PhysicalEducationAssistant

(PrimaryYears)
ForClassXI
Facilitator
 TABLE OF CONTENTS
1.UNIT-1: ROLE OF PHYSICAL EDUCATION IN CHILD DEVELOPMENT

1.1. Identify the physical and emotional needs of the children

1.2. Identify factors influencing physical activities
1.3. Plan physical activities for children

2.UNIT 2: PROPS AND EQUIPMENT

2.1. Describe the various types and tools of assessment
2.2. Prepare the list of equipment
2.3. Describe the process of inspection of playfield

3.Unit 3: HYGIENE AND SAFETY

3.1. Demonstrate maintenance of hygiene in play area
3.2. Demonstrate basic First Aid
3.3. Describe emergency response and causality management

4.UNIT 4: SPORTS AND FITNESS

4.1. Describe the criteria for selecting yearly sports activities
4.2. Identify resources required for organising sports competition
4.3. Conduct fitness sessions

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About the course
1.
Physical Education Assistant (Primary Years) works in a primary school, apartment and
clubs to teach basic of sports to build sports skills and fitness for children up to the age
of 12 years. Physical Education Assistant (Primary Years) or an Assistant to Sports Teacher
or Physical Education (PE) Teacher or Physical Training (PT) Teacher is an individual
who is involved in conducting play activities, coaching, mentoring and training of
children at primary level. Physical fitness is considered a measure of the body’s ability
to function efficiently, effectively and without injury in work and leisure activities. The
responsibilities of the individual include implementation and delivery of an appropriately
broad, balanced, relevant and differentiated physical education curriculum for students
and preparing and inducting students for competitive sports. S/he needs to ensure that
students are physically active within the physical education class.

COURSE OUTCOMES: On completion of the course, students should be able to:

• Demonstrate the knowledge of the importance of physical activity in child

development
• Demonstrate the use of props and equipment
• Demonstrate the knowledge of hygiene and safety
• Perform assessment and evaluation of students
• Demonstrate the application of MS Excel in maintenance of records
• Describe the purpose of emergency management
• Follow steps for maintaining health and hygiene in play area.

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 Acknowledgements

1.Prof. Vinay Swarup Mehrotra, Professor & Head, PSS central institute of
Vocational education, Bhopal

2.Mr. Tahsin Zaid, COO, Sports Physical Education Fitness and Leisure Sector
Council

3.Ms. Priya Dwivedi, Senior Manager, Sports Physical Education Fitness and
Leisure Sector Council

4.Mr. Azad Khan, Head – Vocational Education, Product and Training, Sportz
Village Pvt. Ltd.

5.Mr. Hassaan Ahmad Noori, Manager - Product and Training, Sportz Village Pvt.
Ltd.

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1.1 ROLE OF PHYSICAL EDUCATION IN CHILD DEVELOPMENT

1.1.Introduction

Physical education trends have developed recently to incorporate a greater variety

of activities besides typical sports. Introducing students to activities like football,
basketball, bowling, walking, hiking or frisbee at an early age can help students
develop good activity habits that will carry over into adulthood. Some teachers have
even begun to incorporate stress-reduction techniques such as yoga, deep-
breathing and martial arts. Studies have shown that physical activity enhances
muscular strength and endurance, cardiovascular endurance, and provides many
other physical benefits. It also provides psychological benefits such as improving
general mental health, concentration, awareness and positive mood. It can be
taught to any age student making it ideal for mixed ability and age classes.
Teaching non-traditional sports to students may also provide the necessary
motivation for students to increase their activity and can help students learn about
different cultures.

Research has shown that there is a positive correlation between brain development
and exercising.
Many people see physical education as physical activity or game. Physical activity or
game is only a subset of the entire physical education curriculum; however, physical
activity or Game is the key foundation of a successful physical education program. In
today’s high-tech society, a successful physical education plays an important role in
the physical growth and development of students in fighting against the sedentary
lifestyle. Through physical education, students acquire the knowledge, skills, right
attitudes, and values towards the pursuit of a lifelong physically active and healthy
lifestyle. It also provides an avenue for students to express themselves through
movement and physical activity.

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1.1 Physical and emotional needs of the children

Physical activity is critical to the development and maintenance of good

health. Research shows that regular physical activity can help reduce your risk for
several diseases and health conditions and improve your overall quality of life.
Physical fitness involves the efficient functioning of your body organs. Fitness
influences to a great degree not only to physical health but also the health of our
mind such as mental alertness and emotional stability. When physical activity is
combined with proper nutrition, it can help control weight and prevent obesity, a
major risk factor for many diseases. Physical activity helps to reduce body fat by
building or preserving muscle mass and improving the body's ability to use calories.
Scientist in the field of Physical education recommends at least one hour of regular
physical activity to be an integral part of our daily routine.
Once you begin to exercise regularly, you will tone your muscles; increase the
cardiovascular capacity, improve flexibility. As your body condition improves, you
will discover many more reasons why exercise is so important to have a better
quality of life. Exercise reduces stress, lifts moods, and helps us sleep better.

Physical activity helps in the following:

•Developing and maintaining good health.
•Taking preventive measure against disease.
•Improving mental and physiological strength and physical fitness.
•Improving mental concentration.
•Building self-esteem

Physical activity or exercise is often misunderstood and the sole contributor of the
overall development of an induvial. It is very important to understand and
differentiate meaning of physical activity and the overall health.

Let us understand what does it mean to be ‘healthy’ and what are the major
components of health.

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Health Triangle
The health triangle--also known as the Wellness Triangle--represents three aspects
of living that contribute to optimal health. The three areas involve the physical,
social and mental well-being of the individual. Each aspect makes up a side of the
triangle. Optimal health is achieved once a balance between the three areas is
reached. The concept of the health triangle was first introduced by the World Health
Organization in 1948, which stressed the need for overall balance to achieve health
and wellness.

Figure: 1.1 – Health Tringle

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Physical Health

Physical health is one the most important component of the Health Triangle. When
we say that a person is physically healthy, we understand that the person is not only
externally healthy (healthy *BMI) but also internally healthy which refers to an
efficient functioning of all his internal organ systems. The way to achieve this health
is depicted in the diagram given below.

Figure: 1.2 – Physical health

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Mental Health
The mental side of the health triangle has to do with an individual's cognitive and
emotional well-being.

A person is mentally healthy if he shows the following

traits:

• Free of stress
• Able to think clearly and positively
• Able to focus or concentrate
• Reasonable memory
• Control over his/her emotion
• Free from depression and any mental disorders

Figure: 1.3 – Mental health

A mentally healthy person is able to learn well. Learning is the key to the
development of skills, behaviors and knowledge.

Social Health

Social Health is the ability to live harmoniously in a society. One can develop social
health by investing in relationships within family, friends and community. Social
health is about realizing one’s role in a society and being able to live by the rules
and the norms defined for a harmonious community living. This requires respect
towards self and others, effective communication skills, empathy and responsibility
towards the environment. A good level of social health cannot be achieved unless
one is able to care about other persons needs and respond positively.

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The overall concept behind the health triangle is the importance of having all three
sides in balance. When one side is off balance, the other two areas ultimately suffer.
The physical side serves as the foundation for the other two, meaning both
emotional (mental) and social health will be negatively affected when the body is
sick or weak.

Physical activity/sports provide the perfect opportunity to build Physical Health,

thereby directly impacting social and mental health. Team games are perfect set
ups where one learns how to interact with people from different backgrounds, levels
of proficiency, age groups, gender, etc. groups, gender, etc.

Step 1 Step 2
List the activities you performed
Play your favourite game with
and the skills you learnt eg.
your friends for 30 to 40
kicking,
minutes
throwing, catching, passing etc.

Social, physical and

mental health
Step 4 Step 3

Write a short note ( 50 words) List down the feelings that you
on what you gained from the went through while performing
activities/ games in terms of the
social, physical and mental activities listed by you
health

Figure: 1.5 – Step by step of achieving social, physical, and mental health

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What have you learnt?

After completing this session, you will be able to

•Identify the physical and emotional needs of the children
•Identify the Cognitive development and Psychosocial wellbeing of the children

Activity

Materials Required:
Props and equipment mentioned in the above Session.

Conduct on-ground activities/ games with the props available and relate the use to
age appropriateness.

Checklist for Assessment Activity

Use the following checklist to see if you have met all the requirements for
assessment activity.

Part A

Students could differentiate between

1.Physical and mental health
2.Mental and social health
3.Cognitive, Affective domain and Physical domain

Part B

Subjective Question

1.How physical, mental, and social health of an individual is inter-related?

2.What steps one should take to improve one’s physical health?

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1.2 Factors Influencing Physical Activities

In the previous chapters we learned about the factors affecting physical

activities or the sports as whole. In this chapter let us understand the other
factors like society and their influence in promoting physical activities and
sports culture.

Recap

•Physical fitness is the ability of an individual to perform day to day activities

without undue fatigue
•Physical fitness is roughly divided into two – health related physical fitness and skill
related physical fitness
•Physical fitness is an ability which differs from person to person and can also be
highly trainable.
•There are 8 components of physical fitness – muscular strength, explosive strength,
muscular endurance, speed, agility, flexibility, cardiovascular endurance and body
composition.

Factors affecting physical fitness

1.Age: Age is a chief factor which influences physical fitness. Physical fitness is
measured by assessing physiological and physical performance. These
physiological and physical performances vary according to age. These variations
are depending on growth and development of muscles, bones, nervous system and
other internal organs. As we age our physical size increases along with our
functional and performance capacity

2.Gender: Male and female are different in terms of body composition and
physiological functioning. These differences cater to gender specific roles assigned
by nature. At the same time these differences also affect the physical fitness of
male and female. There is a clear difference in the ability of male and female to
continue an activity for a specific period of time, it’s intensity and development of
physical fitness as it’s effect

3.Body composition: Body composition refers to the percentage of body weight that
is composed of fat as compared with fat free or lean tissue (muscles). Body
composition can be explained by somatotyping. Somatotyping is a technique to

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 divide people into three different types based on body shape and physique type.
These types are known as
üEndomorph
üMesomorph
üEctomorph
Each body types mentioned above has its own advantages and disadvantages in
achieving desired amount of physical fitness. For example, ectomorph is a lean and
thin body frame. It is unrealistic for an ectomorph to achieve the same amount of
muscular strength as an endomorph.

Figure: 1.6 – Type of Body Composition

4.Nutrition: Physical fitness is highly affected by the energy input and output balance.
The energy input is in the form of food intake the quantity as well as the quality of
food and output is in the form of physical exercise. An important element of this
nutrient intake is water. The diet requirement varies based on body type and
nature of activity. A person should consume optimum nutrition based on his activity
level and fitness goal.

5.Climatic conditions: Different climatic conditions affect the fitness level of an

individual in many ways. Food pattern and activity level defers according to the
season of the year. This phenomenon has a direct impact on the fitness level of an
individual. Apart from that different geographical locations have different climatic
conditions. This has significance in the food habits and physical activity patterns of
people living in those locations. Different climatic conditions require different
training requirements to develop and maintain physical fitness.

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6.Lifestyle habits: These play a very important role in the fitness and wellbeing of a
person. Starting with desk jobs, city life, lack of walking options, airconditioned
home and offices, smoking and drinking habits, eating outside food etc.

7.Physical Activity: As discussed, lack of physical activity is one of the most

important factors affecting physical fitness. Physical activity is critical for overall
health at every age. Any form of exercise or movement of our body that uses
energy is described as a physical activity. Regular physical activity includes
participation in moderate and vigorous exercises and muscle strengthening
activities.

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INFLUENCE OF SOCIETY ON SPORT

We all know and have experienced the impact sports make in our lives and in the society
we all live in. There are numerous examples of positive impacts sports have made in
different societies. But have you ever thought the other way around? How does a society
can impact sports? How a society develops or reshape sports?

The simplest definition of society is a group of people who share a defined territory and a
culture. All human societies have a culture and culture can only exist where there is a
society. Culture refers to the agreed norms, values, beliefs, interests, behaviours of the
majority of people in a society. Culture is a way of life which is directly affected by the
various factors in a society like environment, economy, political system and technology to
name a few. For example, we say some societies are culturally oriented towards sports, it
simply means that these factors directly or indirectly contribute towards the sporting
culture in that society. But these factors are ever changing and these changes can be
positive or negative. The advancement in economy, political system, technology, can lead
to the advancement in sporting culture and the deterioration can also lead to the decline
of the same. Let us discuss some examples of direct impact of society on sports based on
the following factors.

Environment:
People sharing a common heritage or culture can have a different inclination or liking
towards different games based on their geographical location, availability of play space
and infrastructure.

Figure: 1.7 – Water sports in Kerala Figure: 1.8 – Kids enjoying volleyball in Ladakh

Adventure sports like mountaineering, skiing, bungee jumping, water rafting, etc. are
common in northern and north-eastern parts of India. Similarly, water sports, beach
volleyball, kayaking, are more common with the people living in coastal areas. The
reason being the easy availability and easy access to places suited for these sports. It is
likely that the people from these geographical locations are naturally fitter than the
people living in other parts as they are exposed to more physically demanding games and
sports. This makes them more obvious to get into sports which require more
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physical strength and endurance. Athletes from Kerala, Tamil Nadu, Goa, Manipur, Sikkim,
Punjab, have excelled in various sports like football, boxing, volleyball, basketball, track
and field.

Economy:
Economy plays an important role in the development of sports. Modern day sports require
sports equipment and infrastructures of the best quality in order to excel and reach a
certain level of competency. The countries which are spending huge amount of
money in developing their sports
infrastructures are the ones leading the
Olympic medal tallies. Sports is no more
performance oriented based on individual
prowess but the infrastructure one gets
exposed to also plays an important role. Top
athletes are paid skyhigh salaries for their
performances. Only the countries with
the best available sports infrastructures can
afford to have them play. This also leads to
the creation of high-quality tournaments.
Indian Premiere League (IPL) today attracts
top athletes from the world of cricket. The
rise of the Indian cricket team is the direct
result of the quality tournaments being held in the country. Board of Control for Cricket in
India (BCCI) is among the richest sporting bodies in the world and is in a position to
conduct tournaments of this magnitude because of the money it is generating from the
public. The high growth economy, rapid rise of the middle class with disposable income
and leisure time in India has contributed to the rapid growth in media, internet and
television, driving interest and value in sports content. Bollywood glamour attracts rapid
growth in advertising as local and international companies target this lucrative market.
Involvement of Bollywood stars have given rise to public consciousness of sports. This
attraction is reviving the games like Kabaddi and Figure: 1.9 – Kid playing football without shoe
Hockey which were almost on the verge of extinction.

Technology:
Economy and technology are correlated. The advancement in technology is the direct
result of the advancement in economy. A country with a good economy has the power to
spend on technology, a must for any performance oriented sports. The decline of Indian
hockey is a direct reflection of the slow progress in technology in the field of sports. Team
India was the most feared team in the world with a record number of eight gold medals in
Olympics.

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The poor performances of Indian team in the field hockey are directly related to the
introduction of artificial playing field like astro-turf. The advancement in technology and
the involvement of science in sports led countries like Australia and Germany towards the
pinnacle of field hockey. It is only in recent years that the Indian Hockey Federation has
introduced astro-turf in hockey stadiums around the country.

The Indian market presents a tantalizing prospect for organizations across the
business of sport including:

• Local and international brands looking for ways to build their share of a huge
consumer market
• Sports federations hoping to boost participation and grow commercial revenues •
Event and tour organizers seeking new destinations for sport
• Agencies and sport professional services aiming to grow internationally
• Stadium architects and contractors wanting to explore new opportunities.

