Know your sport

There are many different ways to describe a particular sport. Some of these include:
• the history of the sport, where it began and how it has changed and developed over time
• how the sport is played
details about the field, court or pool that is used
the number of players
the equipment that is used
the referees or officials that are needed.
• the basic rules of the sport
• how to take part safely in the sport-using the right equipment or clothing; warm up and warm down
• how the sport contributes to a person's overall fitness
• the popularity of the sport for both players and spectators.

~ Do, think and decide

1 Choose a.sport that you know well or one that you would like to know more about.

.a Use a library and interview other people to help you find out about the sport.

b Write a description of the sport using as many ideas from the list above as you can.

c Show your description to a partner who has looked at a different sport and discuss any differences
and similarities.

d Choose a few interesting facts about your sport and make a poster to display on the classroom wall.
Skill development
Different skills are needed in order to play any sport or take part in a physical activity. There are a number of
different things that players can do in order to improve their performance.

i Improving
g)
performance
~ • Practisethe different skills-repeat many times.

I:
5·
~:':::~:I:~:a::::::~~:~ou:~:;:::~::~~v;
:~:I::u:~~~~~:~: ogstrengthand;ncreasi'peed).
Find out more about the positions of different players and their roles.
»s

~. Practise and improve attacking skills where appropriate.

l · Practise and improve defensive skills where appropriate.

~ Do, think and decide

1 Choose a sport and use the list on the previous page to write down some of the things that you can do to
improve your performance. Give specific examples of what you would do.

Warm ups
Every sports activity or training session should begin with a warm up. The purpose of a warm up is shown in
the box below.

~
Why do we need to warm up?
til A warm up:

• helps to prevent injury

". helps to improve flexibility

b. prepares the players for the more intense drills later in the training session.
Here are two examples of warm ups.

Warm up 1 Warm up2 lv; .~ , ,i

Continuous activity Continuous activity

Jog 200 metres, 10 sit ups, jog 200 metres, 10 step ups, Jog (cross country) for 1 kilometre or 6 minutes at low
jog 200 metres. intensity until sweating.

Static stretches Static stretches

Calf stretch Calf stretch
Seated hamstring stretch Seated hamstring stretch
Groin stretch Lying quad stretch
Gluteal stretch Single leg hip roll
Double leg hip roll Hip stretch
Rear shoulder stretch Full stretch
Rear shoulder stretch
Front shoulder stretch I
Stride throughs Stride throughs
40 high knee lifts (1 metre) while walking along the field. Stride the length of the oval, or sideline to sideline five
Walk back to the start and repeat three times. times.

Ball work Ball work

Throw and catch (players start close together, then move Form two circles with partners. Outer circle makes a lap,
apart). passing the ball to partner in inner circle the first time they
Toe touch retrieve: go round. The second time round the inner circle passes
• In pairs player A throws the ball in any direction. the ball back to the outer circle.
• B retrieves the ball, passes it to A and then runs to After four laps inner circle and outer circle swap over.
touch I'\s toe.
• A then throws the ball again, and so on.
• After ten times A and B swap roles.

(Adapted from Personal Development Lower Secondary Teachers Guide)

Did you know?

• You should not

move quickly
to a stretched
position.
• You should
never bounce or
jerk when you
are in a stretched Seated hamstring stretch
position.
• You should hold
Calf stretch
stretches for 20
seconds. CaIf stretch

Lying quad stretch

Quad stretch

Hip stretch

Cat stretch

Double leg hip roll Single leg hip roll

Groin stretch

Front shoulder stretch Static stretches

Rear shoulder stretch
Ball work
Ball work is a useful and enjoyable part of warm up activities.

Individual activities Partner activities

Grip ball between feet. Throw it up and try to catch it. Player A throws ball to player B, low or high; player B
catches and throws to return the ball.
B has back to A. As A throws ball he or she shouts "turn':
B turns and tries to catch the ball, at first with two hands,
then with either right or left hand.
Throw ball over head with feet or hands to partner, who
Jumps to feet from a sitting or kneeling position ..

. .. -.. l>-

Throw ball behind and turn to catch it. Throw ball about 2
L
Sitting on the ground, player A rolls the ball under straight
metres and run to catch it before it touches the ground. legs that are lifted off the ground.

....- .......... ....

Player A then passes the ball to player B, who repeats and
then passes back to A .
The second time A rolls the ball under the legs twice, and
so on.
00
o 0
• 00

..

Grip ball between feet. Player A throws the ball underarm and tries to hit player
Throw it up and attempt to catch it with right hand only B's feet. B tries to catch the ball with fingers down.
and then left hand only.
 Individual activities Partner activities
Throw ball up and quickly sit and catch. Each player needs two skittles (made by filling plastic
bottles with water).
Player A tries to knock down either of player B's skittles. B
........ -.
.....-
collects the ball and rolls or throws it at J>:s skittles. Points
.~ are scored for each skittle hit. Distances are adjusted so
that players can reach the skittles most of the time.
(Distances between skittles and players are adjusted by
/~ the coach to suit the skill and fitness level of the players.)

Push ball in a wide circle around body from sitting or

kneeling position.

Throw ball on the ground to make a big bounce and then

catch as near to the ground as possible .

.........
.......... ..- ....
...- -...
.. ./.~.~
.. :
...
....

(Adapted from Personal Development Lower Secondary Teachers Guide)

e Do, think and decide

1 Practise using warm up 1 or warm up 2 (page 173) including continuous activity, static stretches, stride throughs
and ball work.
Training drills
Some training drills have been developed specially for a particular sport but there are many training drills that
can be used in a number of different sports. Some training drills that can be used in different sports are shown
in the boxes below.

Agility drills
Agility sprints, beach flags and weave runs are all examples of agility drills.

~ I
Agility sprints
• Start from different body positions and complete a number of short sprints.

• The length of the sprint should be related to a particular sport-for example, one third of the court in
netball, the centre square in touch football, a half court in basketball, the pitch in cricket.

Use the following body positions at the start:

- lying flat on your front (prone)

- lying flat on your back (supine)
- kneeling
- supporting yourself on your arms
- sitting
- standing.
Your coach can give a handicap to the better players to make the activity more interesting for everybody.

~
II·
~.
Beach flags
• Divide into groups of six players.

Eachgroup lies down with their toes on the finish line.

