about the course - keralascert.kerala.gov.in/images/2015/vhse-curriculum/physical_education.… ·...
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Page - 53
VHSE Curriculum
ABOUT THE COURSE
The course of health and physical education aims to inculcate in studentsthe values and skills required in the field of physical education. Asphysical education is related to health a wider scope has emerged in thisarea as never before. This course is divided into four modules and thesemodules equip the student to learn the trade in line with the need of themarket. Apart from equipping the students to become physicaleducation teacher in schools this course also target emerging jobs in thearea related to fitness, recreation, relaxation, and commercial sports.Students can opt to work in the field of fitness, commercial sportsbodies, yoga, sports tourism, sports journalism, sports shops, healthclubs, and event management in sports, online blogging and wellnessclinics. The modules are framed keeping an eye on these job roles.
Apart from securing the employability of students this course also aimsat molding the pupil into a well-balanced personality. The physicalaspect developed through scientific physical training, emotional andsocial values developed as part of taking part in various team games aresure to take these students into a higher level of leadership andbecoming a good human being.
JOB ROLES (CAREER PATH)GOVT/SEMI GOVT SECTOR PRIVATE SECTOR SELF EMPLOYMENT
Physical Education Physical Education Event ManagersTeacher Teacher (Sport)
Professional Player Fitness Trainer Sport OfficialsLab Assistant In VHSE Yoga Trainer Personal TrainerSports Store Keeper Personal Trainer Sports ShopsGrounds man/Marker Gym Instructor/ Fitness Center/
Gymnastic traner. Health ClubSports Coaches Trainer In Specialized Venue Administrator
SportExercise And Leisure anRecreational Clinics Recreation Servicesin Hospitals AndCompaniesAerobics Instructor Community physical
activitySports CoachesSporting Good salerepresentativeProfessional PlayersSwimming Instructor
Page - 54
PHYSICAL EDUCATION
SUBJECT APPROACH
Ministry of Human Resource Development (MHRD), Government ofIndia to set common principles and guidelines for a nationallyrecognized qualification system covering Schools, VocationalEducation and Training Institutions, Technical Education Institutions,Colleges and Universities. It is envisaged that NSQF will promotetransparency of qualifications, cross-sectional learning, and student-centered learning and facilitate learner's mobility between differentqualifications, thus encouraging lifelong wellness.
Towards the dawn of 21st century the greatest challenge is we will facea generation which will have a lower life span with all the issues ofsedentary lifestyles, unhealthy food habits, stressful Careers. Nationallevel studies prove 30% population of children being obese. That is analarmingly high number as there is research to show that 80% of obesechildren grow up to be obese adults. Hypo kinetic diseases like diabetes,high cholesterol, stress related disorders are very common in thiscategory. More over study conducted by Government of Kerala (TotalPhysical Fitness Program) found that 15.56 percentages of the schoolstudents are found to be physically fit.
The sowing of the seeds of physical activity as part of one's lifestyle canonly happen from childhood .It is a habit that needs to be formed earlyon. It is therefore clear that physical education needs to been integralpart of education in all our schools. Other than the health and fitnessoutcomes we are also looking at a great deal of life skills learningthrough sports. The need for physical education as an integral part ofeducation has been recognized by the Government and efforts are beingmade to elevate the status of physical education in schools. The need ofthe hour is the grass roots level intervention which will eventually driveonward for the demand for Physical Education and sports relatedindustry in India.
The immediate need is of good quality physical education and sportsprofessionals at various levels .his demand is going to explode in thecoming years offering opportunities for all who want to be associatedwith Sports and build a career in this field. Several job opportunitiesalready exist, Physical Education teachers, sports coaches,physiotherapists, nutritionists, sports doctors, sports officials, sportsevent managers are a few of them.
There is already a gap today in the demand and supply of professionalsin this sector. A vocational course on physical education and sportsgives basic exposure to the relevant knowledge and skills required forsomeone interested in this sector. Participation in such a vocationalcourse should build entry level knowledge and skills giving the studentan advantage when pursuing further education in this field. The table
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VHSE Curriculum
below shows some of the opportunities that are within reach of thestudents should they show an inclination to work in the Sports sector.
The National Curriculum Framework (NCF) 2005 recommends thatchildren's life at school must be linked to their life outside the school.This principle makes a departure from the legacy of bookish learningwhich continues to shape our system and causes a gap between theschool, home, community and the workplace. NCF 2005 is centered onthe idea that human knowledge and learning is actively constructed bythe learner, not passively received from the environment that is aconstructive approach need to be followed which is characterized bythe following-
SYLLABUSMODULE - I . HEALTH AND PHYSICAL EDUCATION
1. Basics of Physical Education2. History of Physical Education3. (a) Philosophical Basis of Physical Education
(b) Theories of Play4. Learning5. Teaching Methodology6. Anatomy and Exercise Physiology7. Kinesilogy & Bio mechanics8. Gymnastics9. Track and Field - 110. Football11. Volleyball12. Specialization
MODULE - II. ORGANISATION AND ADMINISTRATION INSPORTS
1. Equipments and Facilities for Physical education2. Organisation and Administration of Tournaments3. Qualification and qualities of pe teacher and coaches.4. General principles of officiating various sports and games5. Play day (national, state, school sports day celebrations)6. Kabaddi7. Hockey8. Basketball9. Intramural
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PHYSICAL EDUCATION
10. Specialization11. Practice teaching (ojt) - 10 days
MODULE - III . HEALTH CLUB MANAGEMENT1. Basics of sport psychology
i. growth and developmentii. personality, motivation
2. Recreation and minor games3. Physical fitness and wellness4. Sports training5. Drugs and doping6. First aid and sports injury management7. Gym management and weight training8. Aerobics (mass exercise)9. Tae kwon do10. Tracka nd field-211. Badminton12. Specialization13. Practice teaching (ojt) - 10 days
MODULE - IV. HEALTH AND YOGIC SCIENCES1. Fundamentals of yoga2. Health education and personal hygiene3. Posture4. Nutrition5. Yoga6. Intramural7. Cricket8. Kho- kho9. Handball10. Specialization11. Practice teaching (OJT) - 10 DAYS
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VHSE Curriculum
SCHEME OF WORKModule -1 Health and Physical Education
Unit Chpater Month Period Weightageof Mark
1.1 Basics of Phy.Edn June 10 3
1.2 History of Phy.Edn Jun,/July 25 6
1.3 Philosophy of Phy.edn. July 10 5
1.4 Learning July 10 5
1.5 Teaching Methods July/Aug. 20 6
1.6 Anatomy & ExercisePhysiology Aug. 20
Anatomy & Exercise 10Physiology Sept.. 15
1.7 Kinesiology & Sep. 10Biomechanics 6
Kinesiology & Oct. 10Biomechanics
Physical Education Practical
1.8 Fundamentals of Physicalactivities Jun. 25 10Specialisation Jun 14
1.9 Gymnastics July 25 10Specialisation July 14
1.10 Track and Field Aug. 30 15Specialisation Aug. 14
1.11 Track and field Sept. 10
Football Sept. 25 10
Specialisation Sept. 14
1.12 Volleyball Oct 25 10
Specialisation Oct 14
Specialisation 20
Total Period 340
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PHYSICAL EDUCATION
Module - II - Organisation and Administration in Sports
Unit Chpater Month Period Weightageof Mark
2.1 Organisation Admini-stration of Tournaments June 25 11General Principles ofofficiating various June 10Sports & Games
2.1 Organisation, Administr-ation & Tournament July 15 7
2.2 Personal Management &leadership July 15General Principles ofofficiating various games& Sports July 10
2.2 Personal Management &leadership Aug. 5
2.3 Facility Management Aug. 15 52.4 Equipments & facilities
for physical Education Sept. 15 42.5 Adapted Physical Edn. Sept. 10 6
Adapted Physical Edn. Oct. 102.6 General Principles and
various Sports & games 7Practical
2.6 General Principle ofofficiating various Sports& games. June 5 6
2.7 Kabaddi June 25 102.8 Track and field July 25 15
Track and field Aug. 152.9 Hockey Aug. 14 10
Hockey Sept. 102.10 Basket ball Sept. 15 10
Basket ball Oct. 102.11 Specialisation Aug. 14
Specialisation Sept. 14Specialisation June 14General Principles ofvarious sports & games 10Specialisation 20
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VHSE Curriculum
Course StructureThis course will consist of 4 modules such as
MODULE - 1 Health and Physical EducationMODULE - 2 Oranisation and Administration in SportsMODULE - 3 Health Club ManagementMODULE - 4 Health and Yogic Sciences
Classroom Activities1. Content presentation through PowerPoint2. Video clips and Animated CDs3. Exhibitions4. Charts and Diagrams5. Debate6. Discussions7. Quiz8. Interview9. Project presentation10. Class test11. Models12. Hand out
Practical Activities1. Case Studies2. Surveys3. Role Plays4. Interaction with Industrial Experts5. Field Study6. Demonstration7. Leadership camp8. Project meet9. Intramural / extramural competition10. Practice teaching
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PHYSICAL EDUCATION
On the Job Training
The learners of Vocational Education get an opportunity to availapprenticeship training in industries to put into practice the theorylearnt and to improve their practical skills. During the course of study,on the job training (OJT) in a course is made mandatory to improve theskill and efficiency of the learner and to instill confidence. This processmotivates to develop the attitude towards self - employment throughProduction Cum Service Training Centers. (PSTC) On the job training isto apply the skills learnt in the real working environment. The aim is todevelop leadership, confidence, and maneuverability and perfect theacquired skills in different work conditions.
Government Organizations• Government schools-practice teaching• To conduct sports and games-district sports and games• Physical Education institutions• Various universities
Private Organizations• Health clubs• Yoga centers• Private schools• Private companies• To conduct sports and game
Public Sector Undertakings• To conduct sports and game
Certification of Skills in Each Module• Skills Certificate In Baisics of Health and Physical Education• Skills Certificate In Sports Management• Skills Certificate In Health Club Management• Skills Certificate In Health And Yogic Sciences
Overview of the Module One
This module intends to build in learner the basic knowledge related tophysical education. It starts with understanding the concept of physicaleducation and how physical education has transformed in the worldover and in particular India. The products of physical education like theOlympic Games, Asian games, Paralympics, Special Olympics andimportant national tournaments are dealt in this module. It also makesthe learner aware of the various international and national awards in thefield of sports and games.
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VHSE Curriculum
Inputs about schools of philosophy in shaping PE programs andteaching methodology for successful transaction of the PE curriculumis given due importance here. Students are motivated to inculcate thequalities and achieve the qualification to become a successful PEteacher or coach. Exercise and physical activity cannot be properlyunderstood without the study of anatomy and physiology. Students aremade to understand the physiological and anatomical changes broughtin the human body by the means of physical activity. They are alsotaught the importance of warming up and warming down for anyactivity. The role of body mechanics for the effective application of skillsin sports and games are also stressed in this module.
Games and sports are integral part of physical education and in thismodule the history, rules and regulation and fundamental skills in thediscipline of Gymnastics, Athletics, Football and Volleyball areprovided.
Major skills acquired• Able to teach the meaning, need and scope of Physical
Education.• Able to teach the global evolution of Physical Education• Ability to organize play day in an institution• Use learning theories and laws in teaching• Design appropriate teaching method for effective transaction• Ability to manage class• Acquires qualities and qualification of Physical Education
teacher and coach.• Use Anatomical and Physiological knowledge in teaching.• Use Kinesiology and Bio Mechanical knowledge in teaching.• Fundamental teaching skills in Calisthenics, Gymnastics,
Athletics, Football and Volleyball.
Learning Outcomes of the Course
After completion of module -1, the learners will be able to• Describe the meaning of Physical education• Explain the aim and objective of Physical education• Enumerate the social demands, employability option and
current trends in Physical education and Sports• Recognize the values learnt in Physical Education and
experiment it in real life• Compare the status of Physical Education in pre-colonial,
colonial, post colonial era
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PHYSICAL EDUCATION
• Describe the history of Physical education in variouscountries
• Differentiate major global games• Label different National and international organizational• Enumerate down and recognize different awards in sport at
various level• Explain the meaning of Philosophy.• Identify the relation between Philosophy and Physical
education• Classify the essence in different philosophies and know the
philosophers• Explain the meaning of play• Classify different theories of pay and know their importance• Describe learning• Classify different theories and know their importance in
Physical education• Experiment the principles and laws of learning during
learning teaching process• Explain learning curve• Demonstrate in sports and games• Describe teaching methodology• Enumerate the principles and importance• Design a methodology• Differentiate and choose the method for class room and
practical.• Distinguish and describe the meaning of new terminologies.• Describe and write the functions of different systems• Demonstrate, dramatize and interpret the effect of physical
activity on each systems• Demonstrate and dramatize the commands, formations and
recognize the principles and its applications• Identify the qualities and responsibility of PE teacher• State the qualification• Identify the qualities and responsibility of a coach• State the qualification• Distinguish and describe the meaning of new terminologies• Identify and locate different joints and major muscles
associated with each joint
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VHSE Curriculum
• Demonstrate and differentiate among the various types ofmovements
• Interpret the mechanical concepts and demonstrate throughphysical activities
• Interpret the mechanical concepts• Adapt the mechanics in executing the skill• Demonstrate the exercises and also create new set of exercise
to warm the body and warm down the body• Demonstrate and create new set of callisthenic exercises• Develop and improve the commanding skills and sense of
rhythm• Distinguish the various types of gymnastics• Demonstrate the various gymnastic movements• Create new combination movements• Describe and distinguish the various competitions• Describe various rules and regulations• Describe and distinguish the various rules and regulations• Demonstrate the various skills and use them during various
practice and competitions.
