Physical Activity for Healthy Living

Lesson notes

Learning Objectives

Indicator: 3.2.1.LI.1 - Explain the concept of physical fitness

By the end of the lesson, learners can:

Define physical fitness in their own words using a minimum of three key elements (e.g., ability to perform daily tasks, health status, energy reserve).
Distinguish between physical activity, exercise, and physical fitness with accurate examples of each.
Identify the difference between health-related and skill-related components of fitness without confusion.
Discuss why physical fitness matters for different age groups in Ghana, including students, market traders, and the elderly.
Create a word cloud (digitally or on paper) that captures at least eight key terms related to physical fitness.

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Curriculum details

Strand: Physical Education (Strand 2)
Sub-strand: Physical Activity for Healthy Living (2.1)
Content standard: 3.2.1.CS.1 - Demonstrate knowledge and understanding of physical fitness and how to develop the health-related components 3.2.1.LO.1 Discuss physical fitness and develop activities for health-related fitness components.
Indicator: 3.2.1.LI.1 - Explain the concept of physical fitness
Suggested placement: Semester 1, Week 14 (Week 14 of the year)
Our suggestion, laid out in curriculum order across three terms of twelve weeks. NaCCA does not fix the week, so follow your school's scheme of learning.
Curriculum reference: NaCCA curriculum document, p. 103

Exemplars (from the NaCCA curriculum)

Digital Learning: In groups, learners discuss concepts of physical fitness and design a word cloud based on their output.
Assessment (3.2.1.AS.1). The document marks these depth-of-knowledge levels for this indicator: Level 2 Skills of conceptual understanding.
Teaching and Learning Resources:
- Charts/pictures of professionals
- Coursebooks
- Videos
- ICT tools, e.g., Laptops, cell phones, projectors, etc
- Portfolio
- Task sheet/assessment reports