LearningMatEng PDF

PE and Community Coaching

Program - Learning Material
For Batch 1, 2 and 3 (01-30 June 2020)
─
SAI-LNCPE Trivandrum
Sports Authority of India

Table of Contents
Unit 1.0: ROLES AND RESPONSIBILITIES OF A PHYSICAL EDUCATION (PE) TEACHER 2
Unit 1.1: Concept of Fit India Schools 8
Unit 1.2: Concepts of Fitness, Health, Physical Education, Sports, Lifestyle 14
Unit 1.3: Planning and Executing a Play Session 21
Unit 2.0: Integrating Fitness In Current Activities Done By PE Teachers And Teaching
Methodology 29
Unit 2.1:Progressive Curriculum -Structure for N-12, Class Nursery to 5 34
Unit 2.2 :Age-Appropriate Activities for Class 06-08 37
Unit 2.3 :Age-Appropriate Activities for Class 09-12 44
Unit 2.4 :Creativity in PE and Sports 46
Unit 2.5: Sports and Events 49
Unit 2.6: Balanced Nutrition and Lifestyle 56
Unit 2.7: Injury Prevention and First Aid 70
Unit 3.0: Introduction to Community Coaching, Roles and Responsibilities of a Coach 72
Unit 3.1:Preparing to Coach 80
Unit 3.2: Working with Others 84
Unit 3.3 :Effective Communication 86
Unit 3.4: Coach in Action 91
Unit 3.5: Community Officiating: General Principles 98
Unit 3.6 :ENSURING CONTINUITY IN SPORTS 101
Unit 3.7: Ethics and Decision Making 108
Unit 4.1 :Khelo India Fitness Assessment Program & Khelo India Battery of Tests 115
Unit 4.2 :Hands-on learning of Assessor App and Web Portal for Schools, Report Card 116
Unit 4.3: Fit India Fitness Protocols & Guidelines for Teachers and Staff 119

© SAI Lakshmibai National College for Physical Education | w

ww.lncpe.gov.in | Page 1 of 123

Theme 1.0 - WHAT IS FITNESS, ROLES AND

RESPONSIBILITIES OF A PE TEACHER
Unit 1.0: ROLES AND RESPONSIBILITIES OF A PHYSICAL EDUCATION

(PE) TEACHER
Batch Resource Persons You Tube Link
1 Dr. G Kishore, Principal SAI LNCPE https://youtu.be/T9-j_AX1IG0?list=PLV8SxN

EE36oNBzGNjSQodtq1aRU14HKKA
2 Dr Meenakshi, Assistant Professor, https://youtu.be/Na70tF4Dmtw?list=PLV8S

IGIPESS, Delhi University xNEE36oOZrxuhI32P68-0OyDPd8CF
3 Dr Vasanthi Kadiravan, Professor, https://youtu.be/qkfa2kAGLCA?list=PLV8Sx

DPE, University of Mumbai NEE36oMB_MWTfgTSasoF7Q4FkzS6

ROLES AND RESPONSIBILITIES OF A PHYSICAL EDUCATION (PE) TEACHER

Dr. G Kishore, Principal, SAI LNCPE

INTRODUCTION
The term ‘education’ is a very common and a popular word that is uttered by many of us but

understood by a very few in its right perspective. It is in one way or the other appears to be
as old as the human race, though during the course of time, its meaning and objectives have
inevitably undergone certain changes.
The term ‘education’ has been interpreted by different people in different ways. Some people

refer to it as formal schooling or to lifelong learning. Some others refer to it as acquisition of
knowledge, skills and attitudes. Some say that education is nothing, but training of people’s
mind in a particular direction to bring about desired changes. If you ask a statesman, an
artisan, a teacher, a parent, a philosopher and a student about what education means to
them, you would be surprised to know the multiple interpretations and views people have
about education. This only shows that education doesn’t have one precise universally
accepted definition. It has various meanings with various functions.
Definitions of Education
“Education is something which makes a man self reliant and self less”. – Rigveda
“Education is that whose end product is salivation”-Upanishads
“Education is the realization of the self” - Shankaracharya

“Education means training for the country and loving for the nation” - KAUTILYA.
“Education is the capacity to feel pleasure and pain at the right moment” - PLATO.
“Education is the creation of sound mind in sound body”.- ARISTOTLE.
Balanced Education in Ancient India
In India, there is a rich tradition of education dating back to the dawn of human civilisation,
where the Gurukulas and teacher-disciple tradition developed thousands of years ago. In
ancient India, learning was pursued, not for its own sake, but for the sake of and as a part of
religion. It was sought as a means for the ultimate end of life (i.e., salvation). The main aim
of education was training of the mind as an instrument of knowledge and the discharge of
one’s dharma (duty or moral-ethical value). Education was also conceived as the means to
develop the physical and the subtle body, so that the inner spirit or the pure consciousness
can express itself without getting hampered by the illusions of the world. In this context, it
was felt that the purpose of education was to train and exercise the five sheaths or layers –
physical (gross body), vital (subtle body), mental, intellectual and spiritual – in such a way as
to make them the sound instruments for leading a good life (Kabir, 1961).
India had been the epicentre of knowledge and wisdom since the ancient times. There have
been very eminent educationists in India like, Mahatma Gandhi, Swami Vivekananda, Shri
RavindraNath Tagore and many more. Education is a continuous process; it is from womb to
tomb. Life / Education begins with Movement. The above-mentioned eminent educationists
have described the importance of physical activity and said a healthy Mind is in Healthy
Body. Physical Development, Value Education, Life Skills are essential for living a happy life.
Physical Education
School education aims at the holistic development of children. It provides students with
opportunities to grow and develop as adults to be useful for society. It is important for us to
know that one of the most important requirements for growing into healthy adulthood is the
physical growth which supports cognitive development. Physical education contributes to
the physical, social, emotional and mental development of a child.
“Physical education comprises holistic education for the development of personality of the
child to its fullest and perfection in body, mind and spirit through engaging in regular
physical activities.”
Physical education through the medium of physical activity contributes to physical
efficiency, mental alertness and the development of qualities like perseverance, team spirit,
leadership and obedience to rules. It develops personal and social skills among the learners

and makes a positive impact on their physical, social, emotional and mental development. It
also contributes to the total health of learners and the community.
Who is a PE Teacher?
● Physical Education is the sum of men's physical activities selected as to kind and
conducted as to outcomes
● Physical education teachers work with children of all fitness levels to improve
coordination, teach teamwork and inspire a love for physical activity.
● Physical Education teachers are commonly referred to as P.E. teachers or Sports
teachers in India
● Physical education teachers help students learn the importance of physical activity
and how it contributes to their overall health and wellness. They’ll use a holistic
approach to help students understand how physical activity, intellectual learning and
nutrition combine to create a positive outcome for life.
Opportunity for PE Teachers to transform India
Roles Played By a PE Teacher
1. Role as an Administrator/Manager
● Forming various teams and preparing them for tournaments
● Selecting appropriately skilled students
● Dealing with permission for practice outside of school hours
● Sending entry forms within the deadlines
● Making arrangements regarding transport to tournament venue
● Accompanying teams to tournaments and ensuring snacks and other provisions
Conducting fitness tests periodically
● Being knowledgeable of tests prescribed by the respective Boards and carrying them
out accordingly.
● Purchase and maintenance of equipments

● To provide adequate equipments that allows most children to be active at the
same time
● To make sure that the equipment required for PE classes are kept in good and
safe condition and ready before class.
● Prepare and record all physical educational activities.
● Maintenance of grounds, courts and other such arena required for the particular
sport
● To create safety environment during practice
● Maintenance of records
● Purchase equipments and maintain stock register
● Achievements of teams and individual sportspersons
● Display of inter-house scores
● Minutes of meetings of gymkhana committees etc.
● Providing equal opportunities to specially-abled students
● Ensuring structures of accessibility like ramps, specially designed equipment
● Making sure the personal needs of such students are met during tournaments.
Eg. User-friendly washrooms
● Forming and providing inputs regarding the school’s sports policy. A school’s sports
policy aims for the holistic development of students via sports and sporting values. In
this regard, the PE teacher has the responsibility of:
● Securing grace marks for students who have participated in tournaments on
behalf of the school
● Making recommendations for sports-related awards and scholarship
● Recommendations for student council positions
2. As a Planner/Organiser
● Organizing inter-house, intra-mural, inter-school tournaments
● Such events are numerous and occur throughout the academic year and thus
require preparations accordingly
● Organizing Sports Day
● Annual event which requires coordination among athletes of the school, faculty,
student’s council etc.
● Fundraising Events by Students
● PE Teachers must provide guidance and ensure safe environment when such
events happen
● Setting up workshops, clinics
● Concerned with various sports training methods, updating of rules and
regulations
● Plan different recreational activities important for growth of students.
3. As a Teacher/Coach
RESPONSIBILITIES:
● To be a role model of fitness
● Maintaining personal fitness to inspire students.
● Analyze entire physical educational activities along with students. Enhancing
the fitness levels of students
● Conducting mass drills, calisthenics and rhythmic activities
● Taking initiatives to enhance the motor skills of students
● Teaching rules and regulations of different games and sports Participating in
games and sports with the students

● To increase their enthusiasm and show them the correct way to play the sport
● Arrange and perform all crucial physical educational activities.
4. As an Academician
● Designing a framework of study as per the curriculum
● Classroom teaching of subjects pertaining to physical and health education
● Conducting written tests and inputting the grades in mark sheets
● Staying up to date with respect to Research & Development in sports and
games
● Perform with other academic teachers as well as clinical staff to identify
adaptive physical education requirements of children.
● Participate in entire in-service training.
● Interact with various teachers to prepare and organize interdisciplinary
lessons
5. As a Health Educator
● Educating students on nutrition and diet
● Necessary for preventing obesity, malnutrition, lifestyle diseases
● Advising students regarding healthy habits
● To prevent postural deformities, drug use
● Transmitting knowledge regarding first-aid
● This involves injury prevention, basic treatments etc.
6. As a Social and Community Service Provider
Conducting recreational events for faculty and other school workers. Initiating and
taking the lead in organizing sports events for the community on behalf of the
school
Examples - Marathons, AIDS Walk, fun-and-fitness and celebration of National

Sports Day activities
7. As an Evaluator
How far has the Delivery of the above roles been successful
Have the Learning Outcomes been fulfilled?
Developing and using Rubrics for Qualitative and Quantitative Improvements
For Children, Staff, Parents, Community
8. Other Responsibilities
● Inculcating Values of Sports among students
● Discipline
● Leadership
● Interpersonal skills and socialization
● Moral values
● Sportsmanship
● Analyse student behaviour and performance.
What is discipline?
Discipline can be explained using these key terms:
● Self-control gained by enforcing obedience

● Orderly conduct of behaviour
● Controlling oneself or other people, even in difficult situations.

● Training that makes people more willing to obey, often in the form of rules.
Discipline in sports
● Discipline is the key to an athlete’s success as it is an essential foundation for any
sport.
● It teaches athletes the value of hard work in order to improve and reach their full
potential.
● It teaches to sacrifice some things that get in the way of fully concentrating on the
sport.
● It emphasizes on time management as sportspersons have to follow a strict training
schedule.
Discipline in Classroom
● It is a key component to effective classroom management.

● A behaviour code should be set with the students, where possible, so they know the
consequences of their behaviour.
● A code of behaviour for the teacher should also be included.
● When a student has failed to redirect their behaviour, after repeated attempts a
teacher may opt for corrective discipline strategy.
● Corrective strategies refer to the set of consequences delivered to the student
following an infraction.
● Consistent application of ‘consequences of actions’ is an essential component of
discipline strategy.
Importance of Male Teachers
● They provide strong, positive role models and father figures for students who may
not have one.
● Boys often need a male adult to talk about issues they feel uncomfortable sharing
with a female teacher.
● It helps girls, especially those brought up in restrictive environments, to associate
and get acclimated to the male gender in a safe environment.
Importance of Female Teachers
● Especially in primary schools, having female teachers is important for children as
they can give the students the care that children miss in the absence of their
mothers.
● Girls feel more comfortable expressing
● their problems and concerns to female teachers than male teachers.
● Women teachers are vital to communities as their presence makes parents send
their girl children to school confidently.
● It exposes students to accomplished female role models.
● Women as teachers can raise gender awareness and the sensitivity of male teachers.
CONCLUSION
PE Teacher has a multi-faceted role to play in integrating Fitness as a way of life in a School

environment. Important to celebrate the role of a PET in making India a Healthier, Fitter and
Physical Literate Nation.


Unit 1.1: Concept of Fit India Schools
1 Mr. Rohit Khanna, CEO, FIT India https://youtu.be/265L5LLx-nI?list=PLV8SxN

EE36oNBzGNjSQodtq1aRU14HKKA
2 Ms.Ekta Vishnoi, Mission Director, https://youtu.be/5qbkaazvvC4?list=PLV8Sx

FIT India NEE36oOZrxuhI32P68-0OyDPd8CF
3 Mr. Rohit Khanna, CEO, FIT India https://youtu.be/4cwlkpNApXI?list=PLV8Sx

NEE36oMB_MWTfgTSasoF7Q4FkzS6

Concept of Fit India Schools

Mr. Rohit Khanna, CEO, FIT India | Mr. Sujit Panigrahi, CEO, Fitness365

Why Fit India Movement?

“According To WHO (2017 report), over 61% of all deaths in India are due to non-
communicable diseases (NCDs) including lifestyle diseases”
Fitness 365 days a year

Hon’ble Prime Minister of India has launched the Fit India Movement on 29 Aug 2019 with a
view to make Physical Fitness a way of life. Fit India Movement aims at behavioural changes
– from sedentary lifestyle to physically active way of day-to-day living. Fit India would be a
success only when it becomes a people’s movement. We have to play the role of a catalyst.
Fitness is Easy, Fun and Free. Fitness should be 365 days a Year.
The following are the 6 key aspects of Fitness:
1. HEALTHY EATING HABITS

2. ACTIVE LIFESTYLE
3. MENTAL WELL BEING
4. PREVENTIVE HEALTH CARE
5. SUSTAINABLE & ENVIRONMENT FRIENDLY LIVING
6. PHYSICAL WELL BEING
What is the right Age/ Place to start Fitness?
1. HOME
2. SCHOOL
3. ORGANISATION
4. RETIREMENT
Whole School Approach to Fitness:
‘How to Live’ ought to be the first pillar of formal education. This involves teaching and
practicing the art of taking care of one’s body and health daily. Schools have to be the first
formal institution after home where physical fitness is taught and practiced.
Every school must focus on getting all their Children and Teachers/Staff to be physically fit.
The following aspects are critical in ensuring a whole school approach to promoting Fitness:

Fit India is working on developing a battery of Fitness Assessment tests for different age
groups of Indian. The battery of tests for different age groups are:
Fit India Schools:
Fit India Mission encourages Schools to Organise a Fit India School Week in the month of
November/December. It has also prepared a set of Fit India School Certification with simple
and easy parameters.

Fit India Mission has launched a series of activities for Schools to become Fit India Schools.
These include:
a) Fit India School Certification

b) Fit India School Week
c) Fit India Activities
A: Fit India School Certification:
Schools can visit Fit India Website: https://fitindia.gov.in to register themselves for Fit India
School Certification. There are 3 levels of Certification:
1. Fit India School

2. Fit India 3 Star School
3. Fit India 5 Star School
The parameters are as follows:
1. Fit India School
The following parameters would apply:
a. Having one teacher trained in PE, and such teacher is physically fit and active;
b. Having a playground Where two or more outdoor games are played.
c. Having one PE period each day for every section and physical activities
(sports, dance, games, yogasan, PT) take place in the PE period.
d. Having all students spending 60 minutes or more on physical activities daily.

2. FIT INDIA 3 STAR SCHOOL
The following additional parameters would apply for claiming a 3 Star certification:
a. All teachers to be physically fit and spending 60 minutes or more every day
for physical activities.
b. School has at least two trained teachers (including one PET), each well
versed with any two sports.
c. Sports facilities for 4 sports including the 2 outdoor sports.
d. Every student learns and plays 2 sports – one of which could be a
traditional/indigenous/local game.

3. FIT INDIA 5 STAR SCHOOL
The following additional parameters (over and above 3 Star certification) would apply
for claiming the highest certification:
a. School conducts monthly intra-school sports competitions, participates in

inter-school sports competition and celebrates Annual Sports Day.
b. All teachers are trained in PE.
c. School has 2 or more sports coaches. These may be PE teachers.
d. School follows a structured PE curriculum prescribed by NCERT/ School
Board.
e. School conducts an annual fitness assessment of all children.

f. School opens its playground(s) after school hours for neighbouring
communities, and the same is actively used. Reasonable fees can be levied
for maintenance and security.
B: Fit India School Week
Fit India Mission encourages Schools to Organise a Fit India School Week in month of
November/December - different Boards are celebrating this in these months:
1. CBSE - THIRD and FOURTH WEEK in November

2. Different State Boards - Any week in November / December
Broad calendar of activities to be following in FI School Week are:
Day Activity
01 Morning Assembly – Yoga for all

Activities on Fitness and Nutrition for Students and Staff
02 Morning Assembly – Free hands exercise for all

Mental Fitness Activities (Ex. Debates, Symposium, Lectures by Sports
Psychologists
03 Beginning of “Fitness Assessment” of Students through KHELO INDIA App.

Poster making Competition for all Students on theme “Fit Body – Fit Mind – Fit
Environment”
04 Physical Activities for all Students including Dance, Aerobics, Yoga, Martial Arts,
Rope-Skipping, Gardening etc.
Essay/Poem Writing Competition for all Students on theme “Fit India School”
05 Fitness/Sports Quiz for all Students
06 Competition for Students, Staff and Parents in Traditional/Indigenous/Regional

Games
Fit India Activities:
Following activities have been done by Fit India since it’s launch in August 2019 to promote
fitness:
1. 2nd October - Fit India Plogging

2. 18 Jan 2020 - Fit India Cyclothon
3. During Covid-19 Lockdown
a. April 2020 - Fit India Active Breaks
(https://fitindia.gov.in/active-breaks-cbse-capsules/)
b. April 2020 - Fit India Active Day Family Fitness Sessions

c. April / May 2020 - Fit India Live Fitness Sessions for School Children
d. April 2020 - Rope Skipping Campaign
4. June 2020: Series of 10 Indigenous Games
Upcoming Events include:
a. Fit India Talks (July 2020)

b. Fit India Connect with Champions
c. Fit India School Quiz
All Fit India Videos are available for Schools to use on Fit India Website
(https://fitindia.gov.in) and YouTube Channels (@fitindiaoff)


Unit 1.2: Concepts of Fitness, Health, Physical Education, Sports,
Lifestyle
1 Dr. Usha Nair, Associate Professor, https://youtu.be/ZT-PDdGl8HA?list=PLV8Sx

SAI LNCPE NEE36oNBzGNjSQodtq1aRU14HKKA
2 Dr. Usha Nair, Associate Professor, https://youtu.be/IqrwLjUdB98?list=PLV8Sx

SAI LNCPE NEE36oOZrxuhI32P68-0OyDPd8CF
3 Dr Jothi Dhayanandan, Associate https://youtu.be/67GD6cJoMaU?list=PLV8S

Professor, YMCA xNEE36oMB_MWTfgTSasoF7Q4FkzS6

Concepts of Fitness Health, PE, Sports, Lifestyle

Dr. Usha Nair, Associate Professor, SAI LNCPE

WHAT IS PHYSICAL EDUCATION? WHO IS A PHYSICALLY EDUCATED CHILD? KEY
COMPONENTS OF PHYSICAL EDUCATION. Meaning of ‘Sedentary Lifestyle’, ‘Inactivity’,
‘Physical Activity’, ‘Sports’, ‘Fitness’, ‘Health’, ‘Physical Education’, ‘Physical Literacy’,
‘Movement Education’.
1.0 SEDENTARY BEHAVIOUR
• Sedentary Behaviour which has been defined as any waking behavior characterized
by an energy expenditure ≤1.5 metabolic equivalents of task (METs), while in a
seated, reclined or lying posture.
• Term sedentary is derived from the Latin word sedere, which literally means “to sit.”
• Any waking behavior characterized by an energy expenditure that is less than or
equal to 1.5 times the resting metabolic rate while in a sitting or reclining posture.
Sedentary activity Physical activity that results in almost no increase in energy expenditure,
and usually involves sitting or lying down.
1.01 Metabolic equivalent MET

The metabolic equivalent of task (MET) is the objective measure of the ratio of the rate at
which a person expends energy, relative to the mass of that person, while performing some
specific physical activity compared to a reference, set by convention at 3.5 mL of oxygen per
kilogram per minute, which is roughly equivalent to the energy expended when sitting quietly.

• One metabolic equivalent (MET) is defined as the amount of oxygen consumed
while sitting at rest and is equal to 3.5 ml O2 per kg body weight x min.
• Sedentary (≤1.5 MET)
• Light (>1.5 and 3 < MET)
• Moderate activities (≥ 3 and < 6 MET)
• Vigorous activities (≥ 6 MET)
1.02 Inactivity
Physical activity that results in some increase in energy expenditure at a low intensity level,
beyond sedentary, but not of sufficient intensity to provide a general health and/or fitness
benefit, even if undertaken for long durations and frequently
• physical inactivity: ( insufficient physical activity) represents the lack of attaining
physical activity recommendations (ie, 150 min/wk of moderate-intensity activity or
75 min/wk of vigorous-intensity activity)
1.03 Health
This generally accepted definition states that ‘health is a state of complete physical, mental,

and social well-being and not merely the absence of disease or infirmity’
1.04 Exercise
Exercise, a subset of physical activity, is “planned, structured and repetitive” and designed
to target a particular outcome, for example, cardiorespiratory capacity or another
component of fitness
Any structured and/or repetitive physical activity performed or practiced where the main
intention is to achieve improved physical fitness. This may include ineffective exercise,
where individuals intend to achieve a fitness benefit, but do not
Jeremiah Morris
The man who invented exercise who first used physical activity in epidemiology In 1953,
Morris and co-workers compared bus drivers, who are sedentary in their occupation, with the
physically active bus conductors, who were constantly moving up and down double-decker

buses to collect fares in London. Physically active conductors had a 30% lower incidence
rate of coronary heart disease (CHD) than the physically inactive bus drivers
1.05 PHYSICAL ACTIVITY
• “Any bodily movement produced by the contraction of skeletal muscle that increases

energy expenditure above a basal level. Physical activity generally refers to the
subset of physical activity that enhances health
• The weekly recommendations include 150 minutes of moderate-intensity activity, 75

minutes of vigorous-intensity activity, or some combination of moderate and
vigorous activity with 2 days of resistance exercise
Benefits of physical activity
Benefits of physical activity

1. Improved physical fitness
2. Helps control weight/reduces the risk of obesity

3. Improves strength and endurance
4 Builds healthy bones
5. Improves blood pressure and cholesterol levels
6 Reduces stress and anxiety
7 Reduces feelings of depression
8 Boosts self-esteem
9 Promotes psychological well-being
10 Increased concentration
11 Increased attentiveness in class
12 Better grades
13 Better behavior
14 Improved quality of life

1.06 PHYSICAL FITNESS
The ability to carry out daily tasks with vigor and alertness, without undue fatigue, and with
ample energy to enjoy leisure-time pursuits and respond to emergencies.