Five flags or T-shirts are placed 15 metres away.

• When the coach calls "go" the players get up and sprint to collect a flag.

The player who missesout is eliminated from the round.

• Remove a flag after each round so there is always one flag lessthan the number of players.

•, The players eliminated from each round now play again against each other so that each person can take
9 part in a number of sprints.
\
t!· Weave runs

f Make pairs according to how fast you can run, and form two lines with one member from each pair in
line A and one in line B. .

1>. Each player in line A wears a tail made from a piece of cloth or a long leaf tucked into the waistband of

I·
@ their shorts.

Line A faces a line of cone markers and line B is five metres further back.

I'
~ • When the coach calls "go" the first player in line A weaves through the markers chased by the first player
in line B, who tries to grab their tail.

I·
~ • Next it is the turn of the second players in each line, and so on.

Change lines after three sprints so that line B hasto run first,

i UneA _~J.
~ Line B 611181111111

~ Do, think and decide

1 Practise using agility sprints, beach flags and weave runs as examples of training drills.

Ball drills
Ball drills are another enjoyable training drill. Some examples of ball drills are "Bull in the ring", "2 on 1 ",
"3 on 1'', "Pass and follow" and" Pass and cut".

31

·
J Bull in the ring
Players make a circle or ring with one player, who is called the bull, in the middle.

II r(--~--
• The players in the circle passthe ball to each other in any order.

• If the player in the middle touches the ball he or she takes the place of the player that passedthe ball.

UD UD UD

li i UD
\
l2!·
~
on 1 13 on 2
I.
@1
Two attackers compete against one defender
The attackers begin with the ball and take on
the defender. ~. ~. ~. ~. A
@' • If the defender kicks the ball away from an • [!]

I. attacker, he or she scores one point.

If the attackers score a goal they are given one

~ ~ ~ ~ A

I·,.
point.

After all pairs have had a turn to attack the

defender, then choose a new defender.

Scoring can be through a soccer goal, passing ~ ~ ~

A

,.
~
,
'"
between two markers or crossing a line.

For a variation try having three attackers against

two defenders.
~ ~
~. ~. ~.
2 on 1 13 on 2
~ [!] [!]

f» Pass and follow I Pass and cut

~. ~Iayers ma~e four li~es about five metres apart, with the
> first player In each line on the edge of a square.

I
@2
ii
• For "Passand follow" the players passthe ball to the
person in the line on the right and then move to the
back of the line on the right.

j ·You can use one or two balls and change the number
~ of passeseach player makes in order to speed up the

~.
~ activity or slow it down.

@ For "Passand cut" the players passthe ball

I
to the right but run to the back of the line on the left. Pass and follow

I
~
i}
~
~
,
~
}
Pass and cut
Weaves and wraps
For weaves and wraps players must form three lines with the same number of players in each line.

Three-person weave
• In a three-person weave the player in the
middle begins with the ball and passesit either 2
lEI lEI lEI lEI
left or right, then runs behind the person who
received the pass. IBJ IBJ IBJ IBJ 1
• The person who receives the pass runs to the IBJ IBJ IBJ IBJ 3
middle, passesto the third player and runs
behind the third player.

• The third player then runs to the middle and

passesto the first, and so on.

The next three players then take their turn until

everybody has practised the drill.

f Three-person
~
wrap
~. In a three-person wrap one of the players on
IBJ IBJ
the outside begins with the ball, passesto the
n
C" C"2'
person in the middle and then runs past both
IBJ IBJ IBJ"-
players to the outside. 2
• The person who was in the middle is now IBJ IBJ IBJ IBJ"-
3 3
on the outside and passesto the third player IBJ
and runs past the other two to the outside, and 1
so on .
. ' • The next three players then take their turn until
, everybody has practised the drill.

'

m Do, think and decide

1 Get together with a group of students and practise using ball drills such as "Bull in the ring'; "2 on 1 '; "3 on 2';
"Pass and follow" and" Passand cut':

2 Practise using weaves and wraps such as the three-person weave and the three-person wrap.
Circuits
Circuits can be organised and practised in different ways. They can be:
• timed
• chased
• a pairs competition
• a team competition
• slowest goes first.
A circuit should include as many skills as possible from a particular sport and the skills should all be linked by
running. For example, a circuit in soccer could include weave dribble, pass to target, collect, sprint dribble,
trap, ball dribble, wall pass, trap and shoot.

t Round the stumps

:?);

I
~. Set up two setsof stumps, two softball
tees or two piles of bags as targets. ~
181 ..
.
181......_
. ._,__
~.

I.·~~:
Make a big circle around the targets
.r 181
> ---- ........................
181
<,18I
......
· ::::r ::t:gt~~:~~' takes a shot at
181 •
~ one of the targets.
~ /'
1
The player diagonally opposite
,. retrieves the ball and then takes a shot, 181 181
and so on. ~181- ... 181~
When a player hits the target they
~ score one point.

~ • Players keep jogging and shooting until they reach a particular score.

~ Do, think and decide

1 Make groups of five or six students and do the following.

a Choose a sport.

b Work out a circuit to include as many skills as possible from that sport and link them together with running.

c Go outside with another group, teach them your circuit and get them to try it.

d Get feedback from the group who try the circuit and use the feedback to improve it.

2 Go on to the sports field with your class and practise using the circuit called "Round the stumps':
Fitness training
In order for players to be successful
Fitness training
when playing their sport they need • makes players stronger
to be physically fit. Sportsmen and • makes players faster
women need to train in order to
• makes players feel lesstired
become fit, and then they must
continue with fitness training in • gives players confidence
order to maintain their level of • helps to prevent injuries
physical fitness.

In order to make a training program successful you must follow certain rules or training principles.

Training principles
• Overload-gradually increase the workload over several months.

• Specificity-the training must be related to the requirements of the game. For example, for a game like
basketball, which is played on a small court, players should train using short sprints. For a game like
soccer, which is played on a big field, players should train using longer sprints.

• Variety-the types and sequence of exercises and the place of training should be changed so that the
players do not become bored or lose interest and motivation.

Some examples of fitness training are "Indian file", "Double Indian file", walk backs and relays.

Indian file I Double Indian file

-
• Players make two lines about five metres apart.

• When the coach says"go" the players at the back race to the front.
The winner scores a point for their team.

Variations
• The player at the back weaves in and out of the line as they race to the front.

