SYLLABUS

THEORY
Unit I: Changing Trends & Career in Physical
Education
❖ concept, Aims & Objectives of Physical Education
❖ Ch anging Trends in Sports- playing surface, wearable
gears and sports equipment, technological advancements
❖ Career Opt ions in Physical Education
❖ Kh ela-Ind ia and Fit-India Program
Unit II: Olympism
❖ An cie nt and Modern Olympics
•> Olympism - Concept and Olympics Values (Excellence,
Friendship & Respect)
❖ Olympics - Symbols, Motto, Flag, Oath, and Anthem
Max. Marks 70
Unit VI: Test, Measurement & Evaluation
❖ Concept of Test, Measurement & Evaluation in Physical
Education & sports .
❖ Classification of Test in Physical Education and Sports.
❖ Test administration guidelines in physical education and
sports
Unit VII: Fundamentals of Anatomy, Physiology
In Sports
❖ Definition and Importance of Anatomy and Physiology in
exercise and sports
❖ Functions of Skeletal system, classification of bone and
types of joints.

❖ Olymp ic Movem e nt Structure - IOC, NOC, IFS, Other ❖ Funct ion and Structure of Circulatory system and
me mbers heart.
❖ Function and Structure of Respiratory system.
Unit Ill: Yoga
❖ M ea ning & Importance of Yoga Unit VIII: Fundamentals of Kinesiology and
❖ Introduction t o Ashtanga Yoga Biomechanics ln Sports
❖ Introductio n t o Yogic Kriya s (Shat Karma)
+ Definition and Importance of Kinesiology and Biomechanics
in sports
Unit IV: Physical Education and Sports for CWSN + Principles of Biomechanics
(Children with Special Needs-Divyang) ♦ Types of Body Movements - Flexion, Extension, Abduction,
❖ Conce pt of Disabilit y and Disorder Adduction, Rotation, Circumduction, Supination &
❖ Types of Disabil ity, its causes & nature (Intellectual Pronation
disability, Phy sical disability) + Axis and Planes - Concept and its application in body
❖ Aim & Objective of Adaptive Physical Education movements
+ Role of various professionals for children with special needs
(Counse llor Occupational Therapist, Physiotherapist, Unit IX: Psychology & Sports
Physical Ed~cation Teacher, Speech Therapist & Special + Definition & Importance of Psychology in Physic_
ar
Educator) Education & Sports
♦ Adolescent Problems & Their Management
Unit V: Physical Fitness, Health and Wellness
+ Team Cohesion and Sports
♦ M eaning and Importance of Wellness, Health and Physical
Fitn ess Unit X: Training and Doping in S ·
~ Components/Dimensions of Wellness, Health and Physical + Concept and Principles of Sports Tr
Fitness
+ Training Load : Over load, Adaptatic:m,
~ Trad itional Sports & Regional Games for promoting
+ Concept of Doping and lts disadvantages
wellness
coNTENTS
-
I )tl It

11
.
t:concept,
c1,nngiog. Tf<'n~•
Aims . .& Cn,'<>N'
and Jb1ect1\ hv.,1PlHJ!! I( nl ~1,lut ,1tlvt1
. t'S \1t l"'In
1Ul 1I l 1Ut,11 h'"
aa tJ!.

-
.... ,....... ,•.,, .. ,...,............................................... f 1-24
11
15
• ChJnging Tr'Cnds in Sports- µl-1\tnl•~"!1.U 11~1t 1?1 wrn11.1III, 11 1•1 1111¾
1 2 t«nnological advancements ' •' ' " • •,µ,n h ,•qulpn,ent,
16
.3 career Opttons in Physical tduration 20
1
_.i Khelo India and Fit-India Programm~
1
Unit
2.1 2:Ancient
Olytnpism .........................
and ~1odern Olympics . ... ........................................................... 25 •31
... , •••• , . . . . . . . . . . , ••••• , . • • • • • • • • • • • ~ , , , _ . , . . . . . . , i •
25
26
2 2 Olympism - Concept and Olympi c vaIue...5 (Exc:clll'nce, hl1:nd1.,h1p & Respect) 26
2.3 Olympics - Symbol, Motto, Flag, oath and Anthein 27
2.4 Olympic Movement Structure - IOC · NOC, IFs , Otl ,er M~m bers

Unit 3: y ogo .................................................................. . .

.. ............................................................................. ...
33 '·3
33
3.1 Meaning and Importance of Yoga 35
3.2 Introduction to Ashtanga Yoga 39
3.3 Introduction to Yogic Kriyas (Shat Karma)
Unit 4: Physical Education ond Sports for CWSN (Children with Special Needs-Dlvgang) .............. , ••SI,

4.1 Concept of Disability and Disorder 44

4.2 Types of Disability, its Causes and Nature (Intellectual Disability, Physical Disability) 45

4.3 Aim and Objectives of Adaptive Physical Education 48

4.4 Role of Various Professionals for Children with Special Needs-Counsellors, Occupational Therapist, 50
Physiotherapist, Physical Education Teacher, Speech Therapist and Special Educator
Unit 5: Physical fitness. Health and Wellness ........................................................................................... 55-68

5.1 Meaning and Importance of Wellness. Healtl1 and Physical Fitness 57

SS
5.2 Components/Dimensions of Wellness. He,,lth and Physical Fitness
65

5.3 Traditional Sports and Regional Games tor Promoting Wellness

Unit 6: Test. Measurement and Evaluation .............. •...................................,........................................... 6t-7l
69
6.1 Concept ofTest, Measurenwnt and Evaluation in PhvsicJI Education and Sports 70
7Q
6.2 Classification of Test in Physic:\! Educ,ltion Jl1\i SpNtS
6.3 Test Administration G,11delines in Ph1s1cal Edu,atinn ,ind Spo,ts
Unit 7: Fundamentals of Anotoniy. Physlolog!I in SportS ............. _._ ...................... ,.--.. ·• ..........-11-16.