Physical Fitness is the ability of your body systems to work efficiently. A fit person is able to
carry out the typical activities of living, such as work, and still have enough energy and vigor
to respond to emergency situations and to enjoy leisure time activities.
Health related physical fitness: Performance related fitness

Cardiovascular fitness Agility
Strength Balance
Muscular endurance Co-ordination
Flexibility Speed
Body composition Reaction time
Power

1.07 Sport
An activity involving physical exertion, skill and/or hand-eye coordination as the primary
focus of the activity, with elements of competition where rules and patterns of behaviour
governing the activity exist formally through organisations
1.08 Physical literacy
Whitehead describes physical literacy as the motivation, confidence, physical competence,

knowledge, and understanding to value and take responsibility for engagement in physical
activities for life. As applied to PE, literacy in this sense might be interpreted as moving
psychomotor learning objectives to the affective and cognitive domains.
1.09 Movement education

A new approach to elementary school physical education is called "movement education."
Movement education uses problem-solving, guided-discovery, and exploratory methods, with
the effect of individualizing learning in physical education. The concepts involved in
movement education include body awareness and skills, the space in which the body moves,
the effort or quality of body movement, and the relationships among body parts, individuals,
groups, and objects.

1.10 Physical education

Physical education is “An educational process that uses physical activity as a means to help
people acquire skills, fitness, knowledge, and attitudes that contribute to their optimal
development and well-being. Contributes to the development of the whole person.”
Physical Education is "education through the physical". It aims to develop students’ physical

competence and knowledge of movement and safety, and their ability to use these to
perform in a wide range of activities associated with the development of an active and
healthy lifestyle. It also develops students’ confidence and generic skills, especially those of
collaboration, communication, creativity, critical thinking and aesthetic appreciation. These,
together with the nurturing of positive values and attitudes in PE, provide a good foundation
for students’ lifelong and life-wide learning.
Physical education provides life skills that encourage students to be active and fit for life. It
has a positive impact on students’ physical, mental, and emotional health.
It is an:
1. Academic subject that provides standards based curricula and instruction.

2. Part of a well-rounded education.
3. Designed to develop the knowledge and behaviors for physical activity, physical
fitness, and motor skills in students.
Physical education addresses the three domains of learning:
1. Cognitive or mental skills related to the knowledge of movement

2. Affective, which addresses growth in feelings or attitudes
3. Psychomotor, which relates to the manual or physical skills related to movement
literacy
1.11 Importance of Quality Physical Education

Physical education is an integral part of the total education of every child.
Quality physical education programs are needed to increase the physical competence,
health-related fitness, self-responsibility and enjoyment of physical activity for all students
so that they can be physically active for a lifetime. Physical education programs can only
provide these benefits if they are well-planned and well-implemented.

1 Improved Physical Fitness:
Improves children's muscular strength, flexibility, muscular endurance, body
composition and cardiovascular endurance.


2 Skill Development:
Develops motor skills, which allow for safe, successful and satisfying participation in
physical activities.
3. Regular, Healthful Physical Activity:

Provides a wide-range of developmentally appropriate activities for all children
4 Support of Other Subject Areas:

Reinforces knowledge learned across the curriculum. Serves as a lab for application
of content in science, math and social studies
5 Self-Discipline:
Facilitates development of student responsibility for health and fitness.
6 Improved Judgment:
Quality physical education can influence moral development. Students have the
opportunity to assume leadership, cooperate with others; question actions and
regulations and accept responsibility for their own behavior
7 Stress Reduction:
Physical activity becomes an outlet for releasing tension and anxiety, and facilitates
emotional stability and resilience.
8 Strengthened Peer Relationships:

Physical education can be a major force in helping children socialize with others
successfully and provides opportunities to learn positive people skills. Especially
during late childhood and adolescence, being able to participate in dances, games and
sports is an important part of peer culture
9 Improved Self-confidence and Self-esteem:
Physical education instils a stronger sense of self-worth in children based on their
mastery of skills and concepts in physical activity. They can become more confident,
assertive, independent and self-controlled.
10 Experience Setting Goals:
Physical education provides children the opportunity to set and strive for personal,
achievable goals
11 Improved academic performance

1.12 Essential components of a quality physical education program
1. Quality physical education programs are organized around content standards that
offer direction and continuity to instruction and evaluation.
2. Quality programs are student-centered and based on the developmental urges,
characteristics, and interests of students
3. Quality physical education programs make physical activity, physical fitness, and
motor-skills development the core of the program
4. Quality physical education programs teach management skills and self-discipline.

5. Quality programs include all students. Instruction is designed for students who need
help the most—namely, less-skilled students and children with disabilities.
6. Quality physical education programs focus instruction on the process of learning
skills rather than on the product or outcome of performing the skill.
7. Quality physical education programs teach lifetime activities that students can use to
improve their health and personal wellness
8. Quality programs teach social and personal responsibility, including addressing
social and emotional learning, gender, and diversity issues
A physically educated person who participates in health-enhancing physical activity:
1. demonstrates competence in selected motor skills

2. Assesses, achieves, and maintains physical fitness.
3. Applies cognitive concepts in making wise lifestyle choices.
4. Exhibits appropriate person/social character traits while participating in physical
activity.
1.13 whole-school approach Create healthy and supporting environments
1. Access to physical education and sport for all, regardless of: age, gender,, disability
status, income, educational level, geographic location and ability.
2. comprehensive physical activity plan with physical education at the core,
supplemented by other varied opportunities for and an environment supportive of
physical activity throughout the day, would make an important contribution to
children’s health and development, thereby enhancing their readiness to learn
A whole-school approach recognizes that all aspects of the school community can impact
upon students’ health and wellbeing, and that learning and health are linked.
The health of children and youth affects their ability and willingness to learn and participate
in school life. Healthy children and young people are more likely to succeed at school.
Developing a whole-school approach in areas such as health and physical activity will help
ensure schools contribute to this outcome. A whole-school approach extends the learning
environment from what is taught inside the classroom to how students’ well-being is
supported outside the classroom.

Unit 1.3: Planning and Executing a Play Session
1 Dr. Ajit Kumar, Assistant https://youtu.be/5-fTKFy5zvQ?list=PLV8Sx

Professor, ASPESS & NEE36oNBzGNjSQodtq1aRU14HKKA
Dr Vineet Mehta, Director, PE SRCC
2 Dr. Ajit Kumar, Assistant https://youtu.be/e4aV7iXHFas?list=PLV8Sx

Professor, ASPESS & NEE36oOZrxuhI32P68-0OyDPd8CF
Dr Vineet Mehta, Director, PE SRCC
3 Dr Birendra Jhajharia, Assistant https://youtu.be/OJVPlPJBqno?list=PLV8Sx

Professor, LNIPE, Gwalior NEE36oMB_MWTfgTSasoF7Q4FkzS6

Planning and Executing a Play Session

Sujit Panigrahi, CEO, Fitness365 | Dr. Ajit Kumar, Assistant Professor, ASPESS

Key Considerations:
1. Design and plan physical activity classes and sports events for the academic year
2. Age-appropriate Resources and learner specific requirements
3. Concept of warm-up and cool down, lead up games, modified games and small area
games.
Nature of Play - Ensure that:
1. Play is Meaningful
2. Play is Joyful
3. Play is Engaging

4. Find ways to maximise each PE Period ...
5. Play is Interactive and Dynamic
Relationship of Play & learning
1. PHYSICALLY ACTIVE CLASSROOMS ARE EASIER TO MANAGE

2. ACTIVE SCHOOLS MAY HAVE HIGHER ATTENDANCE AND SCHOOL COMPLETION
RATES
3. PHYSICAL ACTIVITY IMPROVES OVERALL SCHOOL PERFORMANCE
Free vs Structured Play

Free Play PE Class
Nature Timeless Time-tabled
Situation Chaotic, Messy & Loud Place of order & decorum
Environment Fun, but risky Promote safe environment
Task Children are in charge Agenda is set by Teacher

Principles of Play
1. Associate play with Learning or Educational Objectives

2. Play with Guided Discovery
3. Experience Choice, Wonder, Delight
4. Cultivate Culture of Play through Intrinsic Motivation
5. Navigate Constraints
Barriers to Quality PE Program
1. Access to facilities
2. Access to suitable teaching spaces
3. Access to equipment
4. Timetabling
5. Support from other staff
6. Funding for the subject
7. Support from management and administration
8. Leadership from heads of department
9. Access to professional development that is appropriate
10. Access to professional development from school management or leadership team
PSP Physical Activity Framework


Setting SMART Goals for Children
1. Specific
2. Measurable
3. Achievable
4. Realistic
5. Time-bound
While setting SMART Goals, incorporate elements of Commitment, Enjoyment and Voluntary

Effort.
What are the INGREDIENTS of a QUALITY PE PROGRAM?


1. Age Appropriate Outcomes

2. Psychomotor, Cognitive, Social, Emotional Aspect
3. Age-appropriate Resources
4. Participation of all Children
5. Plenty of Practice Opportunities
6. Class Size
7. Quality Time
8. Incentive and Motivation
9. Personnel Best v/s Winning
10. Feedback
11. Program, Student, Instruction
Age-appropriate Activities for Children
Make Annual Planning of PE Activities
Customise Plans as per Available resources and Weather Conditions.
Include Activities such as
1. 40 Week Plan for each Class

2. National Sports Day
3. Khelo India Fitness Assessment
4. Fit India School Week
5. School Annual Day
6. Plan for including Staff and Parents
7. Participation in Community Activities
Annual 40 Week Plan
1. 40 Week Plan must be Age-Appropriate and Progressive.

2. Divide 40 Weeks into 4 Blocks of 8-12 Weeks
3. Think about 2-3 activities which can be improved over a 2 weeks period.
4. Intensity and Frequency are important.
5. Activities and Outcomes to be progressive
6. Variation is important - creativity and innovation is key!
Sample Plans are:
For KG/Class 1:

For Class 5 (Football):
Effective Planning of a 40 Minute PE Period
It is important that Children can get maximum benefits of a PE Period. As a teacher, it is
important to plan each session well.
It must have the key elements of:

a) 3-5 Minutes Warm Up Activities
b) Breaking into Groups for Main Activities and
c) 3-5 Minutes Cool Down
Make sure Play is fun and enjoyable.
Taking the Right STEP: Working with Constraints in Schools
The key constraints in Schools can be represented in S

-T-E-P Framework:
1. Space
2. Time
3. Equipment
4. People
SPACE
1. Optimally use of available Play Spaces

a. Football, Cricket, Badminton, Hopscotch, Volleyball, Lacrosse, Kho-kho, range
of modified games, runs and chases, circuit training, etc. can all be played in
smaller spaces
2. Teaching Station Organization Options - Innovation and Creativity is the key!!!
a. Single Activity, Single Station
b. Single Activity, Multiple Stations
c. Multiple Activities, Single Station
d. Multiple Activities, Multiple Stations
EQUIPMENT

Two things are important for working in a School Setting:
a) Age Appropriate Equipment

i) Heights, Sizes, Dimension differ as per age
ii) Types of Equipment - Rubber, Plastic, Metal
iii) Sports and Activities
b) Innovating in case on non-availability of Standard Equipment
We need to overcome non-availability of equipment during PE Periods and Recess Periods:
1. Modified Bats/Racquets
2. Tables for TT
3. Balls using Soft Material/Clothes/Tapes
4. Bottles as Cones
5. Ropes
6. Modified Goal Posts
7. Free Time Activities - Tyres, Tubes, Hopscotch Markings
8. Chalks for Ground Marking
PEOPLE
1. Use expertise of all motivated teachers

2. Male and Female Teachers
3. Training on PE Lessons, Safety Measures, First aid, Life saving Skills a must for
teachers.
4. Clear instruction before, during and after the activity for children.
To Summarise
1. Key aspects of a Play Session Planning

2. Playful Learning
3. Plan Play in School Setting
4. Make Annual Plan
5. Age-appropriate Equipment
6. Teaching Station Organization Options

Theme 2 - Integration Of Fitness In Current Activities
And Age-appropriate Curriculum
Unit 2.0: Integrating Fitness In Current Activities Done By PE Teachers
And Teaching Methodology
1 Prof. Saroj Yadav, Dean, NCERT https://youtu.be/ldE88Bh9SmU?list=PLV8S

xNEE36oNBzGNjSQodtq1aRU14HKKA
2 Prof. Saroj Yadav, Dean, NCERT https://youtu.be/TSw7KEUWOwU?list=PLV8

SxNEE36oOZrxuhI32P68-0OyDPd8CF
3 Prof. Saroj Yadav, Dean, NCERT https://youtu.be/glanRw8mMgQ?list=PLV8

SxNEE36oMB_MWTfgTSasoF7Q4FkzS6

Integration of Fitness in Current Activities done by PE Teachers and Teaching

Methodology
Dr. Saroj Yadav, Dean NCERT | Sujit Panigrahi, CEO, Fitness365

Curricular Expectations (Teachers / Learners)
Following are the 10 key curricular expectations from any PE Teacher
1. Healthy Living Responsibilities

a. Know and accept individual and collective responsibility for healthy living at
home, school and in the community.
2. Physical and Mental Fitness
a. Improve their neuromuscular coordination through participation in a variety of
physical activities in order to physical fitness.
3. Yoga
a. Do yogic practices to promote concentration, peace, self-control and
relaxation to avoid the ill effects of stress, strain and fatigue of routine of
everyday life.
4. Lifestyle / Postural Habits
a. Learn correct postural habits in standing, walking, running, sitting and other
basic movements so as to avoid postural defects and physical deformities
5. Excellence in Sports
a. Strive for excellence in games and sports.
6. Inclusive Education
a. Address the physical, psycho-social needs of differently abled children in an
integrated fashion
7. Social and Moral Values

a. Inculcate social and moral values through games, sports, N.C.C., Red Cross,
Scouts & Guides etc
8. Neuro-muscular Co-ordination
a. Through participation of variety of physical activities
9. Psycho-social Skills
a. Acquire skills for dealing with psycho-social issues in the school, home and
the community
10. Safe Practices
a. Be aware about rules of safety in appropriate hazardous situations to avoid
accidents and injuries
Why is PE a Core Subject?
1. Health & PE: H & PE is not merely an instructive area.

2. Content drawn from other Curricular Areas: Content of this subject will draw its
content from other curricular areas like environmental science, science and social
science and can be used in teaching other sobjects.
3. Own Core Content: This subject has its own core content and therefore, needs to be
treated at par with other subjects.
4. Integration Possibilities: Appropriately integrated in other related Programmes and
vice versa.
Broad Principles of PE as a Core Subject
1. Has to adopt a ‘need based’ approach

2. Recognizes this subject as a core subject.
3. Focus on Experiences and Development of Health, Skills and Physical well being
through practical engagements with Play, Exercises, Sports, Yoga and Practices of
Personal and Community Hygiene.
4. Construct
a. Continue to be a compulsory subject upto secondary
b. Optional at higher secondary stage.
How to ensure 60 Minutes of PE Time for each Student?
These are the avenues of providing time for Physical Activities in a School Setting:
1. Active PE Periods - Ensure One PE Period per day in School Time Table
2. Active Assembly - Once or Twice a week, do Yoga, Freehand exercises, Zumba or any
other form of Fitness during Assemblies
3. Active Recess - Have Play Spaces where children can play
4. Active Coaching - Those interested can play before or after school
5. Competitions - Competitions for all children
6. Free Play/Commuting - Free Play is an essential form of Physical Education which
develops Physical and Social Skills, Enjoyment amongst children
STEPs to consider in School Setting
Space, Time, Equipment and People are typical constraints in Schools. It is important to
look at available resources and plan accordingly to make PE delivery effective.
Following are some examples:

A) Introduce Variations

B) Construct of a PE Card

PE Card should have following aspects
covered:
A) Purpose of these activities
B) Variations for these Activities
C) Equipments Required
D) Safety measures
E) Links to other subjects
F) Curriculum links
G) Self-assessment
H) Life Skills
Some aspects to be kept in mind:
1. Be creative in your PE Time
2. Use substitution periods well
3. Celebrate Festivals
a. International Yoga Day (21 June)
b. National Sports Day (29 Aug)

4. Include Dance in PE
5. Adventure Activities
6. Active Vacations
Have a Whole School Approach to Fitness by involving Students, Staff, Parents and
Community. Remember:
1. Fitness is Fun and Easy!

2. Fitness is for ALL!
3. Children, Staff and Parents would love their own Fitness Assessment Report
Curriculum Themes of NCERT
Age Appropriate Curriculum Outcomes
Yoga in School Curriculum


Fitness Assessment of all School Going Children
Every Child counts. There are 2 key outcomes: Fitness Assessment of all School Going
Children, and Sports Skills Assessment for selected students to spot Talent.

Some Useful Links for all PE Teachers

NCERT Books for Class 6-10/ Yoga

http://www.ncert.nic.in/publication/Miscellaneous/miscellaneous.html
Syllabus Class I-X

http://www.ncert.nic.in/html/fest/Microsoft%20Word%20-%20Final_Sullabus_on_H___P_I-X_
for_Website.pdf
Alternative Calendar (Covid-19)

http://ncert.nic.in/aac.html

Unit 2.1:Progressive Curriculum -Structure for N-12, Class Nursery to 5
1 Sujit Panigrahi, CEO, Fitness365 https://youtu.be/DgHoaxPPvZA?list=PLV8S

xNEE36oNBzGNjSQodtq1aRU14HKKA
2 Sujit Panigrahi, CEO, Fitness365 https://youtu.be/9hHmJhsh8EI?list=PLV8Sx

NEE36oOZrxuhI32P68-0OyDPd8CF
3 Sebastian Francis, HOD, Montfort https://youtu.be/ww5QJdp_JVM?list=PLV8

School, Chennai SxNEE36oMB_MWTfgTSasoF7Q4FkzS6

Progressive Curriculum Structure for N-12, Class Nursery to 5

Sujit Panigrahi, CEO, Fitness365 | Sebastian Francis, HOD, Dept of Physical Education,
Montfort School Chennai | Dr. Ajit Kumar, Assistant Professor, ASPESS

Goals of Physical Education in a School
1. Goal 1: Acquire a range of movement skills to participate in a variety of physical
activities.
2. Goal 2: Understand and apply movement concepts, principles and strategies in a
range Of physical activities.
3. Goal 3: Demonstrate safe practices during physical and daily activities with respect
to themselves, others and the environment.
4. Goal 4: Display positive personal and social behaviour across different experiences.
5. Goal 5: Acquire and maintain health-enhancing fitness through regular participation
in physical activities.
6. Goal 6: Enjoy and value the benefits of living a physically active and healthy life.
7. Goal 7: D evelop an attitude of sportsmanship and fair play in all activities

PE Learning Outcomes
1. Fitness and Active Lifestyle-More emphasis to be given to Participation of ‘all
children’ and fun part of the modified games, sports and different kinds of physical
activities. Fitness for All and Good Social Behavior has to be a key outcome of the
whole class/school.
2. Sportpursuit-Specialization to be only for students who have sports talent and want
to compete at higher levels. Compulsory and rigid sports specialization should be
avoided for all children, as it has been reported to result in significant sports injuries,
especially chronic and overuse injuries.
3. Sporting Excellence Pathways-This should be for selected few on the basis of their
potential and past records. Generalization can be avoided for all the students. All the
general principles of sports performance enhancement as applicable for any other

elite players may be applied with sufficient modification including the concept of
periodization.

Age appropriate activities for Nursery -Class 5
Nursery to class 5, are the crucial years of any child’s physical literacy growth. It is very
important that children are provided opportunities to experience the joy of movement
through positive experiences that creates a love for being physically active. If we get it right
when the children are in the age group 3-10, the individual child’s mind can be groomed
toward a lifelong love for being physically active.
Our early childhood years in nursery/k1/k2 age 3-5 should be the initial exploration stage
where children and their natural curiosity towards movement and free pay is encouraged in a
safe way. Here we look at developing their basic motor skills of standing, walking, balance,
running, grasping, climbing, throwing, and understanding their body. Social skill development
also takes place side by side waiting for their turn, helping tidy up being kind to one another.
The next phase lower primary/elementary class 1 to class 3 age 5-8. This is the year where
we introduce the children to the formal learning of physical literacy and develop their
locomotor skills, non-locomotor skills and manipulative skills, foundation gymnastics, yoga
and swimming. The development of these skills in a progressive manner will prepare and
create a foundation for the next phase in their journey, the introduction to sports related
skills. Social skill development continues with learning concepts of team, winning and losing,
respecting rules and good sportsmanship.
The final phase of Primary/elementary physical education class 4-5 age 9-10, is where the
children are now being introduced to the concept of sports and games that include net
games, invasion games, wall games, target games, striking games ,intermediate gymnastics
and swimming, introduction to the athletic skills of running, jumping , throwing and sports
and games that are locally popular like spinning tops, playing with marbles, GiliDhanda.
Social skill development continues to grow with teams, fair play losing and winning,
respecting rules and sportsmanship being emphasized on strongly.
Daily Physical Activities for Nur-05

● Animal Poses / Walks
● Ball Games
● Challenge Courses
● Fun Circuits
● Dance e.g. folk, classical, aerobics, western
● Games (small groups/whole class)

Overall look at the nursery to class 5 physical education program.



