Physical Education class 12 syllabus 2023-24

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Unit No.Unit Name & TopicsSpecific Learning
Objectives		Suggested Teaching
Learning process		Learning Outcomes with
specific competencies
Unit 1Management of
Sporting Events

1. Functions of Sports
Events Management
(Planning,
Organising, Staffing,
Directing &
Controlling)

2. Various Committees
& their
Responsibilities (pre;
during & post)

3. Fixtures and their
Procedures – KnockOut (Bye & Seeding)
& League (Staircase,
Cyclic, Tabular
method) and
Combination
tournaments.

4. Intramural &
Extramural
tournaments –
Meaning, Objectives
& Its Significance

5. Community sports
program (Sports Day,
Health Run, Run for
Fun, Run for Specific
Cause & Run for
Unity)		* To make the students
understand the need and
meaning of planning in
sports, committees, and
their responsibilities for
conducting the sports
event or tournament.

* To teach them about the different types of
tournaments and the
detailed procedure of
drawing fixtures for Knock Out, League Tournaments, and Combination tournaments.

* To make the students
understand the need for
the meaning and
significance of intramural
and extramural tournaments

* To teach them about the
different types of community sports and
their importance in our
society.
Lecture-based
instruction,

▪ Technology-based learning,

▪ Group learning,

▪ Individual learning,

▪ Inquiry-based learning,

▪ Kinesthetic learning,

▪ Game-based learning and

▪ Expeditionary learning.		After completing the unit, the students will be able to:

* Describe the functions of Sports Event management

* Classify the committees andtheir responsibilities in the sports event

* Differentiate the different types of tournaments.

* Prepare fixtures of knockout, league & combination.

* Distinguish between intramural and extramural sports events

* Design and prepare different types of communitymmunity
Unit 2Children & Women in Sports

1. Exercise guidelines of WHO for different age
groups.

2. Common postural
deformities-knock
knees, flat foot, round shoulders, Lordosis, Kyphosis, Scoliosis, and bow legs and their respective corrective measures.

3. Women’s participation in Sports
– Physical,
Psychological, and
social benefits.

4. Special consideration
(menarche and
menstrual
dysfunction)

5. Female athlete triad (osteoporosis,
amenorrhea, eating
disorders.		* To make students
understand the exercise
guidelines of WHO for
different age groups

* To make students aware
of the common postural
deformities

* To make students aware
of women’s sports
participation in India and about the special
conditions of women.

* To make students
understand menarche and
menstrual dysfunction
among women athletes.

* To make them understand
about female athlete triad.		▪ Lecture-based
instruction,

▪ Technology-based learning,

▪ Group learning,

▪ Individual learning,

▪ Inquiry-based learning,

▪ Kinesthetic learning,

▪ Game-based learning and

▪ Expeditionary learning.		After completing the unit, the students will be able to:

* Differentiate exercise guidelines for different stages of growth and development.

* Classify common postural
deformities and identify
corrective measures.

* Recognize the role and
importance of sports
participation of women in India.

* Identify special considerations
relate to menarche and menstrual dysfunction.

* Express female athlete triad according to eating disorders.
Unit 3Yoga as Preventive
measure for Lifestyle Disease

1. Obesity: Procedure,
Benefits &
Contraindications for
Tadasana,
Katichakrasana,
Pavanmuktasana,
Matsayasana,
Halasana,
Pachimottansana,
Ardha –
Matsyendrasana,
Dhanurasana, Ushtrasana,
Suryabedhan
pranayama.

2. Diabetes:
Procedure, Benefits
& Contraindications
for Katichakrasana,
Pavanmuktasana,Bh
ujangasana,
Shalabhasana,
Dhanurasana, Supta
vajarasana,
Paschimottanasan
-a, Ardha
Mastendrasana,
Mandukasana,
Gomukasana,
Yogmudra,
Ushtrasana,
Kapalabhati.

