12/03/2020 Version 4

LESSON CUE CARDS FOR

Grade

3 PHYSICAL EDUCATION
Dear Teachers,

Physical Education (PE) is a part of a balanced holistic

curriculum in schools. There is scientific evidence that
PE contributes to the healthy development of learners,
improves their academic performance and promotes
their joy of life in the school setting. Encouraging and
stimulating the teaching of PE is central to the KaziBantu
project. The main goals of the project are closely
connected to UNESCO’s sustainable development goals
(SDGs), namely ‘good health and well-being’ (SDG3) and
‘quality education’ (SDG4).

Teachers are often overloaded with tasks and duties. It is

obvious that they need support and tools which facilitate
their work. That is why we developed the KaziKidz Cue
Cards - a portable tool designed to aid your daily teaching.
The cue cards provide complete PE lessons, readily
available and easy to implement while you are outside on
the field. They are designed in the form of a hand-sized
booklet or you can save them on your cell phone, thus
enabling you to present the topics in a well prepared and
motivating way.
The teaching material has been developed by a team
of South African and international specialists, including
teachers who are familiar with the setting specific
challenges. The lessons are in line with the South
African Curriculum and Assessment Policy Statement
(CAPS) requirements and supported by the Department
of Education, Eastern Cape. They are implementable
especially in resource scarce schools and have been
tested and evaluated by teachers and learners - with
excellent feedbacks.
KaziBantu - Healthy Schools for Healthy Communities -
intends to empower children! So join us by using this tool
on a regular basis. The learners will enjoy the lessons
and benefit from being physically active.

Prof. Dr. Uwe Pühse (UNESCO Chair), University of

Basel, Basel, Switzerland
Prof. Dr. Cheryl Walter (UNESCO Co-Chair), Nelson
Mandela University, Port Elizabeth, South Africa

United Nations UNESCO Chair on Physical Activity

Educational, Scientific and and Health in Educational Settings,
Cultural Organization University of Basel, Basel, Switzerland
These cue cards are a summary of and a useful addition to
the KaziKidz Lesson Plan Manuals. They provide visuals
of each phase of a lesson plan, namely Introduction, Main
Focus and a suitable, but not too intensive Cool Down/
Conclusion.
The lessons target grades 1-7 and are aimed at leading
learners through movement literacy, games and physical
activities to adopt a healthy lifestyle throughout childhood
into adolescence. The lessons are, furthermore,
developmentally and didactically sound for meeting the
needs of each targeted age group per grade and allow
for repetition to facilitate learning. In the event of sports
equipment shortages at a school, the lessons can be
adapted by using improvised equipment.
The seven KaziKidz Lesson Plan Manuals with their
accompanying set of cue cards per grade are relevant and
valuable educational tools which have been developed in
accordance with the Curriculum and Assessment Policy
Statement (CAPS) of South Africa. Teachers are strongly
encouraged to make use of these aids to facilitate the
teaching of Physical Education in their schools.

Ms Nadine Pote

Human Movement Science Specialist (M.Ed. – UPE)

National Convenor and Trainer for Life Orientation
and Physical Education during roll-out of the National
Curriculum Statement in the GET and FET Bands (2002-
2008, Department of Education)
Materials developer for the training and teaching GET and
FET Life Orientation and Physical Education in the GET
and FET Bands (2002-2008, Department of Education)
Dimensions of Teaching Quality

Characteristics of good teaching have been identified

in general educational research. These characteristics
promote the acquisition of competencies and the
development of motivation among learners independent
of the subject. Good teaching that promotes student
performance as well as motivation is characterized by the
following features:

- Classroom organization, for instance binding rules and

targets, the clarity and structure of the teaching process,
decreased waste of time;

- Student orientation, for instance individual learning

support, a positive teacher-student relationship, positive
teacher feedback; and

- Cognitive activation, for instance the genetic-Socratic

approach, avoidance of repetitive exercises.
 EQUIPMENT LIST

GRADE 3

• 20 Soccer, rugby, and/or netball balls

• 1 Whistle
• 15 Short skipping ropes
• 15 Long skipping ropes
• Stones - enough for the activity (2 x big bags
variety of stones)
• 20 Tennis balls
• 1 soccer field
• 2 goal posts on each side
• Or use cones and mark out soccer playing
area
• 30 Cones
• 10 Pieces of wood
• Colour bands (bibs or blindfolds) - 30 (2 sets
different colours)
• 1 Measuring tape
• 1 Music player (cd player) & KaziKidz music
(www.kazibantu.org)
• 40 mats, 1 per learner
• And/or 1 open playground field with grass
• 1 netball field
• 2 net posts on each side
• Or use cones and mark out netball playing
area and 2 hoops
• 10 Hula hoops
• 20 Beanbags
• 20 Tennis balls
• Chalk (Sufficient to mark out playing area)
 TABLE OF CONTENTS

CONTENTS
Grade 3 Physical Education contents
Lesson 1: Locomotion......................................................1
Lesson 2: Locomotion......................................................2
Lesson 3: Locomotion......................................................3
Lesson 4: Locomotion......................................................4
Lesson 5: Locomotion .....................................................5
Lesson 6: Perceptual motor ............................................6
Lesson 7: Perceptual motor ............................................7
Lesson 8: Perceptual motor ............................................8
Lesson 9: Rhythm ...........................................................9
Lesson 10: Rhythm .......................................................10
Lesson 11: Rhythm .......................................................11
Lesson 12: Rhythm .......................................................12
Lesson 13: Co-ordination ..............................................13
Lesson 14: Co-ordination ..............................................14
Lesson 15: Co-ordination ..............................................15
Lesson 16: Co-ordination ..............................................16
Lesson 17: Balance ......................................................17
Lesson 18: Balance ......................................................18
Lesson 19: Balance ......................................................19
Lesson 20: Balance ......................................................20
Lesson 21: Spatial orientation .......................................21
Lesson 22: Spatial orientation .......................................22
Lesson 23: Spatial orientation .......................................23
Lesson 24: Spatial orientation .......................................24
Lesson 25: Spatial orientation........................................25
Lesson 26: Spatial orientation........................................26
Lesson 27: Laterality .....................................................27
Lesson 28: Laterality .....................................................28
Lesson 29: Laterality .....................................................29
Lesson 30: Sports and games ......................................30
Lesson 31: Sports and games ......................................31
Lesson 32: Sports and games ......................................32
 1A

Locomotion
Grade 3 | Lesson 1

Equipment • About 20 balls (soccer and/or netball’s)

• 20 colour bands
• Obstacles (hula hoops, stones,
skipping ropes, balls, wood, about 15
each)
• 20 cones and whistle.

Introduction
The ice monsters Time: ~ 10 min

Mark out an area with cones and divide the learners into
3 groups.
A – Ice monsters ‘catchers’ → Tag the learners
B – Blocked (locked up/frozen) → Learners who have
The ice monsters

been tagged
C – Freewearing
toribbons.
runThe(Sun) →the catchers
Learners can run to free the
How to play: The teacher marks out an area with cones. There are eight “ice monsters”
ice monsters are and “lock up” the children. The children

tagged (blocked) learners

children hold hands (B)Thewalks
who are freely running in the marked area are the “suns” that can melt the frozen icicles: Two
and enclose anAnimal
icicle. level
icicles are then IIfree. Change roles o�en.

2 learners[PLEASE
must hold hands around the frozen learner to
CLARIFY]

free them. How to play: Tell the children to imitate the following animals
II Animal walks level II
A: ICE MONSTERS animal discuss with the children how you could imitate them b

Goal B: ICICLES
Improve
C: SUNS co-ordination.
Animal walks level II
• Crab walk: Start by squatting down close to the grou
your hands
How to play: Tell the children to imitate the following onWhen
animals. the they
ground. Now walk
have imitated eachsideways, while
he children to imitate the following animals. When they have imitated each
animal discuss with the children how you
HowcouldgroundTell and
imitate
to play: them
the your
best. back
children straight.
to imitate the following animals. When they
h the children howAnimal walks imitate
you could level II them best.
• Crab
Animal walk:
walks Start
level
• Frog jumps: Start in a squat position. Place your hand
animalclose
II by squatting down discuss withground.
to the the children
Leanhow you could
backwards andimitate
place them best.
Start by squatting down closeyour to theonground.
hands A Lean
the ground. backwards
Now walk knees. andUsing
sideways, place
whileby your
keeping feet, jump
yourdown
bottom forward and land with
closeofftothe
A
B• Crab walk: Start squatting the ground. Lean ba
on the ground. How
Nowtowalk
play: Tell the children to imitate theyour
following ground.off When
ground and
sideways, your back
while straight.
keeping youranimals.
bottom hands on the they have
the ground. imitated
Now each
walk sideways, while keeping yo
animal
your back straight. How
• to
discuss play:
Frogwith Tell
the
jumps: the children
children
Start in ahowto you
squatimitate
could •
the
position. Turtle
following
imitate
Place crawl:
them
your animals.
best.
hands Starting
When
on the
ground and yourC back straight.theyin
floorthe
have
in kneeling
imitated
between position, curl your
each
your
animalknees.
discuss with your
Using the children
B
how you
feet, jump could
forward
• on imitate
and
Frog the land
jumps: them
ground.
with best.
Start Keeping
your
in a your
and bottom
handsposition.
squat feet on your
on your
Place the hands heels
on theand
floo
Start in a squat position. Place your hands on the
• Crab walk: Start by squatting down
A floor in between
close Cto the
B your
ground.
C Lean backwards and place
• ground.
C

