CBSE

SYLLABUS 2024-25
(CODE NO. 048)
CLASS-XI
 TABLE OF CONTENT
S. No. Content Page No.
1. Rationale 03
2. Learning Objectives 04
Class XI
3. Course Structure 05
4. Course Content 06
5. Guidelines for internal assessment (Practical/ Projects etc.) 14
 RATIONALE
Sri Aurobindo believed, “For the body to be effective physical education must be rigorous and detailed, far-sighted and methodological.
This will be translated into habits. These habits should be controlled and disciplined while remaining flexible enough to adapt themselves
to circumstances and to the needs of growth and development of the being”.
Physical education programs at all levels help students develop the knowledge, skills, attitudes, values, and behaviours to initiate and
maintain a physically active lifestyle that will continue into and through adulthood. Students are encouraged to use physical activity to
develop personal initiative, responsibility, and caring about others and the community.
A positive, supportive environment is essential to the success of the physical education program. This inclusive learning environment
allows students to experience positive, challenging, and enjoyable physical activity while learning the benefits and importance of such
action. Such an environment accommodates a variety of individual differences such as cultural identity, previous movement experiences,
fitness and skill levels, and intellectual, physical, and socio-emotional maturity.
Appropriate instruction in physical education incorporates best practices derived from research and experiences in teaching students.
This physical education curriculum sets forth developmental and instructional proper rules in designing, implementing, and evaluating
physical education programs.
Therefore, the Physical education committee created a tool, ‘The Physical Education Curriculum’ – which has been researched and
designed to provide consistency, coherence, and rigor in the content and process of teaching physical education throughout the schools
of the CBSE all over the world.
The Physical education curriculum provides all students with enjoyable and worthwhile learning opportunities where they develop the
movement skills and competencies to participate and perform in various physical activities competently, confidently, and safely. It builds
students’ motivation and commitment to physical activity and sports within and beyond school. It can encourage students to participate in
leadership roles, irrespective of their previous experiences or ability in physical activity. The physical education program also prepares
students to develop their careers in physical education and sports. It is one of the dynamic fields, providing numerous opportunities for
diverse career options like being a teacher, coach, sports manager, and many more.
Looking into today’s context, physical education is the only subject that not only develops mental, physical, and social attributes among
us but also contributes to our overall sense of well-being in our life.
 LEARNING OBJECTIVES
1. Optimum Development of Child’s Physical Growth, Including Intellectual Development, Emotional Development, Social
Development, Personal Development, and Character Building.
2. Imparting and Development of Positive Approach among Children to opt for Physical Education as a Profession.
3. Developing Management Skills to Understand and Organize Sports Tournaments.
4. Learn and Understand the Motor Abilities like Strength, Speed, Endurance, Coordination, And Flexibility.
5. Acquire knowledge about the Human Body and Its Functioning and Effects on Physical Activities.
6. Understand the Process of Growth and Development and its Positive Relationship with Physical Activities.
7. Develop Socio-Psychological Aspects like Control of Emotions, Balanced Behavior, Development of Leadership and Followership
Qualities, and Team Spirit.
8. Learn and Understand the Effect of Physical and Physiological Training on Women Athletes.
9. Develop the Habit of Practicing Yoga Asanas and Pranayama Daily to Minimize Hypokinetic Diseases.
10. Learning about Nutrition and the Importance of a Balanced Diet.
11. Understand the application of Laws and Principles of Physics in Sports and Games.
12. Understanding the Characteristics of Children with Special Needs (CWSN) and Learning the Importance of Physical Activates for
them.
13. Learning the procedure and application of different Physical and Physiological tests for different Age Categories.
14. Learning and understanding different Games and Sports.
 CLASS XI
COURSE STRUCTURE
UNIT NO. UNIT NAME NO. OF PERIODS THE WEIGHTAGE (MARKS)
(190 HRS) ALLOTTED

