For IX to XII Classes

Transcription

1 (As per the Guideines and Methodoogy for Administering HPE issued by CBSE w.e.f ) Edited by Neeraj Sharma B.P.Ed., M.P.Ed., M.Phi. FOUR STRANDS Rajnish Sharma B.Sc(PE), B.P.Ed., M.P.Ed., M. Phi. STRAND 1 Games/Sports At east one of foowing: A) Athetics or Swimming B) Team Games C) Individua Games D) Adventure Sports STRAND 2 STRAND 3 Heath and Fitness SEWA (Socia Empowerment through work education and action) STRAND 4 Heath and Activity Card (For Record) PUBLISHED BY Chandigarh Bengauru Dehi Guwahati Hyderabad Indore Jammu Jaipur Kokata Lucknow Mumbai Patna Ranchi For IX to XII Casses

2 Preface It gives me an immense peasure to introduce the book on Mainstreaming Heath and Physica Education as per the atest Circuar of CBSE for administering HPE for the students of Cass IX to XII. The new format of HPE envisions that each student wi undertake activities categorized under Four Strands. This subject is compusoriy impemented by CBSE for casses IX to XII w.e.f I. Strand I Games/Sports Any one or more games or activity out of Athetics/ Swimming, Team Games, Individua Games and Adventure Sports must be taken up by each student as an individua, or as a cass team or as a schoo team. ii. Strand II Heath and Fitness Exempar Activities (iustrative ony): It shoud be ensured that a students participate in Mass P.T. / Yoga. Any other activity, which eads to a connection of the physica body with the mind and with the inner workings of the body, and aso eads to an improvement in overa heath and fitness, can aso be taken up, such as Aerobics, Dance, Caisthenics, Jogging, Cross Country Run, working out using weights/gym equipment, Tai-Chi etc. Chidren who are ready for it, may in addition, aso participate in earning the nuances of meditation and its impact on stress management. iii. Strand III SEWA (Socia Empowerment through Work Education and Action) : A students of casses IX to XII (for XII, ony ti end of the first semester/term) wi participate in SEWA program around the year. iv. Strand IV Heath & Activity Card (for Record) Incudes Maintaining Heath and Activity Record : The schoos wi maintain record of chidren. It is for encouraging the chid to attain heath and weness. This book is introduced to make pupis physicay, mentay and emotionay fit and to deveop such persona and socia quaities that wi hep them to be good human beings. The book contains detais of skis, dris and practice activities (iustrative) of the games / sports as mentioned in the Strand I & II (37 games) and Strand III incudes 17 Projects and Activities according to the syabus. A games are attached with QR code for video of the particuar game/sport. The Activity & Project Record Book is avaiabe separatey, which incudes soved Projects/Activities, Proforma for SEWA Sef Appraisa Form, Heath and Activity Record Form for the Fina Assessment for the Students. The pubisher express sincere thanks to a the teachers associated. And, specia thanks are extended to Mr. Joginder Pa Singh, (Ex-coach, Athetic, Sports Dept., Chandigarh Administration) and Mr. Bhainder Singh Sidhu, NIS, Patiaa Quaified (Hockey), who guided us in technica points in games. We are peased to convey our deep sense of gratitude to a associated with the competion and pubication of this book for their untiring efforts to bring out this book we in time. For any suggestions for further improvement in the book, fee free to communicate at vishvasbooks@yahoo.co.in. Pubisher PHONES : , , , Printed at : PRINTOMEX PRINTERS MOHALI

3 CHAPTERS *CBSE CIRCULARS 1. INTRODUCTION / PREAMBLE 2. FOUR STRANDS 3. GAMES/ SPORTS (STRAND 1) 3.1 ATHLETICS ACTIVITIES Activity 1 Running Activity 2 Putting The Shot Activity 3 Discus Throw Activity 4 Hammer Throw Activity 5 Javein Throw Activity 6 Long Jump Activity 7 High Jump Activity 8 Swimming 3.2 TEAM GAMES INVASION GAMES Activity 1 Basketba Activity 2 Hockey Activity 3 Kabaddi Activity 4 Soccer/Footba Activity 5 Netba Activity 6 Water Poo Activity 7 Judo Activity 8 Karate/Sef Defence NET GAMES Activity 1 Lawn Tennis Activity 2 Tabe Tennis Activity 3 Badminton Activity 4 Squash Activity 5 Voeyba INNING GAMES Activity 1 Cricket Activity 2 Kho-Kho Activity 3 Rounders Activity 4 Softba Activity 5 Stooba TARGET GAMES Activity 1 Archery Activity 2 Boccia/Bocce Activity 3 Bows Activity 4 Gof 3.3 INDIVIDUAL GAMES Activity 1 Gymnastics Activity 2 Skating Activity 3 Wresting Activity 4 Boxing Activity 5 Fencing 3.4 ADVENTURE SPORTS Contents 3 Page No