7.1 Definition and 1mportan« ~f An,1t<m1\ ,v1ti r11, "'' 1,,~, in F.,e,,,« ,11>-i Sp,,rt> 7"'
1
7.2 Fu netions of skeleton sv,t~m. c1.,sslfiM'•"' ,,11 ,,nc, .111:l '1\ p,'> ,,, ll'lllh · . . ll>
1
7.3 Function and Structll"' of Ci• n1l,1M\' S1 s\t'tt1<1l d ht-.u1
7.4 Function and Structure of Rt,pir,,t..'f\' s,~t1•1n
unit , fundon,entols of 1<1nesiol09!1 and Siomcc:hanics In Sports• .............. :........................ ~. '. ,..,;.... : ~.'~~--!/fl 117
_ 8Definition and importance of Kinesiolog'{ and Biomechanics in Sports ' . ·'
81
8.2 Principles
s.3 Types of Biornechanics
of Body Movements - Flexion, Extension, Abduction, Adductio n , Rot!'tion,

Circurnduction, Supintion & Pronation

8.4 Axis and Planes - Concept and its application in body movements
. .. .• ······•"'"'' •101
Unit 9: Psychology ond Sports ................................................................................ ................. ,. . 96 ·00
9.1 Defm1t1on and Importance of Psychology in Physical Education and Sports 9a
102 '
9.2 Adolescent Problems and Their Management

9.3 Team Cohesion and Sports

. 10 .1 Concept and Pri ncip Jes of Sports Train i ~;· ................................. •................ •............... •· ••• ...........~,.. ". "
Un\t 10: Training and Doping in Sports 106-11 •

10,2 Training Load: over load, Adaptation and Recovery 10£,

10.3 Concept of Doping and its Disadvantages 107
~ 115 . .120
Glossory ............................ ········......
............................................................ • • • • • • • • • . . . . . . . . . . . , . . . . . . . . . . . . . . . . . . ,f . . . . . . . . . .

.
• . ,..

109 .
 Changing Trends & Career
in Physical Education
LEARNING OBJECTIVES
1.1 Com·cpt, Aims and Objectives of Physical Education
l .2 Changing Trends in Sports-playing surface, wearable gears and sports equipment, technological advancements
t.S Cnret'r Options in Physical Education
1.4 Khelo India and Fit-India Programme

The importance of physical education in one form

or another has been consistently presented in every
education philosophy. Even in ancient times, physical
education has been an integral part of the education
system in various forms. Gandhiji envisaged
the all-round development of the child through
education. Within education, the indispensability of
physical education is clearly visible. Progressivism,
experimentalism, naturalism, spiritualism - all these
put emphasis on physical education. The importance of
physical education has been accepted in all education
philosophies. The Education Com.mission of India
has also acknowledged the inevitability and importance
of physical education. The meaning and form of physical
education have also been changed according to the times,
periods and civilizations. Just as education is a comple~e
entity in itself and inseparable, similarly the person 1s
also inseparable from education. It is clear fro~ this th~t
physical education is an integral part of education and 1s
a complete unit in itself. Physical Education provides ~l
contribution for the a11-round development of the child.
------- -- ------ -----
physica] attributes such as physical strength, physical
hea]th, structure and physical development of the body.
Some people consider it the study of the body. But can
the mind and intelligence be separated from the body?
It is impossible to train or develop the mind without
the development of the body. The mind and the body
are inseparable. Therefore, physical education includes
the development of both the mind and the body.
Before attempting to comprehend the meaning of
physical education, we must understand the meaning
of 'education'.
Education means to bring about changes in life
and give a fixed direction to life after learning from
one's experiences. This means bringing the necessary
changes as required by the situation.
The behaviour of a person can only change if we focus
on developing talent, capability and qualities that are
inherent. These inherent qualities can be developed with
education. As a result, the individual develops qualities
as necessary in situations faced and learns to adjust.

-
This situational adjustment is called education.

"Sharir Madhyam Khalu Dharmosadhanam" is a~ express~on

from Kumarasambhavam written by Kalidasa. This expression
means the body is the prime source of performing all duties.
Discuss in your class, how this expression related to you and
what steps do you take to keep your body fit and healthy.

I Concept, Aims and Objectives of

Physical Education
1.1.1 Meaning of Physical Education
The terrn 'physical education' is a combi~~tio~ of two Figure 1.1 Physical. Exercise
words 'physical' + ~education'. 'Physical 1mphes the