3. Asthma: Procedure, Benefits & Contraindications for Tadasana,
Urdhwahastottansan
a, UttanMandukasan
a, Bhujangasana, Dhanurasana,
Ushtrasana, Vakrasana,
Kapalbhati,
Gomukhasana
Matsyaasana,
Anuloma -Viloma.

4. Hypertension:
Procedure, Benefits
& Contraindications
for Tadasana,
Katichakransan,
Uttanpadasana,
Ardha Halasana, Sarala Matyasana,
Gomukhasana,
UttanMandukasan
-a, Vakrasana,
Bhujangasana,
Makarasana,
Shavasana, Nadi
shodhanapranayam,
Sitlipranayam.

5. Back Pain and
Arthritis: Procedure,
Benefits &
Contraindications of Tadasan,
Urdhawahastootansa
na, ArdhChakrasana,
Ushtrasana, Vakrasana, Sarala
Maysyendrsana,
Bhujandgasana,
Gomukhasana,
Bhadrasana,
Makarasana, NadiShodhana
pranayama.		* To make students
Understand about the
main life style disease- Obesity, Hypertension,
Diabetes, Back Pain and Asthma.

* To teach about different
Asanas in detail which can help as a preventive
Measures for those Lifestyle Diseases.		▪ Lecture-based
instruction,

▪ Technology-based learning,

▪ Group learning,

▪ Individual learning,

▪ Inquiry-based learning,

▪ Kinesthetic learning,

▪ Game-based learning and

▪ Expeditionary learning.		After completing the unit, the students will be able to:

* Identify the asanas beneficial for different ailments and health problems.

* Recognize importance of
various asanas for preventive measures of obesity, diabetes, asthma, hypertension, back pain and arthritis

* Describe the procedure for performing a variety of asanas for maximal benefits.

* Distinguish the
contraindications associated with performing different asanas.

* Outline the role of yogic
management for various health benefits and preventive measures.
Unit 4Physical Education
and Sports for CWSN
(Children with Special
Needs – Divyang)

1. Organizations
promoting Disability
Sports (Special
Olympics;
Paralympics;
Deaflympics)

2. Concept of
Classification and
Divisioning in Sports.

3. Concept of Inclusion in sports, its need, and Implementation;

4. Advantages of
Physical Activities for
children with special
needs.

5. Strategies to make
Physical Activities
assessable for
children with special
needs.		* To make students
understand the concept of
Disability and Disorder.

* To teach students about
the types of disabilities &
disorders, their causes, and their nature.

* To make them aware of
Disability Etiquette.

* To make the students
Understand the advantage
of physical activity for CWSN.

* To make the students
aware of different
strategies for making physical activity
accessible for Children
with Special Needs.		▪ Lecture-based
instruction,

▪ Technology-based learning,

▪ Group learning,

▪ Individual learning,

▪ Inquiry-based learning,

▪ Kinesthetic learning,

▪ Game-based learning and

▪ Expeditionary learning.		After completing the unit, the students will be able to:

* Value the advantages of
physical activities for
children with special needs

* Differentiate between methods of categorization in sports for CWSN

* Understand concepts and the importance of inclusion in sports

* Create advantages for
Children with Special Needs
through Physical Activities

* Strategies physical activities accessible for children with specialneeds
Unit 5Sports & Nutrition

1. Concept of balanced diet and nutrition

2. Macro and Micro
Nutrients: Food
sources & functions

3. Nutritive & Non-Nutritiv Components of Diet

4. Eating for Weight
control – A Healthy
Weight, The Pitfalls
of Dieting, Food
Intolerance, and Food Myths

5. Importance of Diet in Sports-Pre, During and Post competition
Requirements		* To make the students
understand the importance
of a balanced diet

* To clear the concept of
Nutrition – Micro & Macro
nutrients, Nutritive & nonNutritive Components of
diet

* To make them aware of
eating for weight loss and
the results of the pitfalls of
dieting.