MODULE 1
Health and Physical Education : 340 Periods
Units Name of units PeriodsNo1.1 Basics of physical education 101.2 History of physical education 251.3 Philosophy of physical education 101.4 Learning 101.5 Teaching Methodology 201.6 Anatomy and exercise physilogy 351.7 Kinesiology and biomechanics 201.8 Fundamentals of physical activity 251.9 Gymnastics 251.10 Track and field - 1 401.11 Football 251.12 Volleyball 251.13 Specialization 70
Total periods 340
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PHYSICAL EDUCATION
Mod
ule
1 :
HEA
LTH
AN
D P
HYS
ICA
LED
UCA
TIO
N
Idea
s/C
once
pts/
Skill
Lear
ning
Out
com
esSu
gges
ted
Act
iviti
esA
sses
smen
t
•M
eani
ng a
nd D
efin
ition
of P
E
•A
im,
obje
ctiv
es
of
Ph
ysic
aled
ucat
ion
•Th
e sc
ope
of P
hysic
al E
duca
tion
•N
eed
and
impo
rtanc
e of
PE
in th
epr
esen
t so
ciet
y
The
stud
ent
will
be
able
to:
-1.
1.1
Def
ine
and
desc
ribe
Phys
ical
edu
catio
n1.
1.2
List
and
Expl
ain
the
aim
and
obje
ctiv
e of P
hysic
al ed
ucat
ion
1.1.
3Li
st do
wn
the
soci
alde
man
ds ,e
mpl
oyab
ility
opt
ion
and
curre
nt
trend
s in
Ph
ysic
aled
ucat
ion
and
Spor
ts
1.1.
4R
ecog
nize
th
e va
lues
lear
nt i
n Ph
ysic
al E
duca
tion
and
expe
rimen
t it i
n re
al
•Th
e te
ache
r eng
age
the
stude
nts i
na
gam
e an
d th
roug
h In
tera
ctiv
edi
scus
sion
met
hod
des
crib
e th
em
eani
ng a
nd c
once
pt o
f Ph
ysic
alEd
ucat
ion.
•By
eng
agin
g in
a te
am g
ame,
the
teac
hers
ex
plai
n th
e ai
m
and
obje
ctiv
e of
Phy
sical
edu
catio
n.•
The
stude
nts
list
dow
n th
eob
ject
ives
and
then
expl
ain
the a
imof
Phy
sical
edu
catio
n•
The
stude
nts
are
grou
ped
toge
ther
and
assig
ned
to li
st do
wn
the s
cope
of P
hysic
al E
duca
tion
•In
tera
ctiv
e di
scus
sion
Met
hod
the
cons
olid
ates
•Th
e stu
dent
s ar
e m
ade
to p
lay
ate
am g
ame
and
told
to id
entif
y th
eva
lues
lear
nt fr
om th
is ac
tivity
.•
The
teac
her
may
use
ICT
- sh
owvi
deo
clip
s an
d as
k th
e stu
dent
s to
iden
tify
the
valu
es•
Inte
ract
ive d
iscus
sion
Met
hod
hint
sto
writ
e p
roje
cts(
as a
spe
ctat
or,
parti
cipa
nt, o
rgan
izer
) is g
iven
.
•A
ssig
nmen
t.
•O
ral t
est
•N
ote
book
•Pr
ojec
t
repo
rt as
aSp
ecta
tor,
Parti
cipa
nt,
Org
aniz
er
Uni
t 1
.1 :
- BA
SICS
OF
PHYS
ICA
L ED
UCA
TIO
N
PE
RIO
D: 1
0
Page - 65
VHSE Curriculum
•A
ssig
nmen
t•
sem
inar
•Se
min
ar
•A
ssig
nmen
t•
Qui
z•
e-co
llect
ion
•D
ocum
enta
tion
Mod
ule
1 :
HEA
LTH
AN
D P
HYS
ICA
LED
UCA
TIO
N
Idea
s/C
once
pts/
Skill
Lear
ning
Out
com
esSu
gges
ted
Act
iviti
esA
sses
smen
t
•Ph
ysic
al E
duca
tion
in I
ndia
, p
reco
loni
al, p
ost c
olon
ial e
ra
•Ph
ysic
al
Educ
atio
n in
an
cien
tG
reec
e, R
ome,
Ger
man
, Sw
eden
,U
SA, U
SSR,
Jap
an
•O
lym
pics
(anc
ient
, mod
ern,
win
ter,
yout
h, P
aral
ympi
cs),
Asia
n G
ames
,Co
mm
onw
ealth
G
ames
, SA
Fga
mes
, Nat
iona
l Gam
es.
The
stud
ent
will
be
able
to:
-1.
2.1
To c
ompa
re th
e sta
tus
ofPh
ysic
al E
duca
tion
in p
re-c
olon
ial,
colo
nial
, pos
t col
onia
l era
1.2.
2To
des
crib
e the
hist
ory
ofPh
ysic
al
educ
atio
n in
va
rious
coun
tries
1.2.
3To
di
ffere
ntia
te
maj
orgl
obal
gam
es
•D
iffer
ent
ICT-
VID
EO
clip
s ar
esh
own
to c
reat
e an
ins
ight
. Th
estu
dent
s ar
e di
vide
d in
to
thre
egr
oups
and
a se
min
ar is
con
duct
edIn
tera
ctiv
e di
scus
sion
met
hod
the
teac
her
cons
olid
ates
•D
iffer
ent
ICT-
VID
EO
clip
s ar
esh
own
to c
reat
e an
ins
ight
. Th
estu
dent
s ar
e di
vide
d in
to
thre
egr
oups
and
ask
ed t
o m
ake
a e-
colle
ctio
n a
nd p
rese
nt. B
ased
on
the
e•
colle
ctio
n a
quiz
pro
gram
me
isor
gani
zed
by
the
teac
her
and
thro
ugh
Inte
ract
ive
disc
ussio
nm
etho
d th
e te
ache
r co
nsol
idat
es.
•Th
e stu
dent
are
div
ided
int
o 10
grou
ps. E
ach
gro
up is
ass
igne
d a
meg
a e
vent
. With
the
help
of I
CT
, gro
up pr
esen
tatio
n, do
cum
enta
tion
and
thro
ugh
•In
tera
ctiv
e di
scus
sion
met
hod
the
teac
her
cons
olid
ates
.
Uni
t 1
.2 :
-HIS
TORY
OF
PHYS
ICA
L ED
UCA
TIO
N
PERI
OD
: 25
Page - 66
PHYSICAL EDUCATION
•D
ocum
enta
tion
•Fl
ow c
hart
•C
olle
ctio
n of
pos
ture
s
Mod
ule
1 :
HEA
LTH
AN
D P
HYS
ICA
LED
UCA
TIO
N
Idea
s/C
once
pts/
Skill
Lear
ning
Out
com
esSu
gges
ted
Act
iviti
esA
sses
smen
t
•In
tern
atio
nal
and
Nat
iona
lO
rgan
izat
ions
/Fed
erat
ions
Inte
rnat
iona
l an
d N
atio
nal
Spor
ts A
war
ds
1.2.
4To
la
bel
di
ffere
ntN
atio
nal
an
d in
tern
atio
nal
orga
niza
tiona
l
1.2.
5To
list
dow
n an
dre
cogn
ize
diffe
rent
aw
ards
in
spor
t at v
ario
us le
vel
•Th
e stu
dent
are
div
ided
int
o 10
grou
ps. E
ach
gro
up is
ass
igne
d a
meg
a e
vent
. With
the
help
of I
CT
, gro
up pr
esen
tatio
n, do
cum
enta
tion
and
thro
ugh
Inte
ract
ive
disc
ussio
n m
etho
d th
ete
ache
r co
nsol
idat
es.
•Th
e stu
dent
s ar
e ta
ught
to d
raw
aflo
w c
hart
. B
y us
ing
the
ICT-
VID
EO C
LIPS
stu
dent
mus
t be
able
to ch
art a
ccor
ding
to h
iera
rchy
and
list d
own
the
func
tions
•Th
roug
h sc
anni
ng a
nd sk
imm
ing
alis
t of a
war
ds is
mad
e and
insc
ribed
on a
cha
rt•
Postu
re o
f di
ffere
nt a
war
ds a
reco
llect
ed
Uni
t 1
.2 :
-HIS
TORY
OF
PHYS
ICA
L ED
UCA
TIO
N
PERI
OD
: 25
Page - 67
VHSE Curriculum
•Sh
ort n
ote
•D
ocum
enta
tion
•Sh
ort n
ote
•as
signm
ent
Mod
ule
1 :
HEA
LTH
AN
D P
HYS
ICA
LED
UCA
TIO
N
Idea
s/C
once
pts/
Skill
Lear
ning
Out
com
esSu
gges
ted
Act
iviti
esA
sses
smen
t
•M
eani
ng
and
impo
rtanc
e of
Philo
soph
y in
Phy
sical
Edu
catio
n.
•Sc
hool
s of
Phi
loso
phy
(Idea
lism
,N
atur
alism
, Pr
agm
atism
, Re
alism
,Ex
isten
tialis
m)
•In
trodu
ctio
n an
d m
eani
ng o
f pl
ayTh
eorie
s of
Pl
ay
and
Phys
ical
educ
atio
n
The
stud
ent
will
be
able
to:
-1.
3.1
Expl
ain
the
mea
ning
of
Philo
soph
y.1.
3.2
Iden
tify
th
e re
latio
nbe
twee
n Ph
iloso
phy
and
Phys
ical
educ
atio
n
1.3.
3C
lass
ify t
he e
ssen
ce i
ndi
ffere
nt ph
iloso
phie
s and
know
the
philo
soph
ers
1.3.
4Ex
plai
n th
e m
eani
ng o
fpl
ay1.
3.5
Clas
sify
diffe
rent
theo
ries
of p
lay
and
know
thei
r im
porta
nce
•Th
e stu
dent
s are
to p
repa
re a
shor
tno
te o
n Ph
iloso
phy
and
its re
latio
nw
ith P
hysic
al E
duca
tion-
clas
s roo
mdi
scus
sion.
•Th
e stu
dent
s ar
e di
vide
d in
to f
ive
grou
ps
and
each
gro
up m
ust
begi
ven
a sc
hool
of
Ph
iloso
phy.
Gro
up
wise
pr
esen
tatio
n an
ddo
cum
enta
tion.
•In
tera
ctiv
e di
scus
sion
and
col
lect
deta
ils o
f pla
y an
d pl
ay th
eorie
s
Uni
t 1
.3 :
-PH
ILO
SOPH
Y O
F PH
YSIC
AL
EDU
CATI
ON
P
ERIO
D: 1
0
Page - 68
PHYSICAL EDUCATION
•M
eani
ng o
f lea
rnin
g
•Th
eorie
s of l
earn
ing
•Pr
inci
ples
and
law
s of
Lea
rnin
g
•Le
arni
ng c
urve
and
·ov
erco
min
g le
arni
ng p
late
au
•Tr
ansf
er o
f lea
rnin
g
The
stud
ent
will
be
able
to:
-1.
4.1
Des
crib
e le
arni
ng
1.4.
2Cl
assif
y di
ffere
nt th
eorie
san
d kn
ow
thei
r im
porta
nce
inPh
ysic
al e
duca
tion
1.4.
3Ex
perim
ent t
he p
rinci
ples
and l
aws o
f lea
rnin
g dur
ing l
earn
ing
teac
hing
pro
cess
1.4.
4Ex
plai
n le
arni
ng cu
rve
1.4.
5A
dopt
the
skill
s lea
rnt i
non
e g
ame
in m
any
othe
r gam
es.
•Sh
ort n
ote
•do
cum
enta
tion
•Sh
ort n
otes
•G
raph
Viv
a vo
ice
Dem
onstr
atio
n
Mod
ule
1 :
HEA
LTH
AN
D P
HYS
ICA
LED
UCA
TIO
N
Idea
s/C
once
pts/
Skill
Lear
ning
Out
com
esSu
gges
ted
Act
iviti
esA
sses
smen
t
•Th
roug
h in
tera
ctio
n di
scus
sion
met
hod
the
teac
her
desc
ribes
lear
ning
•IC
T pr
esen
tatio
n of
the
orie
s of
lear
ning
and
doc
umen
tatio
n
•M
odel
tea
chin
g b
y th
e te
ache
r(s
kill
or th
eory
)by
stres
sing
eac
hla
ws
of l
earn
ing
with
exa
mpl
es.
