physical training and sports nsqf level 2- class...

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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).

Page | 25

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

Page | 26

SESSION PLAN 2

1. SESSION TOPIC:

Understanding the difference

between ancient and

modern Olympic Games

2. OBJECTIVE


knowledge on the history of

Olympics and how Olympic

Games became the medium

of national and international

integration through

Olympism


REQUIRED:


papers, sketch pens,

computer.

4. PREPARATIONS


relevant knowledge

described in the

above section.

• Arrange all the


in advance.


DURATION: 2 hr

Process










questions.






points.


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.

Page | 27

Wrap-Up (30 min)

1. Ask students how Olympic Games can foster international peace, understanding,

friendship, etc.



assessment.

Part A NSQPS201S2A

Students could differentiate between

1. The fundamental changes that took place in ancient and modern Olympic Games

Part B NSQPS201S2B


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:


Demonstrated the ability to organise a sports event with other students

Identified the fundamental principles of Olympism in various sports activities

Page | 28

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.

Page | 33

• 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.

Page | 34

• 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)

Page | 36

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


knowledge on how different

games and sports developed

in India and how they spread

all over the world


REQUIRED:



computer.

4. PREPARATIONS


relevant knowledge

described in the

above section.

• Arrange all the


in advance.

DURATION: 4 hrs

Process










questions.






points.


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.


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.



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


1. How did games like shatranj, gulli-danda, teerandaji, evolve? What are some of the

modern sports which resemble these games?

Part C NSQPS201S3C


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


knowledge on the role of

games and sports in building

a society


REQUIRED:



computer.

4. PREPARATIONS


relevant knowledge

described in the

above section.

• Arrange all the


in advance.


DURATION: 2 hr

Process










questions.






points.


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.



assessment.

Part A NSQPS201S4A


1. Gender sensitivity and gender equality

2. Differentiated between health and fitness

Part B NSQPS201S4B


1. How sports can be used to build confidence in students?

2. How sports can inculcate personal and social skills?

Part C NSQPS201S4C



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

http://www.ioc.org/

http://www.iaaf.org/

http://www.fifa.com/

http://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

http://www.thecoloursofindia.com/

http://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

Page | 48

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.

Page | 49

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.

Page | 50

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.

Page | 51

Activity: Fill up this quick health check questionnaire.

Page | 52

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,


2. OBJECTIVE

To educate students on the

importance of Health

Education and Hygiene. To

provide knowledge on how

to prevent communicable

diseases.


REQUIRED:


papers, sketch pen, broom,

dust pan, soap, sanitizer

4. PREPARATIONS


relevant knowledge

described in the

above section.

• Arrange all the


in advance.


DURATION: 2 hr

Process










questions.






points.


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)

Page | 67

Wrap-Up (30 min)

3. Discuss in the class what the students have learnt from the activities.


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?


assessment.

Part A NSQPS202S1A


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


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


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Identify the factors that influence a person’s physical

health

Identify the unhygienic practices that trigger


Follow personal hygiene practices

Demonstrate the knowledge of preventing


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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

Page | 71

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

http://en.wikipedia.org/wiki/Oxygen

http://en.wikipedia.org/wiki/Hemoglobin

http://en.wikipedia.org/wiki/Glucose

http://en.wikipedia.org/wiki/Amino_acid

http://en.wikipedia.org/wiki/Fatty_acid

http://en.wikipedia.org/wiki/Blood_proteins

http://en.wikipedia.org/wiki/Blood_lipid

http://en.wikipedia.org/wiki/Carbon_dioxide

http://en.wikipedia.org/wiki/Urea

http://en.wikipedia.org/wiki/Lactic_acid

http://en.wikipedia.org/wiki/White_blood_cells

http://en.wikipedia.org/wiki/Antibodies

http://en.wikipedia.org/wiki/Coagulation

http://en.wikipedia.org/wiki/Hormones

http://en.wikipedia.org/wiki/Tissue_(biology)

http://en.wikipedia.org/wiki/PH

http://en.wikipedia.org/wiki/Body_temperature

http://en.wikipedia.org/wiki/Hydraulics

Page | 73

SESSION PLAN 2

1. SESSION TOPIC:

Understanding the functions

of human body

2. OBJECTIVE

To develop the

understanding of different

systems of human body


REQUIRED:



computer

4. PREPARATIONS


relevant knowledge

described in the

above section.