*To understand food intolerance & food myths		▪ Lecture-based
instruction,

▪ Technology-based learning,

▪ Group learning,

▪ Individual learning,

▪ Inquiry-based learning,

▪ Kinesthetic learning,

▪ Game-based learning and

▪ Expeditionary learning		After completing the unit, the students will be able to:

* Understand the concept of a balanced diet and nutrition.

* Classify Nutritive and NonNutritive components of the Diet

* Identify the ways to maintain a healthy weight

* Know about foods commonly causing food intolerance

* Recognize the pitfalls of dieting and food myths
Unit 61. Test & Measurement
in Sports Fitness Test – SAI Khelo India Fitness Test in school:

Age group 5-8 years/ class 1-3: BMI,
Flamingo Balance
Test, Plate Tapping
Test

Age group 9-18yrs/
class 4-12: BMI,
50mt Speed test,
600mt Run/Walk, Sit
& Reach flexibility
test, Strength Test
(Partial Abdominal
Curl Up, Push-Ups
for boys, Modified
Push-Ups for girls).

2. Measurement of
Cardio -Vascular
Fitness – Harvard Step Test – Duration
of the Exercise in Seconds x100/5.5 X
Pulse count of 1
-1.5 Min after Exercise.

3. Computing Basal
Metabolic Rate
(BMR)

4. Rikli & Jones Senior Citizen Fitness Test

– Chair Stand Test for
lower body strength

– Arm Curl Test for
upper body strength

– Chair Sit & Reach
Test for lower body
flexibility

– Back Scratch Test for upper body flexibility

– Eight Foot Up & Go Test for agility

– Six-Minute Walk Test for Aerobic
Endurance

5. Johnsen-Methney
Test of Motor
Educability (Front
Roll, Roll, Jumping
Half-Turn, Jumping
full-turn		* To make students
Understand and conduct
SAI KHELO INDIA Fitness
Test and to make students
Understand and conduct
General Motor Fitness
Test.

* To make students to
determine physical fitness
Index through Harvard
Step Test/ Rockport Test

* To make students to
calculate Basal Metabolic
Rate (BMR)

* To measure the fitness
level of Senior Citizens
through Rikli and Jones
Senior Citizen Fitness
Test.		▪ Lecture-based
instruction,

▪ Technology-based
learning,

▪ Group learning,

▪ Individual learning,

▪ Inquiry-based learning,

▪ Kinesthetic learning,

▪ Game-based learning and

▪ Expeditionary learning.		After completing the unit, the students will be able to:

* Perform SAI Khelo India Fitness Test in school [Age group 5-8
years/ (class 1-3) and Age
group 9-18yrs/ (class 4-12)

* Determine physical fitness
Index through Harvard Step
Test/Rock- port Test

* Compute Basal Metabolic Rate (BMR)

* Describe the procedure of Rikli and Jones – Senior Citizen Fitness Test
Unit 71. Physiology & Injuries in Sport
Physiological factors
determining
components of
physical fitness

2. Effect of exercise on the Muscular System

3. Effect of exercise on the Cardio Respiratory System

4. Physiological
changes due to aging

5. Sports injuries:
Classification (Soft
Tissue Injuries –
Abrasion, Contusion,
Laceration, Incision,
Sprain & Strain; Bone & Joint Injuries
Dislocation, Fractures – Green
Stick, Comminuted,
Transverse Oblique
& Impacted)		*Understanding the
physiological factors
determining the

* components of physical fitness.

* Learning the effects of
exercises on the Muscular
system.

* Learning the effects of
exercises on
Cardiovascular system.

* Learning the effects of
exercises on the Respiratory system.

* Learning the changes caused due to aging.

*Understanding the Sports Injuries (Classification,
Causes, and Prevention)

*Understanding the Aims &
Objectives of First Aid

*Understanding the Management of Injuries		▪ Lecture-based
instruction,

▪ Technology-based
learning,

▪ Group learning,

▪ Individual learning,

▪ Inquiry-based learning,

▪ Kinesthetic learning,

▪ Game-based learning and

▪ Expeditionary learning.		After completing the unit, the students will be able to:

* Recognize the physiological factors determining the components of physical fitness.