Political:
Political stability or instability has a major impact in the world of sports.
Kashmir is a live example where the current political situation has push them back to the
stage where living is a priority on staying fit and healthy. Playing is a fundamental right to
every children, but most of the times we saw the pictures of small kids throwing stones on
the army people. Although throwing is a fundamental skill but instead of applying these
skills on the field of sports they applying it on the road side.

As we know, Olympic Games were conducted with the intention of bringing fragmented
Greek states together. Truce was declared when these games were held. Contrary to the
intention of ancient Olympic Games, in modern times Olympics were stopped due to wars.
The 1916 Olympic Games were cancelled because of World War I, and the 1940 and 1944
Olympics were
cancelled due to World War II. In 1920 Austria,
Bulgaria, Germany, Hungary and Turkey were
all banned from taking part because they were
on the losing side in World War I. Japan, West
Germany and East Germany did not attend the
1948 London Games. In 1960, South Africa
was banned from the Olympics because of its
racist policy. The 1972 Munich Games had few
African participants because the African
countries objected to the presence of the team
from Rhodesia (now Zimbabwe). 20 countries Figure: 1.10 – Technology has a good impact on
withdrew from the 1976 Montreal Games performance
because of New Zealand’s rugby contacts with South Africa. United States of America
(and about 60 allies) boycotted the 1980 Moscow Olympics Games. And the negative
impacts due to the political frictions did not end with the history; even today countries
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like India and Pakistan do not play any international matches against each other except
during the world cups.

Figure: 1.11 – Destroyed stadium in Kashmir Figure: 1.12 – Boy aiming at police in
Kashmir

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What have you learnt?

After completing this session, you will be able to

•Identify factors influencing physical activities
•Explain how different aspects of a society influences sports

Activity

Materials Required:
Props and equipment mentioned in the above Session.
1.Conduct on-ground activities/ games with the props available and relate the
use to age appropriateness.
Checklist for Assessment Activity

Use the following checklist to see if you have met all the requirements for
assessment activity.

Part A

Differentiate between
•Environmental and technological factors in a society that affects sports
positively
•Economic and political factors in a society that affects sports negatively

Part B

Subjective Question

•Four major factors in a society due to which sports develop or deteriorate/

decline.
•How do different sports gain popularity in different region due to
environmental factors?
•What is the influence of sports in society
•What are the four major factors of a society that affects sports?
•List three modern technology used in Cricket matches
•Name the games that are famous in different parts of India due to
environmental/ geographical advantages.

Himachal Pradesh:

Kerala:

West Bengal:

Manipur:
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1.3 Plan Physical Activities for Children

As we have already understood that games and sports foster all-round development
of children. Healthy body hosts a healthy mind. Sports and games direct energy of
children to fruitful channels. It is said that play is the most useful leisure time activity
of the adolescents. It is training for future. In the absence of opportunities for play,
children get more engaged in sedentary activities such as computer games, video
games, TV etc. and end up becoming obese, lethargic and prone to
sickness/diseases.

The Secondary Education Commission has made it compulsory for all the schools
and educational institutions to have playing field along with the other necessary
infrastructure. And suggests to schools where there are no proper playing fields to
make use of the municipal parks or any open space available in the neighbourhood.
This positive effort from the government can be made effective by a structured
physical activity program.

For the holistic development of children, physical education in school should

incorporate the following:

•Activities should be fun so as to encourage all children to participate. •Skills

should be taught according to the diamond structure given below. •Activities,
props and equipment have be ‘age appropriate’.
•Activities must to be structured and planned properly.
•All the children must be involved and none should be left behind. •Progress of
each child must be mapped through continuous assessment and remedial
measures should be taken to ensure that learning
outcomes are achieved.

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Identifying physical activity sessions

At this age, children are willing to experiment and explore. This is the right age for
introducing the child to all sports skills. Their movement skills are well tuned and are
well coordinated by now. They have a good mastery over their body, and their
fundamental skills are good enough for them to perform new skills and new
movement sequences. Children who cannot perform various skills properly should
be provided additional learning and practice opportunities to improve their skills.
Practice opportunities should be provided to children with sufficient time to develop
the skills required. At this age most of the skills can be executed in the correct
manner. Practice will make them perfect.

Fitness activities become increasingly important at this age. If children are involved
in sports and fitness activities now, one can be sure that the child will remain
involved in sports through adolescence. Children who participate in moderate to
vigorous physical activities for about an hour on three to four days each week can
increase overall health.

In this age we should not let any child to specialize in a particular sport even if they
are very good in that sport. Encourage them to learn and participate different sport
activities. At this age, the body is still developing, therefore, all skills need to be
practised for a holistic development.

At this age, children develop a self-image, strong enough to tolerate differences in

how others react to them. They develop a stronger sense of right and wrong, having
reached the stage of development for internalization of rules and regulations. They
tend to become more self-reliant and can work independently.

This is a good time to have children create personal fitness and motor skill goals and
monitor their own progress, because they have a strong desire for self-improvement.
These children also experience an increased desire for interaction with others.
Children at this age have great interest in games and team sports. They will work
hard and play hard. At this age, children like to demonstrate their skills and willingly
try to perform better with time. They experience a lot of gratification because their
timing is now more under control. They tend to be very interested in competitive
sports.

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Structuring physical activity sessions

The physical activity in the primary years should be on introduction to basics of

major sports in addition to developing fitness level of the students. The above
picture explains the year/grade wise focus on the type of sports program.

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Macro-planning
A macro plan is a bigger picture, it’s short and concise, just
hitting the
important highlights. The macro level is a snapshot of what you
want to accomplish. For example: your end goal is, that a child
should be able to play football basic so that is your
Macro-Planning

Meso-planning Figure: 1.15 –Macro, meso, and micro

planning
The meso-planning is a breakdown of each week or pair of
Weeks with the goal to improve one or two things in
that shorter period of time. The meso level of fitness
is how you apply the planning to changes the results you will get.

For example: To play football, what are the basic skills the child should learn,
implementing those in your planning will be your Meso planning

Micro-planning
The micro-planning is a daily or couple day breakdown of specific skill or activities
that are planned to improve upon one another to achieve the goals set in both the
mesocycle and macrocycle. For example: How you are going to plan a session so
that the child will be able to learn the fundamental skill of football.
That will be your Micro planning

Weekly planning
In case of micro planning, we focus on one or two skills. However in weekly plan we
focus on 2 – 3 sets of lesson plans that you want to finish. These planning are
important things that move the child towards the long-term goals.
Weekly planning will give you confidence and it is a short-term goal that you are
setting for that group. These weekly plans should be followed by a visual
assessment during the class to check the progress

Weekly plan for grade 4-A- Week 1 Weekly plan for grade 4-A- Week 2

Monday FB.1: Ball control Monday FB.1: Passing

Tuesday Tuesday

Wednesday Wednesday

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 Thursday FB.2: Dribbling Thursday FB.2: Shooting

Friday Friday

Saturday Saturday

Figure: 1.16–Weekly plan for grade 4 kids

Following are examples of lesson plans to be read, understood and

executed on the ground for Grade 3 to 5. Pay attention to the structure of the
lesson plan which starts with goal and ends with learning outcome conclusion.
Please refer to the section of warm-up and cool-down exercises

If possible find a suitable school (Primary school) in your locality and take
permission to do the following activities with the children.

Best Time to perform these activities: 2 hours After having meal

Reason: (It will provide sufficient energy to the body for these kind of activities)

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Football – Lessons on Ball Control

Objective: Children will learn the skill of ball control in challenging situations.
Equipment: Footballs, marking cones and saucer cones.

Ball Control - 1
EduQuette Warm-Up Team Activity Game Play Cool-Down
2 min 5 min 10 min 15 min 3 min

EduQuette 2 mins

Discuss with children the importance of ball control and how ‘Touch’ is the most
important factor of ball control.
All the great personalities and talented people in the world had one thing in
common- ‘Touch.’ Their touch separated them from the rest of the world. No one
touched the ball the way Diego Maradona touched with his feet. No one touched
the hearts of people the way Mother Teresa touched. It is the way you ‘touch’ that
makes all the difference. Similarly, in football if you can master your touch; your
ability of ball control will be easier and superior.

Warm-Up 5 mins

Divide the children in groups of ten. Each group should have one ball.
In each group, one child should perform the below activity and the others
should do on the spot jogging and Jumping Jacks.
With your sole pull the ball with one foot and the next moment pull the ball back
with other foot.
Keep trapping and pulling the ball with alternate foot for some time (30 sec to
1 min) on every step in standing position.
Start slowly and try to do as fast as possible without losing the control over the ball.
Dribble the ball around the field for 30 seconds and pass it to the next member of
your group. The next member should follow the same. Do stretching exercises.

Team Activity 10 mins

Divide the group into 6 – 8 teams and give one ball to each team.
Teams should compete in relay against other teams. Please refer to the
bellow diagram for the set up.

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 Dribbling relay – dribbler should join at the back after passing.
Touch the ball in every step – do not kick the ball; keep it within the reach on
every step.

Game Play 15 mins

Divide the children in teams to play 5-a-side or 3-a-side game of football

depending on the class strength and ground size.
Make multiple small sided grounds using cones.

Cool-Down 3 mins

Do some stretching exercises in close formation of circle, semi-circle or loose

formation.

Children should play short passes as it develops better ball control

individually and develops a sense of ball possession as a team.

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 Ball Control - 2
EduQuette Warm-Up Team Activity Game Play Cool-
2 min 5 min 10 min 15 min Down
3 min

EduQuette 2 mins

Discuss with children the importance of ball control and how ‘Touch’ is the
most important factor of ball control.
The first touch is always the most important touch in the game of football in
varied situations like receiving, moves, dribbling etc.
Warm-Up 5 mins

Divide the children into groups. Make ‘Dribblers’ and

‘Taggers’ Create small grid(s) depending on the space
ability.

‘Dribblers’ should dribble the ball inside the grid while avoiding the ‘Taggers.’
‘Taggers’ to snatch the ball from them.
The ‘Taggers’ can only walk and not allowed to run.
The ‘Taggers’ should try to snatch/ touch the ball from the
‘Dribbler.’ Once the ‘Tagger’ snatch or touch the ball he/ she
becomes ‘Dribbler.’ Do stretching exercises.

Team Activity 10 mins

Divide the group in 6 – 8 teams and each team to have one ball.
Teams should compete in relay against other teams. Please refer to the
bellow diagram for the set up.

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Dribbling relay – dribbler to join at the back after
passing. Individual should re-start if the ball
touches the cone. The team finishing the first is
the winner.

Game Play 15 mins

Divide the children in teams to play 5-a-side or 3-a-side game of football

depending on the class strength.
Make multiple small
sided
grounds using cones.

Children should play short passes as it develops better ball control

individually and develops sense of ball possession as a team.

Cool-Down 3 mins

Do some stretching exercises in close formation of circle, semi-circle or loose

formation.

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Basketball – Lessons on Ball Control

Objective: Children will learn the skill of ball

handling. Equipment: Basketballs, marking cones
and saucer cones.

Ball Handling - 1
EduQuette Warm-Up Team Activity Game Play Cool-
2 min 5 min 10 min 15 min Down
3 min

EduQuette 2 mins

Discuss with children the importance of ball control and how ‘Touch’ is the most
important factor
of ball control.
All the great personalities and talented people in the world had one thing in
common- ‘Touch.’ Their touch separated them from the rest of the world. No one
touched the ball the way Michael Jordan touched with his hand. No one touched the
hearts of people the way Mother Teresa touched. It is the way you ‘touch’ that
makes all the difference. Similarly, in basketball if you can master your touch; your
ability of ball control will be easier and superior.

Warm-Up 5 mins

Divide the children into 4 groups

-
Group A, B, C, D
Get groups A and B in file
formation
behind one another in one half
of the
court. Give each group (A and B)

one ball.
The other Groups C and D
should be
in the other half of the court.
Refer to the diagram below.
29
Group A and B:
The child standing in front should dribble the ball from touch line till the
centre line and on return pass the ball to the team mate.
He then joins the group again from behind.

Group C and D: Should do the following,

Dribble around the body:
With right hand dribble till the back side of the body, then switch to the
left hand. Move the ball around the body.
Try this while walking.

Make Figure 8:
Stand with your feet wide apart and crouch slightly as you lean
forward.
Pass the ball under and around one leg and under and around the other leg in
a figure-8.

Crab Walk
Try not to move your feet as you pass
the ball.
Step forward with your left leg and pass the ball from your
right hand to your left under your left leg.
As you take your next step with your right leg, pass the ball from
your left hand to your right under your right leg.

After some time change the activity between Group A, B

and Group C, D Do stretching exercises.

Team Activity 10 mins

Divide the children into groups of 4. Each group should have

one ball. Have the first child in each line with one ball.
Refer to the diagram below.

30
On your command the first child in each group dribbles up and down the court
as quickly as possible.
On returning he passes the ball to the team mate.
The team that finishes the first is the winner.

Game Play 15 mins

Divide the class into 4 groups and play a game of modified passing
game using half courts for two teams.
Only two step dribbles are allowed
10 passes among the team make 1
point

Use your fingertips and not the palm while dribbling. Keep
your head up while dribbling.

Cool-Down 3 mins

Do some stretching exercises in close formation of circle, semi-circle or loose

formation.

31
 Ball Handling - 2

EduQuette Warm-Up Team Activity Game Play Cool-

2 min 5 min 10 min 15 min Down
3 min

EduQuette 2 mins

Discuss with children the importance of ball control and how ‘Touch’ is the
most important factor of ball control.
All the great personalities and talented people in the world had one thing in
common- ‘Touch.’ Their touch separated them from the rest of the world. No one
touched the hearts of people the way Mother Teresa touched. It is the way you
‘touch’ that makes all the difference. Similarly, in football if you can master your
touch; your ability of ball control will be easier and superior.

Warm-Up 5 mins

Divide the children in groups of three and each group should

have one ball. Have them in scattered position on the court

Simon Says:

Call out a skill for children to execute. For example, “Simon says, dribble with
your left hand.”
Children should start dribbling with their left hands until “Simon” says,
“Stop”. Give different commands like – pass the ball to your partner, run with
the ball, change hands, stop dribbling, circle the ball around the hip, dribble
under the legs and so on. Change the child within the group after every
command is executed. Children without ball should do stretching.
Do stretching exercises.

32
 Team Activity 10 mins

Divide the children into groups of 2 – 4 depending upon the availability of

space and balls.
Each child in a group should have one
ball.
Refer to the diagram below.

Have all the children form a winding line that resembles a snake, each with a
ball in their hand.
The last one in line must dribble the ball through the snake, until he reaches
the front of the line and stop.
Each time a child becomes the tail of the snake he must start dribbling to the
front and stop. The team that finishes the first is the winner.

Game Play 15 mins

Divide the class into 4 groups and play a game of modified passing
game using half courts for two teams.
Dribbling is allowed only for two
steps.
10 passes among the team make 1
point.

Use your fingertips and not the palm while dribbling. Keep
your head up while dribbling.
Cool-Down 3 mins

Do some stretching exercises in close formation of circle, semi-circle or loose

formation.
33
Volleyball – Lessons on basic skills of Volleyball

Children will learn the basic concept of volleyball – ‘how to play

Objective
and basic rules’
:
Equipment: Volleyballs, marking cones and saucer cones.

Volleyball Basics – 1

EduQuette Warm-Up Team Activity Game Play Cool-

2 min 5 min 10 min 15 min Down
3 min

EduQuette 2 mins

Discuss with children the importance of rules. Every game/ sport has some rules.
Similarly, in our daily life we also follow some rules; whether it is in the school, home
or in traffic. We must respect and follow the rules for the benefit and well-being for
all of us.