• Arrange all the


in advance.


DURATION: 2 hr

Process










questions.






points.


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



assessment.

Part A NSQPS202S2A


1. Muscular system and skeletal system

2. Respiratory and digestive system

3. Nervous system and circulatory system

Part B NSQPS202S2B


1. The functions of human body

2. The function of blood in human body

Part C NSQPS202S2C


Page | 75


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

Page | 76

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)


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


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.

Page | 85

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



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.

Page | 86

Station 1:

Station 2:

Cool-down – 5 min

Have children move slowly (e.g., in a slow jog, brisk walk) around the activity area.


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.

Page | 87

SESSION PLAN 3

1. SESSION TOPIC:

How to test your fitness

(Basic)

2. OBJECTIVE


understanding of different

components of Health and

Skill Related Fitness


REQUIRED:


papers, sketch pens, on

ground props and equipment

4. PREPARATIONS


relevant knowledge

described in the

above section.

• Arrange all the


in advance.


DURATION: 2 hr

Process










questions.






points.


DURATION: 6 hr

Conduct Health and Skill Related fitness tests. Repeat until

students understand and demonstrate all the batteries of

test.

Page | 88

Wrap-Up (30 min)

1. Discuss and differentiate health and skill related tests


III. What are the different components of health and skill related fitness



assessment.

Part A NSQPS202S3A


2. Aerobic and anaerobic capacity

3. Strength, balance and flexibility

4. Action, Balance and Co-ordination

Part B NSQPS202S3B


1. Health related fitness and skill related fitness

2. Different batteries of health related and skill related fitness test

Part C NSQPS202S3C


Page | 89


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.

Page | 90

PS203-NQ2014

Games and Sports

Page | 91

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.

Page | 92

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.

Page | 93

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.

Page | 94

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.

Page | 95

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

Page | 96

• 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.

Page | 97

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.

Page | 98

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


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.

Page | 99

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


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.

Page | 100

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


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


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.

Page | 101

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

Page | 102

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


Soft ball/ football/ Basketball/

kidee balls (balloon balls).

Safety Tips:





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.

Page | 103

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


Soft balls, footballs, bowling

pins, marking cones, saucers

cones/ poly spots

Safety Tips:





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.

Page | 104

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

Page | 105

SESSION PLAN 1 1. SESSION TOPIC:

Demonstrating the

knowledge of fundamental

skills for pre-school children

2. OBJECTIVE



to teach fundamental skills

to children of Pre-School


REQUIRED:


papers, sketch pens, props

and equipment

4. PREPARATIONS


relevant knowledge

described in the

above section.

• Arrange all the


in advance.


DURATION: 1 hr

Process










questions.






points.


DURATION: 3 hr

1. Do on ground activities based on Action, Balance

and Co-ordination

Page | 106

Wrap-Up (30 min)

1. Discuss in class what the students have learnt from the activity.


I. Why is it important to have age appropriate activities?

II. Why is it important to have fun and inclusive activity?



assessment.

Part A NSQPS203S1A


1. Action and co-ordination

2. Static balance and dynamic balance

3. Balance and coordination

Part B NSQPS203S1B


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?

Page | 107

Part C NSQPS203S1C



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.

Page | 109

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



• Appropriate language and gestures (Hi-fi, clap, thumps-up)

• Teaching methodology ( through demonstration)

• Observation and feedback (always encourage and give positive feedback)


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.

Page | 112

Aim: To help children practice locomotor skills while carrying an object


Props & Equipment Required: Plastic balls, Baskets, Balancing beam, Hula hoops, Rope ladder,

Cones/ Saucers


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

Page | 113

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.

Page | 114

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


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

Page | 115

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

Page | 116

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


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


Page | 117

Discussed the following after the activity:

1. Teaching points for this age group. 2. Ways to make activities more fun filled and inclusive

Page | 118

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

Page | 119


Teaching physical education

in primary school (grade 1

and 2)

2. OBJECTIVE




to children of Primary School


REQUIRED:



and equipment

4. PREPARATIONS


relevant knowledge

described in the

above section.