4 CHAPTERS 4. HEALTH AND FITNESS (STRAND 2) Activity 1 Aerobics Activity 2 Yoga 5. SEWA (STRAND 3) Project 1 : Swachcha Vidyaaya Swachcha Bharat Project 2 : Dignity of Labour Project 3 : Empathy Project 4 : Care for Homeess Chidren Project 5 : Being Safe and Responsibe Project 6 : Environment Conscious Citizens as Part of Eco Cubs Project 7 : Reduce, Recyce, Reuse (most important 3R's) and Now Respect Project /Activity 8 : Studying the nutrition and heath status of peope in a peer group/ viage/city sum/ triba area/ neighbourhood Project /Activity 9 : Participating in the community heath programme through door-to-door contact programmes. Project /Activity 10 : First Aid: Awareness raising and demonstration Activity 11 : Pantation of Shade/ Fue/ Ornamenta/ Avenue trees Project/Activity 12 : Acquaintance with common fertiizers and pesticides and their appication with appropriate equipment Project/Activity 13 : Acquaintance with Common Pests and Diseases of Pants and Use of Simpe Chemicas and Pant Protection Equipment Project/Activity 14 : Preparation of Famiy Budget and Maintenance of Daiy Househod Accounts Project/Activity 15 : Heping schoo authorities in organizing (a) picnics, tours, excursions, functions (b) exhibitions. Project/Activity 16 : Participation in Adut-Literacy Programmes Project/Activity 17 : Resources for Cassroom Use and Schoo Use Activities under SEWA : Physica Fitness Page No HEALTH AND ACTIVITY RECORD (STRAND-4) 7. TRANSACTIONAL STRATEGIES FOR THE STRANDS OF HPE (Except Heath and Activity Record) 8. ASSESSMENT FOR THE STRANDS

5 Circuar CBSE/ACAD/DD(MS)/SPORTS/2018 Date: Circuar No. Acad-10/2018 Principas/ Heads of the Institutions A CBSE affiiated Schoos Sub: Mainstreaming Heath and Physica Education in Schoos reg. Heath is often a state of physica, menta, emotiona, socia and spiritua we-being and not merey the absence of disease or infirmity. CBSE has decided to mainstream Heath and Physica Education for casses IX to XII with the aim of hoistic deveopment of the chid, eading to a we-baanced individua in a waks of ife. The aim of Mainstreaming Heath and Physica Education is aso to enabe the students to attain an optimum state of heath. Therefore, CBSE aims to provide a focussed curricuum for Heath and Physica Education imbued with Life Skis in a its affiiated schoos. CBSE has panned to introduce a streamined and we-designed Heath and Physica Education Program to mainstream heath and physica education in schoos especiay for students of cass IX-XII w.e.f. session This program wi be compusory for a affiiated schoos of CBSE. Keeping the above in view, the schoos are advised that whie preparing time-tabe for session , one period every day may be reserved for Heath and Physica Education especiay for cass IX to XII from session onwards. The transactiona strategies, detaied guideines and methodoogy for administering HPE (Heath and Physica Education) to students wi be avaiabe on CBSE website shorty. Circuar CBSE/ACAD/DD(MS)/SPORTS/2018 Date : 25/04/2018 Circuar No. Acad-11/2018 Principas/Head of the Institutions Sub: Mainstreaming Heath and Physica Education in Schoos - reg. Pease refer to CBSE circuar no. Acad-10/2018 dated 21/03/2018 regarding Mainstreaming Heath and Physica Education in Schoos, wherein schoos were advised to reserve one period every day for Heath and Physica Education especiay for cass IX to XII from session onwards. The transactiona strategies, detaied guideines and methodoogy for administering HPE (Heath and Physica Education) to students is now avaiabe on CBSE website. However, the format of 'Heath and Activity Card' wi be avaiabe on CBSE website shorty. 5

6 FAQs: Mainstreaming Heath and Physica Education S.N. Question Answer 1. Target Group for HPE A students of cass IX-XII studying in CBSE affiiated schoos w.e.f session onwards. 2. Time required One period everyday for each cass (IX-XII) 3. Maximum Marks 100 Marks 4. Theory/Practica portion A practica. No theory 5. Wi the marks of HPE be added in fina/ board exams? No. However, participation in HPE and assessment wi be mandatory to be eigibe to appear in Board Exams of cass X & XII. (A evidences and Portfoios regarding SEWA need to be in the schoo as they can be monitored by CBSE at any time) 6. Which co-schoastic areas are subsumed in HPE? The foowing co-schoastic areas are subsumed in HPE for cass IX-XII: Cass IX-X i. Work Education (500) ii. Heath and Physica Education (506) Cass XI-XII i. Work Experience (500) ii. Physica and Heath Education (502) Hence, there wi be no separate grading for the above mentioned co-schoastic areas from session onwards. The periods aocated for the above co-schoastic areas may be used for HPE. Further detais wi be given subsequenty. 7. Is HPE different from Physica Education (048)? Yes. The HPE is different from academic eective subject Physica Education (048) offered for cass XI and XII 8. Wi the academic eective subject Physica Education (code 048) for cass XI & XII continue? The academic eective subject Physica Education (code 048) wi continue as choice/ optiona subject for students of cass XI & XII 9. Is ony PE/ Sports Te a c her e igibe for impementing/ evauating and record keeping of HPE? Every teacher incuding cass teacher, teaching in CBSE affiiated schoo is eigibe for impementing/ evauating and record keeping of HPE. 10. What is the format for record keeping of Heath and Activity Record? 11. Wi any externa examiner/ observer be appointed for HPE? 12. Wi the CBSE Annua Sports and Games Competitions continue to be organized? The format of Heath and Activity Card (Strand 4) wi be upoaded on CBSE website shorty. No. The whoe process of HPE wi be schoo-based, impemented & evauated by the schoo teachers. However, marks/ grades of HPE wi be submitted onine on CBSE website. Organizing CBSE Sports and Games Competitions wi be continued as per existing practice. 6