The
stude
nts
try t
o in
terp
ret
the
law
s an
d no
te
and
cite
m
ore
exam
ples
.
•A
naly
se v
ario
us s
tage
s of
perfo
rman
ce o
f wor
ld cl
ass a
thle
tes
from
the
age
of
15 o
nwar
ds l
ike
Car
l lew
is,U
sain
bol
t)usin
g gr
aph
•Th
e stu
dent
s lea
rn so
me
skill
s and
try to
ado
pt it
oth
er g
ames
.
Uni
t 1
.4 :
-LEA
RNIN
G
PERI
OD
: 10
Page - 69
VHSE Curriculum
The
stud
ent
will
be
able
to:
-1.
5.1
Des
crib
e te
achi
ngm
etho
dolo
gy1.
5.2
List
the
prin
cipl
es a
ndim
porta
nce
1.5.
3D
esig
n a
met
hodo
logy
1.5.
4D
iffer
entia
te
and
choo
se
the
met
hod
for
clas
s ro
om
and
prac
tical
.1.
5.5
Dem
onstr
ate
and
dram
atiz
e th
eco
mm
ands
, fo
rmat
ions
an
dre
cogn
ize
the
prin
cipl
es a
nd i
tsap
plic
atio
ns
•In
fere
nce
repo
rt
•O
bser
vatio
n
•Ra
ting
scal
e•
Rep
ort
•N
ote
book
•V
ideo
doc
umen
tatio
n
Mod
ule
1 :
HEA
LTH
AN
D P
HYS
ICA
LED
UCA
TIO
N
Idea
s/C
once
pts/
Skill
Lear
ning
Out
com
esSu
gges
ted
Act
iviti
esA
sses
smen
t
•Th
e te
ache
r d
emon
strat
es
anac
tivity
and
the s
tude
nts a
re to
infe
ral
ong
with
the
help
of t
he te
ache
rth
e m
eani
ng,
impo
rtanc
e an
d th
epr
inci
ples
of t
each
ing
met
hods
.
•C
ondu
ct a
cla
ss le
vel s
emin
arTh
e se
min
ar is
to b
e or
gani
zed
byth
e stu
dent
s and
the t
opic
s are
to b
epr
esen
ted
by t
he t
each
ers(
eg o
fto
pics
-pre
para
tion
of
teac
hing
man
ual,
simul
ated
cla
ss, t
each
ing
man
ual
asse
ssm
ent,
portf
olio
asse
ssm
ent).
Vid
eo d
ocum
enta
tion.
The
stude
nt h
as
to d
ocum
ent t
hese
min
ar w
hich
sho
uld
cont
ain
am
odel
less
on p
lan
and
portf
olio
s to
asse
ss th
e sim
ulat
ed c
lass
man
ual
•Th
e stu
dent
s are
div
ided
into
gro
upan
d co
nduc
t a
prac
tical
cla
ss a
ndvi
deo
docu
men
tatio
n
Uni
t 1
.5 :
-
UN
IT N
AM
E-TE
ACH
ING
MET
HO
DO
LOG
Y
P
ERIO
D: 2
0
•M
eani
ng, i
mpo
rtanc
e an
dPr
inci
ples
of t
each
ing
met
hods
•M
etho
ds o
f tea
chin
g in
PE
•Cl
ass
and
field
Man
agem
ent
(prin
cipl
es, c
omm
ands
,fo
rmat
ions
, use
of e
duca
tiona
lte
chno
logi
es)
Page - 70
PHYSICAL EDUCATION
Mod
ule
1 :
HEA
LTH
AN
D P
HYS
ICA
LED
UCA
TIO
N
Idea
s/C
once
pts/
Skill
Lear
ning
Out
com
esSu
gges
ted
Act
iviti
esA
sses
smen
t•
Qua
litie
s and
resp
onsib
ilitie
s of a
phys
ical
Edu
catio
n te
ache
r
•Q
ualif
icat
ions
of P
hysic
alEd
ucat
ion
Teac
her
•Q
ualit
ies a
nd re
spon
sibili
ties o
f aco
ach
•Q
ualif
icat
ions
of c
oach
•Le
sson
pla
ns
1.5.
6Id
entif
y th
e qu
aliti
es a
ndre
spon
sibili
ty o
f PE
teac
her
1.5.
7St
ate
the
qual
ifica
tion
1.5.
8Id
entif
y th
e qu
aliti
es a
ndre
spon
sibili
ty o
f a c
oach
1.5.
9St
ate
the
qual
ifica
tion
1.5.
10
Abl
e to
Prep
are l
esso
n pl
an
•N
oteb
ook
Ass
ignm
ent
•Ra
ting
scal
e
Uni
t 1
.5 :
-
UN
IT N
AM
E-TE
ACH
ING
MET
HO
DO
LOG
Y
P
ERIO
D: 2
0
•Th
e stu
dent
s m
ust
writ
e th
equ
aliti
es a
nd re
spon
sibili
ties
of a
nid
eal t
each
er w
hich
he
bear
s in
his
min
d
•Th
e stu
dent
mus
t sur
f and
skim
the
inte
rnet
and
writ
e a
note
of v
ario
usco
urse
s offe
red
to m
ould
a Ph
ysic
alEd
ucat
ion
teac
her
in
the
state
,na
tiona
l and
inte
rnat
iona
l lev
el
•Th
e stu
dent
s m
ust
writ
e th
equ
aliti
es a
nd re
spon
sibili
ties
of a
nid
eal c
oach
whi
ch h
e be
ars
in h
ism
ind
•Th
e stu
dent
mus
t sur
f and
skim
the
inte
rnet
and
writ
e a
note
of v
ario
usco
urse
s offe
red
to m
ould
a co
ach
inth
e sta
te, n
atio
nal a
nd in
tern
atio
nal
leve
l
•G
roup
dire
cted
pra
ctic
e m
etho
d in
the
field
by
the
stude
nts
•Pr
actic
e te
achi
ng in
sch
ools
Page - 71
VHSE Curriculum
Mod
ule
1 :
HEA
LTH
AN
D P
HYS
ICA
LED
UCA
TIO
N
Idea
s/C
once
pts/
Skill
Lear
ning
Out
com
esSu
gges
ted
Act
iviti
esA
sses
smen
t•
Intro
duct
ion
and
mea
ning
of
anat
omy,
phy
siolo
gy a
nd e
xerc
iseph
ysio
logy
.
•Fu
nctio
ns o
f diff
eren
t bod
ysy
stem
s (S
kele
tal,
mus
cula
r,re
spira
tory
, circ
ulat
ory,
Dig
estiv
e,ex
cret
ory,
Rep
rodu
ctiv
e,En
docr
ine
and
nerv
ous
syste
ms-
brie
f ac
coun
t)
•Ef
fect
of p
hysic
al a
ctiv
ity o
n bo
dysy
stem
s.
The
stud
ent
will
be
able
to:
-
1.6.
1D
istin
guish
and
des
crib
eth
e m
eani
ng o
f new
term
inol
ogie
s.
1.6.
2D
escr
ibe
and
writ
e th
efu
nctio
ns o
f diff
eren
t sys
tem
s
1.6.
3D
emon
strat
e,
dram
atiz
ean
d in
terp
ret t
he e
ffect
of p
hysic
alac
tivity
on
each
sys
tem
s
•R
ecor
d•
Ass
ignm
ent
•C
hart
•N
oteb
ook
•D
iagr
ams
•C
harts
•Pr
esen
tatio
n
•O
bser
vatio
n•
Shor
t not
e•
Rec
ord
Uni
t 1
.6 :
-
U
NIT
NA
ME-
AN
ATO
MY
AN
D E
XERC
ISE
PHYS
IOLO
GY
PERI
OD
: 35
•In
tera
ctiv
e d
iscus
sion
met
hod
•G
roup
task
ass
igne
d:-T
he st
uden
tsar
e div
ided
into
grou
ps an
d ass
igne
dea
ch
syste
ms.U
sing
ICT
th
estu
dent
s ha
ve
to
colle
ctin
form
atio
ns o
f t
he f
unct
ions
of
diffe
rent
sys
tem
and
pre
sent
•stu
dent
s ar
e ta
ken
to t
he g
roun
dan
d eng
aged
in bi
g mus
cle a
ctiv
ities
and
get
a fe
el
of
the
rela
ted
resp
onse
on
each
sys
tem
and
not
edo
wn
the
effe
cts
Page - 72
PHYSICAL EDUCATION
Mod
ule
1 :
HEA
LTH
AN
D P
HYS
ICA
LED
UCA
TIO
N
Idea
s/C
once
pts/
Skill
Lear
ning
Out
com
esSu
gges
ted
Act
iviti
esA
sses
smen
t
•In
trodu
ctio
n an
d m
eani
ng o
fK
ines
iolo
gy a
nd B
iom
echa
nics
.
•Ty
pes o
f joi
nts-
(Sho
ulde
r joi
nt,
shou
lder
gird
le, e
lbow
, hip
, kne
e,an
kle-
brie
f ac
coun
t)
•Jo
int m
ovem
ents-
flexi
on,
exte
nsio
n, ad
duct
ion,
Abd
uctio
n,ci
rcum
duct
ion
•A
pplic
atio
n of
mec
hani
cal
conc
ept
-fo
rce,
mot
ion
(New
ton'
s la
ws)
•A
erod
ynam
ics (
proj
ectil
e, sp
in),
Leve
r
The
stud
ent
will
be
able
to:
-1.
7.1
Dist
ingu
ish a
nd d
escr
ibe
the
mea
ning
of n
ew te
rmin
olog
ies.
1.7.
2Id
entif
y an
d lo
cate
diffe
rent
join
ts an
d m
ajor
mus
cles
asso
ciat
ed w
ith e
ach
join
t.
1.7.
3D
emon
strat
e an
ddi
ffere
ntia
te
amon
g th
e va
rious
type
s of
mov
emen
ts
1.7.
4In
terp
ret
the
mec
hani
cal
conc
epts
and
dem
onstr
ate t
hrou
ghph
ysic
al ac
tiviti
es
1.7.
5In
terp
ret
the
mec
hani
cal
conc
epts
1.7.
6A
dapt
the
mec
hani
cs i
nex
ecut
ing
the s
kill
•Sh
ort n
ote
•A
lbum
•O
bser
vatio
n•
Shor
t not
e•
e -P
roje
ct w
ork.
•Sh
ort n
ote
Uni
t 1
.7 :
-
UN
IT N
AM
E-KI
NES
IOLO
GY
AN
D B
IOM
ECH
AN
ICSY
PERI
OD
: 35
•In
tera
ctiv
e d
iscus
sion
met
hod"
•U
sing
ICT-
Vid
eo
clip
ping
s th
ete
ache
r hel
ps th
e stu
dent
s to
loca
tean
d id
entif
y ea
ch jo
ints
and
maj
orm
uscl
es.T
here
afte
r th
e stu
dent
sco
llect
pic
ture
s of
the
joi
nt a
ndm
uscl
es a
nd su
bmit
an a
lbum
•U
sing
ICT-
Vid
eo
clip
ping
s th
ete
ache
r hel
ps th
e stu
dent
s to
loca
tedi
ffere
nt m
ovem
ents
.The
re a
fter
the
stude
nts
dem
onsta
te
the
mov
emen
ts an
d sub
mit
an e-
proj
ect
•Th
e stu
dent
s ar
e to
re
late
th
ePh
ysic
al ac
tivite
s with
the d
iffer
ent
conc
epts
in P
hysic
s an
d m
ake
ash
ort n
ote
Page - 73
VHSE Curriculum
Mod
ule
1 :
HEA
LTH
AN
D P
HYS
ICA
LED
UCA
TIO
N
Idea
s/C
once
pts/
Skill
Lear
ning
Out
com
esSu
gges
ted
Act
iviti
esA
sses
smen
t
•G
ener
al w
arm
up
•sp
ecifi
c w
arm
-up
•co
olin
g do
wn
•W
ithou
t app
arat
us-
freeh
and
exer
cise
s
•dr
ill an
d m
arch
•co
mm
ands
The
stud
ent
will
be
able
to:
-1.
8.1
Dem
onstr
ate
the
exer
cise
s and
also
crea
te n
ew se
t of
exer
cise
to
war
m t
he b
ody
and
war
m d
own
the
body
1.8.
2D
emon
strat
e an
d cr
eate
new
set
of c
allis
then
ic e
xerc
ises
1.8.