• The player at the front of each line sprints to the back.

• The two lines are staggered and the

player at the back has a ball. When
the coach calls "go" the ball is passed
diagonally from person to person up
the two lines. When the ball reaches
the front player they run to the back
and the process is repeated.
Double Indian file
Walk backs ~
In many team sports players have work periods
followed by longer rest periods. Work periods
are usually sprints or strides and rests are usually
jogs or walks. For example, in soccer when a
I
!.
~
.9
Walk backs
• netball-twa-thirds

soccer and hockey-half

• basketball-half
of the court

the court
the field

team has possession of the ball they will run up

the field; then, after they score a goal, they will
have to walk or jog back down the field. During ,: ::::I~"g::,e ~:a~::"",etocentresquare
training, the length of the walk backs should be
suitable for your sport. J· cricket-length of the pitch

Relays
Relays are a good method of training, but in order to improve fitness, there should be only three or four players
in each relay team. Some relays do not need much skill, but there is plenty of running involved and players
must have two or three turns. There are.many different types of relays.

Relays
• obstacle relays-over, under and around
different objects

• dribble relays-running in
possessionof the ball Target
• dribble and pass relays

• sprint relays

• target relays-each team tries to

shoot, pass or spike at the target
and reach a particular score.
When the coach says "go" the Target relays

first player in each team shoots,

retrieves the ball and hands it to the next
player, who then runs around a marker
and then joins the back of the line.

~ Do, think and decide

1 Go on to the sports field with your class and practise using" Indian file': "Double Indian file': walk backs
and relays.
2 Keep a fitness diary to show the different activities you do to keep fit and the change in your performance in
each activity.
Modified games
Another good way to develop skills is to take a game that people usually play and to change or modify it in
some way. Examples of modified games include "Threes" and "Mat bail".

, Threes

·
~. Set up some boundaries using the normal field markings or part of the court or field.

I
You should play continuously but play can stop for normal reasonssuch as free passes,breaking rules or
when the ball goes out of play.

• You score a point when your team makes three passeswithout the opposition touching the ball. So if a
team manages to make, say, 12 continuous passesthey score four points.
,
• When the ball is intercepted then the other team tries to score with three passes.

~ • All passesmust be over five metres in distance and play continues until one team has scored 10 points.
)

i
a
Mat ball
• Eachteam must have a scoring area that is clearly marked. This could be the key areas on a basketball
court, the D area on a netball court or the goal squareson a football field.

I
11.
@
~
• If you do not have a field or court that is marked, you can mark your own scoring area about the size of
a mat.

• Eachteam chooses a forward or goal scorer who stands inside the scoring area.

In order to score, the team must passthe ball to the forward who must catch it while standing inside the
scoring area.

~ Rules
~.. No contact between players is allowed.

~ Eachplayer can only keep possessionof the ball for three seconds.

Playerscan only take two steps with the ball.

All passesmust be over five metres in distance.

The rules of defending are the same as in basketball.

I • If a defender enters the forward's area then a goal is given to the forward's side.
I
9 • If a forward comes out of the scoring area then the nearest defender is given a free pass.

). No tackling is allowed.
I.
Conditioned games
Conditioned games are games such as "Threes" and" Mat ball" with special rules or conditions to force the
players to use particular skills. Examples of these special conditions are:
• If you are right handed or normally kick with your right foot then you must pass with the left hand or the left
foot.
• Only one armed passes are allowed.
• Only bounce passes are allowed.
• Players must dribble before passing.
• Players must pivot before passing.
• No tackling is allowed.
Only one condition is changed at a time and conditions can be changed every 10 minutes. When a player does
not follow the condition, a free pass is given to the other side.

~ Do, think and decide

Go onto the sports field with your class and practise modified games such as "Threes" and "Mat ball':

2 Make groups of five or six students and work out a sequence of conditions for a conditioned game such as "Mat
ball': Go outside with the rest of your class and get them to play your conditioned game.

3 Make groups of five or six students and do the following:

a Choose a sport.

b Work out a fitness training program using the training principles described on page 182.

c Go outside with another group, teach them your program and get them to try it.

d Get feedback from the other group and use the feedback to improve the program.

Teamwork and fair play

Teamwork and cooperation are important in sports and fitness activities so that people are able to enjoy
playing and to get the best out of the players.
There are a number of behaviours that show that you have a positive attitude when playing sport:
• doing your best
• encouraging the other players
• having confidence in yourself and other team members.
The way you participate in teams and other group activities shows how well you have developed group skills.
It is important to be able to work well as a team member in order to be successful and avoid conflict.
The checklist on the next page can be used to find out how well your team cooperates and how effectively
you can practise your group skills.
Checklist for teamwork
Yes No Comment
Were you happy with the way the team cooperated?

2 Did the team cooperate?

3 Was each member an important team player?

4 Did any team players dominate the team 7

5 Was the team's plan applied in the game?

6 Do you need to change your team plan 7

7 Do you think any players should be more involved or

cooperate more with each other?

8 Would you like to see any changes to the team?

9 What were the strengths of the team?

10 What were the weaknesses of the team?

m Do, think and decide

1 Explain why teamwork and cooperation are
important in sports and fitness activities.

2 After you take part in a team game, copy and

complete the checklist for teamwork to find out
how well your team cooperated and how effectively
your group skills were practised.

Good teamwork
Win or lose
It is an important lesson for everybody to learn to accept that
sometimes we win and sometimes we lose. You cannot Remember,
win all the time, and you need to behave like a mature and everybody in a
team can be a
reasonable person even when you are not happy with the winner.
result. It is natural to feel good when you win, but it is also
important in life to know how to behave when you lose.
People will respect you when they see that you can lose
well. Even though you lose, you may have scored your
personal best time or result, scored a basket or goal, or done
something to help somebody else score or play well. You
should recognise these achievements in yourself and in other
people and not think only about what it feels like to win. There
will be times when you feel disappointed, but you should
concentrate on your personal achievements and congratulate
yourself on those successes. Sport should be something that
you enjoy because you are taking part, not just because you
are winning. I
~'
After a match, you should also recognise the efforts and '"'--:::
performance of the players in the other team as well as your
own team and the officials. When you shake hands and tell the
other team that they played well, it shows that you understand
and follow the true spirit of sport.