your Crab
hands walk:
on Start
the byyour
ground.squatting
Now down
walk ground,
knees.
close
sideways, to Using
thepull
while yourself
your
ground. feet,
keepingLean
your forward
jump
backwards
bottom in
forwardand
off slow
and
place
the motion.
land with your hand
g your feet, jump forward andcrawl:
• Turtle land with
Starting hands
in the kneeling and feet
position, onyour
curl the back over and put your elbows
groundyour
andhands on the
your back ground. Now •walkground.
straight. Kangaroo jumps:
sideways, while Starting
keeping in a standing
your bottom off the position, put
onground
the ground. Keeping your bottom • onTurtle
your heels andasyour elbows andcan,
hands on the
• Frog jumps: and your
Start back straight.
in a squat position. Place yourcrawl:
down. Jump
hands Starting
on the in
high the
floor kneeling
asinyou position,
between your curl
using your
only backfeet,
your over aa
: Starting in the kneeling position,
• ground,
Frog curl
pull
jumps: your
yourself
yourStart
back
feet,injump
over
forward
a squat inand
slowput
position. your
motion.
on land
the your elbows
ground. Keeping theyour bottom on
on your heels and your elbow
knees. Using forward • andPlace
Whale withhands
swim: your onhands
Lying floor
onandyourinfeet
between
stomach, your
the with your arms
nd. Keeping your bottom • onKangaroo
your heels
knees. jumps:
Using and
yourStarting
your in a standing
feet, elbows
jump forward position,
andground,
hands
and land put
theboth
onforth
pull yourself
with your feet
forward
handstogether
inand
slow andonsquat
motion.
feet the
ground. back and on your stomach. This takes a lot of co
l yourself forward in•slow down.
ground.
motion. Jump as high as you can, using • only your feet,
Kangaroo jumps: andStarting
no hands. in a standing position, put both feet t
Lesson
Animal walks
Turtle crawl: Starting in the kneeling position, curl
timeyour your
to get back over and put your elbows
• • Whale
Turtle swim:
crawl: Lying
Startingon in your
the stomach,
kneeling down.
with
position, Jump
curl asused
arms
yourhigh asto.you in
stretched
back over can,
and using
front
put of only
youryou, your
rockfeet, and no hands
elbows
on the ground.
umps: Starting in a standing position, Keeping your
put your bottom
bothstomach. on• your
feet together heels
and
Gorilla and your
squat
walk: elbows
Start in andsquat
the hands on the
positionthe with
arms your hand
as high as you can, using
back
ground,
only
time
andground.
on the
pull
your
to
ground,
forth onKeeping
yourself
get feet,
used
pull
forward
and no
to.
yourself
your bottom
in
forward
This
• on
slow motion.
hands.
takes
youraswim:
Whale
activity
back
in slow motion.
lot
heels ofand
core
Lying
areaon
and forth while
strength
on elbows
your your
Time:
your staying
andandcan
stomach,
stomach. in
hands
~
take
Thisthe
10
onsome
with your
squat
takes
min stretched
a lot position.
in
For a
of core strength
• Kangaroo jumps: Starting in a standing position, put both feet together and squat
m: Lying on your stomach, with
• • Gorilla your
Kangaroo arms
Start instretched
walk:jumps: the squat
Starting instanding
front
in aposition of
with toyou,
beating
time your
position, rock
getyourput chest
used
hands to.
at your
both with
feetchest.your
together Walkfists
down
and as you walk.
the
squat
down. Jump as high as you can, using only your feet, and no hands.
rth on your Ask the
stomach. learners
This
• Whale swim: Lyingto
takes
down.aarea
activity
• beating
Whale your
lot while
Jump
swim:
ofascoreimitate
high as
staying
on your
Lyingwith
chest
stomach, any
strength
youincan,
on your fists
and
• can
theusing
squat
stomach,
only
as you
animal
take
Gorillayour
walk:
position.
withactivity
your
with
arms
your
walk.
some
feet,
For
areaarms
and
Start
added
stretched
while
movements:
innothehands.
squat
gross
staying in front
stretched
position
motor
Crab
with your
exercise,
in fronttheofsquat
you, rock
try hands at your che
position.
of you, rock For added gross
used to.
Walk, Frog
: Start in the squat position
time towithJump,
and forth onTurtle
get your
your stomach.Crawl,
hands at your chest. Walk down the
used to.
Kangaroo
back and forth on your stomach. This takes a lot of core strength and can take some
back Thisbeating
takes a yourlot ofchest
core with
strength
yourandfistsand
can Gorilla
takewalk.
as you some
time to get used to.
Walk.
a while staying •Check
in the squat
Gorilla walk:that
position.
• Gorilla walk:For
Start in the
added
the
Start the learners
insquat gross
position
squat motor
with with
position yourperform
exercise,
hands
your tryyour
at
hands the
chest.
at your Walk
chest. movements
down
Walk thethe
down
activity area while staying in theinsquat position. For added gross motor exercise, try try
r chest withcorrectly.
your fists as you walk.
activity
beating
area while
your chest
beating your chest
staying
1
with your
with fists
your as
the squat
you
fists aswalk.
you walk.
position. For added gross motor
2
exercise,

1 2

Goal Stimulation activities.

1 2

12 1 2 2

3 4
3 5 4
3 4 5

3 4 5 5
3 4

4 6 5
66

6
6
 1B

Lesson
Follow the leader Time: ~ 10 min

Divide the class into lines of 8 or more learners. Mark out

an area with cones and other obstacles. Learners in front
of the line is the leader and must move in different ways
through the obstacles, while the learners behind must
imitate the movements. At the teacher’s whistle blow,
leaders must change and show the new movement.

Goal Following visual instructions efficiently.

1
2
8 7 6 5 4 3

Cool down
Cool down your body Time: ~ 10 min

Learners must lie down on the floor with their eyes

closed. They must follow the body isolation stretches that
is called out by the teacher. When all stretches are done,
learners must get up slowly.

Goal Cool down.

1 2 3

4 5 6 7
2A

Locomotion
Grade 3 | Lesson 2

Equipment • About 20 cones and whistle

Introduction
The lucky one Time: ~ 10 min
The lucky one
Choose 6 learners, group into pairs. These learners are
the catchers.
How to play: ChooseIf asixlearner
groups of twoiswhocaught byIf aachild
are “catchers”. pair, allby3a couple,
is caught learnersall

pointthree children put a foot in the middle of the circle. In chorus, the children say: "Who`s the
their foot in the middle and sing ‘Who is the lucky
lucky one?" and each chooses to leave his/her foot in the circle or pull it back. Whoever is the
one’different,
and either remove
is “the lucky one” and is their
free. Forfoot
example:ortwoleave
children it intheir
leave thefeetmiddle.
in the
middle of the circle, one child pulls his/her foot back. So the child that has pulled their foot
The back
learner who
is the “lucky one”. does
The other the opposite
two become action
the new catcher to the
team. When other
all three have 2
learners is their
pulled back thefeetlucky one
or le� them in the meaning
middle, the chorusthey aretogether.
is repeated free.Fairly,
If the
they
catchers should not catch “the lucky one” right a�er the chorus.
have the same reaction the song is repeated.

Goal Improve reaction time.

Lesson
Relay running Time: ~ 20 min

Divide the class into 2 teams. Divide the 2 teams and

Relay running
set up on opposite sides. The race starts at the teacher’s
signal.HowTheto play: first
Divide the learner goes
class into six teams. Each teamto the
divides other
again and sets up at side
the doing a
opposite sides of the activity area. When the teacher gives a signal the race starts: The first
specific
two task and
runners must move gives
(depending on a thehigh
task) to five
the teamto thestanding
members firstonlearner.
the Each
opposite side and give the first two children standing in line a high five. Those children then
learnerraceshould go
to the other side. Every at least
child that twice.
has finished two rounds Task 1:floor.Jump
must sit on the The game like a frog
stops when all children have finished their runs.
to the other side; Task 2: Run on all fours to the other
side; Task • Task3:1: Wheel
Run backwards
barrow: three-legged race change toroles.
the other side. The game
ends once • Taskeveryone has ayourturn.
• Task 2: Hopping and holding hands with the partner.
3: Each child puts a ball between legs and jump to the other side without
losing the ball.
• Task 4: Run backwards to the other side.

Goal To run relays.

1 2

3
4
 2B

Relay running Continued

1 2

3
4

Cool down
Massage in a circle Time: ~ 10 min

Learners sit in a circle with their backs faced to each

other. Each learner must massage the learner in front of
them for at least 2 min before switching and facing the
other direction.

Goal Cool down.

2 min
3A

Locomotion
Grade 3 | Lesson 3

Equipment • About 20 cones and whistle

Introduction
Traffic lights Time: ~ 10 min

Mark out play area with cones. Learners must move

according to the traffic light colour that is called out. RED
(stop) YELLOW (walk), GREEN (run), the teacher can
add variation e.g. Yellow hopping.

Goal To improve reaction time.

Red Yellow Green

Red Yellow Green

Lesson
Relay running Time: ~ 20 min

Divide Relay
the runningclass into 2 teams. Divide the 2 teams and
set up How
onto opposite sides. The race starts at the teacher’s
play: Divide the class into six teams. Each team divides again and sets up at the
signal.opposite
Thesidesfirst learner
of the activity area. When the goes
teacher givestoa signal
the other
the race side doing a
starts: The first
two runners must move (depending on the task) to the team members standing on the
specific task
opposite and
side and give thegives a high
first two children five
standing in tofive.the
line a high Thosefirst learner. Each
children then
race to the other side. Every child that has finished two rounds must sit on the floor. The game
learnerstopsshould go
when all children haveat least
finished their runs.twice. Task 1: Jump like a frog

to the other side; Task 2: Run on all fours to the other

• Task 1: Wheel barrow: three-legged race change roles.
side; Task • Task3:2: Hopping
Run and backwards to the other side. The game
holding hands with the partner.
• Task 3: Each child puts a ball between your legs and jump to the other side without
ends oncelosingeveryone
the ball. has a turn.
• Task 4: Run backwards to the other side.

Goal To run relays.

1 2

3
4
 3B

Relay running Continued

1 2

3
4

Cool down
Roll like a ball Time: ~ 10 min

Learner must pretend to be ball by tucking in their legs

whilst rolling forward – backward, side to side and rolling
around in circular motion.

Goal Cool down.

4A

Locomotion
Grade 3 | Lesson 4

Equipment • About 20 balls (soccer and/or netball’s)

• 20 colour bands
• 20 cones and whistle
Introduction
Old witch Time: ~ 10 min

Choose a learner to be the ‘old witch’. At the blow of the

whistle, learners walk towards the ‘old witch’ repeating
‘old witch, what are you cooking today? The ‘old witch’
can choose any response, but as soon as he/she says,
‘spider legs’, the other learners must run back to the start
without being caught. If a learner is caught, they join the
old witch.
Goal To improve reaction time.