3D
evel
op a
nd im
prov
e th
eco
mm
andi
ng s
kills
and
sen
se o
frh
ythm
•R
ecor
d•
Viv
a vo
ce
Uni
t 1
.8 :
-
UN
IT N
AM
E-FU
ND
AM
ENTA
L O
F PH
YSIC
AL
ACT
IVIT
Y
PE
RIO
D: 1
5
•Th
e te
ache
r de
mon
strat
es
the
exer
cise
s. Th
e stu
dent
s le
arns
the
diffe
rent
co
mm
ands
th
ere
afte
rim
itate
, pra
ctic
e the
exer
cise
s w
ithgu
ided
corre
ctio
n. T
he st
uden
ts ar
edi
vide
d in
to v
ario
us
gro
up f
orgr
oupd
irect
ed
prac
tice
and
corre
ctio
n.Th
e stu
dent
s ar
e le
ftfre
e
to
prac
tice
the
exer
cise
indi
vidu
ally
an
d ag
ain
ingr
oups
.Fin
ally
the s
tude
nts h
ave t
ocr
eate
a
new
se
t of
ex
erci
sede
mon
state
and
not
e do
wn
Page - 74
PHYSICAL EDUCATION
•H
istor
y an
d di
ffere
nt k
inds
of
gym
nasti
cs(b
asic
,spo
rtive
,gy
mna
stics
for a
ll ki
nds o
f spo
rts,
artis
tic)
Floo
r ex
erci
se
•fo
r gir
ls-fro
nt ro
ll, b
ack
roll,
forw
ard
dive
roll,
side
war
d ro
ll,ca
rtwhe
el, v
ario
us ty
pes o
f spl
its,
com
bina
tion
of a
ll m
ovem
ents
•Fo
r bo
ys-fr
ont r
oll,
back
roll,
forw
ard
dive
roll
, sid
ewar
d ro
ll,ca
rtwhe
el, v
ario
us ty
pes o
f spl
itco
mbi
natio
n of
all
mov
emen
ts
•W
ith a
ppar
atus
for
girl
s-ba
lanc
e be
am, u
neve
n ba
rs,p
aral
lel b
ar, h
oriz
onta
l bar
, vau
ltta
ble.
(any
one
)
•W
ith a
ppar
atus
for
boys
-po
mm
el h
orse
, rom
an ri
ngs,
para
llel b
ar, h
oriz
onta
l bar
, vau
ltta
ble.
(any
one
)
Mod
ule
1 :
HEA
LTH
AN
D P
HYS
ICA
LED
UCA
TIO
N
Idea
s/C
once
pts/
Skill
Lear
ning
Out
com
esSu
gges
ted
Act
iviti
esA
sses
smen
tTh
e st
uden
t w
ill b
e ab
le t
o:-
1.9.
1D
istin
guish
th
e va
rious
type
s of
gym
nasti
cs
1.9.
2D
emon
strat
e th
e va
rious
gym
nasti
c m
ovem
ents
1.9.
3C
reat
e n
ew c
ombi
natio
nm
ovem
ents
•sh
ort n
ote
•in
tram
ural
•Pr
actic
al R
ecor
d•
viva
voc
e
Uni
t 1
.9 :
-
UN
IT N
AM
E-
G
YMN
AST
ICS
P
ERIO
D: 4
0
•In
tera
ctiv
e disc
ussio
n m
etho
d. T
hestu
dent
s m
ay u
se IC
T to
sca
n an
dsk
im t
he r
ules
of
the
gam
es a
ndsk
ills r
ecor
d
•Th
e te
ache
r dem
onstr
ates
the
skill
.Th
e stu
dent
s im
itate
and
pra
ctic
eth
e ski
ll an
d gu
ided
corre
ctio
n. T
hestu
dent
s ar
e di
vide
d in
to v
ario
usgr
oup
for
grou
pdire
cted
pra
ctic
ean
d co
rrect
ion.
The
stude
nrts
are
left
free
to
prac
tice
the
skill
sin
divi
dual
ly an
d ag
ain
in g
roup
s.
Page - 75
VHSE Curriculum
Idea
s/C
once
pts/
Skill
Lear
ning
Out
com
esSu
gges
ted
Act
iviti
esA
sses
smen
t
•H
istor
y, im
porta
nt co
mpe
titio
nshe
ld a
t diff
eren
t lev
els
Fund
amen
tal
skill
s -tr
ack
even
ts
•St
art-
stand
ing,
cro
uch
and
itsva
riatio
ns
•Fi
nish
- run
thro
ugh,
forw
ard
lung
e (di
p), s
houl
der s
hrug
.
•R
elay
s- v
ario
us m
etho
ds o
fba
ton
exch
ange
•Fu
ndam
enta
l ski
lls -f
ield
eve
nts
•Lo
ng ju
mp-
sail
,han
g an
d hi
tch
kick
•Sh
ot-p
ut-O
'Brie
n an
d di
sco
put
•H
igh
jum
p-sc
issor
cut
, stra
ddle
roll,
fosb
ury
flop
Mod
ule
1 :
HEA
LTH
AN
D P
HYS
ICA
LED
UCA
TIO
N
The
stud
ent
will
be
able
to:
-1.
10.1
Des
crib
e an
d di
sting
uish
the
vario
us c
ompe
titio
n
1.10
.2D
emon
strat
e th
e va
rious
skill
s and
use
them
dur
ing
vario
uspr
actic
e an
d co
mpe
titio
ns.
•Re
cord
boo
k
•R
etur
n de
mon
strat
ion
•Sk
ill te
st•
AA
HPE
R TE
ST•
Ratin
g sc
ale
•Pr
actic
al R
ecor
d
Uni
t 1
.10
: -
U
NIT
NA
ME-
TRA
CK A
ND
FIE
LD -
1
CS
P
ERIO
D: 3
5
•In
tera
ctiv
e disc
ussio
n m
etho
d. T
hestu
dent
s m
ay u
se IC
T to
sca
n an
dsk
im t
he r
ules
of
the
gam
es a
ndsk
ills r
ecor
d•
The
teac
her d
emon
strat
es th
e sk
ill.
The
stude
nts
imita
te a
nd p
ract
ice
the s
kill
and
guid
ed co
rrect
ion.
The
stude
nts
are
divi
ded
into
var
ious
grou
p fo
r gr
oupd
irect
ed p
ract
ice
and
corre
ctio
n.Th
e stu
denr
ts ar
ele
ft fre
e t
o pr
actic
e th
e sk
ills
indi
vidu
ally
and
agai
n in
gro
ups.
Idea
s/C
once
pts/
Skill
Lear
ning
Out
com
esSu
gges
ted
Act
iviti
esA
sses
smen
t
Page - 76
PHYSICAL EDUCATION
Idea
s/C
once
pts/
Skill
Lear
ning
Out
com
esSu
gges
ted
Act
iviti
esA
sses
smen
t
•H
istor
y R
ules
and
regu
latio
ns
Fun
dam
enta
l sk
ills
•K
icks
- in
side
of th
e fo
ot, i
nste
pof
the
foot
, out
er in
step
of th
efo
ot, c
hip,
Lofte
d ki
ck, v
olle
y, h
alf v
olle
y
•Tr
appi
ng-ro
lling
bal
l with
the
insid
e, so
le a
nd in
step
of th
e fo
ot
Ball
rece
ptio
n an
d co
ntro
l-
•re
ceiv
ing
the
ball
with
the
insid
ean
d ou
tside
of t
he fo
ot, t
rapp
ing
the
ball
with
che
st, th
igh.
Mod
ule
1 :
HEA
LTH
AN
D P
HYS
ICA
LED
UCA
TIO
N
The
stud
ent
will
be
able
to:
-1.
11.1
Des
crib
e va
rious
ru
les
and
regu
latio
ns
1.11
.2D
emon
strat
e th
e va
rious
skill
s and
use
them
dur
ing
vario
uspr
actic
e an
d co
mpe
titio
ns
•Re
cord
boo
k
•R
etur
n de
mon
strat
ion
•Sk
ill te
st
•Ra
ting
scal
e
Uni
t 1
.11
: -
U
NIT
NA
ME-
F
OO
TBA
LL
PERI
OD
: 25
•In
tera
ctiv
e disc
ussio
n m
etho
d. T
hestu
dent
s m
ay u
se IC
T to
sca
n an
dsk
im t
he r
ules
of
the
gam
es a
ndsk
ills r
ecor
d
•Th
e te
ache
r dem
onstr
ates
the
skill
.Th
e stu
dent
s im
itate
and
pra
ctic
eth
e ski
ll an
d gu
ided
corre
ctio
n. T
hestu
dent
s ar
e di
vide
d in
to v
ario
usgr
oup
for
grou
pdire
cted
pra
ctic
ean
d co
rrect
ion.
The
stude
nrts
are
left
free
to
prac
tice
the
skill
sin
divi
dual
ly an
d ag
ain
in g
roup
s.
Idea
s/C
once
pts/
Skill
Lear
ning
Out
com
esSu
gges
ted
Act
iviti
esA
sses
smen
t
Page - 77
VHSE Curriculum
Idea
s/C
once
pts/
Skill
Lear
ning
Out
com
esSu
gges
ted
Act
iviti
esA
sses
smen
t
•D
ribb
ling-
inste
p of
the
foot
,in
side
of th
e fo
ot, o
utsid
e of
the
•fo
ot, c
ontro
l, fa
st, st
raig
ht, z
igza
gdr
ibbl
ing,
drib
blin
g w
ith o
bsta
cle
Hea
ding
- sta
ndin
g, ru
nnin
g,ju
mpi
ng h
eadi
ng fo
r lon
gcl
eara
nce,
dow
n w
ard
head
ing
Thr
owin
g-
•Fe
intin
g- w
ith lo
wer
lim
b, w
ithth
e up
per p
art o
f the
bod
y
•Ta
cklin
g-sim
ple
bloc
k ta
cklin
g,sli
de ta
cklin
g
•G
oal k
eepi
ng-c
olle
ctio
n of
bal
ls,di
ving
, bal
l cle
aran
ce (k
icki
ng,
thro
win
g an
d de
flect
ing)
•R
ules
and
thei
r int
erpr
etat
ions
Mod
ule
1 :
HEA
LTH
AN
D P
HYS
ICA
LED
UCA
TIO
N
1.11
.3D
emon
strat
e th
e va
rious
skill
s and
use
them
dur
ing
vario
uspr
actic
e an
d co
mpe
titio
ns
•R
etur
n de
mon
strat
ion
•Sk
ill T
est
•Ra
ting
scal
e
•M
ac D
onal
d•
Test
•O
r A
APH
ER T
EST
•In
tram
ural
•Pr
actic
al R
ecor
d•
Viv
a-vo
ce
Uni
t 1
.11
: -
U
NIT
NA
ME-
F
OO
TBA
LL
PERI
OD
: 25
•gr
oupd
irect
ed
prac
tice
and
corre
ctio
n.Th
e stu
denr
ts ar
e le
ftfre
e
to
prac
tice
the
skill
sin
divi
dual
ly an
d ag
ain
in g
roup
s.
Fina
lly s
et d
rills
and
tact
ics
are
prac
ticed
thr
ough
com
bina
tion
ofva
rious
skill
s.•
The s
kill
can
also
be t
augh
t by
first
into
duci
ng a
min
or ga
me w
ith so
me
spec
ific
rule
s. A
fter
crea
ting
anin
tere
st th
e sk
ill
is slo
wly
intro
duce
d.Fo
llow
ed b
y co
rrect
ion,
grou
p pr
actic
e an
d ta
ctic
s.
Idea
s/C
once
pts/
Skill
Lear
ning
Out
com
esSu
gges
ted
Act
iviti
esA
sses
smen
t
Page - 78
PHYSICAL EDUCATION
Idea
s/C
once
pts/
Skill
Lear
ning
Out
com
esSu
gges
ted
Act
iviti
esA
sses
smen
t
•H
istor
y R
ules
and
inte
rpre
tatio
ns
Post
ure
and
basic
cou
rtm
ovem
ents
•Pa
sses
- vol
ley,
dig
, bac
k vo
lley,
jum
p vol
ley,
•Se
rvic
e- u
nder
arm
, ten
nis,
over
head
floa
t, ju
mp
and
serv
e
•O
ffens
ive
tech
niqu
e- s
traig
htar
m s
pike
, cro
ss c
ourt
spik
e,do
wn
the
line
spik
e
•D
efen
sive
tech
niqu
e- s
ingl
ebl
ock,
side
roll
dig,
one
arm
pass
with
roll
over
the
shou
lder
,do
uble
blo
ck, f
orw
ard
dive
.
Idea
s/C
once
pts/
Skill
Lear
ning
Out
com
esSu
gges
ted
Act
iviti
esA
sses
smen
t
Mod
ule
1 :
HEA
LTH
AN
D P
HYS
ICA
LED
UCA
TIO
N
The
stud
ent
will
be
able
to:
-1.