60 minutes of physical activity can be achieved daily through60 Minutes Physical
Activity for Nur-05 Children
Active Assembly Structured PE Period Active Recess Sensory Paths
After School Sports and Recreation Move at Home Assignments


Unit 2.2 :Age-Appropriate Activities for Class 06-08
1 Dr. Sanjeev S Patil, Asst Professor, https://youtu.be/MuMviz4rJrw?list=PLV8Sx

SAI LNCPE NEE36oNBzGNjSQodtq1aRU14HKKA
2 Dr. Sanjeev S Patil, Asst Professor, https://youtu.be/crqnumS1FgM?list=PLV8S

SAI LNCPE xNEE36oOZrxuhI32P68-0OyDPd8CF
3 Dr. Sanjeev S Patil, Asst Professor, https://youtu.be/Wpyeu1SWqyQ?list=PLV8S

SAI LNCPE xNEE36oMB_MWTfgTSasoF7Q4FkzS6

Age Appropriate Activities for Class 06-08

Dr. Sanjeev S Patil

Fitness and Active Lifestyle

More emphasis to be given to Participation of ‘all children’ and the fun part of the modified
games, sports and different kinds of physical activities. Fitness for all and Good Social
Behavior has to be a key outcome of the whole class/school and concepts of child rights
with fitness

Sports Pursuit
Teachers should behave like teachers for all and coach for talented students. Build a general
quality and then the specialization allows the child to play as per his /her choice . Emphasis
should be given for fundamental sports skillsCompulsory and rigid sports specialization
should be avoided for all children, as it has been reported to result in significant sports
injuries, especially chronic and overuse injuries.

Sporting Excellence Pathways
This should be for selected few on the basis of their potential and past records.
Generalization can be avoided for all the students.
Age appropriate Physical Education
Age 9-14 years Broad based development

Acquisition of overall skill and health related skill Development of all Fitness Components -
Speed, Strength, Muscular Endurance, Cardiovascular Endurance, Flexibility, Co-ordination,
Yoga, Calisthenics and mass PT Minor major Recreational games give importance for
outdoor activities .less Emphasis on specialization , Higher performance practice and more
importance safety skills
1. Motor and Physical Fitness Drills

Acquires fundamental skills balance ( standing, running jumping & turning agility
2. Aerobics and Gymnastics
Acquires fundamental skills, balance survival skills and other locomotor skills.
3. Sports/Games:. Territorial-invasion: Football .Basketball .Netball . Touch Rugby,

Net-barrier: Badminton . Tennis volleyball ,Strike-fielding: Softball
4. Health and fitness management
Following FITT Principles to frame, planned & structured activities to achieve and to
maintain desired goal Design a safe and appropriate general health and fitness
program
5. Athletics
Acquire the knowledge and skills to perform another track and field event.
6. Swimming
survival skills enjoyment , health and achievements
7. Team games
strong social relations and extravert qualities, leadership qualities and unity to
achieve one goal.

Fundamental skills and specific Sports Skill relations and effects

Relationship between Fundamental Motor Effects of Fundamental Motor Skills
Skills and Specific Sports Skill (Overarm Instruction on the Performance of Sport
Throw) Specific Skills
PE Curriculum
Social and Emotional Competencies
Social-Emotional (SE) competencies anchor the learning in the PE Curriculum. Social and
Emotional Learning (SEL) is an umbrella term that refers to students’ “acquisition of skills to
recognise and manage emotions, develop care and concern for others, make responsible
decisions, establish positive relationships, and handle challenging situations effectively” The
five SE competencies are; Self Awareness, Social Awareness, Self-Management,
Relationship Management and Responsible Decision Making.
Athletics

Running, jumping and throwing activities that promote both personal striving and
comparison. Through Athletics, students challenge themselves to run faster and over longer
distances, jump for height and distance, and throw objects of different shapes and weight
for distance and accuracy.
Dance
Dance develops in students an understanding of rhythmic movement. It also enables
students to express and communicate feelings and ideas through exploration, creation and
performance. Through a variety of learning experiences ranging from creative to other dance
forms, the enjoyment and appreciation of the quality of movement can be achieved. As part
of the school curriculum, students should be given opportunities for involvement in and
enjoyment of different dances which can promote harmony and respect for cultural
differences.
Games and Sports
Physical Education
Games and Sports to expose students to various sports and provide the opportunities for
students to participate in sporting activities through 3 main components:
Skills Development – Focuses on basic fundamentals of manipulative skills and are mainly
taught in Primary 1 to 3. Combination skills like catching and throwing an object to a
teammate are taught from Primary 4.
Game Play – Focuses on instructions and games-related concepts to facilitate the learning
of a sports skill at the beginner level. students learn basic information and skills about the
sport which will enable them to participate in the sport and enjoy it at a recreational level.
Sports Development – Focuses on developing students’ skills through participation
Mass Participation:
Participation in Mass Sports activities allows students to apply gross motor skills and
games skills learnt during PE lessons to compete against other classes in authentic games
situations or performed as a level/ school. The activities should be designed to promote a
sense of belonging to the class and the school. The strong support from the Parents Support
Group (PSG) Committee ensures that the events can be carried out smoothly every year.
Mass Games Day:

Provides opportunities for every student to put in practice what they have learnt during PE
lessons in a competitive setting where the students compete in several stations and collect
as many points as they can to contribute to the class’ total score. The activities also seek to
build class affiliation.
Inter-Class Games:
Allow students to apply what they have learnt during PE lessons and play games against

other classes with the spirit of competition. Students will be able to cheer for their
classmates as they strategies to overcome their opponents.
Programme for Active Learning:

The Sports and Games module engages students through a variety of sports and games
activities, e.g. fundamental movement, movement exploration, creative movement and
modified sports and games. This provides opportunities for students to explore, create and
improvise activities in sports and games. The interactions among students enable them to
develop their interpersonal and social skills, attitudes and values.
Gymnastics
Gymnastics emphasises on challenging students, working either alone or in pairs and
groups, to manoeuvre their bodies safely on the floor and when negotiating a variety of
apparatus. Working with others and experiencing a sense of cooperative success in
managing different gymnastics problems facilitate the development of care, harmony,
responsibility and resilience.
Outdoor Education
Outdoor Education
Outdoor Education, otherwise defined as experiential learning in, for or about the outdoors
should be a part of the PE curriculum in School as part of our effort to ensure that our
students develop into rugged, robust and resilient students who are ready for life in
secondary school in the near future and life in the 21st century as a long term goal. Outdoor
Education should contain of two main components:
Adventure Education – Focuses on confidence-building, promoting resilience, ruggedness

and robustness, overcoming adversity, enhancing personal and social development and on
knowing the basics of surviving in the outdoors.
Experiential Education – Focuses on process skills, leadership skills, problem-solving skills,

teamwork and understanding the natural environment.
Programme for Active Learning

The Outdoor Education module provides for direct experiences in the outdoors from which
students can learn about the components of Outdoor Education (OE) through facilitation and
reflection. It also allows students to discover the interconnections between the world and
themselves; this includes understanding the consequences of their actions on the people /
community around them and the natural environment. Students can thus be curious and
explore the outdoors in a safe way.
Outdoor Camps
Outdoor Adventure Camp [Interaction with the Environment]
The 2-day and 1-night camp seeks to introduce students to outdoor camping. The focus of
the camp is on interacting with the environment. In collaboration with the Science

Department, we organise our school camp with a trip to the zoo so that they will be able to
learn more about animals and its interaction with nature. The team-building activities
incorporated in the camp helps students learn to work with one another and learn to share,
work and care for one another.
Outdoor Adventure Camp [Introduction to High Elements]
The camp provides the opportunity for the students to learn to conquer their fears through
the high elements stations. While it is a challenge-by-choice option where students only
attempt the high elements if they are comfortable, students are highly encouraged to
participate in the activities. Students will also have team-building activities and light trekking
to build up their resilience and ruggedness. The camp facilitates social & emotional learning
and provides confidence-building experiences in a fun and exciting outdoor environment.
The values of Resilience and Excellence are emphasised in the camp.
Swimming
Swimming develops students’ confidence to manoeuvre their bodies with control while
experiencing the sensation of water balance, buoyancy and propulsion, in order to facilitate
floating and moving in, under, and on water. The SwimSafer Programme for our Primary 3
students aims to equip our students with water survival skills and develop his/her
self-confidence. The areas covered under the swimming programme are:
a. Survival Skills. Covers drowning prevention techniques in addition to swimming ability.
Pupils would be introduced to flotation survival techniques on how to stay alive in water.
b. Education and Awareness Component. Pupils are taught water safety knowledge, such as

rules of behaviour at the pool or near open waters, and water survival knowledge, which
include learning how to signal for distress and survive in water long enough before being
rescued.
Physical Health and Fitness
Physical Health and Fitness stimulates students’ interest in physical activity as meaningful
connections between health concepts and practical applications are made through
experiential learning. Our students learn and understand good health practices in nutrition,
exercise, safety and hygiene. Students also learn good practices in safety which includes
areas such as road, fire and water safety. With these, students will then be equipped with the
knowledge, skills and motivation to make informed personal decisions to stay active and
healthy.
Transferable skills

Track and Field
Make sure that Track and Field events are made compulsory f or all students:
1. Running - 100/200/400 mts, Relay Races, Long Distance

2. Throws - Discus, Javelin
3. Jumps - Long Jump, High Jump, Triple Jump

4. Walking

Depending upon the facilities available, at least One Activity should be chosen out of the
following:

1. Gymnastics
2. Swimming
3. Wrestling
4. Any form of martial Arts (eg. Judo, Karate, Taekwondo)
5. Teach skills of various team games effectively and efficiently
6. Sustain their interest in learning skills of team games including indigenous games
7. Help students to channelize energy and develop the quality of team spirit,
cooperation and leadership.
8. Identify and nurture talent of students.

Learn at least 3 types of sports, one from each category of territorial-invasion, net-barrier
and striking-fielding.

1. Territorial-invasion: Football,Basketball . Netball. Rugby
2. Net-barrier: Badminton . Tennis volleyball
3. Strike-fielding: Softball

Situational Games - teach the students the games-related concepts and the related skills
(“How to do”).

1. For example, in a 1v1 situational game in the territorial invasion category, a student
moves away from the defender or protects the ball (“What to do”).
2. This is done by dribbling or shielding the ball (“How to do”). The “How to do” segment
are skills that students have learnt in Primary Classes. Students get to reinforce and
apply the skills learnt in Class 5 and 6.
3. Quick decisions (‘What to do’) have to be made by selecting the most appropriate
movement as demanded by the context presented in the situational game.

Concept of Fitness
Fitness: It is the capacity to achieve the optimal quality of life.It is classified into two

Health related physical fitness Motor or skill related physical fitness
• Muscular strength • Speed
• Muscular Endurance • Agility
• Body Composition • Balance
• Flexibility • Coordination
• Cardio Respiratory • Reaction time

Fit India Recommended Exercises for School Children in Class 6-8
Endurance related Strength related Flexibility related Balance related
Activities Activities Activities Activities

Running, Climbing Push Ups on the Yoga and flexibility Leg Swings
Walking Swimming, Wall (Strength) activities Walking on Lines of
March and Swing Your Jump (Strength) different Shapes
Arms cycling and Situps, squats,
tracking hanging
Leg raising etc

Active Classrooms
Integration of physical Education with other subjects in class rooms
1. Running: Distance, Velocity, Acceleration

2. Jumps: Shifting of Center of Mass
3. Javelin/Discus Throw: Force, Angle, Projectile, Pressure
4. Movement: Change of Direction and Speed, Reaction Time
5. Health: Lung Capacity VO2, Measuring Pulse Rate, Metabolism, Body Awareness
6. Scores/ Results: Total, Average, Percentage, Counts


Unit 2.3 :Age-Appropriate Activities for Class 09-12
1 Dr. Sanjay Kumar Prajapati, Asst https://youtu.be/-whA3HblaY8?list=PLV8Sx

Prof, SAI LNCPE, Trivandrum NEE36oNBzGNjSQodtq1aRU14HKKA
2 Dr Vijay Shrivastava, Former HOD, https://youtu.be/hVigPCtlIrQ?list=PLV8SxN

LNIPE Gwalior EE36oOZrxuhI32P68-0OyDPd8CF
3 Dr. Shobha, Asst Director of PE, Govt https://youtu.be/PIrRgU0TniI?list=PLV8SxN

First Grade College, Bangalore EE36oMB_MWTfgTSasoF7Q4FkzS6

Progressive Curriculum Structure for N-12, Class Nursery to 5

Dr. Sanjay Prajapati

Long Term Athlete Development
The Long Term Athlete Development (LTAD) model is a framework for an optimal training,
competition and recovery schedule for each stage of athletic development. Coaches who
engage in the model and its practices are more likely to produce athletes who reach their full
athletic potential.


What is FITT Principle?

The FITT Principle (or formula) is a great way of monitoring your exercise program. The
acronym FITT outlines the key components, or training guidelines, for an effective exercise
program, and the initials F, I, T, T, stand for: Frequency, Intensity, Time and Type.
● Frequency: refers to the frequency of exercise undertaken or how often you exercise.
● Intensity: refers to the intensity of exercise undertaken or how hard you exercise.
● Time: refers to the time you spend exercising or how long you exercise for.
● Type: refers to the type of exercise undertaken or what kind of exercise you do.

KHELO INDIA FITNESS TESTS FOR SCHOOL GOING CHILDREN

Fit India Recommended Exercises for School Children in Class 9-12

Endurance related Activities
800 m Race (Endurance)
Brisk Walking (Endurance)
Quick Air Punches (Endurance)
4*100/200/400 m Relay Race (Endurance & speed)
Swimming (Cardio Endurance)
Walking lunges (Muscular Endurance)
Strength related Activities
Curl Up (core strength)
Plank (core strength)
Push-ups (upper body strength)
Squat (lower body strength)
Flexibility Activities
Forward, Backward, Side Bend (flexibility)
Stretches
Calf Stretch
Child’s Pose
Knee to Chest

Unit 2.4 :Creativity in PE and Sports
1 Dr.Lamlun Buhril, Associate https://youtu.be/VAFxkORfkeg?list=PLV8Sx

Professor, SAI, LNCPE. Trivandrum NEE36oNBzGNjSQodtq1aRU14HKKA
2 Dr.Lamlun Buhril, Associate https://youtu.be/FTthKHv2USU?list=PLV8Sx

Professor, SAI, LNCPE. Trivandrum NEE36oOZrxuhI32P68-0OyDPd8CF
3 Dr. M. N. Sawant, Associate https://youtu.be/bXhtWtLLhXQ?list=PLV8Sx

Professor, SAI LNCPE, Trivandrum NEE36oMB_MWTfgTSasoF7Q4FkzS6

Creativity in PE and Sports

Dr. Lamlun Burhil, Associate Professor SAI LNCPE Trivandrum

Presentation Objectives:
1. To inform creative and innovative ideas applicable in your programs as a PET will not
happen by chance. Creativity is in fact, not God’s given but Man’s made!
2. To inform PET across the country the right attitude and approach needed to
positively contribute to the Community Fitness Programme.
3. Creative and innovative ideas are in direct proportion to the efforts you put in.
4. How to involve staff and parents in a school physical education programme.
5. Introducing the concept of ‘Plogging’ as part of Fitness Program initiatives.

Introduction:
“Everybody is busy teaching somebody about something that doesn’t work with their
life”, said Sadguru. Very true and happening, we are living in a world where PET, coaches and
sports scientists talk about sports training and fitness regime they never tried and, in social
context we have counselling and inspiration speakers talking about things they can never
apply in their lives and family relationship. Ladies and gentlemen, today, with all sincerity let
me assure you that, I am going to talk about something that works with me, something on
what I believe will work and something that I have decided on trying out myself.

Meaning and Needs of Creativity in PE&S
What is creativity in Physical Education & Sports?
Creativity is the use of imagination or original ideas to create something
(inventiveness). Being creative means solving a problem in a new but effective way. It means
taking risks and ignoring doubt and facing fears (sign of confidence). And, as a PET, if you
can put these words into action to add values to your program, then, that is creativity in
physical education and sports.
Why is creativity essential and needed in Physical Education & Sports?
Because this is one department in an institution where you can complain every
essential thing is lacking, be it manpower/staff, equipment & facilities, funding, number of
allotted classes, no clear-cut syllabus/portion etc. etc. The idea here is not to complain but
to make use of your situation to your advantage positively favouring the students, teachers,
parents and the institution.


Ingredient to be Creative PET
Setting your professional Philosophy right
Your success as a PET will depend more on your coaching philosophy than any other
factor. By philosophy, I mean the beliefs or principles that guide the actions you take toward
the objective or goal you set for yourself. Coaches goals fall under three broad objectives as:
1) To have a winning team
2) To help young people have fun
3) To help young people develop physically, psychologically and socially

Steps to be Creative PET
Planning and Preparing for Classes
Planning is deciding in advance what to do and preparation is practicing how to do. It
is the combination of the two that decide on the quality outcome of your work as a teacher in
general and PET in particular. Specifically in our field, you cannot over-emphasized the
importance of planning and preparation for a class – the more the better.

Symptoms of a Creative PET
Popularity for the right reason within the school premises
How your carry yourself matters, the first and foremost is how you carry yourself
physically. Remember, your profession demands you to look fit and healthy. Next is your
comfortability with your attire or fashion, as a PET, if you have the body you know you work
so hard for, flaunt it – be it sportswear, casual or formal, be ready for it at the right place and
right time. And do remember, PET are expected to be extroverted with good social skills,
accept this reality and try to better yourself each time – You can, if you think you can!

Small Area Games/Lead Up or Recreational Games for Staff and Parent Engagement

How to ‘Sale’ Ideas to Staffs and Parents
Work visibility - PET mostly has the tendency to be either a Profession Narcissist or
Inferiority complex among the teacher's community, this will never get you an audience
inside or outside the school premises. Instead, stay Updated, Trust your Instinct and Love
your job, this will take you up to the top of the popularity chart where you can be counted.
Working Out on the Right Moment - The best opportunity to engage parents and teachers
participation in a school physical education programme is during Sports Day by allotting a
particular slot in the program. Such an item as part of the program will be successful only
after sufficient groundwork and planning, and apart from all, will greatly depend upon PET’s
convincing power, communication skills and personal relationship. Timely publicity and
personal contact may be the key for such important public relationship initiative by the
department.
● Publicity through children and personal contact.
● Planning and preparation
● Scheduling of time and venue
● Organizing concern (contest & ceremony)

Introducing the concept of fitness through Plogging
What is Plogging? Plogging is a combination of jogging with picking up litter. It started as an
organised activity in Sweden around 2016 and spread to other countries in 2018, following
increased concern about plastic pollution. And in India, Plog Run is a unique way of picking
up garbage while jogging and was added to the Fit India Movement as a unique way of
combining cleanliness and fitness


Conclusion:
The Art of Solving Situational Problem
Problem solving simply means thinking creatively about the most effective solution
to use when a problem-or obstacle-blocks your ways. A simple approach that seemed to
work well for almost all situations – Just think IDEA!
● Identify The Problem – chances are it’s a combination of factors, just write down the
most important and be specific.
● Develop a List of Solutions – that means brainstorming, getting down to business and
coming up with ideas. Be creative. Keep your list with you over the next few days if
needed, add any other solutions that come to mind.
● Evaluate Your Solutions – some will look more realistic than others. Select one that
you’re willing to try, then develop a specific plan for how and when you can put it into
test.
● Analyze How Well Your Plan Worked – be honest, analyze how well it worked. Revise
your plan before you try again, maybe all you need is a little tinkering. But if the plan
fell flat on its face, come up with another by starting at the beginning of the IDEA
process.


Unit 2.5: Sports and Events
1 Mr. Francis Sebastian, HOD, https://youtu.be/tCiYEX8M5tc?list=PLV8Sx

Physical Education, St. Thomas NEE36oNBzGNjSQodtq1aRU14HKKA
Mount, Chennai
2 Dr. B.C. Kapri, Professor, https://youtu.be/ahUkJGePTlg?list=PLV8Sx

Department of Physical Education, NEE36oOZrxuhI32P68-0OyDPd8CF
Banaras Hindu University
3 Mr. Francis Sebastian, HOD, https://youtu.be/uAtG-sfCcbY?list=PLV8Sx

Physical Education, St. Thomas NEE36oMB_MWTfgTSasoF7Q4FkzS6
Mount, Chennai

Sports and Events

Sebastian Francis, HOD, Dept of Physical Education, Montfort School Chennai

1.Identify Event Scope

Event- School sports day

Target- school students and parents

The scope of the event is to ensure that there is whole school participation
Sports day spread out across different levels of school that promotes maximum
participation and allows kids from all age groups to have a positive sports day experience.

2. Level of Competitions

KG and lower primary K-2, sports fun day concept.

Upper primary/elementary grades 3-5 track and field events and fun relays obstacle
courses tug of war

Middle school grade 6-8 track and field events and obstacle course relays tug of war

High school grade 9-12 track and field events and obstacle course relays tug of war

3.Planning of the Event(s)

Fixing the date ideally high school and middle school should be done in 1st term

K-5 lower primary/elementary can be done in 2nd term


Lower classes identify the students for each event, ensuring maximum participation and
giving enough practise time during pe classes.

Designing the course for the k-2 sports fun days 10-12 stations where kids can do a physical
literacy skill or a fun activity.

Kids come out of their class and are divided into groups and move clockwise and
anticlockwise to play each station after five stations they have a water break.

Middle school, High school identifying the students for each event, ensuring maximum
participation and giving enough practise time during pe classes.

Limit students to one individual track or field event plus track relays.

Conducting in advance the heats for the track events and finals for events that may not be
possible to be done on sports day, due to time considerations.

4.Coordination and implementation of the event

Appoint an event coordinator for each day, ideally it should be the head of the pe department
who will oversee and guide all involved and create SOP for the event.

5.Prepare budget in line with allocated funds

Ensure that the event is well organised with the allocated budget and design all activities
around the budget.

Main area of focus
1. Props for the kid’s fun sports day
2. Medals and certificates for middle and high school.
3. Refreshments for all students, guests, and officials.
4. PA system
5. Shamianas and chairs.
6. Mementos for guests.

6.Establish event team and clarify roles and responsibilities of team members.