J t.· • • . ,ittnclwcl with
ThcrefcH't', whl'H th<'\\ (lrcl \>ullt'O rnn IS' .
. • .. ll . · 1 , 1111 , 111 n ng bt'conH' "'
the word 'plwsH'nl 1hrn m1h11 ,1 ~ 1 .s
• • , ,,11 •~il'n 1erlucn I 1011
more compreheni:ii\'1' nml P~'1't't'l\'1I)g "' ~ •
1cl
as roerdy the gtud~· of I lw 111H1y 11i
"<
, )
.
11()1
In fact pb~•s.ical edu<'nhon 1s H ii 1lt'I of C1dm•nt.10n.
• •
. 1
Diffe1'enc~s a;·0 onh n nwnni; of ncbicving i!·
10
educntion is the collt.•1·tivc d'fect orthc cx?e_r~encesd b
··ic·il nd1v1tJes on
rnankind r 1:'CC1\'t's t lwon~h P h ) :; • ' ·
lf. O f ·1self To undcrst.an
which it nt·qnirt'S the we are ~ · · study the
the mcnnina: of physical educnt10n. ]et. us . person.
following definitions.
1.1.2 Definitions of Physical Edu~~tion
H.C. Buck: '''Physical educati01'. zs. the P<:rt. of
1·
acnera l ed uca t1'onprooramme
· b' '
wh1ch 1s cons1.de1ed
• f
: ,ith growth , deuelopment and edu_cat1on o
children through the medium, of big m_uscle
. .1ies.
act w1 . It is the education of whole
. child
.. .by
means of physical activities, physzcal activities
are the tools. They are so selected and conducted
as to influence every child's life physically,
mentally, emotionally and morally."
2. Charles A. Bucher: "'Physical education' is an
integral part of total education process which has
its aim- the development of physically, mentally,
emotionally and socially fit citizens through the
medium of physical activities which have been
selected with a view to realising these outcomes."
3. According to Cassidy: '"Physical education' is
the sum of changes in the individual caused by
experiences centering motor activity."
4. According to J.B. Nash: '"Physical education'
is that phase of the whole field of education that
deals with big muscles activities and their related
responses."
5. According to Oberteuffer: "'Physical education'
is the sum of those experiences which come to the
individual through movements."
6. According to J.P. Thomas: '"Physical education'
is education through physical activities for the
development of total personality of the child its
fulfilment and perfection in body, mind and spirit."
According to A.R. Wayman: '"Physical education'
is that aspect of education which is concerned
with the development and education of the entire
personality of a man by physical activities."
8. According to Central Advisory Board of
Physical Education and Recreation: '"Phy:-:hx,l
education' is education. It is the erlucrdion t/1.r,wRIL
physical activitie."? for the rieuP/opm,,nt uf I/,,• lnlol
personaiity ofthe child to it.i.: f'utlnesfi wul 1w1fn:t,,111
in body, mind and spirit."
t2 Physic.al Education- XI
d I bl• ·ihovl' dt•fimtionfl, we may infer lr
11.tt-ic on . t,on' i~ an integral part of cducat~
't)hyt,1cul ec 1Ill H , I t l
ti , hofoitic ( pliysica , men a , ern,,u 11l.c,~
•
··
t.h:il1 <•n ~11tll:)'~(-~~Ior,rm•nt through physical activi~ 11
1
'·uH R0t· n 1 u,t, ·, tho proc,.. ss O t· ecl uc ation · Ph Ysic,':11
•.
lw i 111r.
Lhnt co 1?1P c e
d cation deve Iops
th<" inherent capabilit· ctl
. .
1~li
e u . ualities to help achieve hfe's go~ ,
Phy~;t·\ talent aocl q
d lead a success u 1 · .
f l l'f'e Jn other words ph . I.a
' Y•'l¼)
in
s
:rucation is the capability gamed through Ph}'i:ic:itl
Y a
d . . . . that ensures all -round development
act1V1tJe1, or a
1 . 1 . 3 current Trends in Physical Education
The importance of phy~i~a} education has nev(:r ~ n
emphasised more than 1t 1s today. It has covered a lon
journey to come in present form. Physical Educatin! ·
evolved from gymnastics (in 1800s) to hygiene n~.
1820s) to physical culture (in 1840s) to physical
training (in 1900s) and now is known as Physical
Education (after 1920s). Now, it is widely recogniseq
that physical education and sports is relevant ancl
important in developing an active and healthy lifest)11:
and the solution to rising obesity rates worldwide. In
fact, Physical Education is now called movement
education. Movement of body develops efficient moblr
activity.
Movement follows some mechanical principles. To
make a meaningful movement, students must know
about the forces that are responsible for the movement
Physical fitness, emotional aspects pertaining to fear
and anxiety, and atmospheric changes affect the
movement.
Movement, an integral to all human beings, is of
two types-locomotor movement and non-locomotor
movement. Locomotor movement includes necessary
movement, like running, jumping, etc. whereas non-
locomotor movement includes activities like, twisting,
turning, etc. Movement education is instruction in
the improvement of a person's motor skills through
physical movement. Often a part of physical thetaPYt
the patient/student gains a deeper understandiJ;lg.of
their body in motion and an increased efficiency ef .
movement in their day-to-day activities. TliQ ailn, d
movement education is to improve healthaud ~ -
performance. -
So, i~ is essential to have a curricuh1JA ia ~..
Education programme which focuses on tbe·o~
fitness of a human being. Altho ~.~ ·
physical education is part oft • ·
IPHsons are not given, thus lea
1•x 1wd~nr0 of physical activity for chil
'l'lwn\fo,·t-, t'nsul'ing that all children e
ph_v11H :ll fwl ivity i~ crucial,
1
0111.v pl1\~t1 wh, 1n1 nll children