12.1
Des
crib
e an
d di
sting
uish
the
vario
us ru
les a
nd re
gula
tions
1.12
.2D
emon
strat
e th
e va
rious
skill
s and
use
them
dur
ing
vario
uspr
actic
e an
d co
mpe
titio
ns
•Re
cord
boo
k
•R
etur
n de
mon
strat
ion
•Sk
ill te
st•
Ratin
g sc
ale
•B
rady
vol
leyb
all t
est/
AA
PHER
TES
T
•In
tram
ural
•Pr
actic
e Re
cord
•V
iva
voce
Uni
t 1
.12
: -
U
NIT
NA
ME-
V
OLL
EYBA
LL
P
ERIO
D: 2
5
•"I
nter
activ
e di
scus
sion
met
hod.
The
stude
nts
may
use
ICT
to s
can
and
skim
the r
ules
of t
he g
ames
and
skill
s rec
ord
•Th
e te
ache
r dem
onstr
ates
the
skill
.Th
e stu
dent
s im
itate
and
pra
ctic
eth
e ski
ll an
d gu
ided
corre
ctio
n. T
hestu
dent
s ar
e di
vide
d in
to v
ario
usgr
oup
for
grou
pdire
cted
pra
ctic
ean
d co
rrect
ion.
The
stude
nrts
are
left
free
to
prac
tice
the
skill
sin
divi
dual
ly an
d ag
ain
in g
roup
s.
•Fi
nally
set
dril
ls an
d ta
ctic
s ar
epr
actic
ed t
hrou
gh c
ombi
natio
n of
vario
us sk
ills.
•Th
e ski
ll ca
n al
so b
e tau
ght b
y fir
stin
todu
cing
a m
inor
gam
e with
som
esp
ecifi
c ru
les.
Afte
r cr
eatin
g an
inte
rest
the
skill
is
slow
lyin
trodu
ced.
Follo
wed
by
corre
ctio
n,gr
oup
prac
tice
and
tact
ics.
Idea
s/C
once
pts/
Skill
Lear
ning
Out
com
esSu
gges
ted
Act
iviti
esA
sses
smen
t
Page - 79
VHSE Curriculum
Specialization
Any of the following game is chosen for specialisation like
Basketball, Hockey, Volleyball, Athletics, Taekwondo, Track and field,Football, Cricket
Here the student opting specialisation should attain the skills to play,officiate, teach and coach.
As a player: one should learn all basic skills, techniques and strategiesand should have participated in at least in district level or state level ornational level competitions.
As an official: one should be able to organise a tournament, officiate thegame and mark the playfield.
As a teacher: one should be able to demonstrate different exercises(preparatory exercises, basic exercise, supplementary exercises) andimpart correction drills and skills
As a coach: one should have at least a national certificate and shouldhave the ability to coach different techniques, strategies, practice drillsand correction drills.
REFERENCE LIST
General1. Essentials of Physical education-Dr Ajmer Singh, Dr Jagatar
Singh Gill, Dr.Jagdish Bains, DrRajpal Singh Brar, Dr.Nirmaljith Kaur Rathee-Kalyani Publishers
UNIT-1 BASICS Of PHYSICAL EDUCATION2. Thirunarayan .C and Hari Haran Sharma.S - An Analytical
history of education-19783. Dr. Kamlesh M.L.-Physical education facts and foundations
,Faridabad P.S. publications-19884. S.N.Das Physical education games and recreation in india.
UNIT-2 HISTORY OF PHYSICAL EDUCATION5. Dr. Kamlesh. M.L Physical Education Fact and Foundation,
Faridabad P.S. publications-19886. Bucher Charles.A and Wuesr Deborah.A ,Foundation Of
Physical Education and Sports St Louis Times mirrorMousby college publishing -1987
7. Barrow Harold.M ,man and movement: Principles ofPhysical Education third edition,Philadelphia,Lea andfebiger-1982
Page - 80
PHYSICAL EDUCATION
UNIT-3 PHILOSOPHICAL BASIS OF PHYSICAL EDUCATION8. Essentials of Physical education-Dr Ajmer Singh, Dr Jagatar
Singh Gill, Dr. Jagdish Bains, Dr Rajpal Singh Brar,Dr.Nirmaljith Kaur Rathee-Kalyani Publishers
9. Dr.Kamlesh.M.l.-Physical education facts and foundations,Faridabad P.S. publications-1988
10. Bali.D.R,Introduction to Philosophy,Sterling publishers .PvtLtd New Delhi,1989
UNIT-4 LEARNING15. S.K.Mangal Psychological foundations of Physical
Educations-Praaakasssh Brothers Ludhiana16. Kamlesh .M.L Psychology of Physical education and
sports_Metropolitian,New Delhi17. Sameran Chakraborty Sports Psychology,sports
Publication,Delhi-1998
UNIT-5 TEACHING METHODOLOGY11. Dhananjay.S and Seema .K lesson planning teaching
methods and class management in Physical Education-KLSahithya Kendra India2001
12. Walia J.S Principles and methods of education(PlanfPublishers Jalander city)
13. Kamlesh and Sangral methods in PhysicalEducation(Prakash Brothers Ludhiana)
14. Passija.m Methods of Physical Education
UNIT-7 ANATOMY AND EXERCISE PHYSIOLOGY18. Pearceevelyn.C Anatomy and Physiology for nurses 15 th
edition Oxford University press ,197819. Winwood.R.S .Smith J.L Sears Anatomy and Physiology for
Nurses.6thedition London.WCIB3DQ Edward Arnold198520. Wilson Kathleen.J.W Anatomy and Physiology in Health
and illness 6th edition Churchil livingstone Edinburgh,1987
UNIT-8 KINESIOLOGY AND BIO-MECHANICS21. Katherine .F.Luttgens. Katherine, Kinesiology-Scientific
basis of human motion22. : Singapore ,Mc.Graw Hill International book company,198423. Gerry Carr,Mechanics of sports, Human Kinetics -199724. James.G.Hay ,The Bio mechanics of sports techniques-
Prentice Hall-Internatioal-Inc-New Jersey.-1993.
Page - 81
VHSE Curriculum
25. Broer.M.R Efficiency of human movements (W.B.SaundersCo Philadelphia-1969)
Gymnastics26. Phyllis Cooper and Mian Trnka,Teaching gymnastic skills to
men and women,Surjeeth Publications,New Delhi,India.27. Anne Williams <curriculum Gymnastics-A teachers guide to
theory and practice,Hoder and Stoughton,Sidney-198728. Tom de carlo Hand book of progressive Gyymnastics,
Prentice hall and Eaglecliff ,N.Jersey.
Track and Field29. Dybon,Goeffrey,G.H The mechanics of athletics30. Derberly,J.Menneth,Modern Track and Field31. Malhotra,Ashok Kumar, A guide to become an athlete32. Mohan .V.M Athletics for beginners
Football33. TomBass.Football Skills and drills, human Kinetics, 200434. Joseph. A. Luxbacher. Soccer steps to success, Human
Kinetics, 200535. Roy Rees ,Cor vander Meer.Coaching Soccer Sucessfully,
Human Kinetics,200336. Keir Radnedge Encyclopedia of football,Carlton Book,1998
Volleyball37. American Sports Education Program, coaching youth Volley
ball 2nd edition, Human Kinetics,199338. Sally Kus Coaching volleyball successfully, Humamn
Kinetics200439. Cox Tichard.H Teaching Volleyball, Delhi, Surjeeth
Publications40. Williams .J.NCoaching volleyball Sucessfully-Human
Kinetics Publishers,1990
OVERVIEW OF MODULE - 2
Commercialization of sports has increased the scope of sportsmanagement as never before and this modules prepare the learner in allaspect connected to sports management. Learner recognizes the conceptof organization, administration and management and relates it with thearea in sports. Students realize the importance of leadership andmanaging the personnel in an organization effectively. Learner learnsto conduct a tournament commendably by understanding the nature of
Page - 82
PHYSICAL EDUCATION
tournament, rules and regulations governing them, fixing the fixturesand effective officiating skills.
To organize tournaments we need to have best infrastructures.Students are taught the technical aspects in the construction andmaintenance of gymnasium, swimming pool, and other indoor andoutdoor sports facilities. They are also given inputs in the area ofbudgeting, office management and the legalities in purchase, storekeeping and disposal.
Paralympics and Special Olympics have demonstrated the role ofsport in the life of differently abled individuals. Inputs have beenprovided in this module to cater to the challenging needs of thissection of society for the welfare of them.
Major skills acquired• To Chart fixture for tournaments
• To organize tournaments• To develop quality Physical Education programs• To recruit and manage personnel in an organization• To prepare indoor and outdoor playfields• Practical information in construction and maintenance of
Gymnasium• Practical information in construction and maintenance of
Swimming pool• Budgeting skills• Efficient use of equipment and facilities• Purchase and store keeping• To officiate tournaments• To develop adapted physical education programs.• Fundamental teaching skills in Kabaddi, Athletics,
Hockey, and Basketball
Learning Outcomes of the Course
After completion of module -2, the learners will be able to• Differentiate the concept of organization, administration
and management in PE.• Describe competition• Classify different tournaments.• To choose tournament type as per the requirement• Describe intramurals and extramural• Organize intramural and extramural efficiently
Page - 83
VHSE Curriculum
• Evaluate and recommend PE programs at different level.• Describe play day• List the significance of play day in institutions• List the principles of personnel management• Choose right personnel for the organization.• List the importance of leadership in relation to PE• Classify types of leadership• Design indoor and outdoor sports field of major disciplines.• Recognize the importance of maintaining play field.• Formulate gymnasium plans• Choose the facilities to be provided in Gymnasium• Develop different types of swimming pool designs.• List the periodic maintenance to be carried out• Define and describe budgeting• Describe office management and list its importance• Interpret accounting• Select appropriate equipments• Use equipment• Create improvised equipment• Recognize the procedure for purchase• Make use of the techniques of store keeping and the
technique of maintaining the stock register.• Explain the underlying principles of officiating• Describe the rules and regulations and make use of it in
practice and competitions• Recognize the responsibilities ( pre, during and post) of
officiating a tournament• Illustrate as well as demonstrate the field marking procedure.• Identify PE program for differently abled.• Describe the value of recreation and competition in sports.• Distinguish between Special Olympics and Paralympics.• Classify disability• Construct adapted physical education programs for
differently abled.• Operate adapted physical education programmes for the
welfare and rehabilitation for differently abled.
Page - 84
PHYSICAL EDUCATION
• The student will be able to:-• Describe the various competition rules and regulations• Demonstrate the various skills and use them during
various practice and competitions• The student will be able to:-• Describe the various competitions rules and regulations• Illustrate, sketch, describe, and discuss the concept of track
marking.• Distinguish a 200m and 400mt track design• Demonstrate the various skills and use them during
various practice and competitions• The student will be able to:-• Describe the various competitions rules and regulations• Demonstrate the various skills and use them during
various practice and competitions• Demonstrate the various skills and use them during
various practice and competitions• The student will be able to:-• Describe the various competitions rules and regulations• Demonstrate the various skills and use them during
various practice and competitions• Demonstrate the various skills and use them during
various practice and competitions
CLASSROOM ACTIVITIES1. Content presentation through PowerPoint2. Video clips and Animated CDs3. Exhibitions4. Charts and Diagrams5. Debate6. Discussions7. Quiz8. Interview9. Project presentation10. Class test11. Models12. Hand out
Page - 85
VHSE Curriculum
Practical Activities1. Case Studies2. Surveys3. Role Plays4. Interaction with Industrial Experts5. Field Study6. Demonstration7. Leadership camp8. Project meet9. Intramural / extramural competition10. Practice teaching
MODULE - 2
ORGANISATION AND ADMINISTRATION IN SPORTS: 340 Periods
Units No Name of Units Periods
2.1 Organisation and administration of 35tournaments
2.2 Personal management and leadership 20
2.3 Facility management 15
2.4 Equipments and facilities for 15physical education
2.5 Adapted physical education 20
2.6 General principles of officiating (Theary 40various sports and games Practical)
2.7 Kabaddi 25
2.8 Track and field -2 40
2..9 Hockey 25
2.10 Basketball 25
2.11 Specialization 70
Total 340
Page - 86
PHYSICAL EDUCATION
•Sh
ort n
ote
•ch
arts
•pr
esen
tatio
n
•Sh
ort n
ote
•D
ocum
enta
tion
Mod
ule
2 :
ORG
AN
IZA
TIO
NS
AN
D
A
DM
INIS
TRA
TIO
N IN
SPO
RTS
Idea
s/C
once
pts/
Skill
Lear
ning
Out
com
esSu
gges
ted
Act
iviti
esA
sses
smen
t
•M
eani
ng
and
defin
ition
of
orga
niza
tion,
ad
min
istra
tion
and
man
agem
ent a
nd th
e rol
e of p
hysic
aled
ucat
ioni
st in
th
e em
ergi
ngsc
enar
io.
•C
ompe
titio
ns
and
Type
s of
tour
nam
ents
knoc
kout
/ elim
inat
ion,
Leag
ue/R
ound
- rob
in, C
onso
latio
n,Ch
alle
nge
Tour
nam
ent
•In
tram
ural
s an
d ex
tram
ural
•O
rgan
izat
ion
and
adm
inist
ratio
n of
tour
nam
ents
and
com
petit
ions
.