7 Introduction/Preambe (Issued by CBSE) 1 7 Curricuum reform is a goba issue and drives education poicy directives around the word. The broad framework is usuay provided by a nationa apex body, the narrower focus is around the syabi based on the discipines and the earning outcomes expected at age appropriate eves. 1.1 RATIONALE Heath and Physica Education is concerned with tota heath of the earner and the community. Besides physica heath, it incudes menta and emotiona heath of the earners. Heath is often a state of physica, menta, emotiona, socia and spiritua we-being and not merey the absence of disease or infirmity The aim of Mainstreaming Heath and Physica Education is to enabe the student to attain an optimum state of heath, by incorporating each of the aforementioned aspects In this respect, it is a truism to say that the practice of heathy iving wi serve as the foundation for Physica Education. It is envisaged that any effort to promote aesthetic vaues at the schoo eve wi incude a natura esteem for physica webeing. The mastery of the body, its powers and quaities, requires knowedge, methodica training and exercise. The skis and capacities need to be deveoped, the musces and nerves trained, the senses cutivated and hygienic and proper dietary habits incucated for this purpose Therefore, provision has to be made much more systematicay than before, in the schoo curricuum for Heath and Physica Education imbued with Life Skis Research has demonstrated that there is a positive correation between brain deveopment and exercise which aso has an impact on cognitive deveopment thus heping to improve academic grades A comprehensive view of Heath and Physica Education incudes and encompasses the three areas of Heath Education, Physica Education and Yoga as integra to achieving hoistic heath ( p h y s i c a, m e n t a, i n t e e c t u a, emotiona, socia and spiritua). Given the interdiscipinary nature of this subject, it needs to be transacted in innovative ways across the curricuum The ubiquitous digita presence can be an added resource for the student, teacher educator and the teacher. It provides endess possibiities of resorting to onine resources to add vaue to PE At the Secondary eve acquisition of the habits of heathy iving and participation in games and sports and athetics for neuromuscuar coordination and physica fitness are the aims which shoud be taken care of whie deveoping any syabus of Heath and Physica Education Whie at the Senior Secondary eve, through the integrated PE approach,

8 MAINSTREAMING HEALTH AND PHYSICAL EDUCATION 8 students wi acquire the knowedge, skis, right attitudes and vaues towards the pursuit of a ifeong physicay active and heathy ifestye. With these aims in mind, the overa and specific objectives for a HPE curricuum are outined beow: 1.2 OVERALL OBJECTIVES OF HEALTH AND PHYSICAL EDUCATION: To deveop awareness regarding the importance of physica fitness in individua and socia ife incuding Life Skis To bring the overa awareness of vaues with regard to persona heath and fitness, and to incucate among students the desired habits and attitudes towards heath to raise their heath status.* To make the pupis physicay, mentay and emotionay fit and to deveop such persona and socia quaities that wi hep them to be good human beings.* T o t a k e a c t i o n i n d i v i d u a y a n d coectivey to protect and promote (i) own heath (ii) heath of famiy members: and (iii) heath of the surrounding community and seeking hep when required from avaiabe community resources.* To deveop interest in exercise, sports and games for sef-satisfaction and make it a part of ife; To enabe an individua to enhance inner quaities-sef-mastery, discipine, courage, confidence and efficiency.* To enabe an individua to dispay a sense of responsibiity, patriotism, sef-sacrifice and service to the community * To deveop awareness of the importance of sef-defence.* To create awareness among chidren about rues of safety in appropriate hazardous situations to avoid accidents and injuries. T o a c q u a i n t t h e m w i t h f i r s t - a i d *Vaues Integrated across HPE measures about common sickness and injuries.* To hep chidren earn correct postura habits in standing, waking, running, sitting and other basic movements so as to avoid postura defects and physica deformities.* To hep chidren grow as responsibe citizens by incucating in them certain socia and mora vaues through games, sports, Red Cross, Scouts and Guides etc.* To incucate vaues and skis in chidren in order to promote sefcontro, concentration, peace and reaxation to avoid the i effects of stress, strain and fatigue of routine everyday ife. * To address the physica, psycho-socia needs of CWSN (Chidren with Specia Needs) in an integrated fashion. * To seek in instiing sef-worth thus heping students to become confident, a s s e r t i v e, e m o t i o n a y s t a b e, independent and sef-controed. * To hep reease of emotiona stress, anxiety and tension, eading to a reduced risk of depression. * To hep strengthen peer reationships, socia bonding, buddy mentorship and team camaraderie To deveop more positive attitude towards chaenges, winning and osing, thus preparing students for ife and for the workpace.* 1.3 MAINSTREAMING HPE With the above objectives in mind, the CBSE in consutation with MHRD and Ministry of Sports, Govt. of India has attempted to integrate and mainstream Heath and Physica Education across the secondary and senior secondary eves. This is to ensure that the Physica

9 9 INTRODUCTION/PREAMBLE Education component which wi continue to be assessed internay, is taken up as a cross-curricuar, interdiscipinary discipine across the four strands Mainstreaming woud require the coming together of the Cass Teacher, PE teacher and teachers of other discipines The mandatory nature of this discipine needs a students to participate in an innovative way through the strands detaied hereafter It wi be mandatory for the schoo to upoad a report of work accompished across the strands of grade X and XII in the prescribed manner, for enabing students to sit for the Board exam The stipuation is to ensure a schoos take this aspect seriousy so as to ensure asting and ifeong benefits for their students The foowing subjects of interna assessment are being subsumed in Heath and Physica Education from session onwards: Cass IX-X i. Work Education (500) ii. Heath and Physica Education (506) Cass XI-XII i. Work Experience (500) ii. Physica and Heath Education (502) As the above subjects of interna assessment are being subsumed in Heath and Physica Education, so the schoos shoud not aocate any period to these above-mentioned subjects from session onwards. The same periods shoud be aocated to Heath and Physica Education.