Lesson
The race
The race
Time: ~ 10 min

Divide the class into groups of 6 in each group. The

teams
How toshould stand
play: Divide the classbehind
into teamseach other.
of 6 players. EachPlace a cone
team stands behind aas
starting lin
a turning point
Team members forstand
should thein alearners. At the
straight line behind one teacher’s signal
another. Designate a turning poin
(cones) 20 paces away. On the teacher’s signal to run, players race as quickly as possib
thearound
firstthe
learners in line must run around the cone then
cones and back to the starting line. When they return to the starting point, the
runhigh
back to next
five the high five
child their
in their teammates.
team, This
who will then carry outcontinues until
the same action. Once all tea
everyone hasfinished
members have a turn.they must sit with their hands on their heads. The winning team is th
first team to sit with their hands on their heads.

Goal To improve reaction time.

6 5 4 3 2
1
1

3
2
1
 4B

Grab the Treasure Chest

Lesson
Grab the treasure chest Time: ~ 10 min
How to play: Mark two playing fields and make four groups: A, B, C, D (Group A against B, Group C
against D). Number the members of each group from 1 to the total number of members in that
group. In the middle of the playing field is the ‘treasure chest’ (a ball, a shoe or something). When
Markthe2teacher
playing areas
shouts a number and4),make
(for example 4 groups
the number four member of every(Ateamagainst
runs and tries B, C

againstwinner.D). Number each learner and place the treasure

to grab the treasure chest in the middle. The team that manages to grab the most treasure is the

chest in the middle of the playing area. The teacher

shouts out a number, e.g. 4, then all the number GROUP
GROUP A
4’s from
B

the groups must 4 3 2run 1

to the centre and try get the1treasure 2 34
first. The team with the most treasure wins.

Goal To develop reaction time.

321 12 3
4 4 4

Cool down
Spin around Time: ~ 10 min

Learners find a partner; they must stand facing each

other and join hands. Learners must hold hands, with
straight arms they must lean away from each other while
moving their toes close to each other. Learners must spin
around in circles whilst taking steps and after a few turns,
change partners.

Goal Cool down.

5A

Locomotion
Grade 3 | Lesson 5

Equipment • About 20 balls (soccer and/or netball’s)

• 15 tennis balls
• 20 colour bands
• 20 cones and whistle

Introduction
Experiment with the ball Time: ~ 10 min

Make groups according to the number of balls available,

each group must finish
Experiment the following tasks: Throw the ball
with the ball

to each other; Throw the ball in the air then catch it and;
How to play: The children make groups of two players. Every pair gets a ball and tries to

Move the ball around their waist, through legs and make
complete the activities as follows:
• Throw the ball from one to the other.
a figure of 8 with•• legs.
Throw the ball up into the air and catch the ball.
Take turns to move the ball around your body:
o around the waist, both legs, one knee.

Goal Learn ball control skills.

o through the legs.
o make a figure of 8 around the legs.

Lesson
Hitting the ball Time: ~ 10 min

Mark out area with cones and pick 3 strikers whom each
get a ball. These strikers must aim to hit the learners
running free, if the learner is hit, they run around the field
once. If the learner can catch the ball before being hit,
they can continue playing, but avoid hitting each other
on the head.

Goal To develop ball skills.

Page 1 of 2
 5B

Lesson
The 1 in the middle Time: ~ 10 min

Make a group of 8-10 learners and form a circle with 1

learner in the middle. The learners try to kick the ball to
each other, without the learner in the middle intercepting
the ball. If the middle learner catches the ball, they join
the circle and the 1 who kicked the ball will then stand in
the middle.

Goal To develop ball skills.

Cool down
Beat the bunny Time: ~ 10 min

Make a circle of ‘farmers’. Make another circle within the

first circle (bunnies), facing the farmers. Bunnies’ ball
(small ball) is passed from person to person around circle.
When Beat
the small
the bunny level II ball is halfway, the farmers’ ball starts to

get passed around. When a farmer can tap bunnies’ ball

standing facebunnies)tofacingface with
One circlehim/her,
inside the other. Thethe
bunnies’game
ball (a small ends. Swap
How to play: Make a circle with 15 children (the farmers). Another 15 children make a second
circle (the the farmers.

playersball)and repeat.
is started first by passing it from person to person around the circle. When the bunnies’
ball is about half way around the circle, the farmers’ ball (large ball) starts trying to catch the
bunnies’ ball. The bunnies’ ball always keeps going in the same direction, the farmers’ ball

Goal
can take any direction. As soon as a farmer can tap the ball of a bunny that is standing face to
Cool down.
face with him, the game finishes.
6A

Perceptual motor
Grade 3 | Lesson 6

• About 20 balls (soccer and/or netball’s)

Equipment
• 20 colour bands
• 20 cones and whistle

Introduction
Shake the shadow Time: ~ 10 min

Learners make
Shake the shadowgroups of 3, (attacker/defender/thrower) -
adjust numbers if the group is bigger. The thrower passes
the ball
How totoplay:
theMakeattacker whilst
groups of 3 children. Eachthe defender
child in the group has attempts to the
a role: the attacker,
intercept
thrower the ball.
and the Each
defender. team attempts
The thrower gets to10passthrows
the ball toand thenThe
the attacker.
defender shadows the attacker and attempts to intercept the ball. See who can intercept the
changemost roles.
passes out of 10 attempts.

Goal To improve reaction time.

Lesson
Dab ball Time: ~ 10 min

To ball
Dab divide learners into Teams A and B, with Team A
attempting to dab Team B as many times as possible with
a ball. A hit is scored when the opponent is touched with
How to play: The teacher divides the children into two teams. Use different coloured bands
a ball.
for team recogni�on. Team A (10 - 12 players) has a ball and tries to dab as many opponents
as possible from team B (10 - 12 players) with the ball. A hit is scored only when the opponent

Goal
is touched with the ball. The ball possession changes after 2 - 4 minutes. Who scores the most
To improve ball skills.
hits? Change groups.
 Protector dodge ball

6B
How to play: Divide the class into teams of 10 - 15 children who form a circle. Three children
are standing in one line behind each other inside that circle. The first 2 players in the line are
the protectors and try to protect the child standing at the back of the line from the players in
the circle who will throw a ball and try to hit the back child (below the waist).
Lesson
Protector dodge ball Time: ~ 10 min
If the child gets hit, choose another three players to go to the middle.

Divide learners into a group of 10 - 15 learners then form

a circle. There are 3 learners in the circle standing behind
each other. The first 2 learners shield the 3rd learner from
being hit by the ball, if the 3rd learner gets hit then the
next group of 3 goes into the circle.

Goal To improve reaction time.

Cool down
Wake up Time: ~ 10 min
Cool Down Stretch (5 min – 10 min)

Learners must lay on the floor with their eyes closed. The
teacher
Wake Up must whisper 1 name, the learner must get up
and tap another learner, and so on. Cool down ends when
allHowthe learners
to play: arespread
The children awake.
out in the room, make themselves comfortable in one place and
close their eyes. The teacher whispers one name. That child has to get up and tap another child to
Goal Cool
get up and so on. down.un�l every child is awake.
This con�nues

NAME
7A

Perceptual motor
Grade 3 | Lesson 7

• About 20 balls (soccer and/or netball’s)

Equipment
• 20 colour bands
• 20 cones and whistle
Introduction
Dribble the ball Time: ~ 10 min

Divide the learners into groups, they must complete the

following tasks:
1. 10 bounces with left hand.
2. 10 bounces with right hand.
3. Backwards.
4. Very quickly.
5. Kneeling on 1 knee.
6. Using fast dribble and slow feet.
7. Using slow dribble and fast feet.

Goal Improve ball control skills

Hitting ball: Lesson

American version Time: ~ 10 min

Mark out an area with cones and pick 3 strikers whom

each get a ball. These strikers must aim to hit the learners
running free, if the learner is hit, they run around the field
once. If the learner can catch the ball before being hit,
they can continue playing, learners avoid hitting each
other on the head.

Goal Practise ball skills.

Page 1 of 2
 7B

Lesson
Beat the ball Time: ~ 10 min

Group learners in a circle with some space in between.

Pass a ball to the learner on the right. The first leaner that
passed the ball must attempt to run around the outside
of the circle and get to the start point before the ball
does. The sec round, the learner must run in the opposite
direction.

Goal To improve speed and agility.

Cool down
Tense and relax Time: ~ 10 min

Learners must lie down on their back with arms on their

side and palms facing up. Teacher calls out instruction to
tense then relax specific body parts.

Goal Cool down.

8A

Perceptual motor
Grade 3 | Lesson 8

• About 20 balls (soccer and/or netball’s)

Equipment
• 20 cones and whistle

Introduction
Shake the shadow Time: ~ 10 min

Learners make
Shake the shadow groups of 3, (attacker/defender/thrower) -
adjust numbers if the group is bigger. The thrower passes
the ball
How toto
play:the
Makeattacker whilst
groups of 3 children. Each the
child indefender
the group has aattempts tothe
role: the attacker,
intercept
thrower the
and theball. Each
defender. teamattempts
The thrower getsto10 passthrows
the ball to and thenThe
the attacker.
defender shadows the attacker and attempts to intercept the ball. See who can intercept the
change roles.
most passes out of 10 attempts.

Goal To improve reaction time.

Protector dodge ball

How to play: Divide the class into teams of 10 - 15 children who form a circle. Three children
are standing in one line behind each other inside that circle. The first 2 players in the line are
the protectors and try to protect the child standing at the back of the line from the players in
the circle who will throw a ball and try to hit the back child (below the waist).

Lesson
Protector dodge ball Time: ~ 10 min
If the child gets hit, choose another three players to go to the middle.

Divide learners into a group of 10 - 15 learners then form

a circle. There are 3 learners in the circle standing behind
each other. The first 2 learners shield the 3rd learner from
being hit by the ball, if the 3rd learner gets hit then the
next group of 3 goes into the circle.

Goal To improve reaction time.

 8B

Lesson
Beat the ball Time: ~ 10 min

Group learners in a circle with some space in between.

Pass a ball to the learner on the right. The first learner
that passed the ball must attempt to run around the
outside of the circle and get to the start point before the
ball does. The sec round, the learner must run in the
opposite direction.