Physical fitness
When you are fit, you are able to take part in everyday activities without getting tired. You are also able to get
your breath back quickly after doing hard physical activity. In order to be physically fit you must exercise regularly.
When people follow a traditional way of life, they are usually fit because they work in the garden, carry water
and firewood, and walk a lot. In urban areas people often sit down when they are working, ride in cars and
buses, and use appliances like washing machines. The modern way of life may be easier but it is not always
healthy, and people in urban areas need to be physically active in order to remain fit and healthy.
There are different kinds and levels of fitness depending on the activity that you want to do or the sport that
you want to play. Fitness is divided into various parts or components.
 Muscular strength-the maximum weight that a person can carry
Muscular endurance-how long your muscles can keep going
• Stamina or aerobic capacity-chow long your lungs can keep going
• Speed or anaerobic capacity-how fast you can go for a short time
• Flexibility-being able to bend your joints easily when you do different movements
Body composition-how much muscle and fat you have in your body

Balance, agility and coordination

Cardiovascular
fitness Muscular
strength

o /
o /' a

Flexibility

Muscular
endurance

Components of fitness

Measuring physical fitness

There is an important relationship between sport or fitness activities and maintaining a level of fitness. People
who regularly play sport or take part in physical activities are more likely to stay healthy and will recover more
quickly when they get sick. People who are active usually sleep well and are also less likely to be overweight.
Being physically active, avoiding food that contains too much fat. sugar or salt. and avoiding tobacco, betel nut
and alcohol are all part of living a healthy lifestyle.
There are a number of parts or elements that we can measure to find our level of fitness, including our pulse
rate, flexibility and speed. The Four Factor Fitness Test is a good way to measure physical fitness.
 :!h'
The Four Factor Fitness Test
1 The 12-minute run test
This test measuresyour endurance or stamina.
Count the number of times you can run around
a 400-metre track or the school oval in 12
minutes. The more laps completed, the greater

'. ~O"~;:~U:i::;t
~ The sit-up test measuresyour muscular
endurance to find out how long and how fast
your abdominal muscles can work before
becoming exhausted. Count the number of sit-
ups you can do in one minute. The more sit-ups
you can do, the better your muscular endurance
The correct way to do a sit-up
fitness. Some typical results are shown in the
table on the next page.

1:
I
3 Sit and reach test
This is a flexibility test that measures how far
the muscles in the back of your legs, called

I
hamstrings, can ISltrehtch.
This test is bbestdone in
,. pairs. Girls usua y ave better flexi ility than
boys. Some typical results are shown in the
table on the next page.

1
~
~
4 Push-up test
This test measuresthe fitness part of muscular
strength. You must measure how many push-
ups you can do in one minute. The more push-
ups you can do the greater your upper body
Sit and reach showing measuring rule or tape on the floor
between the legs

strength. Some typical results are shown in the

table on the next page.

The correct way to do a push-up

Some typical results for the sit-up test. the sit and reach test and the push-up test are shown in the
tables below.

Typical results for sit-ups in one minute (18-25 year aids)

Fitness Males Females

Excellent More than 49 More than 43

Good 44-49 37-43

Above average 39-43 33-36

Average 35-38 29-32

Below average 31-34 25-28

Poor 25-30 18-24

Very poor Less than 25 Less than 18

(Adapted from Golding et.al, [1986] The YS Way to PhysicalFitness)

Typical results for sit and reach test (18-25 year aids)
Fitness Males (em) Femal~s(em)

Excellent More than 44 More than 53

Good 38-43 48-52

Above average 34-37 43-47

Average 30-33 37-42

Below average 25-29 32-36

Poor 20-24 28-31

Very poor Less than 20 Less than 28

(Adapted from Golding et al. [1986] The Y:SWay to Physical Fitness)

Typical results for push-ups in one minute (18-25 year aids)

Fitness Males Females

Excellent More than 50 More than 32

Good 35-50 21-32

Minimum 19-34 11-20

Below minimum 4-18 1-10

Poor Less than 4 0

(Adapted from Canadian Public Health Association Project [1977])

Designing a fitness program
You can design a fitness program for yourself and include activities that you enjoy doing and that suit your
needs. The four things to remember are frequency, intensity, time and type. This is sometimes called the
Fin principle.

j}
j The FITT principle
~!) 1 Frequency

I
Frequency is the number of times that you exercise each week. You should exercise at least three or four
times per week if you want to improve your fitness.
2 Intensity

I Intensity means how hard the exercise you are doing is, or how hard your heart, muscles and lungs have
to work. Walking
low-intensity
is good exercise but it does not make your heart and lungs work very hard, so it is called
exercise. Running fast will make your heart and lungs work hard, so it is called high-intensity

I
"
~~' 3
exercise. Your heart and breathing will increase with the intensity of the exercise because the muscles have
to do more work.

Time
If you want to improve the fitness of your heart and lungs then you have to carry out the exercise for at

la least 20 minutes without stopping.

, 4 Type
You should choose activities that will help to develop the kind of fitness that you want and that you enjoy
~ doing. If you choose activities that you do not enjoy, then it is unlikely that you will continue with your
~ fitness program.
I

Example of a fitness program

Monday Tuesday Wednesday

• Stretch: 5 minutes. • Stretch: 5 minutes. • Stretch: 5 minutes.
• Jog: 20 minutes. • Jog: 20 minutes; jog 5 minutes • Boxercise: 10 minutes (punch the
• Abdominal strength: 10 sit ups then sprint 1 minute. air and do boxing kicks to the beat
(two sets with a half-minute break • Leg strength: 10 stride throughs of some music).
between sets). (two sets with a half-minute break • Abdominal strength: 10 trunk curls
• Stretch: 5 minutes between sets). (two sets with a half-minute break
• Step ups for 1 minute (with a half- between sets).
minute break, repeat four times).
• Stretch: 5 minutes.