,. ,, , child h£>gin s to
F CXlllllJ) I (', \ ' 11 11 ~1
co-ordnltltl', t,r .
V
t ·illll' t Orrct the sh utt l~-
.1 • t 1 s 11ll' lS Jl{I • i,
pl:tybaomm ot •·· . . h .. twt abit' to cn(ch a
·kt'I
\'<lCk on t I11'
11
ntr, ... ,
01 " ·
·:. erlv 1 ht:,,, 1:::< m l
e i:--
d. , t ) lack of co-orclirwt ion
i..
lla pup h . 'l'\'~S ' Ultl tl1 I.', ,11t1srlt>s. Howt•v<'r.
• . n· 'rhrough physical e d ucat·10n, a person
bl'tWN'll t t' _n t 1 1~ , tll' ch1ld to gl't the contact
n'!!Ular pnicttCt' w ps d
bet Wl~n the r~du•t tm
t\ · hultle-cock or catch
H:' s
a ball.
figure 1.2 Neuro-muscular Development and
Co-ordination
2. Physical and Mental Development: Only a
he~lthy body can house a healthy mind. During
physical education, a person involves himself/
herself in physical activities that develop all
the parts of the body. While playing a sport, a
person has to undertake various actions and
reactions which involve his/her conscience
and intelligence, control over emotions,
competitive spirit, etc. and these skills are
developed in the field resulting in physical and
mental development. If a person uses his/her
conscience, it is a mental quality.
3. Prevention and Control of Diseases: During
physical education, all the parts of the body are
active and work at their highest capacity. This
results in the release of toxins from the body.
The immune system of the body improves, and, as
a result, there is a prevention from illnesses and
diseases.
Emotional and Affective Development: There
are three important aspects of an individual's
pe r sonality - qualitative, affective and
functional. 'fo attain a halance in the personality
the co-ordination between these aspects i~
essential. Through physical education the
excessive (surplus) energ1c~ of a child are
channelized !n activities that help in balancing
the personality of the child. There is an excess
of energy and emotions among children and
Physical Education-XI
"'hercforc it is essential to give a
teenagers. • ' . h . 1 d
. d. ' •t·on to then' p ys1c~ an mental
pos1l1 ve l re c I t' ·1 •
. .,_i n d l •motions to ensure emo 10na and
energ1eH
affoctiv11 development.
evelopment and Character
5. Morn I D '
F orma t 10 • h .
learns t o beco
·t·on
me 'a good citizen.
in society
.
with a
One can ac 1eve a
good character.. By
goo d pos1 1 .
. · t'ng in games, a person deve 1ops qua 11hes
t
par JCipa 1 • d" . r
such as hard work, co-operation, _1sc~p lne,
siasm ai ving up personal aspirations to
enthu 'o· Th J' .
achieve collective aspirations, etc. ese qua ities
are the stepping stones in the development of good
character.
6. Development of Personality: Physic;l e~ca:ion
helps in the development of persona 11 Y. anous
physical activities develop the bod~. At the s_ame
time, completing the tasks effic1e~tly b~gs
together the capabilities that help~ refi~g
a person's personality. Other than this, physical
activities create a healthy environment which
helps in the development of personality.
7. Social Development: All activities of physical
education require adjustment with others.
Without adjustment, comp] etion of these
activities is not possible. To be able to adjust
with people, one needs to have the qualities
of co-operation, honesty, patience, self-
discipline, friendly behaviour, unity, etc. All
these qualities are developed through activities
in physical education.
8. Worthy Use of Leisure Time: In this age of
technology, most tasks are done by machines
providing us a lot of leisure time. Most people do
not know to use this time. The leisure time can be
used profitably in physical education.
9. Equity: Equal opportunities are available to a
person in physical education programmes. The
ability of the player in a sport gives him/her
an opportunity and not his/her high caste,
wealth or his/her high position iP the society.
Therefore, even a lower class or poor person can
achieve a high peak on the basis of his/her sports
performance.
10. Economic Independtmt/Sources: Physical
education plays an important role in making
a person financially strong. He/she performs
well in sports and receives financial help.
Economic independence can also be achieved by
adopting physical education as an occupation
and making equipment for physical education
activities. There are other sources of earning
 by means of physical education, sueh as the
amount of reward to high level players,
prorr.otion o: various companies and product~.
workfog as physical education teachers, coaches,
gym trainers, designer of equipment. etc. provide
fmandal gains.
Changing Trends in Sports-
playing surface, wearable
gears and sports equipment,
technological advancements
1.2.1 Changing Trends
Sports industry of present times is contmuously
evolving. This evolut10n is changing the past trends
in the sports and these amendments are sometimes
for the betterment of the players, sometimes it is for
the fans of the !-ports and sometimes it is also for the
betterment of our planet too. Artificial fields that do
not ·wear and tear easily, new safety equipment for
the players. technology like instant replays, hawk-