1. Event director head of PE overall in charge
2. Other pe teachers to be involved in selections and training of participants.
3. Opening ceremony team to prepare and coordinate the opening ceremony activates,
flag hoisting, march past, oath taking and torch lighting
4. Awards team.
5. Starter for track events, judges at finish line, recorders, officials for field events,
6. First aid team
7. Refreshments team.
8. Volunteers use parents and other teachers

7.Design event activities considering waste minimization and efficient
resource utilization.


Kids fun sports day can have themes that are based on recycling,
Same for fun relays for other divisions for fun relays.
Use all pe and other resources that are already available in school

Participation of all vs Excellence

Participation of all

Mandatory for all is two periods a week of curriculum focused physical education with
learning out comes at the end of each session. A simple method of grading based only on
the effort, collaboration, spirit of sports put in by the student during the physical education
period.

Inter-house competitions for middle school class 6-8 and high school class 9-12 in sports
that have the school as facilities in house, sports that are popular with the students.
The same can be done for inter class competitions

If possible, try to encourage mixed gender teams with modifications in rules to promote
gender sensitivity and respect for each other.

National sports day

29th august the birthday of the legendary wizard of hockey Major Dhyan Chand is celebrated
as National sports day.
Celebrate the day with ideally a total hockey day at school, where hockey is the theme for
physical education classes on that day and have five a side SSG type of hockey tournaments
National sports day can also be celebrated in any creative way using any sport either in a
competitive or non-competitive way

Fit India Sports Week

3rd and 4th week of November.

One whole week of focusing the whole school that is students’ teachers’ parents as a
community to engage in sports activities to encourage more physical activity and its
importance in life.

Every day of the fit India sports week has whole school assemblies that promote the FIT
theme through yoga, aerobic dance activities sessions based on traditional dances ex
Bhangra session, Bollywood fitness session, Kuthu sessions, salsa/Zumba sessions.

Quiz competitions based on fitness, health and Nutrition.

Setting personal fitness goals with the help of khelo India app and other assessment tools

Essay writing, drawing or painting competitions on sport themes.

Traditional sports day opportunity for the whole school community to experience traditional
sports by watching elite performers and also participating.



International Yoga Day

21st June the day the world celebrates international yoga day.

A day to highlight to the current Generation Z and Generation Alpha the glorious tradition of
yoga in India and its importance in human wellness.

Mass Yoga as a part of the morning school assembly, class teacher led discussions in class
on yoga practising classroom sitting yoga activities.

Teachers Day / Children's Day

Two important days in most school calendars.

On teacher’s day why not invite an external elite instructor to hold a yoga or dance session
for the teachers. Where you have a good sporting culture amongst teachers have throw ball
competitions or any other sport they would like to participate in.

Children’s day Plan e whole school free play activities program where equipment is provided
by the pe department and students lead their own sessions teachers only supervise and
facilitate.

Excellence

Inter-school Competitions.

The opportunity for students to be spotted by the pe department and coaches to represent
the school team to participate in inter school competitions.

Representing the school teams should be considered a goal for elite sportsmen of the
school and importance should be given to holding fair tryouts, planned training and
preparation of the school team. Important here is students never forget that they are a
student first and second an athlete and that they achieve academic grades required

Create a brand with the school teams associating them with animals and birds to promote
the loyalty and pride in the school team.

Cluster/Zonal/Regional Competitions

School teams should set goals for the team that motivates them to progress to the next
level of competitions.

These goals have to be set with the students in the beginning of the season and training and
practise should be geared towards achieving this goal

Nationals/Federations - where children participate through School or on their own

When students make the cut to participate at the highest level of competitions for school
athletes, it is important for the school to provide the necessary support for the student to
participate at that level.

SPORTING OR SPECIAL EVENT MANAGEMENT
Planning

● Identify the event director
● Begin planning with sufficient lead time to execute a successful event
● Conduct and evaluate market research
● Answer in detail the who, what, when, where, why, and how questions
● Creating various committees and heads who report to the event director

Selecting the Venue
● Location, location, location

● Analyse the pros and cons of potential venues
● Reserve the chosen facility
● Negotiate the contract

Financing
● Identify potential costs and revenues, develop

the budget, and manage finances
● Costs rental fees or facility utilization costs
if venue is owned, such as utilities, equipment
and supplies personnel facility set-up
facility clean-up
● Revenues tickets vendor fees media rights fees
sponsorships naming rights donations and gifts

Teaming with Sponsors
● Solicit potential sponsors with a cost-benefit analysis specific to each one

● Sign contract with each sponsor with specifics about what each party commits
Marketing the Event
● Promotions seek to create attention, maintain interest, arouse desire, and initiate
action through the print and electronic media arrange for give-a-ways as an incentive
for attending
● Advertising develop and distribute the specific advertising items, such as posters,
radio announcements, billboards, and television endorsements of recognized
supporters or sponsors
● Public relations persistently inform, persuade, and remind potential guests of the
event

Selecting and Working with Vendors
● Establish a bid process to select vendors

● Contract with selected vendors, who will pay fees for the rights to sales these items
at the event
● May choose to handle the sale of concessions, merchandise, and programs in-house
if this would result in greater revenues if so, would be responsible for
● Purchase, preparation, and sale of food items and associated personnel
● Purchase and sale of merchandise and associated personnel
● Development, printing, and sale of programs with associated personnel
Working with the Media
● Make sure all school, college, conference, and team rules are followed
● Delegate working with the media to the Sports Information Office (college) or Media
Relations (professional team), if possible
● Provide timely and accurate information and access to coaches, athletes, or other
key personnel for interviews
● Meet reasonable requests for access to the facility for equipment staging prior to the
event and on-site accommodations for reporting on the event to print and electronic
media
● Provide refreshments and access to appropriate technologies
Legal, Ethical, and Contingency Issues
● Ensure that all contracts are approved in advance by legal counsel

● Adhere to all federal and state laws, such as dealing with employment, accessibility,
and safety
● Manage every aspect of the event based on the highest ethical standards, including
financial accountability, non-discriminatory treatment of personnel and guests, and
principled business practices

Managing Personnel
● Establish a plan for the number of personnel needed to successfully execute the
event
● Develop a recruitment and selection process that is non-discriminatory
● Clarify job expectations and develop requisite skills needed to complete job
responsibilities
● Compensate equitably and reward outstanding work
● Identify volunteers from the local community who are willing to offer their time.
Providing for the Teams
● Meet the needs of athletes, coaches, officials, and other team personnel
● Distribute complimentary tickets in advance
● Ensure that locker rooms and training rooms are clean, supplied, and secured
● Provide an appropriate location for pre- and post-event media interviews
Providing Guest Services

● Arrange for security personnel
● Arrange for emergency medical personnel as well as provide first aid services
● Provide restrooms and drinking fountains and ensure that they are maintained and
supplied
● Provide accommodations for individuals with special needs
● Schedule entertainment
Managing Pre-, Day-of, and Post-Operations
● Develop tasks lists that include the personnel responsible for each task for all
aspects of the event along with timelines for completion of each task
● Conduct pre-event planning sessions periodically to ensure that everything is being
completed on schedule
● Develop contingency plans for potential emergencies, such as a natural disaster, fire,
loss of electricity, medical emergency, or riot of fans that include specific
responsibilities for all personnel to ensure everyone’s safety
● Monitor closely all features of the event on the day of and throughout the event and
have plans developed to immediately address any issues that may arise
Evaluating the Event
● Prepare a written after-event report

● Complete a financial analysis
● Analyse all operational to determine any problem areas that would need to be
addressed in subsequent events
● Evaluate the performance of all personnel


Unit 2.6: Balanced Nutrition and Lifestyle

1 Dr. Ekta Bhushan Satsangi, Asst. https://youtu.be/uyqK3Ge9dWY?list=PLV8S

Prof. at IGIPESS, Department of xNEE36oNBzGNjSQodtq1aRU14HKKA
Physical Education, University of
Delhi,
2 Dr. Malika Sharma, Asst. Prof, Amity https://youtu.be/8HjVYhOsB1Y?list=PLV8Sx

School of Physical Education & NEE36oOZrxuhI32P68-0OyDPd8CF
Sports Sciences
3 Prof. Kalpana Sharma, Ph.D. & https://youtu.be/YnrSH1eOPIw?list=PLV8Sx

EMBA, Dean Faculty of Education & NEE36oMB_MWTfgTSasoF7Q4FkzS6
Director

Balanced Nutrition and Lifestyle

Dr. Ekta Bhushan Satsangi, Asst. Prof. at IGIPESS, Department of Physical Education,
University of Delhi | Dhanya Rajashekaran, Nutritionist, SAI LNCPE Trivandrum

Balanced Diet
A balanced diet is one which provides all the nutrients in required amounts and proper
proportions. It can easily be achieved through a blend of the five basic food groups. The
quantities of foods needed to meet the nutrient requirements vary with age, gender,
physiological status and physical activity. In constructing a balanced diet the following
principles should be borne in mind :(a)around 50-60% of total calories from carbohydrates,
preferably from complex carbohydrates.(b)daily requirement of protein should met.This
amounts to 10-15% of daily energy intake.(c)Next comes the fat requirement ,which is
limited to 20-30% of daily energy intake. In addition, a balanced diet should provide other
non-nutrients such as dietary fibre, antioxidants and phytochemicals which bestow positive
health benefits. Antioxidants such as vitamins C and E, beta-carotene, riboflavin and
selenium protect the human body from free radical damage. Other phytochemicals such as
polyphenols, flavones, etc., also afford protection against oxidant damage. Spices like
turmeric, ginger, garlic, cumin and cloves are rich in antioxidants.
One of the most common nutritional problems of unhealthy balanced diets inIndia are, low
birth weight, protein energy malnutrition in children,chronic energy deficiency in adults, & diet
related non communicable diseases like diabetes, hypertension,cardiovascular diseases,
obesity and cancer.
Classification of foods by nutritive value:
1. Cereals, millets
2. Pulses
3. Vegetables
4. Fruits

5. Milk & Milk products
6. Eggs
7. Meat & Fish
8. Fat & Oils
9. Nuts & Oilseeds
10. Sugar & Jaggery
However, foods may also be classified according to their functions.
Classification of foods based on function
MAJOR NUTRIENTS OTHER NUTRIENTS
ENERGY RICH FOODS Carbohydrates & fats

Protein, fibre, minerals, calcium &
Whole grain Cereals, Millets iron & B-complex vitamins

Fat soluble vitamins
Vegetable oils, ghee, butter.
essential fatty acids & Proteins,
Nuts and oil seeds. vitamins, minerals

Sugars Nil
BODY BUILDING Protein
FOODS
Pulses, nuts and oilseeds B-complex vitamins, invisible fat,
fibre

Milk &Milk Products Calcium, vitamin A, riboflavin,
vitamin B12

Meat, Eggs, Fish, Poultry Calcium, B-complex vitamins, iron,
iodine, fat
PROTECTIVE FOODS Vitamins and Minerals

Green leafy vegetables Antioxidants, fibre and carotenoids

Other vegetables and fruits Fibre, sugar and antioxidants

Eggs, Milk and Milk products, Protein and Fat
Flesh foods

The Food Pyramid
A nutritional education guide “the Food Guide Pyramid “emphasizes food from five major
food groups. Foods in one group cannot replace those in another. No one of these major
food groups is more important than another -for good health, one needs them all.


Food Guide Pyramid
Macronutrients
Carbohydrates
● It provides 4kcal/g
● The body converts the carbohydrates in the food to glucose and uses it for energy.
Carbohydrates provide fuel or energy to the body for all the activities a person does
the whole day.
● Carbohydrates are primarily obtained from cereals like Rice, Wheat, Jowar, Bajra etc.
The most important thing to remember is to have more complex carbohydrates
(carbohydrates containing fibre) like whole grains, millets, vegetables etc.
● Complex carbohydrates like whole grains and cereals, leafy vegetables and fruits
available locally add to the fibre intake which regulates your bowel movements and
keeps the gut healthy. Complex carbohydrates are rich in nutrition.
● Simple carbohydrates are sugars. It is important to limit simple carbohydrates such
as juices, white breads, sugary cereal products and highly processed foods like soft
drinks, corn flakes, ready to cook noodles etc., These simple carbohydrates do not
provide any nutrition to the body and give “empty calories”. However, some of these
foods are recommended during competition to give us instant energy.
● Fibre: Vegetables & fruits add to the fibre intake. Fibre is good for the gut and
contributes to good health and immunity. It is always better to have fruits instead of

juices, because juices filter away the seeds and skin, which contain the most part of
fibre (complex carbohydrates).

Proteins
● It provides 4 kcal/g.
● Proteins are the building blocks of the body. They help in preserving lean mass and
help in building of the muscles. It increases strength and helps a person to grow to
his complete potential.
● Muscles get damaged during training and practice sessions. Protein is extremely
crucial for sports persons to repair damaged muscle tissue as well as formation of
tissue fibres that help in recovery of the muscle. Muscle mass contributes to winning
performances in sports.
● Protein rich foods include pulses like dals, milk, eggs, red meats etc. Non-Veg foods
provide the highest sources. Teens should aim to consume two to three servings of
protein-rich foods per day. It is recommended that on an average a person consumes
0.8-1g of Protein per kg body weight to get the ideal benefits of this macronutrient.
● Check out the list of protein rich foods to pick from vegetarian and non-vegetarian
sources to complete your protein intake.

Fats
● Fats provide energy to the body and add taste and satiety to the meals. They also
help in providing essential fatty acids that protect the body. Adequate fat levels in the
body help in regulating body temperature, keeps the body flexible and joints
lubricated.
● Fat soluble vitamins include A, D, E & K. These vitamins are mainly found in fatty
foods because they dissolve in oil or fat. These vitamins play crucial roles in
improving immunity, eyesight. Vitamin D is required for the absorption of calcium
which helps keep the bones strong.
● Fats are obtained from oils and fats like vegetable oils, ghee, butter etc., It is also
found inherently in foods also called as invisible fat, apart from the oils externally
added in food as a part of cooking known as visible fats.
● Fats can be divided into saturated and unsaturated fats, Saturated fats and
considered bad e.g. vanaspati, dalda etc which can have an impact on your
cardiovascular health. Unsaturated fats like vegetable oils (sunflower oil , groundnut
oil, safflower oil , olive oil etc.,) are good in moderate amounts.
● Two types of fats that need to be considered are essential fatty acids Omega 3 and 6,
which have to be provided in the diet and help in immunity, brain development and
combating inflammation in sports persons. Excellent sources include sea food like
oily fishes and flax seeds.
● We all know that eating too much fat is bad, but we should also know that eating too
less is also harmful to the body. If you have high levels (high triglycerides, high
cholesterol) then it can accumulate in the liver and lead to health problems like
cardiovascular issues. If you have low fat levels, it may reduce your immunity and
affect your joints. Hormones need fat for efficient functioning and low-fat levels
reduce their efficiency and affect their levels.

● Most importantly, fats give you energy and fuel up your body to let you work and
compete efficiently. So rather than avoiding all fats, it is important to eat the right
ones.

Micronutrients
Vitamins & Minerals
● These include Vitamins (Vit A, Vit B, Vit C, Vit D, Vit E and Vit K.) & Minerals (calcium,

iron, zinc etc) that help us build immunity and help fight infections. Table:
● We obtain it majorly from Fruits & Vegetables and some small amounts from grains
and cereals.
● Many teens do not get enough calcium in their diets and should include two to three
servings of dairy products per day to meet their needs. Teens have a higher
requirement of vitamins and minerals to accommodate the higher growth and
metabolism.
● Meat and animal foods are rich in iron and zinc which is important to focus on for
young adults as they are often deficient in these minerals. Girls are normally checked
for iron deficiency as it is extremely common among them because of menarche.
Picture of Vitamins & Minerals (Credit: Frantisek Czanner)
Hydration
Water is critical for the proper functioning of “body”.The total body water varies with age,
sex,and body composition etc.Water is about 70-75% of body weight is an individual with
normal body weight.

It maintains the fluid (electrolyte) balance, regulates body temperature, protects body
organs, carries nutrition and oxygen to the cells, flushes out wastes and keeps the blood
healthy. However, it is neglected and often taken for granted. Its use is usually
underestimated.

Consuming enough water or fluids to maintain fluid balance is known as Hydration.

Water is consumed only when we feel thirsty, however, we should be consuming 2-3 litres of
water a day in normal conditions and 4-5 litres if training or practicing in the field. That
accounts for at least a glass of water every hour.
Water replacement is required after exercising and games and should be prioritised to the
children during classes as well as on the field. Hydration includes water, fruit juices,
electrolyte fluids and any other liquids that can add to the hydrating body.
Athletes should replace body water lost during training/competition using the guideline that

1kg of body weight lost equals 1L of water lost.
Athletes exercising in a hot environment can lose approximately 30 ml of water every
minute.
How do you recognise if you are drinking enough water/fluids?
Urinating often. i.e.., at least once every hour is a good thumb rule to follow.
Age-specific Nutritional Guidelines
Nutrition in infancy
Infancy, the first year of life, is a critical period for growth of essential
nutrients.Requirements for macronutrients and micronutrients on a per-kilogram basis are
higher than at any other stage in the human life cycle.
Until 6 months:
Feeding practices: Exclusive breast feeding.
6 months-1year: Weaning foods (Breastfeeding plus soft nutritious foods like banana, soft

boiled rice, dilute dal) followed by incorporating nutritious foods along with breastfeeding till
1 year.Solid baby foods can be bought commercially or prepared from regular food using a
food processor, blender, food mill, or grinder at home. Usually, an infant cereal can be
offered from a spoon between four to six months. By nine months to a year, infants can
chew soft foods and can eat solids that are well chopped or mashed.
Nutrition in Childhood
Beyond a year: Food increases in quantity and quality i.e.., nutrition. Soft boiled egg, Non-veg
foods like chicken, meat and fish etc can be slowly introduced. Consumption of fruits and
vegetables should improve.
About 80% of brain development takes place during these years and the brain is
programmed with connections (neurons and synapses) at this stage. Food that you eat in
this stage lays the foundation for future health and it is critical to have good nutritious food
for proper brain development.

Most toddlers are active the whole day. The older toddlers from (3-5 year) require about 1
hour of full activity and 2-3 hrs of intermittent activity. Food that is given to the toddler must
support these activities.
Most kids of this age experience their first exposure to “outside” food including foods that
are high in carbohydrates and saturated fat together like instant noodles and pasta, burgers
and pizzas. Once a child is hooked to these foods, they normally reduce eating nutritious
simple homemade foods. These foods should be given moderately or used as a treat to
correct behaviour modifications as a reward only. a treat to correct behaviour modifications
as a reward only.
Psycho-Social Growth
Food defines the relationship between a mother and child, and this is the time a toddler
derives his or her sense of security and belonging.
Most new-born babies are breastfed and a mother’s body, prioritizes the nutrition content of

breast milk. Therefore, mothers need to maintain proper nutrition while breastfeeding, as
their nutritional status will most likely affect the baby.
There are many commercially developed infant and formula feeds for toddlers which are OK

to give if you can afford it. However, it is always better to give homemade wholesome
simple, nutritious and inexpensive feeds like millet, pulses and cereal puddings along with
locally available fruit to make it delicious and sustainable.
Most infants are exposed to infections during this period and care needs to be taken to
provide them clean food. It is critical to monitor water intake and fluids should be monitored
during episodes of diarrhoea.
Taste of the food is also an important consideration during this time. Toddlers develop a
taste for various foods and therefore it is important to consider giving variety of foods that
are nutritious and tasty as well. Regularity of meals is essential. The child who is exposed to
and eats all kinds of foods is more likely to enjoy good health later in life, than a person who
picks and chooses. However, forced feeding should be avoided as it is likely to develop a
hatred for foods.
Nutritional challenges:
Calories/Energy required: To cover for growth and high activity
Protein: For rapid growth
Nutrition of School -Aged Child
Goal: Maintaining interest in food
This group has a latent growth i.e.., the growth rate slows down as compared to the earlier
age. However, the body's requirements for calories are increased steadily from this age
group. This growth can be divided into phases for both genders. The approaching
adolescent period and menarche demands steady increase in the requirement of calories.
Girls usually grow faster than boys during the later phase and hence the nutritional needs for

both the genders change a little towards the end of this phase.

Breakfast is an important meal for the child before going to school. It breaks the period of
overnight fasting and it prepares the child for problem solving and supplies the energy
required to concentrate in the class.
Children tend to easily get bored with foods so it would be good to make the food a little
interesting. There is an increasing interest and participation in other activities which
compete with mealtimes.
Many school children have a poor diet either due to poverty, or ignorance or poor motivation

and or follow-up.
Packed lunches:
Packed school lunches should provide almost one-third of the day’s calories and protein
requirements.
Mid-day meal programs and Supplementary nutrition programs are implemented to ensure
attendance in school. It re-orients good eating habits and incorporates nutrition education
into the syllabus in an informal method.
To encourage participation in the feeding programs and since these are programs that
benefit the community, it is highly recommended that they be monitored by the self-help
programs. Women can be nominated to ensure that the children from the community attend
school and avail these programs. Follow-up by these groups assures the success of these
schemes for the overall benefit of all the stakeholders involved. As most mothers are part of
the self-help groups, it will help enhance the capability of the mother to look after the
nutritional and health needs of the child.
Nutritional challenges
Calories: for maintenance
Making food interesting
Malnutrition – Subtle signs need to be checked for deficiency like Vitamin A, iron and
calcium.
Nutrition in Adolescence
INTERESTED ADOLESCENT (10-13 years)
Goal: Increased requirement of vitamins and minerals, preparation of puberty
Puberty rules this stage and the body prepares itself for the various hormonal changes that
are taking place for the reproductive system to start developing and functioning.
Calcium & Iron are required for bone growth and to tackle anaemia.
School games are a good way to make kids active.
An hour of activity, however, would require extra calories for the body to cope up, both for
growth and development as well as extra activity.
Maintain calories

Slightly higher proteins (make sure to include dal, dairy (milk, paneer etc.,) and eggs and
other animal protein at least once a day)
Include more fruits and vegetables for vitamins and minerals
DEVELOPING TEEN (13-17 years)
Goal: Physical and Psycho-Social issues influence eating habits of Adolescents.
There is a marked difference in calorie requirements of boys & girls. Girls consume fewer
calories than boys. Activity and metabolism of boys is higher, and they tend to eat more
often than before.
The Appetite of teens is high and on demand tasty junk food is what they seek. This is the
age when they are exposed to eating outside food. Adolescents are consuming more
calories from less-nutrient dense foods.
Adolescents prefer unhealthy fast food and pre-packaged foods. Large appetite and hunger
lead them to consume snack foods with high sugar and calorie content.
This is the age to identify whether a child is interested in sports and identify the sport that he

or she is keen to take up. Most children play different games in schools depending on the
infrastructure and facilities available. School games involve different sports, a mix of, mostly
unorganised local games and a few organised team sports. Some schools also help identify
talent in individual games and promote them in school/district /national sports games.
These games participation and practice require, at least one hour of sports practice and
activity, either during school hours as a PE period or after school hours. The activity is
usually moderate.
Lean mass starts developing and the requirement for protein food goes up. The bones start
shaping up and the skeletal mass formation begins to develop.
Boys tend to eat more foods and therefore tend to complete their nutrient requirements. It is

especially important to observe the food habits of adolescent girl’s vs boys.
Eating habits can affect in two ways
a. Obesity
b. Under-Nutrition
Obesity could be due to excessive eating or eating excessive junk food or poor activity.
Under or Malnutrition can be caused due to eating less or inadequate food or avoiding eating
due to various reasons including poor knowledge or awareness about foods.
Both these conditions can induce lethargy and hence deter a child from being active and can

result in low participation in extra co-curricular activities.