10 2 Four Strands 10 (Issued by CBSE) 2.1 INTRODUCTION The new format of HPE envisions that each s t u d e n t w i u n d e r t a k e a c t i v i t i e s categorized under four strands The work education aspect of the syabus is subsumed under this format, hence there wi be no need to take it up as a separate subject This for mat is to be compusoriy impemented for casses IX, X, XI and first haf of the year for cass XII This is an essentia requirement for writing the Board examination Uness schoos undertake HPE seriousy and are ready with records of a strands as we as Heath and Activity Cards for a students, they wi not be aowed to register their candidates for Board examinations A schoos need to fi in the HPE Schoo Report for the ongoing session before registering their candidates in casses IX and XI. The report shoud refect the activities undertaken under each strand separatey for each cass right from cass IX to XII. The format of the HPE Schoo Report is given in the Annexure No theory casses wi be taken as a part of this format The cass teacher sha be responsibe for ensuring that each chid participates in a strands The cass teacher sha aso guide and faciitate strand 3 and strand In the absence of a sports/games teacher, the cass teacher may faciitate strand 1 and 2 aso and ensure that a chidren participate in the games/sports of their choice Interna assessment is to be jointy done b y t h e c a s s t e a c h e r a n d t h e sports/games teacher From Strand 1, at east one activity is to be taken up by each student as a cass or as an individua. The choice wi be eft to the students and the cass teacher wi faciitate each chid to decide, based upon the sports faciities avaiabe at the schoo. Schoos are encouraged to provide more options by adding to the infrastructure each year Chidren are free to choose more than one activity from strand 1, as ong as the schoo sports infrastructure supports it Chidren are aso free to change their choices during the course of a year A cass as a whoe coud be encouraged to take up any one team game and/or invasion game, by deineating the roe of each student of the cass. Roes shoud b e d e c i d e d b y s t u d e n t s a m o n g themseves. Roes coud incude payer, captain, umpire, cheer eaders, commentators, event manager, coach, organizers, r eporters for schoo magazines, etc The Board wi be inspecting records for Strand 1 and 2 such as attendance and participation by a students. Evidences such as Portfoios, Journas, Essays, Video recordings etc. in case of SEWA may be kept ready for scrutiny by the CBSE at any time during the year Schoos are encouraged to pace the activities they undertake under various strands on their own website under the Sports Corner which shoud be updated at reguar intervas.

11 11 FOUR STRANDS STRAND 1 GAMES/SPORTS At east one of foowing: A) Athetics or Swimming B) Team Games C) Individua Games D) Adventure Sports STRAND 2 Heath and Fitness FOUR STRANDS STRAND 3 SEWA STRAND 4 Heath & Activity Card (for record) 2.2 THE OBJECTIVES Reguar, high quaity PE programs shoud aso provide a students with opportunities to deveop: An incination towards, and strong motivation for ifeong maintenance of heath and fitness * Cardiovascuar fitness, muscuar endurance, muscuar strength and fexibiity to meet the demands of everyday ife * Agiity, baance, coordination, reaction time, power and speed to be abe to perform a wide range of daiy tasks * The techniques necessary to become a skifu performer and competitor in different sports and activities * Such traits of character as sef-mastery, discipine, courage, determination and confidence * Good sportspersonship, fair pay and abiity to be an informed spectator * An abiity to perform in different activity reated roes such as attacker, defender, supporter, supported, referee, eader, captain * *Vaues integrated across HPE

12 MAINSTREAMING HEALTH AND PHYSICAL EDUCATION 12 TABLE 1.1 DISTRIBUTION OF MARKS FOR INTERNAL ASSESSMENT Strand Marks Periods (Approx) Leves* 1. GAMES A) Athetics/ Swimming B) Team Games C) Individua Games/ Activity D) Adventure Sports 50 marks 90 periods Upto 25 marks: Learning marks: Proficiency marks: Advanced 2. Heath and Fitness 25 Marks 50 periods Upto 12 marks: Learning marks: Proficiency marks: Advanced 3. SEWA 25 Marks 50 periods Upto 12 marks: Learning marks: Proficiency marks: Advanced 4. Heath and Activity Card No Marks 10 periods - Tota 100 Marks 200 Periods *The grades/eves obtained under the first three Strands wi be refected in the report cards.

13 Strand 1 Games/Sports 3 13 (Issued by CBSE) Any one or more games or activity out of Athetics/ Swimming, Team Games, Individua Games and Adventure Sports must be taken up by each student as an individua, or as a cass team or as a schoo team. 3.1 ATHLETICS / SWIMMING Exampe Activities (iustrative ony): Track and fied events that require physica strength, speed/ski, such as, racing against own best timing and with others over different distances; reay races; marathons, cross country running, race waking, throwing for distance and aiming onto/at targets; jumping for height; jumping for distance; swimming against own best timing and with others, over different distances Incusion: Aow students to use standing starts or roing starts if using a wheechair. Use visua signs to start race so that students with hearing impairments can be invoved. The students must find unique and creative ways to incude CWSN who are their cassmates. Though few of the strategies for incusion have been outined for some games in boxes attached beow, if movement is not possibe at a, then aided umpiring or aided cheering shoud be considered for CWSN. If some earning is possibe, et the CWSN earn about the intricacies of the game. If they are interested in art work or music, et them create their own version of the game in art or music or any other form. Students are free to innovate their own mechanisms for incusion under the guidance of their cass teachers Life Skis Imbibed/ Acquired: Learning the techniques Lear ning about sports/games through other formats such as fine arts Outcomes/ Vaues imbibed: Going further, higher, faster Being abe to set and meet persona targets Being abe to focus, concentrate and practice to improve A commitment to training and an abiity to set and meet persona targets Learning as a team and from others