Warm-Up 5 mins

Divide the children into groups of four. Each group should form a file.
Each file should throw the ball to the other
end The throw – with both hands and
overhead throw.
After each throw one should go back to one’s own file and throw again
on the turn. Please refer to the below set-up.
Do stretching exercises.

34
 Team Activity 10 mins

Divide the children in groups of 8 – 10.

Let them play a game of throwball. You may change the teams after
sometime so that everyone gets to play.
Modify the rule by allowing one drop.

Game Play 15 mins

Divide the children in teams of 6.

First 2 teams should play a game of volleyball of 10 points and change
the teams alternatively.
You may reduce the points to accommodate all the teams.
Modify the rule by allowing one drop.

Pay attention to the rules and the movements as per the game.

Cool-Down 3 mins

Do some stretching exercises in close formation of circle, semi-circle or loose

formation.

35
 Volleyball Basics – 2

EduQuette Warm-Up Team Activity Game Play Cool-

2 min 5 min 10 min 15 min Down
3 min

EduQuette 2 mins

Discuss with children the importance of rules. Every game/ sport has some rules.
Similarly, in our daily life we also follow some rules; whether it is in the school, home
or in traffic. We must respect and follow the rules for the benefit and well-being for
all of us.

Warm-Up 5 mins

Divide the children into groups of four. Each group should form a file.
Each file should throw the ball to the other end
The throw – with both hands and hit the ground with
good force.
The ball should reach the other end after a hard bounce.
After each throw one should go back to one’s own file and throw again
on the turn. Please refer to the below set-up.
Do stretching exercises.

Team Activity 10 mins

Divide the children in groups of 8 – 10.

Let them play a game of throwball. You may change the teams after
sometime so that everyone gets to play.
Modify the rule by allowing one drop.

36
 Game Play 15 mins

Divide the children in teams of 6.

First 2 teams should play volleyball of 10 points and change the teams
alternatively.
Allow one drop to volley and pass the ball.
You may reduce the points to accommodate all the teams to play.
Modify the rule by allowing one drop.

Pay attention to the rules and the movements as per the game.

Cool-Down 3 mins

Do some stretching exercises in close formation of circle, semi-circle or loose

formation.

37
Cricket – Lessons on basic skills of Batting

Cricket Basics – 1

Objective: Children will learn the correct technique of batting basics – grip and
stance.
Equipment: Cricket bats, cricket balls, stumps and cones

EduQuette Warm-Up Team Activity Game Play Cool-

2 min 5 min 10 min 15 min Down
3 min

EduQuette 2 mins

Discuss with children the importance of rules. Every game/ sport has some rules.
Similarly, in our daily life we also follow some rules; whether it is in the school, home
or in traffic.
We must respect and follow the rules for the benefit and well-being for all of us.

Warm-Up 5 mins

Have children move around the activity area in a variety of ways, slowly increasing
their speed.
Lead, or have a student lead a stretching routine.

38
 Team Activity 10 mins

•Divide the class in groups of five and each group should

have one bat and two balls.
•Please refer to the set-up as shown in the diagram.
•Each child in the group plays (bat) 6 balls.
•Pay attention to the grip and stance and allow the batsman
to play any shot.
•The bowler stands and throws the ball underarm full-toss to
the batsman’s knee level.
•Others in the group do fielding.
•Change the batsman and bowler after every six deliveries.

Game Play 15 mins

•Divide the class in two groups.

•Play a match of six overs with three balls per over.
•Make the boundary short depending on the space availability.
•Implement a modified rule of “one-drop one-hand” catch as out.

Children should focus on the correct grip and stance.

Cool-Down 3 mins

•Do some stretching exercises in close formation of circle, semi-circle or loose

formation.

39
Sprint

Aim: To learn and practise the technique of sprint start and sprint.
Props & equipment required: Swimming rings, marking cones, saucer cones,
hula hoops and bibs

Coaching points
Sprinting
• Tell the students that sprinting is fundamental to
athletics.
• Tell students that they should keep their head steady, no wobbly movements.
• Good sprinting technique requires fast reactions, good acceleration and an
efficient style of running.
• The upper body is inclined forward.
• Keep the arms bent (900) at the elbows.
• Arms should not be stiff while swinging.
• While sprinting students should run on the balls of the feet.

Warm-up – 5 min
Easy walking, jogging and gentle stretching exercises.

Activity – 25 min
Introduction and Sprint Practise (5
min)
• Divide students into groups of 10.
• Instruct students to perform shuttle run between cones 15metres
apart. • Repeat 3 times.
• Discuss the use of arms during acceleration, and the push from the back foot
in order to run effectively.

Sprint Start
“On your marks”
• After the “on your mark”
command the student should
assume a crouch position
(refer to the diagram) at the start
line.
• Body weight should be distributed equally on the rear knee and
hands. • The arms should be shoulder width apart.

40
 • Ask the students not to touch the start line.
• The shoulders are kept forward, slightly ahead of the
hands. • Ask the student to keep the stronger leg in front.

“Set”
• At the “set” command the student
should raise his/her seat.
• At this position the athlete/student is like

a coiled spring.
• The body weight is equally supported by
arms and legs.
• The back and head form a straight line,
ask the student to keep looking at the
ground.

“Go/Clap/Fire”
• Ask the student to vigorously extend his/her forward
leg.
• The knee of the rear leg is driven forward.
• Ask the student to swing the arms vigorously.
• Ask the students to keep forward inclination for the first few steps.

Gold Rush (15 min)

• Mark a rectangular field before the game begins.
• Divide students into teams A and B and divide the field in half using saucer
cones. One team should be wearing bibs.
• At both ends of the field, on each team’s side, there is a hoop containing
several swimming rings or marking cones.
• The objective of the game is for students to run to the other team’s side,
take a ring from the hoop and run back to their side without being
tagged. Students can be tagged when they are on the opponents' side
of the field. Any player caught on the opponents’ side, is frozen.

41
 • The free players can run over and link arms with the frozen players to free
them. When two players are linked they cannot be tagged, but must
return right away to their own side. There is a guard for the hoop
containing the rings, but no member of the team is allowed in their own
hoop.
• Players who make it across the field to the opponents’ hoop are allowed to
stand inside it without being tagged, but they still have to make it back
to their side with the ring. Any player tagged on the way back with a
ring, must freeze and must return the ring.
• Please refer to the diagram below

Cool-down – 5 min
Have children move slowly (e.g. in a slow jog, brisk walk) around the activity
area. Lead or have a student lead a stretching routine.

42
Yoga – A Preview

Yoga is a systematic and methodical process to control and develop the mind and
body to attain good health, balance of mind and self-realization. Yoga can help to
develop health, improve concentration, increase flexibility and strengthen willpower.
If possible, establish a regular time of day to set aside for the Yoga practice.
Generally, yoga is a disciplined method utilized for attaining a goal. The ultimate
goal of Yoga is moksha though the exact definition of what form this takes
depends on the philosophical or theological system with which it is conjugated.
Apart from the spiritual goals the physical postures of yoga are used to alleviate
health problems, reduce stress and make the spine supple in contemporary times.
Yoga is also used as a complete exercise program and physical therapy routine.

“Health is a state of complete harmony of the body, mind and spirit. When
one is free from physical disabilities and mental distractions, the gates of
the soul open.”
-B.K.S. Iyengar

43
Yoga – Benefits

1. All-round fitness. You are truly healthy when you are not just physically fit but also
mentally and emotionally balanced. As Sri Sri Ravi Shankar puts it, “Health is not a
mere absence of disease. It is a dynamic expression of life – in terms of how joyful,
loving and enthusiastic you are.” This is where yoga helps: postures, pranayama
(breathing techniques) and meditation are a holistic fitness.

2. Weight loss. With regular practice of yoga, we tend to become more sensitive to
the kind of food our body asks for and when. This can also help keep a check on
weight.

3. Stress relief. A few minutes of yoga during the day can be a great way to get rid
of stress that accumulates daily - in both the body and mind. Yoga
postures, pranayama and meditation are effective techniques to release stress.
You can also experience how yoga helps de-tox the body and de-stress the
mind.

4. Inner peace. We all love to visit peaceful, serene spots, rich in natural beauty.
Little do we realize that peace can be found right within us and we can take a mini-
vacation to experience this any time of the day! Benefit from a small holiday every
day with yoga and meditation. Yoga is also one of the best ways to calm a disturbed
mind.

5. Improved immunity. Our system is a seamless blend of the body, mind and
spirit. An irregularity in the body affects the mind and similarly
unpleasantness or restlessness in the mind can manifest as an ailment in the body.
Yoga poses massage organs and strengthen muscles; breathing
techniques and meditation release stress and improve immunity.

6. Living with greater awareness. The mind is constantly involved in activity –

swinging from the past to the future – but never staying in the present. By simply
being aware of this tendency of the mind, we can actually save
ourselves from getting stressed or worked up and relax the mind. Yoga and
pranayama help create that awareness and bring the mind back to the present
moment, where it can stay happy and focused.

7. Better relationships. Yoga can even help improve your relationship with your
parents, friends or loved ones! A mind that is relaxed, happy and contented is better
able to deal with sensitive relationship matters. Yoga and meditation work on
keeping the mind happy and peaceful; benefit from the strengthened special bond
you share with people close to you.

44
8. Increased energy. Do you feel completely drained out by the end of the day?
Shuttling between multiple tasks through the day can sometimes be quite
exhausting. A few minutes of yoga everyday provides the secret to feeling fresh
and energetic even after a long day. A 10-minute of meditation benefits you
immensely, leaving you refreshed and recharged in the middle of a hectic day.

9. Better flexibility & posture. You need to include yoga in your daily routine to
benefit from a body that is strong, supple and flexible. Regular yoga practice
stretches and tones the body muscles and also makes them strong. It also helps
improve your body posture when you stand, sit, sleep or walk. This would, in turn,
help pain due to incorrect posture.

10. Better intuition. Yoga and meditation have the power to improve your intuitive
ability so that you effortlessly realize what needs to be done, when and how, to yield
positive results. It works. You only need to experience it yourself.
Yoga is a continuous process. So keep practicing! The deeper you move into
your yoga practice, the more profound are its benefits.

Best Time to perform yoga: Early morning

Reason: (boosting mental clarity and relaxation, increasing the release of
endorphins (happy hormones) and making the body a more physically
comfortable place to live in)

Asanas

Standing Asanas

45
Sitting Asnas

Asnas in lying position

Shavasana:
•Shavasana is performed after completion of all the yogic exercises. •Lie down
on the back. Keep the arms alongside the body, but slightly separated from the
body, and turn the palms to face upwards.
•Close your eyes. Relax the whole body, including the face. Let the breath
occur naturally.
•Stay in the same position for 2-3 minutes.

46
Sun Salutation (Surya Namaskar)
Sun Salutation is a worship to Sun, the god of light. Surya Namaskar is the other
name for Sun salutation. Morning time is best, but anyhow if you are unable to do
Surya Namaskar in morning then do it in evening or either when your stomach is
empty. There are certain benefits of Surya Namaskar like fat reduction, expansion of
lungs, improved blood circulation, good digestive system without constipation.

There are 12 steps of Surya Namaskar.

12 steps of Surya Namaskar:

Step 1 (Pranamasana): Stand with your feet together. Place the palms of your
hands together at chest level.

Step 2 (Hasta Uttanasana): Inhale and raise your arms upward. Slowly stretch
your arms backwards over your head.Step 3 (Paadahastasana): Exhale and slowly
bend forward, let hands touch feet or the ground. Try to touch your head to the
knees. But do not go beyond the capacity.

47
Step 4 (Ashwa Sanchalasana): Inhale and move your right leg back into a lunge
position. Keep your hands and feet firmly placed on the ground. Make sure to look
up.

Step 5 (Chaturanga Dandasana): While exhaling bring the left foot together with
the right to the beginning position of push up.

Step 6 (Ashtanga Namaskara): Continue to exhale as you lower your body to the
floor until your feet, knees, palm, chest and forehead are touching the floor. This is
called “Sastanga Namaskara” where eight body parts are in contact with the
floor. The buttocks are raised up in this position.
Step 7 (Bhujangasana): Inhale and stretch forward and up. Use your arms to lift
your torso. Make sure that you only bend back as far as it feels safe and
comfortable. (It is ok to keep your arms bent at the elbow). This is called the “Kobra
position”.

Step 8 (Adho Mukha Shvanasana): Exhale, Raise the buttocks, push the head
down and have a complete arch with the heels touching the ground and palms on
the floor.

Step 9 (Ashwa Sanchalasana): Inhale and step your right foot forward into the
lunge position.

Step 10 (Paadahastasana): Exhale and bring your feet together trying to bring
your head to your knees.

Step 11 (Hasta Uttanasana): Keep your arms extended as you raise them above
your head. Lean slightly back.

Step 12: Exhale and in a slow graceful motion let your arms go your sides. End by
bringing your hands back to prayer position.

48
What have you learnt?

After completing this session, you will be able to

•Plan age appropriate sports activities for children
•Create different levels of physical activities planning for children
•Explain the benefits of yoga
•Identify types of asanas

Activity -1

Materials Required:
Props and equipment mentioned in the above Session.

Conduct on-ground activities/ games with the props available and relate the
use to age appropriateness.

Checklist for Assessment Activity

Use the following checklist to see if you have met all the requirements for
assessment activity.

Part A

Differentiate between

1.Fundamental skills and sports specific skills

2.Standing and sitting asanas
3.Steps of Suriya Namaskar

Part B

Subjective Question

1.What are the teaching points for the children of the age group 8 to 11
years?
2.Why is it important to teach fundamental skills before teaching any
sports specific skills?
3.Why specialization should not start at the age group of 8 to 11 years?

49
4.What are those fundamental skills that cut across football, basketball
and cricket
5.Why is it important to learn fundamental skills before learning any
sports specific skills?
6.Why specialization is not recommended for children of the age group 8 to
11years?
7.Explain the benefits of yoga.

50
 2. PROPS AND EQUIPMENT

A sports facility is a building, structure or a place where sports training or

competition is held. A sports facility can also be known as a sports venue.
To determine the design and the investments required in a sports facility, one needs
to be clear about the purpose of such a facility. The purpose of such a facility could
vary from a community recreation center to a facility to conduct competitions. The
success of a sports facility is decided by its usage. In order for the facility to be
popular it needs to be well equipped and maintained.

The subset and the most important of a sports facility are the props and
equipment used to get the optimal experience from it.

Let us first understand the difference between Props and Equipment

Props are the tools/learning aides that we use in physical activity to

1.Mark play spaces
2.To learn and practice skills
3.To improve fitness

Equipment is all the material associated with the sport which is needed to play a
sport.

Other than the above primary usage of props they are also useful in
1.Making any physical activity colourful and attractive
2.Helping create a variety of drills for practicing skills
3.Helping create age appropriate challenges
4.Increasing the interest and the engagement of the children.

51
2.2 Factors affecting selection of props and equipment

Sports equipment or props (as discussed above) plays and important role in having
a sporting experience. They vary in shape, size, type, etc. depending on the factors
such as indoor/ outdoor sport, age of the learners, infrastructure availability, etc.
Regardless, of the type of sport, there are some important factors that need to kept
in mind while selecting any sport equipment. These are:

1.Age appropriateness: The equipment/ props must be age appropriate

2.Industry Standard: They must be manufactured as per the industry guidelines.

E.g. tennis ball made of rubber and not leather, cricket bats made of wood
and not metal, etc.