Availability of easily accessible cheap food, that could be unhealthy may be an issue that
needs to be addressed.
Social pressure to look good is high and eating disorders used to achieve a reduction of
body weight or body fat with the spectrum ranging from restricted food intake to frank cases
of eating disorders should be addressed.
Girls go through periods where they oscillate between overeating and under eating. Most
often, in quest of a thin body and following their celebrity role models, fad diets and trending
diet regimes become a part of the girls' eating habits. This affects the health overall,
affecting their hormones specifically as the reproductive cycles are peaking and stabilising
at this stage. It is therefore important that they are guided by someone who they can trust.
COMPETING YOUTH (17-20 years)
Goal: Nutrition to achieve and maintain optimal physique
A phase where the body is ready for taking up a sport of choice and/or including parental
choice of sport, the accessibility to infrastructure, choice of sports by friends, peer pressure
etc., Is the child going to be amateur /playing hobby sports or going professional? The
nutritional requirements would differ for both these athletes.
An amateur player, practices and plays for an hour or two. The calorie expenditure is minimal
(200-300) over and above his or her regular requirements. Energy expenditure is replaced by
one wholesome meal consisting of protein and carbohydrate sources including hydrating or
having water based on thirst.
A child going professional undergoes organised practice and exercise sessions. These
sessions not only require high calorie requirements (extra 600-800 Cals) but also vitamins
and minerals to sustain these kinds of efforts.
Calories are required for regular growth and development, to compensate for the energy that

is diverted for the extra fuel for practice and exercise as well as recovery for the next day.
Adequate Carbohydrate in meals fuels and makes up for this loss.
Protein is the most important macronutrient and any deficit in this would cause depletion of

muscle which is needed for performance. It is essential to include protein with high
biological value like animal proteins including eggs, meat like chicken and fish, paneer, soy
nuggets, pulses like chole, rajma, milk etc.
Water is not only a medium to quench thirst but it also hydrates the body and maintains
electrolytes. It is recommended to have a minimum 2-3 litres of water in a day. A hot and
humid climate would warrant more intake.
Electrolytes: Minerals like Sodium, Potassium are depleted during exercise and practice
sessions. This causes fatigue and tiredness and can cause reduction in performance. It is
advisable to have candies, coconut water, banana, ORS/electral powder with water prior to
and or during play.
Supplements:

Health supplements like Vit D, Calcium and iron, Multivitamins can be advised on a medical
practitioner’s advice to make up for any deficiency
Performance supplements like creatine, whey etc can be recommended based on
requirements and budget availability.
To maintain body weight
To compensate nutrition for the excess requirements
Nutrition in Young Adult
20-30 Years
Goal: Most productive phase of the adult / athlete
Proper nutrition is not only required for optimal health but also determines the potential for
achieving the goals.
This period requires extreme diligence in food discipline including close monitoring of food
intake & body weight. Being overweight hampers performance and being underweight will
not give you enough strength and stamina to keep up with the effort required for performing.
It could cause deficiency disorders as iron deficiency anaemia, zinc deficiency, low calcium
and Vit D levels affect bone & skeletal growth and effect winning.
Being overweight puts an unnecessary burden on your heart and increases fatigue slowing
down on a daily basis. If a person is underweight, it compromises on the immunity and
makes the body vulnerable for infections.
Adequate calories would help athletes achieve the platform from which they are ready to
compete. However, being overweight, will slow down a sports person’s speed esp. required
in a few sports for eg in sprints, tennis, football etc., Being underweight reduces
performance and endurance in all games esp. in archery or weight sports.
Most important physiological requirements are
● Fat %
● Lean mass
● Weight
These are factored around an athlete’s lifestyle to achieve a particular phisique ideal for
athletic performance. Personal lifestyle and specific sports determine food choices, eating
patterns, use of special food choices and supplements to change these factors according to
the requirements of the specific sport.
Older Adult
Food intake must be regulated based on routine habits and locally available food.
Most adults tend to become satisfied with their health esp. regarding food habits.
An active adult would mean a moderate exercise for about half an hour.

A balanced diet that includes all macronutrients in the right proportions (carbohydrates,
protein and fat) provided by a variety of fruits is advised.
For a balanced diet, it should approximately contain 40-50% of carbohydrates, 25-30% of
protein and 25-30% of daily calories from fat.
While fat intake should be limited, fat does play an important role in supplying energy and
helping the body absorb fat-soluble vitamins including vitamins A, D, E and K. Hence the key
is to eat low to moderate fat and not overeat.
Low fat diet is recommended to avoid any health problems like cardiovascular issues,
diabetes and other metabolic disorders, at a later stage in life. Consuming too much fat can
cause young adults to gain weight and may even cause high cholesterol. Choose healthy
sources of fats such as nuts, seeds, plant-based oils and avocados.It is important to add
fruits and vegetables to get a daily dose of vitamins and minerals, antioxidants to improve
immunity.
Food Plate

Depicting macro & micronutrients, vitamins, minerals and water
Make most of your meal vegetables and fruits ½ of your plate:
Eat a variety of fruits and vegetables
Go for whole grains – ¼ of your plate:

choose higher fibre wholegrain varieties, such as wholewheat , brown rice , millets etc
.starchy food is a good source of energy .
Include protein rich sources like lean meats, fish and eggs,
Healthy plant oils in moderation:
Healthy oils like rice bran oil, olive oil, sunflower oil etc
Drink water and dairy
Drink 6-8 glasses of water a day and move to low fat or fat free milk and yogurt etc
Stay Active
Staying active is also important in weight control.
Reading a Food Label
Most prepared foods, such as breads, cereals, biscuits,chocolates, dairy products,
icecream, packed drinks, canned fruits and vegetables require a food label. Nutrition
labelling for raw produce (fruits and vegetables) and fish is voluntary.
1. Standardized Format: Every label has the same layout and design; the nutrition
information is entitled “Nutrition Facts”.
2. Serving Sizes: All serving sizes listed on similar products are stated in consistently
used household and metric measures to allow comparison shopping.
3. Daily Values: The bottom of the nutrition facts panel shows either the minimum or
maximum levels of nutrients people should consume each day for a healthful diet.
4. Descriptors: Terms like low,high and free used on food labels must meet legal
definitions. Free means less than 0.5 gram of fat per serving & tiny amounts of
sodium and sugar. Low indicates 3 gram of fat or less than per serving. For a food to
be listed as High in a nutrient, it must contain 20percent or more of the daily value for
that nutrient.
5. Ingredients: The ingredients are listed by weight; the ingredient that has the highest
weight is listed first, and the ingredient with the lowest weight is listed last. This is
important as we examine which ingredients come first on the list because if sugar
shows up high on the list, then we know the product should probably be eaten
sparingly.
Some additional ingredients are referred to as food additives. Food additives are substances
added to food to enhance its appearance, flavour, or shelf life. Legally, these are defined as
anything not on the generally recognized as safe (GRAS) list. Food additives can be added
for several reasons including:
● Flavour enhancers (such as amyl acetate,ethyl butyrate)

● Adding nutrients (thiamine)
● Bulking agents (such as the corn starch)
● Preservatives (calcium propionate,parabens)
● Anti-caking agents (calcium silicate)

● Emulsifiers (soy lecithin)
● Stabilizers (carrageenan)
● Thickeners (pectin)
So, each of these food additives has a specific purpose in the food.
Ingredients


Unit 2.7: Injury Prevention and First Aid

1 Dr.George Mathews (Associate https://youtu.be/r-lN5C7AilU?list=PLV8SxN

Prof.) SAI LNCPE, Trivandrum EE36oNBzGNjSQodtq1aRU14HKKA
2 Dr. S.R Sarla, Dean, Sports Science, https://youtu.be/jXTzg4gRyWk?list=PLV8Sx

NIS Patiala NEE36oOZrxuhI32P68-0OyDPd8CF
3 Dr. Kirankumar Kulkarni, MBBS, Dip. https://youtu.be/RprVJMI1uWU?list=PLV8S

in Sports Medicine xNEE36oMB_MWTfgTSasoF7Q4FkzS6

Injury Prevention and First Aid

Dr.George Mathews (Associate Prof.) SAI LNCPE, Trivandrum

First aid for Sprains, Strains and Contusions
• RICE( Rest , Ice, Compression, Elevation)
• Rest: from aggravating activities
• Ice: for 15-20 minutes every 2 hours
• Compression: with elastic bandage
• Elevation: using pillows, elevate above level of the hip
First aid for Fractures

• Control bleeding, if any, without applying direct pressure on the wound
• Remove jewelry if possible
• Dress and bandage if an open wound is present
• If possible splint the injured limb
First aid for external bleeding

● Direct pressure
● Direct pressure and elevation
First aid for bleeding from the nose

● Lean forward, pinch nostrils closed and breath through the mouth – for 3-5 minutes
First aid for fits

● Loosen tight clothing and put the patient in recovery position
● Do not force any objects into mouth or his fisted hands

First aid for near drowning
● Place in recovery position if breathing
● If no respiration or pulse proceed with CPR
Cardiopulmonary resuscitation (CPR)

Check response of patient – if not responding, call for help and proceed with the ABCs of
CPR, Airway Breathing and Circulation- Keep airway open- Check breathing using look, feel,
listen technique – Give two rescue breaths of one second duration each – Check carotid
pulse – Perform cardiac compressions if no pulse- over centre of chest using both hands
100 / minute – after 30 compressions give 2 rescue breaths- repeat cycle until ambulance
crew arrives.
Recovery position
For collapsed athletes who do not require CPR- roll athlete onto side with top leg bent- hand
under the face.


THEME 3: COMMUNITY SPORTS COACHING
Unit 3.0: Introduction to Community Coaching, Roles and

Responsibilities of a Coach
1 Dr. Ram Mohan Singh, Asst. https://youtu.be/hcTX_0nKtSc?list=PLV8Sx

Professor, Department of Physical NEE36oNBzGNjSQodtq1aRU14HKKA
Education, Pondicherry University
2 Mr. Sajid Dar, Football Coach, https://youtu.be/funwpWPdVp4?list=PLV8S

University of Kashmir, and AIFF xNEE36oOZrxuhI32P68-0OyDPd8CF
Coach Educator
3 Dr. Ram Mohan Singh, Asst. Video Not Yet Uploaded

Professor, Department of Physical
Education, Pondicherry University

Introduction to Community Coaching, Roles and Responsibilities of a Coach

Dr. Ram Mohan Singh, Asst. Professor, Department of Physical Education, Pondicherry
University | Mr. Sajid Dar, Football Coach, University of Kashmir, and AIFF Coach Educator

CONCEPT, IMPORTANCE AND SCOPE OF COMMUNITY SPORT COACHING:

● Sport plays an incredibly important role in modern life.
● It boosts the economy by billions every year,
● sport also encourages community spirit,
● gives players and spectators a greater sense of purpose,
● teaches young people fundamental life skills
● Improves the physical and psychological health of millions who participate.
● Some people participate in sports simply for fun
● Others view it as a fundamental part of their lives and strive constantly to do better.

Whatever your motivations for taking part in sport, a coach can help you to not only
excel but can also maximize your level of enjoyment in whichever activity you chose.
Through expert tutoring, constructive criticism, motivation and on-hand support, sports
coaches can help individuals focus their minds, hone their bodies and learn their disciplines
to ensure they have the best possible chance of succeeding.

What is sports coaching?

Definition:
“an adaptive process tailored to unique community contexts to guide systemic change via
participant empowerment.”

Meaning:

Community sports coaching is a development tool that encourages communities to achieve
good physical potential and social capital by working together through sports participation.
It recognizes that local involvement is key in such developmental interventions. It takes a
holistic view of society, and seeks to balances the economic, environmental, cultural and
political forces that shape it through the medium of physical activity & sports

Concept-
1. The most widespread understanding and practice of community coaching
2. A tool for community development is closely connected with sports
3. Coaching for community empowerment and social change through sporting
initiatives
— be it baseball, soccer, cricket or even dancing
4. A tool to develop confidence, social capital, cohesion and cooperation, and to
support innovation and social change.
5. Coaching, mirrors the sports world approach to focus on goals and results, enjoys
wide and increasing recognition
6. The engagement of life coaches to achieve personal and professional goals are
gaining in prominence at present.
7. In many countries such as the United States, Australia, New Zealand, the United
Kingdom, this concept has taken the form of consultancies
8. Work with established community leaders to transform themselves and their
communities

Importance:
● Contribute to the 'common good' or develop social capital
● Encouraging communities and their members to achieve their full potential
● promotes local involvement in development interventions
● Takes a holistic view of society, and balances the economic, environmental, cultural
and political forces
● It opens a common space for local institutions, to promote cooperation and social
inclusion.
● It uses sports as a medium
● Activates passive environment
● Fosters leadership qualities
● Unlocks hidden potential
● It is Cost effective
● Engineering desirable changes in the society

Scope:
1. Community coaching as a tool for community development is closely connected with
sports.
2. Coaching for community empowerment and social change
3. Community coaching has been used as a tool to develop confidence, social capital,
cohesion and cooperation, and to support innovation and social change.
4. Growing prominence of life coaching, where coaches work with individuals in setting
and achieving personal and professional goals. In addition, a number of community
coaching initiatives for social change have also been implemented.
5. In some countries they take the form of consultancies, whereby the community
invites the coach and they work with established community leaders to transform
themselves and their communities.

6. They are typically selected from among local stakeholders in the given city and are
familiar with the targeted disadvantaged settlement.
7. Coaching is initiated in largely passive environments, where there is little community
activity or belief in the capacity to change life conditions, or in the ability to imagine
this change.
8. Coaches work to enable community self-organization and reorganization, and foster
new leadership.
9. One of the key scopes of sports coaching is to improve sport performance. However,
there is so much more to it than just achieving results on a scoreboard.
10. A sports coach can be a multi-faceted personality working with many organizations
and his players. Similarly, any aspect the coach deals with will come under the scope
of Community Coaching
11. Mentoring, teaching, mental training, physical training, leadership, trust building.
Improving athlete’s performance, encouraging positive thinking, teamwork, resilience,
developing good work ethic, and respect and love for the game.
12. Additionally, the scope includes diplomacy, negotiation, facilitation, organization,
problem solving and motivation.
13. As such, sports coaching plays an integral part in human development, and the
influence a good coaching can have on the community can go way beyond the
program itself.

A Basic Tool for Inclusive Local Development
Through UNDP’s interventions between 2005 and 2014, a successful approach has
been developed and employed to ignite the spirit of change in disadvantaged
communities, and involving these communities in the implementation of subsequent
development programs. This approach is called community coaching. Everyone can
do something to change his or her own life tomorrow,”

Why do we need a sports coach?
Starting a new sport
Starting a new sport is a great way to meet new people, open up new opportunities
for yourself and improve your mental and physical health.

Improve your game
A sports coach can be hired to assess your performance critically in order to identify
particular areas in need of improvement. Once you have a plan for moving forward,
those feelings of progression and movement will return - hopefully accompanied by
a new boost of motivation to reach a higher level of performance.

Advance to a professional level
Individuals who show high levels of potential are often encouraged to hire a sports
coach who will give them that extra push. Many sports coaches have backgrounds in
professional sports themselves, so they know what it takes to make it to the top. A
sports coach can act as an agent, putting hopefuls in touch with clubs, societies and
sponsors to help them turn their hobby into a paying career.

Disability sports coaching
Disabled people can face more barriers to participation than non-disabled people.
Coaching can help to prevent these barriers by encouraging a welcoming and
inclusive environment for sport and physical activities.

Choice and accessibility are vital; all disabled people should have the choice between
accessing disability sport or mainstream sport. A coach can select appropriate
activities and make minor adjustments for disabled people, which suit their needs, to
ensure sessions are effective and enjoyable for all participants.

Sports coaching for children
If your child shows a particular interest in a sport, you may consider hiring a sports
coach to help them - or their team - progress to a higher level. Sports coaches are
also becoming ever more utilized within schools, in order to provide specialized
knowledge and experience to assist teachers.

Understanding development stages
Children are always growing. As they get older, their bodies undergo fundamental
biochemical changes that will inevitably affect their sporting performances.
Coaches are aware of child development stages so they can adapt training
programs over time to match the changing bodies and minds of the children they
coach.

Assisting Sport in School
With the increased focus on raising standards in PE and school sport in recent
years, there have been further requirements for teachers and other practitioners to
have access to effective professional learning. Sports coaches are one avenue for
schools to access this professional development.
Coaches can organize and plan sporting activities and support the work of PE
teachers. In addition, this dedicated role within a school setting can increase
participation levels in competitive sport and ensure that physical fitness
and healthy lifestyles are continuously promoted to students.

Sports coaching techniques
Sports coaching isn’t just about developing physical attributes or skills. There’s
much more to it than that. Sports coaches often take a holistic approach to
coaching. This means they look at the whole picture rather than just one part.

Enhancing performance
Sports coaches use visualization techniques, relaxation methods and self-talk
exercises to help athletes enhance their performance from a psychological
perspective. Most athletes agree that thinking positively and visualizing success
helps them to reach their goals.

Dealing with failure
No one enjoys losing but this is often an inevitable part of taking part in sport. So,
an important aspect of a sports coach's role is to support athletes through loss and
to help them to see their failure not as an end, but as the beginning of a new
journey. Coaches can help players to see the bigger picture and to work on various
skills in order to improve weak areas of their sport. This doesn’t necessarily prevent
failure in the future, but it will help to change a player’s mindset and thoughts
towards their own performance.

Recovering from injury
Injury can have a massive psychological effect, not only on professional athletes
but on those that love sport and training. Athletes who suddenly find themselves

cooped up at home for weeks on end, unable to train, can quickly become
frustrated, bored and disheartened. Being in pain can also have a negative impact
on their emotional well-being, requiring extra support from sports coaches to keep
them focused on recovery.

i.TO UNDERSTAND THE ROLE AND RESPONSIBILITY OF A COMMUNITY SPORT COACH.

Role of a community sports coach
Although the coaching relationship may seem akin to that of teacher and student,
there is often a stronger connection than that. Particularly in cases where athletes
progress towards a professional sporting level, coaches can become more involved
in the workings of their life. The relationship between coach and athlete must be
strong, professional and built on mutual trust and respect.

The role of a sports coach is hugely varied, but it mainly involves:
◻ Teaching rules, techniques and tactics to beginners.
◻ Help teams and individuals enhance performance.
◻ Helping sportspersons deal with pressures of a competitive environment.
◻ ensure participants respect the opposite gender while playing contact sports
◻ treat all participants equally irrespective of gender and disability
◻ identify alternative activities as appropriate to meet changing needs of
participants
◻ Understands the culture of the community
◻ Effective communicator
◻ Trainer in the relevant sports
◻ First responder in any emergency
◻ Guide for his players on and off the field
◻ Link between the institution and the participants
◻ Motivator
◻ Manager of failure

Responsibilities of community sports coach
◻ Conduct appropriate warm-up and lead-up activities
◻ Apply coaching techniques and strategies as per the training plan
◻ Ensure first aid kit is complete and easily accessible
◻ Inform participants of individual and session goals
◻ Use appropriate cool down activities to end the sessions
◻ Conclude every session summarizing participants’ progress
◻ Ensure availability of the required sports equipment
◻ Set up equipment safely for the planned activity(s)
◻ Undertake safety checks
❑ Know various techniques of the sport
❑ Conduct skill and fitness drills
❑ Ground/court markings for various sports
❑ Deal with different types of disabilities
❑ Importance of gender sensitivity and respecting personal space
❑ Curtails unacceptable behavior
❑ Inform about an event, an incident, report a grievance
❑ Use appropriate sports vocabulary
❑ Read and comprehend all job-related documents like policy, code of conduct,
curriculum, rules of game etc.

❑ Listen to and understand any challenges faced by participants
❑ Determine the corrective actions for slow and fast learners
❑ Maintain a count of equipment, machinery etc
❑ Resolve conflicts during coaching sessions Sports, Physical Education, Fitness
and Leisure
❑ Interact with all relevant stakeholders- parents, sporting officials, athletes in an
open and patient manner
❑ Compare the performance of participants on a monthly/ quarterly basis and
propose remedial plans

ii.TO UNDERSTAND AND SELECT DIFFERENT COACHING STYLES.

•Command Style
A command style of coaching revolves around the coach making the decisions,
setting the rules, enforcing his directives and benching or removing players who
don’t follow his orders. This is often necessary when a coach has younger or
less-experienced players who need guidance in specific areas, such as playing
skills. It’s also necessary to help green players develop in general areas such as
goal-setting, discipline, stress-management and teamwork. British Athletics
performance coach Brian Mac breaks this style of coaching down into “telling” and
“selling” methods, depending on how the coach delivers his messages.

•Cooperative Style
Using a cooperative style of coaching requires a leader with the confidence to let
players make suggestions and try their own methods for achieving top
performance. This type of coach still sets the team rules and enforces them, but
might create some of them with her players and asks for feedback as the season
progresses. While the coach might have general rules for team members, she
works with each team member to develop a plan that works to maximize that
player’s ability.