•Fi
eld
visit
to re
pute
d ins
titut
ion l
ike
LNCP
E /d
ept o
f Phy
sical
educ
atio
nK
annu
r un
iver
sity/
an
y ot
her
insti
tutio
n an
d do
cum
ent
the
orga
nisa
tions
truct
ure,
ad
min
istat
ion
proc
edur
e pr
esen
t atio
n.
•In
tera
ctiv
e di
scus
sion
met
hod
•Th
e stu
dent
s are
giv
en o
ppor
tuni
tyto
org
aniz
e di
ffere
nt t
ourn
amen
tsan
d co
mpe
titio
ns t
hrou
gh o
ut t
heco
urse
on
grou
p ro
tatio
n ba
sis.T
hey
will
ha
ve
to
docu
men
t th
eir
expe
rienc
es.
Uni
t 2.
1 :
- O
RGA
NIS
ATI
ON
AN
D A
DM
INIS
TRA
TIO
N O
F TO
URN
AM
ENTS
PER
IOD
: 35
The
stud
ent
will
be
able
to:
-2.
1.1O
rgan
ize
intra
mur
al
and
extra
mur
al e
ffici
ently
2.1.
2 D
escr
ibe
com
petit
ion
2.1.
3 C
lass
ify
diffe
rent
to
urna
men
ts.
2.1.
4 To
cho
ose
tour
na m
ent t
ype
as p
er th
e re
quire
men
t.
2.1.
5 D
escr
ibe
intra
mur
als
and
extra
mur
al
2.1.
6O
rgan
ize
intra
mur
al a
ndex
tram
ural
effi
cien
tly
Page - 87
VHSE Curriculum
•Pr
ojec
t w
ork
•Fl
ow c
hart
•D
ocum
enta
tion
Mod
ule
2 :
ORG
AN
IZA
TIO
NS
AN
D
A
DM
INIS
TRA
TIO
N IN
SPO
RTS
Idea
s/C
once
pts/
Skill
Lear
ning
Out
com
esSu
gges
ted
Act
iviti
esA
sses
smen
t•
Phys
ical
ed
ucat
ion
and
spor
tspr
ogra
mm
e-
or
gani
zatio
n an
dstr
uctu
re o
f ph
ysic
al e
duca
tion
atsc
hool
, dist
rict,
state
, nat
iona
l and
inte
rnat
iona
l lev
el.
•Pl
ay d
ay a
nd i
ts sig
nific
ance
in
Insti
tutio
ns. o
mpe
titio
ns.
•G
roup
ta
sk
assig
ned
:- Th
estu
deny
s are
giv
enth
e ta
sk to
dra
wa
flow
char
t of
th
e he
irarc
hy o
fad
min
istra
tion
at v
ario
us le
vel a
md
desc
ibe
the
role
pla
yed
by e
ach
posts
/ pos
ition
s
•Th
e stu
dent
s ha
ve
to
orga
nise
play
day
and
docu
men
t th
eir
expe
rienc
e.
Uni
t 2.
1 :
- O
RGA
NIS
ATI
ON
AN
D A
DM
INIS
TRA
TIO
N O
F TO
URN
AM
ENTS
PER
IOD
: 35
•D
escr
ibe
the
divi
sion
of la
bour
at
vario
us le
vel.
2.1.
7D
escr
ibe
play
day
2.18
List
the
signi
fican
ce o
fpl
ay d
ay in
insti
tutio
ns.
Page - 88
PHYSICAL EDUCATION
•Pr
inci
ples
of pe
rson
nel m
anag
emen
t
•R
ecru
itmen
t and
sel
ectio
n
•Im
porta
nce o
f lea
ders
hip i
n phy
sical
educ
atio
n an
d sp
orts
•Ty
pes
of le
ader
ship
petit
ions
.
•Sh
ort n
ote
•Ra
ting
scal
e•
Moc
k in
terv
iew
s
•D
ocum
enta
tion
•Sh
ort n
ote
•Ca
se s
tudy
Mod
ule
2 :
ORG
AN
IZA
TIO
NS
AN
D
A
DM
INIS
TRA
TIO
N IN
SPO
RTS
Idea
s/C
once
pts/
Skill
Lear
ning
Out
com
esSu
gges
ted
Act
iviti
esA
sses
smen
t
•In
tera
ctiv
e d
iscus
sion
met
hod
•Th
e stu
dent
s h
ave
to
deve
lop
ratin
g sc
ales
and
moc
k in
terv
iew
s.
•Th
e
stude
nts
unde
rgo
a
com
pulso
ry
lead
ersh
ip
cam
p at
scho
ol
or
near
by
prem
ises
and
docu
men
t the
cam
p ac
tiviti
es.T
hestu
dent
s sh
ould
co
nclu
de
byen
umer
atin
g th
e i
mpo
rtanc
e of
lead
er sh
ip in
Phy
sical
edu
catio
n.
•G
roup
wor
k as
signe
d:-
The
stude
nts
have
to
cond
uct
the
case
stu
dy o
f di
ffere
nt
spor
tsad
min
istra
tors
ava
ilabl
e.
Uni
t 2.
2 : -
PER
SON
AL
MA
NA
GEM
ENT
AN
D L
EAD
ERSH
IP
PER
IOD
: 20
The
stud
ent
will
be
able
to:
-2.
2.1
List
the
prin
cipl
es o
fpe
rson
nel
man
agem
ent
2.2.
2C
hoos
e rig
ht p
erso
nnel
for t
he o
rgan
izat
ion.
2.2.
3Li
st th
e im
porta
nce
ofle
ader
ship
in re
latio
n to
PE
2.2.
4Cl
assif
y typ
es ol
eade
rshi
pdo
cum
entth
eir
expe
rienc
es.
Page - 89
VHSE Curriculum
•Ex
hibi
tion
•D
ocum
enta
tion
•pr
ojec
t
•B
udge
t pre
sent
atio
n
Mod
ule
2 :
ORG
AN
IZA
TIO
NS
AN
D
A
DM
INIS
TRA
TIO
N IN
SPO
RTS
Idea
s/C
once
pts/
Skill
Lear
ning
Out
com
esSu
gges
ted
Act
iviti
esA
sses
smen
t
•Fi
eld
visit
to
vario
us i
ndoo
r an
dou
tdoo
r stta
dium
s.col
lect
vide
oclip
san
d sti
ll ph
otos
.
•Th
e stu
dent
s ha
ve t
o us
e IC
T to
study
the
mod
e of
pre
para
tion
and
mai
nten
ance
of
vario
us g
roun
dsan
d pi
tche
s.The
se w
rks
have
to
pres
ente
d o
n th
e sc
hool
lev
elex
hibi
tion.
•Th
e stu
dent
s ha
ve t
o de
velo
p a
ques
tionn
aire
and c
ondu
ct fi
eld v
isit
to
diffe
rent
gy
mna
sium
an
ddo
cum
ent t
heir
expe
rienc
es•
The
stude
nts
have
to
deve
lop
aqu
estio
nnai
re an
d con
duct
fiel
d visi
tto
swim
min
gpoo
ls( c
lub,
hote
l, fla
tan
d w
rite
a pr
ojec
t.•
The
abov
e q
uesti
onna
ire m
ust
inco
oper
ate
som
e qu
estio
ns b
ased
on b
udge
ting
and
man
agem
ent o
fof
fice o
f an i
nstit
utio
n(po
olor
Gym
)Th
e stu
dent
s ha
ve t
o de
velo
p a
mod
el b
udge
t and
pre
sent
.
Uni
t 2.
3 : -
FACI
LITY
MA
NA
GEM
ENT
PER
IOD
: 15
The
stud
ent
will
be
able
to:
-2.
3.1
Des
ign i
ndoo
r and
outd
oor s
ports
field
of m
ajor
disc
iplin
es.
"Re
cogn
ize
the
impo
rtanc
e of
mai
ntai
ning
pla
y fie
ld.
2.3.
2Fo
rmul
ate
gym
nasiu
m p
lans
•C
hoos
e the
faci
litie
s to
be p
rovi
ded
in G
ymna
sium
2.3.
3D
evel
op
diffe
rent
ty
pes
ofsw
imm
ing
pool
des
igns
.2.
3.4
List
the p
erio
dic m
aint
enan
ce to
be c
arrie
d ou
t
2.3.
5Def
ine
and
desc
ribe
budg
etin
g2.
3.6D
escr
ibe
offic
e m
anag
emen
tan
d lis
t its
impo
rtanc
e2.
3.7I
nter
pret
acc
ount
ing
•
Play
field
in
door
an
d ou
tdoo
r-Pr
epar
atio
ns,
lay
out
and
mai
nten
ance
•G
ymna
sium
and
alli
ed f
acili
ties-
Con
struc
tion
and
mai
nten
ance
•Sw
imm
ing
pool
- ty
pes
of p
ool,
cons
truct
ion,
care
and
mai
nten
ance
of p
ool
• B
udge
ting
offic
e man
agem
ent a
ndits
impo
rtanc
e-s
ourc
es o
f inc
ome a
nd ac
coun
ting
Page - 90
PHYSICAL EDUCATION
•ch
eckl
ist
•ch
art
•sh
ort n
ote
•di
ary
•Re
cord
wor
k
Mod
ule
2 :
ORG
AN
IZA
TIO
NS
AN
D
A
DM
INIS
TRA
TIO
N IN
SPO
RTS
Idea
s/C
once
pts/
Skill
Lear
ning
Out
com
esSu
gges
ted
Act
iviti
esA
sses
smen
t
•G
roup
disp
lay
•IC
T- v
ideo
s, cl
ippi
ngs
•G
roup
wor
k- t
o m
ake
a lis
t of
play
ing
equi
pmen
t
•In
tera
ctiv
e le
ctur
e m
etho
d•
Moc
k ac
tivity
•In
tera
ctiv
e le
ctur
e m
etho
d
•G
roup
wor
k
•se
min
ar
Uni
t 2.
4 : -
EQU
IPM
ENTS
AN
D F
ACI
LITI
ES F
OR
PHYS
ICA
L ED
UCA
TIO
N
PERI
OD
: 15
The
stud
ent
will
be
able
to:
-2.
4.1
Sele
ct a
ppro
pria
te e
quip
men
ts
.2.4
.2U
se e
quip
men
t
2.4.
3C
reat
e im
prov
ised
equi
pmen
t
2.4.
4R
ecog
nize
the
proc
edur
e fo
rpu
rcha
se
2.4.
5 M
ake
use
of th
ete
chni
ques
of s
tore
kee
ping
and
the t
echn
ique
of m
aint
aini
ng th
esto
ck r
egist
er.
•
Nee
d an
d im
porta
nce
ofEq
uipm
ent
• Ty
pe
of
equi
pmen
ts,
stand
ard
equi
pmen
ts an
d Im
prov
isatio
n of
equi
pmen
ts
• Pr
oced
ure
of p
urch
ase
• S
tore
kee
ping
- Car
e, m
aint
enan
ce,
repa
ir an
d di
spos
al -,
stoc
k re
giste
r,St
ock
Ver
ifica
tion
Page - 91
VHSE Curriculum
Mod
ule
2 :
ORG
AN
IZA
TIO
NS
AN
D
A
DM
INIS
TRA
TIO
N IN
SPO
RTS
Idea
s/C
once
pts/
Skill
Lear
ning
Out
com
esSu
gges
ted
Act
iviti
esA
sses
smen
t
• P
hysic
al e
duca
tion
for
per
sons
with
disa
bilit
ies a
nd it
s ben
efits
•R
ecre
atio
nal
spor
ts an
d co
mpe
-tit
ive s
ports
, spe
cial
Oly
m p
ics
and
Para
lym
pics
.
•C
lass
ifica
tion
of d
isabi
litie
s-ph
ysi-
cal d
isabi
litie
s, m
enta
l ret
arda
tion,
visu
al im
pairm
ent, h
earin
g im
p ai r
men
t, vi
sual
and
hea
ring,
beh
avio
ral
diso
rder
s.
•A
dapt
ed p
hysic
al ed
ucat
ion
prog
r am
me-
guid
ing
prin
cipl
e (A
A H
PER
Prin
cipl
e)
•A
dapt
ed p
hysic
al e
duca
tion
reh-
abili
tatio
n an
d w
elfa
re -
•Sh
ort n
ote
•Sh
ort n
ote
•al
bum
•R
epor
t
•In
nova
tive
prog
ram
mes
•R
ecor
d
•D
ocum
enta
tion
•U
sing
ICT
, int
erac
tive
disc
ussio
nm
etho
d
•Th
roug
h in
tera
ctiv
e di
scus
sion
met
hod
the
stude
nts
are
to w
rite
apa
ragr
aph
of th
e ga
mes
.Th
e stu
dent
s ne
ed t
o su
bmit
api
ctur
e al
bum
(gro
up w
ork)
•Th
e stu
dent
s hav
e to
visi
t a n
earb
ysp
ecia
l sch
ool a
nd k
now
and
fee
lth
e diff
eren
t cla
ssifi
catio
n and
mak
ere
port.