3.Sports type: They must be selected as per the type of the sport. For example,
Basketball, Volleyball should not be used to play football and vice-versa.

52
 4.Infrastructure: Depending on the type of sport and where it is played the
selection of props and equipment is determined. For example, indoor courts/
play area requires less rugged equipment that an outdoor equipment that are
exposed to direct sun and other harsh weather. The type of equipment and
props is determined by the mobile (makeshift) and permanent play space. For
example, a permanent goal posts, basketball posts, volleyball poles are
required to be installed in a permanent designated place. If the play area is
used for multi-purpose activity, the dismantlable, mobile type of the same
equipment are to be used.

5.Group size: They must be calculated as per number of learners. If a large group
of students, for example, 40 students play at a time, it is always best to divide
them into smaller groups and each group should be given adequate number
of props to play with.
The small group also require customization of the equipment such as small
size goal post for football, mobile cricket stumps, etc. Thus, influencing the
selection of props and equipment during planning the sports training.

6.Budget: One of the most important factors that influences the selection of
props and equipment is the budget availability. Sports equipment prices are
directly affected by their quality. Equipment price ranges from a few hundred
to lakhs. Leading international manufacturers like Nike, Adidas, Puma, etc.
come with a premium price as compared to some less-known brands. The
experience (ease of playing, comfort, durability) also varies depending on the
brand as the better follow industry standards and better materials while
manufacturing the equipment and props.

Why Props and Equipment must be age Appropriate?

53
Physical development in children happens slowly. The various stages of physical
development are
1.Toddlers (one to three years old)
2.Early Childhood (two to six years old)
3.Elementary school (six to twelve years old
4.Pre-adolescence (nine to fourteen years old)
5.Adolescence (from fourteen years to twenty-one years)

At these developmental stages the physical ability of children differs and the
physical activity and the props and equipment need to be appropriately chosen.

The appropriate choice of pros and equipment ensures

1.Absence of boredom in play
2.Presence of challenge to keep the children engaged

If props are not chosen in an age appropriate manner it can lead to

a.Injury: If the props are for a higher age bracket and being used for a
younger group
b.Lack of interest: if the props are for a lower age bracket and are being
used for an older group

54
List of some commonly used Props and Equipment

Equipment/ Prop Prop/ Equipment Name Usage

Teaching various levels of space awareness

Parachute (high, mid & low), Co-ordination
among the
team members.

Agility ladder Jumping, hopping & twist and turn.

Hula hoop Jumping, hopping, waist rotation

Flat ring Jumping, hopping, hand-eye co-

ordination

Saucer cone Marking boundaries

Marking cone Marking boundaries

55
 Basket Throwing & target practice

Throwing & catching, hand-eye

Bean bags scarf
co-ordination

Bean bag Throwing & catching, bean bag

balance

Frog bean bag Throwing & catching, bean bag

balance

Flexi pole with modified

To set target and marking
base

Step hurdle Jumping activities

Training Arch
Crawling
(without base)

56
 Gym Mat Front roll, back roll, crawling

Balance beam Balancing activities

Plastic Ball Throwing & catching and striking

Plastic racquet Striking with plastic ball

Relay baton Relay races for exchanging batons

Skipping rope Skipping

Soft Ball Throwing, catching and dribbling

57
Sponge ring Throwing and catching

Basketball Basketball game and related

activities.

Football Football game and related activities.

Volleyball Volleyball game and related

activities.

Volleyball net Volleyball – game play

Rugby ball Rugby game and related activities.

Medicine ball Upper body strength by throwing

58
 Mesh bag Storage of props/ balls

Duffle bag / Tote bag Storage of props

Used in team game as jersey to

Bib
differentiate from the opponent.

Tennis ball Throwing, catching, cricket and tennis

game

Plastic cricket bat Cricket – game play (for junior

students)

Wooden cricket bat Cricket – game play (for senior

students)

Stumps set Target practice and cricket

59
 Alphabet cards set Puzzle game

Number cards set (0 - 9) Puzzle game

Foot pump Inflating the balls

First-aid box Basic first-aid

Lagori Lagori game

Sit and Reach box To measure back flexibility

Stopwatch Time keeping

60
Weighing scale To measure weight

Height chart To measure height

Measuring tape To measure distance

61
Activity

1. Write the names and usage of the props

Prop/ Equipment
Equipment/ Prop Usage
Name

62
63
64
65
66
67
68
 Activity - 2

Conduct on-ground activities/ games with the props available and relate the
use to age appropriateness.

Checklist for Assessment Activity

Use the following checklist to see if you have met all the requirements for
assessment activity.

Differentiate between
1.Props and equipment
2.Temporary and permanent play space

Subjective Questions:
•List the factors affecting the selection of props and equipment
•Why props and equipment should be age-appropriate?
•What are the negative effects of selecting non-age appropriate props and
equipment during play activities

What have you learnt?

After completing this session, you will be able to

•Identify age-appropriate props and equipment to conduct sports activities
•Select props and equipment as per the requirement
•Determine props correctly for age appropriate lessons and skills •Minimize
the risk associated with usage of non-age specific props and equipment

69
2.3 Maintenance and Process of Inspection of Field

Inspection and maintenance of sport facilities

The play space (ground, court, etc.) and play equipment are subject to changes
based on usage and other factors. Therefore, they must be inspected on a regular
basis. The frequency of inspection will be determined by many factors including use,
overuse, equipment age and materials, and external factors like the age of the
users, climate, in accidents like fire.

Low Frequency Inspections

Often performed quarterly or semi-annually, low frequency inspections are in-depth

investigations of the equipment and surfacing looking for wear and tear. This
inspection requires a staff member with mechanical knowledge and extensive
knowledge about play equipment and surfacing standards. During or immediately
after the inspection, staff should do preventive maintenance and repairs and/or
remove damaged equipment to remedy problems discovered in the inspection. An
example of this type of maintenance would be replacing heavily worn chains that
were noted during the inspection.
70
High Frequency Inspections

Often performed daily or weekly, high frequency inspections look at frequently

changing conditions caused by use, weather, and/or vandalism. During a high
frequency inspection, staff checks and corrects playground conditions such as loose-
fill surfacing depths, sanitation issues, and the presence of trash and debris. If any
hazards are discovered, staff should follow school or agency procedures such as
completing documentation, taking the area out of use, and/or correcting the
problem.

Use the following checklist for the inspection of Play Area.

S. Question Ö Corrective Person Completion

No. or Action Responsible Date
X
General
71
Is the playground
generally clean and well
maintained?
Can the playground be
safely reached by
pedestrians or those on
bicycles?
Are automobile parking
areas physically
separated from the
playground?
Are fencing and gate in
good condition?
Are informational signs
concerning the use of
the playground and the
equipment provided?
Are signs presented in
both written and
graphic formats?
Is the playground
surface provided with
proper drainage to
prevent water from
forming puddles?
Are restrooms clean and
well maintained?
Are the playground
areas free from utility
boxes, drainage ditches,
sewer covers, and other
items that could cause
tripping?
Are trees free from
cracked or loose limbs?
Are
pesticides/herbicides
used on shrubs and
trees?
Are there any
indications of damage
caused by vandalism?
Are areas where
playground equipment
is used separated from
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areas where running
games are played?
Is playground
equipment suitably
separated to prevent
collisions?
Are walkways located
away from the
equipment in active
use.
Are walkways free from
loose surface materials,
irregularities, and
slippery substances
that could cause slips?
Is at least one primary
entrance provided for
persons in wheelchairs?
Are sharp inclines and
abrupt changes in levels
avoided at entrances?
Are walkways clearly
defined?
Are pathways at least
1.22 m wide?
SUPERVISION
Is the playground
actively supervised?
Is the supervisor
trained to perform the
required duties?
Are records kept of
playground and
equipment repairs?
MAINTENANCE
Is the area under and
around playground
equipment equipped
with shock absorbent
material?
Is all equipment when
in use visibly stable?
Are wooden structural
components free of rot,

73
major cracks, and
splinters?
Is equipment free of
protrusions and
projections that may
entangle children’s
clothing?
Is equipment free of
pinch, crush, and
shearing points that
could injure children?
Is equipment fabricated
to eliminate areas that
may entrap children’s
heads?
Do adjacent structural
elements form a vertex
angle greater than 55
degrees?
Are the bases of
equipment free of
tripping hazards?
Are the areas above and
around equipment free
of suspended hazards?
Are the ladders,
stairways, and ramps
built in accordance with
the requirements listed
in Table 2 of this
report?

74
Maintenance and service of sport facilities

To keep quality of sports surfaces, it is necessary to do regular

maintenance like

• Remove leaves, stones, pebbles, flints, pieces of sharp objects from the
pitch
• Swipe the floor daily; if it is a cemented floor
• Allow only recommended footwear on the court
• Maintain cleanliness of pitch and its surroundings.
• Maintain cleanliness and quality of props and equipment
• Periodically check the maintenance of goal posts, volleyball poles,
basketball post, etc.
• Keep sufficient dustbins

Special maintenance at least once a year:

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 • Level and slope of the ground should be such that the is no water logging
• Repair and check for drainage systems
• Special brushing with professional machinery (e.g. for cemented floor)
• Follow the maintenance instructions carefully for all artificial turf

Examples of Props and Equipment Maintenance:

Check the pressure carefully. Pressures for various balls are as follows;
Football – 5.5-16PS
Basketball – 7-9PS
Volleyball – 5.8-6.5PS

Before using the balls:

üInflate balls to correct pressures.
üBefore you inflate the balls moisten the needle. üTo
inflate balls, squeeze balls while gradually adding a
small amount of air at a time.
üInflating balls with too much air at once will
damage the inner tube/ bladder.
üAvoid inflating balls with machines as it may
over inflate.

After using the balls:

üDeflate little air after use. If the same air pressure remains in balls after use, balls
may expand or deform.
üWipe the surface with a soft cloth.
üIf you are unable to remove dirt easily, wipe balls with a moistened cloth.

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üIf you are unable to remove dirt
with moistened cloth, wipe balls
with a cloth moistened with
water-diluted mild detergent.
üIf you use mild detergent to clean
balls, thoroughly wipe off any
remaining detergent to ensure
that it does not remain on the
ball surface. (detergent may
cause stain).
üWipe the ball afterwards with a
dry cloth.
üDry balls out of direct sunlight in a well-ventilated place. Do not keep it under
direct sunlight for long.
üIf the ball has been soaked by rain, wipe away moisture and dirt using a cloth.
Dry the ball out of direct sunlight in a well-ventilated place

To store balls:
üAvoid leaving balls in a place that is exposed to direct sunlight.
üAvoid storing balls in hot or damp places.
üStore balls in a well-ventilated place.
üInflate balls regularly and store them in a well-ventilated place out of direct
sunlight.

Even if the equipment is not in use, it requires regular cleaning and

maintenance. To maintain Props and Equipment you should perform the
following activities:

1.After the activity, use a dry cloth to wipe the props/ equipment and store
in a well-ventilated place out of direct sunlight.
2.Check the condition of the props/ equipment regularly to avoid using a
damaged prop.
3.Do not leave the props/ equipment in direct sunlight for the whole day. It
would reduce the life of props/ equipment.
4.Do not store the props and equipment made of iron/ metal in a damp
place. The moisture may lead to rusting.

77
5.Do not apply water on any leather props and equipment. Always use dry
cloth to clean.

78
What have you learnt?

After completing this session, you will be able to

•Identify the reasons affecting the playground and equipment condition •Plan
for playground and equipment inspection
•Create checklist for inspection
•Inflate balls with correct air pressure
•Demonstrate how to maintain sports facilities

Activity

1. With the help of teacher conduct the playground and equipment inspection in
your school using the above checklist.

Materials Required:
Air pump with air pressure reading meter, football, basketball, volleyball.

2. Involve your students in inflate the balls with correct pressure, cleaning and
maintaining the props and equipment.

Check your progress

Use the following checklist to check whether your students could meet all the
requirements for assessment.

Differentiate between
1.Low Frequency and High Frequency Inspections
2.The amount of pressure for basketball, volleyball and football
3.Maintenance procedure for balls before and after use

Subjective Questions
1.Explain the factors affecting the condition of the play are and equipment
2.Describe low frequency and high frequency inspections
3.How to maintain props and equipment?
4.How to store balls, props and equipment?
5.What is the correct pressure to inflate football, basketball and volleyball?

79
 3. HYGIENE AND SAFETY

Hygiene is the practice of keeping yourself and your surroundings clean,

especially in order to prevent the spread of disease. Having good personal hygiene
practices means taking care of yourself and leading a healthy lifestyle.
Good personal hygiene is the first step to good health. It not only protects you
from poor health, but also shields those around you from suffering illness that
arise from poor personal habits.
Habits such as washing your hands, bathing, brushing, may all look
monotonous and boring, but they all come under important personal hygiene.
They make you feel good about yourself and keep you free of bacteria, viruses,
and illnesses. To protect your health, you must clean your body, hair, mouth
and teeth regularly. You must wear clean clothes.

Some general hygiene and sanitation rules:

• Take bath every day

• Wash hands before and after meals with water and soap.
• When you come home after playing a game, always wash hands, face and
feet.
• Comb and wash hair regularly.
• Change clothes and undergarments frequently.
• Cut hand and foot nails regularly.
• Wash feet before going to sleep.
• Never go to bed in your daily clothes.
• Do not eat fruits and vegetables without washing.
• Always carry a handkerchief.

In the following text you will learn about some of the general rules of
hygiene and sanitation and you would also understand and appreciate the
reasons for doing so. If you follow healthy practices, you will live a healthy and
long life. You will also be more productive and efficient.

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3.1 Maintenance of Hygiene in Play Area

Playground Hygiene

Our surroundings affect health. It is very important that we take care of our
surrounding and play are to stay fit and healthy. We must demonstrate a
responsible behaviour towards our surroundings in order to get the best out of
it as well as to preserve them for the future.

These are some of the things you can do to help.

• Don’t litter, always carry a bag with you to bring waste and dispose it off
in a dustbin
• Throw garbage only in a dustbin
• Don’t spit in public places or on the ground
• Keep your changing room clean
• Don’t destroy plants; don’t pluck flowers and leaves around the play area
• Segregate waste into biodegradable and non-biodegradable categories

Use disinfecting and cleaning agents to maintain health and prevent the spread
of germs and illness, it is a process aiming at providing a healthy environment.
It can also be described as activities aimed at improving and maintaining the
standard of basic environmental conditions affecting the well-being of people.

81
Whether you play indoor or outdoor, it is important to take a general look at the
equipment to make sure that it is clean and well maintained. Some of the points
that you need to keep in mind are as follows:

•There should be no broken equipment and props

•Wooden equipment should not be cracked or splintered
•Metal equipment should not be rusted
•Children should be aware of the unsafe and dangerous areas/ locations, if any
•Surface materials on the playground should be maintained regularly so that
the surfacing is loosely packed and covers all appropriate areas — especially
the fall zones surrounding playground equipment
•Playground equipment should be made of durable materials that won't fall
apart or worn down too much by the weather
•Make sure that there is enough free space in front of equipment like slides,
swings etc. Do not allow children to be in close proximity when equipment is
in use
•Check for objects (like hardware, S-shaped hooks, bolts, nails and sharp or
unfinished edges) that stick out on equipment and could cut a child or cause
clothing to become entangled
•All hardware on equipment should be secure, with no loose or broken parts.
Plastic and wood should show no signs of weakening, and there should not be
any splintered or rusted surfaces
•If the playground has a sandpit, check for hazardous debris such as sharp
sticks or broken glass, and be sure that the sand is free of bugs. It is advisable
to cover sand pits when not in use to prevent contamination from animals
•Keep your playground clean and safe by picking up garbage and using the
equipment properly. Report to higher authorities for any problem immediately
related to safety
•If any of the equipment seems broken, loose, or in need of maintenance,
designate it as off-limits immediately; report the problem to the
appropriate authorities and follow up for completion

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83
84
85
What have you learnt?

