objectives of health education jss1

Lesson Note on Physical and Health Education JSS1 (BASIC 7) First Term

Physical and health education lesson note jss1 first term – edudelight.com.

FIRST TERM SCHEME OF WORK PHE

PHYSICAL & HEALTH EDUCATION FOR JSS 1

WEEK 1 & 2

CLASS: J.S.S.1

SUBJECT: PHYSICAL AND HEALTH EDUCATION

TOPIC: INTRODUCTION TO PHYSICAL AND HEALTH EDUCATION

SUB TOPIC:MEANING OF PHYSICAL AND HEALTH EDUCATION

The terms physical education consist of two terms Physical and Education

Physical refers to the outward appearance of an individual in terms of the body composition. It refers to physical make-up or attribute of an individual as regard the trunk, head, hands, legs, height, weight e.t.c. The physical attributes of an individual describe he or she at first appearance.

Education can be defined as a process of training and re-training an individual either formally or informally in other to bring about a change in the behavior of the learner

Physical Education can be defined as the process by which the general make-up or well-being of an individual is improve upon through active participation in physical activities, sports and games

Physical Education is the process by which changes in an individual is brought about through movement experiences, it aims not only at physical development but also concerned with education of the whole person through some well planned physical activities.

It is a long life education which starts from conception till death (that is, from cradle to grave)

Physical and health education-: can be defined as the acquisition of skills and knowledge necessary to help the development of the body, mind and spirit in other to promote health and wellness.

Physical education can also be defined as a part of general education which helps to develop the body. It also enhances total fitness, growth and all round development of the body through selected physical activities.

Physical Education is a process of developing the body and mind through movement and carefully selected physical activities.

It is the education that is concerned with educating the child through physical activities these physical activities cover a wide field which include games, gymnastics, athletics, swimming, recreation etc.

Physical education is also referred to as an integral part of education that develops an individual physically, mentally, socially and emotionally through a well selected and a well planned physical activities.

The word “Physical” refers to the body. It is often used with reference to various body characteristics such as physical strength, physical power, physical development, physical appearance while the education may mean different things to different people but generally, it is a training that comes through studies. It`s used to train an individual to be a complete man who will be useful to himself and his society.

AIMS OF PHYSICAL EDUCATION

Physical development: physical education helps to develop the muscles of the body through selected, well planned and programmed activities
Social development: Children learn desirable social attitudes during group activities. These attitudes lead to better social adjustment
Mental development: During physical education the mental capacity is further enlarged through the knowledge of the rules of the various games and sports
Emotional development: through physical activities, children learn how to be humble in victory and accept defeat gracefully. Also they learn to control their tempers during games and sports. These will in effect lead to sound mental health

THE OBJECTIVES OF PHYSICAL EDUCATION

To train the muscles of the body
To correct bad postures
To create the interest and love for games in students
To provide avenue for social interaction among students
To develop the ability to reason and make decisions
To provide career opportunities
To encourage intentional cooperation and friendship through sports
To enable the student to have a sense of leadership, loyalty and obedience

Branches of physical education

Combative Sports
Rhythmic and Dance
Safety Education
Aquatic Sports (Swimming)
Fundamental movement

What is health?

The definition of health is best explained by the one given by the World Health Organization (WHO), Which states- Health is a state of complete physical, mental and social well-being of a person and not the mere absence of diseases and infirmity

HEALTH EDUCATION -Can be defined as the process through which one acquires health knowledge which is necessary for maintaining healthy living.

THE OBJECTIVES OF HEALTH EDUCATION

The objectives of health education are reasons health education is important generally.

Health education helps to acquire and practice desirable health habits that lead to total fitness
It gives awareness of communicable diseases, mode of transmission, prevention and cure
It provides the knowledge of basic first –aid and injury management
It provides knowledge of nutrition, food nutrients that are essential for proper growth and development.
It provides information on drugs, drug abuse, drug misuse and dangers of self medication
It also teaches personal cleanliness and environmental hygiene

Branches of health education

The branches of Health Education includes:

Safety and first aid:
Community health:
Drug education
Environmental health
Disease (communicable disease and non-communicable disease)
Food and nutrition
Family planning
Personal health
Sex education
Consumer health

Assignment

Physical education is the education that develops an individual…………………………………..
Health education is about…………………………………………………………………………………………..
Outline two importance of health education
State four branches of health education
Itemize four branches physical education
The following are the objectives of physical education except. (a)fun and enjoyment (b) Improves physical fitness(c)Causes fatigue (d)development of body skills
The most important objectives of physical education is ………………………(a)to make the body weak (b) to destroy the body cells (c)to promote disunity (d)none of the above
The main reason why an average person performs physical exercise is to (a)kip fit (b)gain energy (c)stimulate the nerves (d)win race
Physical education is education through…………….(a)gymnastics (b)indoor games (c)recreational activities (d)organized physical activities
All are scope of physical education except…………….(a)athletics (b)gymnastics (c)aquatics (d)flexibility

Edudelight Lesson note

CLASS: BASIC 7

TOPIC: PHYSICAL FITNESS AND BODY CONDITIONING PROGRAMMES

OBJECTIVES OF THE LESSON;

At the end of the lesson students should be able to:

-Explain the meaning of physical fitness

-List the components of physical of physical fitness and differentiate between health and performance related component

Physical fitness is the ability of an individual to have sufficient energy to perform one`s work effectively without unnecessary fatigue and still have little extra as a to enjoy social activities and cope with emergencies after daily work

Physical fitness can be simply defined as the ability of an individual to perform his or her daily work well without feeling too tired and still have reserve energy to do some other activities.

PHYSICAL FITNESS CAN BE GROUPED INTO TWO PARTS: These are

Health related components of physical fitness:-They are directly related and affect the health of an individual. They are essential for survival regardless of a person`s sex, age, religion or occupation. These includes
Muscular strength
Muscular endurance
Cardio-vascular-respiratory endurance
Flexibility
Performance or Skills related components of physical fitness-They are essential for skills performance, They are regarded as additional to health related components. These are the abilities required by an individual to excel in the various sporting activities. These include:
Coordination
Reaction and time

BODY CONDITIONING PROGRAMMES-

Are carefully selected and well planned physical activities or exercises purposely designed to achieve physical fitness in an individual.

SOME POPULAR BODY CONDITIONING PROGRAMMES ARE LISTED BELOW

Sit and reach
Weight-lifting
Bench press
Dancing etc
Define physical fitness
List two major components of physical fitness
Mention two ways in which physical fitness is important
What do you understand by body conditioning programmes?

WEEK 4

TOPIC: CHARACTERISTICS OF PHYSICALLY PERSON

LESSON OBJECTIVES:

AT THE END OF THE LESSON; Students should b e able to :

-Mention the characteristics of physically fit person

-List the importance of physical fitness

Characteristics of physical fit person

A person is said to be physically fit if he or she is healthy and is able to do work and exercise adequately. Someone who is sick, malnourish, disable or overweight cannot be said to be physically fit. Though good health is important to physical fitness, exercises are needed regularly to keep fit

The following are the characteristics of a physically fit person

Perform his/her daily activities easily without much effort
Adopt better to stress and does not get tired easily
Has a good posture and firm physique
React quickly to emergency situation;
Enjoys playing games, sports and other recreational activities
Has a good appetite for food
Has a healthy attitude to life
Recovers quickly from illness
Has a high resistance to diseases and infections
Can think independently and constructively
Has good judgment, very resourceful, happy and confident.
Sleep better and has good mood

A physically fit person must be physically, socially, mentally and emotionally fit and free from diseases and infirmity

Importance of physical fitness to human life

It helps in proper growth of the body
It aids digestion and improves appetite and stamina
It helps in proper functioning of the organs and systems of the body
It promotes sense of well—being
It prevents both major and minor illnesses
It reduces high blood pressure
It reduces the risk hypo kinetic diseases (diseases associated with inactivity)
It adds to aesthetic value of the body. The individual looks good, feel good and happy
Physical fitness prevents certain disease condition such as obesity

ASSIGNMENT

List six physical fitness exercises that you know
Itemize four importance of physical fitness

WEEK- 5

TOPIC – EXERCISES TO DEVELOP THE DIFFERENT COMPONENTS OF PHYSICAL FITNESS

MUSCLES STRENGTH, ENDURANCE AND FLEXIBILITY

Some exercises to develop muscle strength include;

(A) M uscular strength is the ability of a group of muscles to generate and exert maximum force in a single effort during an activity to a point that no more repetition can be done without rest

B ench press
Isometric push-up
Isotonic push-up
Shoulder press
Bicep curls

Some exercises to develop muscles endurance

Muscles endurance is the ability of the muscles to continue to perform without fatigue. i.e, the test of how long it takes before the muscles get tired.