•Submissive Style
New and inexperienced coaches often use a submissive style, especially when the
players have more experience than the coach. This is often true in a high school
situation where a parent volunteers to “manage” a team because the previous
coach has left. The players tell the coach how things have run in the past and how
they suggest practices should be run. This can lead to chaos as individual players
do their own thing, there is no arbiter to settle disputes and no sense of team
develops. Use of the submissive method might work temporarily, such as letting
the team plan a social outing, an end-of-practice game or a player meeting during a
slump.

iii.TO LEARN, AS A COACH, HOW TO HAVE A POSITIVE IMPACT ON PARTICIPANTS
Sports coaching usually takes a holistic approach to performance. Children
benefit from sports coaching because it teaches them skills they can apply to
everyday life, including:

Positive impact of a coach
❖ Appropriate Planning as per the needs of the community
❖ Preparing well in advance for each session
❖ Being dressed appropriately

❖ Carrying a positive and energetic personality
❖ Providing constant encouragement
❖ Being fair and not Judgmental
❖ Emphasizes on enjoying the process and not the results
❖ Ensure all participants have something to take back
❖ Helps overcome failures
❖ Kindles sportsman spirit
❖ Good work ethic
❖ Confidence
❖ Sportsmanship
❖ Discipline and focus
❖ Communication skills
❖ Leadership and team spirit

iv. TO UNDERSTAND THE DO’S AND DON’TS OF A COACH'S BEHAVIOR.

Do’s for a coach
◻ Nurture a love of sport and active recreation
◻ Focus primarily on fun, participation and skill development
◻ Understand the needs of all the participants
◻ Encourage multiple sports and skills
◻ Introduce the concept of fair play
◻ Understand that they are in the business of creating not only
better sportspersons, but better people
◻ Have a sense of working in a wider coaching community with similar goals
◻ Act as per Law of the land, regulations of that area
◻ Keep player safety as the prime criteria

Don’ts for a coach
◻ Do not leave the Play area/players unattended
◻ Do not venture into anything illegal
◻ Do not ignore participants distress
◻ Do not go against the interest of the participants
◻ Do not encourage unfair play
◻ Do not be partial or partisan
◻ Do not restrict your work to one specific area
◻ Do not Argue in the heat of the moment
◻ Do not venture into personal space of the participants
◻ Do not waste resources
◻ Do not encourage violence at any cost

v. TO UNDERSTAND THE DIFFERENT LEVELS OF COACHING CERTIFICATION AROUND THE
GLOBE.
◻ SAI-NS NIS Certifications
◻ Physical Education Universities and Colleges
◻ Sport Federations and Associations
◻ Private Bodies
◻ On-Line Programs

vi. TO UNDERSTAND THE QUALITIES OF A GOOD COMMUNITY COACH.

Today’s coach is required to impart more than just technical knowledge and tactical advice.
The following are few of the different roles a coach might be expected to perform:
◻ Mentor – guiding players and teams through new and challenging situations
◻ Friend – building up a personal relationship with players
◻ Counsellor – Ready at times to assist resolving a participants emotional and
personal problems
◻ Organizer – Planning and organizing events and programs for the participants
including individual and group programs
◻ Leader – Able to Lead the participants towards their desired goals
◻ Resourceful – Able to manage with unexpected situations
◻ Good Listener – Able to give time to what the participants have to say
◻ Knowledgeable & Wise – Should not be well versed with the game but should
be wise in the practical application of his knowledge
◻ Negotiator – you will need to negotiate to get the best out of your players. This
may mean negotiating their workload, or how you are going about training
◻ Problem Solver – you will be asked to assist solving problems, whether it be
with individuals, or a group who need your help
◻ Confident – after building up a close relationship with some players, they will
potentially share personal details with you and look for advice
◻ Role model – often your players will look to emulate you
◻ Consistent in his decisions- Should be uniform in the application of the rules
◻ Responsible – Able to take responsibility for the mistakes


Unit 3.1:Preparing to Coach

1 Dr. S. Jayaraman, Asst. Professor, https://youtu.be/lfGC9_cbBkY?list=PLV8Sx

SAI LNCPE, Trivandrum NEE36oNBzGNjSQodtq1aRU14HKKA
2 Mr. Ankur Singh Saini, Asst. https://youtu.be/7d1JrWxuxY0?list=PLV8Sx

Professor, Swarnim Gujarat Sports NEE36oOZrxuhI32P68-0OyDPd8CF
University
3 Dr. Yajuvendra Singh Rajpoot, Asst. https://youtu.be/Gza6zjN4CUo?list=PLV8Sx

Professor, Department of Physical NEE36oMB_MWTfgTSasoF7Q4FkzS6
Education Pedagogy LNIPE, Gwalior

Preparing to Coach
Dr. S. Jayaraman, Asst. Professor, SAI LNCPE, Trivandrum

Planning is the most important element in the coaching process. Coaching sessions need to
be planned to help performers to achieve short-, medium- and long-term goals, which
influence the content, duration, intensity and structure of the session (Foxon, 2001).Planning
is the crucial means of balancing and directing all aspects of sports practice, theory and
science towards a definite goal in performance training.It serves as a basis for checking
proper progress and for analysing possible causes of mistakes.Planning sets the aims
which determine the whole during the preparation are themselves a means of training.
Planning Process involves the following points;
1. Who the groups are
2. Individual needs
3. Previous experience and ability
4. How many players are there in a group
5. Age of players (junior or adult)
6. Gender
7. Length of session
8. Venue
9. Facility and equipment needs
10. Medical information health and safety issues

11. Availability of support staff (Robinson, 2006).
The Process of Planning involves understanding of the:
1. Current situation
2. Where do you want to be
3. How do you get here
4. Know when/if you have reached
4 Key Stages
Planning Goal Setting Monitoring Re-evaluation

Learning to Coach
Depending upon the ages of the players, coaching may be seen as a management and
facilitating process while others see it as developing and nurturing talent. It has five different
phases;
1. Knowledge and understanding of the game

2. Reading the game
3. Determining objectives
4. Setting priorities
5. Planning
Goals and Goal setting
Goals might relate to the following themes;
1. Emphasizing your team’s defined measure of success

2. Providing way for the athletes and coaches to collaborative
3. Providing way for the athletes to make directive decisions
4. Pay attention to more than just the physical work of training
5. Providing opportunities to build relationships (Marshall Milbrath, 2017, Track coach)
Types of Goals
a. Outcome: D
eals with the specific results in the competition
b. Performance: D
eals with the improvement of performance
c. Process: Deals with the particular Skill
SMART GOAL SETTING
● S- SPECIFIC (Being clear and specific make goals and actions easier to achieve)
● M- MEASURABLE (Measuring process)
● A- ACTIONABLE (You have control over the actions)
● R-REALISTIC (prevent overwhelm that help us breakdown bigger items into more
achievable goals)
● T- TIME BOUND ( A deadline helps us to stay focused and motivated)

Classification of goals
Program Goals are general statements of what the program intends to accomplish. They are

broad statements of the kinds of learning we hope students will achieve – they describe
learning outcomes and concepts (what you want students to learn) in general terms (e.g.,
clear communication, problem-‐solving skills, etc.
Individual goals are instrumental in determining which groups people join (Beebe &
Masterson, 2012).Group goals can reflect success for each individual.It is the fuel that
allows common people to attain uncommon results." --Andrew Carnegie. Balance (or lack
thereof) affects all other variables, and ultimately the overall success of the team.
Competition and Practice goals
Practice is designed to help you build the skills necessary to compete. It is a time to build
each skill set that’s important for a sport or any type of competitive performance.
During competition, you need to just do it! You need to bring out the best skills and let it flow.
On competition day, many performers subconsciously think they ‘need to pull out the big
one’ or ‘will be so much better than yesterday’
Different coaching approaches
Core skills needed for a coaching approach

There is a core set of coaching skills whether it is as part of an informal coaching
conversation or a formal coaching approach. The skills are built upon the foundation of the
values and behaviours for coaching:
i. Attending to the other person involved in a coaching approach, building rapport
with them and seeking to understand what is going on for them.
ii. Listening actively and carefully to the other person and paying attention to what
they are saying and how they are saying it.
iii. Summarising or paraphrasing what the other person has said as a way of helping
them reflect on their own situation, rather than giving advice or adding your own
judgement.
iv. Using open questions which encourage the other person to say more, to reflect
and understand more about their own situation.
v. Being prepared to give honest, clear and specific feedback while making sure
the relationship stays positive and open.
vi. Athlete centric approach

Athlete-centred coaching is a method of sport coaching proposed to enhance performance
(Lyle, 2002), develop life skills (Kidman & Lombardo,2010), and prevent athlete maltreatment
(Kerr & Stirling, 2008).It is a process by which “athletes gain and take ownership of
knowledge, development and decision making that will help them to maximise their
performance and their enjoyment” (Kidman & Lombardo, 2010, p.13).

It diminishes the ‘win-at-all-costs’ approach that so often characterizes sport.It is well
known that the primary concerns of performance athletes, coaches, and sporting
organizations typically revolve around winning games, making money, and being champions
(Kidman & Lombardo, 2010).
vii. Coach centric approach

It is like an autocratic approach. The coach's desire and actions are fulfilled. This
may not be the recommended approach all the time and at the same time this sort of
approach to be handled by the coach based on the needs of the situation. When a coach
teaches the throwing or highly complicated event, this kind of approach really helps to
control over the athletes.
viii. Constraints Approach

The constraints-based approach to instruction encourages the learner to discover
effective skill technique and develop tactical awareness through participation in short-sided
modified games.
ix. Game centred approach

Game sense is a means of coaching or teaching that uses small-sided modified
games to develop tactical and strategic thinking, as well as movement skill performance.
x. Technique centred approach

Isolating the skill from the whole game to prioritise it’s development over game play.
Using skills to facilitate development of movement patterns, then applied to the game.


Unit 3.2: Working with Others
1 Dr. Sudheesh CS, Asst. Prof, SAI https://youtu.be/ptmpJBYFOPw?list=PLV8S

LNCPE, Trivandrum xNEE36oNBzGNjSQodtq1aRU14HKKA
2 Dr. Jai Prakash Bhukar, Associate https://youtu.be/Y8xTDSx12Y8?list=PLV8Sx

Professor, Department of Physical NEE36oOZrxuhI32P68-0OyDPd8CF
Education and Sports Central
University of Haryana
3 Lt.Lovey Debora Cruz, Associate https://youtu.be/rOseeURRn50?list=PLV8Sx

Professor and SAI LNCPE, NEE36oMB_MWTfgTSasoF7Q4FkzS6
Trivandrum

Working with Others

Dr. Sudheesh CS, Asst. Prof, SAI LNCPE, Trivandrum

Managing the relationship with all the stakeholders to draw the best output in the sporting
ecosystem is an important skill required for a coach.
The coach has to have a great relationship with the athlete, parents, administrators, other
coaches, officials etc.
To manage the athlete efficiently the coach has to set a model by himself for the athlete. He

has to show the qualities of leadership, sportsmanship, ethics, communication skills,
respectful actions, punctuality, responsibility, honesty, self-discipline and self-control.
The coaching style that the coach adopts also has got an impact on the athlete’s attitude. An
autocratic coach will be bossy and authoritarian where he takes all the decisions by self. He
thrusts on discipline and likes to be in his control. Whereas a democratic coach will be a
guide and will take decisions by discussion with the athlete. A Laissez Faire coach would be
a casual coach who let the situation go as it is. However selecting a particular coaching style
depends on the nature of the athlete and the situation.
Further to develop a strong relationship with the athlete the coach has to communicate
positively, reinforce the athlete, make himself available for the athlete, show genuine interest
in him and should develop trust.

To manage parents the coach should educate the parents regarding the basics of the sport,
develop a code of conduct for them, conduct parents meetings at the beginning of the year,
educate positive parenting behaviors and have positive two way communication with them.
The administrators expect the coach to learn the basic managerial functions, stay organized,
keep the administrator informed and keep records and stay within the budget.
To successfully manage other coaches, the coach should give due respect and role for them,
assign positions based on qualifications, help them to prepare, communicate properly,
provide formal and informal evaluations and recognize the assistant coach’s contribution to
the team’s performance.
Officials are controlling the game and to manage them successfully, deal with respect, avoid

irritating the officials, question them genuinely, avoid intimidation, help them to officiate and
thank them.
To be an influential coach the coach should have a developmental philosophy, be a role
model by self, have sound knowledge in the sports, show concern for the athlete and focus
on the wholesome development of the athlete.


Unit 3.3 :Effective Communication
1 Prof. Kalpana Sharma, Ph.D. & https://youtu.be/pdubr5eQjdk?list=PLV8Sx

EMBA, Dean Faculty of Education & NEE36oNBzGNjSQodtq1aRU14HKKA
Director ASPESS
2 Prof. Kalpana Sharma, Ph.D. & https://youtu.be/ZjdFHpLwB1k?list=PLV8Sx

EMBA, Dean Faculty of Education & NEE36oOZrxuhI32P68-0OyDPd8CF
Director ASPESS
3 Mr. M.S.Chauhan, Program https://youtu.be/AJI7h67a014?list=PLV8Sx

Head-Swasth Bachche Swasth NEE36oMB_MWTfgTSasoF7Q4FkzS6
Bharat, Kendriya Vidyalaya
Sangathan

Effective Communication
Prof. Kalpana Sharma, Ph.D. & EMBA, Dean Faculty of Education & Director ASPESS

Panchmukhi Siksha –
The oldest India Education System had Physical Education as one aspect of personality
development of the child
Communication is important for holistic development of the child. Academic Excellence is
only an aspect of holistic human development
Components of PANCHMUKHI SIKSHA -
1. PHYSICAL
2. PRACTICAL
3. AESTHETIC
4. MORAL
5. INTELLECTUAL

Communication is a two-way process between teacher / coach and student / player.
Objective of communication has to very clear to change behavior, bring the athlete in action,

ensuring understanding, persuading him or to get and give information.
Issues related to communication:
Information is the key to success.
Ineffective communication leads to frustration for student and teacher, provocation,
non-attentiveness, lack of feedback, insecurity and inferences.
Frustration restricts us to what we are saying, restricts us to the way we are saying, restricts

us to what we have to actually do.
Provocation has to be controlled. We have to change our way of handling small children,
adolescents and Seniors.

Non-attentiveness will lead to lack of feedback, clear communication to the children /
players about their performances, setting clear expectations clear. It is important to set the
expectations very clearly during and after every match / session.
Insecurity and inferences insecurity leads to lack in confidence.
Communication Strategies
1. What and how you say

2. Cultural and Gender differences
3. Inclusivity
Key aspects
1. BE CLEAR AND CONCISE

2. BE HONEST
3. REINFORCE WITH REPETITION
4. OWN YOUR MESSAGE
Be clear and concise. Be honest. It is important to be honest to put those words which one
can honor later on.
Create a positive environment for students and give freedom to talk.
Be Conscious of External Factors
1. Importance of Location
a. Never reprimand a player in front of their teammates
b. It is usually best to talk one on one
2. Importance of Timing
a. Send your message in the moment instead of putting it off.
b. If the message is sent during the situation, they are more likely to remember
and associate the message with the situation next time.
Free Expressions lead to Happiness

Teachers have to ensure that that child is expressing.
Give him of freedom to express. Encourage trust and confidence. Create an open door policy
in discussing with children by promoting democratic style.
This will lead to better performances for children and happiness.
If Coaches/Teachers talk in a harsh tone, the player may listen to the tone of the message,
rather than the message itself.
Use Sandwich Approach:

Use a positive approach where it is acceptable, so avoid negativity by using the sandwich to
constructive criticism. A positive, the future oriented instruction example will be:
“Your effort level is great. Next time try to get lower when you are shooting the ball, keep up
the good.”

Communication is about effective handling situations for team or individual, making queries

about appeals against decisions, handle abuses towards officials or opponents, abuses of
equipment, not happy with selection decisions.
When the team or athlete accomplishes something please write down you know what is to
be done and what not to be done.
Reward through immediate appreciation their efforts, what team did well and showcase that.
Positive things build an athlete's self-esteem.
Lack of confidence leads to developing a fear of failure in them. So positively motivate
teams, give them a process for improving their performance.
Never nag or threaten the athletes. Never remove the offending athlete from the team and
identify what they need to do. Identify the positives and set clear expectations.
Every session should have an outcome. Tell the student what he/she has to do after the
session. Help players understand all aspects of the game. Ask questions to enable them to
understand the key principles for successful play in different situations.
Positive Coaching:
Positive coaching helps kids to improve, and helps them to enjoy the sport.
Being positive also means giving praise for effort, and not just for ability.
Good teachers concentrate on praising effort and how hard the player tries, because they
know that the players will try harder and will make greater improvements. It is important to
show encouragement, not just through the words, through language and facial expressions.
Little tips such as crouching down to their level, smiling clapping or giving a thumbs up when
they achieve something, is important to young players.
Make sure players work on the things they can do and don't worry about what they can't do.
If a child can see their own improvements, they will stay interested in the game and will be
happy to work on the areas they find more difficult.

Ask children questions and listen to their answers. Communication is very important for
improvement. See now that we've explained the principles of being a positive coach.
Communication is equal to being positive for a teacher or coach.
Here for examples of how communication has to be handled by the teachers or the coaches.
1. Avoid generalizations in all our communications - simply describe exactly what you
saw.
2. Talk about behaviour, not the person. Use neutral pronoun “it” so that team doesn’t
get defensive. Use phrases such as “It makes me feel” instead of “You make me feel”
3. Stay clear of words that imply motive or attitude such as uncooperative and not a
team player.
4. Don't make the team member feel neutralised. You may have to yell out “stop” when
an athlete is making the same mistake over and over.
“A Coach is Someone who can give Correction without Resentment” - Coach John Wooden.
Summary:
Physical Education teacher or a Community Coach must do the following:
1. Set Real expectations, so that there is Reduced Stress

2. Work on different forms of good communication
3. Work on the Tone of Communication
4. Have good listening skills to be able communicate better
5. Encourage free expression, happiness and Positivity
6. Have pragmatic engagement With athletes


Unit 3.4: Coach in Action
1 Dr. Narendra Gangwar, AIFF https://youtu.be/GwvrFOAvZPo?list=PLV8S

Instructor, Assistant Professor, SAI xNEE36oNBzGNjSQodtq1aRU14HKKA
LNCPE, Trivandrum
2 Dr. Rakesh Kumar Yadav, Assistant https://youtu.be/XzpIwY9B3OI?list=PLV8Sx

Director of Physical Education NEE36oOZrxuhI32P68-0OyDPd8CF
Jawaharlal Nehru University, New
Delhi
3 Dr. Narendra Gangwar, AIFF https://youtu.be/KniMlZ1myJ0?list=PLV8Sx

Instructor, Assistant Professor, SAI NEE36oMB_MWTfgTSasoF7Q4FkzS6
LNCPE, Trivandrum

Coach in Action
Dr. Narendra Gangwar, AIFF Instructor, Assistant Professor, SAI LNCPE, Trivandrum

The unit gives an overview of what is the means of a coach in action and how it is important,
both from a coach and trainees point of view. It also describes the guiding principles for the
organization of sessions and to achieve the goals of particular training sessions it also
describes various approaches a coach required to be a role model coach for the community
sport. The unit also describes different coaching styles. It also explains the opportunities for
a coach to have a positive impact on participants by making training enjoyable, interesting,
involving all and learning oriented. The primary focus of this unit has been to execute the
planned training session according to the needs of the participants and available resources.

Training Session Plan (Micro Cycle)
Training session plan
The Training session plan is a guide for the trainer, not a script. Most trainers use session
plans. They provide a focus for the training, they remind the trainer of the key points and they
provide a record of the training if it's to be used again. The standard format for planning a
training session is: Introduction.

Micro Cycle
A micro cycle refers to the smallest unit within a mesocycle; usually a week of training. By
structuring your season with these cycles in mind, you can ensure that you're building and
recovering adequately for optimal adaptation


Key Considerations for a Coach while planning a training session:
1. Objective/Theme
2. Purpose-Development/Competition
3. Age group
4. Duration
5. Number of Participants
6. Gender
7. Level
8. Surface
9. Weather
10. Phase of Training
11. Equipments

1. Match The Coaching Approach To Participants Needs

Coaching
Coaching is a form of development in which an experienced person, called a coach,
supports a learner or trainees in achieving a specific personal or professional goal by
providing training and guidance. The learner is sometimes called a trainee, players
etc. Coaching is also called as changing the behaviour of the learners towards the
learning process.

