve times before the learners swap partners. Repeat the activity, but now ask the learners to place their left foot forward.


3. Ask the learners to sit back to back with their partner. Their arms must be linked with their elbows together, knees bent and feet on the ground.


4. Tell learners that when you blow your whistle they must get up together by leaning against each other’s backs. Once learners grasp the concept, you can make this task a race to see which pair can get up the fastest.


5. Now ask learners to lie on their backs with their feet in the air against their partner’s feet. You want learners to “air bicycle”. Start with slow movements and then ask them to increase the pace. Also include performing the activity with their eyes closed.


6. Tell the learners to sit on the fl oor with their legs apart, fl at on the ground. Their partner must be on the opposite side in the same position. The learners must hold hands. One learner, leaning backwards, gently pulls the other learner towards them. The other learner is now leaning forward. Learners continue with this back and forth pulling movement.


7. Ask learners to lie on their tummies and face each other. Tell them to arm wrestle with their partners. They should alternate hands.


Activity 14: Playing an indigenous game – learners’ choice


Resources Playing fi eld


Focus: Locomotor: Play an indigenous game, for example Upuca Time: 20-30 minutes


Ask the learners what indigenous games they like to play. Give learners a chance to explain and play their games. Choose one game and demonstrate it to the whole class, then divide the class into smaller groups and let them play for 20 minutes.


Activity 15: Bounce over the rope Focus: Perceptual motor: Throwing and hitting balls in pairs Time: 20-30 minutes


1. Divide learners into groups of four. Each group must be given a rope and a ball. 2. Two learners hold the ends of the rope in a tight straight line close to the ground. The other two learners stand facing each other on opposite sides of the rope. One of them holds the ball.


3. To begin the game, the learner with the ball bounces it over the rope to the learner opposite, who tries to catch the ball. The learners continue to bounce the ball back and forth over the rope. After each successful catch, the rope is raised slightly.


4. Learners swap places when a catcher misses the ball or the rope has been held as high as possible.


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