14 Athetic Activities 14 ATHLETICS HISTORY Athetics invove running, sprinting, throwing, jumping and waking. In genera, athetics comprises of running events from 100 metre to kiometre, cross country races, jumps (ong jump, high jump, tripe jump and poe vaut) and throwing events ike shot-put, discus, javein and hammer. Then there are modified versions ike hurde races, sprints such as 100 and 200 metre races which requires speed and strength and thus have specia significance. The origin of athetics can be traced back to ancient Greece. Some historians say that it was a major event in the ancient Oympic Games and is beieved to have started by 776 BC in Oympia which probaby asted for more than thousand years. On the other hand, some historians opine that the reigious ceremony that foowed the Games is even oder and might be even from the 13th century BC. Known as the 'stade,' the singe athetics event was a foot race which covered the ength of the Athenian Oympic Stadium. During the Midde Ages, athetics became more diverse when the sons of nobemen were trained in running, jumping and wresting. There were often athetics contests between riva nobiities. The athetics event form the backbone of the modern Oympic Games and are governed by the member cubs of Internationa Association of Athetics Federation. The Internationa Association of Athetics Federation (IAAF) was estabished in It deveops the game's internationa standards, rues, competitions and reguates the sport internationay. CONSTRUCTION MEASUREMENTS Construction radius of curve (incuding the raised kerb on inside of track) Radius of measurement ine (ine of running) in ane1(0.30 m outside raised kerb) Length of each straight section Length of each bend on construction ine (kerb ine) Length of each bend aong ine of running Length of track on construction ine (kerb ine) Length of track aong ine of running Width of anes (incuding 0.05m on outside) Length of Steepe chase ap aong ine of running where the water jump is inside the 400 m track m m m m m m m 1.220m m With the exception of ane 1, a anes are measured 0.20 m out from the outer edge of the inner ine.

15 15 ATHLETICS ATHLETICS Track Events Fied Events Short distance Races Midde distance Races Long distance Races 100 m 800 m 5000 m 200 m 1500 m 10,000 m 400 m 3000 m Steepe Chase 110 m Hurdes Marathon ( km) 100 m Hurdes (W) or 26 Mies 385 yards 400 m Hurdes Cross Country Race m Reay 20 kms. Race Waking m Reay 50 kms. Race Waking Combined Events Jumping Events Long Jump High Jump Tripe Jump Poe Vaut Throwing Events Shot Put Discus Throw Javein Throw Hammer Throw 1st Day 100 m Hurdes Shot Put Long Jump High Jump Heptathon (For Women) 2nd Day 200 m Javein Throw 800 m 1st Day 100 m Shot Put Long Jump High Jump 400 m LIST OF EQUIPMENTS Decathon (For Men) 2nd Day 110 m Hurdes Discus Throw Poe Vaut Javein Throw 1500 m TRACK EVENTS 1. Stop watches 2. Cip Board 3. Whistes 4. Fags : White fags, Red fags 5. Finishing post 6. Yeow Fags 7. Pubic Address System : One set 8. Lime according to need 9. Judges Stand FIELD EVENTS 1. Stee Tapes 2. Cip Board 3. Nais 4. Fags : White Fag, Red Fag 5. Sand eveer

16 MAINSTREAMING HEALTH AND PHYSICAL EDUCATION 16 Scan & View High jump Shot put

17 17 ATHLETICS

18 Athetic Activities Track Events 18 Activity 1 RUNNING INTRODUCTION Races over short distances are caed sprints. They are among the odest running competitions in the word. Sprinting requires athetes to begin from a stationary position and reach and sustain their quickest possibe running speed. Sprint races take pace over distances of 100, 200 and 400 metres. Indoor sprints take pace over 60 metres. The man and woman who run the fastest time over 100m is often named the fastest man/woman in the word'. At competency eve students shoud earn and practice to improve their running technique so that they are abe to run efficienty over short distances. They shoud be abe to start a race correcty and be abe to run at their maximum speed over short and onger distances. At proficiency eve students shoud be abe to run over different distances with high eves of proficiency, be abe to start races appropriatey and take part in reay events. They shoud be committed to training and reguar practice to hep them increase cardio vascuar efficiency, musce strength and endurance. RULES OF RUNNING Any runner found guity of obstructing the path of another runner is disquaified. Sprinters are not permitted to run inside the inner curve of the track. Any sprinter with a fase start even once is disquaified. Competitors are aowed to run with spiked shoes. No points are awarded if the sprinter fais to finish the race. The time is recorded to 1/100th of a second in photo finish. Time is recorded to 1/10th of a second. (Hand time watch) HISTORY OF RUNNING The origina Ancient Oympic Games hed in Oympia, Greece had just one event - the stadion race. This was a simpe race from one end of the stadium to the other. It was a race over a distance of about 200 meters. Sprint races have been incuded in a Oympic Games from Woman took part in sprinting events from Now sprinting events for men and women incude individua and reay events and sprints over hurdes. FACTS ABOUT SPRINTS It is ony possibe to maintain near maximum speed for not more than 30 seconds. The winner of a sprinting event is the athete whose torso reaches the cosest edge of the finish ine first. Usain Bot is currenty the word's fastest man, setting a word record for the 100m of 9.58 seconds. Abdu Najeeb Qureshi, an Indian sprinter from Hyderabad, ran the 100m at the Commonweath Games in 2010 in seconds. BASIC REQUIREMENTS/ EQUIPMENT An area that has a safe surface for running. Students shoud be appropriatey dressed to participate safey in running events. A starting ine and a finishing ine. Cones or markers. Stop watches/measuring tapes.

