Class: Pre-School Level 4
Term: Second Term
Week: 4
Age: 5 years
Duration: 30 minutes
Subject: Physical and Health Education
Curriculum Theme: Physical and Health Education
Previous Lesson: Social Development through Sports, Teamwork, Cooperation and Fairness
Topic: Emotional Development through Sports: Recognising and Controlling Emotions
Subject Matter: Development through Sport Activities – Emotional Development – Elements of Emotional Development: Anxiety, apathy, anger, boredom, zeal, contentment, excitement, hostility, etc. Weekly focus: Emotional Development through Sports: Recognising and Controlling Emotions.

Specific Objectives

By the end of the lesson, pupils should be able to:

Cognitive Domain

Identify common emotions (e.g., happy, sad, angry, excited) in themselves and others during sports activities.
Recognise that different situations in sports can make them feel different emotions.

Affective Domain

Express emotions appropriately during play.
Appreciate the importance of controlling strong emotions like anger or frustration when playing sports.

Psychomotor Domain

Participate in simple sports activities (e.g., throwing, catching, kicking) while observing their own emotional reactions.
Demonstrate controlled reactions even when a game is challenging.

Take turns and encourage classmates, demonstrating positive emotional responses during group play.

Reference Materials

NAPPS National Unified Teaching Scheme for Pre-School Level 4
Early Childhood Care and Education resources

Instructional Materials

Charts showing different facial expressions for emotions (happy, sad, angry, excited)
Soft balls (e.g., foam balls, beach balls)
Small baskets or hoops
Cones or markers for simple game boundaries
Video clips (as specified in the seed)

Rationale for the Lesson

This lesson helps 5-year-old pupils understand and manage their feelings while engaging in physical activities. By linking emotions to sports, children learn how to react positively to wins, losses, and challenges, which is a crucial life skill for their overall well-being and social interaction.

Prerequisite/Previous Knowledge

Pupils have previously participated in simple physical activities and can recognise basic feelings like being happy or sad.

Lesson Content/Board Summary

Emotional Development through Sports: Recognising and Controlling Emotions

Emotions are feelings we have inside us. We can feel many different emotions, especially when we play sports or games.

Common Emotions in Sports:

Excitement: Feeling very happy and energetic, like when you score a goal!
Contentment: Feeling calm and happy, like when you play well with your friends.
Zeal: Feeling eager and determined to try your best.
Anxiety: Feeling a little worried or nervous, like before it’s your turn.
Anger: Feeling upset or mad, like when you miss a shot or someone pushes you.
Frustration: Feeling annoyed or disappointed when something is difficult or doesn’t go your way.
Boredom: Feeling uninterested or having nothing to do.
Hostility: Feeling unfriendly or aggressive towards others. (We learn to avoid this!)

Sports help us learn about our emotions. When we play, we might feel excited, happy, or even a little sad or angry. It’s important to recognise these feelings and learn how to control them so we can play fairly and have fun with everyone.

Controlling Emotions:

When you feel angry or frustrated, take a deep breath.
Try again if you miss. Don’t give up!
Be kind to your friends, even if they make a mistake.
Celebrate when you win, but also be a good sport if you don’t win.

Key Words

Emotion – a feeling you have inside, like happy or sad.
Happy – feeling joyful.
Sad – feeling unhappy.
Angry – feeling very upset or mad.
Excited – feeling very happy and energetic.
Control – to manage or guide your feelings and actions.

What the Teacher Should Show or Draw

The teacher should display charts with clear pictures of children showing different facial expressions (happy, sad, angry, excited). The teacher will also demonstrate simple sports actions like throwing and catching a ball, and model appropriate emotional reactions.

Emotions in Play Rhyme

Tune: “Twinkle, Twinkle Little Star”

Lyrics:

When we play our games today,
Many feelings come our way.
Happy, excited, we can be,
Playing with our friends, you see!

Sometimes angry, sometimes sad,
But we won’t let feelings get bad.
Deep breath in, and let it go,
Good sports always, watch us grow!

Actions:

“When we play our games today” – Mimic throwing a ball.
“Many feelings come our way” – Point to self.
“Happy, excited, we can be” – Smile and jump a little.
“Playing with our friends, you see!” – Point to friends.
“Sometimes angry, sometimes sad” – Make a frown, then a sad face.
“But we won’t let feelings get bad” – Shake head “no”.
“Deep breath in, and let it go” – Take a deep breath in, then exhale slowly.
“Good sports always, watch us grow!” – Give a thumbs up.

How to use the rhyme: The teacher leads pupils in singing the rhyme with actions after discussing different emotions and before playing a game, to remind them about managing their feelings.

Watch and Learn About Emotions

Let’s watch a short video to see how different people feel and how we can understand our own feelings.

https://www.youtube.com/watch?v=l4WNrvVzyG4

Teaching Methods/Instructional Techniques

Play-based Learning, Demonstration, Guided Practice, Songs and Rhymes, Picture Talk, Question and Answer, Practical Activity, Role-play.

Instructional Procedures

Step 1: Introduction

Time: 3 minutes

Teaching Skill: Greeting/Engagement

Teacher’s Activity: The teacher greets the pupils warmly and asks them how they are feeling today. The teacher introduces the topic by asking, “Do you know that when we play games, we feel many different things inside? Today, we will learn about these feelings and how to be good sports.”

Pupils’ Activity: Pupils respond to the greeting and share their feelings (e.g., “I’m happy,” “I’m excited”). They listen attentively to the introduction.