UNIT 1 Changing Trends & Career in Physical Education 15 04 + 04b*

UNIT 2 Olympic Value Education 10 05
UNIT 3 Yoga 14 06+01b*
UNIT 4 Physical Education & Sports for CWSN 13 04+03b*
UNIT 5 Physical Fitness, Wellness 10 05
UNIT 6 Test, Measurements & Evaluation 15 08
UNIT 7 Fundamentals of Anatomy and Physiology in Sports 15 08
UNIT 8 Fundamentals of Kinesiology and Biomechanics in Sports 15 04+04b*
UNIT 9 Psychology and Sports 13 07
UNIT 10 Training & Doping in Sports 14 07
PRACTICAL Including 3 Practical 56 30
(LAB)#
TOTAL Theory 10 + Practical 3 134 + 56 = 190hrs Theory 70 + Practical 30 =
100
Note: b*are the Concept based questions like Tactile diagram/data interpretation/case base study for visually Impaired Child.
 CLASS XI
COURSE CONTENT
Unit Unit Name & Topics Specific learning objectives Suggested Teaching Learning Outcomes with
No. Learning process specific Competencies
Unit 1 Changing Trends and After completing the unit, the
Careers in Physical • To make the students students will be able to:
Education understand the meaning, • Recognize the concept, aim,
1. Concept, Aims & aims, and objectives of • Lecture-based and objectives of Physical
Objectives of Physical Physical Education. instruction, Education.
Education
• Identify the Post-
• To Teach students about the • Technology-based independence development
2. Development of development of physical learning, in Physical Education.
Physical Education in education in India after
India – Post Independence.
• Group learning, • Categorize Changing Trends
Independence
in Sports- playing surface,
• To educate students about
3. Changing Trends in the development of sports • Individual learning, wearable gear, sports
equipment, technological
Sports- playing surfaces, wearable gear,
surface, wearable sports equipment, and • Inquiry-based learning,
gear and sports technology. • Explore different career
equipment, options in the field of
• Kinesthetic learning, Physical Education.
technological
advancements • To make students know the
different career options • Game-based learning • Make out the development of
4. Career options in available in the field. and Khelo India and Fit India
Physical Education Program.
• To make them know about • Expeditionary learning.
5. Khelo-India Program the Khelo India Program
and Fit – India
Program
Unit 2 Olympism Value After completing the unit, the
Education students will be able to:
• To make the students aware • Lecture-based
1. Olympism – Concept of Concepts and Olympics instruction, • Incorporate values of
and Olympics Values Values (Excellence, Olympism in your life.
(Excellence, Friendship & Respect) • Technology-based
Friendship & Respect) • Differentiate between Modern
learning,
• To make students learn and Ancient Olympic Games,
2. Olympic Value about Olympic Value Paralympics, and Special
• Group learning,
Education – Joy of Education – Joy of Effort, Olympic games
Effort, Fair Play, Fair Play, Respect for
Respect for Others, Others, Pursuit of • Individual learning, • Identity the Olympic Symbol
Pursuit of Excellence, Excellence, Balance Among and Ideals
Balance Among Body, Body, Will & Mind • Inquiry-based learning,
Will & Mind • Describe the structure of the
• To make students Olympic movement structure
• Kinesthetic learning,
3. Ancient and Modern understand ancient and
Olympics modern Olympic games.
• Game-based learning
4. Olympics - Symbols, • To make the students aware and
Motto, Flag, Oath, and of Olympics - Symbols,
Anthem Motto, Flag, Oath, and • Expeditionary learning.
5. Olympic Movement Anthem
Structure - IOC, NOC,
IFS, Other members • To make students learn
about the working and
functioning of IOC, NOC and
IFS, and other members.
Unit 3 Yoga • To make the students aware • Lecture-based After completing the unit, the
1. Meaning and of the meaning and instruction, students will be able to:
importance of Yoga importance of yoga • Technology-based • Recognize the concept of
learning, yoga and be aware of the
• importance; of it
2. Introduction to To make them learn about • Group learning,
Astanga Yoga Astanga yoga. • Identify the elements of yoga
• Individual learning,
• Identify the Asanas,
• Inquiry-based learning,
3. Yogic Kriyas (Shat • To teach students about Pranayama’s, meditation,
• Kinesthetic learning, and yogic kriyas
Karma) yogic kriya, specially shat
• Game-based learning • Classify various yogic
karmas.
and activities for the
4. Pranayama and its
• Expeditionary learning. enhancement of
types. • To make the learn and
concentration
practice types of Pran
5. Active Lifestyle and • Know about relaxation
stress management techniques for improving
• To make them learn the concentration
through Yoga importance of yoga in stress
management.
Unit 4 Physical Education and • To make the students aware • Lecture-based After completing the unit, the
Sports for Children with concept of Disability and instruction, students will be able to:
Special Needs Disorder. • Technology-based
learning, • Identify the concept of
1. Concept of Disability Disability and Disorder.
and Disorder • To make students aware of • Group learning,
different types of disabilities. • Individual learning,
• Outline types of disability and
2. Types of Disability, its • Inquiry-based learning,
causes & nature • To make students learn describe their causes and
• Kinesthetic learning, nature.
(Intellectual disability, about Disability Etiquette
• Game-based learning
Physical disability).
and
• To make the students • Adhere to and respect
3. Disability Etiquette • Expeditionary learning. children with special needs
Understand the aims and
objectives Adaptive Physical by following etiquettes.
4. Aim and objectives of
 Adaptive Physical Education
Education. • Identify possibilities and
5. Role of various • To make students aware of scope in adaptive physical
professionals for role of various professionals education
children with special for children with special
needs (Counselor, needs.
Occupational • Relate various types of
Therapist, professional support for
Physiotherapist, children with special needs
Physical Education along with their roles and
Teacher, Speech responsibilities.
Therapist, and Special
Educator)
Unit 5 Physical Fitness, • To make the students • Lecture-based After completing the unit, the
Wellness, and Lifestyle understand the Meaning & instruction, students will be able to:
1. Meaning & importance importance of Wellness, • Technology-based • Explain wellness and its
of Wellness, Health, Health, and Physical Fitness learning, importance and define the
and Physical Fitness. components of wellness.
• Group learning,
• To make students aware of
• Individual learning,
2. Components/Dimensio the Components/ Dimensions • Classify physical fitness and
ns of Wellness, of Wellness, Health, and • Inquiry-based learning,
recognize its importance in
Health, and Physical Physical Fitness • Kinesthetic learning, life.
Fitness • Game-based learning
• To make students learn and
• Distinguish between skill-
3. Traditional Sports & Traditional Sports & Regional • Expeditionary learning. related and health-related
Regional Games for Games to promote wellness components of physical
promoting wellness fitness.
• To develop Leadership
qualities through Physical
4. Leadership through • Illustrate traditional sports
Physical Activity and Activity and Sports in
and regional games to
Sports students
promote wellness.
 5. Introduction to First • To make students learn First • Relate leadership through
Aid – PRICE Aid and its management physical activity and sports
skills
• Illustrate the different steps
used in first aid - PRICE.
Unit 6 Test, Measurement & • To Introduce the students • Lecture-based After completing the unit, the
Evaluation with the terms like test, instruction, student s will be able to:
1. Define Test, measurement and evaluation • Technology-based
Measurements and along with its importance learning, • Define the terms test,
Evaluation. measurement, and
• Group learning,
• To Introducing them the evaluation,
• Individual learning,
2. Importance of Test, methods of calculating BMI,
• Inquiry-based learning,
Measurements and Waist- hip ratio and Skin fold • Differentiate norm and
Evaluation in Sports. measurement. • Kinesthetic learning, criterion referenced
• Game-based learning standards,
3. Calculation of BMI, and
• To make the students aware
Waist – Hip Ratio, of the different somatotypes. • Expeditionary learning. • Differentiate formative and
Skin fold summative evaluation,
measurement (3-site)
• To make the students learn
the method to measure • Discuss the importance of
4. Somato Types
health-related fitness. measurement and evaluation
(Endomorphy,
processes,
Mesomorphy &
Ectomorphy)
• Understand BMI: A popular
5. Measurements of clinical standard and its
health-related fitness computation