19 19 ATHLETICS STAGGER The stagger is the distance given for each ane to compensate the excess distance which has increased due to the increase in radius of each ine. Formua for cacuating staggers [w(n 1) 10 cm] 2π and (with inner edge or kerb) [w(n 1)] 2 π (without inner edge or kerb) w stands for width of ane, n stands for number of ane for which stagger is cacuated, π is a constant and is equa to 22/7. Purpose of the activity To participate in events that require students to go further, higher and faster. RELAY RACES Outcome of the activities The outcomes of participating in these activities wi be a commitment to training wiing to concentrate and practise to improve an abiity to set and meet persona targets Second change-over x First change-over x Change-over zone Acceeration zone Change-over point x Start Who wi run when? Third change-over The most popuar strategy of running a reay race is to run in this order: the second best runner runs first; the fastest runner runs ast; the sowest runner third and the other runner second. Is this best for your team? What other strategies might you use to win the race? What strategies work best for your team?

20 MAINSTREAMING HEALTH AND PHYSICAL EDUCATION 20 Direction of running 10M Acceeration zone Change-over zone Mid ine of change-over zone Scan & View Baton Changeover Baton Bind exchange technique to be practiced (4 100 mts.) an visua exchange (4 400 mts.) reay. The baton must be exchanged when both runners are running at maximum speed. Use the downsweep method of passing the baton, passing it from right hand to eft hand. Outgoing runner hods the hand high and fat to receive the baton. Incoming runner uses a downward sweeping movement to pace the baton firmy into the receiver s hand. Construction of Baton The baton is made up of hoow metaic tube which sha not be more than 30 cm and not ess than 28 cm in ength. The circumference of the baton sha be from 12 cm to 13 cm. Each baton shoud weigh 50 gm. It shoud be bright cooured so that it is easiy visibe during the race. Pick up Reay Set objects ike bean bags or cones, inside hoops or chaked circes, at reguar intervas from the start ine. Runner 1 coects each object, one at a time, returning them to the start ine. The next runner takes one object at a time and sets them out again in their origina position. Runner 3 coects them and so on unti a runners have had their turn. XXXXXX XXXXXX XXXXXX The Reay Race Set up a running area with cones ike this: A B C D 15-20M 4 5M 10M No. 1 starts at cone A; No. 2 starts at cone C. When No. 1 reaches cone B; No. 2 sprints off and attempts to reach cone D before being tagged by No. 1. Increase distance between B and C so that both athetes reach D at the same time. Try this chaenge In team of 10. Each athete runs as far as they can in 10 seconds. Combine the 10 individua distances to produce a team score. Which team covered the farthest distance? Make up your own chaenges and have some fun Organise individua and reay races over different times and distance against cassmates and other schoos. Incude fun events. For exampe incude a dribbing race. Runners from one schoo or cass dribbe a ba as fast as they can over 50 metres. Runners from another schoo or cass begin 3 seconds after the first runners and try to beat the front runner to the finish ine.

21 Invasion Games TEAM GAMES 46 (Issued by CBSE) 3.2 TEAM GAMES Exampes of team games (iustrative ony): Invasion Games : Basketba, Hockey, Kabaddi, Netba, Gaery, Footba, Water Poo, Judo, Karate/Sef Defence Net Games : Lawn Tennis, Tabe T e n n i s, B a d m i n t o n, S q u a s h, Voeyba Inning Games : Cricket, Kho-Kho, Rounders, Softba, Stooba. Target Games : Archery, Boccia, Bows, Gof Incusion : Use bright coours which wi hep the participation of students with vision impairment. The teacher has to modify each ski as per the percentage of impairment of the chid. The students must find unique and creative ways to incude CWSN who are their cassmates. Though few of the strategies for incusion have been outined for some games in boxes attached beow, if movement is not possibe at a, then aided umpiring or aided cheering shoud be considered for CWSN. If some earning is possibe, et the CWSN earn about the intricacies of the game. If they are interested in art work or music, et them create their own version of the game in art or music or any other form. Students are free to innovate their own mechanisms for incusion under the guidance of their cass teachers Life Skis Imbibed/ Acquired: Cooperating with others to use individua skis and team strategies to beat the opposition and win the g a m e ( I n t e r p e r s o n a a n d Intrapersona Skis) Paying individuay or with a partner and strategizing to beat the opponent and win the game (Critica Thinking, Decision Making) Using individua skis and team strategies to cooperate with others to score points and win the game (Creative and Critica Thinking) Competing individuay or as a team to score the most points (as in archery) or the east number of points (as in gof) and win the game Understanding that incuding a is more important than winning (Intrapersona Skis) Lear ning about sports/games through other formats such as fine arts (Creative Thinking) Outcomes/ Vaues Imbibed: Team spirit and oyaty Sportsmanship Communicating with others Competing and winning fairy Fraternity