eye, hotspot and snickometer (u3ed jn cricket) are
some changes that are incorporated in the sports
to support the players and fair play of the game.
Drone cameras, high definition video walls, social
media platform to connect the players are some
udvancement for the followers of the game. Kinetic
Energy Recovery System (KERS) used in Formula
One racing cars which takes the waste heat energy
crcnted when the driver applies brake in the car and
use this energy later to boost the speed of the car.
This system helps in saving energy which is good
for ot1r planet and at the same time it increases the
performance of the racer.
Changing Trends in Playing Surface
Playing surface in the ;:;ports is continuously evolving
while keeping in mind about variou:; factors related to
particular games and sports. Some of these factors are
frictton, pace of the athlete, rc4uires less force of the
athlete, mj'ury pre\'ention of the athlete, impact of the
footmarks, etc. The main purpose is to develop such a
pla)ing :e:urface that will enhance the perlonnanre of the
athlete and does not tear away easily when compared
to natural pitches.
Some common type of playing surfaces that are
evolved during times are polymeric rubber, PVC, wooden
~urfaces. concrete. natural turf and artificial turf. These
b:1.lrfac~s are generally more expensive to build but these
are worth every penny due to it consistency throughout
the year and low cost maintenance. In the past, the
SJjorts was played only on natural surfaces either it
waE muddy or a grassy surface. But it was since 1970s.
from whe~ reputed sports organisations started using
artificial pitches Here are a few examples of such
organizations:
❖ FIFA: They allow synthetic surfaces, but only as
long as they meet their defined guidelmes. In the
year 2015, FrFA Women's World Cup was held
in Canada where a conventional soccer field was
not an easy opt10n due to it~ climate Thus, in this
World Cup artificial surface was used.
❖ Olympics: Artificial grass has been used in the
Olympics. The first example of this was in 1976,
for field hockey.
Changing Trends in Wearable Gears
Wearable gear refers to deVJces attached to the body
that measures some aspect of performance during
physical activities and sports. These gears have some
special kind of sensors that may monitor the position
of the athlete. heart rate and other physiological data.
Data collected by these gears m continuous manner
which helps the athlete to improve his performance. An
example ofsucb a gear whjch is available are a pod and
vest system that can track the position of the players
in real-time, as wcU as collect physiological data such
as total distance. speed, high metabolic load distance,
accelerations, fatigue index, dynamic stress load, step
balance and collisions. The data can then be visualized
later using a software system so that performer can
work on to improve his perfonnance.
Changing Trends Jn Sports Equipment
Equipment is that item which is used in sports either
for playing or for protecting player from mjury. We
can classify the equipment as a playing equipment and
safety equipment.
Playing Equipment: Every sport requires some sort of
playing equipment for playing the game. For example,
bat and ball in cricket, racquet in badminton or tennis,
gun in shooting, hockey stick in hockey, etc. A constant
re::.earch is going on to make the sports equj pm<mt
better. By better it means that either it enhances
the pe1formance of the player or the equipment itself
remains in good condition for a longer period of time.
The application of composite materials while preparing
the sports equipment reduces its v..eight and increases
strength which extends its hfi: span.
Safety Equipment: Safety equipment is used in
different sports for protecting players from injuries.
For example head guard, face guard, mouth guard1
leg guard, elbow guard, etc. In this competitive
world of sports it is very unfortunate for any player
to get injured while playing the game. Sometimes
Changing Trends & Career in Physical Education
.,_., wm nua • _.. ot • IJ)Ol'NPl!',on,
~ trill ...... the ebaneeit
inJ1U'f, SafeiJ equipment b..:o~
throu,b everyday re.-ri
 total vacancies for primary teachers are for h . I
ed · t h p P ys1ca
.u~at10n eac ers . resently, keeping in view tho
utilit? and need of physical education for children
ai prunary level, the appointment of a h . 1
ie h · all . · P ys1ca
ac er m schools is under consideration of th
government. According to the National CurriculW::
Framework 2005, the syllabu.s for classes 1 to 10
has also been constructed.
Figure 1.4 Sports Activity in Primary School
❖ Secondary and Senior Secondary Schools:
There are more opportunities to become physical
education teachers in Secondary and Senior
Secondary Schools. At this stage, posts of physical
education teachers are created in proportion to the
nwnber of students. In these schools, appointments
are done for the posts of teachers and lecturers.
The lecturer is given the responsibility of teaching
physical education subject which is an elective
subject in classes 11 and 12.
