1. 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
PART C: school subjects
Chapter 8
2. 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
3. Section 8.2
Approach
• Schools must have Physical
Education 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. 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
5. Section8.3
Nature of knowledge
• To do’ is,
to
know
Regular
progressiv
e practice
and
layered
learning
leads to
Proficiency
Teaches
awareness of
body and
space
Learning is
remembere
d for a very
long
time
Enables
understandin
g of physical
and
emotional
limits and
skills in
6. Status of
Physical
Education
in schools
&
community
Lack of
infrastructure
and resources
Inadequat
e
scholarly
literature
in
Physical
Education
Lack of
availability of PE
teachers in
school
Absence of
school-wide
Physical
Education
curriculum
and focus on
theoretical
aspects
Section 8.4
Current
challenges
7. Section 8.5
Learning standards
Mental
engagement:
1. Begin with
pattern
recognition and
advance to
game
strategies.
2.Set and
assess
targets for
progress in
efforts,
processes,
and
outcomes.
Motor and
Movement
Skills:
1.Progress from
basic skills (e.g.,
kicking, hitting,
catching,
throwing)
to more
complex
combinations
of movements
and skills.
2.Achieve
proficiency
in
activities like
running,
jumping, and
catching
simultaneously.
Personal
and Social
Behaviour:
1.Progress
from rule-
following to
self-
regulation
and
teamwork.
2. Develop
empathy,
Fair play and
cooperation
.
Goal
Achievemen
t:
1.Demonstrate
skills and
knowledge to
participate in
diverse
physical
activities.
2. Develop
resilience,
tenacity , and
a pursuit of
excellence.
Aim:
1. By the end
of the
Secondary
Stage,
students
should be able
to play and
perform well
in at least one
sport, nurture
positive
values, and
demonstrate
proficiency
and progress
in physical
8. Preparatory stage
• BEHAVIOUR
AND
ATTITUDE:
• Encourage
appropriat
e
behaviour
and
attitudes
during
activities.
• Foster
recognition of
the value of
rules, fair play,
safety, and
respect
for
• BASIC
• MOVEMENTS AND
MOTOR SKILLS:
• Students
• demonstrate basic
movements and
motor skills.
• Develop an
awareness of rules
and participation in
activities and games.
SKILL
DEVELOPMEN
T:
Emphasis
on building
skills like
rolling,
throwing,
catching,
dribbling,
kicking, and
striking.
Focus
remains
on basic
skills and
the joy of
playing.
PREFERENCE
FOR LOCAL
GAMES:
•Prioritise
and
encourage
the
participation
in local
games
during this
stage.
9. Middle stage
• ADOLESCENT
DEVELOPMENT:
• Adolescents
experience
in physical
appearance,
weight, height, and
gender-
related
experiences.
• Preoccupatio
n with
appearance
and self-
image
provides an
opportunity
to discuss
health and
the
• SOCIAL AND
PERSONAL
RESPONSIBILITY:
pronounced differences • Physical
Education
classes are an
ideal setting for
adolescents to
learn and
practice
social and
personal
responsibilit
y.
• This
includes
following
rules,
regulations, and
safety
procedures.
BUILDING
SELF-
CONFIDENCE:
Physical
education
helps
students gain
and give
respect, as
well as build
self-
confidence.
Cooperation is
an skil for
this age
group.
EMPHASIZING
PARTICIPATIO
N:
While winning
is important,
teachers
should
emphasize
participation
and playing
well with the
group.
Encourage
games that
promote
inclusive
participatio
n.
10. Middle stage
• SKILL REFINEMENT:
• • Students learn to
refine, combine,
and apply a variety
of movement and
motor skills in
different physical
activity settings.
• INTRODUCTION
TO COMPETITIVE
GAMES:
• • Students
continue to play
local games while
getting
introduced to
popular
competitive
games and
sports.
CONCLUSION
:
1. This stage focuses on
not only physical
development but also on
social skills and personal
responsibility ,with an
emphasis on cooperation
and inclusive
participation.
11. Secondary stage
Grade 9 & 10
BOYS VS. GIRLS:
• GROWTH PATTERNS:
• • Boys typically
undergo rapid growth
around
• Grade 9 until about
14 or 15 years of
age.
• • Girls experience
slower growth rates,
particularly in Grade 9.
• SLOWDOWN IN
GROWTH:
• • By Grades 10 or
higher, most
students experience
a relatively slower
rate of growth.
• This phase is
accompanied by
increased muscle
length and breadth,
resulting in improved
motor ability and
fitness.
12. Stage specific considerations
Preparatory stage Middle stage
• Game progression
• Game
simplificatio
n
• Skill and rule
progression
• Physical
fitness
• Promoting
inclusive sports
• Free play
• Set ground rules
for free play
• Prepare planned
sessions
Secondary stage
• Sports specialisation
• Multi sports participation
• Balance of play and drills
• Strength and flexibility.
• Emotional development
• Leadership roles.
