, PLEASE USE THIS DOCUMENT AS A GUIDE TO ANSWER YOUR ASSIGNMENT
Question 1: Case Study – Rural School Context
1. You are a newly appointed Physical Education (PE) teacher in your chosen phase at a rural
high school where there are limited facilities and minimal equipment. Learners have not
previously been exposed to structured PE classes.
A) Explain how you would introduce the value and purpose of PE to the learners and staff.
To introduce the value and purpose of PE to learners and staff, I would first explain that PE is not
simply about playing games, but about fostering physical, mental, emotional, and social development
through purposeful movement. For learners, I would highlight that PE helps them understand and
control their bodies, develop fitness, and learn essential motor skills, all while having fun. It
promotes positive social behaviour such as teamwork and respect, and supports their mental
well-being by offering a release for tension and stress. For the staff, I would emphasize that PE
contributes meaningfully to the overall educational process. It supports the development of
responsible and well-rounded individuals, equips learners with the skills and values needed for
lifelong health, and complements academic learning by enhancing focus and discipline. Presenting
PE as essential to the holistic growth of learners would help gain support and recognition from both
learners and staff.
B) Design an outline for a first term PE program, considering your constraints.
Given the context of limited facilities, minimal equipment, and learners’ inexperience, the first term
would focus on foundational movement, inclusivity, and enjoyment, using open space and
improvised resources.
Phase 1: Introduction and Foundational Movement (Weeks 1–4)
Objectives: Introduce PE, assess basic movement, and develop fundamental locomotor and
non-locomotor skills.
Activities: Movement games such as “follow the leader,” simple bodyweight exercises,
balance challenges using chalk-drawn lines or natural elements, and basic throwing and
catching with improvised items (e.g., soft objects, plastic bottles).
Phase 2: Basic Game Concepts and Modified Activities (Weeks 5–8)
Objectives: Introduce basic game rules, promote teamwork, build fitness, and encourage fair
play.
Activities: Modified team games like simplified soccer or basketball, cooperative relays, target
games using stones or beanbags, light endurance runs, and stretching for flexibility.
Phase 3: Application and Learner Choice (Weeks 9–12)
Objectives: Apply learned skills, offer choices to promote engagement, and reinforce health
messages.
Activities: Learner-created games, fitness circuits with movement tasks, skill refinement
stations, and a culminating “movement festival” day focused on participation and fun.
Question 1: Case Study – Rural School Context
1. You are a newly appointed Physical Education (PE) teacher in your chosen phase at a rural
high school where there are limited facilities and minimal equipment. Learners have not
previously been exposed to structured PE classes.
A) Explain how you would introduce the value and purpose of PE to the learners and staff.
To introduce the value and purpose of PE to learners and staff, I would first explain that PE is not
simply about playing games, but about fostering physical, mental, emotional, and social development
through purposeful movement. For learners, I would highlight that PE helps them understand and
control their bodies, develop fitness, and learn essential motor skills, all while having fun. It
promotes positive social behaviour such as teamwork and respect, and supports their mental
well-being by offering a release for tension and stress. For the staff, I would emphasize that PE
contributes meaningfully to the overall educational process. It supports the development of
responsible and well-rounded individuals, equips learners with the skills and values needed for
lifelong health, and complements academic learning by enhancing focus and discipline. Presenting
PE as essential to the holistic growth of learners would help gain support and recognition from both
learners and staff.
B) Design an outline for a first term PE program, considering your constraints.
Given the context of limited facilities, minimal equipment, and learners’ inexperience, the first term
would focus on foundational movement, inclusivity, and enjoyment, using open space and
improvised resources.
Phase 1: Introduction and Foundational Movement (Weeks 1–4)
Objectives: Introduce PE, assess basic movement, and develop fundamental locomotor and
non-locomotor skills.
Activities: Movement games such as “follow the leader,” simple bodyweight exercises,
balance challenges using chalk-drawn lines or natural elements, and basic throwing and
catching with improvised items (e.g., soft objects, plastic bottles).
Phase 2: Basic Game Concepts and Modified Activities (Weeks 5–8)
Objectives: Introduce basic game rules, promote teamwork, build fitness, and encourage fair
play.
Activities: Modified team games like simplified soccer or basketball, cooperative relays, target
games using stones or beanbags, light endurance runs, and stretching for flexibility.
Phase 3: Application and Learner Choice (Weeks 9–12)
Objectives: Apply learned skills, offer choices to promote engagement, and reinforce health
messages.
Activities: Learner-created games, fitness circuits with movement tasks, skill refinement
stations, and a culminating “movement festival” day focused on participation and fun.