Figl,re t .S Spom Activity in Secondary and Senior
Secondary Schools
♦ Colle,e: Appointment is done in col~eges for the
PQSt of Director of Physical Education but now
in llluY stat.es. phyaieal e~ueation bas been
~ ae a subj~ ~ . 1t h'as been taught
as
a
a Su bJ~ct
' ·
in Uttar Pradesh for many years
r
nd ph~si~~l education teachers also have the
es~o:ns1b1lity to implement all sports-related
activities. Apart from this, in 1986-87, the
Centrally Sponsored Scheme was also started
by t~e Government oflndia in which, like other
subJects, B.A., B.Sc. (Physical Education) were
started , which is being conducted in many
colleges of the country.
,~, Figure 1.6 Sports Activity in College
•
YMCA College of Physical Education at Chennai, Tamil
Nadu, the first college for physical education of Asia, was
established in 1920 by Harry Crowe Buck.
~ University: Directors of physical education are
appointed in universities, whose task is to plan
the sports programme of all the colleges under the
university, implement the sports programme and
organize competitions. Apart from this, physical
education departments have also been established
at the university. Faculty members are also
appointed there.
~ Teacher Training Colleges/Institutes:
Institutions have been set up to train physical
education teachers, in which Assistant Professor,
Associate Professor and Professor with higher
Changing Trends &
 pcrlhrmnr\l't' oft ht• pl11yt1rRh, 1h·w1!11in1! 1d11 11d11nl
nmdt)rn l'\l:.tu1nc:, 11ml oquipn11 1 nl !'4U ihd,ln fo1 I.lit
pnrtknl11r 1wl.ivity. 1l'ht,rdi11 ,,, :i 11''11toll, i1111•1 PP!l ,.11
rn t' rt'Ht icm nnd i11110\' U1 ion, eu II l'lwo,w 1.11114
profesf.:ion ,
Figure- 1. t 4 Sports lndu~try
♦ Sport-9 Equipment: In the era of competition,
sports equipment nlso hnve u specinl cont.rihuiion
in the plnycr's performance. Tho porformunce
of the player~ can be improved hy the modern
equipment built by scicnlific resPnrch, and can
also succeed in simplifying everyday practice. A
person with physical education nnd knowledge con
manufacture the appropriate modern equipment
with simplicity and specialty.
❖ Sports Material: The requirement. for various
types of accessories related to sports is always
there for the plnyer. The player needs costumes,
shoes. helmets, kits, etc. according to the nature
of the game which protects the player without
affecting his performance. A person specializing
in this field can manufacture the above types of
goods easily.
Fi9ure 1.1-5 Sports Material
20
[II Khelo lndlo and fJt..lndia Pt09t"othn,e
1.4.1 l<holo Indio
l'lr1,v1111: iH ,,,1 inhN,.nl. tcntJuni:y ,,f n ddJtf '11,c d1dd
b 1,-ro, 'f'J,,i .rtttl.-Ur,, of
tl l,1 , fl,~ pl uyi, •J~ 1111 a 1,1H1 fttt tt u,
t.110 wirn,! i1-1 ddt•rrrri1wd SiCr,Mding 1,, tf1t: ItWJ <,f tfw
diilcl, :md 1,11<.1 11;d,1m: of !Ju; wmie d1MH!cn MHi;t:iittly
'"'ct,rdi rig f.o f he HJ~e. AH EJg(: i,wr,:nl{('H, chfldrcr/tj-Wnm-:a
Hl.f11'1 . uprwarinf! in orgr11111.:1ti<,rifil fonn , 'J'be child tric1J.
l.o JH'OJ~rt>l'lh l.ow11nlM rntHil,<_•ry i11 Uw ~Mn(• hy kit1'nir,>{
t.lio Akill A of the gmno». Bui,, 111 Jr,<lfri, dm; u-, fo.(."k of
l'CH111m·, •fi, of.her priori ti,m urid 1,m1,ur t{ u_i<fo rn:,;r the r-h.dd
iH dopnvnd of :tC'hi1Jviri1; I.he high(:~t J1•vtd of the Kam,:,
Alim, t.ho orgfHll~(~d forrnHt, th!J~ th(J gs1m,;H re.crfrc iH
nol. uvuilahl~. Ke,:pin~ tbc
~•hov~:-m,·nt. 10'.,od 1.hingt;
mnrmAi,~-kt1
Preporn a chart onttie 1 ~
in m1ud , I.he (..fov,~1·nmcnt token by the Govemmetit of
ol' f ndia haH lr.iunchcd ihc fnd,o to promote gome,. ood
'Klwlo lnrli:l' ,-;ch<:mc L" ,poru In Indio.
make: IndiH u Hupcrpowc:r
in HpOrifl.
HowcvM, there iH no doubt UHJt Jndia h;is:1 made
st.ondy progr,~8R in the fiold of Rpc,rtH in the lafft fow
yearH. But them is still a nee,l to dcmonstraw our
potential on the global stage. ThiR iR t.hc time when
we should try to motivate the young talents of the
country lowardR sports and they should he provided
with the highest level of infrastructure and training
facilities. There is a Med to develop a strong HfmKe
of pnrticipution in the game, which wiJI enable the
pJaycrs to showcase their true potentiaJ. Only then,
India will be able to realize th,! dream of becoming a
sports superpower.
Sports are important for the proper health of the
children. A healthy society is possible only with the
healthy children, then only a prosperous nation can he
built. Therefore, sports are a very important component
for the overaJJ development of the nation. 1.., ·
'Khelo India' programme was started by Hon'ble
Prime Minister, Narendra Modi, on 31 January 2018.
Objectives of Khelo India
1. To promote sports culture.
2. To revitalize a sports culture at the ground Jevel.
3. To develop leadership skills.
4. To develop ability to set goals.
5. To develop risk appetite.
6. To develop team spirit.
7. To generate strategic and analytical thin~ ·
To achieve the above objectives, the. Kb.elo In&'
 programme has been divided into 12 pnrt,.q 111. h ~n th eir ~raining, food , etc. flO that they cnn g Qt f! u.ccet.a
as follows: ' w c arc
1~ reach mg the 1,ea k in their performance.