Some exercises that develop muscle endurance

V-sits

Some exercises that develop flexibility include;

Stand and reach

ASSIGNMENT

A range of motion at a joint is referred to as ————————
List four exercises that develop muscle endurance
Outline four exercises that develop muscle strength
Enumerate four exercises that develop muscle strength
Demonstrate appropriate exercises to develop strength, endurance and flexibility

TOPIC- SAFETY PRECAUTIONS WHILE PERFORMING EXERCISES

Safety precautions simply refers to those necessary things that must be available or put in place in other to prevent injuries while engaging in an exercises

Do your warm ups properly before involving in any strenuous exercises
Always proceed from simple to complex
Have a good knowledge and skills of the exercise you want to perform
Concentrate on the performance, so as to avoid being distracted
Inspect all apparatus or equipment required for the exercises before use
Ensure that you are certified medically fit for the exercise or sport
Adequate or proper kitting of players
Perform an exercise repeatedly and regularly to get an effective result
Ensure there are no harmful objects in the place where the exercise is being done
Vary the exercise evenly to develop every muscles of the body.
List three benefits of physical fitness
Mention four safety precautions required for doing exercise

BASIC 7

TOPIC- HEALTH DETERMINANTS

What is health? The world health organization (who) defines health as a state of complete physical, mental and social well-being and not merely the absence of disease or infirmity.

The definition above reveals that someone may be physically well but emotionally or socially unwell.

Determinants of health

There are four general determinant of health. These include:

Health care service

Heredity (human biology)

Environment

This is the prevention, treatment and management of mental, physical and social well-being through the service offered by the medical community and health professionals.

Health care service are designed for promotion, curative and palliative interventions, whether direct to individual or the general population.

Life style is the way a person lives his or her life. A lifestyle is a characteristic of behaviors that a person exhibit to oneself or others in a given time. It includes the social interactions with people, the style of dressing, entertainment and choice of environment in which he or she chooses to live.

This is the process by which physical, physiological and mental characteristics or in-born factors are transmitted from parents to children. Heredity determines the growth, development, intelligence, some types of sickness and other natural characteristics of a child.

Is all of the external factors affecting human well-being. Human being and their environment constantly interact and both are changed by the interaction environment determine the following of an individual: social life, dressing, shelter, behavior etc.

Characteristics of a physically fit person

Freedom from diseases
Normal system and body function
Health of mind and emotion
Freedom from correctable physical defect

WEEK 8 & 9

TOPIC: MEANING OF SEWAGE AND REFUSE

SUB TOPIC- METHOD OF REFUSE AND SEWAGE DISPOSAL

Sewage is the liquid wastes from domestic, industrial and commercial effluents. It is the mixture of waste from human body and used water that is carried out of houses by sewers.

It carries bacteria which can cause diseases such as cholera typhoid, dysentery.

Sewage disposal- is the way and manner of getting rid of liquid wastes

Refuse can be defined as all solid wastes in the house such as pieces of paper, leaves, garbage, ashes, rubbish and dead animals.

It can also be defined as unwanted, discarded, non-liquid materials emanating from various activities of human.

Refuse disposal- is the way and manner of getting rid of solid wastes. Refuse should be properly disposed of to prevent the spread of infections and health hazards in the society.

METHOD OF REFUSE DISPOSAL

There are many methods of refuse disposal. These are the followings

Open dumps: This is the case in which refuse and garbages are deposited on the land. The dumps served as breeding places for flies, cockroaches, rodents and mosquitoes
Incineration

This is burning of refuse in a controlled cabin. In this case refuse are deposited inside a house like facility and the materials are burnt with oil coal, or gas serving as fuel.

Compositing or decomposition

This method consists of disposing refuse into shallow pit which is covered with soil. It is allowed to decay and later mix with the soil. The product is called HUMUS SOIL and is used as manure / fertilizer.

Sanitary landfill- This is known as controlled tipping. It is a big hole dug in the ground where refuse from community are emptied. The refuse is then covered with soil or ashes to prevent flies and rodents from getting access to the refuse inside.
Open burning

Methods of sewage disposal

Waster system: This is a modern system where pipe-borne water is available with a septic-tank. It is common in many modern homes
Bucket latrines: Faeces and urine are collected inside the bucket. This method is unhygienic and should be discouraged. Burying faeces is also common with this method
Septic tank latrines: It is a construction of an underground away from the building into which sewage flow through a pipe aided by water
Pit latrines: the sewage falls into a pit or hide on the ground and its usually with a lid. This keeps away flies and cut down odour. They should be built or located away from well and houses.

ASSIGNMENT

Explain the meaning of sewage and refuse
Differentiate between sewage disposal and refuse disposal
List two methods of sewage disposal
Itemize two methods of refuse disposal

WEEK 9

TOPIC: WATER SUPPLY

SUB TOPIC SOURCES OF WATER

Water supply-: water supply is the process by which water is provided for some use, e.g. to a home, commercial organization, community endeavors or individuals usually through a system of pumps and pipes

Meaning of water

Water is a universal solvent.

It is composed of two hydrogen atoms and one oxygen atoms held together by covalent bonds. Water is precious to man’s existence as it is needed in every aspects of life. The chemical formula of water is H20. Water is needed by every creature such as human beings, animals and plants. In Nigeria, the ministry of water resources is in-charge of water supply through-out country. The state supply water through water boards or states water corporations

Sources of water

The two major sources of water are:

Natural source of water
Artificial source of water example of these include:


Rain water	Pipe-borne water
River water	Dams
Stream water	Wells
Pond	Bore-hole
Spring water
Ocean

Rain water: Rain water comes from rainfall which is usually collected from the roof of houses to collection point the collection points could be tanks, pots and pail or buckets
River water: Water that flows across the ground is called runoff. The run-off water flows into small streams or ponds. The stream flows into rivers. The rivers flow into oceans and seas.
Lake, pond and stream: The qualities of these sources of water are very low and their consumption can cause water borne-diseases like cholera, dysentery, typhoid fever as hell as guinea worms

Qualities of good water supply

Water that is safe for drinking or health purposes is called potable or pure water.

The basic qualities of water are:

It is odour less and transparent
It is taste less
It must be colorless

ASSIGNMENT

Enumerate the two major sources of water supply

SUBJECT—-PHYSICAL AND HEALTH EDUCATION

BASIC 8— BASIC 8

TERM—– FIRST TERM

WEEK 0NE

TOPIC—RECREATION, LEISURE AND DANCE

SUB TOPIC—- TYPES OF RECREATIONAL ACTIVITIES AND EXAMPLES

RECREATION- is the activity a person participates in voluntarily without monetary gain. It provides pleasure and amusement during the leisure time.

LEISURE- Leisure is defined as the free time left over after the day`s work.

DANCE- Is the act of moving the body in rhythmic pattern to the tempo of the music or song.

TYPES OF RECREATIONAL ACTIVITIES

INDOOR RECREATIONAL ACTIVITIES- Are those activities that are performed inside the house, hall or generally under a roof

EXAMPLES OF INDOOR RECREATIONAL ACTIVITIES

Table tennis
Sewing/ knitting
Playing Piano
Snake and ladders
Playing cards
Watching television
OUTDOOR RECREATIONAL ACTIVITIES- are those activities that are performed outside or in the open air. Outdoor recreation centers could be parks, Picnicking, sports field or outside the house within the compound.

EXAMPLES OF OUTDOOR RECREATIONAL ACTIVITIES

Rowing a boat
Mountaineering
Horse riding
Story telling
Picnicking etc
List the two types of recreational activities
Differentiate between indoor and outdoor recreational activities

Define the following terms;

Recreation, Leisure and dance

WEEK TWO

TOPIC- DEMONSTRATION OF RECREATIONAL ACTIVITIES

– Table tennis

– Football

– Swimming

– Ludo etc

1. List ten examples of outdoor recreational activities

2. Mention ten examples indoor recreational activities

WEEK THREE

TOPIC- DEMONSTRATION OF DRAMATIC AND CREATIVE RHYTHMS

WEEK FOUR

TOPIC—DANCE

SUB TOPIC—DIFFERENT TYPES OF DANCE ACTIVITIES

DANCE— dance is the movement of the body and feet to conform with the style of beats, songs and music.

The different types of dance activities are:

Pre-colonial or folk/traditional dance- This is dancing to the rhythm of traditional beats or music produced by crude or local instruments like Agogo, Sekere, Igba, Oja, Udu, Goje, Ekwe, Gangan, etc.

Some examples of traditional dances in Nigeria are:

Bata Dance: This dance step belongs to the Yoruba ethnic group. The dancers wear historical costumes (dansiki) and dance to the beat of the bata drum
Mkpokiti Atilogwu Dance: These dance steps are peculiar to the ibo ethnic group. They are energetic dance in which the dancers wear brightly coloured costumes.
Koroso Dance: This dance step belongs to the hausa ethnic group in Nigeria.
Agemo dance
Egungun dance
Sharo dance
Langa dance
Social dance—As the name implies, social dance helps socialization especially among the youth. It evolved from traditional or folk dances which have been modernized by the influence of modern technologies like internet, mass media, mobile phone and faster means of transportation

Some examples of social dance are;

Street dance
Ballroom dance
Modern Dance—This is a 21 st century dance step which is usually performed in concert or theatre.

This dance style expresses the dancers` emotions and there are not many rules guiding their movements.

Some examples of modern dances are:

Disco dance
Break dance
Tango dance
Waltz dance
Cha-cha dance
Mambo dance

Some examples of modern dances that are peculiar to Nigerians are;

WEEK FIVE

TOPIC-FIRST AID AND SAFETY EDUCATION

First aid :- is the immediate and temporary care given to an accident victim or to a person who suddenly becomes sick until medical attention is provided by a qualified doctor or health practitioner.

