REPUBLIC OF RWANDA Ministry of Education NA 7YONAL CURRICULUM DEVELOPMFJ,T CENTER P0.50K 622 KI6AJJ PHYSICAL AND SPORTS TRAINING PROGRAMME IN ORDINARY LEVEL Kigali, August 1998 PHYSICAL AND SPORTS TRAINING PROGRAMME IN ORDINARY LEVEL I. INTRODUCTION II. GENERAL REGARDS III. GENERAL OBJECTIVES A. Psycho-motor objectives B. Cognitive objectives C. Socio-affective objectives IV. P.S.T. CURRICULUM IN THE FIRST YEAR OF ORDINARY LEVEL A. Introduction B. Content and specific objectives a) Basic physical training 1. Body activation exercises 2. Limbering- up exercises 3. Exercises of balance 4. Muscular development exercises 5. Endurance based exercises 6. Exercises of precision 7. Exercises of relaxation b) Gymnastics Exercises on the ground c) Athletics

C1 :running: 1. Speed running 2. Endurance aimed running C2 Jumpings: 1. - length 2. - height C3 throwings 1. - weights 2. - javelins d) Collective sports dl :foot-ball d2 : volley-ball d3 :basket-ball d4 :hand-ball ________________________________________________________________________ 3 V. PHYSICAL AND SPORTS TRAINING (PST) CURRICULUM IN THE 2ND ANt) 3 YEARS OF ORDINARY LEVEL A. Introduction B. Content and physical training a) Basic physical training 1. Body activation exercises 2. Limbering — up exercises 3. Exercises of balance 4. Muscular development exercises 5. Exercises of endurance 6. Exercises of precision 7. Exercises of relaxation b) Gymnastics 1. Exercises on the ground 2. Exercises on the apparatuses 2.1. Exercises on Bock 2.2. Exercises on PIinth

a) Athletics C1 : runnings : 1. Speed runnings 2. Resistance aimed runnings 3. Endurance aimed runnings C2 Jumps : 1. Long jumps 2. Jump in height 3. Triple jumps C3 : Throwings : 1. Weights throwing 2. Throwing a discus 3. Throwing a javelin b) Collective sports : d1 : Foot-ball d2 : Volley-ball d3 : Basket-ball d4 : Hand-ball ________________________________________________________________________

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VI. METHODOLOGICAL NOTES A. Departure situation B. Forms of works C. Some pedagogical and methodological instructions VII. PARTICULAR FACTORS VIII. EVALUATION *Annexes: - Annex I: PST methodology - Annex II: Model of PST lesson preparation form - Annex III: Terminology * BIBLIOGRAPHY * RECOMMENDATIONS.

6 INTRODUCTION In order to respond to the needs of the country, PST must: - ensure an adequate psycho-motory and organic training, starting from the right biological moment; - aim at an integral training of the student’s body, and at the same time, at his global education. The development of muscular, osteo — articulatory system, and of main organic systems together with the improvement of qualities of the nervous system, must allow students to efficiently respond to the requirements of the professional and cultural life and to achieve the pulsive action in the economical way. An ethics of active and hygienic life must result from this PSI course. PST course must also be upon with a spirit of special promotion, for it is likely to arouse in some students a call to competition spirit or the professionalism in matters of physical training. Physical training must also respond to a constant concern of motivation, arouse the interest and joy, and must never leave behindin the mind any recollection tinged with annoyment every suggested activity must arouse, in the student’s mind, the desire to reproduce it or improve it either at school or better again outside the school. Doubtlessly, it’s advisable to keep teenagers’ taste within the perspective of carelessly achieving their aspirations. P.S.T. course sets forth various opportunities to attain the objectives by harmoniously reconciling the instructor’s educational intentions to pupils emotional motivations. ________________________________________________________________________ 7 II. GENERAL REGARDS. Upon completion of Ordinary Level, the student is expected to have acquired the following basic qualities: - Physical qualities; speed, resistance, endurance, force, coordination suppleness, address, balance, dexterity. - Moral qualities: courage, willingness, loyalty, competitive spirit, etc. The student must be able to perform any basic technique gesture in all the subjects of learning. Philosophical, sociological and psychological foundations must rest on central principles stated in the project of the Rwandese society: - “Education will develop in Rwandan, the spirit of physical courage and endurance; that will be his occasion to encourage competitiveness of the highest level.