Goal To improve speed and agility.

Cool down
Tense and relax Time: ~ 10 min

Learners must lie down on their back with arms on their

side and palms facing up. Teacher calls out instruction to
tense then relax specific body parts.

Goal Cool down.

 9A

Rhythm
Grade 3 | Lesson 9

• About 20 cones (to mark an area)

Equipment • Whistle
• Music player, music and speaker
• 15 short skipping ropes and 10 hula
hoops
Introduction
Freezing game Time: ~ 10 min

All the learners move freely to the music playing, as the

music stops, they freeze and keep that position. The last
learner to move must go around touching all the players,
when he /she is done the game starts again.

Goal Move to the rhythm.

a a a a

Lesson
Rope skipping skills Time: ~ 20 min

Learners make groups of 3, they practise the following

skills: Double take off; Single take off whilst running, cross
over, double skip; Straddle cross; Front cross; Leg over;
Swing kick; 180o turn and; Side swing cross.

Goal Develop skipping skills.

 9B

Cool down
Go through the hoop Time: ~ 10 min

Divide learners into groups of 8-10, in a circle, holding

hands. Each group has hula hoops placed between
2 learners - they must walk around the circle without
releasing their grip. The other learners must then try go
through the hoop.

Goal Cool down.

2 min
10A

Rhythm
Grade 3 | Lesson 10

• About 20 cones (to mark an area)

Equipment • Whistle, music player, music and
speaker
• 15 short skipping ropes

Introduction
Monkey, snake or lion? Time: ~ 10 min

Play 3 different songs for the learners, where each song

represents an animal:
A – Monkey; B –Snake; C – Lion. The learners must move
differently to each musical piece and adjust movements
accordingly.

Goal Differentiate between music styles.

 10B

Lesson
Rope skipping skills Time: ~ 20 min

Learners make groups of 3, they practise the following

skills: Double take off; Single take off whilst running, cross
over, double skip; Straddle cross; Front cross; Leg over;
Swing kick; 180o turn and; Side swing cross.

Goal Develop skipping skills.

Cool down
Clap out the rhythm Time: ~ 10 min

The learners use the entire field, 1 learner starts the

clap rhythm and the other learners pick it up and follow.
Change leaders after a few counts.

Goal Cool down.

 11A

Rhythm
Grade 3 | Lesson 11

• About 20 cones (to mark an area)

Equipment • Whistle, music player, music and
speaker
ay: All children move freely to the music in the activity area. As soon as the music
• 15 short skipping ropes
yone needs to get to the floor as quickly as possible. The last child to get down
un once around the playing area. After the loser of this game has done his/her task,
Introduction
Get down
starts again from the beginning.
Time: ~ 10 min

Learners move to the music playing, when it stops, they

need to get to the floor as fast as possible. The last
learner to go down needs to run around the field twice,
after the run the game starts again.
Goal Improve reaction time.

Simon says: athletic skills

Simon says: athletic skills
Simon says: athletic skills
Simon says:
Simon athletic skills skills
says: athletic a
How to play: The teacher takes the role of "Simon" and gives instructions to the children.
How to play: The teacher takes the role of "Simon" and gives instructions to the children.
How to play: The These should
teacher takesonlytheberolefollowed
of "Simon"if prefaced
and gives with the phrase
instructions "Simon
to the says". Players are
children.
These should only be followed if prefaced with the phrase "Simon says". Players are
These How toHow
should play:
only The
eliminated
to
beplay: teacher
from
Thethe
followed takes
ifgame
teacher the byrole
takes
prefaced of following
either
the
with "Simon"
role and
the ofphrase
"Simon"gives
andinstructions
instructions
"Simon that
gives are
says". to immediately
not the are
instructions
Players children.preceded
to the children.
eliminated from the game by either following instructions that are not immediately preceded
These by
should
These the phrase,
only
should be or
only by
followed
be failing
if to follow
prefaced
followed if an
withinstruction
prefaced the phrase
with the
eliminated from the game by either following instructions that are not immediately preceded which does
"Simon
phrase include
says".
"Simon the
Players
says". phrase
are "Simon
Players are
by the phrase, or by failing to follow an instruction which does include the phrase a "Simon
by theeliminated orfrom
says".
phrase,eliminated thefrom
by failing game
Instructiontothe by either
examples:
game
follow following
anbyinstruction instructions
either following doesthat
which instructionsarethat
include not
theimmediately
are preceded
not immediately
phrase "Simon preceded
says". Instruction examples:
by the phrase,
by the or by
phrase,
says". Instruction examples: failing
or by to follow
failing to an instruction
follow an which
instruction does
whichinclude
does the phrase
include the "Simon
phrase "Simon
• Jump as far as possible.
says". Instruction
•says".
Jump asexamples:
far as examples:
Instruction possible.
• Jump as far •as possible.
Jump as high as possible.
• Jump as high as possible.
• Jump • asJump • •asas
high far
Jump asaspossible.
Sprint as
possible.farfast as possible to “X”.
as possible.
• Sprint as fast as possible to “X”.
Simon says:
• Jump
• Sprint
• Sprint
• Hop on one leg.
• •asas
as fast
• • as
high
Jump
Hop
fast
Sprint
Make
as
on possible.
possible
• Hop on one leg.
as
as
high
one as
to leg.
“X”.
possible
10fast
frogas
possible.
to “X”. to “X”.
possible
jumps.
Lesson
athletic skills
• Make • 10
• Make 10 frog jumps.
Hopfrog
• Make
•on jumps.
one leg.
Hop
• 10Make
on one leg.
frog jumps.
10 frog jumps.
Time: ~ 10 min
SIMON
SIMON SAYS
The teacher leads as Simon giving instructions of ‘Simon
SIMON
SAYS SIMON
SAYS
SIMON
says’ to the learners. The teacher needs to mention
SAYS SAYS

the phrase before the learner can perform the action.

Learners are eliminated when they perform the movement
without the phrase being mentioned and when they do
the movement incorrectly.

Goal Practise athletic skills.

1 2 3
1 2 3
1 2 3
1 1 2 2 3 3

4 5
4 5
4 5
4 4 5 5
sing rhymes. (Ugqaphu/ Kgati/ Ntimo)
11B

Lesson
Rope skipping together Time: ~ 10 min
Rope skipping together
2 learners hold the rope and 1 learner jumps over it whilst
the other learners sing rhymes. There
How to play: Two children swing thecan
rope andbe
a third a
childform of
jumps over it while the rest o
group sing rhymes. (Ugqaphu/ Kgati/ Ntimo)
rotation once the learner jumping feels tired.

Goal Jump to the rhythm.

Cool down
Laughing valley Time: ~ 10 min

Instruct learners to stand in 2 lines facing each other. 1

learner must walk through ‘the valley’ and must make it to
the end without laughing. The rest of the learners must try
to make the learner laugh.

Goal Cool down.

 12A

Rhythm
Grade 3 | Lesson 12

• About 20 cones (to mark an area)

Equipment • Whistle and 10 short skipping ropes

The mechanic and Introduction

the robots Time: ~ 10 min

Learners form groups of 3; 1 being the mechanic, the

other 2 are the robots. 2 robots stand back to back.
Robots move
The mechanic and thestraight
robots forward when the teacher starts
clapping a rhythm. If a mechanic touches the shoulder
of the
Howrobots,
to play: Dividethey have
the children to ofturn
into groups three. at a 90
One child is the angle so that the
o mechanic and the other
two are the robots. At the beginning, the two robots are standing back to back. When the
robots can
teacher startsbe brought
to clap a rhythm, thetogether.
robots begin to move straight forward. If the mechanic
touches the shoulder of a robot, the robot must turn 90°. The goal of the mechanic is to bring
Goal To improve reaction.
the two robots together.

360/0

270 90

Simon says: athletic skills

Simon says: athletic skills 180
Simon says: athletic skills
Simon says:
Simon athletic skills skills
says: athletic
How to play: The teacher takes the role of "Simon" and gives instructions to the children.
How to play: The teacher takes the role of "Simon" and gives instructions to the children.
How to play: The These should
teacher takesonlytheberole
followed
of "Simon" if prefaced
and gives with the phrase
instructions "Simon
to the says". Players are
children.
These should only be followed if prefaced with the phrase "Simon says". Players are
These How toHow
should play:
only The
eliminated
to
beplay: teacher
from
Thethe
followed takes
ifgame
teacher the byrole
takes
prefaced of following
either
the
with "Simon"
role and
the ofphrase
"Simon"gives
andinstructions
instructions
"Simon that
gives are
says". to immediately
not the are
instructions
Players children. preceded
to the children.
eliminated from the game by either following instructions that are not immediately preceded
Thesefrom
eliminated bythe
should
These the phrase,
only
should
game beonly
by or by
followed
either failing
befollowing toinstructions
followed follow
if prefaced an instruction
with
if prefaced thewith
that phrase
are the
notwhich does"Simon
"Simon
phrase
immediately include
says". the phrase
Players
says".
preceded are "Simon
Players are
by the phrase, or by failing to follow an instruction which does include the phrase "Simon
by theeliminated orfrom
says".
phrase,eliminated thefrom
by failing game
Instructiontothe by either
examples:
game
follow following
anbyinstruction instructions
either following doesthat
which instructionsarethat
include not
theimmediately
are preceded
not immediately
phrase "Simon preceded
says". Instruction examples:
says". by the phrase,
by the
Instruction or by failing
phrase,
examples: or bytofailing
follow to an instruction
follow which does
an instruction whichinclude the phrase
does include the "Simon
phrase "Simon
• Jump as far as possible.
says". Instruction
•says".
Jump asexamples:
far as examples:
Instruction possible.
• Jump as far •as possible.
Jump as high as possible.
• Jump as high as possible.
• Jump • asJump • •asas
high far
Jump asaspossible.
Sprint as
possible.farfast as possible to “X”.
as possible.
• Sprint as fast as possible to “X”.
Simon says:
• Hop
• Jump
• Sprint • •asas
as fast high
Jump
Hop
• Hop on one leg.
• onSprint
one asSprint
• •leg. fast as
Make
as
on possible.
possible high
as10
one
fast
as
to leg.
“X”.
possible
possible.
to “X”. to “X”.
frogasjumps.
possible Lesson
athletic skills
• Make • 10
• Make 10 frog jumps.
Hopfrog
• Make
•on jumps.
one leg.
Hop
• 10Make
on one leg.
frog jumps.
10 frog jumps.
Time: ~ 10 min
SIMON
SIMON SAYS

The teacher leads as Simon giving instructions of ‘Simon

SIMON
SAYS SIMON
SAYS
SIMON

says’ to the learners. The teacher needs to mention

SAYS SAYS

the phrase before the learner can perform the action.

