Nyanhunzi primary schoolchildren ,40% of whom have been unable to attend school since the school has problem of clean water to be used by school children for drinking and hygienic sanitation after use of toilets. Thanks for those well-wishers who contributed poles for the electrical project,donated two building blocks for convenient child education.
However for school 's electrical project to be successful the school is in dire financial straits need $13 000 . Parents and local stone sculptors contributed a lot for school development ,but the fundraising of the above amount is difficult because of the poor community surrounds the school. The successful electrical connection to the national grid ,make it possible to connect an electric pumped water to the school specifically for sustainable health and sanitiation for a school with enrolment of 850 primary school children and 22 member staff.
Donations or offers of help can be directed to Nyanhunzi Primary School ,Private bag 2004 Guruve .
Call:+263772107508
+263741024025
james.jchamu@gmail.com
30 October 2010
Skills Development Tests in Physical Education
The evaluation of the education process is made simple because of measuring the learner's learning abilities,thus through testing.
The teacher must select a test by considering among other criteria a measure which is something considered important in the learning objectives and these objectives offer easy scoring to the extent where pupils can use it on their own.
Accuracy Tests for assessing the pupil shoots for a goal in ball games. The pupil will stand at a certain distance from the goal and allowed to try specified number of trials at shooting. The recorder has to record both the unsuccessful and unsuccessful shots.
The assessment of throwing at a target accuracy serve in tennis , volley a ball at a target ,bowl in cricket at a targer ,pitch in softball ,baseball or hockey at a target. The performer is instructed to stand at a given distance from the target . Then asked to perform the task for a given number of times . The recorder has to record the successful and unsuccessful serves.
Tests of power ,time ,distance and height :A child becomes the performer whilst others become the recorders. The recorders measure and record the distances achieved in throwing the javelin,putting the shot ,throwing a ball ,kicking a ball . On measuring and recording the height the performer can jump.
The recorders can also record the time the performer takes to run or swim over a given distance or record the amount of time taken by a team of players to shoot for a goal or make a counter attack in a major or minor game.
The teacher must select a test by considering among other criteria a measure which is something considered important in the learning objectives and these objectives offer easy scoring to the extent where pupils can use it on their own.
Accuracy Tests for assessing the pupil shoots for a goal in ball games. The pupil will stand at a certain distance from the goal and allowed to try specified number of trials at shooting. The recorder has to record both the unsuccessful and unsuccessful shots.
The assessment of throwing at a target accuracy serve in tennis , volley a ball at a target ,bowl in cricket at a targer ,pitch in softball ,baseball or hockey at a target. The performer is instructed to stand at a given distance from the target . Then asked to perform the task for a given number of times . The recorder has to record the successful and unsuccessful serves.
Tests of power ,time ,distance and height :A child becomes the performer whilst others become the recorders. The recorders measure and record the distances achieved in throwing the javelin,putting the shot ,throwing a ball ,kicking a ball . On measuring and recording the height the performer can jump.
The recorders can also record the time the performer takes to run or swim over a given distance or record the amount of time taken by a team of players to shoot for a goal or make a counter attack in a major or minor game.
Dancing Exercises with a partner and the Physical Education Dancing Attire
Dancing is art of exploring body movements in rhythmic and responding to a stimuli like any form of music. Dancing performs both as creation of interesting body movements according to the culture of the group or community and is also a good health practice which act as role altering attitude which enhance body posture ,balance ,improves body concentration and strengthening body bones among numerous benefits brought by dancing.
When playing with a partner in exercising dancing skills such as doing the same skill at the same time ,conversations in movement ,that's talking to a partner whilst performing a dance or dancing in a group.
The main emphasis of teaching creative dance should not on the whole dance ,but on teaching the basic skills for a particular dance or dances. Complete dances should be done as at co-curricular activities in clubs where they can perform in competitive situations with other clubs.
The themes introduced gradually through different dance skills such as traditional ,work ,creative ,contemporary dances.
The clothing for dancing lessons are an essential considerations for safety and worthwhile activities where pupils should wear the minimum of clothing. Some dances has meaning according to the clothing culture of a particular dance ,for example Jerusalem dance need to wear white cloth similar to christians or African dancing attire when performing some Afican dances.
