PART C: school subjects

Chapter 8 Physical Education &well being

•Physical Education is important for both physical health and

mental health & development
•Improves child's muscular and cardiovascular strength, flexibility and
endurance and motor skills etc.
•Gives opportunity to set and strive for personal and achievable goals
•Helps all to lead longer, healthier and productive lives
 Section
8.1
•Aims
A good Physical Education program is important for
everyone, no matter what they want to do in life. In
schools, Physical Education should aim to achieve :
• Dipinder Kaur.
• Appreciation for physical activity / sports
• Capacities for skillful engagement in physical
activity / sports
• Resilience
• • Empathy & Cooperation
 Section
8.2
•Approac
Schools must have Physical
hEducation for all Stages
• Schools must ensure
adequate resources for
Physical Education
• Schools must give equal
importance and status to the
subject of Physical Education
4. Schools must ensure equal opportunities for all
students in Physical Education
(i) Students of all levels of interest, inclination and ability must
engage in Physical Education
•The compulsory PE class
•The optional Physical Education after school program (ii)
Students of all genders should regularly play together across
all age groups
(iii) Schools must ensure the participation of students with
disabilities to
the extent that is possible for them
1.Schools must teach cooperation and teamwork
2.Schools must ensure healthy competition and use it to
explore personal capacities and limits
Section8.3
Nature of
knowledge

Regular
progressiv
e practice Enables
and Learning is understandin
Teaches g of physical
• To do’ is, layered awareness of remember and
to learning body and ed for a emotional
leads to
know Proficiency
space very long limits and
time skills in
 Lack of
infrastructure
and resources Lack of
Status of availability of PE
Physical teachers in
Education school
in schools
&
communit Section 8.4
y Current Absence of
school-wide
challenges
Physical
Education
curriculum
and focus
Inadequa on
te theoretical
scholarly aspects
literature
in
Physical
Education
 Section 8.5
Learning
standards
Motor and
Movement
Personal
and Social
Mental
engagement:
Goal
Achieveme
Aim:
Skills: Behaviour: nt: 1. By the end
1.Progress 1.Demonstrat of the
1. Begin with
from 1.Progress e skills and Secondary
pattern
basic skills (e.g., from rule- recognition knowledge to Stage,
kicking, hitting, following to and advance participate in students
catching, to game
throwing) self- diverse should be
regulation strategies. physical able to play
to more
complex and 2.Set and activities. and perform
combinations teamwork. assess 2.Develop well in at
of 2.Develop targets for resilience, least one
movements empathy,
progress in
efforts, tenacity , sport, nurture
and skills.
Fair play and processes, and a positive
2.Achieve and pursuit of values, and
proficiency cooperation outcomes. excellence. demonstrate
in
activities like . proficiency
running, and progress
Preparatory
• BEHAVIOUR
stage
•
SKILL
AND PREFERENCE
BASIC DEVELOPMEN
ATTITUDE FOR LOCAL
T: GAMES:
• MOVEMENTS Emphasis : •Prioritise
on building • Encourag and
AND MOTOR skills like e encourage
SKILLS: rolling, appropria the
•
throwing, te participation
Students catching, behaviour in local
• demonstrate basic
dribbling, and games
kicking,
attitudes during this
movements and and
during stage.
striking.
motor skills. Focus
activities.
• Foster
• Develop an remains
recognition
on basic
awareness of rules skills and of
and participation in the joy of the value of
playing. rules, fair
 Middle
• ADOLESCENT • SOCIAL AND EMPHASIZIN
BUILDING
stage
DEVELOPMENT:
• Adolescents
PERSONAL
RESPONSIBILITY:
SELF-
CONFIDENCE
G
PARTICIPATIO
pronounced differences • Physical : N:
experience
in physical classes are an Physical While winning
Education
appearance, ideal setting for education is important,
weight, height, and adolescents to helps teachers
gender- learn and students gain should
related practice and give emphasize
experiences. social and respect, as participation
• Preoccupatio personal well as build and playing
responsibili self- well with the
n with ty. group.
appearance • This
confidence.
Encourage
and self- Cooperation
image includes is games that
provides an following an skil for promote
opportunity rules, this age inclusive
to discuss regulations, and group. participati
health and safety on.
the procedures.
Middle
stage
• • INTRODUCTION
SKILL REFINEMENT: CONCLUSION
TO COMPETITIVE :
• • Students learn 1. This stage focuses on
to refine, GAMES: not only physical
combine, and • • Students development but also on
social skills and personal
apply a variety of continue to play responsibility ,with an
movement and local games emphasis on cooperation
motor skills in while getting and inclusive
participation.
different physical introduced to
activity settings. popular
competitive
games and
sports.
Secondary
stage Grade
9BOYS
& 10VS. GIRLS: • SLOWDOWN
• GROWTH PATTERNS: IN GROWTH:
• • Boys typically • • By Grades 10 or
undergo rapid higher, most
growth around students
experience a
• Grade 9 until about relatively slower
14 or 15 years of rate of growth.
age. • This phase is
• • Girls experience accompanied by
slower growth rates, increased muscle
particularly in Grade length and breadth,
9. resulting in
improved motor
Stage specific
considerations
Preparatory stage Middle stage Secondary stage

• Free play
• Game progression • Sports specialisation
• Set ground rules • Multi sports participation
for free play • Game • Balance of play and drills
simplificatio • Strength and flexibility.
• Prepare planned n • Emotional development
•
sessions Leadership roles.
• Skill and rule
progression
• Physical
fitness
• Promoting
inclusive sports