Safety- simply refers to the measures that are taken in other to be free from all types of danger in the environment

Safety Education- is the acquisition of knowledge and skills which are used to create safety skills, prevent accidents and take care of emergencies.

ACCIDENT

Accident is an unexpected and undesirable event that occurs suddenly resulting in injury, loss or damage to properties and even death.

Accident can also be defined as an unintended and unforeseen event, usually resulting in personal injury or property damage.

TYPES OF ACCIDENTS

Home accidents/ domestic
School accident
Transportation accidents
Work place/ industrial accident
Sports accident
Home accidents—these are accidents that occur in the home, surroundings and neighborhood. Most of the accidents at home are in form of cuts, falls, poison, burns, scalds, suffocation and dislocation as a result of slippery surfaces.

MEASURES FOR PREVENTING HOME ACCIDENTS

Always keep drugs and other dangerous materials out of reach of the children
Take adequate rest when necessary
Avoid being in haste
Always maintain clean environment
Always maintain proper arrangement at home
School accident—are accidents that occur within the school compound in areas like laboratories, playing ground, canteen and halls. The accident occurs in form of falls, cut, dislocation, burns, strains, sprains and fracture.

MEASURES FOR PREVENTING SCHOOL ACCIDENTS

Proper arrangement of laboratories with laboratory attendants.
Good supervision / adequate instructions
Adequate facility and equipment
Proper use of machines and equipment
Clean environment/ safe playground
Transportation accidents—these are accidents that occur on road, in the sea, on the rail and in the air. Transportation accident is usually fatal and resulting in death or complicated injuries.

MEASURES FOR PREVENTING TRANSPORTATION ACCIDENTS

Avoid being in a hurry or over speeding
Always concentrate when driving/ piloting.
Use of safety devices should always be encourage.
Compliance with traffic laws and regulation
Work place/ Industrial accidents—these are accidents that occur in industries, construction, farming, manufacturing and other industries. Occupational accidents can lead to injuries, physical handicap and even death.

MEASURES FOR PREVENTING WORK PLACE/ INDUSTRIAL ACCIDENTS

Regular maintenance and repair of machines
Safety rules must be obeyed and adhere to
Objects must be properly handed
Avoid using tools and machine when tired.
Sports Accidents—Are accidents that occur during sporting activities which can leads to reduction or total loss of function of the part or the whole body. The accident occurs in form of dislocation, sprain, strain, fracture, muscle cramp, muscle pull, wound and bleeding.

MEASURES FOR PREVENTING SPORTS ACCIDENTS

Wear appropriate sports wear
The playing field should be inspected and cleared of any dangerous objects
Progress from simple to complex activities
Follow the rules and regulations of any game or sport you participate in
Know your limits or ability and stop when tired
Safety education
Road accident
Home accident
Occupational/ work place accident

WEEK SIX AND SEVEN

TOPIC – DOMESTIC ACCIDENT

Domestic or home accidents—these are accidents that occur in the home, surroundings and neighborhood. Most of the accidents at home are in form of cuts, falls, poison, burns, electric shock, scalds, suffocation and dislocation as a result of slippery surfaces.

CAUSES OF DOMESTIC ACCIDENTS INCLUDE;

Accessibility to sharp instruments like knives, razor blade, cutlass etc.
Poorly kept environment
Slippery floors
Congested rooms and poorly arranged places
Poor lightening
Unguarded fire place
Poor building and maintenance
Use of faulty instruments and equipments

PREVENTION OF DOMESTIC ACCIDEENTS

FIRST AID TREATMENT FOR INJURIES

First aid treatment for dislocation;
Place the injured part in the most comfortable position
Apply cold compress (ice packs)
Immobilize the injured part by putting bandage on it
Seek immediate medical attention
Reassure the patient
First aid treatment for sprain:
Apply cold compress
Rest the affected joint
Immobilize the joint to restrict movement
Seek medical advice
First aid treatment for strain
Rest the affected muscles by supporting it with a sling if on the upper limb or use a crutch or stick if on the lower limb
As condition improves, massage and gently stretch to relax the muscles
Avoid dehydration by taking enough fluids
Seek medical attention if condition does not improve
First aid treatment for bruises
Clean the affected area with cotton wool soaked in hydrogen peroxide or antiseptic liquid
Apply a cold or ice pack immediately to control swelling or bleeding and to reduce pains
Apply tropical antiseptic cream to aid healing and allow for drying
Cover the affected area with sterile gauze to prevent infection

First aid treatment for incision

Wash hands thoroughly and dry with clean towel
Put on gloves
Control and arrest bleeding by applying pressure on the affected, using a clean pad or cloth
If bleeding is severe, seek medical attention immediately

First aid treatment for fracture

Ensure the patient is breathing and conscious
Arrest bleeding immediately
Immobilize the affected body part
With a stretcher, transfer the patient to the hospital.

ASSIGNMENT

What is another name for domestic accident
Highlight four major causes of domestic accident
State three ways of preventing domestic accidents

WEEK NINE

TOPIC—FIELD EVENTS

Field events are the events which involve the throwing and throwing on the field where the height cleared and distance covered are measure to determine a winner.

Field events can be grouped two:

THE THROWS: are all the events which involve the throwing of some implements for distance. These implements are called missiles.

Examples of throwing events are the followings;

Shot put event
Discus event

iii. Hammer event

iv. Javelin event

THE JUMPS: are the events that involve jumping for height over a raised object or jumping for distance from a marked spot on a flat surface into a demarcated pit.

Examples of jumping events are the followings;

Triple jump

EQUIPMENTS AND FACILITIES FOR JUMPING EVENTS

The measuring tape
The run-way
Red and white flags
The landing pits
Record sheets and writing materials
Cross bar and pegs
Pole vault stick
Land foam etc

WEIGHT SPECIFICATION FOR SHOT- PUT

Males——— 7.26kg

Females——- 4kg

JAVELIN WEIGHT LENGTH

Males——–800gram 260—270cm

Females—–600gram 220—230cm

WEIGHT SPECIFICATION FOR DISCUS

Males——2kg

Females—–1kg

GENERAL RULES AND REGULATIONS THAT GUIDE THROWING EVENTS

Any missile that lands outside the landing sector is a foul.
Any throw taken outside the throwing sector is a foul
The throwers are allowed to throw three times
All throwers must commerce action only inside the circle or scratch line
All throws must be thrown into one direction
The measurement must be taken by placing the zero end of the tape on the ground where the missile first made contact with the ground

WEEK TEN

TOPIC—JUDO

Judo is a martial art in which two opponents use movement, balance and leverage to gain advantage over each other. It was adopted from a traditional Japanese martial art known as jujutsu.

Judo, a combative sport founded by a Japanese Professor Jigoro Kano in 1878.

Judo became an Olympic sport in 1964 when the game was held in Tokyo, Japan. Judo first got official support in Nigeria in 1972 during the preparation for the 22 nd All African Games. The Nigeria judo Amateur judo Association (NAJA) was later named Nigeria Judo federation in 1993 and to the international judo federation.

BASIC SKILLS OF JUDO

The gripping
The movement
The falling

EQUIPMENT AND FACILITIES

Mat (tatami)
A belt is worn which indicates the judoka`s standard or rank
Judogi (judo suit)
Time piece for the officials, for keeping the time
Writing materials for the officials

THE RULES AND REGULATIONS GOVERNING JUDO

At the beginning and end of each bout, the two judoka must bow to each other
A judo match takes between 3 to 10 minutes duration.
Punching or putting a hand, foot, leg or arm on an opponent`s face is prohibited
Judoka must not make derogatory remarks to their opponents/ Foul language is not allowed
Judoka must be clean, have dry skin and short nails on both feet and fingers nails.

ASSIGNMENT

Outline four injuries a judoka can sustain while contesting with the opponent
Who is a judoka?

TERM: FIRST TERM SCHEME OF WORK

AIMS OF PHYSICAL EDUCATION

THE OBJECTIVES OF PHYSICAL EDUCATION

THE OBJECTIVES OF HEALTH EDUCATION

The most important objectives of physical education is ………………………(a)to make the body weak (b) to destroy the body cells (c)to promote disunity (d)none of the above
The main reason why an average person performs physical exercise is to (a)kip fit (b)gain energy (c)stimulate the nerves (d)win race

BODY CONDITIONING PROGRAMMES- Are carefully selected and well planned physical activities or exercises purposely designed to achieve physical fitness in an individual.

MUSCLES STRENTH, ENDURANCE AND FLEXIBILITY

TOPIC- SAFETY PRECAUTIONS WHILE PERFORMING EXERCISES

SIX WEEK

BASIC 7

TOPIC- HEALTH DETERMINANTS

Sewage is the liquid wastes from domestic, industrials and commercial effluents. It is the mixture of waste from human body and used water that is carried out of houses by sewers.

METHOD OF REFUSE DISPOSAL

TYPES OF RECREATIONAL ACTIVITIES

Mkpokiti Atilogwu Dance: These dance steps are peculiar to the ibo ethnic group. They are energetic dance in which the dancers wear brightly coloured constumes.