In warm weather outdoors ,younger children need to wear only paints ,a vest being added for older girls. Children should put on paints which allow free movement . Feet should be covered with rubber-soled and flexible shoes .To justify the discarding of extra clothes the lesson preparation and actual teaching must ensure an active and stimulating lesson.
Although some dances need to wear jewellery, however children should not wear any jewellery because of its unsuitability for cultural,but educational in nature and possibility of accidents in physical education lessons.The teacher should also geared into physical education attire to make the lesson more active and live.
When playing with a partner in exercising dancing skills such as doing the same skill at the same time ,conversations in movement ,that's talking to a partner whilst performing a dance or dancing in a group.
The main emphasis of teaching creative dance should not on the whole dance ,but on teaching the basic skills for a particular dance or dances. Complete dances should be done as at co-curricular activities in clubs where they can perform in competitive situations with other clubs.
The themes introduced gradually through different dance skills such as traditional ,work ,creative ,contemporary dances.
The clothing for dancing lessons are an essential considerations for safety and worthwhile activities where pupils should wear the minimum of clothing. Some dances has meaning according to the clothing culture of a particular dance ,for example Jerusalem dance need to wear white cloth similar to christians or African dancing attire when performing some Afican dances.
In warm weather outdoors ,younger children need to wear only paints ,a vest being added for older girls. Children should put on paints which allow free movement . Feet should be covered with rubber-soled and flexible shoes .To justify the discarding of extra clothes the lesson preparation and actual teaching must ensure an active and stimulating lesson.
Although some dances need to wear jewellery, however children should not wear any jewellery because of its unsuitability for cultural,but educational in nature and possibility of accidents in physical education lessons.The teacher should also geared into physical education attire to make the lesson more active and live.
Teaching Disabled Children and their Physical Education
Children which are disabled physical ,intellectual or sensory disabilities oftenly need simple modification of the rules or equipments to make the game more enjoyable.The adaptations can be made to alter the size of the court,lower the net heights ,reduce playing area,simplify rules ,increase or decrease the number of players ,make use of larger,or slower softer balls,decrease physical contact,allow more bounces instead of one,play for shorter periods,use balloons in place of balls and use larger ,lighter equipment.
When working with deaf and hard hearing children .The teacher should make considerations of positioning as very important, where children who are partially impaired in sight can able to see clearly or make use of lip reading etc.
The use of high voice when speaking may have detrimental effects to those children with hearing aids and at times it may be painful .The concise message should be given whenever there is misunderstanding of the instructions ,try to re-phrase them so as to use different frequencies or more visible letter and words.
Permit free movement of children .Allow for individual differences in seeing and hearing ranges.The teacher should try to reinforce a child's attempt at speech.Speak clearly distinctly and not unnatural slowly.The attention of children can be captured by switching lights on and off.
For the blind and partially-sighted children ,the teacher must indicate where s/he is all the time and inform the group what others are doing.
The use of a normal tone of voice ,for all instructions and organise circle ,line formations as effective for group organisation.If possible pair a partially-sighted and totally blind person in activities.
The clapping and counting is helpful to keep the group together ,whilst give accurate and precise directions. Bells and rattles in balls help the blind locate movements.
When using balls the partially-sighted should use large and soft balls painted in brighter colours like white or yellow.
The group should be introduced to unfamiliar playing area before the programme begins. Boundaries can be marked best by a change in texture of flooring. In races the use of ropes or auditory signal to warn of the finishing line.
Teachers should be very careful of the intellectually disabled ,whose attention span is limited and memory poor.Activities should be relatively simple .In addition problems can occur with co-ordination ,right and left sidedness ,directionality ,balance agility and basic body awareness.
Physical education help in muscle coordination ,develop the health sense of exercising ,creating a spirit of teamwork among others benefits.
When working with deaf and hard hearing children .The teacher should make considerations of positioning as very important, where children who are partially impaired in sight can able to see clearly or make use of lip reading etc.
The use of high voice when speaking may have detrimental effects to those children with hearing aids and at times it may be painful .The concise message should be given whenever there is misunderstanding of the instructions ,try to re-phrase them so as to use different frequencies or more visible letter and words.