•G
roup
task
:- six
gro
ups a
re fo
rmed
.B
ased
on
th
e re
port
diffe
rent
prog
ram
mes
are
to b
e cr
eate
d an
dco
nstru
cted
.•
The
grou
ps a
gain
visi
t the
spe
cial
scho
ol
and
impl
emen
t th
epr
ogra
mm
e an
d do
cum
ent
the
proc
ess.
Uni
t 2.
5 :
-AD
APT
ED P
HYS
ICA
L ED
UCA
TIO
N P
ERIO
D: 2
0
The
stud
ent
will
be
able
to:
-2.
5.1
Listd
own
the
bene
fits
ofle
arni
ng P
hysic
aled
ucat
ion
for d
iffer
ently
able
d.
2.5.
2D
istin
guish
bet
wee
nSp
ecia
l Oly
mpi
cs a
ndPa
raly
mpi
cs.
2.5.
3Cl
assif
y di
sabi
lity
2.5.
4C
onstr
uct
adap
ted
phys
ical
edu
catio
npr
ogra
ms
for d
iffer
ently
able
d.2.
5.5
Ope
rate
ada
pted
phy
sical
educ
atio
n pr
ogra
mm
esfo
r th
e w
elfa
re a
ndre
habi
litat
ion
for
diffe
rent
ly a
bled
.
Page - 92
PHYSICAL EDUCATION
Mod
ule
2 :
ORG
AN
IZA
TIO
NS
AN
D
A
DM
INIS
TRA
TIO
N IN
SPO
RTS
Idea
s/C
once
pts/
Skill
Lear
ning
Out
com
esSu
gges
ted
Act
iviti
esA
sses
smen
t
•G
ener
al P
rinci
ples
of O
ffici
atin
g
•K
now
ledg
e of
R
ules
an
d th
eir
inte
rpre
tatio
ns
•Po
wer
an
d re
spon
sibili
ties
ofof
ficia
ls-Pr
e, d
urin
g an
d po
st m
eet
and
qual
ity o
f a g
ood
offic
ial.
•K
now
ledg
e of
mea
sure
men
ts an
dm
arki
ng o
f diff
eren
t pla
y fie
ld
•Sh
ort n
ote
•Ru
le b
ook(
to b
e kep
t in
the
libra
ry)
•V
ideo
ana
lysis
•Fi
eld
mar
king
•O
ral t
est
•R
ecor
d
•In
tera
ctiv
e d
iscus
sion
met
hod
Gro
up w
ork
assig
ned:
-•
The
stude
nts
have
to
colle
ct t
heru
les a
nd re
gula
tion
of al
l 17
gam
esm
entio
ned
inth
eir
sylla
bus,b
yre
ferin
g, n
et s
urfin
g an
d m
ake
aru
le b
ook
•Th
e stu
dent
s are
to b
e gi
ven
ampl
eop
purtu
nitie
s to
offi
ciat
e v
ario
uto
urna
men
ts. V
ideo
rec
ordi
ng o
fth
e to
urna
men
ts an
d an
alys
isG
roup
tas
k as
signe
d:-
•To
the
stude
nts
to m
ark
track
and
diffe
rent
pla
y fie
lds.T
he s
tude
nts
have
to e
xpla
in th
e pr
oced
ure.
•Th
e gro
up ta
sk is
rota
tedp
erid
ical
lyso
that
allt
he s
tude
nts
get a
han
dson
feel
to m
ark
the
diffe
rem
nt p
lay
field
s.Rec
ord
the
proc
ess
Uni
t 2.
6 : -
GEN
ERA
L PR
INCI
PLES
OF
OFF
ICIA
TIN
G V
ARI
OU
S SP
ORT
S A
ND
GA
MES
PE
RIO
D: 4
0
The
stud
ent
will
be
able
to:
-2.
6.1
Expl
ain
the u
nder
lyin
gpr
inci
ples
of o
ffici
atin
g
2.6.
2D
escr
ibe
the
rule
s an
dre
gula
tions
and
mak
e use
of it
in p
ract
ice
and
com
petit
ions
2.6.
3Re
cogn
ize
the
resp
onsib
ilitie
s ( p
re,
durin
g an
d po
st) o
fof
ficia
ting
a to
urna
men
t
2.6.
4Ill
ustra
te a
s w
ell a
sde
mon
strat
e th
e fie
ldm
arki
ng p
roce
dure
.
Page - 93
VHSE Curriculum
Mod
ule
2 :
ORG
AN
IZA
TIO
NS
AN
D
A
DM
INIS
TRA
TIO
N IN
SPO
RTS
Idea
s/C
once
pts/
Skill
Lear
ning
Out
com
esSu
gges
ted
Act
iviti
esA
sses
smen
t
•H
istor
y, ru
les a
nd in
terp
reta
tions
Fund
amen
tal s
kills
•O
ffens
ive
skill
-Rid
e, T
ouch
es -
hand
tou
ch,
toe
touc
h, k
icki
ng,
Raid
ing
Tact
ics
•D
efen
sive
skill
s -
Fiel
ding
,in
divi
dual
hol
ds -a
nkle
hol
d, w
rist
hold
, thig
h hol
d, kn
ee ho
ld, b
lock
ing,
chai
n ho
ld
•R
ecor
d
•R
etur
n de
mon
strat
ion
•Ra
ting
scal
e
•Sk
ill T
est
•R
ecor
d
•"
Inte
ract
ive
disc
ussio
n m
etho
d.Th
e stu
dent
s m
ay u
se IC
T to
sca
nan
d sk
im th
e rul
es o
f the
gam
es an
dsk
ills r
ecor
d
•Th
e te
ache
r dem
onstr
ates
the
skill
.Th
e stu
dent
s im
itate
and
pra
ctic
eth
e ski
ll an
d gu
ided
corre
ctio
n. T
hestu
dent
s ar
e di
vide
d in
to v
ario
usgr
oup
for
grou
pdire
cted
pra
ctic
ean
d co
rrect
ion.
The
stude
nrts
are
left
free
to
prac
tice
the
skill
sin
divi
dual
ly an
d ag
ain
in g
roup
s.•
Fina
lly s
et d
rills
and
tact
ics
are
prac
ticed
thr
ough
com
bina
tion
ofva
rious
skill
s.•
The s
kill
can
also
be t
augh
t by
first
into
duci
ng a
min
or g
ame w
ith so
me
spec
ific
rule
s. A
fter
crea
ting
anin
tere
st th
e sk
ill
is slo
wly
intro
duce
d.Fo
llow
ed b
y co
rrect
ion,
grou
p pr
actic
e an
d ta
ctic
s.
U
nit
2.7
: -KA
BAD
DI
PER
IOD
: 25
The
stud
ent
will
be
able
to:
-2.
7.1
The
stud
ent w
ill b
e ab
le to
:-D
escr
ibe
the
vario
usco
mpe
titio
n rul
es an
d reg
ulat
ions
2.7.
2 D
emon
strat
e th
e va
rious
skill
s a
nd u
se th
em d
urin
g va
rious
pra
ctic
e an
d co
mpe
titio
ns
Page - 94
PHYSICAL EDUCATION
Mod
ule
2 :
ORG
AN
IZA
TIO
NS
AN
D
A
DM
INIS
TRA
TIO
N IN
SPO
RTS
Idea
s/C
once
pts/
Skill
Lear
ning
Out
com
esSu
gges
ted
Act
iviti
esA
sses
smen
t
•G
ener
al c
ompe
titio
n ru
les o
f tra
ckan
d fie
ld
•Tr
ack
and
field
m
arki
ng-2
00m
,40
0m
•M
iddl
e and
long
dist
ance
runn
ing
•H
urdl
es•
Race
wal
king
•St
eepl
e ch
ase
•R
ecor
d
•G
roup
ass
ignm
ent
•pr
ojec
t
•R
etur
n de
mon
strat
ion
•Ra
ting
scal
e•
Skill
Tes
t•
Coo
pers
12
min
ute
run
orw
alk
test
or h
arw
ad s
tep
test
•R
ecor
d
•In
tera
ctiv
e disc
ussio
n m
etho
d. T
hestu
dent
s m
ay u
se IC
T to
sca
n an
dsk
im t
he r
ules
of
the
gam
es a
ndsk
ills r
ecor
d
•G
roup
task
assig
ned:
- The
stud
ents
are
assig
ned
to d
raw
a tra
ck in
thei
rno
te b
ook(
blue
prin
t).Th
en la
y th
etra
ck m
arki
ng in
the f
ield
.A p
roje
ctre
port
need
s to
sub
mitt
ed
•Th
e te
ache
r dem
onstr
ates
the
skill
.Th
e stu
dent
s im
itate
and
pra
ctic
eth
e ski
ll an
d gu
ided
corre
ctio
n. T
hestu
dent
s ar
e di
vide
d in
to v
ario
usgr
oup
for
grou
pdire
cted
pra
ctic
ean
d co
rrect
ion.
The
stude
nrts
are
left
free
to
prac
tice
the
skill
sin
divi
dual
ly an
d ag
ain
in g
roup
s.
U
nit
2.8
: -TR
ACK
AN
D F
IELD
-2 P
ERIO
D: 4
0
The
stud
ent
will
be
able
to:
-2.
8.1D
escr
ibe
the
vario
usco
mpe
titio
ns ru
les a
ndre
gula
tions
2.8.
2Illu
strat
e, s
ketc
h, d
escr
ibe,
and
disc
uss
the
conc
ept o
f tra
ckm
arki
ng.
2.8.
3Dist
ingu
ish a
200
m a
nd 4
00m
ttra
ck d
esig
n
2.8.
4Dem
onstr
ate
the
vario
us s
kills
and
use
them
dur
ing
vario
uspr
actic
e an
d co
mpe
titio
ns
Page - 95
VHSE Curriculum
Mod
ule
2 :
ORG
AN
IZA
TIO
NS
AN
D A
DM
INIS
TRA
TIO
N I
N S
PORT
S
Idea
s/C
once
pts/
Skill
Lear
ning
Out
com
esSu
gges
ted
Act
iviti
esA
sses
smen
t
•H
istor
y, ru
les a
nd in
terp
reta
tions
Fund
amen
tal
skill
s•
Grip
•D
ribbl
ing
- clo
se, l
oose
, Ind
ian
•Pu
sh -
stra
ight
pus
h, p
ush
onw
rong
foot
•H
it - s
traig
ht h
it, h
it on
the
wro
ngfo
ot, s
lap
hit
•St
oppi
ng -
stra
ight
, rig
ht,
left,
stopp
ing
the
aeria
l bal
l.•
Flic
k -
strai
ght f
lick,
flic
k on
the
wro
ng fo
ot.
•Sc
oop
- pus
h sc
oop
•Pa
ssin
g -
forw
ard,
bac
k, p
aral
lel,
diag
onal
, thr
ough
, ret
urn,
over
head
,cr
oss
pass
•G
oal
keep
ing
- sta
nce,
blo
ckin
gw
ith le
gs a
nd h
ands
, kic
king
•Sh
ort n
ote
•R
etur
n de
mon
strat
ion
•Ra
ting
scal
e•
Skill
Tes
t
•R
etur
n de
mon
strat
ion
•Ra
ting
scal
e•
Test
•H
enry
fri
edel
te
st fie
ldho
ckey
te
st or
ch
apm
anba
ll co
ntro
l tes
t
•R
ecor
d
•In
tera
ctiv
e disc
ussio
n m
etho
d. T
hestu
dent
s m
ay u
se IC
T to
sca
n an
dsk
im t
he r
ules
of
the
gam
es a
ndsk
ills r
ecor
d
•Th
e te
ache
r dem
onstr
ates
the
skill
.Th
e stu
dent
s im
itate
and
pra
ctic
eth
e ski
ll an
d gu
ided
corre
ctio
n. T
hestu
dent
s ar
e di
vide
d in
to v
ario
usgr
oup
for
grou
pdire
cted
pra
ctic
ean
d co
rrect
ion.
The
stude
nrts
are
left
free
to
prac
tice
the
skill
sin
divi
dual
ly an
d ag
ain
in g
roup
s.
•Fi
nally
set
dril
ls an
d ta
ctic
s ar
epr
actic
ed t
hrou
gh c
ombi
natio
n of
vario
us sk
ills.
•Th
e ski
ll ca
n al
so b
e tau
ght b
y fir
stin
todu
cing
a m
inor
gam
e with
som
esp
ecifi
c ru
les.
Afte
r cr
eatin
g an
inte
rest
the
skill
is
slow
lyin
trodu
ced.
Follo
wed
by
corre
ctio
n,gr
oup
prac
tice
and
tact
ics.
Uni
t 2.9
HO
CKEY
PERI
OD
: 25
The
stud
ent
will
be
able
to:
-2.
9.1D
escr
ibe
the
vario
usco
mpe
titio
ns ru
les a
ndre
gula
tions
2.9.