• Arrange all the


in advance.


DURATION: 1 hr

Process










questions.






points.


DURATION: 3 hr

1. Do on ground activities based on Fundamental

Skills

Page | 120

Wrap-Up (30 min)



I. Why is it important to have age appropriate activities?

II. Why is it important to have fun and inclusive activity?



assessment.

Part A NSQPS203S2A


1. Manipulative and non-manipulative skills.

2. Locomotor and manipulative skills.

Part B NSQPS203S2B


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


Page | 121


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

Page | 122

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.

Page | 123

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)



• 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)


want)

Page | 124


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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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


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


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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


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:


in primary school (grade 3 to

5)

2. OBJECTIVE




and basics of different sports

to the children


REQUIRED:



and equipment

4. PREPARATIONS


relevant knowledge

described in the

above section.

• Arrange all the


in advance.


DURATION: 1 hr

Process










questions.






points.


DURATION: 3 hrs

Do on ground activities based on Fundamental Skills and

basics of different sports

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Wrap-Up (30 min)



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?



assessment.

Part A NSQPS203S3A

Students could differentiate between fundamental skills and sports specific skills

Part B NSQPS203S3B


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


Page | 138


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

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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


for Grade 6 onwards. Pay attention to the structure of the lesson plan which starts with goal

and ends with learning outcome conclusion.

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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

http://www.soccer-training-guide.com/push-pass.html

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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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EduQuette 2 mins



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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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


Cool-Down 3 mins

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

Focus

Area

Page | 147




EduQuette 2 mins



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.


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.


Focus

Area

Page | 149

Cool-Down 3 mins

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

Page | 150

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 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.


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

Page | 153

Dribbling - 2



EduQuette 2 mins




Warm-Up 5 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.

Page | 154

Game Play 15 mins

Divide the class into four teams and the play a game of basketball using half courts.



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

Page | 155

Dribbling - 3



EduQuette 2 mins




Warm-Up 5 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.

Page | 156

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.



Cool-Down 3 mins


Focus

Area

Page | 157

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 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.

Page | 159


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.

Page | 160

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


Focus

Area

Page | 161

Ball Contact - 2



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.

Page | 162


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


Focus

Area

Page | 163

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

Page | 164

Batting Technique -1



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.


• 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

Page | 166

Batting Technique -2



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


Lead, or have a student lead a stretching routine.


• 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.


• 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


• Play a match of six overs with three balls per over.



Children should focus on the correct technique of batting.

Cool-Down 3 mins


Focus

Area

Page | 168

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

Page | 169

Bowling -1



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.


• 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.


• 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.

Page | 170

Game Play 15 mins


• Play a match of limited overs with three balls per over.



• Ensure that every child gets to bowl minimum one over.

Children should focus on the correct technique of bowling delivery.

Cool-Down 3 mins


Focus

Area

Page | 171

Bowling -2



EduQuette 2 mins

Discuss with children the importance of consistency. In bowling, consistency of deliveries is very

important.

Warm-Up 5 mins


Lead, or have a student lead a stretching routine (see Appendix for sample).


• 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.


• 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.

Page | 172

Game Play 15 mins


• Play a match of limited overs with three balls per over.



• Ensure that every child gets to bowl minimum one over.

Children should focus on the correct technique of bowling delivery.

Cool-Down 3 mins


Terms to know

Prevent: keep from happening

Mature: fully developed, advanced in age, knowledge

Multiple: different, a variety of

Focus

Area

Page | 173



in middle School (Grade 6

and above)

2. OBJECTIVE


knowledge of four major

sports


REQUIRED:



and equipment

4. PREPARATIONS


relevant knowledge

described in the

above section.

• Arrange all the


in advance.


DURATION: 1 hr

Process










questions.






points.


DURATION: 15 hrs

Do on ground activities: four major sports

Page | 174

Wrap-Up (30 min)



1. Rules of Football, Basketball, Volleyball, Cricket

2. Why is it important to play different sport before going for specialization?



assessment.