ACCIDENT

TYPES OF ACCIDENTS

MEASURES FOR PREVENTING WORK PLACE/ INDUSTRIAL ACCIDENTS

TOPIC – DOMESTIC ACCIDENT

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JSS1 Online Class & Lesson notes

JSS1 First Term Physical and Health Education Junior Secondary School

Health according to World Health Organisation (W.H.O) defined health as a state of complete physical, social, mental well-being of an individual not merely the absence of diseases or infirmities.

Meaning of Health Education

Health education consist of all learning experiences which influence the individual’s knowledge, habits and attitudes towards the promotion and maintenance of one’s health, that of family and the community.

Objectives of Health Education

The objectives of health education include the following:

(i) To provide beneficial health information.

(ii) To modify health behaviour.

(iii) Promotion of health services available/uses of health services available.

(iv) To influence cultural norms , values superstitious beliefs.

Scope/Branches of Health Education

The scope/branches of health education are as follows:

(i) Drug education

(ii) Sex education

(iii) Consumer health

(iv) Personal and community health

(v) Personal hygiene

(vi) First aid.

EVALUATION:

What is physical education?
List five objectives of physical education.
Identify five scopes of health education
List five physical activities.

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Scheme of Work For Physical & Health Education (PHE) JSS 1 (1st, 2nd & 3rd Term) (2024)

Physical and Health Education also known as PHE is a subject taught in Junior secondary schools and higher institutions in Nigeria. For the sake of this post, we shall be focusing on Physical and Health Education as subject offered in Junior secondary schools with regards to the government approved scheme of work for PHE JSS 1 first term to third term.

What is Physical and Health Education? This is a subject taught in both from primary school up to higher institutions that is focused on the development of the human physical fitness and well-being.

This post will intimate teachers of the government approved scheme of work for Physical and Health Education (in Junior secondary school 1, that is, JSS 1 first term, second term and third term. It provides in clear terms, what is expected by WAEC as a body in preparing pupils for Physical and Health Education in their Junior West African Junior Secondary School Certificate Examination (WAJSSCE).

Ideally, the scheme of work for Physical and Health Education for JSS 1 first term, is a continuation from the scheme of work for Physical and Health Education (PHE) in Primary school, the scheme of work otherwise known as Curriculum has been systematically arranged for ease of progression and proper understanding for students in JSS 1. There has to be a flow, that is, a continuation from the previous class in order for students to better understand the subject.

Inline with the directive from the ministry of education, it is adamant that all Junior secondary schools in Nigeria operate using the same scheme of work whether it is a private secondary school or public (government owned) junior secondary school. The ministry of education in order to align with the demands of WAEC as a body, makes compulsory the submission of the government approved scheme of work for all subjects offered in Junior and senior secondary school as parts of the requirements for approving the operation or license to run a secondary school in Nigeria.

What a scheme of work is? Simply, a scheme of work is defined as a guideline that defines the contents and structure of academic subjects. The scheme of work for secondary schools in Nigeria, whether Junior or Senior secondary school, maps out in clear terms, how the topics and subtopics for a particular subject, group works and practicals, discussions and assessment strategies, tests, quizzes, homework and even up to midterm breaks for the academic session ought to be structured in order to fit in perfectly, the approved academic activities for the session.

To further emphasize the importance of this document, the scheme of work is the complete guide on all academic activities enforced by the Federal government of Nigeria through the ministry of education on all Junior secondary schools in Nigeria as it relates not just to the subjects but the academic session as a whole. It is used to ensure that the learning purposes, aims and objectives of the subject meant for that class are successfully achieved.

For example, the scheme of work for PHE JSS 1 (Junior Secondary School one) is the same for both private and public secondary schools in Nigeria, that is, the scheme of work for a private school is the same with that of public or government owned secondary schools, principals and teachers in secondary schools in Nigeria are to adhere to the approved scheme of work as mandated by the ministry of education as a move against this could spell sanctions from the government.

The importance of this subject cannot be overemphasized, this is one of the few courses that is offered from Primary school to the university level. Physical and Health Education (P.H.E) is one of the most interesting subjects because it applies to real life activities, teaches you on important daily diets and recommended exercise for various parts of the body for keeping fit. The scheme of work provided here would go a long way in not just helping the teachers in carefully breaking down the subject, topics and subtopics but also, devise more practical ways of imparting the practical knowledge on the students since P.H.E is a mixture of theory and practical, indoor and outdoor activities.

From our observations, the search for the government approved curriculum or scheme of work for P.H.E in Junior secondary has been on the rise, reason being that it is one of the most important subjects offered in Junior secondary schools in Nigeria. It is also an important admission requirements for admission into any higher institution in Nigeria. The fact that the scheme of work for P.H.E in Junior secondary school one (JSS 1) be it 1st, 2nd and 3rd term is the same irrespective of whether the school if public or private, it makes it much easier and brings about uniformity in the educational sector.

This blog post is a bit lengthy because it provide in full details, as regards the current curriculum for P.H.E for the complete session that is, 1st term, 2nd term and 3rd term, and this includes the government approved scheme of work for all topics and sub-topics for Physical and Health Education for JSS 1 first term, second term and third term.

For those interested in starting up a school either in Lagos, Abuja, Port Harcourt, Imos, Delta state, Akwa Ibom, Kano or any state in Nigeria, it would be wise to go through the government approved guidelines for establishing a secondary school in Nigeria as this would guide you through the process and give you first hand information on all requirements that must be put in place before your school can be approved or termed Government Approved.

Physical and Health Education (P.H.E) scheme of work for JSS 1 first term cover topics and sub topics on: Definition, nature, scope and objectives of physical education, Physical fitness and body conditioning programmes. Please see full details below.

Physical and Health Education (P.H.E) scheme of work for JSS1 2nd term cover topics and sub topics on the followings; Shot put, Ball games (soccer), Volley Ball. kindly scroll down to see details in full.

P.H.E scheme of work for JSS 1 third term cover topics on Contract and no-contact sports, Personal school and community health, Sewage and refuse disposal, Source of water. The full curriculum for PHE JSS 1 third term has been provided in a listed format below.

Please note that the full scheme of work for P.H.E In JSS 2 (1st term to 3rd term) provided here are the currently government approved scheme of work applicable to all Junior secondary schools in Nigeria irrespective of whether it is private or public secondary school, so you can trust the source of the information.

What You Stand To Gain From This Post

You will have in your possession, the Physical and Health Education scheme of work for JSS 1 (first term)
The approved Physical and Health Education scheme of work for JSS 1 (Second term)
The government approved P.H.E scheme of work for JSS 1 (Third term)

Physical and Health Education Scheme of Work For JSS 1 (1st Term 2nd Term and 3rd Term)

Phe scheme of work for jss 1 (1st term).

Definition, nature, scope and objectives of physical education
Physical fitness and body conditioning programmes
Recreation, leisure and dance activities

PHE SCHEME OF WORK FOR JSS 1 (2ND TERM)

Ball games (soccer)
Volley Ball

PHE SCHEME OF WORK FOR JSS 1 (3RD TERM)

Contract and no-contact sports
Personal school and community health
Sewage and refuse disposal
Source of water
Food nutrition and health
Pathogens diseases and their prevention

This is the government approved P.H.E scheme of work for JSS 1 from first to third term currently in Nigeria, However, you can download the free PDF file for record purposes.

You could help others by sharing this post via Facebook and other social media platforms at your disposal.

If you have any questions as regards Scheme of Work For Physical and Health Education for JSS 1 (First Term, 2nd Term and 3rd Term) please feel free to do that via the comment box below and we shall respond accordingly, thank you.

1ST TERM JSS1 PHYSICAL HEALTH EDUCATION Scheme of Work and Note

SOLOMON KRUKRUBO, September 16, 2023 @ 5:27 pm Reply

Good evening, I am based in Port Harcourt, Nigeria and I wish to how what it takes to have your schemes of work and lesson notes for JSS1-3 & SS1-3 in all subjects because I am in love with your work and I need it for my school. Thanks, Solomon Krukrubo 09020197001

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Meaning and Objective of Physical Education (JSS1 First Term)

Pathogens, Diseases and their prevention (i)

Identify the diseases caused by pathogens; List different types of disease; Mention the effect of diseases on athletes performance in physical activities; List types of preventive measures.

What you'll learn

Diseases caused by Pathogens.
Disease preventive measures:
- adequate nutrition and exercises
- clean environment
- use of safe water
- proper disposal of refuse and sewage
- seeking and getting treatment in time
- Good hygiene
- immunization
- good ventilation
- health education
- vaccination

Your Teacher

Ajoke Onitiju

8 Lessons Taught
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Meaning of Physical Education

Back to: PHYSICAL HEALTH EDUCATION JSS1

Welcome to class!

In today’s class, we will be talking about the meaning of physical education . Enjoy the class!

What is physical education ? Physical Education aims at the training of the body, mind, and conduct of a student. To keep a healthy mind within a healthy body, a student needs regular physical exercise. The physical education program is planned and provides instruction which provides participants with many benefits.

Improved learning aptitude
Improved Physical Fitness
Improves cardiovascular endurance, muscular strength and endurance, flexibility, mobility, and body composition.
Improves power, agility, reaction time, balance, speed, and coordination
Skill Development

Importance of physical education to students

They are great sources of pleasure to them.
They build the body and refresh their mind.
It trains the mind in many virtues.
They learn to be fair to their opponents. They develop pluck and patience.
School sports teach them to take defeat in a good spirit.