• Differentiate between
Endomorphy, Mesomorphy &
Ectomorphy h describe the
procedure of Anthropometric
 Measurement
Unit 7 Fundamentals of • The students will learn the • Lecture-based After completing the unit, the
Anatomy, Physiology in meaning and definition & instruction, students will be able to:
Sports identify the importance of • Technology-based • Identify the importance of
1. Definition and anatomy, physiology, and learning, anatomy and physiology.
importance of kinesiology. • Group learning,
Anatomy and
• Individual learning, • Recognize the functions of
Physiology in Exercise
• Students will understand the the skeleton.
and Sports. • Inquiry-based learning,
main functions and
Classification of Bone and • Kinesthetic learning,
• Understand the functions of
2. Functions of Skeletal the Types of Joints. • Game - based learning
bones and identify various
System, Classification . and Expeditionary types of joints.
of Bones, and Types learning.
• The students will learn the
of Joints.
Properties and Functions of • Figure out the properties and
Muscles. functions of muscles and
3. Properties and
understand how they work.
Functions of Muscles.
• The students will learn the
Structure and Functions of • Understand the anatomy of
4. Structure and the Circulatory System and
Functions of the respiratory system and
Heart. describe it’s working.
Circulatory System
and Heart.
• The students will learn the • Identify and analyses the
Structure and Functions of layout and functions of
5. Structure and
Respiratory System. Circulatory System.
Functions of
Respiratory System.
Unit 8 Fundamentals Of • The students will learn the • Lecture-based After completing the unit, the
Kinesiology And meaning and definition & instruction, students will be able to:
Biomechanics in Sports identify the importance of • Technology-based
Kinesiology and learning, • Understand Kinesiology and
1. Definition and Biomechanics in sports. Biomechanics with their
Importance of • Group learning,
 Kinesiology and • Individual learning, application in sports.
Biomechanics in • To make the students learn • Inquiry-based learning,
Sports. the principles of • Explain biomechanical
• Kinesthetic learning,
biomechanics. principles and their utilization
2. Principles of • Game-based learning
in sports and physical
Biomechanics and
• To make the students education.
• Expeditionary learning.
3. Kinetics and understand the concept of
Kinematics in Sports Kinetics and Kinematics in • Illustrate fundamental body
Sports movements and their basic
4. Types of Body patterns.
Movements - Flexion, • To make the students learn
Extension, Abduction, about different types of body • Learn about the Axis and
Adduction, Rotation, movements. Planes and their application
Circumduction, with body movements.
Supination &
• To make the students
Pronation
understand the concept of
Axis and Planes and its
5. Axis and Planes –
application in body
Concept and its
movements.
application in body
movements
Unit 9 Psychology and Sports • The students will identify the • Lecture-based After completing the unit, the
1. Definition & definition and importance of instruction, students will be able to:
Importance of Psychology in Physical • Technology-based • Identify the role of
Psychology in Education and sports. Psychology in Physical
learning,
Physical Education & Education and Sports
Sports; • Group learning,
• The students will be able to • Individual learning,
differentiate characteristics of • Differentiate characteristics
2. Developmental • Inquiry-based learning,
Characteristics at growth and development at of growth and development
different stages. • Kinesthetic learning, at different stages.
Different Stages of
• Game-based learning
Development;
and
 • - Students will be able to • Expeditionary learning. • Explain the issues related to
3. Adolescent Problems identify the issues and adolescent behavior and
& their Management; management related to Team Cohesion in Sports
adolescents.
4. Team Cohesion and
Sports; • Correlate the psychological
• The students will be able to concepts with the sports and
5. Introduction to understand the importance of athlete specific situations
Psychological team cohesion in sports.
Attributes: Attention,
Resilience, Mental • Students will distinguish
Toughness different Psychological
Attributes like Attention,
Resilience, and Mental
Toughness.
Unit Training & Doping in • To make the students aware • Lecture-based After completing the unit, the
10 Sports about of concepts and instruction, students will be able to:
1. Concept and principles of sports training. • Technology-based • Understand the concept and
Principles of Sports principles of sports training.
learning,
Training
• To make students learn and • Group learning,
2. Training Load: Over understand the Training • Individual learning, • Summarise training load and
Load, Over Load, Adaptation, its concept.
Load, Adaptation, and • Inquiry-based learning,
Recovery and Recovery concepts.
• Kinesthetic learning,
• Understand the concept of
• Game-based learning
3. Warming-up & • To make students warming up & limbering down
and
Limbering Down – Understand the importance in sports training and their
Types, Method & of warning up and limbering • Expeditionary learning. types, method & importance.
Importance down exercises.
• Acquire the ability to
4. Concept of Skill, • To introduce the terms like differentiate between the
Technique, Tactics & Skills, Techniques, Tactics, skill, technique, tactics &
Strategies and Strategies to the strategies in sports training.
 students.
5. Concept of Doping • Interpret concept of doping.
and its disadvantages • To make students aware of
the doping substances and
their disadvantages in sports.