Learners are eliminated when they perform the movement
without the phrase being mentioned and when they do
the movement incorrectly.

Goal Practise athletic skills.

1 2 3
1 2 3
1 2 3
1 1 2 2 3 3

4 5
4 5
4 5
4 4 5 5
 12B

Lesson
Skipping rope relay Time: ~ 10 min

Place learners into groups of 8, each at the starting line.

The first learner
Skipping rope relay gets a skipping rope. The race starts

when the first learner skips across to the finish line, turns
around How
and runs back to starting line. All learners must
to play: Divide the class into teams of 8 children. Each team lines up at the star�ng line,
one behind the other. Give the first player in each team a skipping-rope. When the relay race
get a chance toplayers
starts, the first skip from and
each teamrun. Thetoward
“jump-skip” first team
the finish toaround
line, turn complete
and
return to the star�ng line. Pass the skipping-rope to the next player and con�nue un�l one
the relay
teamwins.
completes the race. The first to finish is the winner.

Goal Practice rope skipping.

Rhythm master - circle game (rights: multi activity booklet p 30) ?

How to play: Tell the children to sit in a circle and select one child to be the “rhythm
Rhythm master
detective”. Ask the rhythm detective to walk-over to a wall, face the wall, close his/her
Cooleyes down
circle game Time:
and cover their ears. Select one child in the circle to be the “rhythm master”.
master then chooses
The~rhythm
10 min
what movements they will carry out and the rest will copy. Always start
with the rhythm master tapping their knees. The teacher then asks the detective to return.
Learners must
The rhythm master sit change
will then in ahis/her
circle, withand
movements 1 the
ofother
thechildren
learners being
sitting in the
circle copy the movements. The detective then has 3 chances to try and guess who the rhythm
‘rhythm detective’. Rhythm detective must
master is.master - circle game (rights: multi activity booklet p 30) ?
Rhythm
face the wall,
eyes closed, and ears covered. 1 learner in the circle will
be the ‘rhythm master’ (he/she must choose movements
How to play: Tell the children to sit in a circle and select one child to be the “rhythm
that the Ask
detective”. others
the rhythm must copy).
detective Rhythm
to walk over master
to a wall, face must
the wall, close his/heralways
eyes
and cover their ears. Select one child in the circle to be the “rhythm RD
start by tapping knees. Rhythm
master then chooses what movements they RM detective master”.will then The rhythm
return.
will carry out and the rest will copy. Always start
Rhythm master
with the rhythm must
master tapping theirchange movements
knees. The teacher and to
then asks the detective the other
return.

learners must copy. Rhythm Detective must figure out

The rhythm master will then change his/her movements and the other children sitting in the
circle copy the movements. The detective then has 3 chances to try and guess who the rhythm
who
masterrhythm
is. master is.
Goal Cool down.

RD
RD
RM
RM

RD
RM RD
RM

RD
RM
13A

Co-ordination
Grade 3 | Lesson 13

• About 20 balls (soccer, rugby and

Equipment netball’s)
• 30 cones and whistle

Introduction
Crab saying hello
Crabs saying hello
Time: ~ 10 min
How to Mark outout
play: Mark anthearea
activitywith cones.
area with cones. Ask
Tell thethe learners
children tofours
to go on all kneel
but
with their backs to the floor. Then the children “crab” around the activity area. Whenever
on all fours and walk around like crabs. Whenever the
they meet another crab, they greet each other by touching feet. Every child has to touch at
learners
least 10 other crabs.greet each other, they must greet by touching
their feet. Learners must greet at least ten other crabs.

Goal Increase core strength.

Tekkers exercises Lesson

Time: ~ 20 min

Mark out 4 areas as follows:

Station 1: Basketball – dripple a ball zigzag through
markers.
Station 2: Netball – pass while running.
Station 3: Rugby – running and passing the ball in a
backline action.
Station 4: Soccer – dribble the ball through markers.

Goal Ball skills.

STATION 1

STATION 2
 STATION 1
13B

Tekkers exercises Continued

STATION 2

STATION 3

STATION 4

Cool Down Stretch (5min-10min)

Body writing

Cool down
Body writing
How to play: Ask the children to write their names in the air with a specific part of the body.
Time: ~ 10 min
You can choose to use, for example, the nose or the knee. Choose about 6 different body
parts.
Ask the learners to write their name in the air using
different body parts, use at least 6 different body parts.

Goal Cool down.

14A

Co-ordination
Grade 3 | Lesson 14

Equipment • About 10 balls (soccer and/or netball’s)

• 20 colour bands
• 20 cones
• 10 short skipping ropes,
• Netball field with hoops and whistle

Introduction
Couple tag Time: ~ 10 min
Couple tag
Mark
How to an
play:area.
Mark out Divide learners
an activity area with into pairs and instruct them
to hold
cones. The hands.
children get1 into
of the
pairs couples/pairs
and hold is the ‘catcher’ and
hands. One of these couples is the “catcher”.
they
The get are
catchers colour
markedbands. When
with ribbons. As soonanother pair is caught, they
get
as colour
another bands
couple until
is caught, they there is 1 pair without bands – they
have to get
ribbons as well and become “catchers”. The last
win.
couple without ribbons wins the game.

Goal Coordinate with teammates.

CATCHER

Mini netball Lesson

Time: ~ 20 min

Learners must form 3 groups (A, B & C) and then pass a

ball to each other, they pass the ball to each other and try
to score in the hoop. Each game lasts 2 - 3 min and the
ball can only be passed with hands, if the ball touches the
floor then the ball goes to the other team. When the team
strike the hoop, the other team gets the ball.
Goal Improve aim and throwing skills.
 14B

Mini netball Continued

3 min A:B C is rope skipping

3 min B:C A is rope skipping
3 min C:A B is rope skipping
3 min A:B C is rope skipping
3 min B:C A is rope skipping
3 min C:A B is rope skipping
Cool Down Stretch (5min-10min)
Cool down
Simulation activities
Simulation activities Time: ~ 10 min

Divide the class into groups of 4. 1 learner is a simulator

How to play: Divide the children into groups of four. One child is the simulator and tries to
andsimulate
triesantoactivity,
simulate any
like working activity.
in a field, Other
digging in learners
the garden, need teeth,
showering, brushing to
guess
eatingthe activity.
an apple, etc. The The winner
other children havebegins a new
to guess what kind of simulation.
activity the simulator is
doing. The child that gives the correct answer can do the next simulation.

Goal Cool down.

15A

Co-ordination
Grade 3 | Lesson 15

Equipment • About 20 balls (soccer, rugby and

netball’s)
• 30 cones and whistle

Introduction
Crab fight Time: ~ 10 min

Mark out playing area. Learners get onto all fours, bellies
Crab fight
in the
How toair.
play:The learners
The teacher marks outmust move
an activity around
area using cones. Theand try
children getto
ontopush
all
thefours
bottoms of the
with their backs to the others
floor. Whento
thethe floor.
teacher says “go”, they start moving forward
and try to push the “butts” of the other players onto the ground.

Goal To improve co-ordination.

Tekkers exercises Lesson

Time: ~ 20 min

Mark out 4 areas as follows:

Station 1: Basketball – dripple a ball zigzag through
markers.
Station 2: Netball – pass while running.
Station 3: Rugby – running and passing the ball in a
backline action.
Station 4: Soccer – dribble the ball through markers.
Goal Ball skills.

STATION 1

STATION 2
 STATION 1 15B

Tekkers exercises Continued

STATION 2

STATION 3

STATION 4

Cool Down Stretch (5min-10min)

Body writing

Cool down
Body writing
How to play: Ask the children to write their names in the air with a specific part of the body.
Time: ~ 10 min
You can choose to use, for example, the nose or the knee. Choose about 6 different body
parts.
Ask the learners to write their name in the air using
different body parts, use at least 6 different body parts.

Goal Cool down.

16A

Co-ordination
Grade 3 | Lesson 16

Equipment • About 10 balls (soccer and/or netball’s)

• 20 colour bands
• 20 cones and whistle

Introduction
The snake Time: ~ 10 min

Divide the class into 6 groups. Learners must stand

behind each other with legs apart. The learner standing in
front gets a ball. When the teacher gives the signal then
learners must pass the ball under their legs. When the
ball reaches the back, the last learner must run to the top
of the snake. Each learner passes the ball through twice.
When the learners are finished, they should sit down.

Goal Improve co-ordination.

Hand scooter Lesson

Time: ~ 20 min

Mark out 2 playing areas, in each area there 2 goal posts.

Divide the class into 4 groups (A, B, C & D). Every group
has a goalie. The goalie is the only person who may catch
or hold the ball. Same rules apply as soccer, but the
learners can only throw the ball, kicking is not allowed.

Goal Improve ball skills.

 16B

Hand scooter Continued

A C

B D

Cool down
I move Time: ~ 10 min

Ask the learners to make a big circle. The learners must

sing and move to the following:
I move, I move (learner moves head).
I move, I move (head and shoulders), I move, I move
(arms, shoulders, head).
I move, I move (upper body, hips, feet, legs, entire body).

Goal Improve co-ordination.

1 2

3 4
17A

Balance
Grade 3 | Lesson 17

Equipment • About 10 balls (soccer and/or netball’s)

• 20 colour bands
• Chalk
• 30 cones and whistle

Introduction
Flamingo tag Time: ~ 10 min

Mark out an area where the learners can move freely.

Select 6 learners to become catchers (mark with colour
band) to try catch the ‘birds’. If a bird is caught, they
become flamingos and must stand on 1 leg until touched
by another moving bird. A flamingo must count to 10 then
switch legs if not released after a long time. Change roles
after a while.
Goal To improve balance and co-ordination.