What are the 3 objectives of physical education?

Physical Education will develop the WHOLE child in EVERY child.
The physical educators will serve as role models, and demonstrate knowledge of health, physical education and wellness.
The physical education classes will provide a variety of activities which will motivate the students and increase participation.

Importance of p hysical education

The importance of physical education and physical activity in our society is encouraged by some guiding principles entrenched in active living such as:

Promotes a way of life in which physical activity is valued, enjoyed, and integrated into daily life.
Promotes the principle of individual choice by responding to learners’ individual needs, interests, and circumstances.
Provides a unique contribution to the lifelong development of all learners, enhancing their physical, cognitive, social, emotional, and spiritual well-being.
Facilitates learning processes, which encourage critical thinking, thereby affecting the learners’ wellness and the well-being of society.
Nurtures individual self-reflection and consciousness, which preserves human rights and the development of supportive and sustainable environments.
encourage a healthy and active lifestyle throughout the school body
nurture sportsmanship in all aspects of competition
widen each student’s sporting experience and enjoyment
create a passion for active recreation and sport
assist students in reaching their physical potential in a variety of sporting environments.

In our next class, we will be talking about Physical Fitness and Body Conditioning Programmes . We hope you enjoyed the class.

Should you have any further question, feel free to ask in the comment section below and trust us to respond as soon as possible.

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6 thoughts on “Meaning of Physical Education”

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OBJECTIVE OF PHYSICAL AND HEALTH EDUCATION - JSS1 Physical and Health Education Lesson Note

The objectives of physical and health education include: i. Increasing physical fitness. ii. Improving motor skills. iii. Developing positive attitudes towards physical activity. iv. Promoting health literacy. v. It also aims to educate students about the importance of nutrition, personal hygiene, and mental well-being.

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Free Physical and Health Education Exam Questions and Answers For JSS1

Sample physical and health education exam questions and answers.

DIRECTION: Choose the correct answer from the lettered options

1. Raff ball is to handball as Poona is to __________. A. cricket B. table tennis C. baseball D. badminton

2. The Thomas cup championship is only for men and _________ is a badminton championship trophy that is only for women. A. Sudirman cup B. Uber cup C. All England open

3. Badminton is a game played by men singles, men doubles, women singles and women doubles. A. True B. False

4. The first name given to badminton was _________. A. ball B. Poona C. ping pong D. raft ball

5. In what year was badminton introduced as a model sport in the Olympics? A. 1992 Barcelona Olympics B. 1996 Atlanta Olympics C. 2000 Sydney Olympics D. 1996 Germany Olympics

TOPIC: BASKETBALL DIRECTION: Choose the correct answer from the lettered options.

1. Which of the following will lead to a foul in basketball? A. dribbling B. passing C. shooting D. holding

2. How many players make up a team in basketball? A. 5-10 B. 7-11 C. 8-13 D. 10-12

3. What is the height of the basket from the floor in basketball? A. 5m B. 4m C. 3m D. 2m

Click here to get the complete Physical and Health Education questions for JSS 1

4. How many referees those a baseball game has? A. 1 B. 2 C. 3 D. 4 E. 5

5. A player in a basketball game is allowed to carry the ball for _______ pace only, after bouncing it around. A. one B. two C. three D. four

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Physical and Health Education JSS1 First Term Food Nutrition and Health I

Food Nutrition and Health I

Physical and Health Education J.S.S 1 First Term

Performance Objectives

Students should be able to:

Explain the meaning of food and nutrition.
List the different types of food.

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Meaning and Objectives of Physical and Health Education I
Meaning and Objectives of Physical and Health Education II
Physical Fitness and Body Conditioning Programme I
Physical Fitness and Body Conditioning Programme II
Ball Games – Volleyball I
Ball Games – Volleyball II
Ball Games – Soccer I
Ball Games – Soccer II
Food Nutrition and Health II
Chapters 12
Category JSS1
Author ClassNotes Edu

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Open access
Published: 04 June 2024

Clinical competency of nurses trained in competency-based versus objective-based education in the Democratic Republic of the Congo: a qualitative study

Mari Nagai ORCID: orcid.org/0000-0001-6731-5064 1 ,
Miyuki Oikawa 2 ,
Tomoko Komagata 3 ,
Josué Désiré Bapitani Basuana 4 ,
Gérard Kahombo Ulyabo 4 ,
Yui Minagawa 1 ,
Sadatoshi Matsuoka 1 ,
Yuriko Egami 1 ,
Mari Honda 1 &
Toyomitsu Tamura 1

Human Resources for Health volume 22 , Article number: 38 ( 2024 ) Cite this article

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Designing competency-based education (CBE) programmes is a priority in global nursing education for better nursing care for the population. In the Democratic Republic of the Congo (DRC), object-based education (OBE) remains mainstream in pre-service nursing education programmes. Recently, the Ministry of Health developed a self-assessment tool and quantitatively compared the clinical competency of CBE- and OBE-trained nurses. This study aimed to qualitatively triangulate the results of self-evaluation by exploring perception of supervisors, incumbent CBE-, and OBE-trained nurses in comparison with the competence of the two types of nurses, and to identify influential factors or barriers to their competence in clinical settings.

A qualitative descriptive approach with conventional content analysis was applied. Twenty interviews with clinical supervisors who oversaw both CBE- and OBE-trained nurses, 22 focus group discussions (FGDs) with CBE-trained nurses, and 21 FGDs with OBA-trained nurses currently working in health facilities were conducted. Participants of the FGDs were selected from the participants of the DRC self-assessment competency comparison study where there was no statistically significance between CBE- and OBE-trained nurses in the demographic characteristics. Data were analysed in terms of the competencies identified by the Ministry of Health.

The supervisors recognised that the CBE-trained nurses had stronger competencies in professional communication, making decisions about health problems, and engaging in professional development, but were weak in clinical skills. This study identified challenges for supervisors in assuring standardised care in health facilities with OBE- and CBE-trained nurses, as well as barriers for CBE-trained nurses as a minority in the workplace in demonstrating their competencies.

Conclusions

The study results support the Ministry of Health’s policy to expand CBE in pre-service education programmes but reveal that its slow implementation impedes full utilisation of the acquired competencies at health facilities. Implementation could be accelerated by strengthening cooperation among the Ministry of Health’s three human resource departments, and developing and implementing a well-planned, legally binding, long-term CBE reform strategy, including an approach to the Continuing Professional Development system.

Peer Review reports

Primary healthcare (PHC) is the cornerstone of universal health coverage (UHC). Its implementation requires a diverse workforce, including nurses who have acquired competencies to address people’s health needs [ 1 ]. As an outcome-based and learner-centric approach, competency-based education (CBE) enhances the clinical performance of healthcare providers [ 2 ]. CBE is expected to produce a health workforce that can provide optimal care by making comprehensive decisions based on acquired competencies [ 3 ]. The shift from traditional object-based education (OBE) to CBE has been a key trend in health professional education worldwide [ 4 , 5 ]. The Global Strategic Direction for Nursing and Midwifery also identifies CBE as a priority in creating policies in the global nursing education sector [ 6 ].

The achievement of UHC is a salient health policy in the Democratic Republic of the Congo (DRC) [ 7 ]. There, PHC is primarily available in health districts where health centres (HCs) provide frontline health services and general hospitals (GHs) serve as referrals. Most of the health service provisions in health facilities, especially at HCs, rely on nurses, as the health workforce regulation does not require allocation of a doctor due to shortages. Pre-service nursing education is provided through different systems by two ministries; the Ministry of Higher and University Education governs bachelor’s and advanced diploma courses in nursing education, while the Ministry of Public Health (MoH) governs secondary nursing education institutions and certificate courses for secondary nurses. As of 2019, nurses accounted for 47.1% (93,218) of all health personnel registered by the MoH, of which 37.0% (34,449) of nurses were secondary nurses [ 8 ]. While primary nurses are expected to work in health administration or take managerial responsibility in health facilities, secondary nurses play a critical role in the DRC to perform multiple nursing tasks, including providing PHC in lower-level health facilities [ 9 ]. Based on a 2002 survey which identified the gap between the outcomes of pre-service secondary nursing education and the competencies required for clinical practice [ 7 ], the MoH issued a ministerial decree in 2005 for introducing CBE in secondary nursing education institutions to strengthen pre-service education and provide secondary nurses with the competencies required for providing PHC [ 10 ]. Twenty-six decentralised provincial health departments are responsible for managing the health workforce, including secondary nursing education institutions. As of 2019, only 110 (21%) of the 526 secondary nursing education institutions nationwide implement CBE [ 8 ]. Despite support from external partners such as a nursing education partnership initiative to expand access to CBE programmes [ 11 ], seven out of the 26 provinces have not introduced CBE at all. In the provinces that partially introduced CBE, some nursing education institutions continued to offer OBE simultaneously. Thus, in some HCs and GHs, both newly qualified CBE- and OBE-secondary nurses work together. CBE implementation challenges have been reported in the DRC and other African countries, with obstacles including lack of teachers, capital, and planning [ 11 , 12 ].