22 Activity 1 BASKETBALL Invasion Games 47 INTRODUCTION Basketba is a fast, free-fowing, high-scoring invasion game. The rues aow a payers to move freey around the court and occupy any position on the court. A payers have an equa opportunity to score goas. The way in which the game is restarted after a point is scored or a rue infringement makes it a fast game with few breaks in pay. Dribbing aows payers the opportunity to create advantageous scoring opportunities. At competency eve students shoud earn and practice the basic skis of dribbing, sending, receiving and shooting. They shoud pay simpe games using one to one marking, earning how to keep possession by dribbing effectivey and moving the ba accuratey and speediy between payers. As they progress skis shoud become more consistent and efficient and payers shoud be introduced to set pay situations and different strategies of pay. At proficiency eve students shoud be abe to attain high degree of proficiency at most individua skis and shoud understand the more compex strategies and systems of pay demanded by the game such as zone marking, man to man or press defence. RULES OF THE GAME Basketba is payed by teams of 5 payers. It usuay has a high target, or basket, in which goas are scored. Semi body contact game. No running whie hoding the ba. A payer may dribbe the ba to move from one position to another but ony one dribbe (continuous actions) is aowed. Any payer can get the ba if it is in pay and a payers can occupy any part of the paying area. Any payer may shoot from any part of the court. HISTORY OF BASKETBALL Basketba was invented in December 1891 by Jaims Naismith at Springfied Coege in Springfied, Massachusetts peope wanted a game that coud be payed indoors and in a reativey sma space. Whie trying to make essons more appeaing one of the teaching staff introduced various recreationa games that incuded Footba, American Footba and Lacrosse but each game was difficut to pay in the sma space of the gymnasium. So the staff members decided to take different aspects of each of the games and combine them to produce a new game. The main features of the origina game were: It was payed indoors, with a ba that was easy to hande and difficut to concea, no tacking was aowed. Payers were not permitted to run with the ba. The target was paced above head height to make shooting a skifu action. The ba may be thrown in any direction with one or both hands. The ba may be batted in any direction with one or both hands (never with the fist). The ba must be hed in or between the hands; the arms or body must not be used for hoding it. The time sha be two 15-minute haves, with five minutes' rest in between.

23 MAINSTREAMING HEALTH AND PHYSICAL EDUCATION 48 FACTS ABOUT BASKETBALL The first game of Basketba was payed in December The Basketba Federation of India was formed in Its first Word Championship was payed in The Indian nationa basketba team is known as the Young Cagers. The first Indian Nationa Championship for men was conducted in 1934 in New Dehi. The Basketba Federation of India (BFI), which contros the game in India was formed in BASIC REQUIREMENTS/ EQUIPMENT Any suitabe indoor or outdoor space that can accommodate the group. A range of different size bas that bounce. Target(s) for shooting at or into to score points. Wherever possibe these targets shoud be eevated and above head height. Bands or bibs that can be worn by different teams. Scan & View 15 m Endine 1.575m 0.90 m 6.75 m Side ine No-charge semi-circe ine Three-point Throw-in ine 28 m 3.6 m Centre circe Centre ine 0.15m Side ine m Restricted area Endine 4.9 m Restricted area 1.2m 0.1m 1.25 m 0.375m 1.75m 5.8m No-charge semi-circe Neutra zone area 0.85 m 0.4m 0.85 m 0.85 m 1.8m 2.90m or 2.75 m End ine 5cm 45cm POLE 1.05m Team bench area Team bench 5m 0.15 m Scorer's tabe 2m Team bench area Team bench PLAY FIELD OF BASKETBALL Purpose of the activity To cooperate with others to use individua and team skis and strategies to invade the space of the opposition to score points and win the game. Outcome of the activities The outcome of participating in these activities wi be: team spirit cooperation communication focus on winning SKILLS Passing the ba Check team mate is ready to receive. Keep the ba under contro and be ready to pass. Look at receiver without making it obvious to the opposition. Pass in front of the receiver and to the target made by the receiver. Use short, quick passes (3.5 4 metres) as much as possibe in a direct ine between passer and receiver.

24 49 BASKETBALL Here are some practices Receiving the ba Move to receive the ba. Signa readiness for the ba using a cear signa to the passer with one or both hands. Prior to moving check team mate is ready to pass. Get free by moving towards the ba, away from the ba and then going towards the ba (feinting). Keep possession whie dodging an opponent protecting the ba by keeping body between the ba and opponent. Dribbing : Passing a payer Contro the ba by spreading the fingers around it. Keep the hand on top of the ba to ensure it rebounds accuratey back to the hand. The head shoud be up and the payer shoud be aware of both opponents and team mates. The payer shoud protect the ba by keeping his/her body between ba and opponent. Scoring : Lay up shots Technique (for right handed shot). At the end of the dribbe, hod the ba with both hands. Look at the target. Ground the right foot and continue forward by stepping onto the eft foot. Jump from the eft foot upwards towards the basket. As the jump is made, take the ba up in front of the body and turn it so that the shooting hand is behind the ba. Reease the ba with the shooting arm and hand at fu stretch. Pace the ba softy against the backboard so that it drops into the basket. Jump shots Ba position shoud be in front and above the head. Take a jump from both feet & try to stay in air. After reaching maximum height, throw the ba towards basket.