All coaches have different approaches, use different frameworks, tools and
techniques and have a different personal flavour. What suits one person just won’t
suit someone else. The fit between you, your coach and the coaching approach is
critical for your learning comfort and success

In recent years, we’ve been focussing more particularly on leadership and personal
mastery skills development, providing individual and team-based coaching in a range
of different contexts – executive and leadership coaching, change management and
team coaching, conversational coaching, self-development and performance
improvement coaching, and coaching for personal and emotional mastery – as well
as helping people develop their own coaching skills to take on a more facilitative,
coaching style of leadership.
❖ Role-challenges or performance coaching

❖ Critical issues or concerns that keep coming up for you
❖ Personal growth and self-awareness
❖ Relationship-building and handling difficult situations
❖ Emotional intelligence and self-regulation
❖ Conversational mastery and difficult discussions
❖ Leading change and organisational strategy
❖ Specific performance difficulties or behavioural patterns
❖ Reflecting on ways to refresh your leadership
1.1. Fun Phase – (U-06-U-10 years)

A. PHYSICAL ATTEMPT
Skill development and refinement of technique
Introduce basic/ individual/ small group tactics (1V1, 2V2, 3V3)
B. MENTAL ATTEMPT
Fun Oriented,
Small Sided Games
C. ATMOSPHERE
Induce stress-free atmosphere
D. GOALS
No physical conditioning

1.2. Foundation Phase - (U-11-U-12 years)

A. PHYSICAL ATTEMPT
Drills to introduce Technique, Coordination, and Balance
B. MENTAL ATTEMPT
Small sided games(6V6)
Introduce game rules (fouls, throws, etc)
C. ATMOSPHERE
Guided atmosphere
Allow self discovery
Maximum training time 70-80 Mins per session
D. GOALS
Low intensity physical conditioning
T-Technique
D-Decision Making
F-Fitness
M-Mentality

2.3 Formative Phase – (U-14-U-16 years)
A. PHYSICAL ATTEMPT
Train skills and techniques at match speed
Coach individual and group tactics
B. MENTAL ATTEMPT
Small sided games to full squad practice
C. ATMOSPHERE
Coaching atmosphere,
Longer, more intensive playing and training time
D. GOALS
Introduce physical conditioning
Increase intensity and decision making
T-Technique
D-Decision Making
F-Fitness
M-Mentality

2.4. Finalization Phase – (U-17-U-18 Years)
A. PHYSICAL ATTEMPT

Refine skills at match speed
Coach group and team tactics
B. MENTAL ATTEMPT
Phase of play
Full squad practice
C. ATMOSPHERE
Semi-guided coaching
Atmosphere
High intensity playing and training
D. GOALS
Physical conditioning
Strength and power training
Result oriented,
Achieve mental toughness
3. Coaching Process in 12 Steps

4. Planned Training Sessions
1. Set up and Layout Plans
2. Structuring of activities to be implemented
3. Training formations
4. Group organization strategies
5. Structuring activities to maximize participation

6. Include range of ability levels
7. Transition activities
8. Match coaching approach to participants needs
9. Minimize risks
5. Conducting Sessions
1. Start on Time (Punctuality is most important)
2. Be organized on the Field (This saves time and helps you focus)
3. Ensure Kids are Well Prepared (Correct Shoes, Correct Clothes, Drinking Bottle, Sun
Screen Etc)
4. Keep Kids Active (Use the Training Time To A Maximum)
5. Innovate and Change Activities (Introduce Variations)
6. Key Considerations for a coach
1. Balanced Competition – size or weight and height match ups
2. How can I enhance learning?
3. How do I make it fun?
4. How do I deal with misbehavior?
5. Appropriate Equipment
6. Safe Surfaces
7. First Aid Availability
8. Clear Written Rules
9. General Conduct Rules
10. Keep Adequate Records
7. Leadership Values
1. Perform in the moment
2. Enjoying the Moment
3. Lead by Example
4. Behave like a Champ
5. Stay Grounded
6. Coping with Pressure
7. Appreciate and Find Perspective
8. Fail fast and move on
9. Adapt to Change
10. Cultivate right attitude
11. Coachable
12. Self less

13. Build Trust and Consideration
14. Collaboration and Communication
15. Build People Skills
16. Need Team Player
17. Exhibit Character


Unit 3.5: Community Officiating: General Principles
1 Dr. Gajanana Prabhu B., Asst. https://youtu.be/92mS8U-xllo?list=PLV8Sx

Professor, Department of Post NEE36oNBzGNjSQodtq1aRU14HKKA
Graduate Studies & Research in
Physical Education, Kuvempu
University
2 Dr. Om Prakash Mishra, Asst. https://youtu.be/Zr9JKfCaUbE?list=PLV8Sx

Professor, Affiliation Swarnim NEE36oOZrxuhI32P68-0OyDPd8CF
Gujarat Sports University
3 Dr Yogesh Chander, HOD DPE & https://youtu.be/q86qz71UwY8?list=PLV8S

Assistant Professor ITTR, Sonepat xNEE36oMB_MWTfgTSasoF7Q4FkzS6

Community Officiating: General Principles

Dr. Gajanana Prabhu B., Asst. Professor, Department of Post Graduate Studies & Research in
Physical Education, Kuvempu University

Introduction
For successful sports and games competitions, all competitors should have equal
opportunities to excel.Rules and regulations become essential for providing equal
opportunities to in proving their worth in competitions.Supervision is required for
implementation of rules and regulations in a fair and effective manner.These supervisors are
called ‘Officials’.Different nomenclatures like Referee, Umpires, Judge etc. are used for
officials involved in officiating. An official is a neutral person with absolute powers who
observes the proceedings and gives decisions within the framework of rules.An official
managing the game within the purview of rules is called ‘Officiating’.
Qualities of an official
An official irrespective of game or sports shall necessarily have the qualities likeConsistency
in decisions; apt Judgement; Objectivity in functioning; Self-confidence and courage to face
situations; Calmness during struggling conditions; Fairness in practice; Politeness in deeds
as well as words; Cooperation with all; Professionalism in approach; Emotional Intelligence
in dealing people around; appropriate appearance; equipped with suitable attire and Personal
Equipment; acceptable pose; right attitude; Trained and certified by a Sport regulating body.
Responsibilities of an official
An official has to perform his duties in three situations: pre game, during game and post
game. The duties are enlisted as below:
Pre-game responsibilities
1. Knowing the manual- Cover it frequently during the season for game situations and
Review as part of your pre-game conference.

2. Arriving on time
3. Pre-game discussion
4. Inspection of facilities
5. Introduction of fellow officials to each other
6. Examining score sheets and clocks

During game responsibilities
1. Creating goodwill
2. Indifferent and impartial
3. Protection from injuries
4. Uniformity in decisions
5. Ensure uninterrupted free flow of game
6. Conscious about positional play

Post-game responsibilities
1. Congratulating winners and wishing the losers

2. Signatures on score sheets
3. Cooperation during protests
4. Doping protocols
5. Confirming the results
6. Self-reflection
7. Seeking feedback
8. Dealing with Athletes who fail in Doping
Practical tips for effective and successful officiating
1. Communicate well with players, coaches, fellow officials, volunteers, parents/

caretakers, Spectators, Organizers etc. Listening well becomes important in certain
situations. Also, officials should learn to ignore certain things as per situation.
Acceptance for criticism is the first step for improvement.
2. Decision making capabilities of officials are constantly under scrutiny. Therefore an
official should always observe the proceedings keenly. Using experience and
thorough knowledge of the rules, terminologies and mastery over signals becomes
inevitable. The decision making is sometimes based on rhythm, tempo and
anticipation. Proximity of the official to the situation plays a key role in his decision
making.Interdependence on fellow officials and undisturbed focus are some of the
key aspects of good decision making.
3. Need to manage conflicts by either (i) reducing conflicts or (ii) Settlement of
conflicts. The conflicts can be reduced through internal factors including Mental
state, timely behavior, ready for unexpected, ignoring criticism, self control and
Reliability. External factors like appearance, presence of mind, Assertiveness and
Indifference also play an important role. In certain situations, settlement of conflicts
by officials may be required. In the rational level it will be essential to enquire from all
corners. Appropriate words, language and body language usage plays an important
role. In certain situations observing silence or even humor can settle conflicts.In the

practical level, critically observing, avoiding proximity with anyone and speaking
formally can settle disputes.
4. Officials should always remember their ethical responsibilities.
5. Written and oral communications provide messages, instructions, information and
feedback to a wide range of people in the sporting environment.An important task of
many officials is to complete a report after the competition. Essential for officials is
to ensure that what is reported is: honest, respectful, trustworthy and Integrity in
report delivery.
Conclusion
An official shall possess the right skills and attitude to perform pre-game, during game
and post game responsibilities. Being a neutral person and giving decisions within the
framework of rules is utmost important. Communicating effectively and objectively by
means of verbal and non-verbal cues is a crucial aspect of good officiating. Officials
should have the ability to take decisions under pressure and manage conflicts well.
Being ethically fair, upright and tactful is utmost necessary under all circumstances.


Unit 3.6 :ENSURING CONTINUITY IN SPORTS
1 Dr. Ashutosh Acharya, Asst. https://youtu.be/xmNZFvzW5MU?list=PLV8

Professor, SAI LNCPE, Trivandrum SxNEE36oNBzGNjSQodtq1aRU14HKKA
2 Dr. Ashutosh Acharya, Asst. https://youtu.be/8R_KB2bsMHg?list=PLV8S

Professor, SAI LNCPE, Trivandrum xNEE36oOZrxuhI32P68-0OyDPd8CF
3 Dr. Ashutosh Acharya, Asst. https://youtu.be/6wCS135FtE4?list=PLV8Sx

Professor, SAI LNCPE, Trivandrum NEE36oMB_MWTfgTSasoF7Q4FkzS6

Ensuring Continuity in Sports

Dr. Ashutosh Acharya, Asst. Professor, SAI LNCPE, Trivandrum

Athletes and coaches generally focus on physical training to master sports skills. However,
mental and emotional skills training can be just as important for success in sports. The aim
of sports psychology is to address the mental and emotional needs of athletes. This boosts
their sports performance to the highest level possible.Everyone experiences stress, but
many athletes experience unique internal and external pressure to excel both on and off the
playing field. Sports psychologists work with athletes to help manage these stressors,
improve their sports performance, and develop emotional balance.Today, mental skills
training has become as much a part of athletic success as strength, power, and endurance
training. In this section various important aspects of psychology would be discussed, such
as
● Motivation
● Goal Setting
● Concentration
● Aggression
● Arousal Regulation
MOTIVATION
Motivation can be defined simply as the direction and intensity of one’s effort (Sage, 1977).
Sport and exercise psychologists can view motivation from several specific vantage points,
including achievement motivation, motivation in the form of competitive stress and intrinsic
and extrinsic motivation. These varied forms of motivation are all parts of the more general
definition of motivation.
Definitions of Motivation:
According to B.F. Skinner, “Motivation in school learning involves arousing, persisting,
sustaining and directing desirable behavior.”
According to Woodworth, “Motivation is the state of the individual which disposes him to
certain behavior for seeking a goal.”

Motivational Process
Need is the origin of any motivated behavior. Need is a felt deprivation of physiological or
psychological well-being. Needs exist in each individual in varying degrees. When an
individual recognizes a need, he is driven by a desire to fulfill the need. Drives are directed at
fulfillment of needs. Drives are action-oriented and provide an energizing thrust toward
reaching a goal. Incentives or goals are the instruments used to induce people to follow a
desired course of action. Once the goal is attained, the physiological or psychological
balance is restored and the drive is cut off.
Types of Motivation
Building Motivation with five guidelines
The interactional model of motivation has important implications for teachers, coaches,
trainers, exercise leaders, and program administrators. In fact, some fundamental guidelines
for building motivation are as follows.
● Consider Both Situations and Traits in Motivating People

● Understand People’s Multiple Motives for Involvement
● Change the Environment to Enhance Motivation
● Influence Motivation
● Use Behavior Modification to Change Undesirable Participant Motives
GOAL SETTING

One-way people in sport and exercise have often looked at goals is through the notion of
objective and subjective goals. Objective goals focus on “attaining a specific standard of
proficiency on a task, usually within a specified time” (Locke & Latham, 2002, p. 705).
Attempting to attain a specified level of weight loss within 3 months, aiming for a certain
team win– loss record by the end of the season, and achieving a lower performance time by
the next competition are all examples of objective goals. Subjective goals, on the other hand,
are general statements of intent (e.g., “I want to do well”; “I want to have fun”) that are not
measurable or objective.
Types of goal setting
Principles of Goal setting
A number of goal-setting principles can be identified from research and practice (Gould,
2005; Murphy, 1996). The correct application of these principles provides a strong
foundation for designing a goal-setting program. However, although research can provide
the “science” of setting goals, the “art” of setting goals (when and for whom should goals be
set) can be practiced only by the coach or individual performer. In essence, the effectiveness
of any goal-setting program is dependent on the interaction between individuals and the
situation in which the individuals are placed. These are the principles of goal setting:
1. Set specific goals.

2. Set moderately difficult but realistic goals.
3. Set long- and short-term goals.
4. Set performance and process, as well as out-come, goals.
5. Set practice and competition goals.
6. Record goals.
7. Develop goal achievement strategies.
8. Consider the participant’s personality and motivation.
9. Foster an individual’s goal commitment.
10. Provide goal support.

11. Provide evaluation of and feedback about goals.
CONCENTRATION
Moran (2004) stated that “concentration refers to a person’s ability to exert deliberate
mental effort on what is most important in any given situation” (p. 103). You also hear
popular metaphors for concentration such as “spotlight” or “zoom lens.” But a useful
definition of concentration in sport and exercise settings typically contains four parts:
1. Focusing on the relevant cues in the environment (selective attention),

2. Maintaining that attentional focus over time,
3. Having awareness of the situation and performance errors,
4. Shifting attentional focus when necessary.
Types of attentional focus
Nideffer described attentional focus along two dimensions: width (broad or narrow) and
direction (external or internal).
● A broad attentional focus allows a person to perceive several occurrences

simultaneously. This is particularly important in sports in which athletes have to be
aware of and sensitive to a rapidly changing environment (i.e., they must respond to
multiple cues). Two examples are a basketball point guard leading a fast break and a
soccer player dribbling the ball upfield.
● A narrow attentional focus occurs when you respond to only one or two cues, as
when a baseball batter prepares to swing at a pitch or a golfer lines up a putt.
● An external attentional focus directs attention outward to an object, such as a ball in
baseball or a puck in hockey, or to an opponent’s movements, such as in a doubles
match in tennis.
● An internal attentional focus is directed inward to thoughts and feelings, as when a
coach analyzes plays without having to physically perform, a high jumper prepares to
start her run-up, or a bowler prepares for his approach.
Attentional Problems
Internal Distractors
1. Attending to Past Events

2. Attending to future events
3. Choking under pressure
4. Over analyzing body mechanics
5. Fatigue
6. Inadequate Motivation
External Distractors
1. Visual Distractors
2. Auditory Distractors

Methods for enhancing concentration
On Field Techniques
1. Use of Simulation Practice

2. Use Cue words

3. Use Non-Judgmental Thinking
4. Establish Routines
5. Develop Competition Plan
6. Develop Eye Control
7. Monitor Yourself
8. Overlearn skills

AGGRESSION IN SPORTS
The term aggression is used to describe forceful behaviour in sport. The smash in
badminton, fast bowling in cricket or a punch thrown in anger are some examples of ballistic
actions that have been classified wrongly as aggressive acts. Not all of these examples,
however, can strictly be defined as aggression. Two definitions of aggression given by Baron
and Bull are:
‘Aggression is any behaviour that is intended to harm another individual by physical or verbal

means.’ (Bull, 1990)
‘Aggression is any form of behaviour directed toward the goal of harming or injuring another

living being who is motivated to avoid such treatment.’ (Baron)
The smash in badminton is not intended to injure nor is it directed to the goal of inflicting
harm. The term aggression therefore needs to be clearly defined.
Types of aggression
Curtailing Aggression and Violence by Athletes
1. Young athletes must be provided with models of nonaggressive but effective
assertive behaviour.
2. Athletes who engage in aggressive acts must be severely penalized
3. The penalty or punishment that an athlete receives for an act of aggression must be
of greater punitive value than the potential reinforcement received.

4. Coaches who encourage or even allow their athletes to engage in aggressive
behaviour should be fined or suspended from their coaching duties.
5. External stimuli or cues capable of evoking hostile aggression on the field of play
should be removed.
6. Coaches and referees should be encouraged to attend in-service training workshops
on dealing with aggression on the part of players.
7. In addition to receiving punishment for acts of aggression, athletes should receive
rewards and praise for showing restraint and patience in emotionally charged
situations.
8. Strategies and coping skills designed to curtail acts of aggression should be
practiced.
9. Social interaction between members of opposing teams should be encouraged by
coaches and managers during the days leading up to a contest.
AROUSAL REGULATION
Arousal is a blend of physiological and psychological activity in a person, and it refers to the

intensity dimensions of motivation at a particular moment. The intensity of arousal falls
along a continuum ranging from not at all aroused to completely aroused (i.e., frenzied; see
Gould, Greenleaf, & Krane, 2002). Highly aroused individuals are mentally and physically
activated; they experience increased heart rates, respiration, and sweating. Arousal is not
automatically associated with either pleasant or unpleasant events. You might be highly
aroused by learning that you have won a lottery. You might be equally aroused by learning of
the death of a loved one.
Anxiety
Anxiety is a negative emotional state characterized by nervousness, worry, and
apprehension and associated with activation or arousal of the body.
Types of Anxiety
Somatic anxiety, also known as somatization, is the physical manifestation of anxiety. It is
commonly contrasted with cognitive anxiety, which is the mental manifestation of anxiety, or
the specific thought processes that occur during anxiety, such as concern or worry.
State anxiety reflects the psychological and physiological transient reactions directly related

to adverse situations in a specific moment. In contrast, the term trait anxiety refers to a trait
of personality, describing individual differences related to a tendency to present state
anxiety.
Arousal and Sport Performance Relationship


Anxiety Reduction Techniques
Examples of such strategies taught by sport psychologists include the following.
● Breathing Exercises.
● Progressive Muscular Relaxation.
● Biofeedback.
● Transcendental Meditation.
● Mindfulness Meditation.
● Autogenic Training.
● Imagery.
CONCLUSION
All the PE teachers and Community coaches must ensure the continuity in sports by
preventing the athlete burnout and early drop outs in sports. To effectively deliver the roles
and responsibilities one must have the knowledge of various aspects of sport psychology
along with other allied sciences too. Promotion of lifelong fitness should be the motto of all
the PE Teachers and Community coaches.


Unit 3.7: Ethics and Decision Making
1 Dr. Sandeep Tiwari, Associate https://youtu.be/O36-7wYXhsY?list=PLV8Sx

Professor, Head, Department of NEE36oNBzGNjSQodtq1aRU14HKKA
Physical Education, Indira Gandhi
Institute of Physical Education &
Sports Sciences, University of Delhi
2 Prof. Reeta Venu Gopal, School of https://youtu.be/BsbJQGGPWIA?list=PLV8S

Studies in Physical Education, Pt R.S xNEE36oOZrxuhI32P68-0OyDPd8CF
University, Chattisgarh
3 Dr R Kalidasan, Associate Professor https://youtu.be/bipTAJ5NoPo?list=PLV8Sx

& DCOE, BDU, Trichy, NEE36oMB_MWTfgTSasoF7Q4FkzS6

Ethics and Decision Making

Dr. Sandeep Tiwari, Associate Professor, Head, Department of Physical Education, Indira
Gandhi Institute of Physical Education & Sports Sciences, University of Delhi

ETHICS AND SPORTSMANSHIP
Ethics is a much broader term than sportsmanship. Ethics refers to moral standards that
apply to all aspects of human activity while sportsmanship refers to “the ethical framework
and standards of conduct that define the honorable pursuit of victory in competitive
activities”.

The goal in sportsmanship is not simply to win, but to pursue victory with honor by giving
one's best effort.

The essential elements of character building and ethics in sports are embodied in the
concept of sportsmanship and six core principles:

1. trustworthiness,
2. respect,
3. responsibility,
4. fairness,
5. caring and
6. good citizenship.

1. Trustworthiness
The principles of ethics and sportsmanship require coaches and athletes to always behave
in ways that justify and generate trust. This includes demonstrating scrupulous integrity and
honesty, keeping promises, and being loyal.

A-Honor the Letter and Spirit of Rules
Rules regarding:
regulating recruitment, eligibility, compensation, practice limitations, equipment tampering "
ball Tampering, drug and alcohol use, etc.


B. Never Cheat
Cheating is defined as deliberately violating the rules or traditions of a game to gain an
unfair advantage.

C-Don’t Lie or Deceive in Communications or Representations
A coach should not lie or deceive an athlete, parent or official in any representation.

D-Don’t fake Injuries
The concept of faking is for opponents, not sports officials. Thus, it is consistent with
integrity to fake an injury to gain advantage or extra time.

E-Sometimes call plays against oneself
In volleyball, many coaches train their players to call a 'touch' if a ball hits them before going
out of bounds and the official misses the play.

2.RESPECT
Good sportsmanship requires participants to behave respectfully, being civil, polite and even
gracious. Coaches are expected to treat athletes, parents, officials and others with respect.

A-.Win and Lose .with Class"
A Sport should be looked at as an honorable contest of athletic skill. The duty to show
respect for one’s opponents and the game itself requires coaches and their athletes to
demonstrate grace and respectful civility whether they win or lose.

B. Demonstrate Appreciation of Opponent
Players should willingly and graciously acknowledge good plays and outstanding effort of
opponents.

C- Help a fallen Opponent
D-Shake Hands .with or Cheer Opponents .with Sincere Respect
E-Don’t fight with the Opponents.
F- Don’t permit Taunting
G- Assist Opponent
H- Show Respect for Athletes
I-Respecting Beliefs
J-Avoid harassment of all sort
K-Show Respect for Teammates
L-Show respect for Officials
M-Show respect for parents.
N- Show respect for Fans.

3. RESPONSIBILITY
1. Exercise Self Control
2. Pursue Excellence
3. Develop and Maintain Competence
4. Provide safety and welfare of athletes above all
5. Protect athletes against physical abuse, sexual harassment and exploitation
6. Prepare athletes to deal with pressures and temptations

Sports related temptations and dangers for athletes:

1. Work, compensation and gifts
2. Use of performance enhancing drugs
3. Unhealthy practices to gain or lose weight
4. Unhealthy win at any cost attitudes that promote cheating and unsportsmanlike
conduct
5. Excessive violence or the intent to injure another player
6. Taunting or excessive celebration
7. Disrespect for officials
8. Recreational drugs including alcohol and tobacco.
9. Gambling and dealing with gamblers/bookies
10. Violence including fighting and sexual assaults
11. Coach should play as a Positive Role Model
12. Coach should Maintain the Integrity of the sport
13. Coach should Maintaining safe and respectful condition
14. Protect Visitors
15. Regulate Spectators

Parents
Create a positive Environment

4. FAIRNESS
1. Coaches and officials should ensure that their players follow the rules and play the
sport in complete fairness and completely avoid cheating.
2. Teams that seek an unfair competitive advantage over their opponent create an
uneven playing field which violates the integrity of the sport.
3. Athletes and coaches are not discriminated against or excluded from participating in
a sport based on their race, gender, or sexual orientation.
4. Referees must apply the rules equally to both teams and cannot show bias or
personal interest in the outcome.

5. CARING
1. Coaches and officials must take utmost care of their players.
2. They should cautiously use the language which should not hurt the players.
3. They should keep the welfare of the players above all.

6. CITIZENSHIP
Coaches, Managers, Administrators, Officials should model good citizenship by abiding the
rules of game and sportsmanship.
- Rules breaking changes the game
- Rules breaking is Unfair

SPORTSMANSHIP
Strive to win and play aggressively while treating one's opponent and officials with respect
and civility.

Do not exhibit behaviour that shows a lack of respect for opponents, official, opposing
coaches, or the integrity of the game, including the following:
1. Do not taunt an opponent
2. Do not disrespect the opposing team, officials, or coaches
3. Do not engage in unnecessary roughness

4. Do not berate and belittle officials or opponents
5. No fighting, kicking, or throwing objects at officials, opposing players or opposing
coaches.