Secondary nurses in the DRC must have five competencies for clinical practice: (1) establishing professional communication, (2) making decisions about health problems, (3) performing nursing interventions, (4) managing resources, and (5) engaging in professional development. Nursing students must acquire skills such as collecting patient data, identifying the patient's health problems, and planning a nursing care plan [ 13 ]. The scope of CBE goes beyond mere skill development; it entails mastering comprehensive nursing skills [ 5 ]. It integrates acquired knowledge, skills, and attitudes, which can enhance clinical performance [ 14 , 15 , 16 , 17 , 18 , 19 , 20 , 21 ]. The CBE programmes in secondary nursing education institutions allocate 358 h to integrate vertical knowledge and skills into optimal care over four years, whereas OBE programmes do not provide this opportunity [ 22 ].

After more than 10 years since CBE-trained secondary nurses started working in health facilities in the DRC, the MoH developed a DRC self-assessment competency scale and compared the competencies of CBE-trained with those of OBE-trained secondary nurses, both having 2–5 years of clinical experience. The result showed that the former has statistically higher competency in communication, decision making, and nursing interventions [ 23 ]. However, it was unclear how their supervisors perceive their competence, and how these two types of nurses interact with each other in clinical settings [ 24 ]. This study aimed to qualitatively triangulate the results of self-evaluation by exploring perception of supervisors, incumbent CBE-, and OBE nurses in comparison with the competence of the two types of nurses, as well as to identify influential factors or barriers to their competence in clinical settings.

Design, setting, and participants

A qualitative descriptive approach with conventional content analysis was applied to achieve the aims of the study. The target population and the selection criteria were: (1) secondary nurses with 2–5 years of clinical experience, who had graduated after 2012 from nursing education institutions using CBE in the DRC and currently worked in lower level health facilities such as HCs or GHs providing PHC (CBE-nurses); (2) secondary nurses with 2–5 years of clinical experience, who had graduated after 2012 from nursing education institutions using OBE and currently worked in lower level health facilities such as HCs or GHs providing PHC (OBE-nurses); and (3) clinical supervisors who oversaw both the CBE- and OBE-nurses in the health facilities. For this qualitative study, we randomly selected CBE- and OBE-nurses from participants of the DRC self-assessment competency comparison study [ 23 ] where there was no statistically significance between the two groups in demographic characteristics such as gender, age, years of experience, type of health facility, and position in the health facilities. For the comparison study, nine of the 26 provinces in DRC (Sud-Kivu, Nord-Kivu, Kasai-Central, Kongo-Central, Lualaba, Haut-Katanga, Kwilu, Kasai-Oriental, and Kinshasa) were selected based on transport accessibility and safety considerations for the research team to visit from Kinshasa [ 25 ]. Next, to compare OBE and CBE in similar conditions, a total of 10 cities (two from Kwilu and one from other 8 provinces) were selected where nursing education institutions applying OBE and CBE co-exist in both urban and rural areas, using the graduates list provided by the MoH. Then, health facilities where those two types of graduates were working were identified with the help of each city’s education institutions and provincial and district health offices. We identified the clinical supervisors who oversaw both CBE- and OBE- nurses in those health facilities.

Study participants had to be accessible at the time of the study, be able to travel to the interview site, and provide their consent to participate in the study. Most clinical supervisors were trained in OBE when they were nursing students. Sampling was discontinued when theoretical saturation was reached.

Data collection

Open-ended questionnaires were administered. Individual interviews were conducted for supervisors, while focus group discussions (FGDs) were conducted with CBE- and OBE-nurses separately. The research team (six authors) who had strong local contextual knowledge and experience in research in low- and middle-income countries including the DRC developed interview guides for the individual interviews and FGDs in French. The interview guides comprised questions regarding respondents’ demographics, their perceptions of the competence of secondary nurses in general, the differences between the competence of CBE- and OBE-nurses, and their views on improving nursing care. The questionnaires and guides were pilot-tested and finalised. Prior to data collection, the chief officer of the Department of Health Science Education in the MoH trained 10 MoH officers and two provincial health officers per province on the interview guide to conduct quality interviews in the provinces. Between January and September 2021, 10 interview teams (eight of which were gender-mixed), each comprising one MoH officer from Kinshasa and two officers from the target provinces, collected data. All interviews and FGDs were conducted face-to-face in a private setting at nursing education institutions or district health offices to ensure a favourable and private interview environment. Each interview and FGD lasted between 30–60 min and were recorded using an audio recorder. Participants were informed of their right to refuse study participation and assured of the confidentiality of the information they provided. They were paid travel allowances from their workplace to the interview venue. Twenty supervisors were interviewed (11 males, 9 females, 10 working at public health facilities, 2 in private health facilities, 5 in religious health facilities and 3 in others), and 22 FGDs with CBE-nurses and 21 FGDs with OBE-nurses (6–8 participants per each FGD) were conducted.

Ethical consideration

The authors obtained ethical approval from the Ethics Committees of the MoH of the DRC (No. 137/CNES/BN/PMMF/2019 du 21/09/2019) and the National Center for Global Health and Medicine in Japan (NCGM-G-004023-00). All participants provided written informed consent.

Data analysis

The authors transcribed the audio-recorded interviews into Microsoft Word in French, then manually analysed the transcripts and read and reread them to familiarise themselves with the data. In accordance with the qualitative descriptive methodology, perceptions of the differences between CBE and OBE nurses and challenges in health facilities were identified, extracted and coded. A total of 26 codes were further analysed to identify similarities and differences, then categorised into nine themes and matched with the five competencies required for clinical practice, as well as influential factors or barriers to competency in the clinical setting.

Trustworthiness

Credibility of the findings was enhanced through data source, methodological and investigator triangulations [ 26 ]. Data were collected from three sources, namely CBE-nurses, OBE-nurses, and their supervisors. Both individual interviews and FGDs were used to collect data. An individual interview allows the interviewee to speak freely and frankly and allows the interviewer to probe topics in certain depth without interruption [ 27 ]. FGDs are useful for assessment purposes because researchers can obtain wider opinions and perceptions from participants who build on each other’s ideas through ‘piggybacking’ [ 28 ]. During the interviews and FGDs, interviewers noted key points and restated them to participants to confirm accuracy or credibility. Furthermore, credibility was supported through the analysis and interpretation by all authors. The primary coding, categorisation of key phrases, and interpretation of the qualitative data were initially undertaken by the second author who had lived in the DRC for a significant period of time and had strong local contextual knowledge. The analysis was separately conducted by the first author with a qualitative research background of more than a decade, and the last author with the same background as the second author. These three authors presented initial analyses to the remaining authors to discuss interpretations and seek clarification and alternate explanations, which led to the enhancement of confirmability [ 26 ]. Transferability and dependability were boosted through description of the research context, and study procedures including data collection and analysis [ 26 ].

Strength of CBE-nurses

Most of the supervisors recognised the CBE-nurses to be better, particularly at three competencies required for nurses in the DRC (i.e., establishing professional communication, making decisions about health problems, and engaging in professional development) which aligns with the findings of the quantitative study using the self-evaluation scale.

CBE allows nurses, in addition to the theory learned in school, to be confronted with realities on the ground... They try to solve problems in relation to the needs of the patients. (Supervisor 9 in Kasaï-Oriental Province)

Supervisors recognised that CBE-nurses communicate with patients and the community better than OBE-nurses, especially respecting patients and community habits, using understandable language, informing patients and communities about health services, and checking that given information was understood.

CBE-nurses communicate with patients before providing nursing care. They introduce themselves to the patient and start a conversation like ‘Where are you from?’ But OBE-nurses struggle to communicate with patients. (Supervisor 8 in Sud-Kivu Province) OBE-nurses prescribe medicine and say, ‘Take it at home’. That’s it. CBE-nurses explain how to take the medicine, what the results will be, and observe whether the patient understood that information, then say ‘Come back to the health centre if you don’t feel better, I am happy to see how you are doing’. (Supervisor 8 in Kasaï-Central Province, Supervisor 8 in Sud-Kivu Province) CBE-nurses go into the community, see how the community is suffering, and encourage them to visit the health centre. (Supervisor 8 in Kasaï-Central Province)

Supervisors also identified CBE-nurses’ superiority in data gathering from different sources to identify health problems, analysing them to plan nursing interventions, and assessing the results to improve the nursing plan. These are components to making decisions about health problems.

OBE-nurses are not interested in the root cause. CBE-nurses go out to understand the community and use that knowledge when they see patients at a health facility. (Supervisor 3 in Kwilu Province) I found that CBE-nurses are very focused, can identify issues and priority needs of patients, and plan nursing care more effectively than OBE-nurses. (Supervisor 1 in Sud-Kivu Province)

However, some supervisors who did not know about the introduction of a competency-based programme criticised CBE-nurses as they try to share and discuss patients’ health issues with colleagues and supervisors, which is in fact one of the components of the competency to make decisions about health problems.

I find that the OBE-nurses can decide and work alone, but CBE-nurses always consult and involve other staff to make decisions. (Supervisor 7 in Sud-Kivu Province)

One supervisor identified the strength of CBE-nurses with their habit of active learning to update their knowledge, which is the competency to engage in professional development.