A B C

C
B
B
A C

Acrobats Lesson
Time: ~ 10 min

Ask the learners to perform the following movements:

Crab stand; Head stand; Hand stand and; Cartwheel.

Goal Gymnastics movements.

3
1 2

4
 17B

Lesson
Cock fighting Time: ~ 10 min

Learners must form pairs. Ask the learners to mark off an

area 2 x 2 m with cones or chalk. Learners must cross
their arms and stand on 1 leg. At the teacher’s command,
the opponents must move toward each other on 1 leg
trying to push each other out of the marked area or try to
get them to lose their balance. Switch roles after 2 min.

Goal Improve balance and stability.

2m

2m

2m

2m

Cool down
Burned Time: ~ 10 min

Learners form a circle; 4 learners must hold the ball with

their left hand. The game master in the middle signals
to start the game. Learners must pass the balls to each
other with their left hand. The game master counts to 10
with eyes closed then shouts, ‘BURNED!’ The learners
holding the ball must stand on their non-dominant leg. If
burned twice, the learner is out and must lie on the floor.
The learner on both legs is the winner.

Goal To improve balance.

BURNED
18A

Balance
Grade 3 | Lesson 18

Equipment • 20 cones
• Chalk
• 10 beanbags and whistle

Introduction
Traffic lights Time: ~ 10 min

Mark out play area with cones. Learners must move

according to the traffic light colour that is called out. RED
(stop) YELLOW (walk), GREEN (run), the teacher can
add variation e.g. Yellow hopping.

Goal Improve reaction time.

Red Yellow Green

Red Yellow Green

Relay running Lesson

Time: ~ 20 min

Divide the class into 2 teams. Divide the 2 teams and

set up on opposite sides. The race starts at the teacher’s
signal. The first learner goes to the other side doing a
specific task and gives a high five to the first learner. Each
learner should go at least twice. Task 1: Jump like a frog
to the other side; Task 2: Run on all fours to the other
side; Task 3: Run backwards to the other side. The game
ends once everyone has a turn.
Goal To run relays.
 18B

Relay running Continued

1 2

3 4

Cool down
Stretches Time: ~ 10 min

Work in pairs. The teacher will instruct the children on

which stretches to do and how to perform each stretch.

Goal To improve flexibility.

3
 19A

Pirate Ships
Balance
Grade 3 | Lesson 19
How to play: Mark out a specific area. The children move freely (run, skip, hop) in the marked a
and should pay a�en�on for the following signals:

Equipment • About 30 colour bands (2 different

colours)
Scrub the Floor: Fall to your knees and pretend to scrub the floor.
• Chalk
Climb the Rails: Pretend to climb•rails.
Ropes
Captain’s Wife: • your
Put your hands on 20 hips
cones andinwhistle
and move a circular mo�on.
Walk the Plank: Walk in a perfectly straight line, one foot exactly in front of the other, with arm
Introduction
y (run,
Pirate ships
skip, hop) to
outstretched in the
the sides.
marked area
Pirate Ships Time: ~ 10 min
Pirate Ships
Mark out a playing area where the learners can move
or. How tomust
freely. They play: pay
Mark attention
out a specifictoarea. Thefollowing
the children move freely (run, sk
signals
and should pay a�en�on
Mark outfor the following signals:
(check theHow to play:
workbook for a specific
the area. The
movement children move freely (run, skip
allocated
and should pay a�en�on for the following signals:
to
the signal): SCRUB THE FLOOR, CLIMB THE RAILS,
ular mo�on.
CAPTAIN’SScrubWIFE,
the Floor:WALK
Fall to THE PLANK.
your knees and pretend to scrub the floor.
tly in front of the other, with
Scrubarms
the Floor: Fall to your knees and pretend to scrub the floor.
Goal To the
Climb improve agilitytoand
Rails: Pretend climbbalance.
rails.
Climb the Rails: Pretend to climb rails.
Captain’s Wife: Put your hands on your hips and move in a circular mo�
Captain’s Wife: Put your hands on your hips and move in a circular mo�o
Walk the Plank: Walk in a perfectly straight line, one foot exactly in fron
Walk the Plank: Walk in a perfectly straight line, one foot exactly in front
outstretched to the sides.
outstretched to the sides.

Acrobats Lesson
Time: ~ 10 min

Ask the learners to perform the following movements:

Crab stand; Head stand; Hand stand and; Cartwheel

Goal Gymnastics movements.

3
1 2

4
 19B

Lesson
Under the sea Time: ~ 10 min

1 of the learners is the octopus (catcher), standing on 1

side of the field (river). The other learners (pirates) must
reach the other side without getting caught. If they are
caught by octopus, they become funky seaweed and
stand on 1 foot (and can only try catch other learners with
hands). After which the learners become funky seaweed
if they are caught.

Goal Improve co-ordination.

Cool down
Stretches Time: ~ 10 min

Work in pairs. The teacher will instruct the children on

which stretches to do and how to perform each stretch.

Goal To improve flexibility.

4
3
20A

Balance
Grade 3 | Lesson 20

Equipment • About 10 balls (soccer and/or netball’s)

• 20 colour bands (for blindfolds)
• 10 beanbags
• Ropes
• Chalk
• 30 cones and whistle

Introduction
Collect berries Time: ~ 10 min

Divide learners into 2 groups, standing at opposite sides

of the field. Place cones in the middle. When you shout
‘Go’ the learners must run and collect cones, 1 by 1, as
fast as they can. The group with the most cones wins.

Goal To develop balance.

B B
A A
B
A
B

Relay running Lesson

Time: ~ 10 min

Divide the class into 2 teams. Divide the 2 teams and

set up on opposite sides. The race starts at the teacher’s
signal. The first learner goes to the other side doing a
specific task and gives a high five to the first learner. Each
learner should go at least twice. Task 1: Jump like a frog
to the other side; Task 2: Run on all fours to the other
side; Task 3: Run backwards to the other side. The game
ends once everyone has a turn.
Goal To run relays.

1 2

3 4
 with palms on the floor. Inhale and exhale slowly and deeply; hold
20B for

Lesson
I hear you
n all fours with the spine and neck in a neutral position.
2. Cat and Cow: Start on allTime: fours~with 10Themin back s
the spine
should look straight down flatarea to the
likeposition.ground.
a tabletop. Inhale,
Eyes should drop the belly do
spineMark
and neck
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playing and divideThe the back
class intolook
should bestraight dow
2 groups,
ead up.
2. Cat This is
andB.Cow: the cow
Start half
on of
allliftthe
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with — picture a cow's hollow
cow b
ht down A &to theGroup
ground.slowly
A spreads
Inhale, the
out
drop in the
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the and
the spine
bellyhead
marked and
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This is
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and inand
a neutra
the
xhaling, lift
flat makes the belly
like a tabletop. and
bony
specificEyes spine
hips.
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Bwhilst is arched
formsexhaling,
look straight down
pairs to like a
1liftlearner
– the the cat's. Ey
bellyInha
ground. an
cow half of the posesounds.
— picture Group
a cow's hollow back with
is blinded
slowly and the
lift the neck and other
head is
up. the
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toward the bellybutton.is the The
cow blinded
half of learner
the pose — pic
lly andmust
spinefindso the
the back
sound is arched
signals.likeAs asoon cat's.asEyes
the look
learner is
bony hips. Next, whilst exhaling, lift the belly and spine so the back is
touched
toward by the blinded learner then he/she must keep
the bellybutton.
quiet.

Goal Cool down.

3. Butterfly stretch: In a seated position, bend t

seated position, bend the knees and place the soles of the feet to
Hold the ankles with the hands. The legs now fo
hands. The legs now In
3. Butterfly form the butterfly "wings." Elbows canplace
be be
end the kneesstretch:
and place a seated
legs the position,
or resting
soles thebend
onthe
of theGently
knees.
feet together. and
kneespress th
the kn
ees. Gently
Hold press the
the ankles withknees
the down
hands.
stretch, bend to
The increase
legs
forwardnow the
form stretch.
the back andar
To
butterfly add
"win
ow form
om theor the butterfly
upper back and"wings." Elbows
reachGently
the canfrom
forehead
the upper
be between the
legs resting on the knees. press thetoward the feet.
knees down to increase
hestretch,
knees down to increase
bend forward fromthethe stretch. To and
upper back addreach
a spine
the forehead to
and reach the forehead toward the feet.

Cool down
Stretches Time: ~ 10 min

4. Workwill
Work in pairs. Teacher in pairs. Face
instruct theone another
children oninwhich
a seated po
stretches to do and how toHolding
touching. performhands,
each stretch.
pull and push forward
e another in pairs.
4. Work in a seated
Faceposition withinlegs
one another stretched
a seated outwith
position andlegs
feetstret
of p
s, pull Goal
and push
touching. forwards
To
Holding hands,and
improve backwards,
flexibility.
pull with soles
and push forwards of feet togeth
and backwards, with
ted position with legs stretched out and feet of partners
wards and backwards, with soles of feet together.
1. 2.
1. 2. 2.
2. 4.
4. 3. 4.
4. 3.
21A

Spatial orientation
Grade 3 | Lesson 21

Equipment • About 10 tennis balls

• 10 colour bands
• Chalk
• 20 cones and whistle

Introduction
Catch and run Time: ~ 10 min

Mark out a playing area and choose 5 catchers (they all

get tennis balls to be identified). Learners without balls
must try catch the catchers. They must switch roles if they
get caught.

Goal To develop spatial orientation.

Drunken sailor Lesson

Time: ~ 10 min

Divide learners into groups of 6, standing in a line. There

needs to be a cone 30 m away from each group. At the
teacher’s call, the first learner from each group runs
towards cone. When he/she gets to the cone, he/she
must touch the cone and run around it 10 times, then run
back. Every learner runs twice.
Goal To develop spatial orientation.

10x
 21B

Lesson
Snail’s relay run Time: ~ 10 min

Learners must make teams of 6 and mark a starting line

using chalk and ask each team to sit on the ground in a
straight line 1 behind the other. The learners are to reach
behind their backs and grab the ankles of the person
behind them. The last row places their hands on the
ground behind them. The challenge is for the group to
move forward without disconnecting. When the teacher
gives the start signal, the group tries to move forward
as fast as possible to the cone, turn around it and come
back.
Goal Move as a team.