After completing this session, you will be able to

•Identify the steps to maintain playground hygiene •Identify
the steps to maintain environmental hygiene

Activity

Conduct hygiene survey in your school playground using the checklist

Check your progress

Differentiate between
1.Playground and common area hygiene
2.Municipal waste and medical waste
3.Hazardous waste and non-hazardous waste

Subjective Questions
1.Explain the factors affecting the condition of the play are and equipment 2.List
the steps to maintain hygiene at playground
3.Why is it important to keep oneself and one’s environment clean?

86
3.2 Demonstrate Basic First-Aid
First Aid - Concept

First Aid is a combination of simple but quite effective and active

measures to prevent possible complications. First Aid means the treatment
given to a ‘patient’ till proper medical aid comes.
Giving First aid is an important skill. By performing simple procedures and
following certain guidelines, it may be possible to save lives by giving basic
treatment until professional medical help arrives.

First Aid – Purpose and basic principles

The purpose of First Aid is to preserve life, assist recovery and prevent aggravation
of the injury, until the services of a doctor can be obtained or during transport to
hospital or to the patient’s home. Always send someone to call for help while you
perform first aid.

Principles:
1.Do first things first quickly, quietly and without panic
2.Guard against or treat for shock by moving the patient as little as
possible.
3.Do not attempt too much
4.Reassure the patient and those around in order to reduce tension
5.Stop any bleeding
6.Give artificial respiration if breathing has stopped.

87
Cuts and Bruises
Cuts and bruises are part of growing up. Do not become paranoid about the
children’s safety and prevent them from exploring. At the same time know what to
do when they injure themselves. If cuts are deep and do not stop bleeding, seek
medical help.

What to do?
•Rinse the wound clean with water.
•If the wound is bleeding, then apply pressure to stop the blood flow.
• Use a sterile gauze or bandage to do that.
•Raise the injured part to above the heart level to slow down the bleeding.
•When the bleeding stops, cover the wound, if necessary with a clean
bandage.
Prevention: Teach the children to handle sharp objects with the right technique.
Supervise them when they do. Make the children’s environment in school and at
home safe, i.e. avoid sharp corners, glass furniture, access to sharp objects like
knives etc.

Heat Exhaustion
Signs and Symptoms

•Severe Thirst
•Muscle weakness
•Nausea, sometimes vomiting
•Headache
•Increased sweating
•Decreased responsiveness or loss of consciousness
•Difficulty in breathing

What to do?
•Bring the child under shade, undress him and make him lie with his feet
elevated.
•If the child is alert, use a cold sponge on his head.
•Give him sips of cool water or sports drinks
•If he vomits, turn him to the side to prevent choking.
•In the case of heatstroke seek medical help immediately.

88
Breathing Difficulties

If someone stops breathing, see if the person can speak or respond when touched
on the shoulder. If not, call for help – and immediately begin first aid. Send
bystanders for help. But if you're alone, perform basic life support for one minute
before going for help.

1.Place the person on his or her back on the floor.

2.Tilt the head, so that the chin is pointing upwards. Do this by placing the
fingertips under the jawbone, then lift gently while pressing down softly on the
person's forehead. This is done to make sure the tongue is not blocking the
throat.

3.Keep holding the head in this way while checking for breathing. Look if the
chest is rising and falling, or place your ear next to their mouth to listen for
breathing and feel breath on your cheek. Only check for 10 seconds.

4.If there's normal breathing, hold the head as described above until help
arrives. If there's no breathing or gasping breaths, start basic life support.

Cuts

Bleeding
With all types of bleeding, it's important to stop the flow of blood as quickly as
possible.

Small cuts
Small cuts in the veins stop bleeding and clot within a few minutes. The area
should then be washed, and a plaster placed gently on top.

Deeper cuts
Deeper cuts in the veins produce dark blood that seeps out slowly and steadily. It
can be stopped by gentle pressure on the wound with a sterile or clean cloth,
followed by the application of a clean or sterile bandage. Often, these wounds need
sewing or gluing, and therefore medical treatment will be necessary after first aid.

Choking
Choking is the mechanical obstruction of the flow of air from the environment into
the lungs. This usually occurs when food that has not been thoroughly chewed gets
stuck. It also occurs when a foreign body or object is lodged in the throat or wind
pipe. A person who is choking can usually communicate with
89
hand movements, and may place their hand against their throat. In such a
case he/she will definitely need help, so summon assistance for him/her.
Because choking cuts off oxygen to the brain, first aid should be administered
as quickly as possible.

First Aid
To give first aid, perform abdominal thrusts (Heimlich maneuver), as given below:
• Stand behind the person. Wrap your arms around the waist. Tip the person
forward slightly.
• Make a fist with one hand. Position it slightly above the person's navel.
• Grasp the fist with the other hand. Press hard into the abdomen with a
quick, upward thrust — as if trying to lift the person up.
• Perform a total of 5 abdominal thrusts, if needed. If the blockage still isn't
dislodged, repeat the five-and-five cycle.

To clear the airway of an unconscious person:

• Lower the person on his or her back onto the floor.

• Clear the airway. If a blockage is visible at the back of the throat or high in
the throat, reach a finger into the mouth and sweep out the cause of the
blockage. Be careful not to push the food or object deeper into the airway,
which can happen easily in young children.
• Begin cardiopulmonary resuscitation (CPR) if the object remains lodged
and the person doesn't respond after you take the above measures. The chest
compressions used in CPR may dislodge the object. Remember to recheck the
mouth periodically.

Basic Sports Injuries

Sports injuries are injuries that typically occur while participating in organised
sports, training sessions or fitness activity. These injuries may be caused due to
lack of proper safety equipment, improper training, etc. Injury could be acute
traumatic or chronic injury. Acute traumatic injury are caused by a single
application of force, for example a strain, sprain, fracture etc. whereas chronic
injury happens over a period of time due to repetitive incorrect training. These
include stress fracture, tendinitis etc.

90
 1.Sprain: Ligaments are tissues that stabilize and support the body’s joints. A
sprain is an injury to a ligament caused by tearing of the fibres of the
ligament. The ligament can have a partial tear, or it can be completely torn
apart. Sprained ligaments swell rapidly and generally, the greater the pain
and swelling, the more severe the injury is.

2.Muscle strain: A muscle strain is injury to muscle as a result of strenuous

activity. A strain is a twist, pull or a tear of a muscle or tendon.

First Aid for Sprains

Follow the instructions for R.I.C.E.

1.Rest the injured limb and avoid all activities.

2.Ice the area. Use a cold pack to help limit swelling after an injury. Try to ice the
area as soon as possible after the injury and continue to ice it for 15 to 20
minutes, four to eight times a day, for the first 48 hours or until swelling
improves. Do not to use it too long, as this could cause tissue damage.
3.Compress the area with an elastic wrap or bandage.
4.Elevate the injured limb above your heart whenever possible to help
prevent or limit swelling.

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 The concept of first aid kit

A well-stocked first-aid kit is as important as props for every physical education

classes. The first aid kit should be within an easy reach for the teacher to use in
case there any emergencies. A well-stocked first aid kit will enable you to respond
effectively to common injuries during a physical education class.
Usually a first aid kit is available in all medical stores. Though it is available in
the medical stores, it is essential for a physical education teacher to know what
are the items included in a first aid kit. Below is the list of items required for a
first aid kit;
•First-aid manual
•Sterile gauze pads
of different sizes
•Adhesive/ glue
tape
•Adhesive bandages
in several sizes
•Elastic bandage
•A splint
•Antiseptic wipes
•Soap
•Antibiotic ointment
•Antiseptic solution (like hydrogen peroxide)
•Hydrocortisone cream (1%)
•Acetaminophen and ibuprofen
•Tweezers – small instruments for plucking hairs and picking up small
object
•Sharp scissors
•Safety pins
•Disposable instant cold packs (if available)
•Calamine lotion
•Dettol or savolin lotion
•Thermometer
•Plastic non-latex gloves (at least 2 pairs)
•Touch and extra batteries
•A blanket
•Mouthpiece for administering CPR (can be obtained from your local
medical shop)

92
•A list of emergency phone numbers – nearest hospital, school principal, a
reliable taxi driver
•Blanket (stored nearby)

93
What have you learnt?

After completing this session, you will be able to

•Demonstrate RICE method
•Demonstrate basic first aid procedure for choking
•Demonstrate basic first aid procedure for sprains
•Demonstrate basic first aid procedure for bleeding and cuts

Activity

Materials Required:
Chart-paper, First Aid Kit

1.Write he basic principles of first aid on a chart paper and display it in your
sports and physical education lab.
2.Conduct on-ground demonstration of first aid. Remember the action
measures of first aid while demonstrating.

Check your progress

State whether following statements are true of false.

I. Choking happens when the passage through the windpipe is blocked -

_____________

II. Muscle weakness is a symptom of heat exhaustion -

_____________________

III. Improper training is not a reason for sports injuries -

_____________________

Heat stroke and heat exhaustion are same - __________________

Differentiate between
1.Heat exhaustion and heat stroke

94
 2.A first aid box and a medical kit

Subjective questions:

1.What is RICE?
2.What are the basic sports injuries?
a.What are the basic principles of first aid?
b.What is the basic first aid for sprain and strain?
c.What are the signs and symptoms of heat exhaustion and heat stroke?
d.What are the six principles of first aid?

95
3.3 Emergency Response and Causality Management

Sports injuries are commonly caused by overuse, direct impact, or an impact

that is greater than a body part can withstand. There are two kinds of sports injuries:
acute and chronic. An injury that occurs suddenly, such as a sprained ankle caused
by an awkward landing, is known as an acute injury. Chronic injuries are caused by
repeated overuse of muscle groups or joints. Poor technique and structural
abnormalities can also contribute to the development of chronic injuries. Medical
attention to any sports injury is important, because you may be hurt more severely
than you think.

Types of Sports Injuries

Type of
Symptoms
Injury
Ankle Sprain Pain, swelling and stiffness

Bruises Small bleeding spots on to the skin

Cuts and Mild to severe bleeding, knees and
Abrasions elbows are prone to this type of injury
Heat exhaustion and heat stroke due to too
Dehydration
much of water loss from the body
Groin Strain Pain and swelling at the groin area
Hamstring
Pain swelling and bruising
Strain
Knee Joint
Pain, swelling and stiffness
Injuries
Severe pain, this injury is usually due
Stress to impact of repeated jumping or
Fractures running on hard surface. Shin bone
pain is an example of this injury

96
Following are some of the first aid techniques to prevent further damage
to an injured part;

•Rest – keep the injured area supported and avoid using for 48-72 hours. •Ice –
apply ice to the injured area for 20 minutes every two hours for the first 48-72
hours.
•Compression – apply a firm elastic bandage over the area, extending
above and below the painful site.
•Elevation – raise the injured area above the level of the heart at all times.
In case of a lower limb injury, immobilise the injured part.
•Referral – as soon as possible, see a doctor
•No Heat – do not apply heat, it will increase bleeding
•No Playing or Running – running or exercise increases blood flow, delaying
healing
•No Massage – massage increases swelling and bleeding, also delaying
healing

How do you prevent sports injuries?

Below are some of the common points an athlete or coach should keep in mind to
prevent the occurrence of sports injuries;

•Warm up thoroughly by gently going through the motions of your sport and
performing slow, sustained stretches.
•Wear appropriate footwear.
•Tape or strap vulnerable and injured joints, if necessary.
•Use the appropriate safety equipment, such as mouth guards, helmets and
pads.
•Drink plenty of fluids before, during and after the game.
•Try to avoid exercising in the hottest part of the day.
•Maintain a good level of overall fitness, particularly in the ‘off season’. •Make
sure that the overall fitness level is optimum with enough muscle strength.
•Ensure training includes appropriate speed and impact work so muscles are
capable of the demands of a game situation.
•Don’t exert beyond the level of fitness. Gradually increase intensity and
duration of training.
•Use good form and learn or teach correct technique of performing skills.
97
•Cool down after training session with gentle, sustained stretches. •Allow
adequate recovery time between sessions and repetitions.
•Have regular health and sports specific assessments to know the level of
fitness

98
Cardiopulmonary Resuscitation (CPR)

CPR is executed during an emergency when someone to save a person’s life if their
heart stops beating from sudden cardiac arrest. CPR can increase the chances of
survival if performed immediately.

For non-healthcare providers or bystanders without formal CPR training:

The recommendation is for compression-only CPR, or hands-only CPR, without

mouth-to-mouth breathing. This version of CPR is recommended for people without
formal training who see an adult or teen suddenly collapse outside of a hospital or
medical facility, for example at home, at work, in a park, or place of business.

If you see a teen or adult suddenly collapse, it’s important to act fast and follow
these steps for hands-only CPR:

STEP 1: CHECK FOR BREATHING

Check for signs of breathing—either the chest rising and falling or feel or hear the
breath.

STEP 2: CALL FOR HELP (AMBULANCE – 112)

If the person is not breathing or is gasping, ask someone to call 112 or call yourself.

STEP 3: ADJUST YOUR BODY TO PERFORM CHEST COMPRESSIONS Kneel

next to victim. Use your fingers to locate the end of the victim’s breastbone, where
the ribs come together. Place two fingers at the tip of the breastbone. Place the heel
of your other hand above your fingers (on the side closest to the victim’s face). Then
put the heel of your other hand on top of the first hand, so your hands are stacked
(intertwining fingers is recommended).

99
STEP 4: PERFORM CHEST COMPRESSIONS
Push hard and fast in the center of the chest until help arrives. You can use the
weight of your body to add strength to your pushes. It’s important to push, giving
100 to 120 compressions per minute. Which is about the same tempo as the song
“Stayin’ Alive” by the Bee Gees.
For adult and teenage victims, the recommended compression depth is at least 2
inches (5 cm), while avoiding chest compression depths greater than 2.4 inches (6
cm). For children (age 1 year to puberty), recommended compression depth is
about 2 inches (5cm).
Don’t remove your hands from the victim’s chest, just your weight. Avoid leaning on
the victim between compressions—allow the chest to return to its normal position.

STEP 5: WAIT FOR HELP

Continue to perform compressions until help arrives.

100
Rehabilitation of sports injuries

Treatment and rehabilitation depend on the type and severity of the injury. Always
see a doctor if pain continues after 24 hours of the injury. Never attempt self-
treatment which may worsen the injury. Physiotherapy can help to rehabilitate the
injured site and, depending on the injury, may include exercises to promote strength
and flexibility. Returning to sport after injury depends on doctor’s or
physiotherapist’s assessment. Trying to play before the injury is properly healed will
only cause further damage and delay recovery. The biggest single risk factor for soft
tissue injury is a previous injury. In the meantime, you can maintain your fitness by
choosing forms of exercise that don’t involve your injury; for example, ride a
stationary bicycle while your sprained wrist is healing.

Most rehabilitation programs go through different stages, an acute stage,

immediately after injury, middle or rehabilitation stage where the aim is to regain
normal movement and strength and finally a functional or sports specific phase
where exercises are more relevant to the activity. These stages are further
explained in the below table:

Stages Points to be noted during each stage

The first movement after treatment period, these

Functional
movements develop necessary strength and flexibility at
Activities
the injured part to function
Sports activity,
Very low intensity - these activities are for developing
specific exercise
enough muscular endurance to start the training
and training
Bracing and Bracing or taping the injured part to provide extra
Taping support and protection to the injured part
Increase in the intensity of movement in terms of
Modalities speed, duration and resistance to increase load
bearing capacity

Regaining of Ability to perform activities in full intensity. The

movement ability injured part is ready to bear optimum training load

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Exercises for rehabilitation

The following exercises are generally performed for rehabilitation:

Ankle exercises involve rehabilitation exercises for the calf muscles, achilles
tendon injuries and ankle including ankle sprains.