Thursday Friday Weekend

• Stretch: 5 minutes. • Stretch: 5 minutes. • Ride a bicycle, swim or paddle a
• Skip or jump rope: 5 minutes. • Walk for one hour (go with friends canoe for 30 minutes.
• Upper body strength: 10 bent knee and choose an interesting route). • Dancing: listen to your favourite
push-ups (two sets). • Stretch: 5 minutes. music and dance until your legs
• 10 biceps curls (two sets) using feel tired-Pacific Island style,
stones as weights. disco or any other style.
· 10 sit ups (two sets.with a half-
minute break between sets).
• Stretch: 5 minutes
 ~t_up,

5 pull-ups

Include different activities in your fitness program

Remember to increase the

repetition as you become
fitter, and increase the
weight and length of your
cardiovascular exercise.
~ Do, think and decide
1 Go outside with your class and complete the 12-minute run test.

a Measure the number of times each person can run around the oval or sportsfield.

b Collect the results from the whole class and discuss the overall performance.

c Sort the results into five groups: excellent, above average, average, below average and poor.Youwill have to
decide where the cut-off points are for each group.

d Use these results to make a table of typical results for this fitness test, similar to the other tables of typical
results (see page 190).

e Use the table of typical results to help you answer question 2 below.

2 Use the Four Factor Fitness Test to measure and record your fitness over a period of one term. Use the typical
results in the tables on page 190 and the one from question 1 above to analyse, describe and explain your results,
giving reasons for any changes.

3 Use the Fin principle to design a fitness program for yourself. Show your program to a partner and discuss the
differences and similarities.

ASSESSMENT
Assessment task one
In assessment task one you will be assessed on your participation in a sport or fitness activity that will be
explained by your teacher.
When you do this assessment you must:
a show that you can apply the skills to the game or fitness activity

b show that you can play fairly in a full game or play safely in a fitness activity

c show that you understand the rules of the game or the needs of the fitness activity.

(20 marks)

Assessment task two

In assessment task two you will complete a series of fitness tests to measure your aerobic capacity, strength,
flexibility, speed and personal fitness level.
When you do this assessment you must:
a show that your fitness level has increased

b record and analyse the results of your fitness test.

(20 marks)
SPORTS ADMINISTRATION
Sport is an important social activity in both rural and
urban areas of Papua New Guinea and many people are
actively involved in playing a variety of sports. People
often play sport informally to keep fit and healthy or
just to have fun and enjoy themselves.
There are also organised competitions in many villages
and towns. Bigger competitions, which usually take
place in each provincial capital, are popular with
spectators and there is sometimes a lot of rivalry
between the supporters of different teams. Sportsmen
and women also represent Papua New Guinea at
international events such as the South Pacific Games,
the Commonwealth Games and the Olympic Games.
We usually feel a sense of national pride when we take
part in such events.
In order for sportsmen and women to be able to take
part in competitions, and for spectators to be able
to watch and enjoy them, somebody must plan and
organise the game or event and then make sure that
the plan is carried out. There are many different kinds
of work that need to be done to plan and organise
games and sporting events. Planning and organising
sporting events is known as sports administration
and the people who do this kind of work are known as
Ryan Pini carrying the PNG flag at the Olympic Games in
sports administrators. Beijing, China, in August 2008

~ Do, think and decide

1 Write down your answers to the following questions. What are the benefits of playing sport regularly:

a for your fitness and health?

b for your individual identity?

c for your national identity?

2 Share your ideas with a partner and discuss the differences and similarities in your answers.
PNG sporting organisations
There are many different types of sports organisations in Papua New Guinea. Some work at the village level
organising competitions and tournaments in rural areas. There are also sports organisations that organise town
competitions within each province as well as those that are responsible for a sport at the national level.

The PNG Sports Federation

The Papua New Guinea Sports Federation (PNGSF)was started in 1961 to allow the Territory of Papua and New
Guinea (as PNG was then called) to take part in the 1962 British Empire Games in Perth, Australia, and the first
South Pacific Games in Suva, Fiji, in 1963. In 1974 the PNGSF also became the National Olympic Committee for
Papua New Guinea to allow the country to take part in the 1976 Olympic Games in Montreal, Canada.
Since that time, the links with the International Olympic Committee (IOC) have provided many opportunities
for the development of sport in Papua New Guinea. The organisation is now known as the Papua New Guinea
Sports Federation & Olympic Committee (PNGSFOC) and is responsible for coordinating the participation
of Papua New Guinea in sporting events that are supported by the 10C, including the Pacific Games, the
Commonwealth Games and the Olympic Games. It is a non-government organisation that represents the
interests of its members to the government. The PNGSFOC also manages the money that is given by Olympic
Solidarity for the development of sport in Papua New Guinea.

:»
f Papua New Guinea Sports
~ Federation & Olympic
Committee
• works actively to make sure we take part in major
international events

• creates opportunities for sportsmen and women to

compete and succeed at the highest level

allows sportsmen and women to improve their

general knowledge about the culture and lifestyle The logo of the PNGSFOC

in other countries

There are many individual associations and federations for each sport that are part of the PNGSFOC and these
are shown in the table on the next page.
 National Federations of the PNGSFOC

PNG Archery Association PNG Outrigger Canoe Association

PNG Athletics Union PNG Powerlifting Federation
PNG Baseball Federation PNG Rugby League
PNG Basketball Federation PNG Shooting Association
PNG Beach Volleyball PNG Softball Federation
PNG Billiards & Snooker Association PNG Squash Racquets Federation
PNG Bodybuilding Federation PNG Surfing Association
PNG Boxing Union PNG Swimming Inc.
PNG Cricket Board PNGTable Tennis Association
PNG Football (Soccer) Association PNGTennis Association
PNG Golf Association PNGTouch Federation
PNG Hockey Federation PNG Volleyball Federation
PNG judo Federation PNG Weightlifting Federation
PNG Karate Federation PNG Yachting Association
PNG Lawn Bowls Association PNG Rugby Football Union
PNG Netball Federation Taekwondo PNG

,.~ ~ c-.

~eWGUlnea

Logos of some of the sports associations and federations in PNG

~ Do, think and decide

1 What types of sporting organisations or associations are found in your area? Work with a partner and write down
answers to the following for each organisation:

a Who organises the association?

b What do they do?

c How many people take part?

d What is the function of each organisation?

2 Find out about the work of one of the national sports associations or federations in Papua New Guinea and write
about the following:

a What is its purpose?

b What does it do?

c How does it promote its sport in Papua New Guinea?

d How does it help its members?

3 Design a logo for one of the national sporting associations or federations in Papua New Guinea. Display the logos
on the classroom wall.

4 Design a poster to encourage people to join a sporting organisation or sports federation. Display the posters on
the classroom wall.