Cool down
Massage in a circle Time: ~ 10 min

Learners sit in a circle with their backs faced to each

other. Each learner must massage the learner in front of
them for at least 2 min before switching and facing the
other direction.

Goal Cool down.

22A

Spatial orientation
Grade 3 | Lesson 22

Equipment • About 10 balls (soccer and/or netball’s)

• 20 colour bands (for blindfolds)
• 10 beanbags
• Stones
• 10 short skipping ropes
• 10 hula hoops
• Chalk
• 20 cones and whistle
Introduction
Animal tag Time: ~ 10 min

Mark a playing area and assign 6 learners to be zoo

keepers. The rest of the learners must pretend to be their
favourite zoo animals and run away. If they are tagged
then they are caged by the zoo keeper ie they must
go into the squat position. Change roles after the zoo
keepers have tagged all the learners.

Goal To develop spatial orientation.

Blind person’s guide Lesson

Time: ~ 10 min

Learners divide into pairs. Obstacles are distributed

around in a marked field. One learner is blindfolded while
the other is the guide. The aim of the game is to not touch
the obstacles and follow the guides directions i.e. forward,
left, right, etc. At the teacher’s instruction to change roles.

Goal To develop spatial awareness.

 22B

Lesson
Obstacle run Time: ~ 10 min

Divide learners into groups of 8 - 10, standing in a line. In

front of each group there must be 2 hoops, 1 rope and a
cone 30 m away from front line. On the teacher’s signal,
2 learners must go through the hoops, jump over the rope
with both legs and run towards the cone while holding
hands. Learners must return to their team and high five
the next 2 learners to continue the race.

Goal Jump over and move obstacles, use senses to

navigate through obstacles.

Cool down
The Sandman Time: ~ 10 min

Learners must form a large circle, seated, facing inward

and eyes closed. Teacher moves around the circle and
taps 1 learner to be the ‘sandman’. At the teachers
call, learners must open their eyes. The sandman must
secretly wink at the other learners, and they must lie
down if winked at. Learners can guess who the sandman
is. If they guess correctly, the game ends. If they guess
incorrectly, they fall into a never-ending sleep. Change
the sandman after 1 round.
Goal Cool down.
23A

Spatial orientation
Grade 3 | Lesson 23

Equipment • About 5 balls (soccer and/or netball’s)

• 20 colour bands
• 20 cones and whistle

Introduction
Healthy or unhealthy? Time: ~ 10 min

Mark out 2 areas on the playing field, 1 ‘healthy’ area

or ‘unhealthy’ area. Learners must run around the
playing area. Teacher must call out a specific food type.
Then learners must decide whether it’s healthy food or
unhealthy food by running to the proper area. Teacher
calls for a short break to discuss why it is a healthy or
unhealthy food.
Goal To learn nutritional facts and increase heart
rate.

Pass and score Lesson

Time: ~ 20 min

Teacher divides the learners into 2 teams with goal posts

on either side of a marked-out field. (Team A: colour
bands, Team B: no colour bands). There is no goal keeper
and each team should have a maximum of 10 players per
team. 5 passes need to be made without an interception
in order to score. Other learners await their turn and can
be swapped in as the game goes on. 1 learner keeps
count of the passes made.

Goal To improve visual and attention skills.

 23B

Pass and score Continued

TEAM A: COLOUR BANDS

TEAM B: NON BANDS

A A

A
B
B

1
B
3

B
2
4
B 5
A A A

Cool down
Friend scout Time: ~ 10 min

Divide learners into 2 teams and form 2 circles. Learners

on the outer circle should have their hands behind their
backs. 1 learner (blinker) must blink to a learner in the
inner circle. Learners must try to run towards the blinker.
Learners in the outer circle must hold the runner back. If
a runner is successful, the learner in the outer circle is the
new blinker.

Goal Cool down.

24A

Spatial orientation
Grade 3 | Lesson 24

Equipment • About 20 colour bands (for blindfolds),

10 short skipping ropes, 10 hula
hoops, 20 cones and whistle

Introduction
Blind person guide Time: ~ 10 min

Learners divide into pairs. Obstacles are distributed

around in a marked field. 1 learner is blindfolded while the
other is the guide. The aim of the game is to not touch the
obstacles and follow the guides directions i.e. forward,
left, right, etc. At the teacher’s instruction to change roles.

Goal To develop spatial awareness

Obstacle run Lesson

Time: ~ 10 min

Divide learners into groups of 8 - 10, standing in a line. In

front of each group there must be 2 hoops, 1 rope and a
cone 30 m away from front line. On the teacher’s signal,
2 learners must go through the hoops, jump over the rope
with both legs and run towards the cone while holding
hands. Learners must return to their team and high five
the next 2 learners to continue the race.
Goal Jump over and move obstacles, use senses to
navigate through obstacles
 24B

Lesson
Snail’s relay run Time: ~ 10 min

Learners must make teams of 6 and mark a starting line

using chalk and ask each team to sit on the ground in a
straight line 1 behind the other. The learners are to reach
behind their backs and grab the ankles of the person
behind them. The last row places their hands on the
ground behind them. The challenge is for the group to
move forward without disconnecting. When the teacher
gives the start signal, the group tries to move forward
as fast as possible to the cone, turn around it and come
back.
Goal Move as a team.

Cool down
I hear you Time: ~ 10 min

Mark out a playing area and divide the class into 2 groups,
A & B. Group A spreads out in the marked area and
makes specific sounds. Group B forms pairs – 1 learner
is blinded and the other is the guide. The blinded learner
must find the sound signals. As soon as the learner is
touched by the blinded learner then he/she must keep
quiet.

Goal Cool down.

B A
A B

B
B
A A
25A

Spatial orientation
Grade 3 | Lesson 25

Equipment • About 10 balls (soccer and/or

netball’s), 20 colour bands, 10 short
skipping ropes, 10 hula hoops, 20
cones and whistle

Introduction
Pass the ball Time: ~ 10 min

Make a circle with 7 - 10 learners, 1 ball per group.

Learners must follow the tasks in order: Pass ball with….
Left foot, right foot, both hands, left hand, right hand.

Goal To develop hand eye co-ordination.

1 2 3

4 5

Ostrich tag Lesson

Time: ~ 10 min

Selects 5 catchers who need to catch as many learners

as possible. As soon as a free moving learner is caught,
then they become an ostrich. An ostrich is released by
jumping on 1 leg to another ostrich and giving him/her a
‘high five’; which frees both ostriches. Change catchers
and tasks every 4 - 5 min.

Goal To develop laterality.

 25B

Ostrich tag Continued

1 2 3 4

Lesson
Knee tag Time: ~ 10 min

Divide learners into pairs. Learners must face each other

in staggered stances. At the blow of the whistle, learners
must try to touch their opponents’ knee while avoiding
getting theirs touched. If successful, they score a point.
Change pairs after some time.

Goal To improve reaction time.

Cool down
Bilateral breathing Time: ~ 10 min

Learners sit in a circle, eyes closed and follow instructions.

After 1 round, change sides and complete the process 3 -
8 times. Close your nostril with thumb of right hand, inhale
deeply through left nostril for 4 sec. Hold both nostrils with
right thumb and right ring finger, hold for 4 sec. Breathe
as deeply as possible through right nostril.

Goal Cool down.

26A

Spatial orientation
Grade 3 | Lesson 26

Equipment • About 5 balls (soccer and/or netball’s),

20 colour bands, 10 hula hoops, 20
cones and whistle

Introduction
The wave Time: ~ 10 min

Learners must make a circle facing inwards, with 1 leader.

The leader starts a wave by doing task, and the others
follow. Repeat tasks and try to get faster each round.

Goal To develop laterality.

1 2 3 4 5 6

Courier game Lesson

Time: ~ 20 min

Divide learners in teams of 2 standing across each other.

The first learner has a hula hoop. Round 1: The teacher
gives a signal, learner in front hops with their right leg to
marked area, he/she takes the ball and throws it with their
right hand through hoop held by learner on the other side.
Round 2: Repeat tasks just with left leg and hand.

Goal Team spirit, bilateral tasks.

 26B

Courier game Continued

4 3 2 1 1 2 3 4

X5

Cool down
Isolations Time: ~ 10 min

Learners lie on the floor with eyes closed. Teacher

instructs learners to do body isolation tasks. Learners
stand up slowly.

Goal Cool down.

27A

Laterality
Grade 3 | Lesson 27

Equipment • About 10 balls (soccer and/or

netball’s), 20 colour bands, chalk, 20
cones and whistle
Introduction
Burned Time: ~ 10 min

Learners form a circle; 4 learners must hold the ball with

their left hand. The game master in the middle signals
to start the game. Learners must pass the balls to each
other with their left hand. The game master counts to 10
with eyes closed then shouts, ‘BURNED!’ The learners
holding the ball must stand on their non-dominant leg. If
burned twice, the learner is out and must lie on the floor.
The learner on both legs is the winner.

Goal To improve balance.

BURNED

Push-up fight Lesson

Time: ~ 10 min

Divide learners into pairs and get them into push-up

position, facing each other, repeating each task 3 times.
Clap each other’s hands x 20, boys do 7 push-ups and
girls do 5 push-ups, try throw partner off balance by
pulling their arm away. Change pairs after 2 min.

Goal To improve strength of the core and upper

body.

3
 27B

Lesson
Pirate fight Time: ~ 10 min

Divide learners into 2 equal pirate crews: ‘Diamonds’ and

‘Sapphires’. Divide play area into 4, with 2 safety zone
and 2 play areas. Learners must line up on the centre
line, on 1 foot, back to back. When the teacher calls out
‘Diamonds’ they must hop to their safety zone before the
‘Sapphires’ catch them. Vice versa.

Goal To improve reaction time and co-ordination.