I think the education reform has done something. The CBE-nurses adapt better to the context and perform better in their duties. They are motivated and active. The CBE- nurses ask me questions to develop themselves, while OBE-nurses who graduated in the same year pretend they know everything, and don’t try to learn. (Supervisor 13 in Kongo Central Province)

Weakness of CBE-nurses

Supervisors identified that CBE-nurses’ relative weakness is their clinical skills.

I don't know if it's because of the teacher or school curriculum, but I see that there is a problem with the CBE-nurses in terms of practical clinical skills. (Supervisor 2 in Lualaba Province) I find that the CBE-nurses have some insufficiency, for example, they don't have the capacity of reading flowcharts or using partogrammes. I suspect that the school teacher or the supervisor of clinical practice did not teach enough about how to use those tools. (Supervisor 7 in Sud-Kivu Province)

FGDs separately organised with OBE- and CBE-nurses supported this supervisor’s observation about the novice of CBE nurses’ clinical skills.

CBE-nurses have shortcomings in practice. It seems they have not received enough practical training before graduation. For example, they are not good at attending delivery or calculating the doses of medicines and infusions for children. (FGD with OBE-nurses in Kinshasa) Sometimes there are techniques that we still need to learn in-depth. Our knowledge and experience are limited. There are practices we didn’t confront during clinical training when we were students. (FGD with CBE-nurses in Bukavu province)

Challenges in health facilities

Some supervisors recognise the difficulty of having OBE-nurses and CBE-nurses work together in the same health facility and the importance of the supervisor's role.

[With my mediation,] CBE- and OBE-nurses in my health facility share information to understand their differences and complement each other. (Supervisor 3 in Kwilu Province) I ask CBE-nurses to mentor OBE-nurses so that the OBE-nurses can work like the CBE nurses. (Supervisor 8 in Kasaï-Central Province) We, the supervisors, need to understand the new education, to be able to put ourselves in the shoes of those who give the current care [CBE-nurses] so that, between the two [OBE- and CBE-nurses], things can smoothly move forward. (Supervisor 3 in Haut-Katanga Province)

FGDs with the CBE-nurses supported the supervisor's statement that CBE-nurses were committed to improving care in healthcare facilities.

When I first came to work, OBE-nurses thought that I was going to fight with them. It was like a war. But by integrating them into everything I already knew, they are now able to provide care with the competency-based approach, too. I showed them that I am trained in five competencies in my school, and how to solve a problem by integrating several resources. (FGD with CBE-nurses in Bukavu province)

However, not all CBE-nurses have such positive experiences in their workplace. Rather, they struggle to get support and understanding from colleagues.

There are not a lot of CBE-nurses in my health facility. So, it's difficult... There are some people who accept my way of working, but others don't. They don’t know the new competency-based approach, so they criticise me. (FGD with CBE nurses in Kinshasa) OBE-nurses criticised us saying that we are too proud because we studied with a competency base. They say we're going to replace them. We need to say, no, we didn’t come to replace you. (FGD with CBE nurses in Bukavu province) Our way of working with the new approaches creates a conflict in the workplace. (FGD with CBE nurses in Kinshasa)

In such a work environment, CBE-nurses experience difficulties in utilising their competencies.

OBE-nurses tell me to follow their way. I’m the only CBE-nurse in my workplace. It's a difficult situation. ...Their work experience is greater than mine, so they say they know better than me. (FGD with CBE nurses in Kinshasa) Where I work, the majority of the staff received OBE. They don’t know what I learned. Sometimes they treat me like a servant, and that causes conflicts between us. (FGD with CBE nurses in Kinshasa)

Based on such problematic situations in health facilities, both supervisors and CBE-nurses expressed the need for competency-based in-service training as recurrent programmes for experienced OBE-nurses/supervisors.

Most supervisors received OBE, so, they don’t know well about the competency-based approach. Training should be conducted for such supervisors so that all of us can have the same commitment. (Supervisor 1 in Sud-Kivu Province) There is something we don't know about new education. When the education reform is applied at the school, we, who are in the health facilities, must also be briefed on this, to speak the same language with newly graduated nurses. (Supervisor 6 in Kasaï- Central Province) I hope OBE-nurses get an opportunity to receive competency-based training. Then OBE- and CBE-nurses can work better together. (FGD with CBE nurses in Kinshasa)

Some supervisors noted that for CBE-nurses to demonstrate their competency, comprehensive health system strengthening is needed, including tackling the workforce shortage in health facilities.

Because of the shortage of staff, one nurse needs to cover several positions in my health facility and continuously work without the rest. We try to prioritise providing more or less satisfactory care for the patients. In this situation, when we find any issue in a nurse, it is difficult to judge if the nurse doesn’t have the competency, or is overwhelmed by the heavy workload. When the working conditions don't meet the standards, the judgement can be biased. Once the working condition meets the standards, then we can really reap the benefits of this new education approach in health facilities. (Supervisor 9 in Kasaï-Oriental Province)

Increasing the availability and quality of the health workforce and strengthening PHC are essential for achieving UHC in the DRC [ 7 ], and nurses are expected to play a particularly important role [ 9 ]. This is the first qualitative study to explore the effectiveness of CBE in secondary nurses who are working in lower level health facilities where there is no doctor, playing a critical role in providing PHC in the DRC [ 29 ]. The results show that supervisors in health facilities recognised that CBE-nurses have stronger competencies than OBE-nurses, especially in the areas of establishing professional communication, making decisions about health problems , and engaging in professional development. These results are aligned with the findings of the quantitative study in which the CBE- and OBE-nurses evaluated their own competencies using a DRC-specific self-assessment nurse competence scale [ 23 ]. The better performance by CBE-nurses in comparison with OBE-nurses has been proven in high- and upper-middle-income countries [ 30 , 31 , 32 ]. A review from China found that CBE-nurses performed better than OBE-nurses in terms of critical thinking, interpersonal communication, and professional development [ 33 ]. Our study showed that even in low-income countries such as the DRC, CBE can improve nursing care at health facilities.

Our study findings support the policy of the MoH in the DRC, which introduced CBE into the pre-service education system to achieve UHC through PHC. It also encourages other resource-limited countries to confidently promote CBE. However, the progress to shift from OBE to CBE has been slow. Fifteen years after the issuance of a ministerial decree, only 21% of the nursing education institutions have introduced CBE in the DRC. This study identified that the simultaneous implementation of the two approaches causes multiple challenges in health facilities, such as the feud between OBE- and CBE-nurses and the provision of unstandardised nursing care. The MoH continues preparing and conducting annual graduation examinations with different questions for CBE- and OBE-trained students, which places a heavy burden on the MoH in terms of finances, time, and human resources.

Some sub-Saharan African countries face the same challenges in implementing policies once they are enforced [ 34 ]. The successful transition from OBE to CBE in Rwanda highlights the importance of medium- and long-term reform plans [ 12 ]. In the DRC, the ministerial decree from the MoH to introduce CBE in 2005 was not legally binding, and the enforcement thereof was left to the provincial governments in a decentralised system, relying on each province’s leadership and capacity. A well-planned, legally binding CBE reform strategy will be helpful to speed up the transition to CBE. The MoH could consider abolishing the national standardised final examinations for OBE-trained students by a certain year. Strengthening the legally binding accreditation system for nursing education institutions could also be considered to close poor-quality ones, such as those having no capacity to introduce CBE curricula.

This study also revealed the importance of approaching the continuing professional development (CPD) system in CBE reform. Until all education institutions introduce CBE and all clinical nurses who graduated with OBE retire from their work, CBE- and OBE-nurses will continue to work together in health facilities across the country. This makes each health facility struggle to systematically provide standardised nursing care, as this study has identified. CBE-nurses expressed their challenges in demonstrating their competencies at their workplace where most supervisors and colleagues do not know about CBE. In fact, some supervisors who lack an understanding of CBE consider the performance of CBE-nurses, such as careful decision-making by consulting with other staff, as a shortfall and indicative of not being able to make decisions by themselves. This implies that supervisors lack a thorough understanding of the new education approach and cannot properly evaluate staff performance. To transfer the results of CBE to clinical practice, it is critical that all health facility staff, including supervisors and OBE-nurses, have a thorough knowledge of CBE through the CPD system so that CBE-nurses can effectively demonstrate their acquired competence in clinical settings [ 31 ].

The clinical skills of CBE-nurses were identified as relatively weak by supervisors. FGDs supported this observation and contradicts the curriculum of CBE in the fourth year which allocates longer hours in situational simulation and clinical training than the OBE curriculum (2498 h vs 2300 h) [ 23 ]. One of the reasons for this weakness could be the inadequate quality of clinical training provided for nurse students in health facilities, which is an issue in nursing education in many lower income countries [ 35 , 36 , 37 , 38 ]. In the DRC, provincial health departments have a role to monitor secondary nursing education institutions three times a year. However, no concrete monitoring tool for the provincial department exists to assess the quality of clinical training at health facilities. In the medium- and long-term plans for CBE reform, a concrete strategy to monitor and improve clinical training should be included. The collaboration between nursing education institutions, healthcare facilities, and officers at health departments at provincial and district levels is key to ensure highly competent future nurses.