e
r-...;
~

(,/ :~.,;~ • First Khelo fndi a School Sports: First Khelo India
Schoo) Aportfi wus organiz<~d from 31 ,Jan uary to 8

;, P , ,}
~~- ~ ,
~ebruary 201 8 for childr,m under j 7 yearg of age which
mcluded 16 games, which is as foJl ows:
!L I.
.,1st of Games
:❖ Archeri ~ ;_-:- Athlebcs r<. Badmi~ton * Basketball '

J ~
~.., ,J ~- 1
:❖ Boxing
1.:- Judo
s·
,:. Fo?tball 1 ❖ Gymnastfos f.:, Hockey _ ~
l<· Kabaddi ,; Kho-k.ho
I
❖ Shooting I
-- ...~ --Wrestling
, ❖ ~~ . ~ yoUeyball ❖ Weight-]ffting
-1
- ... - '
__,

Figure 1.16 Khelo India Scheme 1.4.2 Fit-India Programme

Development of sports grounds.
l.
Development of community trainings.
2.
State Level Khelo India Centre.
3.
Annual Sports Competition.
4.
Talent Search and Development.
5.
Creation , use and upgrading of sports
6.
infrastructure.
7. Support for nati~nal, state and regional sports
levels and educational activities.
8. Promotion of physical fitness of school children.
9. Encouragement in sports for women.
10. Encouragement of ctifferently-abled persons in
sports.
11. Sports for peace and development.
12. Promotion of tribal, Inctian and rural sports.
In t.he above-mentioned objectives, the intention is
to develop the country's sports infrastructure.
Award of Khelo India Scheme: Talented sportsper-
sons selected by the High Level Committee will be given
f 5 Iakh per annum for 8 years to help the players
FIT India Programme was launched by Hon'ble Prime
M_inister Shri Narendra Modi on 29th August 2019
wit~ an objective to promote fitness of all the people of
India. A website viz. www.fitindia.gov.in was launched
under this programme which comprises of valuable
information for promoting fitness.
Objectives of Fit-India
Fit India proposes to undertake various initiatives and
conduct events to achieve the following objectives:
1. To promote fitness as easy, fun and free.
2. To spread awareness on fitness and various
physical activities that promotes fitness through
focused campaigns.
3. To encourage indigenous sports.
4. To make fitness reach every school, college/
university, panchayat/village, etc.
5. To create a platform for citizens of India to share
information, drive awareness and encourage
sharing of personal fitness stories.

'9 Phy!>ical education is the development of built-in qualities in the child through physical activities.
~ Through various physical activities, the child has neuro muscular coordination, s/he uses the development of his/her
discretion and controls the personality.
~ Physical education helps achieve all round development.
+ Artificial playing surfaces are made up of polymeric rubber, PVC, wood, concrete, etc.
~ Wearable gears refers to devices attached to the body that measures physiological data through various sensors in it.
♦ Equipments in sports are evolved to increase the performance of the sportsperson.
♦ Technology advancement serves a whole new experience for players and viewers of sports.
♦ Physical education offers various career opportunities such as teaching, coaching, sports administration, sports industry,
health related area, performance, etc. through which the person also creates employment and makes life.
♦ f(h'efo India Scherne has been introduced by the Government of India to encourage children to play.
♦ The scheme provides children an opportunity to engage in the various sports and helps the selected players to reach the
.· _ .f)eak t.,y providing financial assistance for coaching, etc.
• -~ ~ - l a u n c h e d in 2019 with the aim of making fitness priority for all citiZens. . ·
. ·' f . . .·-. . - - - - - - -·- .........,__ _ _ . . •• - : , , - - - - -- _ _ _ ... _

Changing Trends & Cnreer in PhysicolEduccttion .2'.f

 (r) Evaluation
A. Objective Type Questiuns {d) Neuro-rnuscular Development
I. Multiple Choice Questions 11. Which of the following ls not a source of physical
Tkk (.~} the correctoptfon~ activity?
l. The sP'(.'tt which is not tnc:luded in the Oly-mprcs is: {a) Gym Trainer
(a} Crid;et (b) Hockey (b} Umpire
(r) Footb-all {d) Athletics (cl Agriculture Profession
2. Which of the following matenals cannot be used in (d) Administration Related Profession
prepanng pJaVing surface in sports? 12. Which of the following aspects is not an important asi>ect
(oJ Pol';meric rubber {b) PVC of a person's personality?
(c} Concrete
{d) Wire Mesh (a) Cognitive {b) Emotional
3. Which 5ports uses llrt,fidal grass in the 1976 Olympics (d) Creative
(c) Functional
for the first time? 13. Physical education career option is:
(o) neld Hockey (b) Football
(a} Sports Photography (b) Sports Administration
(c) Badminton (d) Gotf
(c) Sports Broadcasting (d) All of above
4. What kind of data 1s not monitored by the wearable gears
in sports?
(a) Position of the athlete - - - - - - • Answers - - s. -
(c) - 6.
-(b)-
1. (a) 2. (d} 3. (a) 4. (c)
(b) Heart rate 8. (b} 9. (b) 10. (c) 11. (c) 12. (d)
7. (a)
(c-) calories taken in the food
u. (d)
(d) Accelerauon
S. Which of the following material ,s used to reduce the II. Hatch the following
weght and increase the life span of sports equipment? 1. Match list-I with list-II and select the correct answer from
(a) Steel (b) PVC the codes given below:
(c) Compost matenal (d} Rubber list-II
'- Which of the following is not an obJective of Fit India
prosramme? Encourage to play
(o) Fitness for all 2. Fitness for all
(ii) KERS
(bJ To encourage masa.dine body
c) Encourage indigenous sports (I,;) Khela India 3. Used in Fl racing

Atness reach f!tlerY school (iv) Fit~lncha 4. Used in cricket

the IChek> India Prolt'amme. the selected ptaye.r is given
amount of: Codes:
Rupees five lakh (b) Rupees two lakh (ii) {Iii) (w)
(i)
~ three fakh (d) None of the aboYe
(a) 2 4 3 1
many SfJOfU have been induded in the l(helo India
?MM111'$miilillft? (b) 2 1 4 3
(b) 16 (c) 4 3 1 2
td) 18
(d} 3 1 2
· .icM, is the set of experiences a person
ph,sital movements" who said this: Ans. (b)
(b)D.ObemKJffer HI. Anm don Reassn Type.G11*••·i1·1811111
1. Givenbelow. . tbe .
!lie .