25 MAINSTREAMING HEALTH AND PHYSICAL EDUCATION 50 Passing and Receiving Ba in the Ring Six or seven payers stand in a circe with one/two defender in the midde of the circe. Payers on the outside of the circe try to pass the ba across the circe so t h a t t h e d e f e n d e r cannot intercept the pass. A payer who makes a pass that is intercepted changes paces with the defender in the midde of the circe. Condition the game so that payers must pass using: chest pass, hook pass, one handed side pass, etc. pass using a different pass to the one received. Passing and moving Pay in three's with one ba. Pass the ba from payer 1, to 2, to 3 whie traveing from one end of a paying area to another. Once at the far end one payer dribbes in for a ay-up shot or attempt at a target, Change the position of the payers each time. Pay using: different passes Line of payer Line of ba both hands to dribbe Increase the difficuty of the game by adding defending payers who try to intercept the ba as it is moved down the paying area. Shooting Practice ay up shooting from the eft and right side of the basket Shoot for goa Pay in teams of 10 Make a singe fie of payers facing the basket. Give the ba to the payer at the front of the ine. Payer shoots using a ay up shot, runs in for own rebound and passes out to the next payer in the ine. Jump Shots Practice jump shots from different positions on the court and from the free throw ine. Combine dribbing with jump shots without and with opposition. Set up shooting competitions against other teams. First team to score 10, 20 points wins the game. Use ay up shots and jump shots. Set up chaenges that invoved dribbing, sending and receiving and shooting using a arge paying area. Which is the first team to score 10, 20 points? The game of Basketba Condition the game to reinforce ski earning. For exampe pass without osing the ba. The team in possession must make 6 successfu passes before attacking the basket. Teach different systems of pay: 'man to man' marking, 'zone' marking,' haf court press", expaining when and how they are used. Set up knock out or eague competitions that aow teams to pay together often and get to understand each other's strengths and weaknesses. Teach students how to officiate and keep score. Begin by ooking for and penaising just one or two obvious infringements in practice tasks and sma sided games. For exampe, doube dribbe, shifting.

26 51 BASKETBALL Practice for Basketba Dribbe A. Ony the off-hand is aowed to push the ba against the wa its' dribbing against the wa rather than the foor It takes severa tries to get into a rhythm where payers contro one ba bouncing high whie the other is kept ow B. Switch the high dribbe, ow-dribbe hand at mid-court and run through the same actions toward the baseine Ony the off-hand is used to navigate through the cones-be sure payers are executing proper dribbing techniques (pushing the ba with fingertips rather than sapping at it) C. Now make up your own games and have some fun Decide a paying area. Mark it out in some way. How many payers wi be in each team? What rues wi you have? How wi you start the game? How ong wi your game ast? How wi you make sure that everyone is invoved in the game? Who wi referee your game, time it and keep score?

27 PROJECT 1 Swachcha Vidyaaya Swachcha Bharat 185 Project Focus : Ceaniness and Sanitation. INTRODUCTION Duration- Term/Annua 'Swachcha Vidyaaya Swachcha Bharat' project can be taken by the students to improve the ceaniness and sanitation conditions in the schoo campus, community and the surroundings. Foowing are some of the key objectives to achieve during this project: KEY OBJECTIVES To identify the difference between cean and dirty paces. To bring attitudina change towards ceaniness and sanitation. To be abe to distinguish between benefits of ceaniness and the disadvantages of unceaniness, incuding the heath hazards. To make the community aware of the resut of not practicing ceaniness. To know the importance of ceaniness in neighbourhoods, schoo, parks, market paces, roads and cities. To know how to appea for cean paces. To be aware of uncean and unheathy surroundings as breeding ground of epidemics and diseases. To be abe to highight ceaniness as an important vaue in day-to-day ife. To deveop a creative methodoogy to create awareness in community and test it Learning Outcomes To be abe to take care of persona hygiene and being organized with beongings. To earn to keep househod items and persona beongings in proper pace (before and after photos). To be abe to ive ife of ceaniness through word and exampe. To earn the art of proper waste disposa and be abe to sensitize other peope about it.

28 MAINSTREAMING HEALTH AND PHYSICAL EDUCATION 186 Project Process The students can aso do it in the schoo with foowing steps: Each group can coect data/photographs reated to waste/ garbage disposa in their schoo. The students can visit the casses in their schoo and ask the students, canteen workers and other empoyees to use Bue and Green bins kept in Schoo premises for use, especiay during the unch breaks. Activity Report for Ceaniness/Sanitation Drive (iustrative ony) : S. No. Identified Locaity/Pace Steps taken for ceaning up Awareness generated Soution recommended Student Activity Report S. No. Schoo Identification of Probem Steps taken for Improvement Canteen Cassrooms (Jr Wing) Cassrooms (Midde Wing) Cassrooms (Sr. Wing) Corridors Laboratory Library Parks Paying ground Reception Sports room Staff room Toiets Water Cooer Student's Daiy Report Date Activity Learning Experience Outcome

29 187 SWACHCHA VIDYALAYA SWACHCHA BHARAT Various methods to sove the identified probems incude: (a) Generate awareness in the society (b) Start ceaniness drive in the given area. (c) Create awareness about benefits of re-using bio-degradabe waste Refective Musings Students can discuss in cass about their experiences and response of the community via power point presentations. Describe what you have earned and fet about your project. How far was the activity beneficia for you? What have you earned about yoursef and your surrounding from this project? How do you think we can sove probem of ceaniness and sanitation? How can we make the project more effective? Concusion The students wi now be abe to: (i) Learn that they must keep their surrounding areas cean. (ii) Create awareness among other students and their community members about disposa of garbage and waste management for saving environment. (iii) Go through the process of initiating, panning and impementing a project based on waste management disposa. OTHER PROJECTS RECOMMENDED FOR STUDENTS Students can aso seect any one of the foowing given projects and they can aso frame guideines to compete the project. Teacher wi hep and guide the students to seect the topic. a. Disposa of human waste propery and safey b. Creating sensitization amongst community members about persona hygiene c. Spreading awareness about sanitized and cean toiets and contribution required to maintain pubic utiities d. Proper garbage disposa e. Schoo Sanitation f. Persona Hygiene g. Drinking Water Testing h. Green and Bue Bins i. Recycing j. Water Conservation k. Water Tabe. Interacting with city sanitary workers m. Spending a day with sanitary workers n. Visiting a city water works Adopt a Park/ Lake/ Pond