Helping to organise sport

There are many different jobs that need to be done so that people can enjoy playing sport. A lot of these
important jobs are often done by volunteers. People from the community give their time so that the players
are able to play.

Jobs that need doing in sport

officiating in games (referees, umpires, lines persons, time keepers, judges)

• marking playing fields and courts

• maintaining fields, courts and grounds; for example, cutting grassand fixing goal posts

coaching teams or individual players

Event management
Sport is played everywhere in Papua New Guinea and many people like to take part for fun and to keep fit. But
people also like to take part in competitions. Events are often organised for individual sports such as running
and squash, but team sports are usually more popular with players and spectators. As well as providing
obvious benefits of fitness and health, sports events and competitions are a good way of bringing people
together and building relationships.
If you want to organise a successful sporting competition or tournament there are a number of different things
that need to be arranged. The checklist in the box on the next page will help.
 ~~~
~~How to organise a sports competition or tournament

,.
ilt Main things to think about
83'

II· Will
What sport or sports will be included? Choose sports that will be enjoyed by most people.

there be separate events for boys and girls?

;. Will there be events for people in particular age groups?

~ • Will there be an age limit for the competitors?

i· When will the event take place? What is the program for the day?
I), • Where will the event take place? Make a booking for a suitable sports field or hall well before the event.
@ Check and confirm the booking nearer the time.
~~
I'
. What officials do you need, such as referees, lines persons, time keepers and judges? Who will do each
of these important jobs?
~
Where will you get the necessarysports equipment? Make sure that you can get or borrow everything

I.·
!:.
that you need for the event. For example, you may need a good stopwatch to measure the time of games
or events and a clipboard to write down results. A whistle is always useful to get everybody's attention.

What prizes will you provide for the winning players or teams?

~: • Will there be food or other refreshments at half time or when all the games are finished?
~
~;
..
~...' How w;1I you let people know the event is Dol Put up publicity posters DC give iokseve announcements
G:), to the provincial radio station so that people know about the event.

, Other things to think about

~ • Do you need uniforms or bibs for each team?

7~)}• If the event will be outside, plan what you will do if the weather is very wet.

~. • When organising a tournament make sure that each team plays at least twice. Do not have too many
teams and do not have long gaps between the games.

~ • Local businessesmay be able to sponsor the event or pay for trophies for the winners.
) . Invite someone from the local newspaper or radio station to come to the event. If they are not able to
come you can write a report and send it to them, including the results.
~ Do, think and decide
1 What different jobs do people need to do in order to help organise sport in your community? Who normally does
these jobs?

2 Make groups of six or seven students. Choose a sport or sports and make a plan to organise a competition or
tournament in your community.

Organising a round robin competition

A round robin is a competition in which each team or player plays every other team or player the same number
of times. This is a fair way to organise a competition because each team must play every other team and
players cannot complain that it is easier for some teams than others. When each team plays each other twice,
this is called a double round robin.
Points can be awarded as follows: two points for a win, one point for a draw and zero for a loss. Points can
then be added up to find the overall winner of the competition.

Round robin competition schedule for eight teams or players

Ma.tch 1 Match 2 Match 3 Match 4

Round 1 1 and 8 2 and 7 3 and 6 4 and 5
Round 2 1 and 7 6 and8 2 and 5 3 and 4
Round 3 1 and 6 5 and 7 4 and 8 2 and 3
Round 4 1 and 5 4 and 6 3 and 7 2 and 8
Round 5 1 and 4 3 and 5 2 and6 7 and 8

Round 6 1 and 3 2 and4 5 and8 6 and 7

Round 7 1 and 2 3 and8 4 and7 5 and 6

A round robin can also be made to work with an odd number of teams or players. For example, if there are
only seven teams or players, a balanced schedule can be made by making team 1 a dummy or "ghost". This
means that when another team is scheduled to play team 1, they have a bye, which means that they do not
have to play that match. In this case, each team will have one bye in each round of the competition.

~ Do, think and decide

1 Plan and organise a round robin competition for a number of teams in a sport that is played in your school or
community.

Code of ethics In sports

A code of ethics is a set of beliefs and values that we use to make decisions about what is right and wrong. It
helps people decide how to behave. The code of ethics in sport is known as sports ethics.
Most of the rules and laws that we follow in everyday life are based on a code of ethics. In sport we also
need a code of ethics to show the players, coaches and other sports officials what they can do and what they
cannot do. Without good rules about how to play sport and how to behave, both on and off the field, games
 cannot be played properly and people end up being frustrated and angry. Rules must be enforced in a fair way
by referees and judges and all players must agree to play fairly.

To me it means that It means that rules

Sports ethics sport has a set of rules and standards are
means that It involves everything in that must always be important and should
good values and sports-media coverage, followed so that we be kept at all times. They
judgments must be nation building, sponsorship can enjoy the value it should not be affected by
made by umpires, and gender bias. brings to our lives as gender, race, nationality
referees, players participants, spectators or politics.
and spectators. and administrators.

It's about
being fair
at all times
when we
play games.

m Do, think and decide

1 Why is it important to have a code of ethics in sport? Describe some examples to explain what would happen if
players and officials do not follow a code of ethics.

2 Look at the ideas of the five young people on sports ethics (above) Which ideas do you agree with? Share your
ideas with a partner.
 Fair play
Fair play is the way that players behave on the sports field and the decisions they
New word make that people usually agree or believe are right and decent. Fair play is more than
sportsmanship- just following the rules of the game. It includes the ideas of friendship, respect for
the positive
others and always playing with the right spirit. Fair play is a way of thinking, not just a
attitudes and
behaviour that a
way of behaving.
good sportsman It is important to play fairly both when you are winning and when you are losing. This
or sportswoman is
will show if you know how to follow the true spirit of the game. You cannot win every
expected to have
time and this is something that you must learn to accept. A person who knows how to
behave cheerfully and to keep positive so as not to spoil the enjoyment of other people
is known as a good sport. Behaving positively when you don't win is also known as
being a good loser. The way that a person behaves when they lose tells us a lot about
the values and attitudes of that person.
Players who are always fair, know how to follow the rules and are good losers are
known as sporting and we say that they show good sportsmanship. We can always
