Free short notes and revision cards
Grade 9 Health and Physical Education on Temari has 12 revision cards, arranged by the chapters of the Ethiopian national curriculum. Every card says when the rule applies, what each symbol in it stands for, and the mistake students most often make with it. They are free to read and need no account.
Show one kind of card
When you use it
Reach for this when asked what doping is or what happens to an athlete found guilty of an anti-doping rule violation.
Watch out
Breaking any anti-doping rule counts as doping, not only taking a prohibited substance. Not knowing is no excuse: the chapter says ignorance is not a reason and carelessness is not considered in anti-doping cases.
Drafted from Grade 9 Health and Physical Education, pages 1-13, then checked twice before it went up
When you use it
Reach for this when asked what the VAR does in football or which decisions it checks.
Watch out
The VAR only makes sure no clearly wrong decisions are made on goals, penalty decisions, and sending off or not sending off a player. It informs the referee; it does not re-examine every decision in the match.
Drafted from Grade 9 Health and Physical Education, pages 1-13, then checked twice before it went up
When you use it
Use this method when you need to find your heart rate, for example before and after exercise. It needs only a watch or phone timer and two fingers.
Watch out
Do not count the pulse with your thumb, because the artery in the thumb makes the count inaccurate. Use your pointer and middle fingers only.
Drafted from Grade 9 Health and Physical Education, pages 14-29, then checked twice before it went up
When you use it
Use this rule when a question asks what happens to fitness gained through training after a student stops exercising.
Watch out
Fitness cannot be stored for later use. Any adaptation from training is reversed when training stops, which is called detraining, so a break in exercise undoes the gains.
Drafted from Grade 9 Health and Physical Education, pages 14-29, then checked twice before it went up
| Step | What to do |
|---|---|
| 1 | The body should be positioned behind the flight of the ball. |
| 2 | Knees should be slightly bent. |
| 3 | Elbows should be held away from the body and hands clear of the chest surface. |
| 4 | Keep the shoulders and hips square to the ball. |
| 5 | Lean back slightly from the trunk of your body to absorb the pace of the ball. |
| 6 | Withdraw the chest immediately as the ball is touched. |
| 7 | Slightly concave your back to cushion the ball. |
| 8 | Touch the ball down to your feet. |
| 9 | Lean forward over the ball. |
| 10 | Move first touch to space and accelerate. |
When you use it
Use this when a high ball arrives in the air and you need to bring it under control with your chest before passing or shooting.
Watch out
Practise with a softball, not a hard ball, so the chest stays comfortable and safe.
Drafted from Grade 9 Health and Physical Education, pages 40-57, then checked twice before it went up
| Step | What to do |
|---|---|
| 1 | Keep your eyes on the ball. |
| 2 | Drive through the ball. |
| 3 | Attack the ball using your body. |
| 4 | Connect with the ball using your forehead. |
| 5 | To shoot, head the ball towards the ground. |
| 6 | For a defender, get under the ball to get height and distance. |
When you use it
Use this when the ball is in the air above head height and you need to pass, clear or shoot it with your head.
Watch out
Connect with the forehead, not the top of the head: the forehead gives the most power and accuracy and does not hurt.
Drafted from Grade 9 Health and Physical Education, pages 40-57, then checked twice before it went up
When you use it
Use this when your team wins the right to serve, to know how the players move before the service.
Watch out
If the service is not made in rotational order, a rotational fault is called and the opponent gets only one point, whatever the result of the rally.
Drafted from Grade 9 Health and Physical Education, pages 58-71, then checked twice before it went up
| Step | Action |
|---|---|
| 1 | Dribble close to the basket with your right hand. |
| 2 | Step toward the basket with your right foot. |
| 3 | Jump off your left foot and bring the ball to your chest. |
| 4 | Shoot with your right arm as you lift your right leg. |
| 5 | Aim for the sweet spot, slightly above the top right corner of the small square on the backboard. |
When you use it
Use these steps when asked to describe or perform the underhand lay-up, the easiest and most accurate shot in a game situation, taken from the right side of the basket.
Watch out
Do not stand so close to the backboard that you end up under it. Practise with both hands, because the chapter says both hands must be used while practising lay-ups.
Drafted from Grade 9 Health and Physical Education, pages 72-84, then checked twice before it went up
When you use it
Use this stance whenever a goalkeeper is waiting for a shot, and again after every save so the next shot can be reached quickly.
Watch out
A goalkeeper who stays upright after a save is slow to the next shot. Return to the ready position every time, with the knees bent and the weight on the balls of the feet.
Drafted from Grade 9 Health and Physical Education, pages 85-100, then checked twice before it went up
When you use it
Use this rule when deciding who may stand in the 6-metre zone in front of the goal, and who owns a ball that lies in or flies over that zone.
Watch out
A ball in the air above the 6-metre zone can still be caught by an opponent who jumps for it, but that opponent must not step into the zone to do so. Only the goalkeeper may stay in the zone throughout the game, and the goalkeeper may use any part of the body to save only inside the defending zone.
Drafted from Grade 9 Health and Physical Education, pages 85-100, then checked twice before it went up
| Step | Action |
|---|---|
| 1 | Turn into the attacker's side as far as you can. This keeps you at a distance from being choked. |
| 2 | With the hand that is farthest away, strike the crotch with open-handed slaps until you have enough room to turn your head all the way out and disengage. |
When you use it
Reach for this when an aggressor locks an arm around your head from the side and you are at risk of being choked.
Watch out
Turn into the side first. The chapter says your first instinct must be to avoid being choked, so do not spend time striking before you have turned.
Drafted from Grade 9 Health and Physical Education, pages 101-112, then checked twice before it went up
| Step | Action |
|---|---|
| 1 | Move your hips to one side. This halts your attacker's arms from going higher into a headlock. |
| 2 | Strike the crotch with open-handed slaps, which the side movement opens up for you. |
| 3 | Bring your hand back up to your arms and raise your opposite elbow to turn into the wrap. Keep your arms tight to your chest as you turn in. |
| 4 | Stay forceful with your knees and other counterattacks until you can disengage. |
When you use it
Use this when an aggressor comes from behind and traps your arms in a bear hug, so that you cannot move freely.
Watch out
Keep your arms tight to your chest as you turn in, and do not stop after the first move. The chapter stresses staying forceful until you can disengage.
Drafted from Grade 9 Health and Physical Education, pages 101-112, then checked twice before it went up
The student textbook for the new curriculum, free as a PDF. The cards on this page follow its chapters.
Ministry of Education edition, English
66 pages
An exam paper keeps asking for what the year below taught. Those cards are here too.
Everything else in this year that has cards so far.
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