Strong MoH leadership is critical in the comprehensive medium- and long-term strategic plan for a smoother transition from OBE to CBE both in the pre-service and in-service education system. In the DRC, three separate departments in the MoH manage human resources. The Department of Human Resources for Health is responsible for the recruitment and placement of personnel, the Department of Health Science Education is responsible for the pre-service education of secondary nurses, and the Department of Continuing Education is responsible for CPD. Although CBE reform is one of the priorities in the MoH [ 7 ], the three departments have no concrete plan to proceed with the reform in synergy. It is imperative to strengthen the cooperation between the three departments to accomplish the MoH’s priority to provide quality PHC at lower-level health facilities through competent nurses.

This study has several limitations. Although a 360-degree evaluation approach with each nurse is a more comprehensive methodology [ 39 , 40 ], being a low-income country with a vast territory and limited resources, it has been difficult for the MoH to apply it. The results from our study, using interviews and FGDs to carefully sampled nurses, are still informative for policy implications in the DRC; thus, our methodology could be useful for other resource-limited countries. This study did not explore the broader challenges and constraints such as the working environment, and possible solutions in the wider health system. A more comprehensive health system analysis could be considered in future studies.

The supervisors recognised that CBE-nurses have stronger competencies in professional communication, making decisions about health problems, and engaging in professional development, which supports the MoH policy to expand CBE in nationwide pre-service education. However, challenges exist for supervisors to assure standardised care at health facilities with two types of nurses, and for CBE-nurses to fully demonstrate their competencies at health facilities where they are a minority. The development and implementation of a well-planned, legally binding, longer-term CBE reform strategy, including an approach to the CPD system with strong cooperation among the three departments of the MoH, would be the key to accelerating the provision of PHC by competent nurses.

Availability of data and materials

The datasets used and/or analysed during this study are available from the corresponding author on reasonable request.

Abbreviations

Competency-based education

Continuing professional development

Democratic Republic of the Congo

Focus group discussion

General hospital

Health centre

Ministry of Public Health

National Center for Global Health and Medicine

Object-based education

Primary healthcare

Universal health coverage

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Acknowledgements

The authors would like to express their profound gratitude to the fieldwork team especially for the following MoH officers: Adolphe Ilondo Ngamashi, Angèlique Mukomba Muzinga, Beatrice Bobo Musesu, Elisabeth Akatshi Lushima, Jacob Mputu Tshiondo, Léonie Lubuimi Benge, Marcel Baroani Bunzuki, Marie-Thérèse Tshabu Bukasa, and Séverin Bushiri Mutupeke and to the health professionals who participated in the study.

This study was supported by a Research Grant for International Health (19A10 and 20A04) from Japan's Ministry of Health, Labour and Welfare. The funder had no role in study design, data collection and analysis, decision to publish, or preparation of the manuscript.

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Miyuki Oikawa

School of Nursing, Tokyo Women’s Medical University, Tokyo, Japan

Tomoko Komagata

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Contributions

MN, MO, TK, GUK, SM, YM and TT developed the study design and data collection tools in consultation with DBJB, YE and MH. MO, DBJB, GUK, and YM supervised the field data collection discussion with MN, SM, TK and TT. MN, MO, SM, and TT undertook the data analysis. All authors contributed to the preparation of the paper. All authors read and approved the final manuscript.

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Nagai, M., Oikawa, M., Komagata, T. et al. Clinical competency of nurses trained in competency-based versus objective-based education in the Democratic Republic of the Congo: a qualitative study. Hum Resour Health 22 , 38 (2024). https://doi.org/10.1186/s12960-024-00921-0

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1ST TERM JSS1 PHYSICAL HEALTH EDUCATION Scheme of Work and Note
FIRST TERM E-LEARNING NOTE SUBJECT: P.H.E CLASS J.S.S.1 WEEKS TOPICS Meaning and Purpose of Physical Education Physical Fitness and Body Conditioning Programmes Characteristics of a Physically fit person Exercise to develop strength, Endurance and Flexibility Safety Precaution while Performing Exercises Personal, School and Community Health & 8 Meaning of Sewage and Refuse Methods of Sewage -
Meaning and Objective of Physical Education (JSS1 First Term)
Meaning and Objective of Physical Education (JSS1 First Term) What is physical education? Physical education is the education that develops an individual socially, physically, emotionally and intellectually or mentally.
Pathogens, Diseases and their prevention (i)
JSS1 Physical And Health Education. Pathogens, Diseases and their prevention (i) Overview. Identify the diseases caused by pathogens; List different types of disease; Mention the effect of diseases on athletes performance in physical activities; List types of preventive measures.
Personal, School and Community Health
This is the totality of physical, social, mental and emotional aspect of the school and the measure provided to ensure the health and safety of students and staff. Health education means the science of health behaviour, as well as the education process used to bring about positive and mental health.
Physical and Health Education- JSS 1- First Term Examination
Subject: Physical and Health Education Class: JSS 1 Time: 2 Hours. Section A : Objective Questions 1. In a 100m hurdle, there are _____ hurdles. ... Which of the following is not an objective of physical education? (a) It encourages the spirit of fair play (b) It teaches pupils sporting skills (c) It maintains physical fitness and tolerance (d ...
Meaning of Physical Education
Back to: PHYSICAL HEALTH EDUCATION JSS1 . ... What are the 3 objectives of physical education? Physical Education will develop the WHOLE child in EVERY child. The physical educators will serve as role models, and demonstrate knowledge of health, physical education and wellness.
Standards for Health Education
Health education standards outline what students should know and be able to do by the end of specified grades, serving as a valuable tool for schools in selecting, designing, or revising curricula. 1. Multiple professional organizations working in health education have recent or current efforts to update standards for health education. Versions ...
OBJECTIVE OF PHYSICAL AND HEALTH EDUCATION
The objectives of physical and health education include: i. Increasing physical fitness. ii. Improving motor skills. iii. Developing positive attitudes towards physical activity. iv. Promoting health literacy. v. It also aims to educate students about the importance of nutrition, personal hygiene, and mental well-being.
Free Physical and Health Education Exam Questions and Answers For JSS1
These Physical and Health Education questions and answers were pulled from our book (Physical and Health Education questions for JSS 1); Compiled to serve as a reference material to help teachers draw up test and exam questions faster. It could also help students assess their level of exam preparation. Each sample question includes correct answers.
Physical and Health Education JSS1 First Term
Physical and Health Education J.S.S 1 First Term. Theme: WEEK 9. Food Nutrition and Health I. Performance Objectives. Students should be able to: Explain the meaning of food and nutrition.
Flag of Elektrostal, Moscow Oblast, Russia : r/vexillology
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Clinical competency of nurses trained in competency-based versus
Background Designing competency-based education (CBE) programmes is a priority in global nursing education for better nursing care for the population. In the Democratic Republic of the Congo (DRC), object-based education (OBE) remains mainstream in pre-service nursing education programmes. Recently, the Ministry of Health developed a self-assessment tool and quantitatively compared the ...
Elektrostal, Moscow Oblast, Russia
Elektrostal : Elektrostal Localisation : Country Russia, Oblast Moscow Oblast. Available Information : Geographical coordinates, Population, Area, Altitude, Weather and Hotel. Nearby cities and villages : Noginsk, Pavlovsky Posad and Staraya Kupavna. - City, Town and Village of the world
File:Coat of Arms of Zhukovsky (Moscow oblast).svg
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Elektrostal
In 1938, it was granted town status. [citation needed]Administrative and municipal status. Within the framework of administrative divisions, it is incorporated as Elektrostal City Under Oblast Jurisdiction—an administrative unit with the status equal to that of the districts. As a municipal division, Elektrostal City Under Oblast Jurisdiction is incorporated as Elektrostal Urban Okrug.

Lesson Note on Physical and Health Education JSS1 (BASIC 7) First Term

AIMS OF PHYSICAL EDUCATION

THE OBJECTIVES OF PHYSICAL EDUCATION

THE OBJECTIVES OF HEALTH EDUCATION

BODY CONDITIONING PROGRAMMES-

TOPIC- SAFETY PRECAUTIONS WHILE PERFORMING EXERCISES

TOPIC- HEALTH DETERMINANTS

METHOD OF REFUSE DISPOSAL

TYPES OF RECREATIONAL ACTIVITIES

ACCIDENT

TYPES OF ACCIDENTS

MEASURES FOR PREVENTING WORK PLACE/ INDUSTRIAL ACCIDENTS

CAUSES OF DOMESTIC ACCIDENTS INCLUDE;

First aid treatment for incision

First aid treatment for fracture

GENERAL RULES AND REGULATIONS THAT GUIDE THROWING EVENTS

TOPIC – DOMESTIC ACCIDENT

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JSS1 First Term Physical and Health Education Junior Secondary School

Meaning of Health Education

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Meaning and Objective of Physical Education (JSS1 First Term)

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Flag of Elektrostal, Moscow Oblast, Russia

Clinical competency of nurses trained in competency-based versus objective-based education in the Democratic Republic of the Congo: a qualitative study

Conclusions

Design, setting, and participants

Data collection

Ethical consideration

Data analysis

Trustworthiness

Strength of CBE-nurses

Weakness of CBE-nurses

Challenges in health facilities

Availability of data and materials