Learning Point: Pupils are engaged and introduced to the concept of emotions in play.

Step 2: Exploring Emotions

Time: 5 minutes

Teaching Skill: Explanation/Picture Talk

Teacher’s Activity: The teacher shows charts of different facial expressions (happy, sad, angry, excited). The teacher asks pupils to identify each emotion and describe what it feels like. The teacher explains that these are all normal feelings.

Pupils’ Activity: Pupils identify the emotions shown on the charts and mimic the facial expressions. They share simple descriptions of what each emotion feels like to them.

Learning Point: Pupils recognise and name common emotions.

Step 3: Emotions in Sports Demonstration

Time: 5 minutes

Teaching Skill: Demonstration/Modelling

Teacher’s Activity: The teacher demonstrates a simple sports activity, like throwing a soft ball at a target. The teacher models expressing different emotions during the activity: “Wow, I hit the target! I feel so excited!” (jumps). Then, “Oh no, I missed! I feel a little frustrated, but I will try again!” (takes a deep breath). The teacher asks pupils to observe the emotions shown.

Pupils’ Activity: Pupils watch the teacher’s demonstration and observe the different emotions the teacher expresses. They may comment on what they see.

Learning Point: Pupils see how emotions can be felt and expressed during sports.

Step 4: Guided Sports Play and Emotion Identification

Time: 6 minutes

Teaching Skill: Guided Practice/Observation

Teacher’s Activity: The teacher organises pupils into small groups for a simple sports activity (e.g., throwing a soft ball into a basket, simple kicking game). The teacher observes pupils’ reactions and asks, “How do you feel when you catch the ball?” or “How do you feel when you miss?” The teacher guides them to name their emotions.

Pupils’ Activity: Pupils participate in the sports activity. They try to identify and express their feelings when they succeed or face a challenge, with the teacher’s help.

Learning Point: Pupils begin to link their feelings to specific actions and outcomes in sports.

Step 5: Rhyme and Discussion on Control

Time: 4 minutes

Teaching Skill: Reinforcement/Discussion

Teacher’s Activity: The teacher leads the pupils in singing the “Emotions in Play Rhyme” with actions. After the rhyme, the teacher discusses what to do when they feel “big” emotions like anger or frustration during play (e.g., take a deep breath, count to three, ask for help, try again).

Pupils’ Activity: Pupils sing the rhyme with actions. They participate in the discussion, offering ideas on how to manage strong feelings.

Learning Point: Pupils learn strategies for controlling their emotions during play.

Step 6: Video and Role-Play

Time: 3 minutes

Teaching Skill: Visual Learning/Application

Teacher’s Activity: The teacher shows the short video “How Do You Feel?” and asks pupils to identify the emotions shown. The teacher then suggests a quick role-play: “What would you do if a friend accidentally took your ball? How would you feel? What is a good way to react?”

Pupils’ Activity: Pupils watch the video and identify emotions. They participate in the role-play, demonstrating appropriate reactions to a challenging situation during play.

Learning Point: Pupils apply their understanding of emotions and control to real-life scenarios.

Step 7: Evaluation/Review

Time: 4 minutes

Teaching Skill: Questioning/Assessment

Teacher’s Activity: The teacher checks pupils’ understanding through short questions and practical tasks.

Show me a happy face. Show me an angry face.
What should you do if you feel angry when playing a game?
What emotion do you feel when you win a game?
What emotion do you feel if you try your best but still lose? How should you act?

Pupils’ Activity: Pupils respond orally and demonstrate the required skill where appropriate (e.g., making faces, giving verbal answers, demonstrating taking a deep breath).

Learning Point: Pupils demonstrate understanding of the lesson.

Step 8: Conclusion

Time: 1 minute

Teaching Skill: Summarisation

Teacher’s Activity: The teacher praises the pupils for their participation and reminds them that it’s good to feel all kinds of emotions, but it’s important to learn how to control them, especially when playing sports, so everyone can have fun and be good friends.

Pupils’ Activity: Pupils listen and respond with “Yes, teacher!” or a similar affirmation.

Learning Point: Pupils understand the overall message of the lesson.

Lesson Keywords

Emotion – a feeling you have inside, like happy or sad.
Happy – feeling joyful.
Angry – feeling very upset or mad.
Control – to manage or guide your feelings and actions.
Sportsmanship – playing fairly and being respectful to others, whether you win or lose.

Differentiation

Support: For pupils who struggle to identify emotions, the teacher can use larger, simpler emotion cards, provide more direct prompts, or use hand-over-hand guidance to mimic facial expressions. Pair them with a more confident peer during activities.
Extension: For pupils who quickly grasp the concept, the teacher can ask them to describe more complex emotions (e.g., disappointment, pride) or suggest different strategies for controlling anger (e.g., walking away for a moment, talking to a friend). They can lead a small group in a simple game, demonstrating good sportsmanship.

Note for teachers using this lesson plan

Before the lesson, ensure you have clear emotion charts ready and enough soft balls for the activities. The key is to make the learning concrete and experiential. Observe pupils closely during the sports activities to see their natural emotional reactions. Use these real-time observations as teaching moments. Emphasise that all emotions are okay to feel, but how we react to them is what matters. Encourage pupils to verbalise their feelings, even if it’s just “I feel sad” or “I feel happy.” Model appropriate emotional responses consistently. Safety during physical activities is paramount; ensure enough space and supervision. Repeat the rhyme and discussion on emotional control whenever opportunities arise during play throughout the week.