Part A NSQPS203S4A


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


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


Page | 175


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

Page | 176

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

http://en.wikipedia.org/wiki/Moksha

Page | 177

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)

Page | 178

Asanas STANDING POSITION

SITTING POSITION

Page | 179

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)

Page | 180

• 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

Page | 181

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


knowledge on Yoga and

Yogic Asanas


REQUIRED:


papers, sketch pens, mat

4. PREPARATIONS


relevant knowledge

described in the

above section.

• Arrange all the


in advance.


DURATION: 2 hrs

Process










questions.






points.


DURATION: 5 hr

Perform different Yogic Asanas.

Page | 183

Wrap-Up (30 min)



1. Why Yoga is important for both mind and body?

2. What are the different types of Yoga?



assessment.

Part A NSQPS203S5A


5. Asanas (practice of postures), Pranayama (breathing techniques) and Dhyana (meditation)

Part B NSQPS203S5B


1. Different types of yoga exercises.

2. Why is yoga important in our life?


Part C NSQPS203S5C


Performed at least 03 yogic asanas in standing, sitting

and lying positions

Page | 184

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.

Page | 186

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.

Page | 187

Page | 188

Page | 189

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

Page | 190

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

Page | 191

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

Page | 192

• 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.

Page | 193

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

Page | 194

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


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.

Page | 195

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


• 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

Page | 196

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

Page | 197


Identifying postural deformities and learning corrective measures

2. OBJECTIVE


knowledge and awareness

on Posture and Corrective

measures to be taken for

different deformities


REQUIRED:


papers, sketch pens

4. PREPARATIONS


relevant knowledge

described in the

above section.

• Arrange all the


in advance.


DURATION: 1 hr

Process










questions.






points.


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

Page | 198

Wrap-Up (30 min)



III. What do you mean by posture? IV. What are the common causes and remedies of deformities?



assessment.


1. Differentiated between active and inactive posture 2. Differentiated between correct posture and deformity


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


Part A NSQPS204S1A

Part B NSQPS204S1B

Part C NSQPS204S1C


Identified deformities in postures

Demonstrated the knowledge of proper posture for

standing, sitting, walking and running

Page | 199

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

Page | 200

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

Page | 201

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.

Page | 202

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

Page | 203

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.

Page | 204

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

http://gofitandhealthy.com/wp-content/uploads/2012/01/hammer_20-zottam_20curls.jpg

http://gofitandhealthy.com/wp-content/uploads/2012/09/leg_extensions.jpg

http://gofitandhealthy.com/wp-content/uploads/2012/01/DumbbellBenchPress.gif

http://gofitandhealthy.com/wp-content/uploads/2012/03/cable_pressdowns.jpg

http://gofitandhealthy.com/wp-content/uploads/2012/01/hammer_20-zottam_20curls.jpg

http://gofitandhealthy.com/wp-content/uploads/2012/09/leg_extensions.jpg

Page | 205

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

Page | 206


Demonstrating basic training

methods

2. OBJECTIVE


knowledge, skill and

understanding in different

methods of Training


REQUIRED:



and equipment

4. PREPARATIONS


relevant knowledge

described in the

above section.

• Arrange all the


in advance.


DURATION: 1 hr

Process










questions.






points.


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)



I. What are the different types training methods?



assessment.

Part A NSQPS204S2A


1. Continuous and interval training

2. Plyometric and circuit training

Part B NSQPS204S2B


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



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.

Page | 216

SESSION PLAN 3

1. SESSION TOPIC:

Teaching safe ways to

participate in physical

education and sports

2. OBJECTIVE



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


relevant knowledge

described in the

above section.

• Arrange the play

ground and relevant

props and equipment

well in advance.


DURATION: 3 hr

Process






4. Relate the topic to the situations and ask

questions.

5. Demonstrate the safe usage of props and

equipment.





points.


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.


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?



assessment.

Part A NSQPS204S3A


1. Safe conditions and safe acts.

Part B NSQPS204S3B


What are the key guidelines for safe conditions and safe acts?


Part C NSQPS104S3C


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 apply the basic first aid

3. FACILITIES/ EQUIPMENT

REQUIRED:

Board, markers and first aid

kit

4. PREPARATIONS


relevant knowledge

described in the

above section.

• Arrange all the


in advance.


DURATION: 2 hr

Process







5. Demonstrate the various topics of first aid by the

action measures.






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.

Page | 227

Wrap-Up (30 min)



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?

Page | 228



assessment.

Part A NSQPS104S4A


1. Sprain and strain

2. Muscle pull and fracture

Part B NSQPS104S4B


1. What is RICE?

2. What are the basic sports injuries?

Part C NSQPS104S4C



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

Page | 229

Module 5 Learning to Train – Training to Learn

Page | 230

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

Page | 233

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

Page | 235

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

Page | 236

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!

Page | 237

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.

Page | 238

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.


DURATION: 6 hr

Process




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.



points.


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.


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.


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:


Part A NSQPS205S1A


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.


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.


DURATION: 2 hr

Process


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


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.


I. Why do we need different teaching methods?

II. Which teaching method works the best for

you?

Page | 247



assessment.

Part A NSQPS205S2A


I. A lecture and an enquiry method

II. Hands on learning and project based learning

Part B NSQPS205S2B


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



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

Page | 254

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.

Page | 255

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.


REQUIRED:

Board, markers, class room

and play ground

4. PREPARATIONS


relevant knowledge

described in the

above section.

• Use Discussion and

Role play method to

deliver this lecture.


DURATION: 2 hr

Process


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.


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.

Page | 256

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.


I. What makes a communication effective?

II. How can one improve one’s listening skills?



assessment.

Part A NSQPS205S3A


a. Verbal and non-verbal communication

b. Oral and written communication

c. Idea and message

d. Facts and message

Part B NSQPS205S3B


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


Page | 257


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.)

Page | 258

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

Page | 262

SESSION PLAN 4

1. SESSION TOPIC:

Demonstrating the

knowledge of planning an

event

2. OBJECTIVE

To develop children’s


about importance of

planning

3. MATERIALS/ FACILITIES/

EQUIPMENT REQUIRED:

Board, markers, playground,


4. PREPARATIONS


relevant knowledge

described in the

above section.


ground and relevant

props and equipment

well in advance.


DURATION: 2 hr

Process






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.



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

Page | 263

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?



assessment.

Part A NSQPS205S4A


I. Organized and unorganized way of doing activities

II. Goal and Instructional goal

III. Information and Instruction

Part B NSQPS205S4B


I. What are the elements of planning?

II. What is a lesson plan?

Part C NSQPS205S4C


Page | 264


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

Page | 265

PS206-NQ2014 Managing Sports Events

Page | 266

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.

Page | 267

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 onside.

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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



of officiating - four major

games


REQUIRED:

Board, markers, play ground,

marking powder/ lime,


4. PREPARATIONS


relevant knowledge

described in the

above section.

• Arrange all the


in advance.


DURATION: 1 hr

Process




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.





points.


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)


2. You may ask questions on

I. Rules of the game

II. Officiating signals

III. Dress code



assessment.

Part A NSQPS206S1A


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



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 mark the ground of four

major games.


REQUIRED:

Board, markers, play ground,

marking powder/ lime,


4. PREPARATIONS


relevant knowledge

described in the

above section.

• Arrange all the


in advance.


DURATION: 4 hr

Process




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.





points.


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)



I. What is the dimension of a football ground?

II. What is the measurement of cricket stumps?



assessment.

Part A NSQPS206S2A


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



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 maintain props and

equipment.


EQUIPMENT REQUIRED:



4. PREPARATIONS


relevant knowledge

described in the

above section.

Arrange the play

ground and relevant

props and equipment

well in advance.


DURATION: 1 hr 30 min

Process



2. Use the props and equipment to explain the topic

and each point.

3. Provide demonstration with props and equipment.



points.


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)



I. What is the correct pressure to inflate football, basketball and volleyball?

II. What are the important measures to maintain props and equipment?


assessment.

Part A NSQPS206S3A


1. The amount of pressure for basketball, volleyball and football

2. Maintenance procedure for balls before and after use

Part B NSQPS206S3B


1. How to maintain props and equipment?

2. How to store balls, props and equipment?

Part C NSQPS206S3C



Demonstrate the maintenance of props and equipment in the school and at home


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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 organize Sports Day and

Tournaments


EQUIPMENT REQUIRED:


sports equipment and props,

playground marking

equipment

4. PREPARATIONS


relevant knowledge

described in the

above section.


ground and relevant

props and equipment

well in advance.


DURATION: 1 hr

Process






4. Explain the difference between league and

knockout tournaments.

5. Explain why communication is so important in the

profession of teaching/ coaching.



points.


DURATION: 6 hr

• Organize inter class tournament in your school –

Football, Volleyball, Cricket, Basketball

• Plan and conduct annual Sports Day of your school

Page | 315

Wrap-Up (30 min)



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



assessment.


1. March Past and Drill

2. The requirements for organising Sports Day and Tournament


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?


Part A NSQPS206S4A

Part B NSQPS206S4B

Part C NSQPS206S4C


Prepare a checklist of items and activities for organising Sports Day

Demonstrate on a chart paper knock out fixture for 15 teams

Page | 316

PS207-NQ2014 Food and Nutrition

Page | 317

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

Page | 318

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

Page | 319

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.

Page | 324

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

Page | 330

• 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.

Page | 332

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.

Page | 333

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

Page | 334

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

Page | 335

SESSION PLAN 1

1. SESSION TOPIC:

Understanding the role of

nutrition and use of food

pyramid.

2. OBJECTIVE


understanding on Nutrition

and food pyramid.


REQUIRED:


papers, sketch pens

4. PREPARATIONS


relevant knowledge

described in the

above section.

• Arrange all the


in advance.


DURATION: 2 hr

Process










questions.






points.


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

Page | 336

Wrap-Up (30 min)

3. Discuss about the different health and skill related tests


V. What are Nutrients?

VI. What constitute Nutrition?

VII. What is the importance of water?



assessment.

Part A NSQPS207S1A


6. Macro and Micro nutrients

7. Simple and Complex Carbohydrate

Part B NSQPS207S1B


3. What is nutrient?

4. How do you categorize nutrients?

5. What are macro and micro nutrients?

Page | 337

Part C NSQPS207S1C



Students are able to demonstrate a habit of taking a balance diet

Demonstrate the knowledge of food pyramid.

Page | 338

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

Page | 339


grams


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

Page | 340


grams


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

Page | 341


grams


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.

Page | 342

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

Page | 343

SESSION PLAN 2

1. SESSION TOPIC:

Calculating calorific values

2. OBJECTIVE


understanding on calorific

Values


REQUIRED:


papers, sketch pens

4. PREPARATIONS


relevant knowledge

described in the

above section.

• Arrange all the


in advance.


DURATION: 2 hr

Process










questions.






points.


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

Page | 344

Wrap-Up (30 min)

1. Discuss with examples the nutrients contained in various food items.


I. What is the calorific value of 100 grams of paneer?

II. What is the calorific value of 100 grams of arhar?



assessment.

Part A NSQPS207S2A


1. Differentiated between calorific value of various fruits and vegetables.

Part B NSQPS207S2B


1. What is calorific value?

2. How to calculate calorific value of food items?

Part C NSQPS207S2C



Students are able to calculate the nutritional values of the following food items: 100gms of rajma 100gms of carrot 100gms of matar

Page | 345

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

Page | 346

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

Page | 347

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

Page | 348

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

Page | 349

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.

Page | 350

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

Page | 351

Page | 352

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

Page | 353

SESSION PLAN 3

1. SESSION TOPIC:

Diet and weight

2. OBJECTIVE


understanding on diet and

weight and specifically on

sports diet.


REQUIRED:


papers, sketch pens

4. PREPARATIONS


relevant knowledge

described in the

above section.

• Arrange all the


in advance.


DURATION: 2 hr

Process










questions.






points.


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

Page | 354

Wrap-Up (30 min)

1. Discuss about the energy balance/ imbalance


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?



assessment.

Part A NSQPS207S3A


1. Energy in and energy out

2. Regular diet and sports diet

Part B NSQPS207S3B


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 are able to demonstrate the knowledge of formulating a diet plan for a sports person.

Page | 355

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