be proud of our sportsmanship whether we win or we lose, but we cannot feel proud
when we lose and behave badly.

~~ Do, think and decide

1 Explainwhat you understand by fair play Give some examples.

2 Look at newspapers and find articles that show that sports rules have been broken. Write
a summary of these articles.

3 List some examples of the behaviour of players from different sporting events where you
see good sportsmanship.

Discuss and respond

Make groups of five or six students and discuss the following:

a Why is it important to have rules in all codes of sport?

b Why do you think fair play is important in sport?

Social issues that benefit and harm sports

There are a number of social issues that can have either a positive or a negative effect
on sports. Some of these are described in the boxes on pages 202-204.
(!)
Violence in sports

I
~
Ii
Violence can occur on the field when the
players have a strong disagreement with each
other or do not accept the decision of the
~ referee or umpire.

r
~

~Im
Sometimes a fight might start between the
players or the players might attack the referee or
another sports official. Violent behaviour on the
sports field shows that players do not understand
the idea of sportsmanship or are not able to
follow the spirit of the game. Playerswho are

I~ violent can be suspended so that they are not

allowed to play for a period of time.
Violence can also occur off the field
between spectators who support different A fight during a soccer match
sides or teams, for example, when they do
~~ not accept the decisions of the referee or when a particular side loses.Violence can spoil the enjoyment
y of the game and can sometimes mean that the game has to be suspended or cancelled. Property can be
~ damaged during the violence and people can get injured. People who are not involved in the fight may
~ feel frightened or threatened, which may give the sport a bad name.

i~ Cheating
Clheatindghappens whh~nPEeoplelbreafk
thher~les.oflthdegham~and are not illing tOhfolfl.owldtdhe
WI ~deasof fair
p ay an sportsmans Ip. xamp es 0 c eating me u e avmg an extra payer on t e re urmg a game,
I
IJ
@
taking part in an age group that you do
not belong to, or not staying in your
it' lane during a race on an athletics track.
I
{)
@
When people cheat it meansthat they
know that they do not havethe skill to
beat the other person or team in a fair

I
~ way by using their own ability. People
who cheat are tricking themselvesrather

I
than tricking other people and cannot feel
~ proud of their achievement. However,
~ people who are honest, play to the best of
their ability and show sportsmanshipcan
always feel proud of their achievement
):9 whether they win or lose.

~ At the international level such as the

' ~ Olympic Games, some sportsmen and
A runner cutting the corner
~
,m,women take drugs to try to improve their performance. Many of these drugs are banned by the sporting
,
? organisations that control the sports and some sportsmen and women have had medals taken away from
~. them when the results of drug testing showed that they were taking substancesthat were banned.
11

~.
j
~·
Girls and women in sport
~ In most places there are more sports for boys and men to play than for girls and women. When we read a
sports report in the newspaper or hear a game on the radio or watch it on television, it is usually men who

I are playing the sport. However, half the people in the community are girls and women, so if we want to be
fair to everybody then half the sport that
is played and half the sport that we hear

I5
~
about in the media should be women's
sport. In other words, men and women
should have equal opportunity and be.
treated in the same way.
@ Girls and women should be
encouraged to play sport and should be
respected by everybody when they play.
In some places the position of sport for
girls and women has improved and they
can be seen playing soccer and touch as
well as softball and netball. However,
many changes must still take place
before the sexesare treated equally in
the area of sport.
Women playing touch rugby
 Sports for people with disability
People with disability have the same right to be able to play sport as people who are able bodied.
However, in most parts of Papua New Guinea there is little opportunity for people with disability to take
part in sport, especially in the provinces.
In some countries special activities
are organised to allow disabled people
to stay fit and take part in competitions.
For example, people who are in
wheelchairs can take part in races and
play sports such as basketball. This
also happens in Port Moresby. The
Paralympics, held every four years as
part of the Olympic Games, allow the
top disabled athletes from all around
the world to compete with each other.
Different events are held for athletes
I with different kinds of disability.

i
Disabled people playing basketball in Port Moresby
~

~ Do, think and decide

1 What are the social issues that affect sports in your school or community? Put them in order from the most
important to the least important and give reasons for your choice.

2 Choose a social issue in sport explain why it is important and what you would do to help improve the situation.

3 Collect articles from newspapers and magazines about sport and do the following:

a Classify the stories according to their main point (or points)-for example, men's sports results, women's
sports results, records being broken, violence in sport and so on.

b Which stories show social issues that benefit sport and which show social issues that harm sport?

c Make some conclusions or generalisations about the sports stories that you have collected.

Discuss and respond

1 Make groups of six or seven students and discuss the following:

a Why is it important to have rules in all codes of sport?

b Choose a sport in which there has been violence among players or spectators and make a list of things that
you would do to improve the situation.

c Doyou think that sportsmanship and fair play can help in nation building? Give reasons for your answer.
Sports disputes
It is normal for conflict to occur between people and disputes can also occur in sports. You should not be
surprised when conflict happens but try to be prepared to deal with it. There are always acceptable ways to
deal with sports disputes or other conflict. and there are also ways that are not acceptable. We have to deal
with conflict every day but fighting is not a good way to deal with it.

I How to avoid
~
sports disputes
~. You and other players must know and follow the rules.

~ • Refereesmust know and apply the rules in a way that is always fair.

I·
@
You must have self-discipline-and always be responsible for your own actions.

tfj • You must be appropriately assertive but not aggressive.

~. You must remain calm and in control of yourself even if other people start to lose their self-control.

)r· You must playas part of a team and not just as an individual.

When people are playing sport they are often keen to win, and both players and spectators can get very
excited and behave in ways that they might not normally behave. A dispute on the sports field can build up
over a period of time and is usually triggered by a flash point. A flash point is a critical incident that occurs
when the excitement of the game turns into violence and stops the game. Sportsmen, sportswomen and
referees can usually deal quickly and fairly with flash points to avoid violence. Some ways of dealing with
conflict in sports are shown in the box below.

e» Remember, there are

j How to manage conflict in

no referees in real life.

·
You must use your own
judgment to solve conflict.
~ sports As the box on the next

I