SAFE SAFE

Cool down
Brain fit course Time: ~ 10 min

Learners spread around t and follow your instructions:

• Task 1: Right arm: Move the arm up to the chest, push
it to the side and then push it down to the hips - do this
movement in a constant rhythm. Left arm: Move the arm
up to the chest, then push it to the side, take it back to the
chest and then push it up to the sky. Do this movement in
a constant rhythm. Use the same rhythm for both arms;
Change arms.
• Task 2: See image below.
Goal To improve co-ordination.
28A

Laterality
Grade 3 | Lesson 28

Equipment • About 10 balls (soccer and/or

netball’s), chalk, 30 cones and whistle
Introduction
Pass the ball (Fire ball) Time: ~ 10 min

Divide learners into groups of 7 - 10 learners, with 1 ball

per group. Learners keep the same order and repeat
rounds of 3 tasks. Teacher tell learners to imagine the
ball is a fireball, and if it is kept too long, he/she will get
burnt. Tasks: Pass ball with dominant foot, pass ball with
non-dominant foot, pass ball with both hands, throw ball
with dominant hand, throw ball with non-dominant hand.

Goal Improve fundamental movement skills.

Cock fighting on Lesson

non-dominant foot Time: ~ 10 min

Mark out an area then ask the learners to split into pairs.
Learners must cross their arms and stand on their non-
dominant leg. At the teacher’s command, the learners
must move towards each other on their non-dominant leg
trying to push each other out of the marked-out area or
get them to lose balance. After 2 min switch roles.

Goal Improve balance and stability.

2m

2m
 28B

Lesson
Knee tag Time: ~ 10 min

Divide the learners into pairs. Learners must face each

other in a staggered stance. At the whistle, learners must
try to touch their opponents’ knee while avoiding getting
their own knee touched. If successful, they score a point.
Change pairs after some time.

Goal Read opponents movements and speed.

Cool down
Brain fit course Time: ~ 10 min

Learners spread around t and follow your instructions:

• Task 1: Right arm: Move the arm up to the chest, push
it to the side and then push it down to the hips - do this
movement in a constant rhythm. Left arm: Move the arm
up to the chest, then push it to the side, take it back to the
chest and then push it up to the sky. Do this movement in
a constant rhythm. Use the same rhythm for both arms;
Change arms.
• Task 2: See image below.

Goal To improve co-ordination.

29A

Laterality
Grade 3 | Lesson 29

Equipment • About 5 balls (soccer and/or netball’s),

20 colour bands, 10 short skipping
ropes, 20 cones, 5 hula hoops or
netball field with hoops and whistle
Introduction
Fruit basket Time: ~ 10 min

Divide class into 4 groups, to stand in separate corners of

playing area. Each group gets a fruit name. Teacher calls
out 2 fruit names, and learners must run across and swap
corners. When teacher says, ‘Fruit Basket’, all learners
come to centre of playing area. Swapping activities can
also be changed.

Goal To improve co-ordination skills.

APPLE BANANA

FRUIT BASKET

WATERMELON ORANGE

APPLE &
BANANA

FRUIT BASKET

Mini netball Lesson

Time: ~ 20 min

Learners must form 3 groups (A, B & C) and the pass a

ball to each other, they pass the ball to each and try to
score in the hoop. Each game lasts 2 - 3 min and the ball
can only be passed with hands, if the ball touches the
floor then the ball goes to the other team. When the team
strike the hoop, the other team gets the ball.

Goal Improve aim and throwing skills.

 29B

Mini netball Continued

Cool down
Duck, duck, goose Time: ~ 10 min

Learners sit in a circle, with Learner A walking outside

circle tapping other learners saying ‘duck, duck, duck…’.
When Learner A says goose, the tapped learner must
chase Learner A around circle before Learner A sits in
his/her place. If goose catches Learner A, then he/she
sits in middle of circle. Goose takes over role of Learner
A. Learner in middle joins circle when another learner is
caught.

Goal To improve reaction time, speed and co-

ordination.
30A

Sports and games

Grade 3 | Lesson 30

Equipment • About 10 balls (soccer and/or

netball’s), 20 colour bands, 20
beanbags, 20 cones and whistle

Introduction
Indians and tepees Time: ~ 10 min

Learners find partners and make a double circle. Inside

partner (Indian) sits cross-legged on the ground, outside
partner (Tepee) stands facing partner with legs apart. Tell
learners which way they will be running to start game.
Leader shouts ‘Indians’ (where they must though partners
legs, run proper direction, through partners legs again
and sit down). Or leader shouts ‘Tepees’, where they run
around circle and back to position as fast as possible.
Switch groups and repeat.
Goal To improve reaction time.

Pass and score Lesson

Time: ~ 20 min

Teacher divides the learners into 2 teams with goal

posts on either side of a marked-out field. There is no
goal keeper, each team should have a maximum of 10
players per team. Five passes need to be made without
an interception in order to score. The other learners must
wait for their turn and can be swapped in as the game
goes on. 1 learner keeps count of the passes made.

Goal To improve attention skills.

 30B

Pass and score Continued

TEAM A: COLOUR BANDS

TEAM B: NON BANDS
A A

A
B
B

1
B
3

B
2
4
B 5
A A A

Cool down
Standing balances Time: ~ 10 min

Learners must spread out in an activity area. The teacher

will call out the following instructions:
• Stand on 1 leg like a flamingo, then use the other leg.
• Stand on 1 leg and swing the other leg like a pendulum
of a big clock.
• Stand on tiptoes.
• Stand on both feet with eyes open, then eyes closed.
• Stand on 1 foot with eyes open, then eyes closed.
• Bend your head from side to side.
• Stand on both feet, then on 1 leg and balance a bean
bag on your hand, arm, knee, foot and then head.

Goal Improve balance and coordination.

31A

Sports and games

Grade 3 | Lesson 31

Equipment • About 10 balls (soccer and/or

netball’s), 20 colour bands, 20 cones
and whistle

Introduction
Pass and follow Time: ~ 10 min

Ask the learners to get into groups of 8 - 10 players.

The learner in the center of the circle passes the ball
to a player standing on the outside of the circle. He/she
follows their pass and exchanges places with the player
they passed to. That learner then passes to another
player on the outside.

Goal To improve accuracy

of passing.

Pass and score Lesson

Time: ~ 10 min

Teacher divides the learners into 2 teams with goal

posts on either side of a marked-out field. There is no
goal keeper, each team should have a maximum of 10
players per team. Five passes need to be made without
an interception in order to score. The other learners must
wait for their turn and can be swapped in as the game
goes on. 1 learner keeps count of the passes made.

Goal To improve attention skills.

A A

TEAM A: COLOUR BANDS

B
B

1
B
3

TEAM B: NON BANDS B

2
4
B 5
A A A

Lesson
Circle chase Time: ~ 10 min

Learners should sit in a large circle facing the centre.

Allocate a number 1 - 4 to each learner. When number
gets called out, then all the learners with that number
must run anticlockwise around the circle. The learner to
get back into place first is the winner.

Goal To improve reaction time and speed.

 31B

Circle chase Continued

2!

3 1

4 4

1 2 3

Cool down
Heads or tails Time: ~ 5 min

2 cones placed 30 m apart, with another cone in centre

where 2 learners stand facing each other with their hands
outstretched and fingertips touching, over the cone. 1
learner is heads, the other is tails. When the teacher calls
out ‘heads’ or ‘tails’ then the designated learner must run
past the outside cone without being tagged by the other
learner. Points are scored if not tagged.
Goal To improve reaction time and speed.

Heads Tails

Heads

Cool down
Cool down your body Time: ~ 5 min

Learners must lie on the floor and close their eyes. Repeat
task for 20 sec. Task 1: Move your head from right to left
then back. Task 2: Draw a big circle in the air with your
right arm, then change arms. Task 3: Draw a big circle in
the air with your right leg, then change legs. Task 4: Circle
your right hand in 1 direction then change directions.
Task 5 Circle your left hand in 1 direction then change
directions. Task 6: Roll sideways in both directions.
Task 7: Tell the learners.
Goal To increase creativity.

1
3 6
2

7
4 5
32A

Sports and games

Grade 3 | Lesson 32

Equipment • About 10 balls (soccer and/or

netball’s), 20 colour bands, 20 cones
(as flags) and whistle

Introduction
Toilet tag Time: ~ 10 min

Mark out an area where learners can move freely. Choose

6 learners to be catchers (mark with colour band). If
learners are caught, they mimic a toilet and must squat
and extend an arm to 1 side. When other learners sit on
‘toilet’ and flushes on arm, that learner is free. Change
roles after a while.

Goal To develop spatial orientation.

Capture the flag Lesson

Time: ~ 10 min

Divide the learners into 2 teams and allocate 1 half of

the playing area to each team. Each team chooses a
base position, where they keep their ‘flag’ (cone) and a
prison. Each team tries to capture the other team’s flag.
Whenever a team member ventures into the other team’s
territory, he/she is at risk of being hit (caught). When
caught, he is taken to their prison, where he/she must
remain until freed (touched) by 1 of their team members.
When someone manages to capture the other team’s flag
without being hit by a ball, and return with it to their own
territory, then their team wins.

Goal To improve agility.

 32B

Sitting ball: Lesson

American version Time: ~ 10 min

Learners must spread around room. Learners need to

strike each other with the ball. If learner A hits learner
B with a ball, learner B goes outside the playing area
and only returns when learner A has been hit and must
leave the playing area. If a learner catches ball, they can
continue playing.

Goal To improve fundamental movement skills.

Cool down
Massage in a circle Time: ~ 10 min

Learners sit in a circle with their backs faced to each

other. Each learner must massage the learner in front of
them for at least 2 min before switching and facing the
other direction.
Goal Cool down.
The KaziKidz teaching material reflects the views of
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© 2019 KaziBantu

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REFERENCES

· National Curriculum Statement (NCS) (2019).

Curriculum and Assessment Policy Statement (CAPS) of
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· National Curriculum Statement (NCS) (2019).

Curriculum and Assessment Policy Statement (CAPS) of
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Pretoria, South Africa: Government Printing Works.

· National Curriculum Statement (NCS) (2019).

Curriculum and Assessment Policy Statement (CAPS) of
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PubMed PMID: 27848725.

· Yap P, Müller I, Walter C, Seelig H, Gerber M,

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GOOD
LUCK!
 LESSON FOCUS
COLOUR CODE

GRADE 3 PHYSICAL EDUCATION

Locomotion

Perceptual motor

Rhythm

Co-ordination

Balance

Spatial orientation

Laterality

Sports and games