GUIDELINES FOR INTERNAL ASSESSMENT

(PRACTICAL/ PROJECTS ETC.)

PRACTICAL (Max. Marks 30)

Physical Fitness Test: SAI Khelo India Test, Brockport Physical Fitness Test (BPFT)* 6 Marks
Proficiency in Games and Sports 7 Marks
(Skill of any one IOA recognized Sport/Game of Choice)**
Yogic Practices 7 Marks
Record File *** 5 Marks
Viva Voce (Health/ Games & Sports/ Yoga) 5 Marks
❖ *Test for CWSN (any 4 items out of 27 items. One item from each component: Aerobic Function, Body Composition, Muscular
strength & Endurance, Range of Motion or Flexibility)
❖ **CWSN (Children with Special Needs – Divyang): Bocce/ Boccia, Sitting Volleyball, Wheel Chair Basketball, Unified Badminton,
Unified Basketball, Unified Football, Blind Cricket, Goalball, Floorball, Wheel Chair Races and Throws, or any other Sport/Game
of choice.
❖ **Children with Special Needs can also opt any one Sport/Game from the list as alternative to Yogic Practices. However, the Sport/
Game must be different from Test - ‘Proficiency in Games and Sports’
***Record File shall include:
➢ Practical-1: Fitness tests administration. (SAI Khelo India Test)
➢ Practical-2: Procedure for Asanas, Benefits & Contraindication for any two Asanas for each lifestyle disease.
➢ Practical-3: Anyone one IOA recognized Sport/Game of choice. Labelled diagram of Field &
Equipment. Also mention its Rules, Terminologies & Skills.