Permit free movement of children .Allow for individual differences in seeing and hearing ranges.The teacher should try to reinforce a child's attempt at speech.Speak clearly distinctly and not unnatural slowly.The attention of children can be captured by switching lights on and off.
For the blind and partially-sighted children ,the teacher must indicate where s/he is all the time and inform the group what others are doing.
The use of a normal tone of voice ,for all instructions and organise circle ,line formations as effective for group organisation.If possible pair a partially-sighted and totally blind person in activities.
The clapping and counting is helpful to keep the group together ,whilst give accurate and precise directions. Bells and rattles in balls help the blind locate movements.
When using balls the partially-sighted should use large and soft balls painted in brighter colours like white or yellow.
The group should be introduced to unfamiliar playing area before the programme begins. Boundaries can be marked best by a change in texture of flooring. In races the use of ropes or auditory signal to warn of the finishing line.
Teachers should be very careful of the intellectually disabled ,whose attention span is limited and memory poor.Activities should be relatively simple .In addition problems can occur with co-ordination ,right and left sidedness ,directionality ,balance agility and basic body awareness.
Physical education help in muscle coordination ,develop the health sense of exercising ,creating a spirit of teamwork among others benefits.
Physical Characteristics of Children and conduct of sports and Physical Education in Zimbabwe
There is a rapid increase in strength especially in boys.They tend to be robust acting and noise .By age of 10-13 there is better co-ordination and skills are becoming automatic in most children.
Some girls begin menstruating ,developing breasts and pubic hairs around 10 years and above.Around this age these girls show increase in concern for their complexion ,appearance and figure.They begin to develop skills in sports as they have imaginery and romantic attachment.
Social Development/Fitness
It relates to a man's relationship with others .There are many opportunities in physical Education for the satisfication of social needs of children.The formation of groups and teams in games would require co-operation of the members to reach the desired goals ,for instances soccer or netball.
There is development of sportsmanship which means being humble in success (victory) and being gracious in defeat by considering credit points to an opponent.
Peer activities equip pupils with skills and knowledge .They will use to persue leisure time activities and for recreation purposes.For this purpose ,many sports that have a carryover value should be taught in elementary schools.These sports can also enjoyed by adults which are soccer,netball,tennis,cricket,basketball etc fanatics.
Knowledge of skills and rules in this sports will also make pupils appreciate the performance of those who are experts in their area,and become intelligent spectators of a broad sports events and activities in life or when persued in various media -fora.
Anold (1970) says physical Education is an intergral part of the education process which enhances and harmonises the physical ,intellectuall,social ,emotional and moral aspects of an individual's personality through physical activity.
Stanley(1977) adds that physical Education is learning through the physical activity of altheletic nature as well as the learning of physical in general. It is the curriculum that is followed in the school gymnasium and the school play grounds.
According to Jewet and Nixon(1988)physical Education seeks to develop an individual totally ,that is physically ,socially ,morally ,emotionally through activities of an atheletic in nature.
Emotional Development relate to the feelings of worth and basics of security .There are emotional needs for recognition .belonging ,feelings of hostility ,agression .physical Education contributes greatly in meeting all these emotional needs through participation in a number of activities ,a timid child learns to take part with others and his/her self esteem is enhanced.
The bold and selfish child learns that one can not monopolise opportunity .The neglected child gains the respect of others through some particular skills which s/he can exhibit.
The feelings of anger ,hostility can be satisfactorilly expressed through kicking a ball, running a race or bushing a squash ball.
Structure of Youth Games in Zimbabwe
All schools in Zimbabwe are sanctioned by the policy of Ministry of Education Sports ,Arts and Culture to ensure that every child gets the opportunity to learn physical Education ,above all schools are supervised by Better School Programme of Zimbabwe (BSPZ)to get a child's right to participate in interschool sports competitions.The National Association of Primary Heads(NAPH)conduct sports for primary schools while on secondary schools administered by National Association for Secondary School Heads(NASH).
Competitions start at school level where children are grouped in houses or clubs and then compete in interhouses competitions within the schools.
After the schools interhouse/club competitions ,teachers together with interested local persons select the best talented children who will going to participate with others from the local schools in the cluster commpetitions.
From the cluster the most excelling successful children compete in districts competition ,then province ,national and very few got the golden opportunity to compete internationally.