Arm and elbow exercises are done to work the biceps and triceps muscles as
well as the muscles which pronate and supinate the forearm.

Back exercises are done to work the back muscles.

Core and abdominal exercises are used to work the trunk and are ideal for
avoiding back pain.

Hip and groin exercises are used to work the adductor and hip muscles. Knee
exercises cover early, middle and late stage exercises for rehabilitation from thigh
injuries including hamstring strain exercises, quadriceps strain as well as jumpers
knee, iliotibial band friction syndrome, and knee ligament injuries

Shoulder exercises cover the exercises and general approach to shoulder

rehabilitation.

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Wrist and hand exercises for recovering from wrist sprains and other hand
injuries.

103
What have you learnt?

After completing this session, you will be able to

•Demonstrate steps of CPR
•Demonstrate stretching exercise for rehabilitation from sports injuries
•Demonstrate ankle exercises to accelerate rehabilitation process
•Demonstrate back, hip and groin exercises to accelerate rehabilitation
process

Activity
1.Perform CPR
2.Perform rehabilitation for common sports injuries

Check your progress

1.Fill the following columns by referring the text above

Type of Injury Symptoms

Ankle Sprain

Small bleeding spots on to the skin

Mild to severe bleeding, knees and elbows are prone to

this type of injury

Dehydration

Groin Strain

Pain swelling and bruising

Knee Joint Injuries

Severe pain, this injury is usually due to impact of

repeated jumping or running on hard surface. Shin
bone pain is an example of this injury
104
2. Differentiate between
a.Functional activities and sports specific activities at an injured ankle
b.Different stages of rehabilitation
c.Different steps of CPR

Subjective Answer
1.What are the 5 stages of rehabilitation during the treatment of sports
injuries?
2.What are the steps to preform CPR?
3.What are common points ones should keep in mind to prevent the occurrence
of sports injuries?
4.What are the common symptoms of ankle sprain?

105
 4. SPORTS AND FITNESS

Health

Health is a man’s greatest wealth; he who has health must cherish it with care. In order
to do that he must have adequate knowledge of how to live a healthy lifestyle. Health is
not merely the absence of disease, it is a positive quality of the living body, of which
fitness for one’s work and the happiness are distinguishing marks. Health is the way;
there is no way to health. Let all the habits of living be health promoting. The term health
is not an abstract thing but a relative concept. In it we see a continuum of freedom from
sickness to better and positive health.

According to WHO (World Health Organization), “Health is a state of complete

physical, mental and social well-being and not merely an absence of disease or
infirmity.” Recently this definition has been amplified and it has been added,
“Attainment of a level of health that will enable every individual to lead a
socially and economically productive life.”

Physical Fitness

Physical fitness is to a human body; what fine-tuning is to an engine. It enables us to

perform up to our potential. Fitness can be described as a condition that helps us look
better, feel pleasant and do our best. More specifically, it is “The ability to perform
daily tasks vigorously, with energy left over for enjoying leisure-time activities
and meeting emergency demands. It is the ability to endure, to bear up, to
withstand stress, to carry on in circumstances where an unfit person could not
continue, and is a basis for good health and well-being”.

Benefits of Physical Fitness

Exercising for fitness is not just for Olympic hopefuls or supermodels. In fact, you are
never too fit, too young or too old to get started. Regardless of your age, gender or role in
life, you can benefit from regular physical activity. If you are committed, exercise in
combination with a sensible diet can help you to provide an overall sense of well-being
and can even help to prevent chronic illness, disability and premature death.

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Some of the benefits of increased physical activity or physical fitness are:

Improved Health through

•Increased efficiency of heart and lungs
•Increased muscle strength
•Reduced risk of major illnesses such as diabetes and heart disease
•Weight loss
•Reduced cholesterol levels
•Reduced blood pressure

Improved Sense of Well-Being through

•Increased energy levels

•Improved quality of sleep
•Increased mental sharpness
•Reduction of stress
•Improved ability to cope with stress

Improved Appearance through

•Weight loss
•Improved posture
•Toned muscles

Enhanced Social Life through

•Improved self-image
•Increased opportunities to share an activity with friends or family members
•Increased opportunities to make new friends

Increased Stamina through

•Increased productivity
•Less frequent injuries
•Increased physical capabilities
•Improved immunity to minor illnesses

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 ECTI
4.1 Selecting Yearly Sports Activities

The school yearly sports activities are planned at the start of every academic year. The
yearly activities are directly mapped to the ‘Goals’ for the sports.

These are aligned to the school Vision and Mission and therefore with the consent of the
school management. In addition, the sports activity for the school is also determined by
the various factors like:
üInfrastructure available in the school
üPE teacher/ Coach employed by the school and their specialization
üPast achievements/ history of the school in sports
üType of school (boys, girls, co-education)
üStudents level in different sports
üSports popularity in the region where school is located

Once the goals are agreed upon. It is the responsibility of the PE and sports
department to form teams for different sports and categories.

In a school set up, it is important to note that the selection for different sports and
categories can only happen once the students are trained to certain extent is specific
sports. Therefore, the selection of teams involves a process that is to be meticulously
planned and executed. The widely practiced process for team selection can have three
staged:

1.Talent Detection: Where students are given enough exposure to a variety of

sports and then grouped based on their interest levels and the skill sets required
to play the sport of the identified sport.

2.Talent Identification: Recognizing current participants, who are already playing

the sports of their choice, with the potential to excel in that. This stage involves
predicting performance over various periods of time by measuring physical,
physiological, psychological and sociological attributes.

3.Talent Development: Providing students suitable learning environment so

their sporting talent can be realized.

Let us understand the selection process and criteria for some of the popular sports.

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Every child is born with the capacity of becoming a good sportsman so long as he or she
is given the right opportunity at the right age. Ease of skill acquisition and development is
affected by many factors, very few which appear to be innate, for example training
appropriateness. In fact, evidences are available that points to the fact that the level of
competency can be improved beyond maximal by deliberate practice. In other words,
individuals have often exceeded their own expectations, and even those of others. A
change of training method has been demonstrated to lead to performance increments
even in individuals who appear to have been less competence.

Talent Development
Providing students suitable learning environment so that
talent
can be realized

Talent Identification
Recognizing current participants, who are already playing the
sports of their choice, with the potential to become elite
performers. Predicting performance over various periods of
time
by measuring physical, physiological, psychological and
sociological attributes

Talent Detection
Discovery of potential performers who are not currently involved in
the sports in question.

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 Process of Talent Detection, Identification and Development

Conduct the lessons mentioned in the previous chapter to start with the following
assessments

FOOTBALL

Football
Space
Talent Awarene
Detection ss Can run around while keeping safe distance between other
Ball players
Control Controls the ball when it comes to him or kicks it away
Use of
foot Can use both the
feet
Sense of
Directio
n Dribble the ball from one end to the other end of the field
1st Month-
Contact
Selection
with the The player makes contact with the different parts of the foot
ball Outside, Instep, sole, Heel, Toe)
Passing
Ability Can pass the ball to the team mate
Shooting Can take a shot towards the goal
Enduran
Can play continuously for an hour
ce

110
Talent Ball
Identificatio Control Is able to juggle the ball continuously for 5 to 10 times with
n Dribblin both
Can feet
keep the ball close to the foot while dribbling in
different g directions
Passing Can pass with accuracy to the team mate using inside of
the foot
Attackin
g Can beat an opponent in a 1v1 situation
After 3 Defendi Can disturb the opponent and recover the ball when the
months - ng the ball possession
Team Building Can kick the ball on the ground level and also in the air to do
Kicking
passes (in different trajectory)
Shooting Can shoot at the goal with some force and accuracy
Sprint Can sprint for minimum 15 meters with quick change in
direction
Enduran
Can jog/run continuously for an hour
ce

Talent Development

An indicative weekly training plan for after-school coaching sessions.

Days Warm Aerobi Strength Technic Tactical Match Cool

Up c and Power al (Moves/Formatio Practise Sessio
Session Fitness Developme ( Skill ns/ Individual (Small sided, n
t Drill) Practise) Modified
games)
Mon ü ü ü ü û ü ü
Tue ü ü û ü ü ü ü
Wed ü ü û ü ü ü ü
Thu ü ü ü ü û ü ü
Fri ü ü û ü ü ü ü
Sat Match Play
Sun Rest

111
After School coaching should cover the following Skills for the different age
groups

Skills to be covered Under10 Under13 Under 16

Ball Control ü ü ü
Passing & Receiving ü ü ü
Receiving with foot, thigh & chest X X ü
Dribbling ü ü ü
Kicking/ Shooting ü ü ü
Heading X ü ü
Football
Ball Possession ü ü ü
Free Kick X ü ü
Penalty Kick X ü ü
Corner Kick & Moves X X ü
Goal Keeping ü ü ü
Attacking & Defending Moves X ü ü
Playing Ability ü ü ü
Laws of football ü ü ü
Vocabulary ü ü ü

For Team Selection use the following parameters

Team
Ball
Select
Control
on Can control the ball with different parts of the body - foot, thigh,
Dribblin chest, head
g Can dribble the ball in speed and with quick change in direction
Passing Can pass to the team mate with consistent accuracy, pressure and
force while
running with the ball.
Attackin Can beat an opponent and maintain possession. Moves into open
Team g space
towardsand
the opponent's goal. Creates space to receive pass
Selecti Defendi Makes the timely tackle to the ball, Covers the designated zone and
on ng the team-mate
Can kick the ball on the ground level and also in the air to do long
Kicking
passes (in different trajectory) with accuracy
Shootin
g Can shoot at the goal with force and accuracy with consistent
Sprint finishing
Can sprint for minimum 15 meters with quick change in direction
112
Endura
n ce Can jog/run continuously for an hour

113
 BASKETBALL

Basketball
Space Can run around the court while keeping safe distance
Talent Awarenes other players
Detection s Ball
Control Holds the ball firmly when passing and receiving
Use of
hand Uses both hands to dribble the ball?
Sense of Able to bounce (dribble) the ball in a continuous manner,
1st Month-
Direction dribble from one end to the other while jogging, running
Selection
Is comfortable when holding or dribbling the ball with feet
Stance
apart, evenly distributing the body weight
Passing Can pass the ball to the team mate
Shooting Can take free shot, 2 pointers
Endurance Can play continuously for 10 minutes

Talent Ball
Identification Control Is able to dribble the ball while moving in different
Passing direction
Can pass with accuracy to the team mate
Attack towards the open space when there is time and
Attacking
space to move forward
Can disturb the opponent and recover the ball when the
After 3 months - Defendin
opponent has the ball possession
Team Building
Can take free shot, 2 pointer holding ball with both hands
Shooting
some accuracy
Sprint Quickly move into/ creates open spaces to receive passes
Endurance Can jog/run continuously for 10 minutes
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Talent Development

An indicative weekly training plan for after-school coaching sessions.

Refer to the module ‘Developing an Athlete’ for more training plans

Days Warm Aerobi Strength Technic Tactical Match Cool

Up c and Power al (Moves/Formatio Practise Sessio
Session Fitness Developme ( Skill ns/ Individual (Small sided, n
t Drill) Practise) Modified
games)
Mon ü ü ü ü û ü ü
Tue ü ü û ü ü ü ü
Wed ü ü û ü ü ü ü
Thu ü ü ü ü û ü ü
Fri ü ü û ü ü ü ü
Sat Match Play
Sun Off

After School coaching should cover the following Skills for the different age
groups

Skills to be covered Under 10 Under 13 Under 16

Ball handling ü ü ü
Ball control ü ü ü
Dribbling ü ü ü
Passes ü ü ü
Pivoting X ü ü
Basketball
Shooting ü ü ü
Rebounding X ü ü
Basketball specific fitness X ü ü
Rules of the game: Violations ü ü ü
Offence and defense strategies X ü ü
Playing Ability ü ü ü
Vocabulary ü ü ü

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For Team Selection use the following parameters

Team
Selecti Dribbling Can dribble the ball in speed and with quick change in direction
n the hands
Can pass to the team mate with consistent accuracy, pressure
Passing
and force while running with the ball.
Can beat an opponent and maintain possession. Naturally
Attacking
moves into open space and towards the opponent's court to
receivethe
Makes passes
timely tackle to the ball, Covers the designated zone
Team Defending
supports the team-mate
Selection
Can take a shot at the basket with force and accuracy with
Shooting
finishing
Sprint Quickly move into/ creates open spaces to receive passes
Endurance Can jog/run continuously for 10 minutes

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 VOLLEYBALL

Volleyball
Space Can move around the court while keeping safe
Talent Awarenes between team mates players
Detection s Ball
Control Holds the ball firmly when passing and receiving
Use of
hand Uses both hands to make contact with the ball
1st Month- Is comfortable when receiving the ball with feet slightly
Stance
Selection apart,
evenly distributing the body weight
Passing
Ability Can pass the ball to the team mate
Endurance Can play for continuously 15 minutes
Agility Can change direction with speed and ease

Talent
Identification
Passing Can set the ball to the team mate to prepare for
attacking
Can jump and make a timed contact with the ball to
Spiking
drive it towards the opponents court
After 3 months
Endurance Can play for continuously 15 minutes
- Team Building
Agility Can change direction with speed and ease
Can jump high enough to drive the ball towards the
Jumping
opponent's court

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Talent Development

An indicative weekly training plan for after-school coaching

sessions. Refer to the module ‘Developing an Athlete’
for more training plans

Days Warm Aerobi Strength Technic Tactical Match Cool

Up c and Power al (Moves/Formatio Practise Sessio
Session Fitness Developme ( Skill ns/ Individual (Small sided, n
t Drill) Practise) Modified
games)
Mon ü ü ü ü û ü ü
Tue ü ü û ü ü ü ü
Wed ü ü û ü ü ü ü
Thu ü ü ü ü û ü ü
Fri ü ü û ü ü ü ü
Sat Match Play
Sun Off

After School coaching should cover the following Skills for the different age
groups

Skills to be covered Under13 Under

16
Ball contact and handling ü ü
Service ü ü
Passing ü ü
Setting ü ü
Volleyball Spiking X ü
Blocking X ü
Digging X ü
Rules of the game ü ü
Playing Ability ü ü
Court Specifications ü ü
Vocabulary ü ü

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For Team Selection use the following parameters

Talent
Developme
nt
Can set the ball with finger tips to the team mate with
Passing
consistent accuracy at the desired level
Spiking/ Can jump and make a timed contact with the ball to drive it
Team Digging the opponent’s court with force
Selection Endurance Can play for continuously 15 minutes
Agility Can change direction with speed and ease and reach for the
ball
Can jump high enough to drive the ball towards the
Jumping
opponent's court with precise timing

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What have you learnt?

After completing this session, you will be able to

•Conduct warm up exercises, aerobic exercises and cool down exercises to

detect the physical strength, endurance and flexibility of an individual
•Demonstrate the competency of teaching various skills related to ball control, use
of hand, sense of direction, stance, passing, and shooting
•Fill in the checklist after assessing the ability of the students regarding space
awareness, ball control, use of hand, sense of direction, stance, passing, and
shooting
•
Activity

1.Identify talented players from 6-8 standard school students and create teams.
Form teams and make them participate in local tournaments. Map their skill
and fitness progress on regular basis.
2.Make a coaching session plan in any sport of your choice.