2Dem
onstr
ate
the
vario
us s
kills
and
use
them
dur
ing
vario
uspr
actic
e an
d co
mpe
titio
ns
2.9.
3Dem
onstr
ate
the
vario
us s
kills
and
use
them
dur
ing
vario
uspr
actic
e an
d co
mpe
titio
ns th
emdu
ring
vario
us p
ract
ice
and
com
petit
ions
Page - 96
PHYSICAL EDUCATION
Mod
ule
2 :
ORG
AN
IZA
TIO
NS
AN
D A
DM
INIS
TRA
TIO
N I
N S
PORT
S
Idea
s/C
once
pts/
Skill
Lear
ning
Out
com
esSu
gges
ted
Act
iviti
esA
sses
smen
t
•H
istor
y, ru
les a
nd in
terp
reta
tions
•Fu
ndam
enta
l ski
lls
•B
all h
andl
ing
and
stanc
e•
Pass
ing
- che
st pa
ss, b
ounc
e pa
ss,
over
head
pas
s, ba
seba
ll pa
ss.
•D
ribbl
ing
- hi
gh a
nd lo
w d
ribbl
e,cr
oss
over
, an
d ch
ange
of
pace
drib
ble,
reve
rse
drib
ble.
•Sh
ootin
g - s
et sh
ot, j
ump
shot
, fre
eth
row
, lay
-up,
tip
in.
•Fo
ot w
ork -
scoo
t sto
p and
pivo
ting,
strid
e sto
p an
d pi
votin
g•
Reb
ound
ing
- offe
nsiv
e, d
efen
sive
•Sh
ort n
ote
•R
etur
n de
mon
strat
ion
•Ra
ting
scal
e•
Skill
Tes
t
•R
etur
n de
mon
strat
ion
•Ra
ting
scal
e•
Skill
Tes
t
•Jo
hnso
n ba
sket
ball
test
orK
noss
bas
ketb
all
test
orA
APH
ER
TEST
•R
ecor
d
•In
tera
ctiv
e disc
ussio
n m
etho
d. T
hestu
dent
s m
ay u
se IC
T to
sca
n an
dsk
im t
he r
ules
of
the
gam
es a
ndsk
ills r
ecor
d
•Th
e te
ache
r dem
onstr
ates
the
skill
.Th
e stu
dent
s im
itate
and
pra
ctic
eth
e ski
ll an
d gu
ided
corre
ctio
n. T
hestu
dent
s ar
e di
vide
d in
to v
ario
usgr
oup
for
grou
pdire
cted
pra
ctic
ean
d co
rrect
ion.
The
stude
nrts
are
left
free
to
prac
tice
the
skill
sin
divi
dual
ly an
d ag
ain
in g
roup
s.
•Fi
nally
set
dril
ls an
d ta
ctic
s ar
epr
actic
ed t
hrou
gh c
ombi
natio
n of
vario
us sk
ills.
•Th
e ski
ll ca
n al
so b
e tau
ght b
y fir
stin
todu
cing
a m
inor
gam
e with
som
esp
ecifi
c ru
les.
Afte
r cr
eatin
g an
inte
rest
the
skill
is
slow
lyin
trodu
ced.
Follo
wed
by
corre
ctio
n,gr
oup
prac
tice
and
tact
ics.
Uni
t 2.1
0
BA
SKET
BALL
PERI
OD
: 25
The
stud
ent
will
be
able
to:
-2.
10.1
Des
crib
e th
e va
rious
com
petit
ions
rule
s and
regu
latio
ns
2.10
.2D
emon
strat
e th
e va
rious
skill
s and
use
them
dur
ing
vario
us p
ract
ice
and
com
petit
ions
.
2.10
.3D
emon
strat
e th
e va
rious
skill
s and
use
them
dur
ing
vario
us p
ract
ice
and
com
petit
ions
Page - 97
VHSE Curriculum
Specialisation
Any of the following game is chosen for specialisation like
Basketball, Hockey, Volleyball, Athletics, Taekwondo, Track and field,Football, Cricket
Here the student opting specialisation should attain the skills to play,officiate, teach and coach.
As a player : one should learn all basic skills, techniques and strategiesand should have participated in at least in district level or state level ornational level competitions.
As an official : one should be able to organise a tournament, officiatethe game and mark the playfield.
As a teacher : one should be able to demonstrate different exercises(preparatory exercises, basic exercise, supplementary exercises) andimpart correction drills and skills
As a coach : one should have at least a national certificate and shouldhave the ability to coach different techniques, strategies, practice drillsand correction drills.
REFERENCE LIST
Organization and a Administration of Tournaments1. Charles.A.Bucher,Administration of Physical Education
New York Ronald press co19542. P.M.Joseph,Organisation of Physical Education, O.S.A.T.I.P.
E,Kandivali,Bombay,19563. S.Dheer and Radhika Kamala, Organisaation and Admini
stration Of Physical Education, New Delhi Friends,Publications, 1991
4. Harrold .J, Valnder Zag,Sports Management in Schools andcolleges,New York,Mac Million Publishing company1984
Personal Management and Leadership5. S.Dheer and Radhika Kamala, Organisation and
Administration Of Physical Education,New Delhi Friends,Publications,1991
6. Charles.A.Bucher,Management of Physical Educationandathletic programme ,Saint Louis,C.B Mosby Co,1987
7. Voltmer.E.A.Esslinger Etal.The Organisation and administration of Physical Education, Eagle wood cliff, Prentice hallINC 1979
Page - 98
PHYSICAL EDUCATION
Facility Management8. S.Dheer and Radhika Kamala, Organisation and
Administration Of Physical Education,New Delhi Friends,Publications,1991
9. Athletic Institute , Planning facilities for Health Physicaleducation and recreation,Chicago,1986
10. Forsyth and Duncan ,Administration of physical education,NewYork, Prentice Hall,1951
Equipment and Facilities for Physical Education11. S.DheerandRadhikaKamala,Organisation and Administ
ration Of Physical Education,New Delhi Friends, Publications,1991
12. Athletic Institute , Planning facilities for Health Physicaleducation and recreation,Chicago,1986
Adapted Physical Education13. Sheker.K.C,Adapted physical Education(Khel Sahithya
Kendra:New Delhi-200514. Fene.A.Logan, adaptation of mascular activity15. John. P. Winnick Adapted physical Education and sport
human kinetics USA,200516. Arthur .S.Daniel ,Adapted Physical Education, Harper and
Row publishers-NewYork
Hockey17. Hockey (wills book of excellence) by Ron Hendricks18. Field Hockey Techniques and tactics byClarie Mitchell and
Taverner19. Field Hockey by Elizabeth Andrews,Sue Myners
Basketball20. Srivatsan.S, Basketball, Patiala NIS Publication197121. Abbas moontasir,Principles of Basketball,Skanda publi cat
ion, Bombay22. Robert.A.Fox,The complete handbook of individual
skills,Basketball, prentice Hall, Eaglewood cliffs,New Jersey23. Ebert Cheatum,Basketball,W.B. Saunders company
Track and Field24. Dybon,Goeffrey,G.H The mechanics of athletics25. Derberly,J.Menneth,Modern Track and Field
Page - 99
VHSE Curriculum
26. Malhotra,Ashok Kumar, A guide to become an athlete27. Mohan .V.M Athletics for beginners
Kabbadi28. E.Prasad rao,modern coaching in kabbadi,DVS Publications
New Delhi29. The complete book on Kabbaddi,E Prasad Rao,Jagadamba
Publications Andhra Pradesh,2004
List of practical activities after each unit frame• After each module• List of reference books and instructional materials• List of Tools, Equipments and materials
Detailed unit analysis of Unit 1• Overview• Unit frame• Detailing of activities ( how the activity is to be carried out,
slots for assessment - self assessment, peer assessment andteacher assessment tools, slots for the development ofattitudes and values, slots for hand-on-experience -development skills)
• Repository of CE possibilities• Practical Assessment• TE Questions
Support Required For Lab Facility• Sports Infrastructures• Sports Equipments• Sports Psychological Lab• Exercise Physiology Lab• Multi Fitness Centre• Yoga Hall & other Facilities
Page - 100
PHYSICAL EDUCATION
LIST OF TOOLS, EQUIPMENTS AND MATERIALS
UNIT DETAILING
Meaning and Definition of Physical Education
Evolution of human life started with the movement. Human beings havebeen very active and creative by nature and physical activity has beenthe part of their life all along since evolution. For primitive man, searchfor food and shelter was the first activity. This first physical activity wasnecessitated by his instinct for survival. Physical activity was also thefirst mode of communication, it was also a means of expression. Ashuman beings evolved culturally, emotionally and socially, physicalactivity also evolved. As the society became more and more complexleading towards the modern age, physical activity came to berecognized as an organized and supervised form of education, and wastermed as physical education. When human movement is combinedwith the universal drive for play, the combination forms one of the mostpowerful education media- 'the physical education'.
The term physical education is derived from two separate words,"physical" and "education". The plain dictionary meaning of wordphysical is "relating to body", it may relate to any one or all of the bodilycharacteristics. It may be physical strength, physical endurance, physicalfitness, physical appearance or physical health. The word "education"means systematic instructions or training or preparation for life or forsome particular task. A combined meaning of these two words wouldbe that systematic instructions or training which relate to physicalactivities or program of activities necessary for development andmaintenance of human body, development of physical powers, orcultivation of physical skills.
Education is a 'doing' phenomenon, one learns through doing.Education is not confined to class room alone, it may take place on theplayground, in library or even at home.Such an education is conduciveto the enrichment of an individual's life. A well-directed program ofphysical education leads to healthful living, social efficacy goodphysical health and worth use of leisure time. In the modern context, theterm physical education has assumed much broader and moremeaningful application to our daily life. The physical education iseducation of man 'in' and 'by' means of physical activity.
Physical education is that education which starts with physical
Page - 101
VHSE Curriculum
development and advances towards perfect development of humanbeing, the ultimate result being vigorous and strong body, acquisitionof sound health, mental alertness, and social and emotional balance.Such an individual will be able to interpret new situations effectively,in more meaningful and purposeful manner and can said to be a'physically educated person'.
DEFINITON OF PHYSICAL EDUCATION
"Physical education is the some of those experiences which come tothe individual through movement." (Delbert Oberteffer)
"Physical education is that phase of the whole field of education thatdeals with big muscle activities and their related responses." (J BNash)
Physical education is education. It is education through physicalactivities for the development of the total personality of the child, toits fullness and perfection in body, mind and spirit. Immediately it isconcerned with the development of physical fitness. In striving forsuch fitness, however physical education has to train the child'smental, moral and social qualities, arouse its awareness ofenvironment and develop alertness, presence of mind,resourcefulness, discipline, cooperation and the spirit of respect,sympathy and generosity towards others-qualities that are essentialfor a happy and well-adjusted life in a free and democratic world.Physical education can thus, make a very valuable contribution to ournational life. - A national Plan for Physical Education and Recreation- A report by ministry education, Government of India.
Physical education is that part of the general education program whichis concerned with the growth, development and education of childrenthrough the medium of big muscle activities. It is education of thewhole child by means of physical activities. Physical activities are thetools. They are so selected and conducted as to influence every aspectof child's life, physically, mentally, emotionally and morally. (H CBuck)
Transaction
Students are brought in to a basketball court and engaged in a minorgame. They are divided in to team A and B of equal strength. A teammay consist of maximum of 12members. They are given a basketball.The aim of the team should be to make goals in the opponent's basket.At the same time they should prevent from goal being scored by theopponents in their own basket. The students can carry, dribble, roll,throw, pass and run with the ball within the court to score a goal. Theyshould not kick the ball. When a player carrying the ball is touched byan opponent he or she cannot run with the ball. When the ball goes
Page - 102
PHYSICAL EDUCATION
out of bounds the opponent of the player who is responsible for the ballto go out takes the throw in. The team scoring most numbers of goalsin a given time wins the game.
After the game the students are brought together for discussion.1. They are asked to explain their feelings after the game.
Expected answersa. Fun and enjoymentb. We-feelingc. Satisfactiond. Team spirit
2. They are asked what caused a team to win the game.a. Superior skillb. Better strategyc. Extraordinary fitnessd. Good team worke. High confidence
3. They are asked what could be done to improve their performancein the concluded game.a. Skill improvementb. Systematic continuous practicec. Better strategyd. Fitness improvemente. Good understanding between team members
Consolidation
The students when they play make movements. While makingmovements their muscles and various systems of the body startsactivating. These movements cause the body to change in differentaspects. When these movements are continued for certain days andrepetitions some changes persist and some continues until they arephysically active. The movements not only bring favorable physicalchanges but it also enhance some of our psychological capacities suchas memory, perception, intelligence, self-confidence and emotionalstability. Participation in sports activities brings socialization andcohesion among society. These experiences and changes brought aboutin an individual is by physical movement or physical education.Systematic movements of various forms can improve performance indifferent sports.
Assessment" Discussion report, oral test.