Sports Management and Co-ordination
The competitions are co-ordinated from cluster competitions up to international level by co-ordinators who work with teachers in managing sports generally and updating file competitions.
However there is much need for improvement in developing schools sports for the 13,15 and 17 years age groups to make the development programme much effective.These include:
Writing information ,working with media houses in every cluster ,district and province.Keeping game notes and magazines or having website to post their activities.
Seeking sponsorship from cluster level and fundraising commitee that will effectively work with sponsors ,media, public and promoting sports whilst giving incentives.
Make a government policy to ensure that those children who excel in sports and can be marketable to sports clubs, regional and international clubs have a share to develop their areas of origin for improvements in local sports sector.
Some girls begin menstruating ,developing breasts and pubic hairs around 10 years and above.Around this age these girls show increase in concern for their complexion ,appearance and figure.They begin to develop skills in sports as they have imaginery and romantic attachment.
Social Development/Fitness
It relates to a man's relationship with others .There are many opportunities in physical Education for the satisfication of social needs of children.The formation of groups and teams in games would require co-operation of the members to reach the desired goals ,for instances soccer or netball.
There is development of sportsmanship which means being humble in success (victory) and being gracious in defeat by considering credit points to an opponent.
Peer activities equip pupils with skills and knowledge .They will use to persue leisure time activities and for recreation purposes.For this purpose ,many sports that have a carryover value should be taught in elementary schools.These sports can also enjoyed by adults which are soccer,netball,tennis,cricket,basketball etc fanatics.
Knowledge of skills and rules in this sports will also make pupils appreciate the performance of those who are experts in their area,and become intelligent spectators of a broad sports events and activities in life or when persued in various media -fora.
Anold (1970) says physical Education is an intergral part of the education process which enhances and harmonises the physical ,intellectuall,social ,emotional and moral aspects of an individual's personality through physical activity.
Stanley(1977) adds that physical Education is learning through the physical activity of altheletic nature as well as the learning of physical in general. It is the curriculum that is followed in the school gymnasium and the school play grounds.
According to Jewet and Nixon(1988)physical Education seeks to develop an individual totally ,that is physically ,socially ,morally ,emotionally through activities of an atheletic in nature.
Emotional Development relate to the feelings of worth and basics of security .There are emotional needs for recognition .belonging ,feelings of hostility ,agression .physical Education contributes greatly in meeting all these emotional needs through participation in a number of activities ,a timid child learns to take part with others and his/her self esteem is enhanced.
The bold and selfish child learns that one can not monopolise opportunity .The neglected child gains the respect of others through some particular skills which s/he can exhibit.
The feelings of anger ,hostility can be satisfactorilly expressed through kicking a ball, running a race or bushing a squash ball.
Structure of Youth Games in Zimbabwe
All schools in Zimbabwe are sanctioned by the policy of Ministry of Education Sports ,Arts and Culture to ensure that every child gets the opportunity to learn physical Education ,above all schools are supervised by Better School Programme of Zimbabwe (BSPZ)to get a child's right to participate in interschool sports competitions.The National Association of Primary Heads(NAPH)conduct sports for primary schools while on secondary schools administered by National Association for Secondary School Heads(NASH).
Competitions start at school level where children are grouped in houses or clubs and then compete in interhouses competitions within the schools.
After the schools interhouse/club competitions ,teachers together with interested local persons select the best talented children who will going to participate with others from the local schools in the cluster commpetitions.
From the cluster the most excelling successful children compete in districts competition ,then province ,national and very few got the golden opportunity to compete internationally.
Sports Management and Co-ordination
The competitions are co-ordinated from cluster competitions up to international level by co-ordinators who work with teachers in managing sports generally and updating file competitions.
However there is much need for improvement in developing schools sports for the 13,15 and 17 years age groups to make the development programme much effective.These include:
Writing information ,working with media houses in every cluster ,district and province.Keeping game notes and magazines or having website to post their activities.
Seeking sponsorship from cluster level and fundraising commitee that will effectively work with sponsors ,media, public and promoting sports whilst giving incentives.
Make a government policy to ensure that those children who excel in sports and can be marketable to sports clubs, regional and international clubs have a share to develop their areas of origin for improvements in local sports sector.
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