3.Explain the process of school team selection on the basis of Talent Detection, Talent
Identification and Talent Development. You may take any sport of your choice. (Do
it on a separate sheet of papers)

Check your progress

Differentiate between
1.Talent Detection, Talent Identification and Talent Development

Subjective answer:

1.What is talent detection?

2.What is talent Identification?
3.What is talent development?
4.In addition to the skill part during Talent Detection what are the other
attributes that you can detect with regard to a team sport?

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4.2 Organizing Sports Competition

In this chapter we will discuss on how to organize different sports events in school.
Following are the list of events that can take place in any of the months in a school. Use
the planning process and the execution tools of each of these events during the month of
execution.

List of important events in a year

•Sports Day
•Intramural & Extramural Tournaments
•Independence Day/ Republic Day
•Father’s Day/ Mother’s Day/ Grandparent’s Day/ Children’s Day
•Summer/Winter Camp

Organizing Sports Day

Sports Day is one of the most awaited events in any school. The entire school is involved
in Sports Day. The management, teachers, non-teaching staff, students, parents all
contribute to making the Sports Day successful. Any event that involves such a large
number of people and activities can only be successful if it is properly planned. In any big
event there are three important stages:
• Pre Sports Day (Preparation phase)
• Sports Day
• Post Sports Day

•Agenda
Sports Day •Winding up
•Invitations •Feedback and Learnings
•Plan for the Mass Displays •Ceremonies •Payments
• Costumes and purchases •Speeches •Settling of accounts
•Selection trials •Script
•Parent/Teacher activities •Activities- Finals
•Prize distribution
•Vote of thanks
Preparation Post Sports Day

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1.Pre-Sports Day or Preparation phase:

Preparation for a sports day starts at least one month prior to the day of the
event. Once the program for the Sports Day is finalized, preparations need to
start. There could be different roles/ tasks where people from different
departments need to contribute. The typical roles in the organization of a
Sports Day are as follows.

a) Setting up the agenda for the Sports Day

b)Assigning of duties

c)Inviting chief guest and parents

A.Setting up the agenda for the Sports Day

Example of a Sports Day Agenda

SPORTS DAY SCHEDULE
<School Name>
<Date>
<Venue>
v Assembly 8.50 am

v Arrival of Chief Guest 9.00 am

v Welcome Speech 9.00 am

v Lighting Flame 9.05 am

v Sports Day Declared Open 9.10 am

v Balloons Release 9.10 am

v Chief Guest Speech 9.15 am

v March Past 9.20 am

v Flag Hoisting 9.45 am

v Mass Demonstration 10.00 am

v Activity Begins 10.15 am

v Prize Distribution 12.00 noon

v Vote of Thanks 12.15 pm

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 v National Anthem 12.25 pm

v Dismissal

B.Assigning of Duties

a.Preparing the students for various Mass Drill and Displays

b.Selecting the athletes who would participate on the sports day c.Facility
management – Seating arrangements for guests, parents, students,
water refreshments, toilet facilities, etc.
d.Procurement of materials
e.Master of ceremony for the sports day: Assign the job to two to three
teachers who possess good language skills and who can update the
event details time to time
f.Invitation for the event
g.Assignment of duties on the Sports day

A school could select a theme for a sports day. Example could be environment,
seasons, earth, industrialization, etc. This theme can be used to guide the mass
displays, the costumes and the music. Students from various standards can be
selected for mass displays. Practise session with responsible teachers need to be
assigned in the time table. Usually getting a group of 100 -200 students to perform
in a synchronized manner requires a lot of practise. One to two months of daily
practise are usually assigned by schools.

The Physical Education department needs to decide the sports events to be

conducted on the sports day. Students need to be trained and selected through
Heats.
Sufficient time needs to be allocated for both these activities in the regular time
table.

Facility Management

The Physical Education staff is assigned the duty of preparing the ground and the
audience area. This could include levelling, marking, cleaning the sports grounds.
For the chief guests and audience, the facilities of dias and podium, flag hoisting
poles and flags, Shamiana, chairs, tables, PA system, decoration of the playing area,
etc. need to be planned. Usually the school flag is hoisted on Sports Day.

123
Facility Management Checklist

Marking Lime powder/ POP - depending on ground

condition
Grounds men As required
Ground preparation watering/ levelling/ stones/ safety/ court
cleanliness
Demarcation/Barricading Elevated rope boundary
Track & field equipment Hurdles, starting blocks
Stop watch As required
Clapper/Whistle/Gun As required
Tables As required
Chairs As required
Water dispenser As required
PA system As required
First- Aid kit As required
Medical As required
facility/Medicines/ORS/Glucose
Rest rooms Check cleanliness
Shamiana/ Chairs As required
School flag, House Flag, As required
Balloons, Pigeons, Torch,
bouquets
Certificates, Medals, Trophies As required
Invitation cards As required

Procurement: Check and list all the items required by all departments for the
Sports Day and procure them in time.

C.Inviting Chief Guest and Parents

Identify a chief guest who comes from a decorated sports background. Invite
him/her in advance. Talk to him/her about your school and also tell him if
about your theme or if you want him to emphasize something specific in his talk.
It is always a good practice to tell your speakers for how long they should speak.
You Sports day should run on schedule and that means that every item on the
agenda needs to start and finish on time.
Invite all the parents in advance.

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2.Sports Day:

The day of the event becomes easy if the duties and responsibilities assigned to the
various individuals are properly done. There should always be a checklist to make
sure that the things planned prior to the sports day are in place. In addition, the
entire sports day (day of the event) is to be defined properly. A dress rehearsal is
recommended a day or two prior to the Sports Day.

Yes/ No/
Checklist on the day of the event NA
1.March Past
1.1 Ground marking
1.2 Drums and sticks (at least 2 drums and 4 sticks)
1.3 House flags, Houses placards
1.4 Flag stands
2.Mass Drill
2.1 Ground marking - formation(s) with entry and exit
2.2 PA system and music CD
2.3 Teacher's name with their assigned duty
2.4 Props
3.Athletic Events and Fun Games
3.1 Track marking
3.2 Event list
3.3 Officials - Competition director, starter, time keepers, etc.
3.4 Starter’s stand / Clapper/ Gun
3.5 Stop watch
3.6 Batons for relay
3.7 Props and equipment related to athletic events and fun
activities
3.8 Event completion sheets
4.Prize Ceremony
4.1 Certificates, Trophies/ Medals - 1st, 2nd & 3rd place with
ribbon
4.2 Tray to present Medals
4.3 Guest name(s) - To give away the prizes
4.4 Vote of thanks
5.Facility Arrangement

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5.1 Volunteers - Tasks distribution to volunteers and briefing on
their role
5.2 Wash Room/ Toilets
5.3 Drinking water
5.4 Shamiana, chairs, tables for students and audience 5.5
Victory stand
5.6 Stationary items - paper, pen/ pencil, eraser, sharpener, etc.
5.7 Balloons
5.8 PA/ Music System - speakers and multiple microphones
including cordless microphones
6. First-Aid
6.1 First-aid box
6.2 Doctor/ Nurse
6.3 Ice Pack/ Box
7.Others
7.1 House competition point table
7.2 Sports day schedule - multiple copies
7.3 Bouquet(s)
7.4 Snacks, water bottles for chief guest and distinguish guests 7.5
Placards on various theme - Global warming, go green earth, drug
abuse, etc.

126
March-Past

March past is an important event during Sports Day.

March past is marching of troops on parade past a
person who is reviewing them. It is a formal type of
walking that involves maintaining a steady heel beat
and cadence. They are often performed in costume
of the same colour and are accompanied
by marching bands with placards. March past is
held for a wide range of reasons. It could be
either military parades, parades during the sports
day or other occasions where participants march in formation.

Acquaint yourself with the specific marching rules you

will have to follow. There are some basics that apply to
all forms of marching.

Marching begins from standing at the position of

attention. In this position, your feet are together at
the heels and spread apart at an approximately 45
degree angle. You should have an upright posture,
and chin should be up looking forward. Your hands
should be resting at your sides with your palms gently rolled up,
not clenched (as if you are holding a grocery bag).
127
Wait for the command to begin marching. The most common command "Forward,
march", "Forward" is the direction in which you are supposed to march. Start
marching with your left foot. If your feet are properly attired, you should be able to
hear the heel beat of everyone marching, which will help you to maintain the
cadence.

Move your arms naturally as you march. Keep your

fingers curled into your palms, but allow your arms to
naturally swing back and forth. Do not keep them
straight at your sides, or forcibly swing them back and
forth.

Maintain upright posture, and professionalism. Your

movement should have snap and precision. Keep your chin
up and look proud. Keep your eyes forward. Do not look to
the left or right.
Use your peripheral vision to stay aligned with the people to
your front and right.
Maintain approximately the same distance (normally arm's
length) throughout the march.

March until commanded to halt. Halt from a march by

taking one more step with the left foot after the
command is called, and then bring the right foot back to
form the position of attention.

After March Past it is Mass Drill which attracts the attention of the audience.

128
Mass Drill
Mass drill is another important event in a Sports Day agenda. All mass drills are
theme based, and themes can be something like swachh bharath, global culture,
industrialization etc. A good mass display has the following elements

1.Synchronized actions to a theme.

2.Good lively music. If you use Bollywood songs make sure that they have good
lyrics which make sense for the occasion otherwise go for
instrumental pieces.
3.Colorful costumes.
4.A good entry and exit strategy.

129
Given below is an example of a Mass Drill Formation

130
3.Post Sports Day: It is generally the wrapping-up of the event.

Task Process ü/û

Props collection Collect all props and equipment, score boards, cards,
stationeries and put back to the designated place. Please
leave the ground/ courts tidy; clear all packets, papers
before leaving the venue.

Handover Handover different props and equipment if borrowed,

rented from different places
Report Prepare a report and send it to the different departments
Settlement of Payment and submission of bills, statement of
Accounts expenditure, deposit balance amount in the account’s
office.
Team Meeting & Evaluate the event: Discuss what went right and the
Feedback areas that needs improvement

131
What have you learnt?
After completing this session, you will be able to

•Demonstrate the knowledge of planning a Sports Day

•Demonstrate the knowledge of commanding a March Past
•Demonstrate the knowledge to make an agenda of an opening ceremony
for a Sports Day
•Demonstrate the knowledge of preparing an agenda for the closing
ceremony of a Sports Day

Activity
1. Demonstrate 6 different types of free hand exercises that can be done
during a Mass Drill.
2.Practice march past in your physical education period – every student
should get the opportunity to command.
3.Prepare a model agenda for a Sports Day

Check your progress

Use the following checklist to see if you have met all the requirements for
assessment activity.

Differentiate between
1.Different commands of a March Past
2.Entry procedure and the Exit procedure during a Mass Drill

1.Write 4 elements of a good mass display

a.
b.
c.
d.
2.What are the 3 typical items on a Sports Day Agenda?
a.
b.

132
Subjective answer

1.How to conduct a Sports Day in the school?

2.How to teach March Past?
3.How to conduct Mass Drill?

133
Organizing Tournaments

A tournament is a competition involving a relatively large number of

competitors; all participating in a sport or game. The task of organizing tournaments
can go from very simple to extremely complex. Depending on the type of sport, you
may have individual players, small teams or large teams. You may have
tournaments going from one day to several months. You may have winners decided
on accumulated points or knock outs. You may have tournaments played over
multiple locations/ countries or in a single stadium.

In this session, we will focus on simple tournaments that are typically organized at
school levels.
Broadly there are three stages in which you could plan the organization of any
tournament.

•Pre-Tournament
•Tournament Day
•Post Tournament

Pre-Tournament
Date and Organizin Fixture/
Venue No. of Team
time lines Infrastructure g Team Agenda

Tournament Day
Roles and Ground
Fixture/ Agenda Activities- Prize distribution
Responsibiliti Readine
es ss Finals

Post Tournament
Winding up Feedback and Learnings Report to the school

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 Pre-Tournament
A school may decide to host a football tournament. The immediate questions to ask
are

1.Venue – Where we are going to conduct the tournament?

2.Date and time lines – When is the tournament?
3.How many entries – Expected number of participating teams
4.What Infrastructure is available – Does the school have ground and require
equipment to conduct the tournament?
5.Number of resources available – Total number of people needed to organize
the tournament.

Some of these questions are interlinked. For example, if I have only one ground and
two teachers I may have a restriction on how many teams I invite for the
tournament. If I do not have overnight accommodation for player, I might restrict the
tournament to only a day.
Once the date, venue and number of participants is decided then one gets into the
details of the planning. The following pages shows a short a short summary of the
various aspects of tournament planning and execution.

135
136
What is a checklist and what are the advantages to work with them?

Checklist is a tool that helps you ensure that you do not forget or miss out on
anything important while organizing the event. It is a working document that is
updated as one learns. There are many advantages of working with checklists.
These are shared below:
1.You can plan and prepare well in advance.
2.You can list all items so as to not forget anything.
3.With a checklist it is easy to handover the tasks to new team members.
4.It makes the whole organizing experience stress free as you are not dependent
on specific people.
5.It makes working with large teams possible and gives good supervision control.

137
 Tournament Day

On the tournament day all preparations need to pay off. It is important for the
whole team to be present at the venue at least one hour before the tournament
start time. The team should review all the checklists and prepare for their individual
responsibilities. The tournament manager needs to re-emphasize the
communication structure and the agenda for the whole day. The list of events
should have a start and end time and the responsible person assigned. The more
effort you put in the preparation phase the easier it gets on the tournament day.

Be Aware: Even if you have prepared a lot there will be unforeseen issues that will
come up during the tournament. It is important for all team members to keep their
emotions under control, trust each other, depend on each other and resolve issues
without getting into a blame game. The way the team manages to support each
other will decide the success of the event.

138
139
 Post tournament
Comment
Step/ Tool Process/ Task When üû (if any)
Sequence
Collect all props and
equipment, score
boards, cards,
stationeries and put
back to the
Props
1 designated place. Event day
collection
Please leave the
ground/ courts tidy;
clear all packets,
papers before
leaving the venue.
Send a
comprehensive
report and a
thanking letter to
Within +3
Report to the school Principal
2 days from
School mentioning total
tournament
participants,
talented players,
best players,
winning team etc.
Request the
Principal to give 5
minutes during the
School next immediate
Next
assembly assembly. Re-
3 assembly
League distribute the prizes
day
prizes - runners-up,
winning team, best
player, and highest
scorer.
Put photos of
Dash winners, Day within +
4 board participants, white 3 days from
update chart for open tournament
feedback/ remarks.

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All experiences and learnings can be documented to be used for future
tournaments. Can you think of other advantages and help making checklists more
robust?

What have you learnt?

After completing this session, you will be able to

• Demonstrate the knowledge of preparing a knock out tournament

fixture•Demonstrate the knowledge of constituting a tournament organizing
committee with roles and responsibilities
•Demonstrate the knowledge of identifying important events of a school in
an academic year

Activity

1. Plan for an interclass tournament in your school and constitute the

organizing committee with specific roles and responsibilities.
2.Prepare a fixture of 22 teams for a knock out tournament.

Check your progress

1.List down 4 important events in a school year?

a.
b.
c.
d.
2.What are the 5 advantages of working with checklist while organizing a
tournament?
a.
b.
c.
d.
e.

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 3.Fill in the blanks
a.____________________ is a tool that helps a physical education teacher
to ensure that he/she does not miss out anything important while
organizing a tournament in the school.
b.The organizing team should be present at the venue at least
_______________ before the tournament start time.
c.________________ is the practice of allowing a team or player to
advance to next round of play off without playing.