Watch for triggers or flash points. This is when the page explains, try to be
conflict reaches a high point and startsto get violent. a STAR.
@J Learn to recognise flash points in yourself and other

I
people and try to avoid them.

• Think before you act. It is better to respond than to react.

Don't lose control and don't let your anger take over.

• Communicate. Listen and talk to the other person or

people involved. Work out a solution or agreement that
is fair to everyone.

• Set up rules or guidelines. Make sure everyone

understands what you have all agreed.

Take responsibility for your own actions. You can control

what you say or do to prevent conflicts getting worse.
~

I
@i1
I
How to be a STAR
S Stop. Ask yourself, "What happened?"

T Think. What made you angry?Try to understand what caused the problem.
I A Act. Speak up for yourself, stay calm and don't fight or become aggressive.

" R Respond, don't react. You have the power to choose how you are going to deal with the conflict.
, Suggesta solution to the problem.
~

Manoa's story
Manoaplays forward for his school soccer team. Players in the other teams in the
competition think that he is an aggressive player. Some members of his own team also
think that he is a poor loser.
In the last game Manoa charged the goalkeeper several times when the ball had already
gone out of play. Eachtime he did this he shouted, "Look out! Look out!" to try to
1$ unsettle the goalkeeper. The referee saw this happen and the third time he gave a
, warning to Manoa.
Late in the game each team had scored one goal. Then Manoa got the ball past the
fullback into the penalty area, but the goalkeeper dived on the ground and grabbed the
ball.Manoakicked the goalkeeper in the ribs several times. Several players then ran over
and pushed Manoa to the ground. This made him very angry and he started shouting and
tried to punch the other players. His own team members held him back to prevent a fight
and the referee had to stop the game because of this trouble. Later Manoa said that he
was trying to kick the ball,not the goalkeeper.
~ Do, think and decide
Read Manoa's story and answer the following:

a What was this dispute about?

b Who was involved in the conflict?

c What led up to the conflict?

d What was the flash point of this conflict?

e Who do you think was responsible for the conflict?

f How could the players have avoided the conflict?

ASSESSMENT
Assessment task one
In assessment task one you must choose a sport that is popular in Papua New Guinea and explain how it is
encouraged and supported and what influences and effects it has on Papua New Guineans. You will need to
think about both the positive and the negative effects of the sport. You must describe the advantages for the
individual who plays sport and also for the country as a whole.
When you do this assessment you must:
a describe the types of sports and sports organisations in PNG

b describe the benefits of being involved in sport

c describe the benefits of sports to both personal and national identity.

(20 marks)

Assessment task two

In assessment task two you will work in groups to organise and manage a sporting event. The best way to do
this is to organise an event that will involve the whole school or community. However, if this is not possible
then you can organise a sporting event that is only for your class.
You will need to work together with the other members of your class to show that you have skills that are
needed to manage the sporting event and encourage fair play in those who are taking part.
When you do this assessment you must:
a make a plan to organise and manage the sporting event

b carry out your plan to organise and manage the sporting event

c show that you understand what needs to be done in order to organise a sporting event and to manage
any problems that may occur

d show that you understand the importance of fair play.

(20 marks)
advocacy community service intimate relationship role model
support, encouragement doing work that will help a very close relationship someone you admire and
or sponsorship the people living in a between two people respect and who inspires
village or district that may also be a sexual you to achieve more in
antenatal care
relationship your life
the way we look after complex
mothers when they are made up of many different liberty security of person
pregnant so that they stay parts freedom to feel safe from danger
healthy and have healthy
contraceptives morals or ethics sense of community
babies
drugs, equipment or the beliefs and values the special feeling that
belief system methods that are used that we use to make people get when they live
the belief system of a to prevent a woman decisions about what is peacefully, help each other
culture is the way that becoming pregnant right and wrong and that and care about each other
people in a community help people decide how to
endowed with reason sportsmanship
think and make decisions behave
and conscience the positive attitudes
in their lives
this means that a person prejudice and behaviour that a
clash of values has the ability to solve a to strongly like or dislike good sportsman or
a disagreement between problem or work out an something or somebody sportswoman is expected
two people because they answer about what is right without good reasons to have
have different ideas about or wrong after thinking
rite of passage tolerant
what is important or what about all the relevant facts
a celebration to show that being open-minded,
is right or wrong
evaluate a person has changed and understanding and not too
commitment to evaluate something is now different and ready strict
making a promise to means to assess or to move on to the next
another person to be consider it and think about stage of his or her life
reliable and faithful to that its value or what it is worth
role
person
ideal the position or
community something that is perfect responsibility of a person
development and that we try hard to
improving the quality of reach
life of people living in a
village or district
The author and the publisher wish to thank the following copyright holders for
reproduction of their material.

Photographic material

AAP Image/Rocky Roe, p. 99; AAP Image/Stan Honda, p. 167; Alamy/Peter Arnold, p.
76; AusAID Photographic Library/Mathias Heng, p. 91; Corbis/Albrecht G. Schaefer, p.
89; Corbis/Arne Hodalic, p. 87; Corbis/Bettmann, p. 141; Corbis/Charles& Josette
Lenars, p. 24; FairfaxPhotos/Simon Schluter, p. 165; Getty Images/Buccina Studios, p.
81; Getty Images/Fred Mayer, p. 145 (bottom); Getty Images/Mark Dadswell, p. 164;
Getty lrnaqes/vladirnir Rys, p. 194; iStockphoto/Clayton Hansen, p. 18; Newspix/AFP,
p. 98; Newspix/Auri Eva, p. 166; Photolibrary/Alamy/AfriPics.com, p. 100; Photolibrary/
Alamy/Barry Bland, p. 160; Photolibrary/Alamy/Homer W. Sykes, p. 93; Photolibrary/
Alamy/Moreleaze Travel India, 147; Sawczak Irene, pp. 82, 95; Shutterstock/qarvZ'l S,
p. 140; Shutterstock/Mary Terriberry, p. 145 (top); Shutterstock/Smit, p. 18; World
Publishing Co, pp. 186, 203, 204.

Other material

PapuaNew Guinea Sports Federation & Olympic Committee, for their logo on p. 195;
PapuaNew Guinea Surfing Association, for their logo on p. 196 (middle); PNG
Swimming Inc, for their logo on p. 196 (left); PNG Yearbook, for the graphs on pp.
52-3, courtesy of PNGYearbook 2008 (published by Pacific Star Ltd PNG); Pregnant
Pause,for the tables on pp. 151-2, www.pregnantpause.org;

Touch Football PNG,for their logo on p. 196 (right).

Every effort has been made to trace the original source of copyright material contained
in this book. The publisher will be pleased to hear from copyright holders to rectify any
errors or omissions.
________
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