n
 Re:\Scm (R): Ph~)cal education helpsacnieve all round 1 3. What is the aim of:physk.af eduQtkJn?
(tevelopment. 4. list any t:.vo spor~s organisa-tions that ,~ses artfficiaf,
111 (he cent ext of above two srateme.ms, which.one of ttie pitches. ·
following 15. correct?
B. Snort An;wer Type Quemom-l
(c} Both {A) and {R' are true and {A} is the correct
explanatioti of {A) 1. Define- physical education.
(b} Hoth <A} and {R) are true and {R) is not the correct Z. What rs the aim of ph'!'sica! •eoucation? up:taln.
e:><ptanation of (A). 3. Oesaioe an,' two objectives of physical e>ducat:on.
(ct (A) is true but (R, 11 false. 4. Describe any two career options in ;:lhv:sicaf e¢ucafi0f',.
{d) (A} ts tar~ bur (R) 1s true. S. Bnefty explatn Khelo Jnciia Scheme.
Ans. (a} Both (A} and (R1 .a,e true and (R) ts the correct 6. How the trends are changmg io sports equ.pment?
c1:planaHon of (A}.
C. Short Answer Type Questions-ff
2. Gtven br:Joware the two statf.:ments labeiled as ~sertion
(A) c1nd Reason {R). 1. What do you unoerstand by phys.ical educat10n7 OiSOJ'»
the ob1ect1ves of physical education.
Assertion (A) ; Tralrung of mind ,snot possible by keeping ,
the body separate. 2. Explain in detail any ttlree career options of phystcaS
Re-a~on (R} : 1 hi.! body i5 the basis c1nd the mind is 1ts educ.a11on.
integral part. 3. State the objectives of Frr•lno1a Programme
Jn the oontckt of above two statemenu, which one of the 0. Long Answer Type Qu~rtions
following ts correct?
1. Descnbe technology advancement tn sports.
(o/ Ooth v~,
Rnd (R) are t,ue and (R) is the correct
2. Discuss fn detail the Khelo India Scheme.
e,tplanat!on o1 {A)
3. How the trends in sports are changing? Discuss
(b) BotJ~ {A} and (R) are true and (R) Js not the correct
expl:.mat,on of (A), 4. Oescr; be .:my f ,ve obJecuves of phys,ca1 educauon

{c) (A) 11; true f>ut (R) t\ false. E. Cose Study Based Questions
(d} (A' ts fali;e but (R) is true. Read the following case study and answ.erthe questions
AAi, la) Both (A) and (R) are true a11d (R} is the correct given :after each:
aKptanatlon of (A). 1. Mr Sllarma 1s a ph',5,Ull ed..rcat•on teacher in a ~hooL
IV. Picture Based (h:tentlfic.atron) Question One day, dunng the ,ntro--das.s of phys1c.;al educatu:m. tac
1, tdenufy the following sports materials and give the11 feft thJt students a re womed for their caree1 m physicaf
education Mt Sharma decided to e,;;p!atn them th£
Nma
various carc~r opt,ons tn phystcaf education. Mr ShEtrma
drew a flow chart about the career opt.ton~ on the. board
a~ shown be-tow and discussed the optmn~ With the
students.
l•J . (bJ Ooserve the ftovJ chart carefutJy,

.
-Ca.1U:r Opuons m P.b5 ,1~al Edu.eat.ion
.. - -x - r--

.• ,
• •.• ••
•
l'eschill.!
•
Adrnims.. Sporu
•
Ma.&$!

-.. (o) Shoes (b) Helmet •

.•
trat:ion

•
•*
A.cad¢rny
.•. J.f~.a
.
~
.
•
C.IJl3Ch1ng Perfr..uman~ Ht?~lth Sporp,
. ic) Wl(.ket keeping gklves {4) Crtcket ball &l~u-d IndW!Uy

.\'~ ~tr¥~ Am~ Type Questions On the basis of the above:situatton, an~wer tfte-fo8gw1n$
qu-estloos: • . ,
l. Wt\1t 4o:e~ th~ word 'pt)J$ical' imply 1n ·Phvsica4
.. ' ~
. ·... · lll? ti) Wh~ 1s the task 1lf' dif~por of ~~L~~Jr,"' .
1
' . • . ~ ! r

unrvt;rsitv? . . · ' ·
~:r:;i. >A:-~ . •. ~
: , , ... ttwl . .. . ~ ng of~ term ~ecwcatk)n',
.
' , 1 ., ~ I
 (ii) What is the responsibility of a coach?
(/li) Which career option out of the above would you like
to opt and why?
2. Praveen is a good player. He wished to win in sports and
make his country proud at the national and international
level, but he does not get proper coaching and guidance.
He takes it as a challenge and wants to pursue a career
in sports so that he can provide coaching and proper
guidance to such children. He wants to make them aware
of the various schemes run by the Government of India
and encourage them to participate in these schemes so
that they are able to make their country proud in the field
of sports.
On the basis of the above situation, answer the following
questions:
(i) State some National and International competitions
in sports.
(ii) What are the different career prospects in physical
education?
(iii) What are the different schemes run by the Govern.
ment of India to encourage the individuals for sports'? ·
F. Art Integrated Activity
1. students will be asked to draw or collect pictures related to
various sports careers and further each group will explain
in detail about one career and likewise. This activity can
also be done in groups and in individual basis too. Teacher
will build on the discussion and understanding on each
career as presented by the students.
Suggested Links
• https://www.embibe.com/exams/career-in-physlcal-
education/
• https://www .sportskeeda.com/cricket/the-science-
beh ind-the-glowing-stumps-a nd-ba i1s-i n-cricket
uoo