Understand that “ Trash talking” is inappropriate for youth sports.
Understand that strategic fouling is inappropriate for youth sports
Victory celebrations should not be tasteless, taunt the opponent, or be excessive.
Establish “ Captain Clinics” for captains of sports teams. In these clinics, teach leadership
skills, sportsmanship, and sports ethics.
The captains are informed to deliver what they have learned at the clinic to all the team
members. This will produce accountability for all team members.

Ameteur Athletic Associations should
1. Post rules and regulations online for all to view.
2. Keep accurate records to ensure all participants in the sport have read the rules and
regulations.
3. Before an athlete can participate, the athlete must faithfully abide by the
rules.(Olympic Oath).
4. Have an Athlete who is an exceptional role model in the community, speak to a youth
sports organization about true sportsmanship.
5. Promote a good Sportsmanship award as much as the most valuable player award at
all levels of amateur sports.
6. Produce a video with participants in the competition discussing good sportsmanship.
Such videos should be distributed to all without any cost.

Participants
1. Must not allow their emotions to cloud their better judgement.
2. Be a good sportsman. Remember it’s only a game
3. Never go beyond the boundaries of acceptable behavior in sport

Coaches and Officials
1. Coaches should not unjustly argue with sports officials.
2. Coaches should always deal with their athletes in a fair and positive manner
3. Coaches should never encourage coax or urge students to punish fellow students.
4. Coaches should remain in control at all times, both on and off the field
5. Coaches should be careful not to overemphasize the importance of a win or loss,
keeping in mind that it is just a game.
6. Coaches should remember they are role models to their teams.
7. Have coaching clinics for new coaches at the amateur level to instruct them on how
to deal with violence issues.
8. Every Coach’s contract must have required ethical conduct
9. Require sexual harassment training for both male and female coaches.
10. Sports officials should be neutral and unbiased.
11. Sports officials should not gamble.

ETHICAL CONSIDERATIONS FOR PARENTS AND FANS
1. Parents should be well aware of the rules and regulations in which their children
participate.
2. Establish Parents and Fans code of conduct and they should abide by it.

3. Award Sportsmanship Trophy to parents and fans as well as to the participants to
promote good behaviour in the stands.
4. Warn and discipline unruly fans when required.

VIOLENCE IN SPORTS

1. Stop the game immediately if the participants are getting violent
2. Strictly apply the rules of misconduct as stipulated in the laws governing the sport
and decide upon the disciplinary measures to be adopted.
3. The participants should be required to shake hands after the game to develop a more
accountable environment between the participants.
4. Counsel the player, participant or coach who might have shown the tendency of
violent behaviour either on or of the field.
5. Award punishment within the rules for violent behaviours.
6. Let there be No Tolerance stance towards violent behaviour.

ETHICS OF DRUG USE AND TESTING
1. Participants and coaches must be aware of the laws governing drug testing.
2. Ensure that all steps are followed sequentially during specimen collection.
3. Have a good understanding of the banned substances not to be used by the
participants.
4. Ensure proper implementation of disciplinary measures which should be fairly same
for all individuals’.

ETHICAL CONSIDERATIONS OF RACE IN SPORTS
1. No discrimination among the athletes to be done on the basis of race, skin, colour,
national origin, sexual orientation or disability.
2. Refrain from making any comments which may cause disrespect
3. Do not make jokes about another’s person’s race/religion even if you think they are
funny.
4. Use appropriate language.

ETHICS FOR PARTICIPANTS, COACHES, AND SPORTS OFFICIALS
1. Amateur sports associations set forth detailed rules that regulate conduct of all
participants, umpires, coaches and parents.
2. When necessary enforce criminal sanctions against the participant or fans who
becomes violent or engages in conduct that could lead to violence
3. Parents, coaches and participants, should never scream at or demean officials.
4. Each participant should know the rules and the customs of the game.

GENDER DISCRIMINATION AND ABUSE AGAINST WOMEN IN SPORTS
1. Discrimination against women and girls is both unethical and illegal.
2. Educate both boys and girls at an early age about gender equity issues and their
implementation in sports.
3. It should be informed that what is fair for boys team is also fair for girls team
4. Encourage girls to continue participation
5. Provide opportunities to women to involve in programs to become sports coaches or
officials.
6. Provide opportunities in sports administration.
7. Ensure equal opportunities for both male and female participation in sports.


ETHICAL CONSIDERATION IN SPORTS MEDIA
1. Reporting about an event should be fair and perfect.
2. Reporting should be done after verifying their sources.
3. Reporting should be very objective and clear.
4. Coverage of the news should be good that could promote sports and individuals’ who
playit.
5. Do not report or write a story based on the ratings of the player.
6. Reporters should be respectful of the privacy of the individuals’.

GAMBLING IN SPORTS
1. Say NO to Gambling
2. Gambling tarnishes the games’ integrity
3. Report any illegal gambling activity to proper authorities
4. Athletes should never associate with gamblers.
5. Gambling diminishes the ethical sense of Fair Play of a sport.

National Sports Ethic Commission Bill
In November 2017, the passage was cleared for the review of the National Sports Ethic
Commission Bill by the Indian Parliament.

The bill was designed by Shri Anurag Thakur, former India BCCI cricket Chairman and
Member of Parliament in 2016 with an objective to curb the malpractices in the Indian sports
arena.

The objectives of the bill is to provide for the constitution of a National Sports Ethics
Commission to ensure the establishment of “ethical practices and fair play in sports
including:
1. elimination of doping practices,
2. match fixing
3. fraud of age
4. sexual harassment of women in sports and for matters connected therewith or
incidental thereto”.
5. no member of the National Commission, after serving as a member, shall be entitled
to seek any position or benefit in any Sports Federation.

Section 16 of the bill states that any person including a member of any sports federation, a
coach or a sportsperson, who has been found guilty of sexual harassment, shall be debarred
by the Sports Federation from participating in any existing or future sports event in any
capacity, whether as a member of any Sports Federation or coach or sportsperson or
otherwise.

The bill takes a no-nonsense approach on doping and states that
“Any sportsperson, who under this discretion or under the influence of a coach or a member of
Sports Federation, indulges in substance abuse or any form of doping as specified in the Code
of Ethics of Sports Federation, and the Coach or the member of Sports Federation who
influenced the sportsperson, shall be punished with rigorous imprisonment for a term which
shall not be less than ten years and/or with a fine of ten lakh rupees and also will be debarred
by the Sports Federation from participating in any existing or future sports event in any
capacity, whether as a member of any Sports Federation or coach or sports person or
otherwise”.


The bill takes cognizance of this fact and Section 17 of the bill broadens the definition of
match fixing to include instances of deliberate underperformance by individual sports
person or coach or member or Sports Federation upon receiving money, individual sports
person or coach or member of Sports Federation or a group of them placing s bets in
athletic competitions in which they play or influence decision that shall naturally undermine
the performance, passing information to a betting syndicate, preparing match conditions
that suit the betting syndicate, and acting as a mediator between players and the betting
syndicate.

In order to give more teeth to the various legislations, the bill also calls for penalizing sports
persons or coaches or members of the Sports Federation or any other person, who willfully
fails to comply with the order of the National Commission.

The Bill fulfills the purpose of fair play, and creating a conducive environment for sports in
India and if given legal sanction will go a long way in ensuring the end of all malpractices
and unfair means in sports in India.


THEME 4: KHELO INDIA FITNESS ASSESSMENT
Unit 4.1
:Khelo India Fitness Assessment Program & Khelo India Battery
of Tests
1 Mr. Sujit Panigrahi, CEO, Fitness365 https://youtu.be/cgtI70MAPcQ?list=PLV8Sx

NEE36oNBzGNjSQodtq1aRU14HKKA
Ms. Neeraj Singh, HOD (PE) Jaypee
2 Public School Greater Noida https://youtu.be/jGo3xshPWZs?list=PLV8Sx
NEE36oOZrxuhI32P68-0OyDPd8CF
Mr. Himanshu Jaiswal, PRT, KV No.1
3 Chhindwara https://youtu.be/QeJRM50g5Z4?list=PLV8S
xNEE36oMB_MWTfgTSasoF7Q4FkzS6

Khelo India Fitness Assessment, Khelo India Battery of Tests

Mr. Sujit Panigrahi, CEO, Fitness365

India is a Young Nation, with There are 30 Crore School Going Children across 15 Lac
Schools (under CBSE, CISCE, State Boards) and 8 Crore out of school children. Fitness is a
high priority for India.
Physical fitness is the ability to perform day to day normal activities with vigor, alertness,
without undue fatigue, and with ample energy to enjoy leisure-time pursuits and meet any
unforeseen emergencies. Physical fitness is composed of various attributes which
individuals have or achieved that relates to their ability to perform physical activity.


Khelo India Fitness Assessment Program was launched by the Hon'ble Prime Minister of
India in February 2019 with the objective of giving a Physical Fitness Assessment Report to
every child in India.
Unit 4.2 :Hands-on learning of Assessor App and Web Portal for Schools,

Report Card
1 Mr. Sujit Panigrahi, CEO, Fitness365, https://youtu.be/ZKOmwhgUArU?list=PLV8

SxNEE36oNBzGNjSQodtq1aRU14HKKA
Ms. Neeraj Singh, HOD
2 Jaypee Public School, Greater https://youtu.be/rSzu4rpmqME?list=PLV8Sx
Noida, NEE36oOZrxuhI32P68-0OyDPd8CF

3 Mr. S Surya Prakash, Incharge of https://youtu.be/fpBCJQIQOqM?list=PLV8S
Sports Cell, KVS RO, Hyderabad xNEE36oMB_MWTfgTSasoF7Q4FkzS6

Mr. P. R. Rathish, Incharge Sports
Cell, KVS RO, Bangalore

Hands-on learning of Assessor App and Web Portal for Schools, Report Card



KHELO INDIA NATIONAL FITNESS PROGRAM has 2 key outcomes:
1. Physical Fitness Assessment for A ll Children

2. Sports Skills Assessment for identifying Potential Talent
The battery of Khelo India Fitness Assessment Tests for School going children for the age
group of 5-8 Years (Class 1-3) and 9-18 Years (Class 4-12) is as follows:
The functionality of 4 key Stakeholders of Khelo India Fitness Assessment are as follows:
1. Assessor Interface
a. (PETs/Sports Coaches) be able to do assessment of children in schools
2. School Interface
a. Schools can generate IDs for Students
b. Assign Assessors (PETs/Coaches)
c. Generate/Print Fitness Report Cards
d. Track progress of School and Children
3. Parents’ Interface
a. Individual Report Card for each ward
b. View Fitness Dashboard of ward
c. View Insights and Drilldown
d. View Fitness History over time
e. View Goals and Recommendations
4. SAI Interface
a. Track performance of Schools, Children
b. Identify Sports Fit/Athletic Children
c. Sport Sporting Talent
d. Analytics
e. Rewards and Recognition Program
The following material is being provided to you for your preparation:

SECTION 1: APP DOWNLOAD / REGISTRATION LINKS
App Download Links

1. School Registration: https://schoolfitness.kheloindia.gov.in
2. Download Khelo India Assessor (School Version) Application
● Android only:
https://play.google.com/store/apps/details?id=kheloindia.com.assessment
3. Download Parent Application
● Android:
https://play.google.com/store/apps/details?id=com.kheloindia.mobile.app
● IOS: https://apps.apple.com/in/app/khelo-india/id1440961562
SECTION 2: VIDEO TUTORIALS FOR PRINCIPALS, ASSESSORS AND PARENTS
Video Tutorials for Principal Login, Assessors and Parents (all links at one place)
https://schoolfitness.kheloindia.gov.in/StaticPage/WebDemos.aspx
Principal Login:
● How to Register (New Schools): https://youtu.be/0PudyCypjxs
● How to upload student data: https://youtu.be/d-jfy-JA0NA
● How to rectify errors while uploading - https://youtu.be/SCr-zWkJlec
● Download Student ID cards: https://youtu.be/mU_EZpZSakY
● How to promote students: https://youtu.be/beAJHp1nq5Y
● Manage Assessors (linking Assessors to school): https://youtu.be/JyLCKxxQ680
● View Report Cards of Assessed Students: https://youtu.be/Mit7-Zu9cdY
Assessor Login:
● How to Register: https://youtu.be/7tlQUEBL_Bo
● How to conduct Battery of Tests and usage of App:
https://schoolfitness.kheloindia.gov.in/StaticPage/TestVideos.aspx
● Administrative Manual (English)
https://schoolfitness.kheloindia.gov.in/UploadedFiles/SampleData/AdminManual.pdf
● Administrative Manual (Hindi):
https://schoolfitness.kheloindia.gov.in/UploadedFiles/SampleData/AdminManualH.pdf
Parent App:
● How to use: https://youtu.be/DKulHzNtV2Y
Khelo India requests you complete the following so that your understanding is complete and
you have an hands-on experience on how to use the App:
i) Your School is registered before the Online Test
ii) You have downloaded the Assessor App and Registered
iii) You have linked your id with your School
iv) Upload all students or some sample students (you can replace/edit them
later)

Unit 4.3: Fit India Fitness Protocols & Guidelines for Teachers and Staff
1 Mr. Sujit Panigrahi, CEO, Fitness365, https://youtu.be/iU-s4HfDXss?list=PLV8Sx

NEE36oNBzGNjSQodtq1aRU14HKKA
Dr. Birendra Jhajharia, Assistant
Professor, Dept. of Exercise
Physiology, Lakshmibai National
Institute of Physical Education,
Gwalior
2 Dr. K.K Deepak, Professor https://youtu.be/rSzu4rpmqME?list=PLV8Sx

Psychology, AIIMS, New Delhi / NEE36oOZrxuhI32P68-0OyDPd8CF
Chairperson, Experts Committee on
Fitness Protocols & Guidelines, Fit
India Mission

3 Dr. Birendra Jhajharia, Assistant https://youtu.be/fpBCJQIQOqM?list=PLV8S

Professor, LNIPE, Gwalior xNEE36oMB_MWTfgTSasoF7Q4FkzS6

Ravindra Singh Rajpurohit, Assistant
Professor, Department of Advance
Training & Coaching, Swarnim
Gujarat Sports University,
Gandhinagar

Fit India Fitness Protocols and Guidelines for Teachers and Staff
Mr. Sujit Panigrahi, CEO, Fitness365 | Dr. Birendra Jhajharia, Assistant Professor, LNIPE,
Gwalior

Why Fitness for All?
Physical fitness is the ability to perform day to day normal activities with vigour, alertness,
without undue fatigue, and with ample energy to enjoy leisure-time pursuits and meet any
unforeseen emergencies.
The goal of fit society can be achieved when, along with children, the parents and teachers
also participate in fitness activities. Physical fitness is considered as the best medicine for
maintaining a healthy lifestyle and for improving immunity. According To WHO (2017
report), over 61% of all deaths in India are due to non-communicable diseases (NCDs)
including lifestyle diseases. Obesity rate of 12-19 years has tripled since 1070, 70% of the
urban population is overweight, 1/3rd of Indians going to have diabetes by 2030, 70 % of
Indians do not do regular exercise, and 62 % Indians do not monitor their diet.
Life or education begins with movement. Movement is natural and is done from womb to
tomb. Physical Development, value education, life skills are essential in the present scenario.
Fitness is not limited to any age or gender but is essential for all age’s viz. childhood,

adolescent, adult or old age. We should try to find some time for fitness anywhere, whether
home, school or workplace.
WHOs guidelines say, “An adult should do at least 150 minutes to 300 minutes of
moderate-intensity aerobic physical activity, or do at least 75 to 150 minutes of
vigorous-intensity aerobic physical activity”.
Doing fitness alone is not sufficient but regular monitoring and assessment is equally
essential.
Whole School Approach to Fitness

Whole School Approach to Fitness encompasses Fitness for (a) Students (b) Staff and ©
Parents.
Fit India has defined Fitness Protocols for:
1. Children:
a. 5-8 Years (Class 1-3)
b. 9-18 Years (Class 4-12)
2. Adults: 18 to 65 Years
3. Seniors: 65+ Years
We are already familiar with the Khelo India Battery of Tests for Children explained during
the previous 2 days (under Khelo India Fitness Assessment.
For Staff and Parents, Fit India protocol for 18 to 65 years is to be adopted.


Fitness Protocols for 18-65 Years are:
1. BMI to measure Body Composition

2. V-sit reach test for Flexibility
3. Naukasana (Boat Pose) and 1 Min Partial Curl-up for Muscular Strength
4. Push Ups /Modified Push Ups for Muscular Endurance
5. 2 Km Walk/Run forCardio-vascular Endurance
6. Vrikshasana (Tree Pose)
7. Flamingo Balance for Balance
For improvement of these fitness components, Fit India has recommended Flexibility,
Strength, Endurance, Balance related activities.
Yoga Protocols for 18-35 Years, 35-45 Years, 45-55 Years and 55-65 Years have been
defined by Fit India.
Safety guidelines like proper warm-up, hydration and cooling down shall be followed.

To Summarise:
For implementing whole school approach to fitness in schools involving Children, Staff and
Parents, Schools should do the following:
a) Adopting at least 60 minutes of play for children

b) Engagement activities for teachers as well
c) Fitness assessment for all children, fitness assessment for teachers
d) Celebration of fit India school week covering children, parents and teachers
e) Advocacy outside the school and community.


All Rights Reserved.
All material appearing in this document (“content”) is the property of SAI LNCPE Trivandrum or the
respective Contributors as the providers of the contents. As the recipient of content through this
document, website or youtube videos, you may not copy or reproduce this content without prior
written permission of SAI LNCPE Trivandrum and the contributors.
Disclaimer
The content contained in this document is provided only for educational and informational purposes.
SAI LNCPE Trivandrum attempts to ensure that content is accurate and obtained from contributors
and reliable sources, but does not represent it to be error-free. SAI LNCPE Trivandrum may add,
amend or repeal any policy, procedure or regulation, and failure to timely post such changes in future
versions of the document or website shall not be construed as a waiver of enforcement. SAI LNCPE
Trivandrum does not warrant that any functions on its website or youtube channels will be
uninterrupted, that defects will be corrected, or that the website will be free from viruses or other
harmful components. Any links to third party information in the document or website or youtube
videos are provided as a courtesy and do not constitute an endorsement of those materials or the
third party providing them.
www.lncpe.gov.in

For any information, please contact Programme Co-ordinators:

Dr. Usha Nair, Assoc. Professor, SAI LNCPE (PEandCC@gmail.com / www.lncpe.gov.in )
Mr. Sujit Panigrahi, CEO, Fitness365 (sujit@seqfast.com / www.fitness365.me )



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PE and Community Coaching

Unit 1.1: Concept of Fit India Schools 8

Unit 1.3: Planning and Executing a Play Session 21

Unit 2.1:Progressive Curriculum -Structure for N-12, Class Nursery to 5 34

Unit 2.2 :Age-Appropriate Activities for Class 06-08 37

Unit 2.3 :Age-Appropriate Activities for Class 09-12 44

Unit 2.4 :Creativity in PE and Sports 46

Unit 2.5: Sports and Events 49

Unit 2.6: Balanced Nutrition and Lifestyle 56

Unit 2.7: Injury Prevention and First Aid 70

Unit 3.1:Preparing to Coach 80

Unit 3.2: Working with Others 84

Unit 3.3 :Effective Communication 86

Unit 3.4: Coach in Action 91

Unit 3.5: Community Officiating: General Principles 98

Unit 3.6 :ENSURING CONTINUITY IN SPORTS 101

Unit 3.7: Ethics and Decision Making 108

© SAI Lakshmibai National College for Physical Education | w

Theme 1.0 - WHAT IS FITNESS, ROLES AND

Unit 1.0: ROLES AND RESPONSIBILITIES OF A PHYSICAL EDUCATION

Batch Resource Persons You Tube Link

1 Dr. G Kishore, Principal SAI LNCPE https://youtu.be/T9-j_AX1IG0?list=PLV8SxN

2 Dr Meenakshi, Assistant Professor, https://youtu.be/Na70tF4Dmtw?list=PLV8S

3 Dr Vasanthi Kadiravan, Professor, https://youtu.be/qkfa2kAGLCA?list=PLV8Sx

ROLES AND RESPONSIBILITIES OF A PHYSICAL EDUCATION (PE) TEACHER

The term ‘education’ is a very common and a popular word that is uttered by many of us but

The term ‘education’ has been interpreted by different people in different ways. Some people

“Education is that whose end product is salivation”-Upanishads

“Education is the realization of the self” - Shankaracharya

© SAI Lakshmibai National College for Physical Education | w

“Education is the creation of sound mind in sound body”.- ARISTOTLE.

Balanced Education in Ancient India

© SAI Lakshmibai National College for Physical Education | w

Opportunity for PE Teachers to transform India

Roles Played By a PE Teacher

© SAI Lakshmibai National College for Physical Education | w

© SAI Lakshmibai National College for Physical Education | w

Examples - Marathons, AIDS Walk, fun-and-fitness and celebration of National

Discipline can be explained using these key terms:

● Self-control gained by enforcing obedience

© SAI Lakshmibai National College for Physical Education | w

● It is a key component to effective classroom management.

Importance of Male Teachers

Importance of Female Teachers

PE Teacher has a multi-faceted role to play in integrating Fitness as a way of life in a School

© SAI Lakshmibai National College for Physical Education | w

Unit 1.1: Concept of Fit India Schools

Batch Resource Persons You Tube Link

1 Mr. Rohit Khanna, CEO, FIT India https://youtu.be/265L5LLx-nI?list=PLV8SxN

2 Ms.Ekta Vishnoi, Mission Director, https://youtu.be/5qbkaazvvC4?list=PLV8Sx

3 Mr. Rohit Khanna, CEO, FIT India https://youtu.be/4cwlkpNApXI?list=PLV8Sx

Concept of Fit India Schools

Why Fit India Movement?

Fitness 365 days a year

© SAI Lakshmibai National College for Physical Education | w

The following are the 6 key aspects of Fitness:

1. HEALTHY EATING HABITS

What is the right Age/ Place to start Fitness?

Whole School Approach to Fitness:

3. Regular, Healthful Physical Activity:

4 Support of Other Subject Areas: