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Physical Training and Sports
NSQF Level 2- Class X
Teacher’s Handbook
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Copyright © 2014: Copyright protects this publication, except for purposes permitted
by the copyright act. Reproduction, adaption, electronic storage and communication
the public are prohibited without prior written permission.
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Table of Contents
Preface 5
About the sector 6
Acknowledgements 7
About the handbook 8
Module 1: Evolution of Physical Education 10
Session 1: Understanding the evolution of physical education 12
Session 2: Understanding the difference between ancient and modern Olympic Games
21
Session 3: Understanding the evolution of Indian sporting events 28
Session 4: Identifying the role of sports in society 39
Module 2: Health and Fitness 46
Session 1: Understanding health education, hygiene and communicable diseases
48
Session 2: Understanding the functions of human body 69
Session 3: How to test your fitness (basic) 76
Module 3: Games and Sports 91
Session 1: Demonstrating the knowledge of fundamental skills for pre-school children
95
Session 2: Teaching physical education in primary school ( Grade 1 and 2) 109
Session 3: Teaching physical education in primary school ( Grade 3 to 5) 123
Session 4: Teaching Physical education in middle school ( Grade 6 and above)
140
Session 5: Demonstrating Yogic exercises ( Basic) 177
Module 4: Developing an Athlete 185
Session 1: Identifying postural deformities and learning corrective measures
187
Session 2: Demonstrating basic training methods 200
Session 3: Teaching safe ways to participate in physical education and sports
209
Session 4: Teaching basic first aid 219
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Module 5: Learning to train and Training to learn 230
Session 1: Learning to train and training to learn 231
Session 2: Demonstrating the knowledge of effective teaching methods 242
Session 3: Demonstrate effective communication skills 249
Session 4: Demonstrating the knowledge of planning an event 259
Module 6: Managing Sports Events 266
Session 1: Teaching basic competencies of officiating 268
Session 2: Teaching ground and court marking 288
Session 3: Teaching maintenance of props, equipment and sports facilities 297
Session 4: Teaching to organize sports days and tournaments 303
Module 7: Food and Nutrition 317
Session 1: Understanding the role of nutrition and the use of food pyramid 318
Session 2: Calculating calorific values 339
Session 3: Understanding the relationship between diet and weight 346
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The National Curriculum Framework, 2005, recommends that children's life at school must be linked to their life outside the school. This principle makes a departure from the legacy of bookish learning which continues to shape our system and causes a gap between the school, home, community and the workplace. This teacher’s handbook is a part of the qualification package developed for the implementation of National Skills Qualifications Framework (NSQF), an initiative of Ministry of Human Resource Development (MHRD), Government of India to set common principles and guidelines for a nationally recognized qualification system covering Schools, Vocational Education and Training Institutions, Technical Education Institutions, Colleges and Universities. It is envisaged that the NSQF will promote transparency of qualifications, cross-sectoral learning, student-centred learning and facilitate learner's mobility between different qualifications, thus encouraging lifelong learning. This Teacher’s handbook has been developed through consultative process with the various organisations and forms a part of vocational qualification package for students who will take up this applied skill in class X. The Pandit Sunderlal Sharma Central Institute of Vocational Education (PSSCIVE), a constituent of National Council of Educational Research and Training (NCERT) has developed modular curricula and learning materials (Units) for the vocational qualification package in the physical education and sports sector for NSQ levels 1 to 4; Level 1 is equivalent to Class IX and level 4 is for Class XII. Based on NOS, occupation related core competencies (knowledge, skills and abilities) were identified for development of curricula and learning modules (Units). This teacher’s handbook attempts to discourage rote learning and to bring about necessary flexibility in offering of courses, necessary for breaking sharp boundaries between different subject areas. The handbook attempts to enhance this endeavour by giving higher priority and space to opportunities for contemplation and wondering, discussion in small groups and activities requiring hands on experience. We hope these measures will take us significantly further in the direction of a child centred system of education outlined in the National Policy of Education (1986). The success of this effort depends on the steps that school Principals and teachers will take to encourage children to reflect their own learning and to pursue imaginative and on the job activities and questions. Participation of learner in skill development exercises and inculcation of values and creativity is possible if we involve children as participant in learning, and not as receiver of information. These aims imply considerable change in school routines and mode of functioning. Flexibility in the daily time table would be a necessity to maintain the rigour in implementing the activities and required number of teaching days will have to be increased for teaching and training.
Preface
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Physical education and Sports is a sector which is very wide in scope and extremely significant in its impact on society. There is lack of sports consciousness and culture in the country. In general it is believed that Sports can only be pursued at the cost of academics. We even have a very well known saying in India for it.
“Padhoge Likhoge Banoge Nawab, Kheloge Kudoge Banoge Kharab”
Such Myths exaggerate our imbalance towards physical activity.
As we enter the 21st century with all the issues of sedentary lifestyles, unhealthy food habits, stressful careers, this imbalance needs to change else we will face a generation which will have a lower life span than the previous. There are already studies indicating a 30% population of children being obese. That is an alarmingly high number as there is research to show that 80% of obese children grow up to be obese adults. Diseases like diabetes, high cholesterol, stress related disorders are very common in this category. The sowing of the seeds of physical activity as part of one’s lifestyle can only happen from childhood. It is a habit that needs to be formed early on. It is therefore clear that physical education needs to be an integral part of education in all our schools. Other than the health and fitness outcomes we are also looking at a great deal of life skills learning through sports. The need for physical education as an integral part of education has been recognised by the government and efforts are being made to elevate the status of physical education in schools. That is the grass roots level intervention which will eventually drive the demand for physical education and sports related industry in India. The immediate need is of good quality physical education and sports professionals at various levels. This demand is going to explode in the coming years offering opportunities for all who want to be associated with Sports and build a career in this field. Several job opportunities already exist, physical education teachers, sports coaches, physiotherapists, nutritionists, sports doctors, sports officials, sports event managers are a few of them. There is already a gap today in the demand and supply of professional in this sector. A vocational course on physical training and sports gives basic exposure of the relevant knowledge and skills required for someone interested in this sector. Participation in such a vocational course should build entry level knowledge and skills giving the student an advantage when pursuing further education in this field or employability skills, should the student decide to go for a job.
About the Sector
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The youth of India which is and will continue to be the most sought after resource for this country of
a billion people, has inspired us to undertake this journey in strengthening physical education and
sports in India.
We would like to thank the schools we have partnered with, who have lent us their support in
strengthening physical education and sports at school level. They have believed in our ideas and
given us the right platform to make the right impact at the right age.
We would like to thank the physical education colleges which have given us access to their students
and have guided us whenever we sought their support.
We would like to thank the physical education professionals who work with us. They have helped us
change the way we look at physical education. These physical education professionals who have
believed in themselves and worked hard to bring physical education on the radar of school
authorities, parents and students.
Special thanks to the Sportsmen of India who have shown us what we are capable of doing if we
commit.
We would like to thank all our well wishers, friends and investors who have appreciated with
generosity our efforts so far, given us the right platforms to present our thoughts and given us
opportunities to showcase our products and services, without their trust and belief we would not be
here.
Our inspiration to offer this vocational course comes from the trust and confidence our schools have
placed on us, the smiles that we see on the young school children’s faces and the dire need for us as
a nation to focus on preventive health and fitness.
We would like to appreciate the MHRD government of India and NSDC, for recognising the need for
elevating the status of physical education and sports in school curriculum and giving us the
opportunity to participate in this endeavour.
We would like to place on record our gratitude to Dr. Vinay Swarup Mehrotra, Head, Curriculum
Development and Evaluation Centre (CDEC), PSSCIVE, Prof. R.B. Shivagunde, Joint Director, PSSCIVE
for their support and guidance in developing this curriculum as per NSQF. We would like to thank
EduSports, Labournet and Wadhawani Foundation for giving us this opportunity to contribute in this
nation building exercise through this vocational course.
Thank you All!
Acknowledgements
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This handbook is to assist teachers in teaching and training their students for meeting the occupational standards for “Physical Education Trainer” (Physical Education and Sports Sector). Occupational Standards define what individuals need to know, understand and do in order to carry out a particular function. We have the following job profiles for which this vocational course has been proposed
1. Early Years Physical Activity Trainer 2. Primary School Physical Activity Trainer 3. Junior Sports Trainer 4. Facility Attendant/ Grounds man
Seven modules have been proposed which cover the topic in a holistic manner. The modules are
1. Evolution of Physical Education 2. Health and Fitness 3. Games and Sports 4. Developing an Athlete 5. Teaching-Learning 6. Managing Sports Events 7. Food and Nutrition
It is recommended that the teacher take as much as possible a practical approach to teaching these concepts. The school being potentially the place of work offers tremendous opportunity for such practical sessions. The emphasis should be on learning concepts and skills that are required for the occupations listed above. The topic has been addressed through the following sequence Section1: Introduction/ Relevant Knowledge This section introduces the topic of the Unit. It provides you with the relevant information on the topic (s) covered in the session. Section 2: Interactive Lecture The teacher may choose to deliver the contents of the module using any creative teaching methodology like demonstration, role play, hands on learning etc. Section 3: Activity and Exercises Each session has several exercises in the Student’s workbook which check understanding of the topic discussed. Please help students complete these exercises. The activities included in this section will help the students develop necessary knowledge, skills and attitude that are required in the roles
About the Handbook
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mentioned above. You need to supervise the activities and help students complete their tasks. Your continuous feedback will help students learn and improve. Section 4: Assessment You should use the review questions included in this section to check the progress of the students. They must be able to answer all the questions before you proceed to the next session. Section 5: Assessment checklist This checklist gives you an opportunity to check if all concepts and skills that were covered in this topic were learnt. General Instructions for Teachers
o Read the Teacher’s Handbook carefully before teaching or conducting the training.
o Follow the session plan strictly.
o Familiarize yourself thoroughly with the relevant knowledge and skills to be transacted.
o Always enter the class at least 10 minutes before the session.
o Ensure all materials/aids/equipment required for teaching and training are available.
o Explain about the materials that are going to be used.
o Introduce the skill by explaining the purpose.
o Demonstrate the skill to the participants, explaining each step in detail.
o Invite the students to ask questions.
o Ask the students to practice the skills themselves and make observation while they perform
the task.
o Provide the students with constructive feedback.
o Discuss in the class the problems faced by the students in performing the tasks.
o Summarize the key learnings.
o Ensure key learning are captured and skills demonstrated at the end of each session.
o Regularly check student’s workbook to ensure all exercises are being completed on time.
o Ensure that all participants complete the required assessments given in the student
workbook.
o Maintain a careful record of assessment scores for every participant.
o Always encourage participants. Never discourage them from actively engaging in discussions
and question-answer sessions.
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PS201-NQ2014
Evolution of Physical Education
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Introduction
The development of physical education worldwide is very interesting and follows a particular pattern
across cultures. In most cases, physical fitness and skill was encouraged not because it was
considered important for health but only because it was necessary for survival. However, in many
cultures and civilizations, physical education and fitness was discouraged because of the religion and
beliefs. In fact aside from the Greeks, there was not much development in the realm of physical
education until the 19th century.
In most cases, physical education was taught from the father to son, generation to generation, for
the sole purpose of survival skills and military use. Men specifically needed to be able to hunt, live on
the run, and defend their people at a moment’s notice, and the only way to be prepared for that kind
of life was to be physically prepared and trained. This was a necessity for many cultures from the
early humans of our pre-historic period who needed to be able to swim, climb, run and hunt, to Vedic
age in India and to the Romans of 146 B.C who needed men capable of fighting in the army.
However, the idea of developing the body as a part of developing as a person, like we see in today’s
education, had yet to emerge. One of the reasons that physical education was not part of many
cultures before the modern era was that it was not valued as much as intellectual capability. People
who were intelligent were highly regarded and respected in society. Religion was a large influence in
determining the importance of physical education. This was something that was found in many
cultures, those who had intellectual strength were the valued and respected while those who needed
to be physically fit were part of the lower members of the society. The true values of many societies
before the modern era were wealth, religion and tradition, and the only real use of physical activity
was in the military.
This module on ‘Evolution of Physical Education’ will help in
1. Understanding the evolution of physical education;
2. Understanding the difference between ancient and modern Olympic Games;
3. Understanding the evolution of Indian sporting events;
4. Identifying the role of sports in society.
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Session 1 : Understanding the evolution of physical education NSQPS201S1
Relevant Knowledge
Different Stages of Evolution of Physical Education
Pre-historic Period (500000 BC to 50000 BC)
The evolution of physical education all over the world was initiated, in the most unorganized
form. It was basically the ‘survival of the fittest.’ Physical education bears as ancient heritage. It
is as old as mankind. Primitive society did not think of physical education as people do today.
The migratory prehistoric people had to survive constantly, battling with harsh environment
and searching for food. Lack of physical fitness, endurance and skill were dangerous to the
community. The basic aim of education within the primitive society was survival skills i.e.
survival as an individual and in a group. These survivals skills included activities like running,
jumping, swimming, hand-to-hand combat, gymnastics, many games, drills and dances which
developed fitness and promoted group feeling. In most cases, these skills were taught from the
father to son, or from the elders of the clan. Men specifically needed to be able to hunt, live on
the run, and defend their people at a moment’s notice, and the only way to be prepared for
that kind of life was to be physically prepared and trained.
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Activity:
1. Make two groups and play tag game. Tag game is a game of catching people. Also
known as pakda-pakdi. Think of the Taggers as the primitive people trying to hunt for a
living and the runners are the animals. Explain to them the importance of being fit in
order to survive.
2. Use different activities like medicine ball throw, standing broad jump, to identify the
strongest students. Medicine ball is a heavy exercise ball to build upper body strength.
Refer to the module on Health and Fitness (module 2) where in session 3 there is a
description of medicine ball throw and standing broad jump under health related fitness
tests.
3. Arrange cones and let each cone be representative of animals. Topple the cones using
balls from varying distances.
Ancient Period
As time passed and civilization
advanced people learned to control
the environment and ceased to move
from one place to another in search of
food and shelter. They established
their own territory in the form of
small kingdoms and countries,
attacked other’s territory to acquire
more wealth and add more people as
slaves and labours. However the
relevance of physical education stayed
the same as it was during the pre-historic days namely for the sole purpose of survival and in
military use to combat against the enemy. Physical fitness and skill was thus encouraged not
because it was considered important for health but only because it was a necessity.
Physical activities slowly evolved in different societies of the world to meet their own purposes.
The idea of developing the body as a part of developing a person, like we see in today’s
education, had yet to emerge. In India, physical activities such as yogic asanas were performed
by the hermits as a means of nurturing a strong body for spiritual practices. In addition there
were even physical activities such as chariot races, horse and elephant races, swordsmanship,
wrestling, boxing etc. but neither the names of the inventors of the Indian system of physical
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culture nor the dates of their origin are known. Some of the games and sports which are still in
existence are,
Bhrashram: It is considered as the earliest form of weightlifting. Athletes used to lift big weights
like huge rock or bags loaded with sand in order to become stronger.
Mallakhamb or Malkhamb: The word "Mallakhamb" is composed of malla which denotes a gymnast or
a man of strength and khamb which means a pole. Mallakhamb can therefore be translated to English
as pole gymnastics. It is a sport in which a gymnast performs feats and poses in concert with a vertical
wooden pole or rope.
Atya patya: It is described as a "game of feints". The playing area comprises nine squares,
coming out of either side of a central square. Points are awarded for blocking progress across
the trenches made by one side, other side blocks this progress. It has been described as a game
of "militant chase."
Dands: are jack-knifing push-ups (hands on the floor and feet on the bench) and Baithaks are
comparable to Western-style deep knee bends. Although dands and baithaks are done
separately, they are usually referred to as a pair. As a set they provide a complete body
workout.
Kho-kho: It is a team game wherein eight members of one team sit in a row in the middle of the
field, between the two poles. Alternating players face opposite directions. The ninth member of
the same team stands at one of the two poles. This team is called the "chasing" team and the
ninth member is the "chaser." The other team or “dodging team” sends three players at a time
into the field. The chaser tries to dismiss a dodger from the game by either tagging him with an
open palm or chasing him off the field limits. The dodging team sends three more dodgers onto
the field when the first three are caught. When all dodgers are caught, or 9 minutes have
expired, the teams switch positions. Each such rotation is called an "inning." The game of Kho-
Kho lasts up to 36 minutes. The team that tags all of its opponents in the best time while
chasing wins the game.
Kabaddi: It is a team game. Each team has seven players. One player from a team goes to the
other team’s court to raid. The raider starts from the centre line uttering aloud, “Kabaddi,
Kabaddi, Kabaddi…” without any break. He would be actually running from one side to the
other side of the opponent’s court trying to touch an opponent (s) either with his hand or leg.
Once he touches an opponent, without breaking the “Kabaddi, Kabaddi…” rhythm he comes
back to his court through the centre line. For every opponent he touches, his team scores a
point. The objective of the opponent team is to trap and catch the raider preventing him from
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getting back to the centre line. If the raider is caught or loses his chanting breath “…Kabaddi,
Kabaddi, Ka…” he is considered out and has to leave the court.
Other societies like Romans, Egyptians and Greeks were practicing a variety of physical
activities but still physical education was not part of many cultures before the modern era.
Religion continued to influence in determining the importance of physical education.
Medieval Period (3150 BC – 500 CE)
Physical education enjoyed a ‘golden age’ in the Greek civilization. Greece held physical
education in such high respect as no other country did. Gymnastics, mathematics and music
were the three important subjects taught in ancient Greece. The aim of their education was to
produce a ‘man of action’ and ‘individual excellence.’ Before the 19th century, the only
civilization to really teach and value physical education was the Greeks, specially the Athenians.
Physical development, in the eyes of the Greeks, was used for more than the sole purpose of
survival; it was actually seen as a way to develop a strong and more importantly, a whole
person. This is closer to the concept of physical education today. We use physical development
to build confidence and grow as a person. The emphasis on anatomy, physical achievement
and abilities was blended with a humanistic and scientific approach. The first known literary
reference to an athletic competition is preserved in the ancient Greek text, the Iliad, by Homer.
Activity:
1. Make two groups and play the game of ‘Capture the Flag.’ Team 1 to go the Team 2
territory, capture and bring the flag from them. Team 2 also to do the same. The team
that successfully brings the opponent’s flag to its own territory without being tagged is
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the winner. If tagged he goes back to his own territory and starts again. The whole game
is about dodging and fleeing. As a team you need to devise strategies on how you will
distract your opponent and capture the flag.
Make strategy and work as a team to defeat the opponent.
2. Explain and demonstrate the importance of planning and strategy along with the fitness
and agility to win the war. Also tell the students that no man is considered holistically
developed if he lacks any of the above mentioned skills.
Modern Period
Progress was being made in different branches of science, especially in medical science. As a
result Physical Education was beginning to be seen as more important for both mind and body
condition. A connection between physical activity and school life was beginning to be made
around 16th and 17th centuries. Finally, in the 18th century, Europe saw a surge of individuals
who were developing physical education. Friedrich Ludwig Johann who is known as the father
of modern Physical Education established the first gymnastic school for children in Germany.
Aside from Germany, there were many European countries such as Denmark, France, England
and Sweden that saw their own growth in the field of physical education. Before physical
education became popular in school systems, private gymnasiums started in Europe and
America. Soon, many European nations followed suit, first with private schools which were
meant mostly for gymnastics.
During the 1800's, physical education programs were finding their way into universities. New sports were being invented, intramurals were being brought into schools, women began exercising, gymnasiums could be found in most colleges, and many recreational areas and parks were being built in order to decrease the crime rate. In 1900's, the National Collegiate Athletic Association (NCAC) was created. The golden age of sports began during the 1920's and 1930's. During this golden age of sport, the number of people in sport increased dramatically, the number of teachers increased, and the level of competition in sports increased. In 1941, World War II began. Of the first 2 million males recruited for the American army, 45% failed their physical fitness test. With this, physical education began to be very strongly pushed in schools in order to improve the fitness of the American children. Since World War II, the United States of America has continued to press the importance of physical education, which has now become a highly complex field with many different sub-disciplines. The sub-disciplines are as follows:
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Exercise physiology, which is the study of bodily systems and their reactions to the stress of exercise. Kinesiology, which is the study of how the muscular system moves the bony structure of the body. Biomechanics, which is the study of the human body as a mechanical system, utilizing principles and applications from physics. Motor learning, which is the study of changes in motor performance related to experience and practice. Sport sociology, which is the study of social structure, social patterns, and social organization of groups engaged in sport. Sport psychology, which is the study of behavioural and psychological issues and problems in sport. Sport pedagogy, which is the study of the processes of teaching and coaching, the outcomes of such endeavours, and the content of fitness, physical education, and sport-education programs. These sub-disciplines have created many new jobs for people in the field of education, and will surely branch off to form others in the future. Physical education has definitely come a long way since the Spartans and Athenians: from an authoritarian type system to promoting lifespan physical education with many sciences studying the different intangibles of physical education in order to better the mind and body. These new sciences have obviously broadened the "umbrella of physical education", but when looking to the future, there really is no end in sight. The growing "umbrella" will continue getting larger as new thoughts and ideas come, and with them, new sciences.
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Activity:
1. Make teams and play the game of Football, Basketball, and Volleyball.
2. List the activities that you performed while playing the game of
football/basketball/volleyball.
3. List the differences between pre-historic physical activities and modern games and
sports.
Terms to know
Nurturing: taking care of
Era: a long period of time
Pre-historic: period before recorded history
Ancient: beginning of recorded human history to early middle ages
Medieval: Period between ancient and modern times
Modern: relating to the present or recent times
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SESSION PLAN 1
1. SESSION TOPIC:
Understanding the evolution
of physical education
2. OBJECTIVE
To develop student’s
knowledge, skills and abilities
to understand how physical
education developed in
different stages of the
history of mankind.
3. MATERIALS/ EQUIPMENT
REQUIRED:
Board, markers, chart
papers, sketch pens.
4. PREPARATIONS
• Read the preview and
relevant knowledge
described in the
above section.
• Arrange all the
relevant material well
in advance.
T1: Interactive Lecture NSQPS201S1T1
DURATION: 2 hr
Process
1. Prepare the points for the lecture.
2. Introduce the topic.
3. Make an opening by telling students the purpose of
the lecture or presentation.
4. Introduce the topic in the class and provide
relevant knowledge to the students.
5. Involve the students to share their views on the
related topic to make it interactive.
6. Relate the topic to the current situation and ask
questions.
7. Provide specific examples.
8. Involve students by giving them the opportunity to
ask questions related to the topic.
9. Clarify any questions students may have.
10. Summarize the topic and emphasize on the key
points.
T2: Activity NSQPS201S1T2
DURATION: 2 hr
Make four groups - pre-historic, ancient, medieval,
modern, and ask each group to perform the on ground
physical activities mentioned in the respective sections.
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Wrap-Up (30 min)
1. Discuss in the class what the students have learnt from the activity.
2. You may ask questions such as
I. Why physical activity was necessary during the pre-historic time?
II. Why physical activity is necessary in the modern time?
Checklist for Assessment Activity
Use the following checklist to check whether your students could meet all the requirements for
assessment.
Part A NSQPS201S1A
Students could differentiate between the following terms
1. Pre-historic, ancient, medieval and modern form of physical education.
Part B NSQPS201S1B
Students could answer the following questions:
1. Why physical education evolved despite being looked down upon by the religion?
2. When did people start to consider physical education as the medium for the overall
development of an individual?
Part C NSQPS201S1C
Students demonstrate the generic, technical, professional and organizational knowledge and skills in order to perform up to the required standards. The performance standards may include, but not limited to:
Performance Standards Yes No
Performed the physical activities that evolved during the pre-historic, ancient, medieval and modern period
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Relevant Knowledge
Olympic Motto
"Citius, Altius, Fortius," a Latin phrase meaning "Swifter, Higher, Stronger" is the official Olympic Motto.
This motto was created in 1891 by Father Henri Didon, a friend of Pierre de Coubertin, and adopted by
the International Olympic Committee in 1894.
Olympic Rings and flag
The most widely recognized symbol of the Olympic Games is the five interlocking rings. The colours are
blue, black, red, yellow and green, At least one of these five colours (including the white background)
appears in the flag of every competing nation. The five rings are said to represent the five parts of the
world that participate in the Olympic Games: Europe, Asia, Oceanic, Africa and the Americas.
The most important thing in the Olympic Games is not to win but to take part, just as the most
important thing in life is not the triumph but the struggle. The essential thing is not to have conquered
but to have fought well – IOC (International Olympic Committee)
The Olympic Games or the Olympics began in 776 BC in Olympia, Greece in the honour of their god Zeus. There were many athletic festivals organized by Greek city states during and before that time but among them Olympics was regarded as the greatest religious festival. Messengers were sent in advance to different cities to announce the forthcoming Olympic Festival. The month during which the games were held, was considered to be a sacred month. Any wars among the city states would be stopped during this period. All competitors or visitors travelling to or from Olympic festival were allowed to move freely
even if they were travelling through the land of their enemies.
In the beginning of the Olympic Games there was only a “foot race”. The number of events increased to 20 with the addition of Wrestling and pentathlon. The celebration was spread over several days. Winners of the events were presented with a crown of olive leaves and were greatly admired. Their statues were made and poems were composed in their names. The winners were escorted home in triumph by their fellowmen and presented with a variety of gifts. To be crowned victor in Olympics was the highest honour. The
Session 2 : Understanding the difference between ancient and NSQPS201S2
modern Olympic Games
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Games were held every four years, and the period between two celebrations became known as an 'Olympiad'. The most famous Olympic athlete who lived in the sixth century B.C. was wrestler Milo of Croton, the only athlete in history to win a victory in six Olympics. During ancient times, only young men participated. Competitors were usually naked, as the festival was meant to be, in part, a demonstration of the capabilities of the human body.
The Olympic Games continued for several centuries. When Romans gained power in Greece and Christianity became the official religion of the Roman Empire, the Olympic Games were terminated. The Ancient Olympics lasted for twelve centuries and 293 Olympic Games were held.
After centuries of discontinuity of the Olympic Games, a wealthy Greek philanthropist, Evangelos Zappas, sponsored the revival of the first modern international Olympic Games. The first of these were held in Athens city square in 1859. Zappas paid for the refurbishment of the ancient Panathenian stadium, which was first used for Olympic Games in 1870 and then again in 1875. For the first time athletes from two countries, Greece and the Ottoman Empire, participated representing different cultures.
Olympic Games in the past brought hostile cities together and brought peace and goodwill among them even during the time of war. This fact made experts in education and health realize the value of sports and games in modern society.
In 1894, International Olympic Committee (IOC) was founded and it was decided that the first IOC Olympic Games would take place in 1896 in Athens, Greece, in the country where the Olympic Games began.
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Some facts about Ancient and Modern Olympics
Ancient Modern
Games were held only at Olympia in Greece. The Modern Olympic Games are held at
different cities of the world.
Only men were allowed to participate. Both men and women can participate.
Only those who were born in Greece were
allowed to participate.
Anyone can participate and represent his or
her own country.
Participants were not allowed to wear
anything. They had to be fully naked.
Participants have to wear proper uniform
prescribed in the rules of the game.
Games were a religious festival for Greeks in
honour of their God Zeus.
Games are an international sports
gathering.
Only individual sports events were
conducted.
Both individual and team sports are
conducted.
Only armature players were allowed to
participate.
Both amateurs and professionals are
allowed to participate
Olympics were held once in every four
years.
Olympics continued to be held once in every
four years.
Games were conducted for five days. Olympic Games are conducted for sixteen
days.
Olympics were held to maintain unity
among the Greeks.
Olympics are held to foster international
understanding and brotherhood.
The Olympic Movement- Olympism
The goals of the Olympic movement mentioned in Olympic Charter, 1982, are as follows:
• To promote the development of those physical and moral qualities which are the
basis of sport;
Page | 24
• To educate young people through sports, in a spirit of better understanding
between each other and the friendship, thereby helping to build a better and more
peaceful world;
• To spread the Olympics principles throughout the world, thereby creating
international goodwill;
• To bring together the athletes of the world in the great four yearly sports festival -
The Olympic Games.
The very idea of Olympic Movement is the conception of Olympism. The first words of the
Olympic Charter (1994) state simply the nature and goal of Olympism. There are eight
fundamental principles defined in this charter. Fundamental principle two states:
Olympism is a philosophy of life, exalting and combining in a balanced whole the qualities of
body, will and mind. Blending sport with culture and education, Olympism seeks to create a
way of life based on the joy found in effort, the educational value of good example and
respect for universal fundamental ethical principles.
Olympism promotes the ideals of:
• individual all round harmonious human development;
• excellence and achievement;
• effort in competitive sporting activity;
• mutual respect, fairness, justice and equality;
• lasting personal human relationships of friendship;
• international relationships of peace, toleration and understanding;
• cultural alliances with the arts
*(Parry, 1998: 160-1).
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Terms to know
Triumph: To win, victory, to succeed
Pentathlon: a group of five events - long jump, javelin throw, discuss throw, footrace,
wrestling
Olympiad: the period between two Olympic Games –four years
Philanthropist: Some who does charity
Truce: A temporary peace between two warring sides
Gymnasium: A place where indoor games can be played
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SESSION PLAN 2
1. SESSION TOPIC:
Understanding the difference
between ancient and
modern Olympic Games
2. OBJECTIVE
To develop student’s
knowledge on the history of
Olympics and how Olympic
Games became the medium
of national and international
integration through
Olympism
3. MATERIALS/ EQUIPMENT
REQUIRED:
Board, markers, chart
papers, sketch pens,
computer.
4. PREPARATIONS
• Read the preview and
relevant knowledge
described in the
above section.
• Arrange all the
relevant material well
in advance.
T1: Interactive Lecture NSQPS201S2T1
DURATION: 2 hr
Process
1. Prepare the points for the lecture.
2. Introduce the topic.
3. Make an opening by telling students the purpose of
the lecture or presentation.
4. Introduce the topic in the class and provide
relevant knowledge to the students.
5. Involve the students to share their views on the
related topic to make it interactive.
6. Relate the topic to the current situation and ask
questions.
7. Provide specific examples.
8. Involve students by giving them the opportunity to
ask questions related to the topic.
9. Clarify any questions students may have.
10. Summarize the topic and emphasize on the key
points.
T2: Activity NSQPS201S2T2
DURATION: 5 hr
1. List three events from both Ancient and Modern
Olympic Games and perform them.
2. Organize a sports event on the lines of Olympic
Games in your school and bring out four ideals of
Olympism.
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Wrap-Up (30 min)
1. Ask students how Olympic Games can foster international peace, understanding,
friendship, etc.
Checklist for Assessment Activity
Use the following checklist to check whether your students could meet all the requirements for
assessment.
Part A NSQPS201S2A
Students could differentiate between
1. The fundamental changes that took place in ancient and modern Olympic Games
Part B NSQPS201S2B
Students could answer the following questions:
1. How Olympic Games played an important role in bringing peace among the rival city
states in ancient Greece?
2. How do the ideals of Olympism apply in our day-to-day life? Elaborate with examples.
Part C NSQPS201S2C
Students demonstrate the generic, technical, professional and organizational knowledge and skills in order to perform up to the required skills. The performance standards may include, but not limited to:
Performance Standards Yes No
Demonstrated the ability to organise a sports event with other students
Identified the fundamental principles of Olympism in various sports activities
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Session 3: Understanding the evolution of Indian sporting events NSQPS201S3
History of Indian Sports
Yoga was one of the fundamental doctrines devoted to the means of attaining perfect health
and mental poise. Hieun Tsang, the famous Chinese traveler, visited the Nalanda University to
learn the "Yogasastra".
The history of sports in India dates back to the Vedic era (2500BC -600BC). Physical culture in
ancient India was fed by a powerful fuel--religious rites. There is a fascinating link between
Greece and India, which dates back to 975 B.C. The zest for chariot-racing and wrestling was
common to both the countries. It is more than likely that many of today's Olympic disciplines
are sophisticated versions of the games of strength and speed that flourished in ancient India.
Indus valley civilization (3250 BC to 2750 BC)
The archaeological excavations of Mohenjo-Daro and Harappa give an account of the presence of
games and sports among the pre-Vedic people of India. A bronze statue of a dancing girl recovered
Relevant Knowledge
Page | 29
there tells us about the recreational activities practiced during that time. The other important game was
swimming which has strong evidence as to the presence of the "Great Bath" which looks like the present
day swimming pool. A number of toys of children made of clay have been found which shows that
children engaged themselves with lots of games.
Vedic period (2500 BC-600 BC)
In the day and age of the Rig-Veda, men of high rank were expected to be competent in chariot-racing, archery, horsemanship, military tactics, wrestling, weight-lifting, swimming and hunting.
The guru-shishya (teacher-pupil) relationship has always been an integral part of Indian sport
from time immemorial. Tiruvedacharya describes many fascinating games, namely, archery,
horse riding, hammer-throwing and chariot-racing. In Manas Olhas (1135 A.D.), Someshwar
writes about bhrashram (weight-lifting), bhramanshram (walking) and also
about Mallastambha (wrestling). A form of chariot race was one of the games most popular
during the Vedic period. People were fond of swimming. Ball games were in practice in those
days by both men and women. Apart from this, a number of courtyard games like" Hide and
seek" and "Run and catch" were also played by the girls. From the Rigveda, it appears that the
Vedic Aryans knew the art of boxing.
Early Hindu period (600BC-320BC)
People took much interest in games during this period. Ayodhya, Kiskindha and Lanka, the three great
places related with this period were centers of many games and sports. Chariot -racing and horse- riding
were popular. Hunting was taken as a royal sport. Swimming was also popular and it is learnt that
Ravana had a beautiful swimming pool in Ashoka Vatika. Gambling with dices was also well known.
"Chaturang" or chess, as we call it today developed during this period and India is proud to be called the
homeland of this great sport. Ball games were popular with the women.
Special mention has been made of games and gymnastics during this period. Jumping, arms wrestling,
wrestling, playing with balls, hide and seek, chasing animals were some of the games prevalent during
this period. Ball games were popular and it is said that Lord Krishna played ball-games with maidens on
the banks of the Yamuna."Gullidanda" was also one of the games played and it involves one long and
one short stick. There is also a mention of the Kauravas and the Pandavas playing Gulli Danda in the
Mahabharata. Bhima was well versed in this and this is similar to the present day cricket. Yudhistar had
a great liking for Dice and it is known that he lost his whole kingdom, his brothers and his wife in this
game to his opponents. People also enjoyed water sports. Bhima and Duryodhana were experts in
Page | 30
swimming. All the Pandava and Kaurava princes, on the invitation of Duryodhana, used to go to the
Ganges for water games.
Later Hindu Period (320AD-1200 AD)
Great Universities like Takshila and Nalanda developed during this period. Takshila was famous for
military training, wrestling, archery and mountain climbing. In Nalanda, swimming, breathing exercises
and yoga formed an integral part of the curriculum. Harshavardhana, of the Gupta dynasty was a great
sportsman and he encouraged his subjects as well. Narasimhan was also a great wrestler. He belonged
to the Pallava dynasty.
Mughal Period (1000A.D – 1757 A.D.)
Many Indian indigenous games like Malkhamb were revived and new type of Malkhamb known as
Hanging Malkhamb and rope Malkhamb were introduced during this period. Swami Samarth Ramadas
who used to practise Suryanamaskar 1200 times a day felt the importance of physical education. He
travelled throughout the country and inspired people to build gymnasium with a temple of God
Hanuman and to practise Suryanamaskar, Dand( push ups), Heavy club swinging, Malkhamb, Wrestling,
sword fight, etc. The Mughal rulers had a great love for sports like horse riding which led to the
Chavgan often considered to be the initial form of Polo.
The adaptation of games and sports of Indian origin by the rest of the world
Ancient Indian Games Modern form
Shatranj Chess
Teerandaji Archery
Gullidanda Similar to present day Cricket
Chaturang Dice
Pasi-Yuddha Tug-of-war
Bhrashram Weight lifting
Yogasastra All existing and modern form of Yoga
Sports in India
During the British rule in India, the entire system of Indian way of physical education changed.
There were many foreign invasions like Mughals, Portuguese, French and British and these
Page | 31
foreign rulers brought with them their own games and sports. The Indian youth was influenced
by these foreign games and embraced several of them.
It is a noticeable fact that the Indian youth mastered these foreign games and in a few games
they are still the best in the world.
Indian sporting achievements
• First Olympic gold medal won by India was in 1928 Olympics in field hockey. India
defeated the host country Holland 3-0 in the finals. Until the mid-1970s, India
dominated international field hockey, winning eight Olympic gold medals. India also
won the inaugural men's hockey world cup held in 1975
Major Dhyan Chand known as the ‘wizard of hockey’ is widely considered as the
greatest hockey player of all time.
• Cricket is the most popular sport in India and is often considered to be an unofficial
religion. Indian national cricket team has won major tournaments:
1983 Cricket World Cup in England: Under the captainship of Kapil Dev, India defeated the
mighty West Indies by 43 runs. The heroes of the day were Mohinder Amarnath (3/12 and 26)
and Kris Srikkanth (top scorer with 38).
• 2002 ICC Champions Trophy joint winner with Sri Lanka
• 2007 ICC World Twenty20 in South Africa: The inaugural event, the 2007 ICC World
Twenty20, was staged in South Africa in September 2007. Under the captainship of
Mahendra Singh Dhoni, India won the tournament, becoming the first world T20
champion defeating Pakistan by 5 runs.
• 2011 Cricket World Cup at home: As the host nation for the 2011 World Cup, India was
expected to perform well, and was considered pre-tournament favourites. India faced
Sri Lanka in the final at Wankhede stadium, Mumbai. Chasing 274 runs set by the Sri
Lankans, Dhoni blasted a massive six off the final delivery, and India won the match by
Page | 32
six wickets. Dhoni was named man of the match for his assault on the Sri Lankan
bowling attack. With this win, India secured their first World Cup finals victory since
1983.
• 2013 ICC Champions Trophy: India won the competition, beating England by five runs
in the final. As winners, India earned $2 million in prize money, the largest amount since
the tournament's inception. It was the seventh and final ICC Champions Trophy, as it is
due to be replaced by the ICC World Test Championship in 2017.
The ‘master blaster’ also as known as the ‘God of cricket’ Sachin Tendulkar contributed the
most during this invincible journey of India. He retired from all forms of cricket in November
2013. He was awarded the highest civilian award the Bharat Ratna, making him the youngest
recipient to date and the first ever sportsperson to receive the award.
• India was an Asian powerhouse in football in 1950s and in 1960s. In spite of qualifying
for the FIFA world cup in 1950, they could not participate because they wanted to play
bare-feet which was and still remains against the FIFA rules. During this golden era, India
created history as the first Asian team to reach semi-finals in an Olympic football
tournament in 1956 Summer Olympics at Melbourne. Neville D'Souza became the first
Asian to score a hat-trick. His record remains unbeaten in an Olympic match.
• Leander Paes and Mahesh Bhupathi have won many men's doubles and mixed doubles
Tennis Grand Slam titles.
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• Chess has risen in popularity in India over the last few decades, primarily due to its star
player GM Viswanathan Anand. He is a former World Champion.
• India has been a force in world billiards competitions. Champions including Wilson
Jones, Michael Ferreira, and Geet Sethi have underlined the powerhouse status of the
country.
• Abhinav Singh Bindra is an Indian shooter and is a world and Olympic champion in the
10 m Air Rifle event. He is the first Indian to win an Olympic gold medal in an Individual
event.
• Sushil Kumar Solanki is a wrestler who won the gold medal in the 66 kg freestyle
competition at the FILA 2010 World Wrestling Championships, a silver medal in
the Men's 66kg Freestyle Wrestling event at the 2012 London Olympics and a Bronze
medal in the Men's 66kg Freestyle Wrestling event at the 2008 Beijing Olympics, which
made him the first Indian to win back to back individual Olympic medals.
• Saina Nehwal is a badminton player who attained a career best ranking of number 2 in
December 2010 as given by the Badminton World Federation. She is the first Indian to
win a medal in Badminton at the Olympics. She achieved this feat by winning the Bronze
medal at the London Olympics 2012. She is the first Indian to win the World Junior
Badminton Championships and was also the first Indian to win a Super Series
tournament, by clinching the Indonesia Open in June 2009.
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• Vijender Singh is a boxer who won the first ever Olympic medal by an Indian boxer at
the 2008 Beijing Summer Olympics.
• MC Mary Kom, Magnificent Mary or simply Mary Kom, is a boxer. She is a five-
time World Boxing champion, and the only woman boxer to have won a medal in each
one of the six world championships. She won the Bronze medal for India in the 2012
London Olympics.
• Gagan Narang is a shooter in air rifle shooting. He was the first Indian to qualify for the
London Olympics. He won the Bronze Medal in the men's 10 m air rifle event at
the 2012 London Olympics.
• Milkha Singh, also known as The Flying Sikh, is the only Indian male athlete to win an
individual athletics gold medal at a Commonwealth Games. He represented India in
the 1956 Summer Olympics in Melbourne, 1960 Summer Olympics in Rome and
the 1964 Summer Olympics in Tokyo. He was awarded the Padma Shri, India's fourth-
highest civilian honour, in recognition of his sporting achievements.
Page | 35
• Colonel Rajyavardhan Singh Rathore is a shooter who rose to fame after winning the
silver medal in men's double trap at the 2004 Summer Olympics in Athens.
• Prakash Padukone is the first Indian to win the All England Badminton Championship.
He won the coveted All England Open title in 1980.
• Parimarjan Negi is a chess player. He is the youngest Grandmaster (GM) in India. He is
the second youngest GM in the history of the game and the youngest of all the GMs
currently in the game.
• P.T. Usha was the first Indian woman to reach Olympic finals. She reached the finals of
the 400 metres hurdles in the 1984 Los Angeles Olympics. Usha lost the bronze by
1/100th of a second.
Major Sporting events in India
Major sporting events annually held in India include the following
Cricket:
• Indian Premier League - twenty20 IPL • Ranji Trophy (first-class state cricket)
Football:
1. I-League (All India Football Federation) 2. IFA Shield, Santosh Trophy
Hockey
1. Hockey: Hockey India League (HIL)
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Badminton
1. Indian Badminton League
Formula One racing
1. Indian Grand Prix ( Motor Sport )
Lawn Tennis
1. Chennai Open (Lawn Tennis)
International sporting events hosted by India in the past
1. Asian Games (1951 and 1982) 2. Cricket World Cup (1987, 1996 and 2011) 3. Afro-Asian Games (2003) 4. Hockey World Cup (2010) 5. Commonwealth Games (2010)
Major International sporting events in the world
1. The Olympic Games (All categories) 2. FIFA World Cup 3. Commonwealth Games 4. Asian Games 5. All-Africa Games 6. Pan American Games 7. Grand Slam – Tennis in different location 8. PGA Tour - Golf 9. World Athletic Championship
Terms to know
Doctrines: a set of beliefs
Poise: balance
Zest: Passion, Enthusiasm
Prevalent: Common
Invasion: To attack
Embraced: Accepted
Page | 37
SESSION PLAN 3
1. SESSION TOPIC:
Understanding the evolution
of Indian and International
sporting events
2. OBJECTIVE
To develop student’s
knowledge on how different
games and sports developed
in India and how they spread
all over the world
3. MATERIALS/ EQUIPMENT
REQUIRED:
Board, markers, chart
papers, sketch pens,
computer.
4. PREPARATIONS
• Read the preview and
relevant knowledge
described in the
above section.
• Arrange all the
relevant material well
in advance.
DURATION: 4 hrs
Process
1. Prepare the points for the lecture.
2. Introduce the topic.
3. Make an opening by telling students the purpose of
the lecture or presentation.
4. Introduce the topic in the class and provide
relevant knowledge to the students.
5. Involve the students to share their views on the
related topic to make it interactive.
6. Relate the topic to the current situation and ask
questions.
7. Provide specific examples.
8. Involve students by giving them the opportunity to
ask questions related to the topic.
9. Clarify any questions students may have.
10. Summarize the topic and emphasize on the key
points.
T2: Activity NSQPS201S3T2
DURATION: 4 hr
1. Demonstrate and play indigenous games with the
students – like kabaddi, kho-kho, tug-of-war,
gullidanda, mall-stambha, bhrashram, etc.
2. Ask them to identify the modified version of these
games in present day.
T1: Interactive Lecture NSQPS201S3T1
Page | 38
Wrap-Up (30 min)
1. Ask students to list all the Indian games and identify which ones have transformed
themselves into modern international games.
2. List all the major international sporting events.
Checklist for Assessment Activity
Use the following checklist to check whether your students could meet all the requirements for
assessment.
Part A NSQPS201S3A
Students should be able to list
1. Indian games and International games
2. India’s achievements in football, chess, cricket, shooting, wrestling, boxing, badminton,
at world level.
Part B NSQPS201S3B
Students could answer the following questions:
1. How did games like shatranj, gulli-danda, teerandaji, evolve? What are some of the
modern sports which resemble these games?
Part C NSQPS201S3C
Students demonstrate the generic, technical, professional and organizational knowledge and skills in order to perform up to the required skills. The performance standards may include, but not limited to:
Performance Standard Yes No
Listed the major Sports and Sporting events of India
Page | 39
Relevant Knowledge
Importance of Sports in a Society
Games and Sports play an important role in the development of a person. It not only improves
the health and fitness through various activities, but also teaches us how hard work can lead to
success in life. Each individual in a society is the reflection of the society and the society is the
reflection of the kind of people that belong to it. Games and sports promote emotional and
mental development by helping in overcoming stress, anxiety, tension and various other
emotional problems. As a result, a person feels energetic and happy. Sports also help in
improving and promoting leadership qualities in a person. In a team sport, one learns and
improves personal and social skills. Overcoming one’s fears, feeling confident, learning from
failure and respecting team mates are all personal skills. Communicating with others, helping
and encouraging the weak, following or leading and playing as a team are social skills. These
personal and social skills which are often referred to as Life skills are best learnt through games
and sports. Games and sports, therefore, form a necessary component of modern day
education.
Socialization may be defined as a process of acquiring the social, mental, and physical skills
necessary for survival in a society. Socialization enables a man to become an individual and at
the same time a valuable member of a society. In a way it tends to shape people to be alike as
they take on the ways of their society and become a functional member of it. Once socialized,
they exhibit standards of behaviour in accordance with society’s norms which are the rules,
laws, and customs which govern behaviour and from which values of a society emerge.
Sports and games are effective means of achieving the objectives of socialization. People from
different cultural, social, educational, economic, ethnic background participate together as a
team. A play ground offers a platform for people from these diverse backgrounds to interact,
appreciate, observe and learn from each other. On a play ground a player is recognized for his
or her skills and performance and his/her background becomes secondary.
Session 4 : Identifying the role of sports in society NSQPS201S4
Page | 40
Some Examples of Role of Sports in Promoting Peace
The history of Olympics shows how games and sports even during the distant past were regarded as the best medium to bring peace among the people. It is documented that during the Olympic Games truce was declared among the warring nations and the participants were allowed to move freely through any country without any restrictions whatsoever.
• The Homeless World Cup is the best known example of the use of sport to reintegrate homeless people into society. The Homeless World Cup foundation’s own research shows that 77% of players involved change their lives significantly in the long term. Homeless participants are involved in planning, working and playing together and each is assigned an important role and the opportunity to develop and display their capacities.
• The North American Indigenous Games, which take place every three years, combine indigenous sports with other popular sports. The goal of the games is “to improve the quality of life for indigenous people by supporting self-determined sport and cultural activities.”
• Brazil offers a compelling example of peace through sports. They started Luta Pela Paz (Fight for Peace) program in the areas where gang fights, drug trafficking, related violence and other criminal activity were highly visible and many youth believed gangs were their best option for social and economic advancement. The program’s primary activity is a boxing club. Sixty percent of the program’s trainers are former participants, bringing the credibility and insights of their own experience to the program.
• Research conducted by the Australian Institute of Criminology on the ‘use of sport for youth crime prevention’ has shown that sport and physical activity can combine with other interventions to reduce crime in particular groups and communities.
• The Peace Camp in Georgia and Summer Peace Camp in Bulgaria are sport-based initiatives established to promote tolerance and encourage the establishment of new relationships among children and teenagers from different conflict zones. Developing team spirit helps to remove the psychological barriers that hinder the creation of relationships among them, and helps to spread the spirit of peace-building and tolerance.
• The National Republic of Tanzania’s Sport Development Department has been particularly successful in using sports to address conflict among Tanzania’s refugee population.
Page | 41
Can you come up with ideas on how you can use sports to overcome the barriers of caste,
economic status and gender?
Some examples of role of sports in addressing social inequalities*
India- UNICEF’s engagement in Sukma district in Chhattisgarh began in 2006-07, as a part of the humanitarian response to address issues that emerged due to the civil strife in the region. Among other initiatives, sports and physical education were seen as activities that could help children deal with the trauma of violence, separation and displacement and make schools attractive. As the humanitarian crisis unfolded, more than a thousand sports kits were distributed to residential camps and schools in the region. The programme also engaged with children residing in various residential camps established for displaced tribal families. The principal of a temporary residential school, at Errabore, commonly known as porta cabins, says these camps attracted thousands of children. “Children at these camps were enthusiastic about the games organized. The sports and activities helped us immensely in improving the morale of these children, who had suffered stress and trauma”, said Main Singh Dhruv.
Unified Sports: As the fastest growing sports initiative within Special Olympics International,
the Unified Sports Program brings athletes of all abilities into the game. Unified Sports provides
a common ground where athletes with and without intellectual disabilities are able to enjoy the
bond that comes from goal-setting, competition, and teamwork. Unified Sports matches
athletes based on age and skills, which makes practices more fun and encourages friendships
beyond the playing field.
Grassroot Soccer (GRS) is working to prevent HIV in Africa by using the world’s most popular
game, football to break down barriers, build trust, and educate young people to adopt healthy
behaviours. GRS trains local professional athletes and other influential role models to be HIV
educators and coaches. The program works with local schools to bring the curriculum directly
into the classroom.
Magic Bus is a great illustration of how sports can lead to improved individual and financial
status. Children facing economic hardship are supported to stay in, or return to school and are
coached in areas that enhance their employability. Through partnerships with government,
private-sector and civil society, Magic Bus uses a train-the-trainers philosophy and community
capacity-building efforts to deliver large-scale impact at a low cost per-child.
Kits for Africa supports amateur athletic programs for children in poverty stricken areas across
Southern Africa. They work in association with provincial and national sports unions, as well as
grass roots organizations with a shared goal of reducing poverty and combating juvenile
delinquency. These youth development programs help children build confidence, develop new
Page | 42
skills and strengthen principles. The funds raised by Kits for Africa helps towards the purchase
of kits.
Moving the Goalposts, Kenya (MTG), uses local and youth centred approaches to tackle gender
related issues ensuring girls’ participation as leaders and decision makers. The project uses
football to develop essential life skills – confidence, leadership, self esteem – of vulnerable
young women. This initiative through football also provides a unique entry point for
reproductive health, human rights and economic empowerment initiatives.
*www.designedtomove.com
Terms to know
Acquiring: learn or develop
Indigenous: developed locally
Personal skills: skills that an individual possesses
Social skills: skills required to live in a society
Socialization: process of acquiring the skills necessary for living in a society
Tolerance: ability to withstand
Behaviour: the way you respond
Credibility: trusted
Gender sensitivity: awareness of the abilities of the opposite sex
Equality: no discrimination based on caste, race, religion, gender, economic status
Community: a group of people living together
Communal: belonging to a particular community, group of people
Specially-abled: people who demonstrate a lack of certain physical and mental faculties
Page | 43
SESSION PLAN 4
1. SESSION TOPIC:
Identifying the role of sports
in society
2. OBJECTIVE
To develop student’s
knowledge on the role of
games and sports in building
a society
3. MATERIALS/ EQUIPMENT
REQUIRED:
Board, markers, chart
papers, sketch pens,
computer.
4. PREPARATIONS
• Read the preview and
relevant knowledge
described in the
above section.
• Arrange all the
relevant material well
in advance.
T1: Interactive Lecture NSQPS201S4T1
DURATION: 2 hr
Process
1. Prepare the points for the lecture.
2. Introduce the topic.
3. Make an opening by telling students the purpose of
the lecture or presentation.
4. Introduce the topic in the class and provide
relevant knowledge to the students.
5. Involve the students to share their views on the
related topic to make it interactive.
6. Relate the topic to the current situation and ask
questions.
7. Provide specific examples.
8. Involve students by giving them the opportunity to
ask questions related to the topic.
9. Clarify any questions students may have.
10. Summarize the topic and emphasize on the key
points.
T2: Activity NSQPS201S4T2
DURATION: 3 hr
1. Ask students to organize a small sports activity in their village/locality and make a note on how people from different age, religion and background play together without any discrimination and partiality.
Page | 44
Wrap-Up (30 min)
1. Discuss with students how they can bring the change in their society through the
medium of sports.
Checklist for Assessment Activity
Use the following checklist to check whether your students could meet all the requirements for
assessment.
Part A NSQPS201S4A
Students could differentiate between
1. Gender sensitivity and gender equality
2. Differentiated between health and fitness
Part B NSQPS201S4B
Students could answer the following questions:
1. How sports can be used to build confidence in students?
2. How sports can inculcate personal and social skills?
Part C NSQPS201S4C
Students demonstrate the generic, technical, professional and organizational knowledge and skills in order to perform up to the required skills. The performance standards may include, but not limited to:
Performance Standard Yes No
Designed a fitness programme to improve health and relieve oneself from excessive stress.
Page | 45
Further Reading
Books Essentials of Physical Education: Ajmer Singh, Jagdish Bains, Jagtar Singh
Acknowledgement & References
www.ioc.org www.iaaf.org www.fifa.com www.pga.com http://www.excite.com/education/subject/brief-history-of-physical-education
http://www.metu.edu.tr/~settar/hp1.htm
http://www.newworldencyclopedia.org/entry/Physical_education
http://www.iaaf.org/home
www.thecoloursofindia.com www.designedtomove.com
Page | 46
PS202–NQ2014
Health and Fitness
Page | 47
Understanding the concept of health and fitness
Introduction
The World Health Organisation (WHO) has defined health: "Health is a state of complete
physical, mental and social well-being and not merely the absence of disease or infirmity".
However, keeping with the times, the above definition has been enhanced to include the ability
to lead a "socially and economically productive life".
Fitness, on the other hand can be defined as a general state of good physical health. Physical
fitness is usually a result of regular physical activity and proper nutrition. Physical fitness is to
the human body what fine-tuning is to an engine. It enables us to perform up to our potential.
Physical fitness involves the efficient functioning of our body organs. Fitness influences to a
great degree the health of our mind, qualities such as mental alertness and emotional stability.
If you don't use your body, it will degenerate and become less efficient. Your muscles will
become flabby and weak. Your heart and lungs won't function efficiently. Your joints will
become stiff and weak. As a result you become prone to injury, diseases, fatigue.
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. It can keep us look and feel younger throughout our life.
We must remember that the benefits of any exercise program will start diminishing if we take
long breaks from it. Just like after being 21 days in a plaster our muscles degenerate due to lack
of use, the muscles in our body also degenerate due to lack of physical activity. Modern lifestyle
provides for very little opportunity of physical activity. Modern lifestyle is also referred to as
sedentary lifestyle. Gadgets, like TV, laptop, tablets, and mobile phones encourage us to spend
more time at home, making us couch-potatoes. We do not find any time for physical activity in
our busy schedules. In fact many of us are not into sports and physical activity even at school,
where a lot of facilities for being active are available.
On completion of this module you will be able to:
1. Understand the meaning and importance of health education, hygiene and
communicable diseases
2. Understand the functions of human body
3. Evaluate your fitness
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Session 1 : Understanding health education, hygiene and communicable diseases NSQPS202S1
Relevant Knowledge
Health Education
Health education is the profession of educating people about health. Areas within this
profession encompass environmental health, physical health, social health, emotional health,
intellectual health, and spiritual health. It can be defined as the principle by which individuals
and groups of people learn to behave in a manner conducive to the promotion, maintenance,
or restoration of 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. Heath is the way;
there is no way to 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.
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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.
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Activity: Fill up this quick health check questionnaire.
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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
A mentally healthy person is able to learn well. Learning is the key to the development of skills,
behaviors and knowledge.
Social Health
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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.
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
Play your favourite game with your friends for 30 to 40 minutes
Step 2
List the activities you performed and the skills you learnt eg. kicking, throwing, catching, passing etc.
Step 4
Write a short note ( 50 words) on what you gained from the activities/ games in terms of social, physical and mental health
Step 3
List down the feelings that you went through while performing the
activities listed by you
Social, physical and mental health
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Hygiene
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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Activity:
Ask your students to complete the questionnaire given below:
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Community/Environment Hygiene: Diseases, resulting from infection and capable of being
directly or indirectly transmitted from man to man or animal to animal from the environment
through air, dust, soil, water, food, etc., are communicable diseases. Communicable diseases
are generally transmitted through insects, germs, air, food, water etc. These diseases are
caused by germs pr pathogens. Some health measures can be undertaken only by the
community as a whole; these include clean water, proper disposal of solid waste and excreta,
wastewater drainage, animal rearing and market hygiene. Individual community members play
an important role in community hygiene, and have a responsibility to their neighbours and to
the community to promote good health and a clean environment. For example, everyone in the
village must keep their houses and compounds clean, because one dirty house can be the cause
of spread of disease. Community leaders can promote cleanliness in the home by regularly
checking on village households and by using bye laws to encourage household maintenance.
Our environment is something we must care for and preserve for the future. Following are
some of the things that you can do to help keep your community environment clean.
• Segregate waste into biodegradable and non-biodegradable categories. • Throw garbage only in a dustbin. • Find out where to dispose off batteries, medical waste, chemicals. Don’t put them along
with normal garbage. • Do not litter, always carry a bag with you to bring waste and dispose it off in a dustbin. • Keep your room clean. • Do not spit in public places. • Do not scratch on desks and walls in public places. • Do not destroy plants and do not pluck flowers and leaves.
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Activity: Complete the following questionnaire and propose measures on how the hygienic conditions can be improved.
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Communicable Diseases
Unhygienic practices can lead to life threatening communicable diseases. Communicable
diseases such as water-borne diseases and air-borne diseases are the direct result of unhygienic
practices. Some examples of communicable diseases are as follows:
HIV/AIDS: HIV is the infection that causes AIDS. HIV has few or no symptoms for up to 10
years or more before symptoms of AIDS develop. There is no cure for HIV/AIDS, but treatment
is available. HIV virus can spread mainly from blood. There are many ways to protect yourself
from HIV like – do not share personal items that may have blood on them. This includes
toothbrushes, razors, shaving blades, needles for piercing or tattooing, and blades for cutting
or scarring.
Tuberculosis: It is a common disease and in many cases it becomes lethal. It is caused by
various strains of Mycobacterium tuberculosis. Tuberculosis typically attacks the lungs, but can
also affect other parts of the body. It is spread through the air when people who have an active
TB infection cough, sneeze, or otherwise transmit respiratory fluids through the air. Most
infections are asymptomatic and latent, but about one in ten latent infections eventually
progresses to active disease which, if left untreated, kills more than 50% of those infected.
Rabies: Rabies is viral disease that affects the central nervous system. There is no cure for
rabies and it is always fatal. Rabies virus is spread by contact with the saliva of an infected
animal. Transmission is usually through a bite wound, but the disease has been known to
spread through a scratch or an existing open wound too.
Tetanus: It is a serious infection caused by bacteria which produces a toxin that affects the
brain and nervous system. The toxin leads to stiffness in the jaw muscles as well as other
muscles. The infection can cause severe muscle spasms, serious breathing difficulties, and can
ultimately be fatal. Tetanus bacteria are most commonly found in animal manure and
contaminated soil, but may exist virtually anywhere. The best way to prevent yourself from
these bacteria is to always cover any open wound or cut in the body and to get the tetanus
vaccine. It is routinely given to children as part of the immunization shot.
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Some examples of air-borne and water-borne diseases are as follows:
Malaria: Malaria is a life-threatening blood disease caused by a parasite that is transmitted to
humans by the Anopheles mosquito. Malaria is a preventable and treatable disease.
Dysentery: Dysentery or Bloody Flux, as it is popularly termed, is usually the result of specific
blood poisoning, which causes inflammation and ulceration of the large bowel. It is mostly
traceable to drinking contaminated water.
Cholera: Cholera disease causes a lot of watery diarrhea and vomiting. Cholera diarrhea can
look like cloudy rice water. It can cause death from dehydration (the loss of water and salts
from the body) within hours if not treated. Cholera germs are found in the feces (poop) of
infected people. Cholera is spread when feces (poop) from an infected person get into the
water people drink or the food people eat. Cholera is not likely to spread directly from one
person to another.
Jaundice: also known as icterus, is a term used to describe a yellowish tinge to the skin and the
white part of the eye that is caused by an excess of bilirubin in the blood. Body fluids may also
be yellow. Jaundice is related to the function of the live. It is essential that you maintain this
vital organ's health by eating a clean and balanced diet and clean water. Exercise at least one
hour every day. Refrain from drinking excess amount of alcohol.
Typhoid fever: Typhoid fever and paratyphoid fever (also known as enteric fever, but
collectively referred to here as typhoid fever) are severe systemic illnesses, characterized by
sustained fever and abdominal symptoms. It is caused by contaminated water.
Dengue Fever: Also known as Break-bone fever, is a mosquito borne infection that causes a
severe flu like illness. There are four different viruses that can cause dengue fever. All of which
spread by a certain type of mosquito. Dengue can vary from mild to severe. The most severe
forms include dengue shock syndrome and dengue hemorrhagic fever (DHF). Patients who
develop the most serious forms of dengue fever usually need to be hospitalized. There are
currently no vaccines for dengue fever. The best way to prevent the disease is to avoid being
bitten by mosquitoes.
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SESSION PLAN 1
1. SESSION TOPIC:
Learning about Health
Education, hygiene,
communicable diseases
2. OBJECTIVE
To educate students on the
importance of Health
Education and Hygiene. To
provide knowledge on how
to prevent communicable
diseases.
3. MATERIALS/ EQUIPMENT
REQUIRED:
Board, markers, chart
papers, sketch pen, broom,
dust pan, soap, sanitizer
4. PREPARATIONS
• Read the preview and
relevant knowledge
described in the
above section.
• Arrange all the
relevant material well
in advance.
T1: Interactive Lecture NSQPS202S1T1
DURATION: 2 hr
Process
11. Prepare the points for the lecture.
12. Introduce the topic.
13. Make an opening by telling students the purpose of
the lecture or presentation.
14. Introduce the topic in the class and provide
relevant knowledge to the students.
15. Involve the students to share their views on the
related topic to make it interactive.
16. Relate the topic to the current situation and ask
questions.
17. Provide specific examples.
18. Involve students by giving them the opportunity to
ask questions related to the topic.
19. Clarify any questions students may have.
20. Summarize the topic and emphasize on the key
points.
T2: Activity NSQPS202S1T2
DURATION: 6 hr
Do the following projects using the questionnaire attached
in the workbook:
1. Classroom cleanliness and safety
2. Playground and common areas cleanliness and
safety
3. Home and neighbourhood cleanliness and safety
Recommend how the hygiene and safety levels can be
improved. A presentation can be organized for parents
of the students and the teachers of the school to
discuss the findings and recommended actions.
4. Track how many days you have been sick and what were the causes of that sickness. ( refer sickness tracker in the student workbook)
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Wrap-Up (30 min)
3. Discuss in the class what the students have learnt from the activities.
4. You may ask questions such as
a. What should one do to improve one’s Physical, Mental and Social Health?
b. List the things to do to improve personal hygiene.
c. What can be done to improve community hygiene in your village/community?
Use the following checklist to check whether your students could meet all the requirements for
assessment.
Part A NSQPS202S1A
Students could differentiate between
1. Physical and mental health
2. Mental and social health
3. Personal and community hygiene
4. Air-borne and water-borne diseases
5. Personal hygiene and community hygiene
6. Hygienic and unhygienic practices
7. Municipal waste and medical waste
8. Hazardous waste and non hazardous waste
Part B NSQPS202S1B
Students could answer the following questions:
3. How physical, mental and social health of an individual is inter-related?
4. Why is it important to keep oneself and one’s environment clean?
5. What steps one should take to improve one’s physical health?
6. What are the preventive measures for communicable diseases?
Part C NSQPS202S1C
Checklist for Assessment Activity
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Students demonstrate the generic, technical, professional and organizational knowledge and skills in order to perform up to the required standards. The performance standards may include, but not limited to:
Performance Standards Yes No
Identify the factors that influence a person’s physical
health
Identify the unhygienic practices that trigger
communicable diseases
Follow personal hygiene practices
Demonstrate the knowledge of preventing
communicable diseases
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Session 2 : Understanding the functions of human body NSQPS202S2
Relevant Knowledge
As we grow a number of physical changes and functional transformations take place in our
body. The human body needs physical exercise to enhance strength, endurance and flexibility
to respond to these changes. We will learn about the various human body parts and systems to
understand how they function and respond to physical exercise. Human Body functions through
the combination of different systems. These systems are the most complex of the components
that unite the body. A system is a group of organs that work together to perform complex
functions of the body to carry on life activities. For example, the digestive system digests and
absorbs food in our body.
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The Skeletal System
Briefly the skeletal system serves as more than a framework for the body and a system of levers
to help the body to move. Our skeleton consists of 206 bones. The skeleton forms a strong
framework that supports the body and protects the internal organs like heart, lungs, brain and
spinal column. The skeleton works together with muscles in enabling the body to move. The
skeleton system is described in details after the brief description of various systems.
The Muscular System
About half of the weight of our body is of our muscles. They make our body move. There are
about 650 muscles in our body and each one helps in producing a particular movement.
Muscles move our arms and legs. Blood is pumped throughout our body by the heart muscles.
Several movements of our body require many muscles working together.
The Respiratory System
Respiration is a physical process by which living organisms take in oxygen from the surrounding
medium and emit carbon dioxide. The cells in our body need oxygen to release energy from the
digested food. The term respiration is also used for liberation of energy within the cell from
fuel molecules such as carbohydrates and fats. The respiratory system consists of organs
responsible for taking in oxygen for respiration and releasing carbon dioxide and water vapour,
which are the waste products, formed during respiration. The passages in the nose, windpipe
(trachea), bronchi and lungs are the main organs of the respiratory system.
The Digestive System
The food that we eat is not in the right form to provide energy. It has to be broken down into
small particles which must be changed into simple, soluble forms that the body cells can
absorb, only then can the food provide energy to all the cells to work. Digestion means
breaking down of foods into simple soluble form. The main organs of the digestive system are
mouth, oesophagus, stomach, small intestine, large intestine, rectum and anus. The liver,
pancreas and gall bladder are the other organs that help in digestion.
The Circulatory System
The circulatory system moves blood throughout our body. Blood transports food and oxygen to
the cells and carries away carbon dioxide and other wastes. The cells cannot live without a
nonstop supply of fresh blood. Blood is carried to different parts of our body through blood
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vessels, which is pumped by the heart. The heart, blood and blood vessels are the main organs
of circulatory system.
The Nervous System
Without nervous system we cannot see, hear, feel, smell or think because it allows us to be
aware of our environment. The nervous system controls and regulates the activities of all the
other systems of the body. The nervous system is made up of the brain, spinal cord and several
kilometres long of nerve fibres. The structure of nervous system can be compared to a
telephone system. It receives and sends messages. The brain is like a switch. Nerves are like
incoming and outgoing phone lines. The spinal cord is like a group of telephone lines making up
a main cable.
The Urinary System
Many waste products are produced in the body during its activities. They must be flushed out
otherwise they would harm the body. The urinary system is responsible for removing most of
these wastes from the body in the shape of urine. Pair of kidneys, a urinary bladder and the
urethra are the organs of urinary system.
The Reproductive System
Producing offspring of its own kind is known as reproduction. Reproduction ensures the
continuity of life. In human beings the reproductive organs are the testes in a male and ovaries
in the female. Cells called sperms are produced in the testes. The ovaries produce eggs. The
meeting of an egg with a sperm is called fertilization, which takes places inside the body of the
female. In the course of time the fertilized egg develops into a baby inside the mother’s womb
and the child is born.
The Endocrine System
The endocrine system consists of glands that regulate various body functions. This system plays
a major role in regulating growth, the reproductive process and the way the body uses food. It
also helps the body deal with stress and emergencies. The main endocrine glands are the
adrenaline glands, the pituitary glands, the parathyroid glands, the sex glands and the thyroid
gland.
Blood is a bodily fluid in animals that delivers necessary substances such as nutrients
and oxygen to the cells and transports metabolic waste products away from those same cells.
Blood performs many important functions within the body including:
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• Supply of oxygen to tissues (bound to haemoglobin, which is carried in red cells)
• Supply of nutrients such as glucose, amino acids, and fatty acids (dissolved in the blood or
bound to plasma proteins e.g., blood lipids)
• Removal of waste such as carbon dioxide, urea, and lactic acid
• Immunological functions, including circulation of white blood cells, and detection of foreign
material by antibodies
• Coagulation, which is the body's self-repair mechanism (blood clotting after an open wound
in order to stop bleeding)
• Messenger functions, including the transport of hormones and the signalling
of tissue damage
• Regulation of body pH
• Regulation of core body temperature
• Hydraulic functions
Activity:
1. Perform a warm up activity. Each student to demonstrate an exercise for a particular
muscle or a group of muscles.
2. Perform ‘Anatomy Dribbling’ :
a. Divide the class into pairs
b. Each pair to have one ball
c. The one without the ball to call out the name of a body part
d. The one with the ball to stop the ball with the called out body part
e. Each time a new body part is to be called out
Terms to know
Emit: release
Liberation: to set free
Molecules: smallest particle
Soluble: able to easily dissolve in water
Flushed out: cleaned with water
Regulating: controlling
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SESSION PLAN 2
1. SESSION TOPIC:
Understanding the functions
of human body
2. OBJECTIVE
To develop the
understanding of different
systems of human body
3. MATERIALS/ EQUIPMENT
REQUIRED:
Board, markers, chart
papers, sketch pens,
computer
4. PREPARATIONS
• Read the preview and
relevant knowledge
described in the
above section.
• Arrange all the
relevant material well
in advance.
T1: Interactive Lecture NSQPS202S2T1
DURATION: 2 hr
Process
1. Prepare the points for the lecture.
2. Introduce the topic.
3. Make an opening by telling students the purpose of
the lecture or presentation.
4. Introduce the topic in the class and provide
relevant knowledge to the students.
5. Involve the students to share their views on the
related topic to make it interactive.
6. Relate the topic to the current situation and ask
questions.
7. Provide specific examples.
8. Involve students by giving them the opportunity to
ask questions related to the topic.
9. Clarify any questions students may have.
10. Summarize the topic and emphasize on the key
points.
T2: Activity NSQPS202S2T2
DURATION: 2 hr
1. Choose three of your favourite organ systems,
make diagram on a chart paper and describe its
functions
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Wrap-Up (30 min)
5. Discuss in the class the functions of the various organ systems
Checklist for Assessment Activity
Use the following checklist to check whether your students could meet all the requirements for
assessment.
Part A NSQPS202S2A
Students could differentiate between
1. Muscular system and skeletal system
2. Respiratory and digestive system
3. Nervous system and circulatory system
Part B NSQPS202S2B
Students could answer the following questions:
1. The functions of human body
2. The function of blood in human body
Part C NSQPS202S2C
Students demonstrate the generic, technical, professional and organizational knowledge and skills in order to perform up to the required standards. The performance standards may include, but not limited to:
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Performance Standards Yes No
Classified the hierarchical architecture of the human
body: molecules, cells, tissues, organs, organ systems
and the whole organism
Identified the parts of circulatory, muscular, skeletal,
digestive and urinary systems
Related the parts and functions of the human body
with the scope and objectives of physical fitness
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Session 3 : How to test your fitness (Basic) NSQPS202S3
The Components of Fitness
Performance in sports can be improved by focusing on two components:
A. Health Related Fitness: Health related fitness refers to a basis on which to measure our
general wellbeing by striving to achieve a reasonable level of health fitness in each area.
It focuses on five health related components of fitness which include cardiovascular
endurance, anaerobic ability, muscular strength, flexibility and body composition.
Health Related Fitness can be assessed by measuring the following abilities/ capacities:
• Aerobic Capacity
• Anaerobic Capacity
• Strength
• Flexibility
• Body composition
B. Skill Related Fitness: The skill related fitness are based on the neuromuscular system
and determine how successfully a person can perform a specific skill. Both health and
skill related fitness are required in all activities. For example a person playing tennis
needs to possess the necessary speed, endurance and strength which are fitness
parameters as well as hand-eye-coordination and foot movements needed to strike the
ball successfully which are skill parameters.
Skill related fitness can be assessed by measuring the following abilities/ capacities:
• Action
• Balance
• Coordination
Relevant Knowledge
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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,
• Running long distances
• Jogging
• Swimming
• Cycling
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,
• 30 m run
• 50 m run
• 100 m run
• Weight 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,
• Standing Broad Jump (explosive strength of legs)
• Medicine 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,
• Sit & Reach – touching your toes without bending your knees
• Split
• Gymnastics
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Body Composition: The component parts of the body in terms of the relative amounts of body fat compared to lean tissue in the body. This can be measured as follows,
• Body Mass Index (BMI) = Weight (in kg) / Height2 (in m)
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Fitness Parameter
Test Demonstration Grade 2&3
Grade 4&5
AEROBIC CAPACITY
Endurance Test
600 mt. 600 mt.
ANAEROBIC CAPACITY
Speed Test
30m run 30m run
FLEXIBILITY Sit and Reach
Distance in cms
Distance in cms
ABDOMINAL STRENGTH
Sit-ups
NA No. of sit-
ups in 30sec
EXPLOSIVE STRENGTH
(Lower body)
Standing Broad Jump
Distance in meters
Distance in meters
EXPLOSIVE STRENGTH
(Upper body)
Medicine Ball Throw
Distance in meters (1kg)
Distance in meters (1kg)
BODY COMPOSITION
Weight/Height2
kg/m2 kg/m2
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Health Related Fitness Test Chart
Fitness Parameter Test Demonstration Grade 6 and
above
AEROBIC CAPACITY
Endurance Test (Run/ Jog/ Slow jog for the
time mentioned)
600 mt.
ANAEROBIC CAPACITY
Speed Test
30m run
FLEXIBILITY Sit and Reach
Distance in cms
ABDOMINAL STRENGTH
Sit-ups
No. of sit-ups in 1 min
EXPLOSIVE STRENGTH (Lower
body)
Standing Broad Jump
Distance in meters
EXPLOSIVE STRENGTH (Upper
body)
Medicine Ball Throw
Distance in meters (2kg)
BODY COMPOSITION
BMI (Body Mass
Index)
kg/m2
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Skill Related Components Action: The ability to perform the right movement, as is required by the specific sport.
• Running
• Swift change of direction
• Turning and Twisting
Co-ordination: The ability to use different senses and body parts together. Hand/eye co-
ordination is needed when hitting a moving ball in tennis, cricket and baseball. Foot/eye co-
ordination is needed when volleying a football. Some examples include,
• Hitting the ball with the bat
• Catching the ball
• Throwing a basketball into the basket
• Hurdle race
Balance: It is the ability to maintain equilibrium either in stationary or in a moving position. We
naturally think of gymnasts balancing on their hands or on a beam. In everyday life, several
examples of balance can be seen when we shift our weight from one body part to the other.
The simplest example is walking or climbing stairs. Some examples are as follows:
• Walking
• Running
• Walking on balancing beam
• Jumping and landing on one leg
Activity: Below is an activity where we will practise some specific ways of measuring health
related fitness. Do this activity on the ground.
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Physical Fitness Test – Practice
Aim: To learn and practice the various components of fitness tests.
Props & Equipment Required: Medicine ball, sit and reach box, measuring tape, exercise mats,
footballs and cones.
Warm-up – 5 min
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 (see Appendix for sample).
Activity – 25 min
Activity – 25 min
Muscle Strength
Medicine Ball Throw (Upper body strength)
• Stand on the line, feet shoulder width apart.
• Hold the ball with both hands in front of chest.
• Bring the ball back and over your head.
• Throw to cover maximum distance.
• Do not move while throwing the ball.
Standing Broad Jump (Lower body strength)
• Stand on the line, feet shoulder width apart.
• Bend your knees and swing your arms.
• Keep your head upright and jump as far as possible.
• Land on both feet without falling backwards.
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Sit – Ups
• Sit-Ups is a test to measure the abdominal strength
• Begin by lying on your back with your knees bent so your feet are flat on the ground and close to your body.
• Cross your hands and arms across your chest so that your palms are resting on the opposite shoulders.
• Roll your chin to your chest and lift your lower back off the ground.
• During the movement, you should feel the muscles under your belly button working.
• Try and touch your head to the knees, roll back slowly to the starting position.
Speed Test – 30 m sprint
• Stand on the start line, keeping your strong foot forward.
• Bend your knees and lean forward.
• On clap/ start signal, start running.
• Look forward and focus on the finishing line.
• DO NOT LOOK BACK OR SIDEWAYS – it reduces the speed.
• Don’t slow down near the finish line. Be at your fastest when you are crossing the finish line.
Flexibility – Sit and Reach (back flexibility)
• Sit with both legs extended straight in front of your body
• Do not bend (flex) your knees
• Place your feet against the flat vertical surface of the sit-and-reach box
• Stretch both your hands above your head. Your hands should be one on top of the other
• Bend forward reaching for your toes, holding the position for two to three seconds
• Do not jerk your back to move forward
• Your flexibility is determined by how far the tip of your fingers reach.
Cardiovascular Efficiency or Endurance – 600 m run/walk or 5 min run
• 600m run/walk or 5 min run is a test to measure your aerobic capacity. This is the ability of the heart and lungs to function at a higher rate for a significant duration of time.
• 600m is a long distance to run, therefore it is important to pace yourself so that you can continue to run at the same speed and complete the distance.
• Run at the same pace throughout.
• You will run out of breath if you run too fast at the beginning and may not be able to complete the distance.
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If everyone finishes the different tests, they can play a small sided game of football.
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.
Activity: Below is an activity where we will practise some specific ways of measuring Skill related fitness. Do this activity on the ground.
Skill Assessment Circuit - Practice
Aim: To learn and practice the skill assessment circuit.
Props & Equipment Required: Flat rings, balancing beam, soft balls, footballs, basketballs,
cones/ saucers, cricket bats, tennis balls, bean bags
Warm-up – 5 min
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.
Activity – 25 min
• Divide the class in two groups and make two stations as circuits mentioned below.
• The skills which would be assessed are – running, hopping, dribbling with feet, twisting/turning, striking, dribbling with hand and throwing.
• Once the children complete the station the group will switch over to another station.
• The children need to go through the circuit using the above skills and the teacher should watch how they perform.
• If a child is not able to perform a particular skill well, he/she can be given more practice to improve.
• Refer to the handout for assessment on the criteria for competence.
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Station 1:
Station 2:
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.
Lesson: Preparation
Ask the children to choose from the following emotions based on how they are feeling now and
why. The emotions are - Excited, Happy, Sad, Angry. Ask them if they feel confident about doing
well in the fitness test. Tell them that they have prepared well and that they will definitely do
well.
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SESSION PLAN 3
1. SESSION TOPIC:
How to test your fitness
(Basic)
2. OBJECTIVE
To develop student’s
understanding of different
components of Health and
Skill Related Fitness
3. MATERIALS/ EQUIPMENT
REQUIRED:
Board, markers, chart
papers, sketch pens, on
ground props and equipment
4. PREPARATIONS
• Read the preview and
relevant knowledge
described in the
above section.
• Arrange all the
relevant material well
in advance.
T1: Interactive Lecture NSQPS202S3T1
DURATION: 2 hr
Process
1. Prepare the points for the lecture.
2. Introduce the topic.
3. Make an opening by telling students the purpose of
the lecture or presentation.
4. Introduce the topic in the class and provide
relevant knowledge to the students.
5. Involve the students to share their views on the
related topic to make it interactive.
6. Relate the topic to the current situation and ask
questions.
7. Provide specific examples.
8. Involve students by giving them the opportunity to
ask questions related to the topic.
9. Clarify any questions students may have.
10. Summarize the topic and emphasize on the key
points.
T2: Activity NSQPS202S3T2
DURATION: 6 hr
Conduct Health and Skill Related fitness tests. Repeat until
students understand and demonstrate all the batteries of
test.
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Wrap-Up (30 min)
1. Discuss and differentiate health and skill related tests
2. You may ask questions such as
III. What are the different components of health and skill related fitness
Checklist for Assessment Activity
Use the following checklist to check whether your students could meet all the requirements for
assessment.
Part A NSQPS202S3A
Students could differentiate between
2. Aerobic and anaerobic capacity
3. Strength, balance and flexibility
4. Action, Balance and Co-ordination
Part B NSQPS202S3B
Students could answer the following questions:
1. Health related fitness and skill related fitness
2. Different batteries of health related and skill related fitness test
Part C NSQPS202S3C
Students demonstrate the generic, technical, professional and organizational knowledge and skills in order to perform up to the required standards. The performance standards may include, but not limited to:
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Performance Standards Yes No
Demonstrate the use of measuring tape to measure
the chest size and compare the chest size changes
before and after exercise or when he/she breathes
Conduct health and skill related fitness tests
Demonstrate the use of a watch to count and record
breathing rates after different exercises.
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PS203-NQ2014
Games and Sports
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Games and Sports
Introduction
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.
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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:
a. Activities should be fun so as to encourage all children to participate.
b. Skills should be taught according to the diamond structure given below.
c. Activities, props and equipment have be ‘age appropriate’.
d. Activities must to be structured and planned properly.
e. All the children must be involved and none should be left behind.
f. 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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On completion of the module on ‘Games and Sports’ you will be able to:
1. Demonstrate the knowledge of fundamental skills in physical education for teaching
pre-school children;
2. Teach physical education to the children of grade 1 and 2 of primary school;
3. Teach physical education to the students of grade 3 and 4 of primary school;
4. Teach physical education to the students of grade 6 and above in middle school;
5. Demonstrate yoga exercises to the students.
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Session 1 : Demonstrating the knowledge of fundamental skills NSQPS203S1
for pre-school children
Relevant Knowledge
Early Years Physical Education Programme
Age Appropriate Skills: ABC Framework
Preschool children (aged 3 to 4 years) are full of wonder and they spend a lot of time watching,
observing, and imitating. Their days are filled with busy exploration of their world. Pre-
schoolers are interested in learning, and it is common for them to spend the entire morning
going down the slide or riding their favourite tricycle. At this age they have very little memory
for past events and do not understand "yesterday" and "tomorrow" the way adults do. They
often repeat activities or may do and undo actions such as putting a puzzle together. These
sequences are important to understand change and consistency later in life. Though physical
activity is important for everyone, it should be in relation with the age of the individual. This
simple rule has to be followed as an activity suitable for adults may not be good for minors. As
the development of body muscles and body structure varies from minors to adults, physical
activity also varies likewise.
With the freedom to walk, run, jump, climb, hop and do other physical activities in and out of
doors, the whole world of physical activity is just beginning to unfold before them.
In these early years the physical development is around the following three fundamental
principles:
A - Action: Is a group of muscles working together to perform a particular skill or technique in
the best possible way. Examples include locomotion through simple walking, hopping, jumping
and crawling.
B - Balance: The ability to maintain equilibrium when stationary or moving (i.e. not to fall over) through the coordinated actions of our sensory functions (eyes, ears and the appropriate organ systems in our body). The balance could be of two types:
a) Static Balance - ability to retain the centre of mass above the base of support in a stationary position; and
b) Dynamic Balance - ability to maintain balance with body movement.
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C - Coordination: The ability to control the movement of the body in co-operation with
the body's sensory functions e.g. catching a ball (hand and eye co-ordination, feet eye
co-ordination).
When taking a physical activity class for the Early Years (1.5 to 5 years old), the physical
education teacher needs to take care of the following Teaching Points:
• Age appropriate skills (fundamental skills) and activities
• Age appropriate props
Action Balance Coordination
Running
Jumping
Hopping
Sliding
Body Balance
Transferring of Weight
Throwing
Catching
Kicking
Striking
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• Fun and inclusive activity
• Appropriate language and gestures (Hi-fi, clap, thumps-up)
• Teaching methodology ( through demonstration)
• Observation and feedback (always encourage and give positive feedback)
• Safety measures ( allow students to drink water, go to the toilet, take rest if they
want)
Following are the examples of lesson plans to be read, understood and executed on the ground keeping in mind the teaching points mentioned for this group of grade Nursery to KG 2.
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Running is a locomotor skill that is a pre-requisite for most of the
physical activities. It develops legs strength, rhythm and co-ordination.
Activity
• Make different pathways using cones and stations using hula
hoops.
• Place bean bags in different directions.
• Stand on stations marked by hula hoops.
• Run on the spot, slow, fast, with and without movement of
arms, lift knees high and kick knees back.
• Run along different pathways marked by cones/ saucers – in
circular, zig-zag motion.
• Observe the running technique and correct postures.
• Children play a game of ‘fire in the mountains run, run, run’.
• When you show ‘Red’ Bean Bag or Bean Bag Scarf, children
should freeze.
• Children run in a marked area when you show ‘Green’ Bean
Bag or Bean Bag Scarf.
• If you have music, you can do this like the game of “musical
chairs”.
Action
RUN FOR FUN
Props and Equipment:
Ploy Spots or Hula Hoops, Bean
Bags, Scarf Bean Bags, Cones/
Saucer cones to mark pathways
Safety Tips:
Do this activity under constant
observation as children may
bang into anything in the
excitement of running. Activity
should not be of more than 30
minutes
Learning outcomes:
A correct running posture is
when the feet are pointing
straight; the hands and legs are
moving in opposition.
There is heel to toe landing and
body is erect.
Watch out for feet pointing
inwards or outwards, wrong
body postures, incorrect hand
leg movement. Also observe
how children judge distances,
objects and other children while
running.
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Hopping is a Locomotor skill which develops several fundamental
skills like balance, muscle strength, weight transfer. The knee acts
like a spring to take on the major impact of hopping. Therefore the
knee should always be bent. Hopping, skipping and jumping help
develop rhythm and coordination
Activity
Hopping
• Hop on their Polyspots/ Saucer cone. Hop on one leg for 3-5
times and change the leg
• Go in a circle around the saucer cone
• Place Polyspots/ Saucer cones close to each other. Hop
from one Saucer cone to the other
• Place flat rings and all hop inside the flat rings
Jumping
• Jump from one Saucer cone to the other
• Once the children have mastered jump over low level
obstacles, various props can be used as hurdles
Skipping
• Skip over the rope with both the legs
• Skip over the rope with one leg. Change legs after counting
5 times
Action
HOP, SKIP, JUMP
Props and Equipment:
Saucer cones/Poly spots,
skipping rope, Hurdle, Flat
rings/Hoola-hoops
Safety Tips:
Support children if they are not
able to balance on one foot by
themselves. Keep the area clear
of any dangerous obstacles.
Activity should not be of more
than 30 minutes
Learning outcomes:
The child should be able to hop
without support at least two to
three times and maintain
balance.
The correct hopping posture is
arms are flexed and swing
forward at takeoff to produce
force.
Non-support leg swings forward
and back.
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Balance is an essential skill that has to be learnt. Surfaces which are
at different levels or small in footprint offer an opportunity to learn
this skill. The ability to balance objects on various parts of the body
helps develop strength and control
Activity
• Mark the walking path using saucer cones/poly spots/cones
on both sides – 5cm-10cm apart
• Walk on the walking path without stepping off the path
• Walk straight on the balance beam
• Balance the bean bag on the head, thigh, foot, back and
tummy
• Place the bean bag on the open palm of the right hand
• Hold the bean bag on the back of the palms, make Little
circles, Big circle and Squares with hands
• Now considering Balancing beams as ‘bridges’ cross the sea
with bean bags on the heads, shoulders and hands without
falling in
• After repeating for some time toss and catch the bean scarf with both the hands, right hand, left hand
Balance
FUN WITH BEAN BAGS
AND WALKING BEAM
Props and Equipment:
Bean bags, Bean Scarf, Balance
beams, Saucer cones
Safety Tips:
Ensure that children are either
bare feet or are wearing good
sports shoes. Support children
by holding their hands if
required. Activity should not be
of more than 30 minutes
Learning outcomes:
The child should be able to
balance on narrow and elevated
surfaces. Surfaces which are not
uniform provide a good training
ground for finding balance.
Balancing bean bags on various
body parts helps develop good
posture and body control.
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Static balancing on various body parts helps develop body control,
transfer of weight and flexibility.
Activity
Body Balancing
• All kinds of shapes can be made with the body in sitting
standing and lying positions
In sitting or lying position
• In sitting or lying position make a mushroom shape wit hands,
legs and head tucked in
In standing and lying position
• Make a star shape in standing and lying positions with hands
and legs stretched out
• Move the body to the right side along with both the hands.
Then move the body to the left along with both the hands
Balance
FUN YOGA
Props and Equipment:
A matted surface in the play
area or a grassy patch
Safety Tips:
Make sure the place is free of
sharp objects and any dangerous
obstacles. Activity should not be
of more than 30 minutes
Learning outcomes:
Moving the body along various
axes and changing the weight
helps strengthen the muscles,
improve muscle flexibility and
balance. These are basic
movements which later can be
put together as Yoga exercises.
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In sitting position
• From a sitting position raise one leg at a time. Ensure
that the hips are on the floor. Then both legs. Support
with hands.
• With your Cycle with the legs.
• Stretched out legs and shake them
• Sit on the floor with your legs stretched. Try to touch the
toes without bending the knees.
• Raise one leg and touch the same toes. Do the same with
the other leg
• Raise both legs and touch both toes
• Cross the feet and touch the toes
• Shake the body
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Throwing and catching are called manipulative skills as these skills
have to do with manipulating an object. These are important skills not
just in sports but in our daily lives. Eye hand coordination needs to be
practiced and developed from an early age.
Activity
• Give a ball to the children to explore the possibilities with ball
• With crossed legs, place the ball in front of them and roll it
from side to side
• Try to roll the ball around their body. They try to do the same
with closed eyes
• Extend the legs out again and bend the knees. Figure out a
way to get the ball to go under their knees
• Bounce and throw balls of different sizes and weights with
both the hands
• Experience how lighter and heavier balls move
• Find a partner and bounce the ball and pass it to the partner
in different styles – underhand, over hand, etc
• Now do the same activities with a Sponge ring- toss and catch
the sponge ring to develop more accuracy
Coordination
BOUNCE AND THROW
Props and Equipment:
Soft ball/ football/ Basketball/
kidee balls (balloon balls).
Safety Tips:
Make sure the place is free of
sharp objects and any dangerous
obstacles. Activity should not be
of more than 30 minutes
Learning outcomes:
The child should be able to
throw, catch and dribble the ball
with awareness of the space
around and the application of
force.
This activity also improves the
hand-eye coordination.
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Coordination between feet and eyes is a very basic skill that can be
developed by engaging in fun activities like kicking a ball.
Activity
• Find a partner and kick the ball to your partner
• Place the cones as targets and let the kick the ball to make
them fall
• Mark different directions with cones. Kick in different
directions
• Now place only two cones as goal posts and kick the ball
through them
• Kick short and long distances. Also focus on accuracy
Coordination
KICK THE BALL
Props and Equipment:
Soft balls, footballs, bowling
pins, marking cones, saucers
cones/ poly spots
Safety Tips:
Make sure the place is free of
sharp objects and any dangerous
obstacles. Activity should not be
of more than 30 minutes
Learning outcomes:
Feet eye coordination is a very
important skill. Playing with ball
develops several reflexes in
children since the ball is keenly
observed and followed.
Dribbling the ball with
awareness of the space around
and the application of force.
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Discuss the following after the activity:
1. List the teaching points for children of the age group 1.5 to 5 years. 2. If a child is thirsty, what will be your action? 3. If a child is finding difficulty in performing a skill, what will be your action? 4. If a child is unable to perform a particular skill consistently how would you help
him/her?
Terms to know
Adolescence: children in the process of developing from a child into an adult.(13 to 19 years)
Engaged: occupied with something, busy
Infrastructure: facilities
Age appropriate: suitable for a particular age group
Structured: planned/ methodical
Static: stationary, something not in motion
Dynamic: moving, something in motion
Co-operation: working together
Observation: noticing carefully
Methodology: process or way of doing a certain task
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SESSION PLAN 1 1. SESSION TOPIC:
Demonstrating the
knowledge of fundamental
skills for pre-school children
2. OBJECTIVE
To develop student’s
knowledge, skills and abilities
to teach fundamental skills
to children of Pre-School
3. MATERIALS/ EQUIPMENT
REQUIRED:
Board, markers, chart
papers, sketch pens, props
and equipment
4. PREPARATIONS
• Read the preview and
relevant knowledge
described in the
above section.
• Arrange all the
relevant material well
in advance.
T1: Interactive Lecture NSQPS203S1T1
DURATION: 1 hr
Process
21. Prepare the points for the lecture.
22. Introduce the topic.
23. Make an opening by telling students the purpose of
the lecture or presentation.
24. Introduce the topic in the class and provide
relevant knowledge to the students.
25. Involve the students to share their views on the
related topic to make it interactive.
26. Relate the topic to the current situation and ask
questions.
27. Provide specific examples.
28. Involve students by giving them the opportunity to
ask questions related to the topic.
29. Clarify any questions students may have.
30. Summarize the topic and emphasize on the key
points.
T2: Activity NSQPS203S1T2
DURATION: 3 hr
1. Do on ground activities based on Action, Balance
and Co-ordination
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Wrap-Up (30 min)
1. Discuss in class what the students have learnt from the activity.
2. You may ask questions such as
I. Why is it important to have age appropriate activities?
II. Why is it important to have fun and inclusive activity?
Checklist for Assessment Activity
Use the following checklist to check whether your students could meet all the requirements for
assessment.
Part A NSQPS203S1A
Students could differentiate between
1. Action and co-ordination
2. Static balance and dynamic balance
3. Balance and coordination
Part B NSQPS203S1B
Students could answer the following questions:
1. Why is it important to have age appropriate activities? 2. Why is it important to teach fundamental skills in early years physical education
program?
3. What are the teaching points for the children of 1.5 to 5 years of age?
4. If a child is finding difficulty in performing a skill, what will be your action? 5. If a child is unable to perform a particular skill consistently how would you help
him/her? 6. If a child is thirsty, what will be your action?
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Part C NSQPS203S1C
Students demonstrate the generic, technical, professional and organizational knowledge and skills in order to perform up to the required standards. The performance standards may include, but not limited to:
Performance Standards Yes No
Demonstrated the ability to design and perform
physical activities appropriate for the 1.5 to 5 years
age group, with focus on action, balance and co-
ordination
Stated whether the statement is True or False
I. Action is the ability to maintain equilibrium
when the body is moving.
II. Balance is the ability to retain the centre of
mass above the base of support in a stationary
position
III. Coordination is the ability to control the
movement of the body in cooperation with
the body’s sensory functions.
Page | 108
Session 2 : Teaching physical education in primary school (Grade 1 & 2) NSQPS203S2
All children enjoy being appropriately challenged at a young age and most are keen to explore
what they are capable of. School sport for primary school children should be characterized by a
focus on achieving one’s ‘personal best’ rather than being ‘the best’. Engage primary children in
personal challenges and allow them to practise and test their skills and personal competencies.
After kindergarten, children continue a moderate and steady growth in height and weight.
Many children at this age can demonstrate the proper form of walking, running, jumping,
hopping, and skipping. The physical activities during this time should be more focused on the
fundamental skills like locomotor, manipulative and non-manipulative skills
a) Locomotor skills: Skills in which the body moves from one place to another. e.g.
walking, running, sliding, hopping from one place to another, rolling, etc.
b) Manipulative skills: Skill that are performed with an object. e.g. throwing, catching,
striking with a bat, racket, dribbling the ball, etc.
c) Non-manipulative skills: Skills required to transfer the body weight. e.g. turning,
twisting, balancing, etc.
Additional practice opportunities and instructions should be provided to children who are
experiencing difficulties with these skills.
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When taking a physical activity class for the Primary School students (5 to 7 years old), the
physical education teacher needs to take care of the following Teaching Points:
• Age appropriate skills (fundamental skills) and activities
• Age appropriate props
• Fun and inclusive activity
• Appropriate language and gestures (Hi-fi, clap, thumps-up)
• Teaching methodology ( through demonstration)
• Observation and feedback (always encourage and give positive feedback)
• Safety measures ( allow students to drink water, go to the toilet, take rest if they
want)
Teaching locomotor skills to children of age 5 years to 7 years
Locomotor Skills: These skills are essentially required for movement and mobility of the body Examples: Skipping, galloping, leaping etc. How to teach:
1. Begin by teaching basic movements such as walking and jogging before moving to difficult skills such as jumping.
2. Demonstrate the activity first before asking children to perform. Break up the action into small steps and help children step by step.
3. Ask children to perform and guide them through the process correcting their movement and encouraging them to imitate you.
4. Give encouraging feedback to the children and ample opportunity for practice. Use the same methodology to teach manipulative and non manipulative skills. At this age children love to dance, participate in gymnastic activities and are very focused on individual activities. In dance most of these fundamental skills will be used for e.g. movement from one place to the other, transfer of weight from one body part to the other, and balancing. You may teach these fundamental skills to children of this age (5 to 7 years) also through the medium of dance.
Page | 110
Following are examples of lesson plans to be read, understood and executed on the ground
for Grade 1 and 2. Pay attention to the structure of the lesson plan which starts with a goal and
ends with learning outcome /conclusion.
If possible find a suitable school (Primary school) in your locality and take permission to do the
following activities with the children.
Aim: To develop agility, endurance, quick movements and leg strength
Infrastructure Required: Playground/ Indoors
Props & Equipment Required: Cones, Plastic balls, Baskets, Flat rings
Class Size: Large class size of 40-50
How to Proceed
Level 1:
• Divide the class into 4 teams.
• Place flat rings at a distance of 3m, 6m, 9m from the starting line. Place one ball each in
the flat rings. Place a basket at the end line.
• Make as many such placements as the number of teams.
• At the blow of a whistle, the first child runs and picks up one ball and places it in the
basket; comes back for the second one, places it in the basket. Similarly till the last
plastic ball is placed in the basket.
• The moment the child is done with the last ball he/she tags the next child in her team
who then picks up one ball at a time and places it back in the rings.
• The moment the child is done placing all three balls back; they should tag the next child
in their team.
• The game ends when the last child has had his/her turn.
• Repeat the game with different locomotor skills like hopping, skipping etc.
• Let the children stand in a zig-zag manner with about 15 feet distance between each
other. Give a plastic ball to the child who is the first in the line. The objective of the
game is to run on signal from the teacher, give the plastic ball to the child standing
diagonally opposite and the same continues till the plastic ball reaches the last child. Do
Lesson Name: Agility Run
Page | 111
the same with different locomotor activities like hopping and skipping.
Level 2: Tag and Hop Game
Mark a boundary in advance and select two or three children to be “It”
The rest of them scatter within the boundary.
The taggers tag as many children as possible.
When a player is tagged, he/she hops on the spot and may join back in the game if tagged by another player who is not a tagger.
Change taggers frequently.
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Aim: To help children practice locomotor skills while carrying an object
Infrastructure Required: Playground/ Indoors
Props & Equipment Required: Plastic balls, Baskets, Balancing beam, Hula hoops, Rope ladder,
Cones/ Saucers
Class Size: Large class size of 40-50
How to Proceed
Level 1:
• Tell the children that today they are going to help Santa Claus deliver presents to
different places.
• Each child should have two plastic balls with him/her.
• Make as many circuits as the number of props (Refer diagram below).
• Divide the children into as many teams as the number of circuits.
• Mark a starting line with either cones or marker.
• At the end of each circuit place baskets.
• Tell the children that they should follow the Santa trail to deliver the gifts.
• The children could hop through all the hoops, skip over a river made of the rope ladder
and follow the different shaped pathways made from either cones or markers.
• Let the children use different locomotor skills like skipping, crawling, tip-toeing, and
going backwards while moving through the trail.
• The path should end at an island where the big basket is placed.
• The children should put their gifts (small balls) into the large basket and therefore help
Santa in deliver the gifts.
• They can do this till all the balls are in the basket.
Lesson Name: Santa Trail
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Level 2:
Place a couple of baskets with numbers marked on them. Mark numbers on the small balls and
ask the children to put the balls in the basket with the same corresponding number or
corresponding to one less or one more than the number on the basket.
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Aim: To teach children the fundamentals of the overhand throw
Infrastructure Required: Playground
Props & Equipment Required: Soft balls or Bean bags, Cones/Saucers, Hula hoops
Class Size: Large class size of 40-50
How to Proceed
Level 1:
• Begin the lesson with a warm up (Refer appendix). Introduce the correct method for
performing the overhand throw (given on the next page)
• After introducing the method, let the children practise it a few times in their place
without a ball. Let them know that they will play a game against themselves to see how
well they can throw.
• Mark a line using cones or chalk powder and ask the children to stand 8-10 feet behind
the line and put another cone where they are standing.
• Give one soft ball or bean bag to each child. Have one child demonstrate the game. The
child will throw the ball towards the line, and if the ball goes beyond the line, they must
take a step backward.
• If the child once again can throw the ball beyond the line, he/she must move the cone
to where they stand, and then take another step back.
• The child will continue to move a step back until their throw falls short of line. At this
point, they should stay at the last place their cone was set, and continue to throw from
there until the ball once again touches the line.
• On the ‘go’ signal, have all the children take a ball and a cone and set their game up.
Once they learn the skill of throwing, play a game of Dodge Ball (given on the next page)
which would help in applying the same skill but for a moving target.
Activity Name: Throwing for a Distance
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Side to target Make a T-shape Step Throw Hard
Level 2:
Fix hula hoops on the flexi-pole base. Follow the same method but instead of throwing the ball beyond the line, the children should throw the ball through the hula hoop.
Dodge Ball
Divide the class into two groups. Make one group stand in a big circle and the other group stand inside the circle in a scatter formation.
The group standing on the circle should try and hit the group inside the circle with a soft ball. The group inside the circle should try and dodge the ball.
When a child is hit by the ball, he/she should join the circle. The hit should be below the knee.
After all the children inside the circle get hit, make the two groups swap positions. Make the group which was inside the circle form the circle and the group on the circle should stand inside the circle in a scatter formation.
Method for the Overhand Throw (Refer figure)
- Keep your side facing the target.
- Make a T-shape with your body
- Step forward with the opposite foot and throw the ball hard
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Aim: To make the children go through the fitness circuit which consists of some examples of
locomotor, manipulative and non-manipulative skills.
Props & Equipment Required: Flat rings, Balance beam, Soft balls, Cones/ Saucers, Hula hoops/
Flat rings
Class Size: Large class size of 40-50
How to Proceed
The following is the skill assessment circuit.
• The skills which would be assessed are – running, hopping, balancing, jumping and
landing, throwing and catching.
• The children would need to go through the circuit using the above skills and the teacher
should watch how they are performing.
• If a child is not able to perform a particular skill well, he/she should be instructed and
given more practise to improve.
• Make several stations of the above skills to reduce idle time and divide the whole class
into groups to give them exposure to all the above skills.
• Please refer to the handout for assessment on the correct way of performing the skill.
• Tell the children that they will be assessed on this skill circuit and that they should
practise these skills.
Activity Name: Fitness Circuit
Infrastructure Required: Playground/ Indoors
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Discussed the following after the activity:
1. Teaching points for this age group. 2. Ways to make activities more fun filled and inclusive
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Terms to know
Personal: private, belonging to you and not others
Capable: capacity to do something
Explore: go through different areas, subject
Gesture: movement of part of the body, facial actions to indicate or refer to
something without using words
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SESSION PLAN 2 1. SESSION TOPIC:
Teaching physical education
in primary school (grade 1
and 2)
2. OBJECTIVE
To develop student’s
knowledge, skills and abilities
to teach fundamental skills
to children of Primary School
3. MATERIALS/ EQUIPMENT
REQUIRED:
Board, markers, chart
papers, sketch pens, props
and equipment
4. PREPARATIONS
• Read the preview and
relevant knowledge
described in the
above section.
• Arrange all the
relevant material well
in advance.
T1: Interactive Lecture NSQPS203S2T1
DURATION: 1 hr
Process
1. Prepare the points for the lecture.
2. Introduce the topic.
3. Make an opening by telling students the purpose of
the lecture or presentation.
4. Introduce the topic in the class and provide
relevant knowledge to the students.
5. Involve the students to share their views on the
related topic to make it interactive.
6. Relate the topic to the current situation and ask
questions.
7. Provide specific examples.
8. Involve students by giving them the opportunity to
ask questions related to the topic.
9. Clarify any questions students may have.
10. Summarize the topic and emphasize on the key
points.
T2: Activity NSQPS203S2T2
DURATION: 3 hr
1. Do on ground activities based on Fundamental
Skills
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Wrap-Up (30 min)
1. Discuss in the class what the students have learnt from the activity.
2. You may ask questions such as
I. Why is it important to have age appropriate activities?
II. Why is it important to have fun and inclusive activity?
Checklist for Assessment Activity
Use the following checklist to check whether your students could meet all the requirements for
assessment.
Part A NSQPS203S2A
Students could differentiate between
1. Manipulative and non-manipulative skills.
2. Locomotor and manipulative skills.
Part B NSQPS203S2B
Students could answer the following questions:
1. What are the teaching points for the children of the age group 6 to 8 years?
2. What is the difference between manipulative and non manipulative skill?
3. Why is it important to understand the role of manipulative and non manipulative skills
in the primary school physical education program?
Part C NSQPS203S2C
Students demonstrate the generic, technical, professional and organizational knowledge and skills in order to perform up to the required standards. The performance standards may include, but not limited to:
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Performance Standard Yes No
Demonstrated skills to teach the activities that use
manipulative and non manipulative skills
Demonstrated various uses of manipulative skills
Demonstrated various uses of non-manipulative skills
Demonstrated difference between locomotor and
manipulative skills
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Session 3: Teaching physical education in primary school (Grade 3 to 5) NSQPS203S3
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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When taking a physical activity class for the Primary School students (8 to 11 years old),
the physical education teacher needs to take care of the following Teaching Points
• Age appropriate skills and activities (fundamental skills and basics of sports)
• Age appropriate props
• Fun and inclusive activity
• Introduce competitive games
• Appropriate language and gestures, gender sensitive approach (Hi-fi, clap, thumps-
up)
• Teaching methodology ( through demonstration and explanation)
• Observation and feedback (always encourage, correct mistakes and give positive
feedback)
• Safety measures ( allow students to drink water, go to the toilet, take rest if they
want)
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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.
If possible find a suitable school (Primary school) in your locality and take permission to do the
following activities with the children.
Aim: To learn and practice overhead throw and catch for distance and accuracy.
Props & Equipment Required: Cricket bats, tennis balls, bean bags, hula hoops, cones, cricket
stumps
Warm-up – 5 min
Throwing and catching
Practise many ways of throwing and catching. One hand to the same, one hand to the
opposite, 1 to 2, 2 to 1, at different heights, still and on the move.
Activity – 25 min
Zigzag Toss (5 min)
• Arrange small groups of children into pair of lines, facing each other, each line with a
beanbag or tennis ball.
• The first child in line 1 tosses the beanbag or tennis ball to the first child in line 2.
• The first child of line 2 tosses to the second child in line 1, and so on until the beanbag/
tennis ball gets to the end of both lines.
• Have the children play zigzag toss, going up and down the lines as many times as
desired.
Activity Name: Zig-Zag Toss - Cricket
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Catching Practice using tennis ball and Plastic Bat (5 min)
• Divide the class into teams of four.
• Each of the team should have a cricket bat.
• The partners should be standing 2m-3m apart, facing each other.
• One partner will use the cricket bat to give catching practice to his/ her partner 20-30
times, then they exchange positions.
• Keep increasing the distance after a few shots.
Game play (15 min)
Cricket Match
• Divide the class into 4 groups and mark 2 fields to play a 4-5 over match.
• Use bats, tennis balls and cricket stumps
• Rotate the players to make sure that everyone gets a chance. 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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Aim: To learn the game of touch rugby.
Props & Equipment Required: Rugby balls/ Soft balls, Cones/Saucers and Bibs.
Warm-up – 5 min
• Start with throwing and catching practice with partners.
• Lead, or have a student lead, a stretching routine (see Appendix for sample).
Activity – 25 min
Touch rugby improves fitness, agility, ball handling skills, hand-eye coordination and also helps to foster team spirit. It can be played by mixed teams of boys and girls. Rules:
Team: A total of 7 players to be part of each team. A maximum of 5 players to be playing on
the field, at any given time, with 2 substitutes.
Game Length: 5 minutes each way, with a 1 minute break at half time for
all tournament games.
Toss: The team winning the toss will receive possession of the ball and a
choice of direction/ field. The winning team to start-off the game with a Roll
Ball.
Roll Ball: A ‘ROLL BALL’ is a means of restarting the game. It used at the start-
off and to resume games after a Touch, Try or Infringement.
Activity Name: Touch Rugby
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Touch: A Touch constitutes a two handed contact with any part of the body and / or ball. A
minimum of force is to be applied at any given time. On being touched, a Roll Ball has to be
performed, from the mark, to resume the game.
A total of FOUR touches are allowed for each team.
Scoring – “TRY”: A ‘TRY’ is scored when an untouched player has full
control of the ball when placing it on the ground, once past the score-line.
Diving is NOT permitted. A try counts for ONE point.
Passing – Backwards: A Player may pass, flick, throw or deliver the ball to
any onside player in his team. Passing forward is NOT permitted. A ‘Drop
Ball’ constitutes a turnover.
Offside: All defending players MUST retreat a minimum of 5 meters from the
mark; where the attacking player has been touched for restarting the game
with a roll ball.
Kicking: Kicking is NOT allowed at any given time during the
game.
Subs – Rolling: Rolling substitution to be allowed. Players can be substituted
& return to the playing field at any given time, with referee consent.
Playing the game
• The game starts from the centre line, with attacking team rolling the ball.
• The attacking team progresses towards the try line by running with the ball.
• A backward pass is made when the player within the ball is about to be touched.
• If the player carrying the ball is touched, he needs to restart by rolling the ball from where he was touched.
• The place where the player is touched is called the Mark. Four touches are allowed before the ball is turned over to the other team.
• There are also other conditions under which the ball is turned over. Cool-down – 5 min
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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.
Aim: To learn the footwork (pivoting) and shooting skills in basketball.
Props & Equipment Required: Basketballs, soft balls, cones/saucers and bibs
Coaching Points
Pivoting
One of the feet is the pivot foot.
• The other foot moves in the direction where you want to receive or throw.
• When you change direction you move on the balls of the pivoted foot without moving your foot itself.
Shooting
• Your shooting hand should have its fingers spread out.
• Only the fingertips should be gripping onto the ball.
• Your other hand should support the ball on the side.
• The ball should be brought above the head in one motion.
• While extending your knees, extend your forearm and snap your wrist creating a backspin.
• Make sure you follow through with your wrist movement.
• If it feels natural to jump upon release, do so.
Warm-up – 5 min
• Divide the group into fours and have the players stand in a square formation.
• Player A should dribble to player B and player B to player C and so on.
• Lead, or have a student lead, a stretching routine.
Activity – 25 min
Activity Name: Basketball - Footwork and Shooting
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Shooting Star (10 min)
1. Divide the group in four equal teams; two teams for each half of the court. 2. One shoots the ball from ‘free-throw’ area, runs and joins at the back of the feeder file. 3. The first one of the feeder file collects the ball after the shoot and passes (chest or
bounce pass) to the next partner of shooter file and joins at the back of the shooter file.
4. The drill continuous and after a while: Change the feeder group from right to left side of the court.
5. Focus on the correct technique of shooting and passing rather than just focusing on conversion of baskets.
6. Start with soft ball and then give the basketballs.
Game play (15 min)
• Divide the children into four teams and play a half court game with modified rules.
• Hang a hula hoop in each shooting ring to have a low and wide shooting area.
• Pay attention to correct shooting technique.
• Use bibs to differentiate the teams.
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.
Lesson: Being a team player
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Talk to the children about who a team player is. A team player is someone who helps their teammates play better and because of this the team wins. A team will perform well if all players support each other and work towards making the team successful.
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.
Activity Name: Co-operative Game (Touch the Dragon's 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.
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• Use over head 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.
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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Aim: To practise dribbling, passing and receiving skills for accuracy
Infrastructure Required: Football field/ Play ground
Props & Equipment Required: Footballs, Cones/Saucers, Bibs
Class Size: Large class size of 40-50
How to Proceed
Warm up: Zigzag Dribbling and Passing/ Receiving (10 min)
Set up the drill as shown in diagram below.
Make groups of four and have them stand 20 ft apart.
A should dribble zigzag through the cones up till X and should pass to X and join
behind X.
X should do the same to B and join behind him. Repeat many times.
Pass through • Have the children stay in the same groups of 4. • Please refer to the diagram below. The aim is to pass the pass to the other
person. The challenge is to pass the ball through the feet of either B or C.
Football- Dribbling, Passing and Receiving
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• Mark two lines as given in the diagram. A should stand in the box and pass the ball to D on between the feet of either B or C. Therefore, D has to be alert and should run to the ball and control it.
• D should then dribble and get the ball to the box and now pass it to A in between the feet of either B or C. A should control and receive the ball.
• Repeat with B and C passing and receiving the ball with each other through A or D.
Game (15 min)
Make various small grounds using marking cones.
Use bibs to differentiate between the teams.
Divide the children into four or six groups to play a game of football.
Cool Down: Stretching exercises (5 min)
Lesson:
Call the children into a ‘Listen to me’ Formation and discuss the importance of dribbling,passing and receiving skills. Children should understand why the technique is important.
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Discuss the following after the activity:
1. List the teaching points for the children of the age group 8 to 11 years. 2. How would you motivate a child who is not interested in participating in the activity? 3. If a child is finding difficulty in doing a particular skill, what will your action be? 4. If a child is very good in playing football, what will you suggest him/her in terms of
specialization? 5. If girls are not interested in playing a particular sport how would you motivate them? 6. If a child is unable to perform a particular skill consistently how would you help him/her
to improve?
Terms to know
Practise: regular and repetitive activity in order to achieve a goal
Specialize: to gain mastery over something
Monitor: check, observe
Execute: put into action
Mastery: become expert in something
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SESSION PLAN 3
1. SESSION TOPIC:
Teaching physical education
in primary school (grade 3 to
5)
2. OBJECTIVE
To develop student’s
knowledge, skills and abilities
to teach fundamental skills
and basics of different sports
to the children
3. MATERIALS/ EQUIPMENT
REQUIRED:
Board, markers, chart
papers, sketch pens, props
and equipment
4. PREPARATIONS
• Read the preview and
relevant knowledge
described in the
above section.
• Arrange all the
relevant material well
in advance.
T1: Interactive Lecture NSQPS203S3T1
DURATION: 1 hr
Process
1. Prepare the points for the lecture.
2. Introduce the topic.
3. Make an opening by telling students the purpose of
the lecture or presentation.
4. Introduce the topic in the class and provide
relevant knowledge to the students.
5. Involve the students to share their views on the
related topic to make it interactive.
6. Relate the topic to the current situation and ask
questions.
7. Provide specific examples.
8. Involve students by giving them the opportunity to
ask questions related to the topic.
9. Clarify any questions students may have.
10. Summarize the topic and emphasize on the key
points.
T2: Activity NSQPS203S3T2
DURATION: 3 hrs
Do on ground activities based on Fundamental Skills and
basics of different sports
Page | 137
Wrap-Up (30 min)
1. Discuss in the class what the students have learnt from the activity.
2. You may ask questions such as
1. Why is it important to learn fundamental skills before learning any sports specific
skills?
2. Why specialization is not recommended for children of the age group 8 to
11years?
Checklist for Assessment Activity
Use the following checklist to check whether your students could meet all the requirements for
assessment.
Part A NSQPS203S3A
Students could differentiate between fundamental skills and sports specific skills
Part B NSQPS203S3B
Students could answer the following questions:
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?
4. What are those fundamental skills that cut across football, touch rugby, basketball and
cricket
Part C NSQPS203S3C
Students demonstrate the generic, technical, professional and organizational knowledge and skills in order to perform up to the required standards. The performance standards may include, but not limited to:
Page | 138
Performance Standards Yes No
Demonstrated the basic skills of touch rugby
Demonstrated the basic skills of football
Demonstrated the basic skills of basketball
Demonstrated the basic skills of cricket
Page | 139
Session 4: Teaching physical education in middle School (Grade 6 and above) NSQPS203S4
Athletes who specialize at a much earlier age achieve their peak performances at a junior level.
These performances are rarely duplicated when they became seniors. Specialization should
start only after the age of 14 in most sports.The children of 12 to 16 years of age should be
given the opportunity to explore multiple sports which will ultimately help them to make the
right choice when it comes to specialization.
Many top class athletes started training in an organized environment at a junior level (14 to 18
years). They had never been junior champions or national record holders, but at senior age they
achieved national and international class performance.
At this age, children are matured and want to experiment with their abilities. They love to
compete with their peer group and always tend to improve. The physical ability at this age is
much stronger than earlier and thus they are able to take higher physical load during practise
and games. Preventing injuries is a very important task of the teacher at this age. Children need
to be taught safe and injury free ways of enhancing their skills and fitness levels. A proper
warm-up before the activity and a cool-down after the activity are important rituals to be
followed to prevent injuries.
They are always comfortable in a friendly atmosphere and so the teacher should bond with
them as a friend rather than just a teacher.
When taking a physical activity class for the Middle School students (12 to 16 years old),
the physical education teacher needs to take care of the following Teaching Points
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• Exploring multiple sports
• Games related props and equipment
• Appropriate language and gestures, gender sensitive approach, treating children
with respect
• Teaching methodology ( through demonstration, involving children in teaching,
explanation, examples, peer learning, role play, videos)
• Observation and feedback (always encourage, give feedback in a sandwich manner:
improvement feedback sandwiched between two positive feedbacks)
• Be sensitive to adolescence issues
• Safety measures (allow students to drink water, go to the toilet, take rest if they
want). Also inspect the playing area properly before every session
Following are examples of lesson plans to be read, understood and executed on the ground
for Grade 6 onwards. Pay attention to the structure of the lesson plan which starts with goal
and ends with learning outcome conclusion.
Page | 141
Take permission from the principal and do the following activities with the standard 6,7,8
students
Football – Lessons on Passing and Receiving
Objective: Children will learn the correct technique and application of passing and receiving.
Equipment: Footballs, marking cones and saucer cones.
Coaching Points
Supporting foot must point in the direction where you want the ball to go.
You should plant your non-kicking foot next to the ball. Level 1
Allow a full swing of your leg from the hip. Level 2
Bend your knees and also lock your ankle (only for your kicking foot). Level 3
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PASSING & RECEIVING - 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 concept of “3G”; ‘Get the ball’ – ‘Give the ball’ – ‘Go for the ball.’ In the game
of football Sharing and Trusting play an important role. Through passing you share and trust your team
mates.
Warm-Up 5 mins
Please refer to the below set-up. Divide the children in groups of 3 or 4. Each group should have one ball. The distance between the groups should not be more than 10ft The children should pass in slow pace to acquire the skill of foot placements and touch. Do stretching exercises
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Team Activity 10 mins
Make four teams and two small or half grounds. In each small or half ground two teams should play the game of “ten passes.” No goal post required. Each team should make ten short passes to acquire one point. Opponents are allowed to snatch the ball without any body contact. Only passes below the knee level are allowed.
Game Play 15 mins
Make four teams and two small or half grounds. In each small or half ground, two teams should play the game with modified rules. Make four goal posts without goal keeper. Each team should score and defend in two goal posts.
Only passes below the knee level are allowed.
Cool-Down 3 mins
Do stretching exercises in close formation of circle, semi-circle or loose formation. Discuss the following with the children during cool down session.
Focus
Area
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PASSING & RECEIVING - 2
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 concept of “3G”; ‘Get the ball’ – ‘Give the ball’ – ‘Go for the ball.’ In the game
of football Sharing and Trusting play an important role. Through passing you share and trust your team
mates.
Warm-Up 5 mins
Divide the class into groups and create grid(s) for each group using cones.
In each group – two teams. One inside the grid and the other outside the grid.
All children inside the grid should have balls. Refer the diagram below.
One passes the ball to the one standing outside the grid and takes back the pass.
Again move within the grid and passes to another one.
Change their roles after 2 minutes.
Do stretching exercises.
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Team Activity 10 mins
Ground ‘Volleyball’
Make ‘volleyball’ court using cones.
Instead of net draw a line on the ground (don’t use cones for net). Refer to the diagram below.
Divide the class into groups of six.
The game is same as Volleyball but the ball should be on the ground; below the knee level, and
not in the air. ONLY THE INSIDE OF INSTEP IS ALLOWED TO KICK/PASS THE BALL.
Each team should do three touches before sending it to the opponent’s court.
Just like in volleyball one will set the ball by receiving it and the partner can drive it back to the
opponent.
NO VOLLEYS ALLOWED. The ball has to be below the knee level. If it bounces above that, the
point will be awarded to the opposite team.
Game Play 15 mins
Make four teams and two small or half grounds. In each small or half ground two teams to play the game with modified rules. Make four goal posts without goal keeper. Each team should score and defend in two goal posts.
Page | 146
Only passes below the knee level are allowed.
Cool-Down 3 mins
Do stretching exercises in close formation of circle, semi-circle or loose formation.
Focus
Area
Page | 147
PASSING & RECEIVING - 3
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 concept of “3G”; ‘Get the ball’ – ‘Give the ball’ – ‘Go for the ball.’ In the game
of football Sharing and Trusting play an important role. Through passing you share and trust your team
mates.
Warm-Up 5 mins
Divide the class into groups Each child standing on the queue should have a ball Set-up the drill as mentioned below
Page | 148
One should pass the ball to another and move forward. Partner receives the ball, controls it and makes a pass to the next partner and moves forward to
his position. Partners should remain within their zone marked with cone for controlled passing ability. Pass it in a way so that it becomes easier for your partner to receive and control. The last child should dribble the ball back to the starting point and join the queue. Do stretching exercises - refer to Appendix A.
Team Activity 10 mins
Divide the group into two teams- Team A and Team B. Send Team A to one half of the field and Team B to the other half. Tell them they are supposed
to play only in their own half. Give three balls to each team.
Ask them to pass the ball to their team mates moving freely in their own half without going to the other half of the field. Continue this for 2 minutes.
Remove one ball each from both the teams. They now have two balls each. Ask both the teams to go anywhere in the field passing the ball only to their team mates. Do not
disturb/ touch the other team’s ball. Now two different teams will be playing in the same field with four balls. After every 2 minutes remove one ball till both the teams will be playing with one ball each.
Game Play 15 mins
Make small sided grounds and play the game of football.
Only passes below the knee level are allowed.
Focus
Area
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Cool-Down 3 mins
Do stretching exercises in close formation of circle, semi-circle or loose formation.
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Basketball – Lessons on Dribbling
Objective: Children will learn the skill of dribbling.
Equipment: Basketballs, marking cones and saucer cones.
Coaching Points
Use your finger tips to dribble, never the palm.
Dribble on the side of your body; never bounce the ball in front repeatedly. Level 1
Lower your body slightly so that the ball is bouncing rapidly at waist level.
Look up when you are dribbling, not at the ball or ground. Level 2
When switching the ball from one hand to another, bounce the ball across hard
and quick.
When changing direction, shift the momentum of your body towards that
direction.
Level 3
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Dribbling - 1
EduQuette Warm-Up Team Activity Game Play Cool-Down
2 min 5 min 10 min 15 min 3 min
EduQuette 2 mins
Dribbling is belongingness – when you dribble the ball, you need to make sure that the ball is not
snatched away from you but belongs to you. Likewise it is important to develop a sense of
belongingness towards your school, team, friends, family, etc.
Warm-Up 5 mins
Divide the children in two groups and arrange them in a scatter formation. Instruct children to gently push and pull the ball back and forth. Ask them to dribble on the right side, left side using alternating hands. Ask them to do the following one at a time: bounce the ball below the knee level, up to the
waist level, up to the chest level. Everyone should get the chance alternately. Do stretching exercises.
Team Activity 10 mins
Divide the children into groups of 4. Each group should have one ball. The first child in each line should have one ball. Place 5 cones in a straight line in front of each group on the other half of the court. Refer to the diagram below. On your command the first child in each group should dribble, zig-zag through the cones and
down the court as quickly as possible. On returning he should pass the ball to the team mate and the team mate should do the same. The team that finishes the first is the winner.
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Game Play 15 mins
Make two teams or four depending upon the size of the class and play a game of basketball using full/ half courts.
Make sure children use fingertips and not the palm while dribbling.
Tell them to look up while dribbling.
Cool-Down 3 mins
Do some stretching exercises in close formation of circle, semi-circle or loose formation.
Focus
Area
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Dribbling - 2
EduQuette Warm-Up Team Activity Game Play Cool-Down
2 min 5 min 10 min 15 min 3 min
EduQuette 2 mins
Dribbling is belongingness – when you dribble the ball, you need to make sure that the ball is not
snatched away from you but belongs to you. Likewise it is important to develop a sense of
belongingness towards your school, team, friends, family, etc.
Warm-Up 5 mins
Divide the children in two groups and arrange them in a scatter formation. Instruct children to gently push and pull the ball back and forth. Ask them to dribble on the right side, left side using alternating hands. Ask them to do the following one at a time: bounce the ball below the knee level, up to the
waist level, up to the chest level. Everyone should get the chance alternately. Do stretching exercises.
Team Activity 10 mins
Divide the class in groups of four and each group should have one ball. Divide each group into two teams. Both the teams of all groups should play a game using half courts. Similarly all the teams should play within the group at the same time.
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Game Play 15 mins
Divide the class into four teams and the play a game of basketball using half courts.
Make sure children use fingertips and not the palm while dribbling.
Tell them to look up while dribbling.
Cool-Down 3 mins
Do some stretching exercises in close formation of circle, semi-circle or loose formation. Discuss the following with the children during cool down session.
Focus
Area
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Dribbling - 3
EduQuette Warm-Up Team Activity Game Play Cool-Down
2 min 5 min 10 min 15 min 3 min
EduQuette 2 mins
Dribbling is belongingness – when you dribble the ball, you need to make sure that the ball is not
snatched away from you but belongs to you. Likewise it is important to develop a sense of
belongingness towards your school, team, friends, family, etc.
Warm-Up 5 mins
Divide the children in two groups and arrange them in a scatter formation. Instruct children to gently push and pull the ball back and forth. Ask them to dribble on the right side, left side using alternating hands. Ask them to do the following one at a time: bounce the ball below the knee level, up to the
waist level, up to the chest level. Everyone should get the chance alternately. Do stretching exercises.
Team Activity 10 mins
Divide the group in teams of four or five and set-up the drill as shown overleaf.
First child starts dribbling in zig-zag and takes turn from the cone – NOT AROUND THE CONE BUT
CLOSEST TO THE CONE.
Uses right hand while taking turn from right side and uses left hand while taking turn from left
side.
Takes turn from the last cone and dribbles back straight from outside the cones to their file and
passes it to their partner and joins at the back of the file.
The rhythm of dribbling with alternate hand should be smooth rather than focusing on the
speed.
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Continue the relay drill of dribbling by making chest pass to the partners and increase the pace
depending on the competency level.
Game Play 15 mins
Divide the class into four teams and the play a game of basketball using half courts.
Make sure children use fingertips and not the palm while dribbling.
Tell them to look up while dribbling.
Cool-Down 3 mins
Do some stretching exercises in close formation of circle, semi-circle or loose formation.
Focus
Area
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Volleyball – Lessons on Ball Contact Objective: Children will learn the basics of ball contact in volleyball.
Equipment: Volleyballs, marking cones and saucer cones.
Coaching Points
Thumbs parallel and pointing down.
Upper part (fat part) of thumbs together.
Arms fully stretched and bend your knees.
Level 1
Watch the ball all the way and see it come off your arms.
Come to the line of the ball.
Be on your toes.
Level 2
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Ball Contact - 1
EduQuette Warm-Up Team Activity Game Play Cool-Down
2 min 5 min 10 min 15 min 3 min
EduQuette 2 mins
For proper ball contact you need to focus and pay attention. Focus is very necessary for any task.
Without focus you would not be able to complete the task in correct manner.
Warm-Up 5 mins
Divide the children in groups of five and each group should have one ball.
Each group should form a circle with enough space.
Any one child throws the ball up, at the centre of the circle and allow one drop.
After the drop, any other child contacts/ hit the ball up and at the centre of the circle
After the hit, he/ she should go back to the position and any other child should come to hit the
ball up.
Children should make the proper contact with the ball.
Each group should try to keep the ball alive with one drop and hit followed by again one-drop
and hit.
Do stretching exercises.
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Team Activity 10 mins
Divide the children in groups of four and each group should have one ball. Please refer to the set-up diagram shown overleaf. Each group should form a file across the side-lines. Place cones in a straight line – 4 m away from both the side lines. These will be “drop zones” on both the side ends. Toss the ball in front of you, allow one drop
and hit the ball to the drop zone. Use under-arm and correct contact with the ball. Area of contact – lower part of the forearm. The partner on the other end should catch the ball and do the same. Partners should practice this alternatively.
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.
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You may reduce the points to accommodate all the teams. Modify the rule by allowing one drop.
Pay attention to the right area of contact. Initially children may not be able to contact properly,
however; encourage developing the habit of right contact.
Cool-Down 3 mins
Do some stretching exercises in close formation of circle, semi-circle or loose formation.
Focus
Area
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Ball Contact - 2
EduQuette Warm-Up Team Activity Game Play Cool-Down
2 min 5 min 10 min 15 min 3 min
EduQuette 2 mins
In the game of volleyball sharing and trusting play an important role. Through passing you share and
trust your team mates.
Share and trust are two such things that we need to extend throughout the life; be it a game, friends,
family or workplace.
Warm-Up 5 mins
Divide the children in groups of four and each group should have one ball. Each group should form a file. The distance between the two files should not be more than 3 m. The first child from the file throws the ball to the partner – under-arm throw. The partner should return the ball using correct passing (under-arm). After the first pair, the next pair in the file should do the same. Do stretching exercises.
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Team Activity 10 mins
Divide the children in teams of 6. First 2 teams should play volleyball of 10 points and change the teams alternatively. Only under-arm passing is allowed including crossing the net in the game. You may reduce the points to accommodate all the teams. Modify the rule by allowing one drop.
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. You may reduce the points to accommodate all the teams.
In the game, make a compulsory rule of playing 3 passes within the team before crossing the
net.
Cool-Down 3 mins
Do some stretching exercises in close formation of circle, semi-circle or loose formation.
Focus
Area
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Cricket – Lessons on Batting Technique and Bowling Objective: Children will learn the correct technique of playing the ball.
Equipment: Cricket bats, cricket balls, stumps and cones.
Coaching Points
Bring your front shoulder and elbow to the line of the ball.
Move your front foot to the line of the ball.
Point your front toe to the direction where you want to play the ball.
Look at the ball till the last moment you play.
Level 1
Anticipate the length of the ball and move your feet accordingly.
Always play straight bat. Do not play cross bat.
Do not leave space/ gap between the bat and your body while playing the shots.
Level 2
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Batting Technique -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 correct touch with the bat and the ball. ‘Touch’ is the most
important factor of batting.
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 Sachin Tendulkar
touched with his bat. No one touched the hearts of people the way Mother Teresa touched. It is the way
you ‘touch’ that makes all the difference.
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.
Team Activity 10 mins
• Divide the class in groups of five and each group should have one bat and two/ three balls.
• Each child in the group plays (bat) 6 balls.
• The bowler stands and throws the ball underarm full-toss to the batsman’s knee level.
• Please refer to the set-up as shown in the diagram.
• Ball 1 - The bowler throws the ball in line 1 (off-stump) and the batsman plays towards off-side.
• Ball 2 - The bowler throws the ball in line 2 (middle-stump) and the batsman plays the ball as straight as possible.
• Ball 3 - The bowler throws the ball in line 3 (leg-stump) and the batsman plays towards on-side.
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• Each bowler should throw three balls.
• Others in the group should 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 technique of batting.
Cool-Down 3 mins
• Do some stretching exercises in close formation of circle, semi-circle or loose formation.
Focus
Area
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Batting Technique -2
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 correct touch with the bat and ball. ‘Touch’ is the most
important factor of batting.
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 Sachin Tendulkar
touched with his bat. No one touched the hearts of people the way Mother Teresa touched. It is the way
you ‘touch’ that makes all the difference.
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.
Team Activity 10 mins
• Divide the class in groups of five and each group should have one bat and two/ three balls.
• Each child in the group plays (bat) 6 balls.
• The bowler stands and throws the ball underarm with one drop in front of the batsman.
• Please refer to the set-up as shown in the diagram.
• Ball 1 - The bowler throws the ball in line 1 (off-stump) and the batsman plays the ball in between cone A and B.
• Ball 2 - The bowler throws the ball in line 2 (middle-stump) and the batsman plays the ball as straight as possible.
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• Ball 3 - The bowler throws the ball in line 3 (leg-stump) and the batsman plays the ball in between cone C and D.
• Each bowler should throw three balls. Others in the group should 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 technique of batting.
Cool-Down 3 mins
• Do some stretching exercises in close formation of circle, semi-circle or loose formation.
Focus
Area
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Lesson on Bowling
Objective: Children will learn the correct technique and action of bowling.
Equipment: Cricket bats, cricket balls, stumps and cones.
Coaching Points
Take uniform run-up steps.
Focus on the line and length of delivery during the run-up.
Keep your head straight.
Take the delivery jump high and long as possible depending on your run-up and
action.
Look at the spot where you are going to deliver the ball.
Keep the delivery arm close to the head.
Level 1
Develop your own comfortable action of delivery.
Release the ball from the topmost position.
Keep the non-delivery arm close to your body.
Transfer your weight to the rear foot after delivery.
Use your shoulder strength instead of wrist.
Do not bowl with open chest.
Level 2
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Bowling -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 consistency. In bowling, consistency of deliveries is very
important.
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.
Team Activity 10 mins
• Divide the class in groups of four and each group should have one ball.
• Further divide each group in two teams; two children in each team.
• Please refer to the set-up as shown in the diagram.
• Both the teams should stand 20 – 25 m in front of each other.
• Keep one stump or flexi pole in between the teams.
• A and B are in one team, C and D are in the other team.
• First A delivers the ball with proper run-up and action keeping the stump as the target.
• Now B from the other team delivers the ball.
• Likewise, the bowling should continue.
• The team who hit the stumps the maximum number of times is the winner.
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Game Play 15 mins
• Divide the class in two groups.
• Play a match of limited 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.
• Ensure that every child gets to bowl minimum one over.
Children should focus on the correct technique of bowling delivery.
Cool-Down 3 mins
• Do some stretching exercises in close formation of circle, semi-circle or loose formation.
Focus
Area
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Bowling -2
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 consistency. In bowling, consistency of deliveries is very
important.
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 (see Appendix for sample).
Team Activity 10 mins
• Divide the class in groups of four and each group should have one ball.
• Further divide each group in two teams; two children in each team.
• Please refer to the set-up as shown in the diagram.
• Both the teams should stand 20 – 25 m in front of each other.
• Keep two stumps or flexi poles in between the teams.
• Mark a good length area in front of the stumps on both sides. You may use bean bags or saucers based on availability.
• A and B are in one team, C and D are in the other team.
• First A delivers the ball with proper run-up and action.
• Now C from the other team delivers the ball.
• Likewise, the bowling should continue.
• All the bowlers should attempt to deliver the ball in the marked good-length area.
• The team who deliver maximum inside the marked area is the winner.
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Game Play 15 mins
• Divide the class in two groups.
• Play a match of limited 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.
• Ensure that every child gets to bowl minimum one over.
Children should focus on the correct technique of bowling delivery.
Cool-Down 3 mins
• Do some stretching exercises in close formation of circle, semi-circle or loose formation.
Terms to know
Prevent: keep from happening
Mature: fully developed, advanced in age, knowledge
Multiple: different, a variety of
Focus
Area
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SESSION PLAN 4 1. SESSION TOPIC:
Teaching physical education
in middle School (Grade 6
and above)
2. OBJECTIVE
To develop student’s
knowledge of four major
sports
3. MATERIALS/ EQUIPMENT
REQUIRED:
Board, markers, chart
papers, sketch pens, props
and equipment
4. PREPARATIONS
• Read the preview and
relevant knowledge
described in the
above section.
• Arrange all the
relevant material well
in advance.
T1: Interactive Lecture NSQPS203S4T1
DURATION: 1 hr
Process
1. Prepare the points for the lecture.
2. Introduce the topic.
3. Make an opening by telling students the purpose of
the lecture or presentation.
4. Introduce the topic in the class and provide
relevant knowledge to the students.
5. Involve the students to share their views on the
related topic to make it interactive.
6. Relate the topic to the current situation and ask
questions.
7. Provide specific examples.
8. Involve students by giving them the opportunity to
ask questions related to the topic.
9. Clarify any questions students may have.
10. Summarize the topic and emphasize on the key
points.
T2: Activity NSQPS203S4T2
DURATION: 15 hrs
Do on ground activities: four major sports
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Wrap-Up (30 min)
1. Discuss in the class what the students have learnt from the activity.
2. You may ask questions such as
1. Rules of Football, Basketball, Volleyball, Cricket
2. Why is it important to play different sport before going for specialization?
Checklist for Assessment Activity
Use the following checklist to check whether your students could meet all the requirements for
assessment.
Part A NSQPS203S4A
Students could differentiate between
1. Teaching approach in early years physical education program and middle school physical
education program.
2. Skills required to play basketball and volleyball
3. Skills required to play football and cricket
Part B NSQPS203S4B
Students could answer the following questions:
1. What are the teaching points for the age group of 12 to 16 years?
2. How to plan a coaching session on football for teaching passing and receiving skills?
3. What are the skills that are acquired through games like football and basketball?
Part C NSQPS203S4C
Students demonstrate the generic, technical, professional and organizational knowledge and skills in order to perform up to the required standards. The performance standards may include, but not limited to:
Page | 175
Performance Standards Yes No
Demonstrated the basic skills required to play football
Demonstrated the basic skills required to play
basketball
Demonstrated the basic skills required to play
volleyball
Demonstrated the basic skills required to play cricket
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Session 5: Demonstrating yogic exercises (Basic) NSQPS203S5
Yoga
The word yoga has its roots in the Sanskrit language which means to merge, join or unite. Yoga
is a form of exercise based on the belief that the body and breath are intimately connected
with the mind. By controlling the breath and holding the body in steady poses or asanas, yoga
creates harmony. Yoga is a means of balancing and harmonizing the body, mind and emotions
and is a tool that allows us to withdraw from the chaos of the world and find a quiet space
within. To achieve this, yoga uses movement, breath, posture, relaxation and meditation in
order to establish a healthy, vibrant and balanced body and a healthy approach to living.
Generally, yoga is a disciplined method utilized for attaining a goal. The ultimate goal of Yoga is moksha.
Apart from the spiritual goals, the physical postures of yoga are used to alleviate health problems,
reduce stress and make the spine supple. Yoga is also used as a complete exercise program and physical
therapy routine.
Relevant Knowledge
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Types of Yoga
• Karma Yoga is the yoga of action
• Jnana Yog is the yoga of knowledge and wisdom
• Hatha Yoga is the yoga of attaining physical and mental purity
• Raj Yoga is the yoga of awakening the psychic awareness and facilities
• Mantra Yoga is the yoga of freeing the mind by utilizing a second vibration
• Laya Yoga is the yoga of conscious dissolution of individuality
• Bhakti Yoga is the yoga of intense devotion
The system of yoga used most often in the western countries is called Hatha yoga. The word Hatha is a
composite of Ha, which means sun and Tha which means moon. Yoga is the union between them,
suggesting that the healthy joining of opposites - in this case, the mind and body - leads to strength,
vitality and peace of mind. Hatha yoga is the physical aspect of the practice of yoga. Hatha yoga
emphasizes,
Asanas (practice of postures)
Pranayama (breathing techniques)
Dhyana (meditation)
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Asanas STANDING POSITION
SITTING POSITION
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LYING POSITION
Shavasana (cool down):
• 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.
Pranayama
Praṇayama is a Sanskrit word meaning extension of the praṇa or breath or, extension of the life force.
The word is composed of two sanskrit words, prana, life force, or vital energy, particularly, the breath,
and "ayama", to extend or draw out.
There are over 50 particular Pranayama techniques and forms. These include the following:
• Anuloma pranayama- Alternate nostril breathing ( fig. 1)
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• Ujjayi Pranayama - aka "Ocean breath"
• Bhastrika Pranayama - "Bellows Breath" - Long and deep diaphragmatic breathing
• Kumbhaka Pranayama - "Breath retention"
• Viloma Pranayamaa - "the air is inhaled and exhaled with pauses"
• Udgeeth Pranayama - "Chanting pranayam" - often done with the chanting of the Om mantra.
• Kapalabhati pranayam - "Skull shining breath"
• Shitali Pranayama - "Cooling breath" - Breathing is done through the mouth with the tongue extended
• Surya Bhedana Pranayama & Chandra Bhedana Pranayama - Single nostril breathing, right nostril is associated with the sun (Surya) and left nostril with the moon.
• Sama Vritti Pranayama - "Equal breathing"
• Agnisar Pranayamaa - focuses on the navel region/stomach
• Bhramari Pranayama - "Bee Breath" - makes a humming sound while breathing
• Agni-Prasana - "Breath of Fire"
Some examples of breathing techniques
Fig. 1
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Dhyana Dhyana also spelled jhana is a refined meditative practice, a deeper concentration of the mind.
Dhyana or meditation is a practice in which an individual trains the mind or induces a mode of
consciousness, either to realize some benefit or as an end in itself. Dhyana is taken up after
preceding exercises, and leads to samadhi and self-knowledge, separating maya from reality to
help attain the ultimate goal of mokṣa.
Dhyana refers to a broad variety of practices that includes techniques designed to promote
relaxation, build internal energy or life force, etc and develop compassion, love, patience,
generosity and forgiveness. A particularly ambitious form of meditation aims at effortlessly
sustained single-pointed concentration single-pointed analysis, meant to enable its practitioner
to enjoy an indestructible sense of well-being while engaging in any life activity
Terms to know
Yogic: relating to yoga
Chaos: a state of confusion
Steady: focused, cautious
Establish: set up, to put into existence
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SESSION PLAN 5
1. SESSION TOPIC:
Demonstrating yogic
exercises (basic)
2. OBJECTIVE
To develop student’s
knowledge on Yoga and
Yogic Asanas
3. MATERIALS/ EQUIPMENT
REQUIRED:
Board, markers, chart
papers, sketch pens, mat
4. PREPARATIONS
• Read the preview and
relevant knowledge
described in the
above section.
• Arrange all the
relevant material well
in advance.
T1: Interactive Lecture NSQPS203S5T1
DURATION: 2 hrs
Process
1. Prepare the points for the lecture.
2. Introduce the topic.
3. Make an opening by telling students the purpose of
the lecture or presentation.
4. Introduce the topic in the class and provide
relevant knowledge to the students.
5. Involve the students to share their views on the
related topic to make it interactive.
6. Relate the topic to the current situation and ask
questions.
7. Provide specific examples.
8. Involve students by giving them the opportunity to
ask questions related to the topic.
9. Clarify any questions students may have.
10. Summarize the topic and emphasize on the key
points.
T2: Activity NSQPS203S5T2
DURATION: 5 hr
Perform different Yogic Asanas.
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Wrap-Up (30 min)
1. Discuss in the class what the students have learnt from the activity.
2. You may ask questions such as
1. Why Yoga is important for both mind and body?
2. What are the different types of Yoga?
Checklist for Assessment Activity
Use the following checklist to check whether your students could meet all the requirements for
assessment.
Part A NSQPS203S5A
Students could differentiate between
5. Asanas (practice of postures), Pranayama (breathing techniques) and Dhyana (meditation)
Part B NSQPS203S5B
Students could answer the following questions:
1. Different types of yoga exercises.
2. Why is yoga important in our life?
Students demonstrate the generic, technical, professional and organizational knowledge and skills in order to perform up to the required standards. The performance standards may include, but not limited to:
Part C NSQPS203S5C
Performance Standards Yes No
Performed at least 03 yogic asanas in standing, sitting
and lying positions
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PS204-NQ2014
Developing an Athlete
Page | 185
Developing an Athlete
Introduction
Sports scientists have reported that there are critical periods in the life of a young person in which the
effects of training can be maximised. They have also concluded that it can take anything from eight to
twelve years of training for a talented athlete to achieve elite status. This has led to the development of
various training models, which identify appropriate training aims at each stage of the athlete's physical
development.
All along, the trainer and coaches will have to emphasise the importance of good hygienic practices and
good posture.
On completion of the module on ‘Developing an Athlete’ you will be able to:
1. Identify postural deformities and demonstrate the knowledge of corrective measures;
2. Demonstrate basic training methods;
3. Demonstrate the teaching methods adopted for teaching safe ways to participate in physical
education;
4. Demonstrate the knowledge of basic of first-aid procedures.
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Session 1 : Identifying postural deformities NSQPS204S1
and learning corrective measures
Relevant Knowledge
“There is no single best posture for all individuals. Each person must take the body he/she
has, and make the best of it. For each person, the best posture is that in which the body
segments are balanced in the position of least strain and maximum support. This is an
individual matter.” - Metheny
Posture means position or pose, and a multi-segmented organism such as human body cannot
be said to have a single posture. It assumes many postures and seldom holds any of them for a
long time. The meaning of posture varies from individual to individual. One posture which may
be considered good for one individual may not hold true for another individual. There is no
definite form, shape or standard for any part of the human body or for the body as a whole.
The single, rigid body mechanics specification for all, regardless of body type or other factors
which influence the human form, is scientifically unsupportable. Hence, there cannot be a
single perfect posture.
Having said this in the below picture, in the first four postures the body segments are
unbalanced and the person seems to be finding the posture difficult to maintain.
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There are two types of Postures: a) Inactive posture and b) Active posture.
Inactive posture is when a person is sleeping or resting and the body requires minimum
muscular effort.
Active posture is a posture in motion. Example while walking, running, jumping, etc.
Good posture depends on the strength and flexibility of the following key muscle groups:
i. Stomach muscles/ Abdominal muscles: Weak stomach muscles allow the pelvic
region to tilt forward, creating strain on the lower back. That is why people who are
overweight (big tummy) have frequent back strain.
ii. Back Muscles: Back muscles support the neck and shoulders. These muscles should
be strong and flexible enough to keep the back (spine) in proper alignment.
iii. Leg Muscles: The strength in the leg muscles help support the body while standing,
getting up from seated position and lifting. Strong leg muscles relieve stress on the
lower back.
Postural positions:
Postural positions are broadly classified into four categories:
1. Standing
2. Sitting
3. Walking
4. Sleeping
What causes poor posture?
Poor posture results when certain muscles tighten up or shorten while others lengthen and become
weak. This often occurs as a result of the nature of one’s daily activities, especially if the daily tasks are
repetitive, like sitting in front of the computer for a long period of time. There are however, other
factors which can affect posture and they include biomechanical factors such as force and repetition.
Psychosocial factors such as job stress/strain worsen the problem.
Causes for poor posture
1. Injury
2. Disease
3. Habit
4. Weakness
5. Heredity
6. Improper clothing
7. Improper diet
8. Lack of exercise
9. Obesity
10. Occupational requirements
11. Lack of awareness/knowledge on
postural deformities
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Impact of Poor Posture Poor posture leads to permanent deformity. A deformity is a major difference in the shape of a body part or organ compared to the average shape of that part. When you intentionally or unintentionally repeat poor posture every day, your body’s structure slowly changes and adapts to it, resulting in misalignment and pain. There are some common postural mistakes that we all make without realizing it.
Various types of postural deformities are discussed below:
1. SPINAL CURVATURE
2. FLAT FOOT
3. KNOCK KNEES
4. BOW LEGS
5. ROUND SHOULDERS
1. SPINAL CURVATURE: This type of deformity is related to the spine. This deformity is caused by carrying excessive weight beyond ones capacity. In another way we can say that weak
muscles cause the formation of spine curvature. There are three types of spinal deformities:
i. Kyphosis ii. Lordosis
iii. Scoliosis
i. KYPHOSIS: Kyphosis implies an increase or exaggeration of
a backward or posterior curve or a decrease or reversal of a forward curve. It is also called round upper-back. Depression of chest is common in Kyphosis.
a) Causes of kyphosis: Kyphosis is caused by malnutrition, illness, crowd, deficiency of pure air, insufficient exercises, rickets, carrying heavy loads on shoulders, unsuitable furniture, weak muscles and habit of doing work by leaning forward, cultural stigmas, etc.
b) Precautions: Teachers and parents should pay specific
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attention to this deformity. As soon as the first signals are visible, they should intervene and correct the posture.
c) Remedies: The following exercises should be performed for remedial measures:
• Sit in a chair, your buttocks should touch the back of chair. By looking upward, hold
your hands and stretch upwards. Hold the stretch for 8-10 seconds.
• Always keep a pillow under your back while sleeping
• Tilt your head slowly backwards in standing position
• Perform the Dhanurasana, the yoga asana regularly
ii. LORDOSIS: Lordosis is the inward curvature of spine. In fact, it is an increased forward curve in the lumber region. It creates problem in standing and walking. The body seems to be stiff. The individual feels shame and inferiority. Lordosis can be corrected only in an early stage.
a) Causes of Lordosis: Generally imbalanced diet, improper environment, improper development of muscles, obesity and diseases affecting vertebrae and spinal muscles. In addition to these causes, not performing exercises and eating excessive food are also major causes of Lordosis.
b) Precautions:
• Obesity should be controlled
• The body should be kept straight while carrying weight
c) Remedies: Following exercises should be performed:
• From standing position bend forward and touch your toes. Repeat this exercise a
few times
• Perform sit-ups regularly
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• Halasana should be performed regularly
• You should lie down in supine position, i.e., on your back, then should raise your legs
at 45 degree angle. Remain in this position for a few seconds
iii. SCOLIOSIS
Scoliosis means bending, twisting or rotating. These are sideways curves and may be called Scoliotic curves. These are defined in terms of their convexities. They are identified as either right or left convexity. A single curve to the left is commonly
called a ‘C’ curve. Scoliotic curve may also be found in ‘S' shape.
a) Causes of Scoliosis: The main reasons are disease in the joints of bones, underdeveloped legs, infantile paralysis, rickets etc. It may also be due to carrying heavy weights on one shoulder, unhealthy conditions, like inadequate lighting arrangement, unsuitable desks, partial deafness and wrong standing posture.
b) Precautions:
• Sitting posture should be correct. Sideways bend should be avoided
• Avoid walking for long time with carrying weight in one hand
• Balanced diet should be taken
c) Remedies:
Scoliosis can be corrected by performing following exercises:
• Bending exercise should be performed on the opposite side of ‘C’ shaped curve.
• Twist your body to the left and right side.
• Swim by using breast stroke technique.
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2. FLAT FOOT:
Our feet act as the base of support for the body in standing, walking, running and jumping. Flat foot is generally found among newly born babies but it becomes a postural deformity if it still persists during childhood. The children with flat foot deformity cannot be efficient sportspersons. Such children feel pain in feet. They face problem in standing and walking. It is easy to observe whether a person has flat foot deformity or not. Dip your feet in water and walk on the floor. If there is no proper arch of footprints on the floor then you have flat foot.
a) Causes of flat-foot: The main cause of flat foot is weak muscles. Weak muscles of the foot cannot bear the body weight. Hence, feet become flat or without arches. Rapid increase in body weight, improper shoes, carrying heavy weight for a longer period is the cause of flat foot.
b) Precautions:
• The shoes should be of proper shape and size.
• Don’t walk bare feet for a long duration
• Obesity should be avoided.
• Don’t force babies to walk at very early stage.
• Carrying heavy weight in early childhood should be avoided.
• High heeled shoes should be avoided.
c) Remedies: Perform the following exercises:
• Walking on heels
• Walking on inner and outer side of feet
• Walking on toes
• To perform heel to toe movement (up and down the heels).
• Jumping on toes for sometime
• Place a scarf or pebbles on the floor and gather it with your toes.
• To perform Vajrasana
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3. KNOCK KNEES: The Knock knees are one of the major postural deformities. In this deformity, both the knees knock or touch each other in normal standing position. The gap between ankles goes on increasing. One faces difficulty in walking and running. One cannot walk or run in a proper manner. Owing to this deformity, they cannot be good players and even they are not selected in defence services.
a) Causes: The lack of balanced diet especially vitamin ’D’, calcium and phosphorus is the main cause of knock knees. It may also be due to rickets. Chronic illness, obesity, flat foot and carrying heavy weight
in early age may be other possible causes of knock knees.
b) Precautions:
• Babies should not be forced to walk at very early age
• Balanced diet should be taken
c) Remedies: The following points should be taken in to
consideration:
• Horse-riding is the best exercise
• Perform padmasana and gomukasana regularly for some time
• Cod liver may be beneficial in reducing this deformity up to some extent
• Keep a pillow between the knees and stand erect for some time
4. BOW LEGS: ‘Bow legs’ is also a postural deformity. It is opposite to knock knees. If there is
wide gap between the knees when standing with feet together, the individual has bow legs. This deformity can be observed easily, when an individual walks or runs.
a) Causes: The main cause of bow legs is the deficiency of calcium and phosphorus in bones. Long bones of legs become soft, hence they are bent outwards. The chances of bow legs increase when the children become overweight. This deformity may be because of the deficiency of vitamin ‘D’. Improper way of walking and forcing the babies to walk at very early age may also lead to bow legs.
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b) Precautions
• Don’t let the children become overweight
• Don’t force the babies to walk at a very early age
• Balanced diet should be given to children. There should not be any deficiency of
calcium, phosphorus and vitamin‘D’ in the diet
c) Remedies: The following measures should be taken
• Vitamin ‘D ’ should be taken in required amount
• Balanced diet should be taken
• Bow legs can be corrected by walking on the inner edge of the feet
• Walking by bending the toes in ward
5. ROUND SHOULDER: In this type of deformity the shoulder become round and sometimes they seem to bend forward.
a) Causes:
• Round shoulders may be due to heredity
• Sitting, Standing and walking in bent position may also result in round shoulders
• By wearing very tight clothes
• Sitting on improper furniture
• Lack of proper exercise especially of shoulders
• To become habitual to press the chest
b) Precautions
• Don’t sit, walk or stand in bent position
• Avoid tight fitting clothes
• Avoid sitting on improper furniture at the time of bench press
c) Remedies: the following exercises should be performed
• Keep the tips of your fingers on your shoulder and encircle your elbows in clockwise and anticlockwise direction
• Hold the horizontal bar above your head for 8-10 seconds
• Perform chakrasana and dhanurasana regularly
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Terms to know
Posture: Position or pose
Bow legs: When the legs bend and form a bow. Knees are wide away from each other
Flat feet: The arch in the foot is missing
Knock knees: Knees touch each other
Scoliosis: Spinal cord is bent abnormally
Round shoulder: Shoulders seem rounded and the person bends forward
Remedy: Fix or a solution
Precaution: To act specially to prevent something from happening
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SESSION PLAN 1 1. SESSION TOPIC:
Identifying postural deformities and learning corrective measures
2. OBJECTIVE
To develop student’s
knowledge and awareness
on Posture and Corrective
measures to be taken for
different deformities
3. MATERIALS/ EQUIPMENT
REQUIRED:
Board, markers, chart
papers, sketch pens
4. PREPARATIONS
• Read the preview and
relevant knowledge
described in the
above section.
• Arrange all the
relevant material well
in advance.
T1: Interactive Lecture NSQPS204S1T1
DURATION: 1 hr
Process
1. Prepare the points for the lecture.
2. Introduce the topic.
3. Make an opening by telling students the purpose of
the lecture or presentation.
4. Introduce the topic in the class and provide
relevant knowledge to the students.
5. Involve the students to share their views on the
related topic to make it interactive.
6. Relate the topic to the current situation and ask
questions.
7. Provide specific examples.
8. Involve students by giving them the opportunity to
ask questions related to the topic.
9. Clarify any questions students may have.
10. Summarize the topic and emphasize on the key
points.
T2: Activity NSQPS204S1T2
DURATION: 3 hr
1. Discuss and demonstrate different types postures
2. Discuss and demonstrate different types of
deformities and the corrective measures to be
taken
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Wrap-Up (30 min)
1. Discuss in the class what the students have learnt from the activity.
2. You may ask questions such as
III. What do you mean by posture? IV. What are the common causes and remedies of deformities?
Checklist for Assessment Activity
Use the following checklist to check whether your students could meet all the requirements for
assessment.
Students could differentiate between
1. Differentiated between active and inactive posture 2. Differentiated between correct posture and deformity
Students could answer the following questions:
7. Why is it important to have correct posture?
8. List three remedial measures to be taken to prevent the following postural deformities:
• Spinal curvature
• Flat foot
• Knock knees
• Bow legs
• Round shoulder
Students demonstrate the generic, technical, professional and organizational knowledge and skills in order to perform up to the required standards. The performance standards may include, but not limited to:
Part A NSQPS204S1A
Part B NSQPS204S1B
Part C NSQPS204S1C
Performance Standards Yes No
Identified deformities in postures
Demonstrated the knowledge of proper posture for
standing, sitting, walking and running
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Session 2 : Demonstrating basic training methods NSQPS204S2
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:
1. It increases cardiovascular capacity.
2. It helps your body convert more fat to energy.
3. It strengthens your muscles, making them more tolerant to the stresses caused by
prolonged exertion.
4. It strengthens the connective tissue (tendons and ligaments)
5. It can be fine tuned to your specific sport which will help you improve your performance
rapidly.
Methods of Training There are several different training methods that can be used to improve ability in different
sports. How can you decide which methods will work best for you? What you need to do is to
look at the intensity and duration of energy use in your chosen sport. The different types of
Introduction
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training involve activities that last for different periods of time. Anaerobic exercise lasts for a
brief duration while aerobic exercise lasts much longer.
Anaerobic exercise usually lasts less than 60 seconds. Weightlifting and sprinting are examples
of this. If these events last more than 10 seconds, lactic acid can build up and reduce muscle
performance. Training that focuses on anaerobic activities improves your tolerance to the
removal of lactic acid and help your muscles get energy from anaerobic conditions.
Aerobic training improves the delivery of oxygen to the muscles. It increases how well the heart
pumps the blood and how well the muscles extract oxygen from the blood. It also improves
how well glucose is converted into energy. Slow long distance work is good training for aerobic
endurance.
There are various types of training methods you can use to obtain the required improvement in
fitness. These methods include
• Aerobic or continuous training
• Interval training
• Plyometric training
• Circuit training
• Weight or Resistance training
Aerobic or continuous training
Continuous training refers to aerobic activity performed for at least half an hour with a minimum of three training sessions per week. This training improves aerobic capacity. Examples of this are aerobics, gym circuit classes, cycling and swimming and running and jogging. When done at the lower end of this range, it is often referred to as Long, Slow Distance (LSD) training. This level of training is ideal for those starting off an exercise program, wishing to maximize burning calories for weight loss and as an option for an active "rest” day in a weekly aerobic training program.
Interval training
Interval training is used to improve both aerobic and anaerobic fitness. It refers to having periods of intense physical activity between periods of recovery to allow longer periods of training time at your peak performance levels. Doing ten 80-metre sprints in ten seconds, with a 60 second recovery is an example. In training for sprints, for example, the exercise intensity or
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maximum effort should remain unchanged and the recovery period should be at least three times longer than the training interval. You can also use interval training for longer events. If you are training to run 10 km in 40
minutes, you could begin by running 1 km in 4 minutes, have 4 minutes rest, then run another
and gradually build up from this. This type of training is usually alternated with other training
methods, for example, you may run like this two nights a week and spend the third session
taking a longer, slower run.
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Plyometric training
Hurdle Hopping
Plyometric training can be used to develop fast muscle fiber so that you can get power, particularly in the legs. It is based on the idea that a shortening muscular contraction is much stronger if it immediately follows a lengthening contraction of the same muscle. Muscle fibers transfer energy more quickly and powerfully when they move in this way. It is like stretching fully a coiled spring and then letting it go; energy is released rapidly as the spring recoils.
Individuals can use activities such as Hurdle Hopping, Box Jumping, Depth Jumping and Bounding, Two Legged Hops or Bunny Hops.
Box Jump Bunny Hop
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Hurdle Hopping:
• Place a series of small hurdles in a line ( 2 -8 hurdles to begin with)
• Hop vertically and over the hurdle
• Cushion landing by flexing at the knee
• Ensure alignment between knee and foot upon landing
Box Jump:
• Assume a relaxed stance facing the box, approximately an arm’s length away.
• Arms should be down at the sides and legs slightly bent
• Using your arms to aid in the initial thrust jump upward and forward, landing with feet simultaneously on top of the box
• Immediately jump back down to the original starting place
Bunny Hop
• With your feet shoulder-width apart, squat down and bring both arms back.
• Drive your arms forward and jump as far ahead as you can ahead. Land and quickly repeat the jump.
Pylometric training should be implemented under supervision, since the technique and strength necessary to do the activities is broken by periods of rest to minimize injury.
Circuit training
Circuit training is an approach to training that can be used to develop several aspects of fitness. Circuits can be designed to include many types of activities and equipment that may be specific to a certain activity or sport. A circuit is made up of 6-10 exercise stations at which a particular activity is performed. Circuit training develops cardiovascular fitness, muscular endurance, muscle strength and flexibility.
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Weight or Resistance training
Weight or resistance training focuses on building up strength, power or local muscular endurance by exercising muscle against a resistance. The muscles contract to lift a weight such as a barbell, a dumbbell or weight machines. Some examples of weight or resistance training are lifting weights, such as dumbbells.
Dumbbell Hammer Curl Legs Extension
Dumbbell Bench Press Triceps Pres Down
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Terms to know
Training methods: Training used to specifically improve fitness of any body part
Aerobic training: Training used to improve aerobic capacity
Plyometric training: Training to improve the strength of the leg muscles
Resistance training: Training with weights to improve strength
Circuit training: Training with different stations, mostly to improve overall fitness
Interval training: Training to improve both aerobic and anaerobic fitness
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SESSION PLAN 2 1. SESSION TOPIC:
Demonstrating basic training
methods
2. OBJECTIVE
To develop student’s
knowledge, skill and
understanding in different
methods of Training
3. MATERIALS/ EQUIPMENT
REQUIRED:
Board, markers, chart
papers, sketch pens, props
and equipment
4. PREPARATIONS
• Read the preview and
relevant knowledge
described in the
above section.
• Arrange all the
relevant material well
in advance.
T1: Interactive Lecture NSQPS204S2T1
DURATION: 1 hr
Process
1. Prepare the points for the lecture.
2. Introduce the topic.
3. Make an opening by telling students the purpose of
the lecture or presentation.
4. Introduce the topic in the class and provide
relevant knowledge to the students.
5. Involve the students to share their views on the
related topic to make it interactive.
6. Relate the topic to the current situation and ask
questions.
7. Provide specific examples.
8. Involve students by giving them the opportunity to
ask questions related to the topic.
9. Clarify any questions students may have.
10. Summarize the topic and emphasize on the key
points.
T2: Activity NSQPS203S2T2
DURATION: 4 hr
1. Demonstrate and perform different types of
training like Aerobic, Interval, Plyometric, Circuit
and Weight Training
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Wrap-Up (30 min)
1. Discuss in the class what the students have learnt from the activity.
2. You may ask questions such as
I. What are the different types training methods?
Checklist for Assessment Activity
Use the following checklist to check whether your students could meet all the requirements for
assessment.
Part A NSQPS204S2A
Students could differentiate between
1. Continuous and interval training
2. Plyometric and circuit training
Part B NSQPS204S2B
Students could answer the following questions:
1. What are the benefits of aerobic or continuous training?
2. What are the different types of plyometric training?
3. What are the different types of weight training?
Part C NSQPS204S2C
Students demonstrate the generic, technical, professional and organizational knowledge and skills in order to perform up to the required standards. The performance standards may include, but not limited to:
Performance Standard Yes No
Demonstrated hurdle hopping
Demonstrated box jumping
Demonstrated bunny hops
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Session 3 : Teaching safe ways to participate in physical education and sports NSQPS204S3
Safety at playground or sports ground is achieved by establishing a balanced approach to
providing good equipment, good practice and good management. Maintaining records of
incidents and circumstances which have potential to cause accidents, remedial actions to be
taken and monitoring the implementation of safety guidelines will ensure safe conditions for
the children to play.
Playground - Safe Condition Playgrounds and outdoor play equipment offer children fresh air and proper exercise. So it is
important to make sure that faulty equipment, improper surfaces, and careless behaviour do
not ruin their interest in going out and playing with other children.
You can keep the playground entertaining and safe by checking equipment for potential
hazards and following some simple safety rules and guidelines.
Adult Supervision
Adult supervision can help prevent injuries by making sure children properly use playground
equipment and do not engage in unsafe behaviour around it. If an injury does occur, an adult
can assist the child and administer any needed first aid right away. Do not leave children
unattended at any point of time.
Playground Safety
The most important factors in evaluating the safety of any playground are proper surface, design and
spacing, and equipment inspection and maintenance.
A proper playground surface is one of the most important factors in reducing injuries and the severity of
injuries that may occur when children fall from equipment.
Here are some points that you need to consider:
• Concrete, asphalt, and blacktop are unsafe and unacceptable. Grass, soil, and packed-earth
surfaces are safe because these can cushion a fall.
• The playground surface should be free of standing water and debris that could cause
children to trip and fall, such as rocks, tree stumps, and tree roots.
Relevant Knowledge
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• There should be no dangerous materials, like broken glass, nails, erected rods and twisted
metals.
• Check the playground/ activity area in advance and remove the dangerous items from the
ground.
• Surfacing mats made of safety-tested rubber or rubber-like materials are safe.
• Rubber mats allow the best access for infants and primary students.
• The cushioned surface should extend at least 6 feet past the equipment. Additional coverage
may be needed, depending on how high a slide is or how long a swing is.
• Equipment with rounded edges are safe and not the angular edges.
• Keep first-aid kit available close to the playground.
Maintenance and Inspection
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 would not fall apart or
worn down too much by the weather.
• Make sure that there is enough clearance in front of equipment like slides, swings, etc. And
children do not linger around 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 or 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 local playground has a sandbox, check for hazardous debris such as sharp sticks or
broken glass, and be sure that the sand is free of bugs. Sandboxes should be covered
overnight to prevent contamination from animals, such as cats and dogs.
• Help keep your playground clean and safe by picking up trash, using the equipment properly.
Report to higher authorities for any problem immediately related to safety.
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• If a part 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.
Playground - Safe Acts Safe Acts
You must know how to be safe and act responsibly at the playground.
• Never push or roughhouse while on jungle gyms, slides, seesaws, swings, and other
equipment.
• Use equipment properly — slide feet first, don not climb outside guardrails, no standing on
swings, etc.
• Make sure that there is enough clearance in front of equipment like slides, swings etc. and
that children do not linger around when equipment is in use.
• Always check to make sure no other children are in the way if they're going to jump off the
equipment and land on both feet with their knees slightly bent.
• Leave bikes, backpacks, and bags away from the equipment and the play area so that no one
trips over them.
• Always wear a helmet while riding a cycle/ bike.
• Never use playground equipment that are wet because moisture makes the surfaces
slippery.
• Check playground equipment in the summertime. It can become uncomfortably or even
dangerously hot, especially metal slides, handrails, and steps. So use good judgment — if the
equipment feels hot to the touch, it is probably not safe or fun to play on. Contact burns can
occur within seconds.
• Wear clothes that do not have drawstrings or cords. Drawstrings, purses, and necklaces
could get caught on equipment and accidentally strangle you.
• Wear sunscreen when playing outside on sunny days to protect against sunburn.
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Terms to know
Safety: It is a state of being safe.
Maintenance: To keep in good condition.
Warm up: It is an activity performed to increase the heart rate and get the body warmed
up before exercise.
Cool down: It is an activity performed after exercise to bring the heart rate back to
normal.
Safe acts: Acts that avoid injuries.
Safe conditions: The conditions of being protected against physical, financial, emotional or
other types of consequences of failure, damage, injury and accidents.
Stretching: A form of exercise in which a specific muscle or tendon is deliberately flexed or
stretched in order to improve the muscle’s elasticity and achieve comfortable muscle tone.
Rusting: A chemical process resulting in corrosion of iron.
Sun screen: A lotion to protect the skin from getting tanned.
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SESSION PLAN 3
1. SESSION TOPIC:
Teaching safe ways to
participate in physical
education and sports
2. OBJECTIVE
To develop student’s
knowledge, skills and abilities
to demonstrate the best
practices of safe conditions
and acts during physical
activities and games.
3. FACILITIES/ EQUIPMENT
REQUIRED:
Board, marker, Playground,
sports equipment and props.
4. PREPARATIONS
• Read the preview and
relevant knowledge
described in the
above section.
• Arrange the play
ground and relevant
props and equipment
well in advance.
T1: Interactive Lecture NSQPS204S3T1
DURATION: 3 hr
Process
1. Prepare the points for the lecture.
2. Make an opening by telling students the purpose of
the lecture or presentation.
3. Introduce the topic in the class and provide
relevant knowledge to the students.
4. Relate the topic to the situations and ask
questions.
5. Demonstrate the safe usage of props and
equipment.
6. Involve students by giving them the opportunity to
ask questions related to the topic.
7. Clarify any questions students may have.
8. Summarize the topic and emphasize on the key
points.
T2: Activity NSQPS204S3T2
DURATION: 4 hr
1. Involve the students in a real on-ground scenario.
Take them to the school playground engage them
to create safe condition considering the learning
from the interactive session.
2. Involve the students to demonstrate the safety
measures on how to use the props safely.
3. Demonstrate the correct procedures to perform
the basic exercises
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Wrap-Up (1 hr)
1. Discuss in the class what the students have learnt from the interactive lecture.
2. You may ask questions such as
I. What are the key things to keep in mind to make safe ground condition?
II. Why is it important to know the correct ways to perform an exercise?
Checklist for Assessment Activity
Use the following checklist to check whether your students could meet all the requirements for
assessment.
Part A NSQPS204S3A
Students could differentiate between
1. Safe conditions and safe acts.
Part B NSQPS204S3B
Students could answer the following questions:
What are the key guidelines for safe conditions and safe acts?
Students demonstrate the generic, technical, professional and organizational knowledge and skills in order to perform up to the required standards. The performance standards may include, but not limited to:
Part C NSQPS104S3C
Performance Standard Yes No
Demonstrated the safe use of balls
Demonstrated the safe use of flexi-pole
Demonstrated the safe use of rope ladder
Demonstrated the safe use of gym mat
Demonstrated the safe use of bean bags
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Session 4 : Teaching First Aid basic NSQPS204S4
Relevant Knowledge
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.
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
condition, until the services of a doctor can be obtained or during transport to hospital or to the
patient’s home.
Principles:
• Do first things first quickly, quietly and without panic
• Guard against or treat for shock by moving the patient as little as possible.
• Do not attempt too much
• Reassure the patient and those around in order to reduce tension
• Stop any bleeding
• Give artificial respiration if breathing has stopped.
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.
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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.
How do cuts and scratches heal?
After getting a cut, scratch, or abrasion, your skin may start bleeding. This happens because the
injury breaks or tears the tiny blood vessels, which are right under the skin's surface.
At the site of the injury, platelets stick together. This is called clotting, which works like a plug
to keep blood and other fluids from leaking out. A scab, a hardened and dried clot, forms a
crust over the wound. This protects the area so the skin cells underneath can have time to heal.
Underneath the scab, new skin cells multiply to repair the wound. And when the new skin is
ready, the scab falls off.
A scab usually falls off within a week or two. If you pick at a scab, the new skin underneath can
be ripped and the wound will take longer to heal and may leave a scar. So try not to pick at
scabs.
Heat exhaustion and heat stroke
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.
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Breathing difficulties
If someone stops breathing, see if the person replies if talked to or 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. Does 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.
Arterial bleeding
Arterial bleeding must always be treated by a doctor.
Bleeding from an artery can cause death within a few minutes – so urgent first aid is essential.
This type of bleeding pulsates and squirts blood, as the pulse beats. The blood is often a light
red colour.
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Nosebleeds
Nosebleeds occur when one of the small blood vessels in the mucous membranes of the nose
bursts. Do not bend the head backwards or lie down, because this increases blood pressure in
the head and so increases the bleeding. Blood may also run into the stomach.
To limit the bleeding:
• Pinch the nostrils shut with the index and middle finger for 10 minutes. This way, the
vein is pressed together, which is often enough to stem the flow
• While the nostrils are shut, the person must breathe through their mouth
• If the bleeding continues, it's important to contact a doctor.
What triggers it? Dry weather, Heat
Prevention: Children with a tendency for nose bleeds should line the inside of their nostrils
with petroleum jelly or salt water nasal sprays. Avoid nose picking If the person frequently
suffers sudden, intense nosebleeds – they should consult a doctor.
Choking
Choking happens when the passage through the windpipe is blocked. This usually occurs when
food that hasn't been thoroughly chewed gets stuck. If someone looks like they're choking, ask
them if they're able to talk. A person who is genuinely choking can usually only communicate
with hand movements, and may place their hand against their throat. In such a case they will
definitely need help, so summon assistance for them. Provided the person is conscious and
breathing, you should not interfere. However, be prepared to do so, if the obstruction appears
to become complete or markedly worse.
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.
1. Sprain: A sprain is a stretch or tear of a ligament. Ligaments are tissues that stabilize and
support the body’s joints.
2. Strain: A strain is a twist, pull or a tear of a muscle or tendon.
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Treatment for sprains and strains:
• Stop activity right away
• Apply R.I.C.E (Rest-Ice-Compression-Elevation) for the first 48 hours:
Rest: Rest the injured part
Ice pack: Wrap an ice pack around the injury, for not more than 20 minutes at a time and for
about four to eight times a day
Compression: Wrap the injury with an elastic bandage in order to support the injury for two
days.
Elevation: Keep the injured part raised to decrease swelling.
Signs and symptoms: Pain, Difficulty in moving the injured part, decreased strength, swelling
and bruising
Prevention: Warm up and light stretching before any sports activity. Always wear the correct
gear for any sports
Recommended contents of a first Aid Kit
1. One set of first aid splints
2. Triangular bandages
3. Packets of sterilised cotton wool
4. First aid dressing (3 large, 3 small)
5. Roller bandages
6. Burns dressing
7. Eye pads
8. Packets of safety pins
9. Spool adhesive plaster
10. Scissors and Tweezers
11. Dettol and Soap
12. Loose woven gauzes
13. Scribbling pad with pen
14. A pair of gloves
15. Crepe bandage
16. Disposable gloves and bags
17. Mouth mask
18. Magnifying Lens
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Terms to know
First Aid: The immediate help extended before proper medical help arrives
Bruise: When the skin peels off
Nose Bleed: when blood comes out of the nose
Strain: Muscles get too stretched
Sprain: Ligaments get stretched
RICE: Rest, Ice pack, Compression, Elevation
Pain: Hurting
Swelling: When the body part puffs up
Injury: When a body part gets hurt
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SESSION PLAN 4
1. SESSION TOPIC:
Teaching basic first aid
2. OBJECTIVE
To develop student’s
knowledge, skills and abilities
to apply the basic first aid
3. FACILITIES/ EQUIPMENT
REQUIRED:
Board, markers and first aid
kit
4. PREPARATIONS
• Read the preview and
relevant knowledge
described in the
above section.
• Arrange all the
relevant material well
in advance.
T1: Interactive Lecture NSQPS204S4T1
DURATION: 2 hr
Process
1. Prepare the points for the lecture.
2. Introduce the topic.
3. Make an opening by telling students the purpose of
the lecture or presentation.
4. Introduce the topic in the class and provide
relevant knowledge to the students.
5. Demonstrate the various topics of first aid by the
action measures.
6. Provide specific examples.
7. Involve students by giving them the opportunity to
ask questions related to the topic.
8. Clarify any questions students may have.
9. Summarize the topic and emphasize on the key
points.
T2: Role Play NSQPS204S4T2
DURATION: 1 hr 30 min
Conduct on-ground demonstration of first aid. Ask your students to remember the action measures of first aid while demonstrating.
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Wrap-Up (30 min)
1. Discuss in the class what the students have learnt from the interactive lecture.
2. You may ask questions such as
I. What are the basic principles of first aid?
II. What is the basic first aid for sprain and strain?
III. What is the basic first aid for nosebleeds?
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Checklist for Assessment Activity
Use the following checklist to check whether your students could meet all the requirements for
assessment.
Part A NSQPS104S4A
Students could differentiate between
1. Sprain and strain
2. Muscle pull and fracture
Part B NSQPS104S4B
Students could answer the following questions:
1. What is RICE?
2. What are the basic sports injuries?
Part C NSQPS104S4C
Students demonstrate the generic, technical, professional and organizational knowledge and skills in order to perform up to the required standards. The performance standards may include, but not limited to:
Performance Standard Yes No
Demonstrated the basic first aid for cuts
Demonstrated the basic first aid for bruises
Demonstrated the basic first aid for heat stroke
Demonstrated the basic first aid for nose bleeds
Demonstrated the basic first aid for strain and sprain
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Module 5 Learning to Train – Training to Learn
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Session 1: Learning to train and training to learn NSQPS205S1
Introduction
It is the teacher who translates the information into knowledge, imparts skills to his/her
students and develops attitude amongst his/her students through well planned instructional
activities. Teacher and students coexist in a classroom and field environment and the common
connection that they have is teaching-learning. Teachers teach and help students to learn,
while the students have to participate as ‘active’ learners. A good teacher should possess
effective communication skills, information and communications technology (ICT) skills, subject
knowledge, etc. but at the same time demonstrate values, work ethics and managerial abilities.
Let us now learn about some of the abilities a Physical Education teacher should possess.
Communication is a very key theme that is not just important in the role of a teacher but in
all aspects of our daily lives. A good communicator is a very easy person to deal with. He/she is
easily understood and also understands others around him/her. Communication is an essential
skill we need to develop if we were to lead a harmonious life. We will dive deeper into this
important subject of communication and through some very practical projects understand the
key drivers of an effective communication.
Creating the correct learning environment: A teacher’s job is to teach a child. The
success of a teacher is measured by what the children learn. Therefore all our focus in teaching
has to be on what the child actually understands and internalises. Creating the correct
environment for learning is what the teacher needs to focus on. Changing focus from teaching a
subject to evaluating what a children has learnt is an essential shift we need to be convinced
about.
Planning is an essential part of a teacher’s life. Without a plan there is nothing to be done. A
plan gives power to a teacher to put down on paper what he/she is thinking of achieving in the
academic year. Plan also gives you a good benchmark to compare what actually gets done. We
have already discussed in great detail the importance of planning.
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Code of Conduct:
Teachers are role models.
Role Model means Students look up to, respect, want to copy, and want to be like them. This
puts tremendous responsibility on the shoulders of the teachers. Teachers have to continuously
be on their best behaviour.
Below are a few code of conduct that we feel are the basic requirements for this vocation
1. Punctuality: Teachers set an example to their students teaching them to respect
time by being punctual every time.
2. Dress code :
a. Teacher set an example by dressing smartly and cleanly.
b. They are expected to be neatly turned out – hair should be neatly cut and
combed, nails cut, and beards to be shaved or neatly trimmed.
3. Attendance:
a. Teachers always show the highest level in attendance because students are
waiting for them
4. Professional behaviour: Teachers respect their students and always inform them of
their absence in case of emergencies. The behaviour of teachers towards their
students is always respectful.
5. All the good qualities expected of students are showcased in the teachers own
behavior: hard work, sincerity, truthfulness, respect, integrity, polite language.
6. Behaviours:
a. Physical punishment of children: Any physical punishment or misbehaviour
towards children is completely unacceptable and will result in disciplinary
action including termination of employment.
b. No smoking, drinking or usage of mobile is allowed on the job.
c. No usage of foul language and indecent or obscene behaviour is allowed on
the job.
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Training to learn: A reflective teacher
Revision
A good teacher should reflect upon, act and evaluate his/her own teaching practices to
enhance the learning of his/her students. He/she should possess professional knowledge,
understanding, and competence to explain what, why and how we do things.
Some of the qualities that we usually remember of our teachers are as follows:
• They loved what they did, and they had a passion for teaching
• They were very “nice”. They were kind to children.
• They were strict disciplinarians
• Good communicator
• Committed
• Understanding
• Creative and had a sense of humour
• Good listener
• Flexible
• Patient yet firm
• Professional
• Fair and just
• Good leaders
If we categorise these qualities under a few logical heads, then it would be something like
shown in the figure below:
Personal qualities
Social skillsCore Values
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Let us now elaborate upon these qualities
Personal qualities
Core Values
Social Skills
• Happy
• Flexible
• Reflective
• Objective
• Go getter
• Leader
• Doesn’t give up
• Positive thinker
• Truthful
• Patience
• Just and fair
• Committed
• Hardworking
• Respect for time and
people
• Reliable
• Trustworthy
• Communication skills
• Professional
• Planning and
organisation
• Knowledge
• Problem solving/
Conflict resolution
The question now is how do we all become this “perfect teacher”. Is it even possible?
The answer is “YES”. We can train ourselves to develop all these qualities of a good teacher. All
we need is the openness to continuously reflect and learn.
Think and reflect on what you could concretely do in order to further these personal qualities
and learn these skills.
Reflection is about
• Purposeful teaching-learning
• Structured teaching-learning
• Linking theory and practice
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REFLECTIVE TEACHING A reflective teacher is the one who is able to design and implement an educational program that is a perfect to the specific school requirement. Reflective teachers are ones who use a variety of teaching methodologies, as and when they see the need.
For a reflective teacher, the student is at the centre and the program is build
around.
In order to understand the difference between a reflective teacher and a regular teacher let us do a comparison
Regular teacher Reflective teacher
Planning of the academic year
Will have the same plan for all classes and schools
Will be able to adjust the plan based of the school plan and based on the level of the children
Teaching a lesson Will go according to syllabus, not checking if children have mastered the concept. Will move to the second lesson when first is completed
Will go according to the children’s ability to understand and grasp concepts. Will not move to the second lesson unless the first is well understood.
Teaching methods
Will use the same teaching method for all children and all classes.
Will change the teaching methodology based on the children and classes. Ex. Some children might learn better when the concept is demonstrated, rather than only spoken of.
Curriculum Use the curriculum as prescribed by the board without checking the
Will first assess the capabilities and understanding to the children and then
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level of understanding of the children
design/ modify the curriculum as required
Equipment and facilities
Teach activities which use available equipment
Modify activities to use the available equipment
Self reflection Will not think about successes and failures and analyse them
Will continuously challenge himself to do better and get better results
Seeking feedback Will not ask anyone on how effective his teaching is
Will constantly take feedback from children, teachers, parents and principal
Self development Will feel that there is nothing more to learn
Will read new books, watch videos, invest in courses and continuously increase ones knowledge
Problem resolution
Will always blame someone else for the problem
Will think how he can change himself to solve the problem
DISCIPLINE = APPRORIATE BEHAVIOUR
What is Discipline? As seen from a teacher’s point of view: It’s the process of dealing with the behaviour of children which is considered unacceptable or inappropriate. In other words it is the lack of appropriate behaviour.
Discipline is not about Showing authority over others Shouting and screaming Using bad language Using physical abuse It cannot be achieved through fear
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From a student’s point of view: Discipline is about realising the correct social behaviour in a given situation and behaving accordingly. Discipline is seen as a major problem faced by all teachers in a class size of 30 to 50 children. There will be children who do not like to follow the rules of the class and may want to disrupt the learning environment. Discipline is about behaving in a certain manner in order to not disrupt the other person’s environment. In schools, discipline is a real issue that teachers face. It decides the success of a teacher and his/her performance in the eyes of the management. Can you find examples in your everyday life where appropriate behaviour is required? Some examples are...
1. Standing in a queue waiting for your turn. This could be at a bus stop or at a ticket counter.
2. In traffic jam waiting in the line not overtaking illegally or driving on the other side of the road.
3. Not getting carried away by friends into teasing girls. 4. Being silent when someone is speaking. 5. Not spitting pan at public places.
How do we teach children appropriate behaviour? It is clear that discipline has to be learnt out of an appreciation of the other person’s rights and freedom. For example, controlling our behaviour such that the people around us do not suffer is discipline. Try not to become a man of success, but rather try to become a man of value.
- Albert Einstein As a teacher, we should demonstrate values of highest order. We should value others’ knowledge, integrity, and work, and demonstrate discipline, as we expect from others. In a class situation there could be some known ways to discipline children:
Proactive strategies: These are strategies that you can adopt to develop appropriate
behaviour. Let us now discuss each of these, Positive Interaction: The teacher can focus on positives. Example: Praise children when they do something positive. If you catch them doing something right, appreciate it!
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Rewarding appropriate behaviour: Give points for good behaviour individually or for the whole class. Avoid favouritism: Don’t treat any child or group of children in a favourable manner. At the same time do not treat the “discipline problems” differently. Repeat positive instructions: Continue to tell them what is appropriate and what is not. Example of a positive instruction: Let’s not disturb the other classes by walking in a queue without making noise. Negative instruction: I told you to walk in a straight line. Can’t you do as you are told! Work hard on planning your lesson: Make the class interesting and engaging for all. Teachers will face discipline issues when some children are not interested. Always think of how you can engage the disinterested children. Explain what discipline means: Make children aware of what discipline means. Do role plays where children can experience being on both sides. Example: Invite the children who are misbehaving in class to take a lecture and let them experience what it feels like when children don’t listen to a teacher in class. Set rules in your class and make them known and follow through with them strictly. Example: If anyone comes late to the class, he/ she cannot attend. When you say Hey-Hey, then the class is quite. Listen to the children. Children learn a lot from the behaviour of their teachers. If a teacher is usually not listening to the children then children will also not listen to the teacher. Involve children in the process of teaching. Break the barrier between teacher and student. You may ask children for coming up with solutions. Example: You may ask children to ensure that when they come on ground they come in a queue, when they disperse they also go to their classes without making a noise. You may nominate a few monitors. Be a role model: Demonstrate through your own behaviour how you would like to see them behave.
Reactive Strategies: These are things you can do after the inappropriate behaviour has
happened. Body language: Eye contact, standing near the mischief makers. Face to face talk: Talk individually to the child to understand what is bothering him/her.
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Ignoring : Sometimes it is best to ignore some of the inappropriate behaviour, if it is small. Communicate clearly and firmly: Tell the children why he / she needs to stop doing what they are doing. Excuse them from the class: Let the child not participate in the class activity. This works if the child is really interested to participate. Involve parents and the Principal: If you are not able to achieve any success with your strategies you may involve the child’s parent and the Principal. Finding ways to teach discipline to children is a continuous process and there is no magic formula which works everywhere. A teacher has to try and see what works the best.
Terms to know
Role of a teacher: What a teacher needs to do.
Reflective: Thinks deeply about what happens around
Self development: Working to make oneself better. For example improving communication
or knowledge or even qualities
Punctual: Respect for time and keeping appointments
Discipline: To behave appropriately
Body Language: All the things that you don’t say but are understood by the listener
Code of conduct: Rules that tell you what to do and how to behave
Problem resolution: Solving a problem
Reward: Giving something to appreciate an achievement
Encouragement: Letting someone know that they have done well.
Positive strategies: A list of actions which are positive in nature
Feedback: Asking people what they think of you
Corporal Punishment: Hurting a child physically is INHUMANE and INEFFECTIVE. This is also legally punishable under Indian Penal Code. This form of treatment does not work with children. NEVER use physical force to punish a child.
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SESSION PLAN 1
1. SESSION TOPIC:
Learning to train and
training to learn
2. OBJECTIVE
To understand the role of
a teacher, the concept of a
reflective teacher and the
issue of discipline faced by
teachers in school and
how to approach it.
3. MATERIALS/ FACILITIES
REQUIRED:
Board, markers, play
ground, sports equipment
and props.
4. PREPARATIONS
• Read the preview
and relevant
knowledge
described in the
above section.
• Arrange all the
relevant material
well in advance.
T1: Interactive Lecture NSQPS205S1T1
DURATION: 6 hr
Process
1. Prepare the points for the lecture.
2. Make an opening by telling students the purpose of
the lecture or presentation.
3. Introduce the topic in the class and provide relevant
knowledge to the students.
4. Explain the role of the teacher, the concept of a
reflective teacher and the issue of discipline faced by
teachers in schools.
5. Explain why it is so important to understand these
concepts
6. Get them to do small discussions and debates.
7. Clarify any questions students may have.
8. Summarize the topic and emphasize on the key
points.
T2: Role Play NSQPS205S1T2
DURATION: 2hr
1. Involve your children to play the role of a teacher
teaching some topics.
2. Do a role play on a discipline issue in class and how
the teacher approaches to solve the issue.
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Wrap-Up (30 min)
1. Discuss in the class what children have learnt from the activity.
2. You may ask questions such as
I. What is your image of a great teacher? What would you need to do become
one?
II. How should a teacher deal with discipline issues?
III. Would you like a regular teacher or a reflective teacher? Why?
Use the following checklist to check whether your children could meet all the requirements for
assessment.
Students could differentiate between
I. A reflective and non reflective teacher
II. Teaching and learning.
III. Proactive and reactive strategies used for developing discipline
Part B NSQPS205S1B
Students could answer the following
I. Qualities of a reflective teacher
II. How people learn?
III. How to prepare a lesson plan for teaching physical education?
IV. What make a good teacher?
Part C NSQPS205S1C
Children demonstrate the generic, technical, professional and organizational knowledge and skills in order to perform up to the required standards. The performance standards may include, but not limited to:
Checklist for Assessment Activity
Part A NSQPS205S1A
Performance Standards Yes No
Demonstrate punctuality Demonstrate discipline Demonstrate cleanliness and healthy habits
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Session 2: Demonstrating the knowledge of effective teaching methods NSQPS205S2
Introduction
Effective Teaching Methods
A teacher should possess the knowledge, skills and abilities to use different teaching methods
for providing a wide variety of learning experiences to his/her students. The teaching skills are
defined as a group of teaching acts or behaviours intended to facilitate student’s learning
directly or indirectly. A teaching method is said to be effective when it is able to bring about
intended results.
Effective teachers/ coaches recognize that teaching sports skills to young people involves more
than just showing them what to do and having them do it. People learn in a variety of ways,
and a teaching method that works for one person would not necessarily work for another. The
four main learning styles that you need to be aware of are visual, auditory and kinaesthetic and
a combination of these.
There are different types of learners. Some learners learn quickly by looking at the
demonstration. These are called Visual Learners.
Some learn quickly by listening. They are called Auditory Learners.
Some learn quickly by doing the activity themselves. These are hands-on learners or
Kinaesthetic Learners
Some learn quickly by a bit of everything i.e. seeing, listening and doing. They are called
Combination learners.
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Why is it important to understand the student’s learning style?
People learn in a variety of ways. A teaching method that works for one person may not
necessarily work for another.
While it is impossible to tailor your teaching to fully meet everyone’s learning style, striving for a
balance of instructional methods will help ensure that all of your players are learning enough to
keep them interested and engaged in the process.
No coach ever won a game by what he knows; it is what his players have learned.
- Alonzo Stagg (American athlete
and pioneering college coach in
multiple sports, primarily American
football.)
Once we understand as teachers that the learning styles of students differ, we need to align our
teaching style to the learning style of the student(s). In order to do that, we need to first learn
about various teaching methods.
1. Lecture method: Teacher does most of the research on what needs to be taught
and to be delivered in a lecture class. Students are mostly active or passive listeners.
Lecture method is the most commonly used approach in teaching. Verbal instructions
are given by teachers and students listen and assimilate. This method requires that the
teacher’s instructions and talk is very clear and the children are listening with full
concentration i.e. students should be active listeners.
2. Demonstration: A very powerful way to learn is to copy what you see. This method of
teaching - learning is very common in sports. It is also very powerful because it does not
require any language / direct communication. Here the teacher shows what needs to be
done and children observe and copy. For example, the sports teacher has to
demonstrate how to kick a football, before the students imitate him/her.
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3. Enquiry method: In this method, a lot of questions are asked by the teacher and
students actively participate in finding the answers. Here the teacher should think
carefully of the questions that need to be asked and also be patient to let the children
think and answer. This can be a very powerful method to teach children. Enquiry or
inquisitiveness creates knowledge. It tickles the brain to seek the answers or create
knowledge.
4. Discussion and debate: This is a method where students and teachers participate
equally in discussing and debating a topic. Children learn from each other. Children need
to do some research. Teacher needs to play the role of a guide/mentor. This is also a
very powerful way of learning.
5. Role play: In role play method, students learn by getting into the roles. These are
staged i.e., it is not a real life case. For example a student may be asked to play the role
of a teacher/ parent/principal/parent and simulate the response and emotions. It is a
powerful method where without getting into a real life situation one can experience
what it could be, take feedback and learn from mistakes.
6. Projects: Students learn by picking up a project or assignment. For example, a Project
can be undertaken to clean up the school or to analyze the nutritional value of the food
or to compare health and fitness with different amount of physical activity. Projects can
be done individually or in groups.
7. Hands on learning: Students learn by doing. For example, organizing a sports day
with the active participation of students will help them in developing the abilities to
plan, execute and manage activities.
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Examples:
1. How to organize a tournament?
2. Role of a teacher could be best taught by a combination of role play, lecture and
discussion methods.
A teacher in order to be effective should do the following:
1. Set learning goals and objectives
• He/she should set learning goals and objectives to be achieved at the end of the
sessions
• Structure and sequence the activities to be conducted for teaching and training
to achieve the goals/ objectives
• Set timeline for completion of each activity
2. Engage students in learning
• Gather all materials required for the activities
• Select the right teaching and training methods
• Give a clear purpose and explanation of the activity
• Make sure that all the learners are able to observe the task/activity
• Control personal arguments, private chats and non-topical talks tactfully
• Explain each step clearly, as it is being demonstrated
• Use proper/appropriate teaching aids to sustain the interest of students
• Apply novelty in approach and presentation to address the learning styles of
students
• Involve all students in the activities, and not only the active ones
• Pay special attention to slow learners and learners with special needs
• Close by summing up or reviewing the context/task
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Terms to know
Learners: People who want to know grow and develop
Auditory learner: Ones who learn best by listening to someone.
Visual learner: Ones who learn best by watching/ observing others
Kinesthetic learner: Ones who learn best by doing the action themselves
Combination Learner: Ones who learn best by a combination of visual, auditory and
kinesthetic.
Teaching methodology: The approach a teacher takes to teach a certain concept.
Enquiry: Asking questions
Role Play: Put yourself in the other person’s shoes and act and feel the way he/she would.
Discussion: People put forward their views.
Debate: People argue different and opposing views
Observation: To see and judge if the actions are correct
Demonstration: To show how to do it by doing it oneself
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SESSION PLAN 2
1. SESSION TOPIC:
Effective teaching
methods
2. OBJECTIVE
To understand the
different methods that can
be used to teach a topic.
3. MATERIALS/ FACILITIES
REQUIRED:
Board, markers, play
ground, sports equipment
and props.
4. PREPARATIONS
• Read the preview
and relevant
knowledge
described in the
above section.
• Arrange all the
relevant material
well in advance.
T1: Interactive Lecture NSQPS205S2T1
DURATION: 2 hr
Process
1. Prepare the points for the lecture.
2. Let them write in their workbooks the different
teaching methods. Give them 20 minutes to do this
task.
3. Get the children to speak about these methods in a
classroom discussion.
4. Ask children to reflect on these methods and argue
why some could be more powerful than others
T2: Role Play NSQPS205S2T2
DURATION: 2hr
Involve your children to play the role of a teacher teaching
some topics using the various teaching methods.
Wrap-Up (30 min)
1. Discuss in the class what children have learnt from
the activity.
2. You may ask questions such as
I. Why do we need different teaching methods?
II. Which teaching method works the best for
you?
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Checklist for Assessment Activity
Use the following checklist to check whether your children could meet all the requirements for
assessment.
Part A NSQPS205S2A
Students could differentiate between
I. A lecture and an enquiry method
II. Hands on learning and project based learning
Part B NSQPS205S2B
Students could answer the following
I. What are the advantages and disadvantages of the various teaching methods?
II. What are the methods adopted for addressing the learning needs of special learners/
learners with special needs?
Part C NSQPS205S2C
Children demonstrate the generic, technical, professional and organizational knowledge and skills in order to perform up to the required standards. The performance standards may include, but not limited to:
Performance Standards Yes No
Demonstrate the knowledge of using role play as a teaching method
Demonstrate the knowledge of using lecture as a teaching method
Demonstrate the knowledge of using demonstration as a training method
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Session 3 : Demonstrate effective communication Skills NSQPS205S3
Introduction
Communication is the transfer of information from one person (the sender) to another (the
receiver) or a group of people. It is a way of reaching others by transmitting ideas, facts,
thoughts, feelings and values. When communication is effective, it provides a meaning to the
message, understanding and relationship. Therefore, a teacher should be an effective
communicator. Let us now learn about the important aspects of effective communication and
understand how we can become an effective teacher by improving communication skills.
TALKING: It is estimated that 35% of our communication time we spend on talking. It is also the
most visible part of communication.
Let us now look at each of these elements in detail
Talking: Talking is a very important part of communication. A good communicator is often
judged by his speaking abilities. Discuss in the class who the students think are good
communicators and list the qualities that the students identify when they speak of a good
communicator.
Talking is when you express what you want in words and sentences.
1. A good vocabulary and command of language is important. It is very difficult to
communicate in a language you are not proficient with.
2. The tone in which you speak gives it an emotional flavour.
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3. The gestures (your body language) when you speak also convey the meaning more
effectively.
4. Speed at which you talk makes it easier or tougher for the recipient to understand
5. Pronunciation/ accent makes it easier or tougher to communicate.
Let’s take a few examples
1. “Shut the door” This is a simple sentence which can be communicated in many
different ways.
Can you role play a few sentences in class varying the delivery of the sentence based on the
above parameters and ask students how they understand the communication.
Listening: It is estimated that 40% of our communication time we spend on listening. It is also
the most invisible part of communication.
Most people confuse communication with an ability to talk. A person who has good language
skills is often confused for a good communicator.
Communication is also about receiving and understanding what the other person has said.
How to be a good listener?
In order to be a good listener the most obvious things you need to do is to
1. Listen without interruptions.
For example: If a student is telling you something and you are speaking to a teacher or busy
with your phone then you are not listening. Therefore, when you listen to someone please
do not engage in any other activity.
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2. Listen with your eyes as much as with your ears. There is a lot of content being
communicated via body language and the expression in the eyes of the speaker. If you
miss that you will miss the real meaning of what is being said.
3. Ask questions. Active listening is all about being open to the other’s point of view. Ask
questions when you are not clear on some aspects. Example: Why is it difficult for you
to attend an evening class. What can we do to make it possible for you to participate?
4. Repeat what the partner says in your own words to check if it is correctly understood.
5. Show the partner your engagement by saying words like, yes, yes I understand, I see
what you mean, I get what you are saying, Hmm, etc.
Here is a conversation between a teacher and a student
Teacher: Good morning Ankit. How are you doing today?
Ankit: I am doing great Sir. Thank you for asking.
Teacher: Have you prepared your Nutrition project? We will be discussing that in class
today
Ankit: Sorry Sir but I have not been able to complete my work.
Teacher gets a phone call.
Teacher: Excuse me Ankit. Can I please take this call?
Ankit: Yes please.
Teacher: Hello Kalyani, If it is not urgent may I please call you back I am talking to Ankit.
Teacher puts the phone down and speaks to Ankit again.
Teacher: Sorry Ankit, You were saying that you could not complete the project. Is that
right?
Ankit: Yes Sir.
Teacher: Why is that Ankit?
Ankit: Sir I had no time yesterday
Teacher: Did you say that you didn’t get any time.
Why did you not have time Ankit?
Ankit: Sir my father asked me to go to the market in the evening.
Teacher: I see. When did you get back from the market?
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Ankit: Around 8 pm Sir.
Teacher: Did you tell your father that you needed to complete the project.
Ankit: No
Teacher: Why Ankit? If you had told your father would he have let you finish the
project?
Ankit: Quite possibly.
Teacher: Then why did you not do so? Was the project not interesting?
Ankit: Sir, I don’t like this topic.
Discuss in class how all the points covered under how to be a good listener apply in the above
conversation.
Every conversation is a live example of either an effective communication or a waste of time.
Identify examples from everyday life to emphasise the various points that make communication
effective.
Reading: 16% of our communication time is spent on reading. Reading is a great way to
understand what someone else wants to say.
Can you think of examples where reading becomes an essential requirement?
To list a few
1. Reading the bill after shopping
2. Reading a news paper
3. Reading books for knowledge or pleasure
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4. Reading Sign boards on a high way or at a railway station or an airport
5. Reading your employment contract.
6. Reading a story to children
Reading is a very NON INTRUSIVE form of communication because
1. You can read at your own speed.
2. You read alone so no one is watching you when you read.
3. You can imagine and interpret the content as you want
4. You have a lot more time to understand and digest the content
5. You can read as much as you want. There is no time limit.
6. You can read a variety of content depending of your likes and dislikes.
Can you think of how reading can help you develop faster?
• By reading you can gain a lot of knowledge very quickly
• Reading can increase your vocabulary and improve your language skills
• Reading can introduce you to different ways of thinking on the same issue
• Reading is essential to keep your knowledge and information up-to-date.
• Reading can make you aware of things you have never seen or known.
Writing:
Writing is also a very important form of communication. It constitutes about 9% of our
communication.
This form is powerful because it gives the reader the freedom to imagine and interpret. At the
same time it is limited because one is not able to see and feel the emotions associated with this
communication.
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The main advantages of this form of communication are
1. You can reach a lot of people with this. Can you think of examples? For example if I
make a poster and stick it on the school board, many people will be able to see my
poster. If I write an article in a local news paper, all people of my village, perhaps my
district will be able to read what I have written. If I write a book then I may be able to
reach people across my country or even the world.
2. In today’s age of emails this form is also very easy to use.
3. It is documented therefore also formal. Since it is documented people think before they
write, therefore written communication is usually free of errors and also well thought
through.
In order to develop a good written communication we need to be aware of the following.
1. Language and vocabulary need to be very correct and appropriate
2. Once written off it is not possible to take it back. It is documented.
3. Emotionally charged up matter is best not communicated through writing
4. It is used mainly in formal communication
5. It is mainly used to keep documentation of events.
The sender and the receiver
Communication happens when the sender speaks and the receiver listens and understands exactly what the sender intended him/her to understand. In any communication we need to make sure that the receiver has understood what we wanted to say.
) ) ) ) ) ) ) ) ) ) ) ) ) ) ) ) ) ) )
( ( ( ( ( ( ( ( ( ( ( ( ( ( ( (
STEP 1
STEP 2
Speaking Listening
Speaking Listening
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Unless the receiver understands the content correctly the communication is incomplete. What can we do to ensure that the receiver understands the message? There are several things that we could do to ensure that the communication is complete.
1. The message itself should be in a language that the receiver easily understands. A good communicator changes his language and mode of delivery based on the receiver profile. Example: A student talking to his principal, father and his friend will use different vocabulary and way of talking.
2. The message should be concise. By concise we mean it should only talk about the relevant points. This is important in order to not confuse the receiver.
3. A good communicator changes the communication based on the mode of communication. Example for directly speaking to the sender he/she may use a different set of words, sentences, gestures and emotions. If it were to go via a letter or an email it would be a different set of words and sentences.
4. Sender should look for confirmation / feedback if his/her message has been understood correctly. For this the sender needs to ask the receiver what he/she has understood. Very often people send the message but do not check back. They do step 1 but don’t do step 2.
Terms to know
Communication: Being able to convey your thoughts, ideas, message, facts, and feelings to
another person
Listening: To hear, to understand and to be open to ideas, message, facts and feelings.
Pronunciation: How the words sound
Vocabulary: Collection of words.
Conversation: A communication between two people.
Sender: The one who communicates/ talks/ speaks
Receiver: The one who listens
Gestures: Body movements and expressions people show while communicating
Tone: The sound of how you say your words and sentences.
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SESSION PLAN 3
1. SESSION TOPIC:
Demonstrate effective
communication skills
2. OBJECTIVE
To make students
understand the various
elements of communication
and through examples
highlight what makes
communication effective so
that they can focus on their
own communication skills
and identify strengths and
weaknesses and improve.
3. MATERIALS/ FACILITIES
REQUIRED:
Board, markers, class room
and play ground
4. PREPARATIONS
• Read the preview and
relevant knowledge
described in the
above section.
• Use Discussion and
Role play method to
deliver this lecture.
T1: Interactive Lecture NSQPS205S3T1
DURATION: 2 hr
Process
1. Prepare the points for the lecture.
2. Discuss the various elements of communication.
Discuss and debate with the children the
importance of each element.
3. Get the children to list in their workbooks which
elements of their communication are strong and
which ones are weak and what they could do to
improve.
4. Highlight the role of a sender and a receiver in
communication
5. List what a sender needs to do in order to make a
communication successful.
T2: Role Play NSQPS205S3T2
DURATION: 6 hr
Get the students to prepare role plays for different
situations
1. Situation 1: Parent - teacher meeting. One student
plays the role of a teacher and all other play the
role of parents. This meeting is to convince Parents
of the importance of physical education and sports
for their children.
2. Situation 2: Principal addressing the assembly on
children’s day
3. Situation 3: An oral exam being conducted by an
external examiner. Appoint a few students as
examiners and rest as students.
4. Situation 4: A teacher taking a physical activity class
for grade 4 students.
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In all role plays get the students to evaluate the effectiveness of the communication and what made the communication a
success or a failure.
Wrap-Up (30 min)
1. Summarise in the class what the children have learnt from this session.
2. You may ask questions such as
I. What makes a communication effective?
II. How can one improve one’s listening skills?
Checklist for Assessment Activity
Use the following checklist to check whether your children could meet all the requirements for
assessment.
Part A NSQPS205S3A
Students could differentiate between
a. Verbal and non-verbal communication
b. Oral and written communication
c. Idea and message
d. Facts and message
Part B NSQPS205S3B
Students could answer the following
I. Why a teacher has to be an effective communicator?
II. Why do we need to communicate a little at a time?
III. What are the basic principles of an effective communication?
Part C NSQPS205S3C
Children demonstrate the generic, technical, professional and organizational knowledge and skills in order to perform up to the required standards. The performance standards may include, but not limited to:
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Performance Standards Yes No
Identified the elements of communication
Demonstrated effective listening skills
Demonstrated effective writing skills
Demonstrated effective reading skills
Demonstrated effective speaking skills
Identified different styles of communication (i.e. passive, assertive, aggressive, etc.)
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Session 4 : Demonstrating the knowledge of planning an event NSQPS205S4
Introduction What is planning?
In simple terms a plan is a list of activities to be completed with time lines.
What will I do tomorrow?
I will get up at 5.30am.
Go to school by 7.30am.
School gets done by 1.30 pm
I will go meet Ruchir after lunch
I will play cricket from 4.00 to 6.00pm
I will study from 7 pm to 9 pm.
I will sleep by 10.30pm
Time is a very important aspect of a plan.
This is a simple plan for a regular day engaging only one person which is yourself.
Can you now think of a plan for a holiday, like Sunday.
From planning of what will you do tomorrow to planning on how to study for your exam, we
are all continuously planning whether we are consciously aware of it or not.
After thinking about a daily simple plan, which only involves us, can we think of a plan which
involves others and accomplishes a GOAL .
How about planning for a morning assembly or a children’s day celebration or a school sports
day?
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Why do you think planning is necessary or how does planning help us?
Let us take an example of organizing a field trip and think what all we should think about in
talking children out for a field trip.
1. Deciding on a date and deciding on a location.
2. Informing date, time and destination and taking permission from Principal and parents
3. Informing the students
4. Making a list of things to take, for example dress code (all students to dress in sports
uniform, all students to carry a water bottle and an ID card).
5. Making arrangement for the transport ( Bus , etc)
6. Informing and taking permission from appropriate authority/head of the place we want
to visit (e.g. Stadium)
7. Talking to person at the stadium on what we will do there ( another small plan)
8. Deciding on lunch / snacks
9. Carrying money
10. Checking the weather and making appropriate arrangements
11. Deciding the return time
12. Informing all about the plan
The more elaborate you plan, the better chances of success with the event.
If you don’t plan, what will happen?
Can you guess what are the advantages of planning or what are we trying to achieve with
planning?
Below is a list of all the advantages of planning
1. Planning is an exercise which forces us to think and imagine how the event will unfold
and therefore, ensure that we take care of all the things upfront.
2. Planning, therefore, is the first step in preparing for an event.
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3. Planning makes the details visible to everyone else, therefore, it is easier for a team of
people to work harmoniously together.
4. Planning gives us confidence that we can execute the event successfully. Not just us it
also gives confidence to our superiors.
5. Planning ensures that we learn from each event and improve. Planning means
documentation of the flow of events. We can compare the actual execution with the
plan.
6. Planning forces us to make checklists and work with them.
7. Planning helps us break down a whole complex event into small sub-events with
individual goals.
8. Planning helps us repeat successful executions, without having the same team.
Let us take a few examples:
Example1: A Sports Day.
Do you think that an event like a Sports Day can be done without planning?
Could you list the differences between a planned Sports Day and an unplanned one?
As a physical activity trainer, planning will be an important part of your daily routine.
As a teacher, you may have to plan for the following:
1. Lesson plans
2. Parent meetings
3. Sports Days
4. Children’s day
5. Teacher’s day
6. Assessments
You would also have to plan what happens in each lesson plan. If you do not plan it, you may
not be able to execute it properly.
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What is in a plan?
• Things to do
• People required to do these things
• Material required to do these things
• Timelines on when will it be done. Who will do what?
• Checklists
• Start and end time
Let us plan a football match between students of 9th grade and students of 10th grade.
What all do we need to plan.
1. When will the match be?
2. Who will be the players on both teams?
3. Where is the ground?
4. Who will mark the ground?
5. Who will ensure drinking water, dustbins, shamiana, chairs, etc. on the ground?
6. Who will be the referees, table officials, talent scouts, etc.?
7. What will be the format of the match?
8. What will be the rules and when is a good time to announce the rules?
9. Who will be the chief guest?
10. Are any outsiders invited? If yes make a list and send the invitation.
11. Should there be practice sessions for the teams?
12. Should there be a dress code for the team?
As you can see there is a lot of common sense in planning. A planned activity assures us of
success and repeatability.
Terms to know
Goal Setting: being clear on what is the expected outcome/result
Planning: To think and document what all steps need to be take in order to achieve a goal.
Checklist: A list which helps you remember all the items that need to be checked in order
to be successful
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SESSION PLAN 4
1. SESSION TOPIC:
Demonstrating the
knowledge of planning an
event
2. OBJECTIVE
To develop children’s
knowledge, skills and abilities
about importance of
planning
3. MATERIALS/ FACILITIES/
EQUIPMENT REQUIRED:
Board, markers, playground,
sports equipment and props.
4. PREPARATIONS
• Read the preview and
relevant knowledge
described in the
above section.
• Arrange the play
ground and relevant
props and equipment
well in advance.
T1: Interactive Lecture NSQPS205S4T1
DURATION: 2 hr
Process
1. Prepare the points for the lecture.
2. Make an opening by telling students the purpose of
the lecture or presentation.
3. Introduce the topic in the class and provide
relevant knowledge to the students.
4. Explain the elements of planning with specific
examples.
5. Explain why planning is so important in the
profession of teaching/ coaching.
6. Get them to do small planning projects for the
school.
7. Clarify any questions students may have.
8. Summarize the topic and emphasize on the key
points.
T2: Project NSQPS205S4T2
DURATION: 2 hr
1. Involve your student in a project of an event planning.
2. Students should demonstrate all their learning of
Planning from the lecture session
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Wrap-Up (30 min)
1. Discuss in the class what the students have learnt from the activity. 2. You may ask questions such as
I. What are the elements of planning? II. Why is planning important?
Checklist for Assessment Activity
Use the following checklist to check whether your students could meet all the requirements for
assessment.
Part A NSQPS205S4A
Students could differentiate between
I. Organized and unorganized way of doing activities
II. Goal and Instructional goal
III. Information and Instruction
Part B NSQPS205S4B
Students could answer the following questions:
I. What are the elements of planning?
II. What is a lesson plan?
Part C NSQPS205S4C
Students demonstrate the generic, technical, professional and organizational knowledge and skills in order to perform up to the required standards. The performance standards may include, but not limited to:
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Performance Standards Yes No
Demonstrate the knowledge of planning by organising a volleyball competition
Demonstrate the knowledge of planning by organising a school sports day
Demonstrate the ability to work cooperatively in planning, organizing and/or officiating activities
Identify short and long-term goals for personal management (i.e. tasks, time and responsibilities)
Develop an personal action plan for daily personal health practices
Reference: Children Moving by George Graham, Shirley
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PS206-NQ2014 Managing Sports Events
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Managing Sports Events
Introduction
Organising and managing sport events are becoming more and more complex. Earlier all that
was needed to put an event together was enthusiasm and some knowledge of the concerned
sport.
It is not so easy anymore. Event managers of today must be more sophisticated. They need to
have modern management skills like budgeting, sponsorship management, venue
management, logistic management, facility management, etc.
Sports events organized at the school level should be done properly paying attention to all the
minute details. It is here that the children are introduced to the world of sports. Good
experiences here will encourage them to continue playing and stay in the sport.
On completion of the sessions of this module on “Managing sports events”, you will be able to:
1. Understand the basic competencies of officiating;
2. Demonstrate the knowledge of court/ground marking as per the specifications;
3. Maintain props and equipment as per the requirement;
4. Demonstrate the knowledge of organising sports day and tournaments.
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Session 1 : Teaching basic competencies of officiating NSQPS206S1
An “Official” is a person of authority in sports who is responsible for presiding over the game from a neutral point of view and making on-the-go decisions that enforce the rules of the sport. The official tasked with this job may be known, in addition to referee, by a variety of other titles including umpire, judge, arbiter, arbitrator, linesman, commissaire, timekeeper, touch judge or technical official. The title(s) of the official in some of the sports/games are given in the table below.
Name of the Sport/Game Official's Title
Football Referee
Basketball Referee, scorer & timer
Volleyball Referee, score keeper & line judge
Cricket Umpire & Scorer
Tennis Umpire and Judge
Athletics Track Umpire, Line Judge, Judge at Finish, Judge at jumping events & Judge at throwing
events.
Golf Marshal
Hockey Umpire
Badminton Referee, umpire, line judge and service judge
Table Tennis Tournament referee, match umpire, assistant umpire & line judge
Kabbadi Referee, Umpire and Scorer
Swimming Referee, Starter & Judge
Kho-Kho Referee, Time Keeper, scorer & lines man
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Origin
The term “Referee” originated in association football/soccer. Originally the team captains
would consult with each other in order to resolve any dispute on the pitch. Eventually this role
was delegated to an “Umpire”. Each team would bring their own partisan umpire allowing the
team captains to concentrate on the game. Later, the referee, a third "neutral" official was
added, this referee would be "referred to" if the umpires could not resolve a dispute. The
referee did not take his/her place on the pitch until 1891, when the umpires became linesmen
(now assistant referees). Today, in many amateur football matches, each side will still supply
their own partisan assistant referees (still commonly called club linesmen) to assist the neutral
referee appointed by the governing football association.
Attire
Referees typically wear clothing to distinguish themselves from the players. Such uniforms may be distinctive, and some traditional uniforms have come to be symbolically associated with the position (even if newer, alternative uniforms are increasingly used). Notable examples include the traditional black uniform worn by association football referee, or the vertical black and white stripes worn by referees in many North American sports. It is not uncommon for referees to wear bright reflective yellow/green/orange shirts. Equipment Referees generally use following equipment;
• Whistle
• Penalty marker or flag
• Down indicator
• Game data card
• Stopwatch
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Officiating: Four Major Games
Football (association) An association football (soccer) match is presided over by a Referee, who is given full authority to enforce the Laws of the Game in connection with the match to which he has been appointed. The Referee is assisted by two assistant referees and sometimes by a fourth official. In UEFA (Union of European Football Associations) football, two additional Assistant Referees are used, each one standing next to a goal post and directly behind the goal line, to watch for fouls occurring within the penalty area and to see if the ball enters the goal. The game of football is governed by seventeen laws. Below are the signals shown by the Referee/ assistant referee when fouls are committed or a match is interrupted. All these signals are covered under the following laws of football.
• Law number 7 - penalty kick (signal number 7)
• Law number 11 - is offside (signal number 9,10,11)
• Law number 12 - is fouls and misconduct (signal number 6)
• Law number 13 - free kick (signal number 1,7)
• Law number 15 - throw in (signal number 5) • Law number 9 - ball out of play (signal number 5)
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General Duties of Referee
• Enforces the laws of the game
• Controls the match in cooperation with the assistant referees and also with fourth official
• Acts as timekeeper and keeps a record of the match
• Stops the match in case of a serious injury to any of the players
• Takes disciplinary action against players guilty of committing offences
Duties of a referee generally comprise of making sure that no game rules are broken. A
referee have the authority to issue warnings or send players off the play area if they play
unfairly, by issuing yellow and red cards. Referee has the final say on any disputes in the playing
field.
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Basketball
In international basketball and in college basketball, the Referee is the lead official in a game, and is assisted by either one or two umpires. In the National Basketball Association, the lead official is referred to by the term crew chief and the two other officials are referees. All of the officials in a basketball game are generally accepted to have the same authority as the lead official and therefore they are collectively known as the officials. Below are the commonly used signals by an Official in a Basketball match.
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LAWS OF BASKETBALL
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Volleyball
A volleyball match is presided over by a first referee, who observes action from a stand, providing a clear view of action above the net and looking down into the court. The second referee, who assists the first referee, is on floor level on the opposite side of the net. The scorer sits at the scorer’s table next to the second referee.
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LAWS OF VOLLEYBALL
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Cricket
In cricket, the match Umpire is an off-field official who makes judgments concerning the reputable conduct of the game and hands out penalties for breaches of the ICC Cricket Code of Conduct. On-field decisions relevant to the play and outcome of the game itself are handled by two on-field umpires although an off-field third umpire may help with certain decisions. Of the two on-field umpires, one stands behind the wicket at the bowler’s end and the other at next to the batsman (some distance away) at the on- side.
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Terms to know
Enthusiasm: Feeling excited about something
Association Football: A British official body who established the rules of football
Partisan: Belonging to/ their own
Attire: Dress code
Spherical: Shape of a sphere ( ball)
Infringement: Breaking the rules
Penalizing: Punishing
Substitute: Replacement
Infractions: Fouls
Presiding over: conducting
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SESSION PLAN 1
1. SESSION TOPIC:
Teaching basic competencies
of officiating
2. OBJECTIVE
To develop student’s
knowledge, skills and abilities
of officiating - four major
games
3. MATERIALS/ FACILITIES
REQUIRED:
Board, markers, play ground,
marking powder/ lime,
sports equipment and props.
4. PREPARATIONS
• Read the preview and
relevant knowledge
described in the
above section.
• Arrange all the
relevant material well
in advance.
T1: Interactive Lecture NSQPS206S1T1
DURATION: 1 hr
Process
1. Prepare the points for the lecture.
2. Make an opening by telling students the purpose of
the lecture or presentation.
3. Introduce one game at a time and switch to the
other game only after completing first game.
4. Draw the markings on the board for better
understanding and clarity.
5. Involve students by giving them the opportunity to
ask questions related to the topic.
6. Clarify any questions students may have.
7. Summarize the topic and emphasize on the key
points.
T2: Activity NSQPS206S1T2
DURATION: 8 hr
Involve your students play the following games– football,
basketball, volleyball and cricket. Give every student a
chance to officiate each game. The duration of this activity
can be extended until all students are familiar with the
officiating of all the four games.
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Wrap-Up (30 min)
1. Discuss in the class what the students have learnt from the activity.
2. You may ask questions on
I. Rules of the game
II. Officiating signals
III. Dress code
Checklist for Assessment Activity
Use the following checklist to check whether your students could meet all the requirements for
assessment.
Part A NSQPS206S1A
Students could differentiate between
1. Direct and indirect free kick
2. The duties of a referee and an assistant referee in football
3. A goal kick and a corner kick
4. A penalty kick and corner kick
5. A violation and foul
6. A wide ball and a leg bye
Part B NSQPS206S1B
Discuss in class the following:
1. Laws of the game of football, volleyball, basketball and cricket
2. Different signals used by referees and umpires
3. Dress code of umpires
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Part C NSQPS206S1C
Students demonstrate the generic, technical, professional and organizational knowledge and skills in order to perform up to the required standards. The performance standards may include, but not limited to:
Performance Standards Yes No
Demonstrate the knowledge of officiating a football match
Demonstrate the knowledge of officiating a basketball match
Demonstrate the knowledge of officiating a cricket match
Demonstrate the knowledge of officiating a volleyball match
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Session 2 : Teaching ground and court marking
NSQPS206S2
Sports field markings are very important aspect of the sports. A well-marked sports field is
attractive and motivates people to participate. Marking a sports field requires marking
equipment. This equipment allows the markers to mark a sports field in a correct and efficient
manner.
Following are some of the equipment, which we use for marking a sports field;
• Nails or pegs
• Rope (100 meter) – it is advised to use iron ropes because they are not stretchable, if
iron ropes are not available markers may use plastic ropes.
• Hammer to fix the pegs
• Measuring tape
• Chalk powder – it is an essential supply to mark a sports field.
In order to mark a field, mark the lines with the iron ropes pegged on each end. Take the chalk powder in your right hand and let it drop through the gaps in your fingers forming a nice 5 cm wide line as you move forward. Marking is a skill best learnt through a lot of practise. Refer to the dimensions mentioned below for marking ground/court for the four major sports. Note that, in all the games, there should be enough space between the play area and the spectator area.
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Football: Dimension of the Field
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Basketball: Dimension of the Court
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Volleyball: Dimension of the Court
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Cricket: Dimension of the Pitch
Pitch Dimension
Wicket/ Stumps Measurement
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Terms to know
Dimensions: Measurements
Serving area: Area from where a player serves
Team bench: Where all substitutes and coach sits during a match
Radius: Distance from the centre to the edge of a circle
Diametre: Diametre is the longest distance between two points in a circle. The diametre is
measured through the centre point of the circle
Field: Playing area for football, cricket
Court: Playing area for volleyball and basketball
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SESSION PLAN 2
1. SESSION TOPIC:
Demonstrating the
knowledge of ground and
court marking
2. OBJECTIVE
To develop student’s
knowledge, skills and abilities
to mark the ground of four
major games.
3. MATERIALS/ FACILITIES
REQUIRED:
Board, markers, play ground,
marking powder/ lime,
sports equipment and props.
4. PREPARATIONS
• Read the preview and
relevant knowledge
described in the
above section.
• Arrange all the
relevant material well
in advance.
T1: Interactive Lecture NSQPS206S2T1
DURATION: 4 hr
Process
1. Prepare the points for the lecture.
2. Make an opening by telling students the purpose of
the lecture or presentation.
3. Introduce one game at a time and switch to the
other game only after completing first game.
4. Draw the markings on the board for better
understanding and clarity.
5. Involve students by giving them the opportunity to
ask questions related to the topic.
6. Clarify any questions students may have.
7. Summarize the topic and emphasize on the key
points.
T2: Activity NSQPS206S2T2
DURATION: 8 hr
Involve your students to mark the ground and court of
four major games – football, basketball, volleyball and
cricket.
For basketball, students may use the ground to do the
marking.
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Wrap-Up (30 min)
1. Discuss in the class what the students have learnt from the activity.
2. You may ask questions such as
I. What is the dimension of a football ground?
II. What is the measurement of cricket stumps?
Checklist for Assessment Activity
Use the following checklist to check whether your students could meet all the requirements for
assessment.
Part A NSQPS206S2A
Students could differentiate between
1. Radius and diameter.
2. Sideline and centre line.
3. Centre line and end line.
Part B NSQPS206S2B
Students could answer the following questions
1. What are the differences between a football field and a basketball court?
2. What are the differences between a volleyball court and a cricket field?
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Part C NSQPS206S2C
Students demonstrate the generic, technical, professional and organizational knowledge and skills in order to perform up to the required standards. The performance standards may include, but not limited to:
Performance Standards Yes No
Demonstrated the knowledge of marking basketball court on a chart paper
Demonstrated the knowledge of marking volleyball ground on a chart paper
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Session 3: Teaching maintenance of props, equipment NSQPS206S3
and sports facilities
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.
Relevant Knowledge Maintenance and service of sport facilities
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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:
• 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 turfs
Examples of Props and Equipment Maintenance:
Check the pressure carefully. Pressures for various balls are as follows;
Football - 0.6 – 1.1 atmosphere (600 – 1,100 g/cm2) at sea level
Basketball – 3.17 – 4.0 atmosphere (3170 – 4000 g/cm2) at sea level
Volleyball - 0.30 - 0.325 atmosphere (300 – 325 g/cm2) at sea level
Before using the balls:
1. Inflate balls to correct pressures.
2. Before you inflate the balls moisten the needle.
3. To inflate balls, squeeze balls while gradually adding a small amount of air at a time.
4. Inflating balls with too much air at once will damage the inner tube/ bladder.
5. Avoid inflating balls with machines as it may over inflate.
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After using the balls:
1. Deflate little air after use. If the same air pressure remains in balls after use, balls may
expand or deform.
2. Wipe the surface with a soft cloth.
3. If you are unable to remove dirt easily, wipe balls with a moistened cloth.
4. If you are unable to remove dirt with moistened cloth, wipe balls with a cloth moistened
with water-diluted mild detergent.
5. If 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).
6. Wipe the ball afterwards with a dry cloth.
7. Dry balls out of direct sunlight in a well-ventilated place. Do not keep it under direct sunlight
for long.
8. If 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:
1. Avoid leaving balls in a place that is exposed to direct sunlight.
2. Avoid storing balls in hot or damp places.
3. Store balls in a well-ventilated place.
4. Inflate 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.
5. Do not apply water on any leather props and equipment. Always use dry cloth to clean.
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Terms to know
Regular Maintenance: Ensuring that all equipment and facility is always in safe and
working condition.
Inflate: Fill air
Deflate: Removing air
Moistened cloth: Partly wet cloth
Ventilation: With good sunlight and air
Damp: Full of moisture
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SESSION PLAN 3
1. SESSION TOPIC:
Teaching maintenance of
props and equipment and
sports facilities
2. OBJECTIVE
To develop student’s
knowledge, skills and abilities
to maintain props and
equipment.
3. MATERIALS/ FACILITIES/
EQUIPMENT REQUIRED:
Board, markers, playground,
sports equipment and props.
4. PREPARATIONS
• Read the preview and
relevant knowledge
described in the
above section.
Arrange the play
ground and relevant
props and equipment
well in advance.
T1: Interactive Lecture NSQPS206S3T1
DURATION: 1 hr 30 min
Process
1. Make an opening by telling students the purpose of
the lecture or presentation.
2. Use the props and equipment to explain the topic
and each point.
3. Provide demonstration with props and equipment.
4. Clarify any questions students may have.
5. Summarize the topic and emphasize on the key
points.
T2: Activity NSQPS206S3T2
DURATION: 2 hr
1. Involve your students in inflate the balls with correct
pressure, cleaning and maintaining the props and
equipment.
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Wrap-Up (30 min)
1. Discuss in the class what the students have learnt from the interactive lecture.
2. You may ask questions such as
I. What is the correct pressure to inflate football, basketball and volleyball?
II. What are the important measures to maintain props and equipment?
Use the following checklist to check whether your students could meet all the requirements for
assessment.
Part A NSQPS206S3A
Students could differentiate between
1. The amount of pressure for basketball, volleyball and football
2. Maintenance procedure for balls before and after use
Part B NSQPS206S3B
Students could answer the following questions:
1. How to maintain props and equipment?
2. How to store balls, props and equipment?
Part C NSQPS206S3C
Students demonstrate the generic, technical, professional and organizational knowledge and skills in order to perform up to the required standards. The performance standards may include, but not limited to:
Performance Standard Yes No
Demonstrate the maintenance of props and equipment in the school and at home
Checklist for Assessment Activity
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Session 4 : Teaching to organize sports days and tournaments NSQPS206S4
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 always three
most important stages:
1. Pre Event (Preparation phase)
2. Event Day
3. Post Event
Preparation
• Purchases
• Practise
• Mass Display
• Activities
Sports Day
• Ceremonies
• Activities- Finals
• Prize distribution
Post Sports Day
• Winding up
• Feedback and Learnings
• Payments
• Settlement of accounts
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1. Pre-event 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
▪ Preparing the students for various Mass Drill and Displays
▪ Selecting the athletes who would participate on the Sports Day
▪ Facility management – booking of tent, etc.
▪ Procurement of materials
▪ 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
▪ Printing of information cards
▪ Arrangements for refreshments, etc.
c) Inviting chief guest and parents
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A. Setting up the Agenda for the Sports Day
Example of a Sports Day Agenda
SPORTS DAY SCHEDULE
<School Name>
<Date>
<Venue>
❖ Assembly 8.50 am
❖ Arrival of Chief Guest 9.00 am
❖ Welcome Speech 9.00 am
❖ Lighting Flame 9.05 am
❖ Sports Day Declared Open 9.10 am
❖ Balloons Release 9.10 am
❖ Chief Guest Speech 9.15 am
❖ March Past 9.20 am
❖ Flag Hoisting 9.45 am
❖ Mass Demonstration 10.00 am
❖ Activity Begins 10.15 am
❖ Prize Distribution 12.00 noon
❖ Vote of Thanks 12.15 pm
❖ National Anthem 12.25 pm
❖ Dismissal 12.30 pm
B. Assigning of Duties
1. Preparing the students for various mass drill and displays
2. Selecting the athletes who would participate on the sports day
Students from various standards can be selected for mass displays. Practise session with
responsible teachers need to be assigned.
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.
3. 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
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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.
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 facility/Medicines/ORS/Glucose
As required
Rest rooms Check cleanliness
Shamiyana/ Chairs As required
School flag, House Flag, Balloons, Pigeons, Torch,
bouquets
As required
Certificates, Medals, Trophies As required
Invitation cards As required
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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. Invite all the parents also in advance.
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.
Checklist on the day of the event Yes/ No/ NA
March Past
Ground marking
Drums and sticks (at least 2 drums and 4 sticks)
House flags, Houses placards
Flag stands
Mass Drill
Ground marking - formation(s) with entry and exit
PA system and music CD
Teacher's name with their assigned duty
Props
Athletic Events and Fun Games
Track marking
Event list
Officials - Competition director, starter, time keepers, etc.
Starter’s stand / Clapper/ Gun
Stop watch
Batons for relay
Props and equipment related to athletic events and fun activities
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Event completion sheets
Prize Ceremony
Certificates, Trophies/ Medals - 1st, 2nd & 3rd place with ribbon
Tray to present Medals
Guest name(s) - To give away the prizes
Vote of thanks
Facility Arrangement
Volunteers - Tasks distribution to volunteers and briefing on their role
Wash Room/ Toilets
Drinking water
Shamiana, chairs, tables for students and audience
Victory stand
Stationary items - paper, pen/ pencil, eraser, sharpener, etc
Balloons
PA/ Music System - speakers and multiple microphones including cordless microphones
First-Aid
First-aid box
Doctor/ Nurse
Ice Pack/ Box
Others
House competition point table
Sports day schedule - multiple copies
Bouquet(s)
Snacks, water bottles for chief guest and distinguish guests
Placards on various theme - Global warming, go green earth, drug abuse, etc.
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3. Post Event: It is generally the wrapping-up of the event.
Task Process ✓/
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
Accounts
Payment and submission of bills, statement of expenditure,
deposit balance amount in the accounts office.
Team Meeting &
Feedback
Evaluate the event: Discuss what went right and the areas
that needs improvement
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Tournaments Organizing tournaments like Football, Basketball, Cricket, etc are similar to organizing a Sports
Day. Proper planning for the event is the most essential part that determines the success of the
event. Same checklist used for the Sports Day can be used with some modification.
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Terms to know
Agenda: A list of items to do with timelines.
Planning: Making a list of things to do for a particular event with timelines
Bye: Practice of allowing a player or team to advance to the next round
Fixtures: A planned schedule of competition
Mass display: A synchronized presentation put up by a group of people with music
March past: Marching in a group with synchronized actions
Flag hoisting: Raising the flag on a flag post
Facility Management: Management of all things to the arrangements at a location
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SESSION PLAN 4
1. SESSION TOPIC:
Teaching to organizing sports
day and tournaments
2. OBJECTIVE
To develop student’s
knowledge, skills and abilities
to organize Sports Day and
Tournaments
3. MATERIALS/ FACILITIES/
EQUIPMENT REQUIRED:
Board, markers, playground,
sports equipment and props,
playground marking
equipment
4. PREPARATIONS
• Read the preview and
relevant knowledge
described in the
above section.
• Arrange the play
ground and relevant
props and equipment
well in advance.
T1: Interactive Lecture NSQPS206S4T1
DURATION: 1 hr
Process
1. Prepare the points for the lecture.
2. Make an opening by telling students the purpose of
the lecture or presentation.
3. Introduce the topic in the class and provide
relevant knowledge to the students.
4. Explain the difference between league and
knockout tournaments.
5. Explain why communication is so important in the
profession of teaching/ coaching.
6. Clarify any questions students may have.
7. Summarize the topic and emphasize on the key
points.
T2: Activity NSQPS206S4T2
DURATION: 6 hr
• Organize inter class tournament in your school –
Football, Volleyball, Cricket, Basketball
• Plan and conduct annual Sports Day of your school
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Wrap-Up (30 min)
1. Discuss in the class what the students have learnt from the activity.
2. You may ask questions such as
I. What is a bye?
II. What is the formula for the total number of matches in a league format?
III. List the different phases of Sports Day planning
Checklist for Assessment Activity
Use the following checklist to check whether your students could meet all the requirements for
assessment.
Students could differentiate between
1. March Past and Drill
2. The requirements for organising Sports Day and Tournament
Students could answer the following questions:
1. What the key factors to decide the format of a tournament?
2. What are the roles and responsibilities of Head of the Institution, Sports teacher and
other Teachers?
3. What are the roles and responsibilities of students in planning and execution of
Sports Day?
4. What are the roles and responsibilities of parents in organising Sports Day?
Students demonstrate the generic, technical, professional and organizational knowledge and skills in order to perform up to the required standards. The performance standards may include, but not limited to:
Part A NSQPS206S4A
Part B NSQPS206S4B
Part C NSQPS206S4C
Performance Standards Yes No
Prepare a checklist of items and activities for organising Sports Day
Demonstrate on a chart paper knock out fixture for 15 teams
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PS207-NQ2014 Food and Nutrition
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Our energy comes from the food that we eat. The food which supplies the energy for all our
body functions is known as nutrition.
Nutrition is defined as the process by which an animal or plant takes in and utilises food
substances. It is the science of food. It deals with how our body utilizes food for its metabolic
functions (processes necessary for the maintenance of a living organism). Nutrition as a science
deals with the part played by nutrients in body growth, development and maintenance.
Nutrition also provides materials (vitamins & minerals) to repair body tissues. Proper nutrition
helps to regulate and maintain organs (eyes, ears, lungs, etc.) and systems (digestive system,
circulatory system, etc.).
Nutrient is a chemical that an organism needs to live and grow, it is a substance used in an
organism’s metabolism to:
1. Build and repair tissues;
2. Regulate body processes, and
3. Provide energy for day to day activities.
On completion of the sessions of the module on ‘Food and Nutrition’ you will be able to:
1. Understand the role of carbohydrate, protein and fats in the growth and development
of human body
2. Understand the importance of vitamins, minerals and water for maintenance of a
healthy body
3. Make use of food pyramid as a guide for determining what you should eat every day
Session 1: Understanding the role of nutrition NSQPS207S1
and the use of food pyramid
Introduction
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Most natural foods contain more than one nutrient. They are divided into two categories
• Macro Nutrients or “big” nutrients – these are carbohydrates, proteins
(amino acids) and fats. Macro means big.
• Micro Nutrients or “small” nutrients – these are vitamins & minerals. These
are required in small quantity. Our body require these micro nutrients for formation of
bones and teeth, maintenance of body pressure and for serving specific functions, such
as blood formation by iron, functioning of the thyroid by iodine, etc.
• Water is also considered as a nutrient.
For the body to be healthy, it is important to have the right amount and proportion of various
nutrients. The macro, micro and water form a total of six nutrients.
1. Carbohydrates:
Carbohydrates are the main source of energy. They provide quick energy to the body and they
are not stored in the body for long. It is essential that sports person/athletes should consume
lots of complex carbohydrates, 2-4 hours before the practice session or competition. The
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requirement of carbohydrates in the body is increased during endurance activities. There are
two types of carbohydrates:
(a) Simple carbohydrates, which are used to provide energy immediately, like sugar and
jaggery.
(b) Complex carbohydrates, that contain several sugar molecules combined together,
like bread, cereals (wheat, bajra, rice), starchy vegetables and whole pulses (chana,
moong and rajma).
Nutrition experts recommend that 55% to 60% of our total calories should come from
carbohydrates, preferably from complex carbohydrates.
2. Protein:
Protein is the basic structure of all living cells. All meat and other animal products are sources
of protein. The cells of muscles, tendons and ligaments are maintained with protein. Protein is
needed for the growth and development of the human body. Proteins are also required for the
formation of hormones, enzymes and haemoglobin.
The best sources of protein are egg, milk, meat, poultry, and milk products (cheese, paneer).
Protein is the main component of muscles, organs and glands. Experts recommend that
approximately 20% of total daily calories should come from proteins.
3. Fats:
Fats are the most concentrated source of energy in foods. Animal sources include meat,
poultry, cream, cheese, butter and ghee. Vegetable sources include cooking oils and dry fruits.
One gram of fat provides double the energy provided by one gram of carbohydrate. Our body
can store fats which can be used in emergency. Fat is found in foods from both animal and
vegetable sources. Fat is helpful for skin and helps to control blood clotting.
4. Vitamins:
Vitamins are compounds of carbon that are absolutely essential for the normal working of the
body. Although required in very small quantities vitamins are essential to our diet. Lack of a
particular vitamin causes vitamin deficiency diseases. There are 13 vitamins needed by the
body, the important ones are VITAMIN A, B, C, D, E and K. The sources of vitamin are
vegetables, fruits, milk, grain, egg and sunlight.
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5. Minerals
Minerals contain elements needed by our body in small quantities. These are essential for proper growth and functioning of the
body. They are supplied in the form of salts by different foods. Some of the important minerals are Iron, Calcium, Phosphorous,
Potassium, Sodium and Iodine. Calcium and phosphorous make up to 80% to 90% of the mineral content of the bone. Phosphorous
is abundant in food therefore sometimes calcium supplements are recommended for young children, athletes and women.
Type of nutrient Deficiency caused by lack of nutrient leads to
Vitamin A Night blindness, conjunctival dryness, blindness due to structural damage to retina,
dry skin, dry hair and increased susceptibility to infections.
Vitamin B Weight loss and body weakness due to beriberi, diarrhoea due to pellagra, and
rashes, hair loss, anaemia, etc due to biotin deficiency.
Vitamin C Tiredness and weakness, muscle and joint pains, nerve problems, dry skin, swelling
and discoloration of gums, bleeding from the gums, nosebleeds, tooth loss, weight
loss and poor healing of wounds.
Vitamin D Rickets (improper absorption of calcium into bones due to lack of vitamin D), weak
muscles and bones. Symptoms of vitamin D are very nonspecific and vague.
Vitamin E Gastro intestinal diseases, anaemia, muscle weakness due to myopathy, vision
problems like blurred vision and night blindness.
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Type of nutrient Deficiency caused by lack of nutrient
Calcium Osteoporosis – osteoporosis is a disease of the bones in adults, the bones become
fragile and more prone to fracture, rickets, muscle aches and cramps, tooth decay
and bone deformity.
Iron Anaemia, weakness and fatigue, light headedness, decreased immune functions and
tongue inflammation. Deficiency of iron in the body also cause decreased physical
and cognitive work performance.
Potassium Tenderness of the muscles, muscle stiffness, heart palpitation, dizziness and
numbness.
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6. Water
Life cannot exist without water. Water is a nutrient that makes up to 70% of our body weight.
We lose a lot of water every day as we sweat, breathe, cry or get rid of our wastes. The water
in the food we eat, replaces approximately half of this water. Vegetables and fruits contain
large amount of water. The other half is replaced when we drink liquids. Normally we need 2.5
litre or 8 glasses of water every day to stay healthy. Athletes and sports persons who are active
in sports should drink enough water to replace the water they lose through sweating.
When and how much water should we drink?
• Drink water half an hour before and after meal
• Drink an hour before a physical activity
• Keep sipping water during an activity
• Drink small amounts of water after an activity
• Drink water early in the morning on an empty stomach
Water is a major constituent to human body and vital organs. Water provides five vital
functions in our body, which are as follows:
1. Cell Life
2. Chemical and metabolic reactions
3. Transport of nutrients
4. Body temperature regulation
5. Elimination of waste
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Food Pyramid
✓ The food pyramid is a guide to help us determine what we should eat every day.
✓ Food pyramid is simply a guide of what and how much you should eat per day in each food
group.
✓ It is a graphical representation of six food groups that are presented in proportions appropriate
for a healthful diet.
✓ Food pyramid can be used as a tool to keep us fit and healthy through a steady and healthy diet.
✓ The food pyramid is developed by the United States Department of Agriculture (USDA)
✓ It is designed to provide a visual image of the variety of foods that we should eat.
✓ It gives an idea about the portion of calories that should come from each of the food group.
Definition of Food Pyramid
A food pyramid is a graphical representation of different food group and its segregation based on daily
requirement. It is an outline of what to eat each day based on six different food categories. The
categories include grains, vegetables, fruits, milk and milk products, oils and meat and meat products.
Food pyramid is a nutritional diagram in the shape of a pyramid.
The food pyramid is an educational tool that translates nutrient requirements into the foods you need
to eat and helps you put into action the advice offered by the dietary guidelines
The contents of the food pyramid
• Cereals & Pulses: The base of the pyramid constitutes the majority of daily calories.
It consists of cereals and pulses. The food that we eat in this category is chapatti/ roti, rice,
bread, pasta and daal. This food group is the biggest source of carbohydrates.
Relevant Knowledge
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• Vegetables and Fruits: The vegetables and fruit group forms the second level of
the food pyramid. This is again the biggest source of carbohydrates and also a very good
source of vitamins and minerals.
• Milk, meat, nuts and associated products: it is the biggest source
of protein along with minerals and vitamins.
• Fats oils and sweets: The small tip at the top of the pyramid is represented by fats oils
and sweets. These are foods such as cream butter, sugars, soft drinks, candies and sweet
deserts. This group should be consumed in low quantity.
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Balanced diet
A balanced diet shows us the right proportion of each food group we should include in our
daily food intake.
Eating a balanced diet means choosing a wide variety of foods and drinks from all the food
groups. It also means eating certain things in moderation. The purpose of balanced diet is to
consume recommended quantity of nutrients. The balanced diet should be planned according
to an individual’s energy requirement.
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Activity
1. Make a picture of a food pyramid depicting all the food groups, corresponding nutrients
and the relative portions of each food group in a balanced diet.
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Tips
Warning signs of dehydration
• Thirst
• Headache
• Weakness
• Cramps
• Dizziness/Nausea
Test to check dehydration
Check for the colour of your urine. If it looks like apple juice you are dehydrated and need
to drink more of water. If it looks like lemonade, you are getting enough fluid in your body.
Tips
• Experts recommend eating a diet that gets you about 70% of its calories from
carbohydrate, including cereals, breads, fruits and vegetables
• You should eat your last meal at least 2 – 4 hours before exercising or taking part in a
sports event
• You must avoid eating sugary or starchy foods at least half an hour before starting a
physical exercise. The main reason behind this is that the process of metabolising
carbohydrates uses a lot of energy and water, which can hasten dehydration
• An average person needs about 1.2 to 1.4 grams of protein per kilogram of body weight
a day, but an athlete needs at least 1.7 grams of protein per kilogram of body weight
• Sweating causes loss of water and electrolytes from the body. Therefore, in order to
replenish those you must drink lot of water
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Terms to know
Nutrition: The food that supplies the energy for all our body functions
Metabolic functions: Processes necessary for maintenance of a living organism
Macro: Big
Micro: Small
Blood clotting: Drying up of blood
Moderate: Small quantities
Deficiency: lack of
Segregation: Separation
Carbohydrates
Proteins
Fats
Vitamins
Minerals
Food pyramid
Balanced diet
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SESSION PLAN 1
1. SESSION TOPIC:
Understanding the role of
nutrition and use of food
pyramid.
2. OBJECTIVE
To develop student’s
understanding on Nutrition
and food pyramid.
3. MATERIALS/ EQUIPMENT
REQUIRED:
Board, markers, chart
papers, sketch pens
4. PREPARATIONS
• Read the preview and
relevant knowledge
described in the
above section.
• Arrange all the
relevant material well
in advance.
T1: Interactive Lecture NSQPS207S1T1
DURATION: 2 hr
Process
11. Prepare the points for the lecture.
12. Introduce the topic.
13. Make an opening by telling students the purpose of
the lecture or presentation.
14. Introduce the topic in the class and provide
relevant knowledge to the students.
15. Involve the students to share their views on the
related topic to make it interactive.
16. Relate the topic to the current situation and ask
questions.
17. Provide specific examples.
18. Involve students by giving them the opportunity to
ask questions related to the topic.
19. Clarify any questions students may have.
20. Summarize the topic and emphasize on the key
points.
T2: Activity NSQPS207S1T2
DURATION: 4 hr
1. Prepare a chart explaining the different nutrients
2. Visit the local vegetable market and list the
commodities that are rich in Carbohydrate, Protein,
Vitamins and Fat.
3. List the food items that are a good source of
protein for a Vegetarian
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Wrap-Up (30 min)
3. Discuss about the different health and skill related tests
4. You may ask questions such as
V. What are Nutrients?
VI. What constitute Nutrition?
VII. What is the importance of water?
Checklist for Assessment Activity
Use the following checklist to check whether your students could meet all the requirements for
assessment.
Part A NSQPS207S1A
Students could differentiate between
6. Macro and Micro nutrients
7. Simple and Complex Carbohydrate
Part B NSQPS207S1B
Students could answer the following questions:
3. What is nutrient?
4. How do you categorize nutrients?
5. What are macro and micro nutrients?
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Part C NSQPS207S1C
Students demonstrate the generic, technical, professional and organizational knowledge and skills in order to perform up to the required standards. The performance standards may include, but not limited to:
Performance Standards Yes No
Students are able to demonstrate a habit of taking a balance diet
Demonstrate the knowledge of food pyramid.
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Session 2: Calculating calorific values NSQPS207S2
Relevant Knowledge
There are six types of nutrients/food stuff which are necessary for a nutritious diet. They are
carbohydrates, proteins, fats, vitamins, minerals and water. These food substances are digested
and yield energy through a process called oxidation.
Definition of calorie
Calorie is a unit of measurement by which we measure the energy yield from the digested
nutrients. The energy from nutrients is released in the form of calories. The energy value of
food is measured in heat units called calorie or kilo calorie. One calorie is the amount of heat
required to raise the temperature of 1 gram of water by 1oC.
1 Kg Calorie = 1000 Calories
For example, when you hear one cup of cow milk contains 100 kilo calories, it is a way of
describing how much energy your body could get by drinking it. Peanuts contain a lot of calories
(½ cup of peanuts has 427 k calories).
Calorific value of common Indian foods
Value per 100 grams of food item
S. no Food Item Protein in
grams
Fat in grams Carbohydrate
in grams
K Calories
1 Maize 11.1 3.6 66.2 361
2 Rice 6.8 0.5 78.2 345
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S. no Food Item Protein in
grams
Fat in grams Carbohydrate
in grams
K Calories
3 Wheat Flour 12.1 1.7 69.4 341
4 Bengal Gram (Chana
whole)
17.1 5.3 60.9 360
5 Bengal Gram Dhal
(Chana dal)
20.8 5.6 59.8 372
6 Black Gram Dhal(Urid
dal)
24.0 1.4 59.6 347
7 Cow Pea (lobia) 24.1 1.0 54.5 323
8 Green Gram (Mung) 24.0 1.3 56.7 334
9 Rajmah 22.9 1.3 60.6 346
10 Redgram (Arhar) 22.3 1.7 57.6 335
11 Cabbage (Band Gobi) 1.8 0.1 4.6 27
12 Fenugreek Leaves
(Methi)
4.4 0.9 6.0 49
13 Spinach (Paalak) 2.0 0.7 2.9 26
14 Carrot (GajarS) 0.9 0.2 10.6 48
15 Potato (Aaloo) 1.6 0.1 22.6 97
16 Radish (Mooli) 0.6 0.3 6.8 32
17 Sweet Potato 1.2 0.3 28.2 120
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S. no Food Item Protein in
grams
Fat in grams Carbohydrate
in grams
K Calories
18 Bitter Gourd (Karela) 1.6 0.2 4.2 25
19 Bottle Gourd (Lauki) 0.2 0.1 2.5 12
20 Brinjal (Baingan) 1.4 0.3 4.0 24
21 Cauliflower (Phool
Gobi)
2.6 0.4 4.0 30
22 Cucumber (Kheera) 0.4 0.1 2.5 13
23 Papaya (Kacha
Papita)
0.7 0.2 5.7 27
24 Peas (Matar) 7.2 0.1 15.9 93
25 Pumpkin (Kaddu) 1.4 0.1 0.7 25
26 Tomato (Tamatar) 1.9 0.1 3.6 23
27 Almond (Badam) 20.8 58.9 10.5 655
28 Cashew nut(Kaju) 21.2 46.9 22.3 569
29 Ground nut
(Mungphalli)
25.3 40.1 26.1 567
30 Banana, Ripe (Kela) 1.2 0.3 27.2 116
31 Guava (Amrud) 0.9 0.3 11.2 51
32 Lemon (Neembu) 1.0 0.9 11.1 57
33 Mango (Aam) 0.6 0.4 16.9 74
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S. no Food Item Protein in
grams
Fat in grams Carbohydrate
in grams
K Calories
34 Egg – Hen (Murgi ka
anda)
13.3 13.3 0.0 173
35 Chicken (Murgi) 25.9 0.6 0.0 109
36 Mutton 18.5 13.3 0.0 194
37 Buffalo’s Milk (Bhais
ka dudh)
4.3 8.8 5.0 117
38 Cow’s Milk (Gaai ka
dudh)
3.2 4.1 4.4 67
39 Cheese/ Paneer 24.1 25.1 6.3 348
40 Butter (Makhan) 0 81.0 0 729
41 Buffalo Ghee (Bhais
ka ghee )
0 100.0 0 900
42 Cooking oil (Khane ka
tel)
0 100.0 0 900
*taken from the Sports Authority of India, Patiala, nutritive value of some common Indian foods
and food stuffs document
Tips
• Physically active children and adolescents have 12 – 15% greater calorie requirements than sedentary children.
• Calorie requirements depend on type, intensity, frequency and duration of exercise.
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Calorific value of macro nutrients
As living beings, we need energy to perform our day – to – day activities. This energy comes
from the macro nutrients (carbohydrates, protein and fat) that we consume. Following are the
approximate energy value of these nutrients
• 1 gm of carbohydrate provides 4 kilo calories
• 1 gm of protein provides 4 kilo calories
• 1 gm fat provides 9 kilo calories
Activity
Using the table of nutritional value of food items, calculate the calorific value of
1. 100 gm of rice
2. 100 gm of rajma
3. 100 gm of wheat
4. 100 gm of paneer
5. 10 gm badam
Terms to know
Nutritious diet: The food that supplies the right kind of energy for all our body functions
Oxidation: Processes by which food is digested to yield energy
Calorie/ kCalorie: A unit of measurement for energy
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SESSION PLAN 2
1. SESSION TOPIC:
Calculating calorific values
2. OBJECTIVE
To develop student’s
understanding on calorific
Values
3. MATERIALS/ EQUIPMENT
REQUIRED:
Board, markers, chart
papers, sketch pens
4. PREPARATIONS
• Read the preview and
relevant knowledge
described in the
above section.
• Arrange all the
relevant material well
in advance.
T1: Interactive Lecture NSQPS207S2T1
DURATION: 2 hr
Process
1. Prepare the points for the lecture.
2. Introduce the topic.
3. Make an opening by telling students the purpose of
the lecture or presentation.
4. Introduce the topic in the class and provide
relevant knowledge to the students.
5. Involve the students to share their views on the
related topic to make it interactive.
6. Relate the topic to the current situation and ask
questions.
7. Provide specific examples.
8. Involve students by giving them the opportunity to
ask questions related to the topic.
9. Clarify any questions students may have.
10. Summarize the topic and emphasize on the key
points.
T2: Activity NSQPS207S2T2
DURATION: 4 hr
1. Prepare a chart explaining the different nutrients
2. Visit the local vegetable market and list the
commodities that are rich in Carbohydrate, Protein,
Vitamins and Fat.
3. List the food items that are a good source of
protein for a Vegetarian
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Wrap-Up (30 min)
1. Discuss with examples the nutrients contained in various food items.
2. You may ask questions such as
I. What is the calorific value of 100 grams of paneer?
II. What is the calorific value of 100 grams of arhar?
Checklist for Assessment Activity
Use the following checklist to check whether your students could meet all the requirements for
assessment.
Part A NSQPS207S2A
Students could differentiate between
1. Differentiated between calorific value of various fruits and vegetables.
Part B NSQPS207S2B
Students could answer the following questions:
1. What is calorific value?
2. How to calculate calorific value of food items?
Part C NSQPS207S2C
Students demonstrate the generic, technical, professional and organizational knowledge and skills in order to perform up to the required standards. The performance standards may include, but not limited to:
Performance Standards Yes No
Students are able to calculate the nutritional values of the following food items: 100gms of rajma 100gms of carrot 100gms of matar
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Session 3: Understanding the relationship between diet and weight NSQPS207S3
Introduction
Diet and weight have a direct correlation. In order to understand the relationship between diet
and weight we need to understand the concept of Energy Balance in our body.
There is Energy balance in our body, if the energy intake is equal to the energy expenditure.
Anabolism is the building up of things, while catabolism is the breaking down of things.
Energy In: Energy is created in our body from the food we consume and the beverages that we
drink. All the energy (KCalories) comes from the carbohydrates, fats and proteins we consume.
In the previous session we learnt how to calculate the calorific value of the food we intake.
Water has no calorific value. All the foods and beverages (drinks) have some amount of
carbohydrates, fats and proteins. Minerals and vitamins do not have any calorific value. Based
on what we eat and drink during the day we can calculate approximately our calorific intake.
Energy Out: Energy is expended in our body through body metabolism and physical activity.
Digesting our food also consumes energy. For simplicity we include that under Metabolism.
What is Body metabolism? Even when we are resting, our body and organ systems are working.
Metabolism refers to the biochemical processes that occur with any living organism to maintain
life. The most evident ones are our respiratory and our circulatory systems. While we sleep we
are still breathing and our heart is still pumping blood to all parts of our body. In order to do
these tasks which are automatically running even as we rest, the body requires energy. The
amount of energy required to do these basic functions is called the Basal Metabolic Rate.
The basal metabolic rate depends on age, gender, height, weight, genetics etc.
An approximation of the Basal metabolic rate can be done by this formula.
Men: 1kcal/kg body weight/hr. This should be calculated for 24 hours
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Women: 0.9kcal/kg body weight/hr. This should be calculated for 24 hours
In the previous session we have given a table which gives an approximate formula for
calculating the energy required for various categories of people (from Sedentary people to
people involved in vigorous physical activity).
Energy cannot be created. It can only be transformed. Energy contained in the food is
transformed into biological energy required to run the body.
When the ‘energy out’ is less than the ‘energy in’, a living being starts gaining weight. This
excess energy is stored in the form of fat in Adipose tissue.
When the ‘energy out’ is more than the ‘energy in’ then you have a case of weight loss. If one
wants to reduce weight, then whatever the exercise program, the simple principle of eating less
and exercising more has to be followed for a prolonged duration so that the calorific deficit
starts working. Approximately 0.5kg of body fat is equivalent of 3500kCal. If the difference
between the energy out and energy in is 500kCal every day then in 7 days one could estimate
to reduce 0.5kg. This is not an easy task to achieve. 500kCal over a total requirement of
1800kCal to 2200kCal is a very significant number.
A plan to reduce the calorific intake in food and beverages by say 250kCal,
supplemented by an exercise program of walking for one hour with some strength building and
stretching exercises for half an hour which would also consume 250kCal should be a good
start.
There are several diets that are popular in the
market for weight loss. Analysing your daily food and
beverages intake and aligning it to the balanced diet
principles and to the energy out requirements of your
body is at the core of a good diet plan. A good diet
plan is also the one which you can follow. It is futile to
have a plan which you may follow under strict
guidance of a nutritionist and fall back into old habits once the supervision is gone. Don’t fall
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prey to rapid weight loss programs. These may harm your health. One has to remember that
there is a significant Basal Metabolic Rate (BMR) that needs to be supported with a good
balanced diet.
A plan to reduce the calorific intake in food and beverages by say 250kCal, supplemented by an
exercise program of walking for one hour with some strength building and stretching exercises
for half an hour which would also consume 250kCal should be a good start.
Sports Diet
Professional athletes practice every day to be the champions of their sports. They work hard
during each training session. This daily training creates special nutritional needs for an athlete.
Because athletes undergo vigorous training on a day to day basis, food intake should balance
their daily energy expenditure. Athletes must meet this extra nutritional requirement in order
to stay fit and healthy so that the athlete can achieve maximum return from his/her training.
Without proper sports diet the purpose of a sports man’s training cannot be effective.
Systematic training, genetic factors and a sensible sports diet are essential to become a good
athlete at national and international level.
What is sports diet?
It is an area where we study about nutrition that takes in to account the demands of sports
training and performance.
The goals of sports nutrition/ diet are to help
athletes improve training, recovery and
performance while maintaining good health.
The foundation of sports diet is the principles
of nutrition. As we have discussed earlier in
this session nutrients nourish our body by
building and repairing tissues, regulating body
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processes and by providing energy for day – to – day activities. Since nutrition and exercise are
two major factors of good health athletes should be advised to take nutritious diet even when
they are not undergoing training.
A recommended diet for an athlete is not very different form the diet recommended for any
individual. Food intake of an athlete depends on:
1. The type of activity/ sport
2. The intensity of training
3. The duration of the activity or exercise
Sports diet – some quick facts
• Athletes achieve peak performance by training and eating a variety of food
• The diet or food athletes take is one of the major factors which determine their success.
• Use of fat in the body as a fuel depends on the duration of exercise and the condition of
athlete
• Type of exercise/training may increase the athlete’s need for protein
• Water is a decisive nutrient
for athletes. Water loss can
lead to cramps and early
fatigue.
Optimum amount of nutrients in
the diet provides an athlete the
energy they need to complete a
training session or competition. Six
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nutrients which should be present in the diet are
1. Carbohydrate
2. Fats
3. Protein
4. Vitamins
5. Minerals
6. Water
The rule for healthy sports diet is balance, variety and moderation. Balance diet should be given
to the Athletes comprising of 60 – 65 % of Carbohydrate, 10 – 15 % of Protein and 20 – 25 % of
Fat. Following is the meal wise distribution of total calorie requirement of an athlete:
• Breakfast 30 % of Total Cal.
• Lunch 35 % of Total Cal.
• Evening snacks 5 % of Total Cal.
• Dinner 30 % of Total Cal.
For example a volley ball player whose total energy requirement during a training day is 3500
calories should distribute the calorie intake as:
• Breakfast 1050 Cal.
• Lunch 1225 Cal.
• Evening Snacks 175 Cal.
• Dinner 1050 Cal.
Importance of water for a sports person
Water is an essential nutrient and makes up to 70% of our body weight. It stabilizes body
temperature and carries nutrients to cells and waste products away from the cells.
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Dehydration or lack of water in the body can weaken sports performance. Drinking plenty of
water before, during and after exercise is very important. Water intake plays an important role
in high intensity exercises and while exercising in heat.
Points to consider when drawing out a diet plan for a sports person
• Age
• Weight
• Body type
• Activity plan
• Intensity of activity with time table of diet
Tips
• Do not exercise on empty stomach
• Our calorie requirements depend on three main factors
I. Age
II. Body size and composition
III. Gender
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Terms to know
Energy Balance: The balance between in energy input as a result of the food and beverages
intake and the energy expenditure.
Beverages: Drinks
Basal metabolic rate: The amount of energy required for the functioning of our body
organs while at rest
Sedentary: Inactive
Vigorous: Involving a lot of energy
Adipose tissue: Tissue that stores fat
Futile: in vain, useless, wasteful
Nutritionist: A professional who advises on nutrition
Genetic: acquired by birth
Optimum: As much as required
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SESSION PLAN 3
1. SESSION TOPIC:
Diet and weight
2. OBJECTIVE
To develop student’s
understanding on diet and
weight and specifically on
sports diet.
3. MATERIALS/ EQUIPMENT
REQUIRED:
Board, markers, chart
papers, sketch pens
4. PREPARATIONS
• Read the preview and
relevant knowledge
described in the
above section.
• Arrange all the
relevant material well
in advance.
T1: Interactive Lecture NSQPS207S3T1
DURATION: 2 hr
Process
1. Prepare the points for the lecture.
2. Introduce the topic.
3. Make an opening by telling students the purpose of
the lecture or presentation.
4. Introduce the topic in the class and provide
relevant knowledge to the students.
5. Involve the students to share their views on the
related topic to make it interactive.
6. Relate the topic to the current situation and ask
questions.
7. Provide specific examples.
8. Involve students by giving them the opportunity to
ask questions related to the topic.
9. Clarify any questions students may have.
10. Summarize the topic and emphasize on the key
points.
T2: Activity NSQPS207S3T2
DURATION: 4 hr
1. Prepare a chart on energy balance
2. Discuss and debate in class how
a. You can gain 2 kg of weight
b. You can lose 2 kg of weight
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Wrap-Up (30 min)
1. Discuss about the energy balance/ imbalance
2. You may ask questions such as
I. What leads to energy imbalance?
II. How can you increase weight?
III. What are the factors you need to consider while creating a sports diet?
Checklist for Assessment Activity
Use the following checklist to check whether your students could meet all the requirements for
assessment.
Part A NSQPS207S3A
Students could differentiate between
1. Energy in and energy out
2. Regular diet and sports diet
Part B NSQPS207S3B
Students could answer the following questions:
1. What leads to energy imbalance?
2. How can you increase weight?
3. What are the factors that we need to consider while formulating a sports diet?
Part C NSQPS207S3C
Students demonstrate the generic, technical, professional and organizational knowledge and skills in order to perform up to the required standards. The performance standards may include, but not limited to:
Performance Standard Yes No
Students are able to demonstrate the knowledge of formulating a diet plan for a sports person.
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