III. GENERAL OBJECTIVES A. Psycho-motory objectives: - By the action of general coordination; the student will: - develop his balance - improve his speed of reaction

- learn to coordinate his fundamental movements

(walking, running, jumping, throwing) - By the perceptive action, the student will acquire: - self-perception and that of others - space perception - time perception - perception of external data - precision - by the action of execution factor’s (organic and muscular), the student will improve: - his endurance - his muscular strength - his suppleness - his muscular power - his speed - By learning how to carry out complex movements, the students will acquire sports abilities and more specifically various sports techniques, will initiate some movements B. Cognitive objectives The student will acquire the vocabulary connected with the body in motion; will understand the influence of the movement on the main organic and psycho-pulsive functions, Will learn sports regulations. C. Socio-affective objectives The student will: - arouse his curiosity and interest in physical training activities - discover the joy in doing physical exercises; - improve his interpersonal relationships with his playmates and opponents; - acquire self— confidence - control his emotions

9 IV. PST CURRICULUM IN THE FIRST YEAR OF ORIDINARY LEVEL A. INTRODUCTION PST course in the primary school has been given the least concern. However, it proves to have its own reasonable targets and objectives as is the case of other subjects of study. That is why this course is to be upgraded in the secondary school. Hence in the first year, the PST course will aim at “familiarization” according to the following predominant elements: - Learning essential propulsive applications in the global way; - Intensive use of various established procedures which appeal to the imagination and creativity. - Search for sensations in movements. The 1st year programme will comprise many possible subjects in order to prepare the 2nd stage: INITIATION which is to be dealt with in the 2nd year. Nevertheless, the use of various established procedures are not incompatible with varied technical work opening on control of results; established procedures being an educative means, not an end in themselves. ________________________________________________________________________

18 P.S.T. CURRICULUM IN. 2nd and YEARS OF ORDINARY LEVEL A. Introduction P.S.T. course is a constant succession of new beginnings. Objectives aimed at during the 1 year were meant to familiarize student to some gestures, movements and technical gestures. It is therefore important to go beyond the step of familiarization, to return in the 2nd and 3rd years, to all practical objectives which were previous courses. This is the phase of INITIATION to basic technical gestures whose dominant ELEMENTS ARE - Technical approach to some specialties and knowledge of the rules; - Refinement of gestures learnt in different disciplines; - Search for quantity of work.

26 SPECIFIC OBJECTIVES CONTENT - To apply various systemes of the games -Systems of the games: WM: 5-2-3 - To apply the rules + 4 – 2 -4 + 4 – 3 – 3 The student will be able to: - Element of the rulers - Conduct the 2 phases of the game d1 Volley-ball following the situation - Perform technical gestures - To play in teams: attack; then defend or vice-versa -Execute the various games’s tactics - Technical gestures: + service + dig +kick into touch ball - Apply correctly the rules + smash + bloc The student will be able to: - Tactics in volley-ball: + exchange + penetration - Volleyball rulers d3 Basket-ball Technical gestures: + pass + drible + shoot

29 VI. METHODOLOGICAL NOTES A. Starting situation The students’ behavior is an essential variable. Big differences will be noticed due to the level of every one general physical abilities, but also to the importance the primary school teachers will have attached to physical education. In the first grade, the classes will be generally highly heterogeneous and densely populated. B. Kinds of activities. Densely populated classes require activities in groups. It’s more interesting to have in each group a more advanced student so that others may benefit from his/her experience. If the school doesn’t have any premises or ground, the first weeks of the PES lesson will be spent on clearing a games ground. The student will have a minimum of materials (mat, balls, athletics equipment) the activities will be adapted to the material on hand. It’s possible to create small materials during the practical lesson works. The teacher has to participate actively in the students’ activities, stimulate, have a look and correct.

30 C. SOME PEDAGOGICAL AND METHODOLOGICAL INSTRUCTIONS The teacher ought to: - Exercise his/her authority at the beginning of the session; the authority doesn’t consist in screaming or threatening, it stands out by itself if the teacher has considered his /her job in accordance with his/her group; - Be a “lively model” especially a guide and an organizer with an active participation; - Be patient and stay calm on all occasions; - Avoid a too great control, but allow the students to express themselves instead; - Continually observe ourselves, trying to always have self-control(language, matter, attitudes); - Keep an eye on students during the activity (liveliness, interest, progress) and find out the reasons for their possible reactions; - Observe the execution of individual gestures or collective actions according to the level, technique and style; - Always be impartial, never make light of refereeing activities one should wrongly take for less important. - Give orders by the voice; the use of a whistle isn’t always recommended except for refereeing; orders are to be accurate, clear and brief; - Continually adapt oneself to various reactions from one’s group and change the way of teaching accordingly; - Create the best conditions of work (a place free from disturbances, a non slippery ground, back turned to the sun,...); - Provide a maximum of explanation for exercises execution; - Warn the students on most frequent faults; - Demonstrate the exercise or have a student do so; - Make general corrections and particular remarks; - Not hesitate to stop the execution of an exercise wrongly performed and get the students redo it; - Have the willingness to help and prevent, get oneself involved or involve knowledgeable students, after making clear what they are expected to do; - Often vary activities, games, exercises, the types of organisation and avoid periods of inactivity. VII. PARTICULAR FACTORS Planning of units and how to establish an annual plan with the broad outline of the activities to be proposed to the class at the beginning of each school year to make an annual plan. Considering the necessity to adapt the activities to climatic and seasonal conditions, the apportion may be effected by dividing the year into period or cycles defined by school holidays (terms)