* Comprehend the effects of exercise on the Muscular
system and cardiorespiratory systems.

* Figure out the physiological changes due to ageing

* Classify sports injuries with its Management.
Unit 81. Biomechanics and
Sports Newton’s Law of Motion & its
application in sports

2. Types of Levers and their application in Sports.

3. Equilibrium –
Dynamic & Static and Centre of Gravity and its application in sports

4. Friction & Sports

5. Projectile in Sports		*Understanding Newton’s Laws of Motion and their Application in Sports.

*Make students understand
the lever and its application in sports.

*Make students understand
the concept of Equilibrium and its application in sports.

*Understanding Friction in Sports.

*Understanding the concept of Projectile in
sports.		▪ Lecture-based
instruction,

▪ Technology-based
learning,

▪ Group learning,

▪ Individual learning,

▪ Inquiry-based learning,

▪ Kinesthetic learning,

▪ Game-based learning and

▪ Expeditionary learning.		After completing the unit, the students will be able to:

* Understand Newton’s Law of Motion and its application in sports

* Recognize the concept of
Equilibrium and its application in sports.

* Know about the Centre of
Gravity and will be able to apply it in sports

* Define Friction and application in sports.

* Understand the concept of Projectile in sports
Unit 9Psychology and
Sports

1. Personality; its
definition & types
(Jung Classification
& Big Five Theory)

2. Motivation, its type & techniques.

3. Exercise Adherence:
Reasons, Benefits &
Strategies for
Enhancing it

4. Meaning, Concept & Types of Aggressions in Sports

5. Psychological
Attributes in Sports–
Self-Esteem, Mental
Imagery, Self-Talk,
Goal Setting		* To make students
understand Personality & its classifications.

* To make students
understand motivation and its techniques.

* To make students about Exercise Adherence and Strategies for enhancing
Adherence to Exercise.

* To make them aware of
Aggression in sports and
types.

* To make students
understand Psychological
Attributes in Sports.		▪ Lecture-based
instruction,

▪ Technology-based
learning,

▪ Group learning,

▪ Individual learning,

▪ Inquiry-based learning,

▪ Kinesthetic learning,

▪ Game-based learning and

▪ Expeditionary learning.		After completing the unit, the students will be able to:

* Classify different types of
personality and their
relationship with sports
performance.

* Recognise the concept of
motivation and identify various types of motivation.

* Identify various reasons to
exercise, its associated benefits and strategies to promote exercise adherence.

* Differentiate between different types of aggression in sports.

* Explain various psychological attributes in sports.
Unit 10Training in Sports

1. Concept of Talent
Identification and
Talent Development
in Sports

2. Introduction to Sports Training Cycle –Micro, Meso, Macro
Cycle.

3. Types & Methods to Develop-Strength,
Endurance, and Speed.

4. Types & Methods to Develop-Flexibility and Coordinative Ability.

5. Circuit Training –
Introduction & its
importance		* Making the students
understand the concept of
talent identification and methods in sports

* Making the students
Understand sports training
and the different cycle in sports training.

* Making the students
Understand different types
& methods of strengths,

* endurance, and speed.

* Making the students
Understand different types
& methods of flexibility and

* coordinative ability.

* Making the students
understand
Circuit training and its importance.		▪ Lecture-based
instruction,

▪ Technology-based
learning,

▪ Group learning,

▪ Individual learning,

▪ Inquiry-based learning,

▪ Kinesthetic learning,

▪ Game-based learning and

▪ Expeditionary learning.		After completing the unit, the students will be able to:

* understand the concept of talent identification and methods used for talent development in sports

* Understand sports training and the different cycle used in the training process.

* Understand different types & methods to develop -strength, endurance, and speed in sports training.

* Understand different types & methods to develop – flexibility and coordinative ability.

* Understand Circuit training and its importance.

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