Differentiate between:

Three stages of a tournament organization: pre-tournament, tournament day and

post-tournament

Subjective answer

1.What are the advantages of working with tournament checklist?

2.What is post tournament checklist?
3.Why do we need to study the guidelines for organizing a tournament?

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4.3 Conduct Fitness Sessions

When you play a sport, you want to do the best you can. Training improves your
fitness thereby your performance. The basic components of physical fitness such
as endurance, strength, speed and flexibility can be developed through different
training methods that are briefly described here.

Training is important for a number of reasons. Some of these reasons are as

follows:

üIt increases cardiovascular capacity.

üIt helps your body convert more fat to energy.
üIt strengthens your muscles, making them more tolerant to the stresses
caused by prolonged exertion.
üIt strengthens the connective tissue (tendons and ligaments)
üIt can be fine-tuned to your specific sport which will help you improve
your performance rapidly.

Health Related Components

Aerobic Capacity: It is the maximum amount of oxygen that the body can utilize
during an exercise session. It is the ability to complete or perform a task, routine,
activity in the presence of oxygen. Cardiovascular exercise is used to improve
aerobic capacity by strengthening the heart muscle and developing the rest of the
cardio respiratory system. It is also called as
cardiovascular fitness which requires the heart and blood vessels to supply the
working muscles with oxygen for long periods of time. Some of the examples of
aerobic capacity are,
üRunning long distances
üJogging
üSwimming
üCycling

Anaerobic Capacity: The ability to complete or perform a task, routine, activity in

presence of less oxygen or reserve oxygen. Anaerobic exercise is short-lasting, high-
intensity activity, where your body’s demand for oxygen exceeds the oxygen supply
available. Anaerobic exercise relies on energy sources that are stored in the muscles
and, unlike aerobic exercise, is not dependent on oxygen from (breathing) the air.
Some of the examples are,
ü30 m run
ü50 m run
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 ü100 m run
üWeight lifting

Strength: It is the maximum force that can be developed in a muscle or group of

muscles during a single maximal contraction. Some of the examples include,
üStanding Broad Jump (explosive strength of legs)
üMedicine Ball Throw (explosive strength of shoulder)

Flexibility: It is the range of movement possible at a joint. Is an important part of

fitness that we need to keep into our old age. Babies have a natural
suppleness and can suck their toes. We tend to lose flexibility as we grow older.
Some of the examples of flexibility include,

üSit & Reach – touching your toes without bending your knees üSplit

üGymnastics
üYoga – Asanas

Weight or Resistance Training: NOT RECOMMENDED FOR CHILDREN OF

PRIMRY YEARS.

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Conduct the following activities to develop the fitness levels of students.

Co-operative Games for Fitness

Activity – 1

Aim: To play various cooperative games. This will help the children develop
specific fitness components namely agility, strength, balance and flexibility.
Props & Equipment Required: Saucers, cones, softballs, volleyball,
basketballs and footballs.

Warm-up – 5 min

Flip the Saucer – Agility, balance and team work

•Divide the children into two teams – A and B

•Scatter saucer cones in a playing area such that half of them face
downwards and the remaining half face upwards as shown in the picture.
•Assign the upward facing cones to team A and the downward facing cones
to team B. •Team A’s job is to flip team B’s cones and keep their own cones
from flipping. Team B also does the same thing.
•The team whose cones are least flipped is the winner.
•Play the game for 2 min, rest the students for 1 min and then continue the
game for an additional 2 min.
•Lead, or have a student lead, a stretching routine.
•
Activity – 25 min
Touch the Dragon’s Tail - Agility, balance and team work
(10 min)

•Divide the children in groups of 10 - 12.

•In a group of 10, 9 children should make a line formation holding the others’
waist – ideally the tallest child should be in the front and shortest at the
back. This is the dragon.
•The child who is not part of the dragon formation (10th child) should have a
soft ball.
He/she should attempt to touch the tail of the dragon i.e. the last child of
the dragon. •The dragon as a team should move and avoid being touched in
the tail.

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 Touch the Dragon’s Tail

Bombardment: Jumping, landing & throwing

•The participants are divided into 2 teams, 1 team is a ‘running team’ and
the other team is a ‘bombardment team’.
•The bombardment team should stand on the two sides of the bombardment
zone with volleyball and softball.
•The objective of bombardment team is to hit the ball to the members of
the running team below the knee and by only under arm throw.
•Running team moves from the starting line to end line without being hit by
the ball, anyone who crosses the finish line without being touched by a ball
earns a point for the team.
•The game continues till everyone is out and the total points are noted.
•Now, change the team i.e. the running team becomes bombardment
team and the bombardment team becomes the running team.
•The team scoring more points is the winner.

Bombardment

Fire Throw: Upper body strength and

throwing
•Divide the children in two teams.
•Both the teams will compete against each other in a throwing and a catching
game. Each team will have its zone and will stand 15 to 20 m away from
the opponent team. The game starts with a throw from one team member
to the opponent zone.
•Use overhead throw for more power but the throw must be below the
head level. •The throwing team gets one point if the opponent fails to
catch the throw.
•The opponent team gets a point if the throwing team throws the ball
out of the opponent’s zone.

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 Cool-down – 5 min

Have children move slowly (e.g., in a slow jog, brisk walk) around the activity area.
Lead, or have a student lead, a stretching routine.

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Activity - 2

Aim: To develop lower body strength

Infrastructure Required: Playground

Props & Equipment Required: Cones/ Saucers/ Polyspots, Flat rings,

Beanbags

Class Size: Large class size of 40-50

Warm up: Dynamic and static

How to Proceed

• Divide the children into four groups

• Make four hopscotch pathways using flat rings (refer to the diagram)
• The first child in each group should throw the bean bag inside the flat ring
and try to collect it while hopping. The child should then come back and
pass
the bean bag to the team mate standing in front.
• Make it as a relay and chose a winning team.

Chicken Ball Race

•Mark two lines 10m apart

•Continue with the same four groups. This time have half of the children
from each
group stand on the other line (refer to the diagram)
•Give each group one ball
•The first child from each group should hold the ball between their knees and
jump
towards the partner.
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•Once he/she reaches his/her partner, ask them to hand the ball over to
the partner. •This child will hold the ball between their knees and jump
towards their partner. •Continue this activity till all the children have had a
chance to participate in the chicken ball race.

149
Activity -3

Aim: To play various cooperative games. This will help the children
develop specific fitness components namely agility, strength, balance and
flexibility.
Props & Equipment Required: Saucer/ Cones, volleyballs,
softballs, footballs, basketballs.

Warm-up – 5 min
Have students move around the activity area in a variety of ways, slowly
increasing their speed. Lead, or have a student lead, a stretching routine (see
Appendix for sample).
Activity – 25 min
You may form groups and do the activities simultaneously depending on
the class size.
1. Circle Race: Agility and team
work
•Divide the children in teams of
five.
•Each team joins their hands
and
forms a circle and should
stand
behind the starting line.
•Finishing line is marked at a

distance of 15 to 20m.
•On a signal, both the teams run
towards the finishing line
ensuring
that the circle is intact.
•While running, the team should also move as a rotation without breaking
the circle. •The team that crosses/ touches the finish line first will be the
winner.

2. King and Pawn: Throwing and footwork

•All the participants should form a close
circle.
•Keep a volleyball/softball at the centre of the circle.
•Everyone in the circle should keep one leg forward pointing the toe
towards the ball (kept at the centre of the circle).
•The ball is tossed in the centre of the circle by the teacher.
•To whomsoever the ball touches, he/she becomes a Pawn and tries to hit
the ball to other participants whereas other participants protect
 themselves by dodging the ball. Hitting is allowed only below the knee
level.
•Pawn is permitted to dribble and move forward in order to hit the other
children. •Whenever any child is hit by the ball he joins the Pawn.
•Two or more pawns shall only pass for moving in any direction for hitting
others.
•The child who remains “NOT OUT” till the end is called the ‘’KING’’
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4. Ballwich– Jumping and team work

•Divide the children in teams of 6.

Each team should have 5 large
balls
– basketball, volleyball, football
and
softball.
•Have a start line. The finish
line
should be 10m away.
•Each team should stand in a line
formation with balls sandwiched
between their chest and the back of the child ahead of them - one ball
sandwiched between two partners.
• Their arms should be extended sideways and they cannot touch the ball
after the signal/ start.
•Each team should move from the start line to the finish line without
dropping the ball. Any team that drops the ball should go back to the
start line and re-start the race. The team that finishes first is the
winner.

Cool-down – 5 min
Have children move slowly (e.g., in a slow jog, brisk walk) around the
activity area. Lead, or have a student lead, a stretching routine.
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Warm-up and Cool-down Exercises

A proper warm up can increase the blood flow to the working muscle which results
in decreased muscle stiffness, less risk of injury and improved performance.
Additional benefits of warming up include physiological and psychological
preparation.
Benefits of a Proper Warm Up:
• Increased Muscle Temperature - The temperature increases within
muscles that are used during a warm-up routine. A warmed muscle both
contracts more forcefully and relaxes more quickly. In this way both speed
and strength can be enhanced. Also, the probability of overstretching a
muscle and causing injury is far less.

• Increased Body Temperature - This improves muscle elasticity, also

reducing the risk of strains and pulls.

• Blood Vessels Dilate - This reduces the resistance to blood flow and lower
stress on the heart.

• Increased Blood Temperature - The temperature of blood increases as it

travels through the muscles, and as blood temperature rises, haemoglobin
releases oxygen more readily in the muscles. This means a slightly greater
volume of oxygen is made available to the working muscles, enhancing
endurance and performance.

• Improved Range of Motion - The range of motion around a joint is increased.

• Hormonal Changes - Your body increases its production of the various
hormones responsible for regulating energy production. During a warm-
up, this balance of hormones makes more carbohydrates and fatty acids
available for energy production.

• Mental Preparation - The warm-up is also a good time to mentally prepare

for an event by clearing the mind, increasing focus and reviewing skills
and strategy. Positive imagery can also relax the athlete and build
concentration.

152
Keep it simple:

March: March on the spot. Lift your knees high and move your hands in a
coordinated manner. Do various locomotor actions like jumping on one foot, on two
feet and march walking forward and backward, on signs given by the teacher.

Tip Toes: Walk on your tip toes.

Let’s Box: Stand still and 'shadow box' by punching the air in front of you
(obviously not touching anyone!).

Shiver and shake: Shake your body in a shivery motion.

Bend over and try to touch your feet. Bend over sideways to both sides.

Smugglers

•This is a warm up game using coloured hoops and coloured bean bags. •Scatter
the hoops around the area in which you are working. Split the class in half –
into smugglers and 'goodies'. The goodies should have a 30 second head start
to place bean bags in their correct corresponding coloured hoop. On the
blow of the whistle, the smugglers must 'steal' the bean bags from their
correct hoops and place them incorrectly.
•The 'goodies' have to keep going to try and remedy the problem. Lots of fun,
and gets the heart rate going!

Jungle Outing

Take the children on a jungle journey. Let them enjoy all the experiences that one
would have when hiking through the jungle. The teacher should give appropriate
commands, and the children should carry out a suitable action:
• jump over logs
• duck under branches
• high knees through quicksand
• run from the tiger
• tip toe past the snake
• talk to the monkeys (ooh, ooh, aah, aah), etc.

This really gets the kids heart pumping and they have a blast!
153
Do the Opposite

Children have to listen very carefully!

• On GO – The children must stop.
• On STOP – The children must move around the space either walking or
running.
• On UP – The children must sit or lay down.
• On DOWN - children must stretch up to the ceiling.
The teacher can catch the children doing the incorrect action if desired.

Aerobic warm up

You can do the following aerobic movements in any sequence for about 5-10
minutes as a warm up routine.

Hop right and left

Beginning with the right foot, step in your place and hop. Repeat on the left. Cue
the children: Right hop, left hop.

Jump Right and turn

Beginning with your feet together and hands on hips, jump in your place for eight
counts. On the last jump, make a quarter turn to the right. Jump in your place again
for eight counts making another quarter-turn on the last jump and continue jumping
and turning.

In-and-Out Jump
Jump up moving the feet apart and then jump up landing with your feet
together.

Punch
Standing in place, extend one arm and then the other forcefully forward in a
punch.

Jump and Twirl

With your feet together, jump in your place, twirling both your arms in front of your
body. Keep your elbows close to your body with your forearms making small circles.

Run Forward and Back Eight

Run forward eight steps and then backward eight steps.

154
Stretching:

The listed benefits of stretching include:

•enhanced physical fitness
•enhanced ability to learn and perform skilled movements
•increased mental and physical relaxation
•enhanced development of body awareness
•reduced risk of injury to joints, muscles, and tendons •reduced
muscular soreness
•reduced muscular tension
•Things to remember when you stretch

ALWAYS DO THE STRETCHING EXERCISE EITHER FROM HEAD TO TOE OR

TOE TO HEAD

1. Don't bounce.
2. Keep it comfortable. Never stretch until you have pain.
3. Count to at least 10...slowly.
4. Don't stretch a cold muscle. Make sure you've jogged around a little before you
stretch.
5. Stretch a bit before you run. Stretch a lot after.

Reflection Routine:

ØYou are concentrating on your breathing

ØYour stretching exercises ended
ØYour cool down started
ØYou were playing a game
ØYou were preparing for the activity
ØYou were listening to the instructions of the teacher
ØYou were doing warm up
ØYou saw the props and equipment on the ground
ØYou were thinking what you would play today
ØYour previous class got over
ØNo one should talk (Maintain complete silence during this reflection
exercise. Do this Reflection exercise in a shaded area).

155
Neck (side) Neck (front & Shoulder
back) posterior

Shoulder Side trunk Shoulder

overhead extension

Chest Wrist flexion Wrist extension

Calf Quadriceps Hamstring

(standing) (standing)
156
 Side Lunge Forward Flexion Sitting Hip
Stretch

Hamstring (Sitting) Hamstring (Supine) Quadriceps

(sideways)

Knee to chest Spine Twist Cat stretch

Cat stretch

157
What happens when you stretch?

There is no active supply of nutrients to the cartilage tissues covering the ends of
bones in joints. Cartilage is fed by the migration of particles from the joint fluid
surrounding it, known as the synovial fluid. To be able to absorb the synovial fluid
optimally, the cartilage has recourse to an alteration of pressure and suction forces.

It is precisely this regular rhythmic exchange optimizing the supply to the cartilage
that is achieved with the flexibility exercises. Indulging in regular stretching
exercises leads to enhanced cartilage nutrition and loosening up of all the
connective tissues. While performing stretching exercises both outward and inward
concentration is necessary.

158
What have you learnt?
After completing this session, you will be able to
•Perform Warm up and cool down exercises
•Perform activities to develop fitness

Activity

1.With the help of your teacher, conduct the activities to build fitness.

Check your progress

Differentiate between
1.Warm up and cool down
2.Upper body and lower body stretch

Subjective answers
1.What are the different types of training to improve strength?
2.Explain what happens when you stretch

159
 ANSWERS/HINTS

Unit 3.2
Part A
I) TRUE II) TRUE III) FALSE 1V) FALSE

Unit 3.3
Part A

1) Pain, swelling and stiffness 2) Bruises 3) Cuts and Abrasions 4) Heat

exhaustion and heat stroke due to too much of water loss from the body 5) Pain and
swelling at the groin area 6) Hamstring Strain 7) Pain, swelling and stiffness 8)
Stress Fractures
Unit 4.2
Part A
3. a) Checklist b) One hour (c) Bye

160