IX. EVALUATION The teacher is supposed to be able at every moment to place each of his/her students in relation to the lesson in progress. It’s known from experience that students regularly informed about the progress they make learn more rapidly than others, and the quality of their performances improves. This is why the evaluation will be continuous. The teacher will observe the results as various exercises go on and will timely intervene to search for the reasons for failure and start a corrective action if necessary. However, it’s important to realize that the evaluation will be administered in accordance with different basic criteria depending on the kind of training (individual or pedagogical). ________________________________________________________________________ 31 In fact: for individual training: If it’s important that the evaluation continuously helps the student make a kind of auto -evaluation or place himself / herself in relation to other students of his/her his/her group, when the matter will be to grade, the basic criteria will be essentially the willingness and participation in lessons. For pedagogical training: On the contrary, the evaluation will call for sanctioning the pedagogical know-how. A grade will be given to the achieved performance. Example: - Performance — taking in high jump, - Performance taking in the 100 meters race. Then, upon performance of a technical gesture (technical demonstration). Example: Demonstration of the, global form of the triple jump, the technique of the triple jump (coordination of the 3 jumps). 32 ANNEXES ANNEXE I : PES METHODOLOGY A PES lesson consists of 4 stages: 1 — setting 2 — shake down 3 — body of the lesson 4 — cooling down

1. The setting: This part co’nsists of the following points: - A harmonious grouping of participants, that is the arranging of various groups according to the available infrastructure (foot ball, basket-ball, volley-ball ground, track, etc.) - The review of the clothes and verification of the students’ health situation. 2. The shake down: The shake down is a warming up period (general and specific) conducted through notions based on walk and race with various speeds, skipping, respiratory exercises, rotation, limbering-up and flexion — stretch. Physically, the activity has to be based on the principle of progressive effort (from the easy to the difficult or from the simple to the complex). Concerning the specific warming up, various muscular groups are supposed to work, especially those to be dealt with in the body of the lesson. 3. The body of the lesson: It deals with the lesson of the day. This may be the learning of a technique in collective or individual sports. The session begins with a short explanation of the instructions to follow the lesson. 4. Cooling down: This is the period for the organism to cool down. It’s a physiological necessity and ought not to be neglected. It’s conducted by: - A slow walk combined with respiratory and rotation exercises - Bringing together the participants to rapidly evaluate the session - Gathering the equipment. Remarks: a) The ideal development of a PES lesson can be modified in practice according to various element: - the number of participants - the time set for the lesson - the place of the session ( open air, wide ground, small ground), - the material on hand b) To respect the progress in difficulty. c) To require sports attire before the session.

50 RECOMMENDATIONS ON THE ‘PHYSICAL EDUCATION AND SPORTS”LESSON The members of the Committee responsible for “Revising and Harmonizing PES Curricula” expressed the following recommendations: a) For the attention of the Ministry of Primary and Secondary Education - 1° To devote the Wednesday afternoon to sports in the form of sports activities as a complement to the only one hour of PES found inadequate and prepare for inter- school and national sports contests. - 2° To organize a training period for instructors and sports supervisors in order to interpret this curriculum the same way, given the insufficiency of qualified instructors. - 3° To provide secondary schools with teaching material (balls, mats, athletics equipment and necessary means to build or rehabilitate the games grounds to facilitate the application of this curriculum. - 4° To make available a PES inspector to ensure the follow-up of this curriculum application in secondary schools. b) For the attention of PES instructor

- To organize sports discussions on rainy days focused on: 1° The sports information in general 2° The importance of sports in building unity and national reconciliation 3° The impact of physical activity on the organism 4° The dangers of sexually transmitted diseases (HIV), ...) to the human being in general and to the sports in particular. ________________________________________________________________________

51 BIBLIOGRAPHY 1. Curriculum d’Education Physique et Jeux Section Normale, 3e Année D.P.E.S. KIGALI 2. Curriculum d’Education Physique et sports Toutes sections, 3e Année D.P.E.S. KIGALI 3. Curriculum d’Education Physique et sports Enseignement des Lettres, toutes sections, 2ème Année 4. Programme d’Education Physique et Sportive B.E.P.E.S, BURUNDI Edition Août 1990 5. Association des Parents de Kigali, Programme d’E.P.S. au Tronc Commun Mars 1996. 6. F. ELIAS, A Hilgers, W. Fetter, M. Raschdorff, J. Wintermeier, D. Wolfarth, Education Physique et Sportive pour les élèves primaires et les CERAI. 7. GARINET - GAVEAU AND JUMEL: Athlétisme du débutant au spécialiste 8. Conference Nationale surla planification et la reconstruction du système éducatif, Avril 1995

52 MEMBERS OF THE PHYSICAL EDUCATION COMMITTEE

Président : MUNYANGOGA Apollinaire : MIJEUMA Rapporteur : ABJYINGOMA Ignace : MIJEUMA Membre : HATEGEKA Augustin : Inspecteur d’Arrondissement Gitarama _______________________________________________________________________