cbse physical education syllabus 2023-24

CBSE Physical Education Syllabus 2023-24 Overview

This academic review critically examines the theoretical and empirical bases of claims made for the educational benefits of physical education and school sport (PESS). An historical overview of the development of PESS points to the origins of claims made in four broad domains: physical, social, affective and cognitive. Analysis of the evidence suggests that PESS has the potential to make contributions to young people’s development in each of these domains. Unsurprisingly, perhaps, there is suggestive evidence of a distinctive role for PESS in the acquisition and development of children’s movement skills and physical competence. It can be argued that these are necessary, if not deterministic conditions of engagement in lifelong physical activity. In the social domain, there is sufficient evidence to support claims of positive benefits for young people. Importantly, benefits are mediated by environmental and contextual factors such as leadership, the involvement of young people in decision‐making, an emphasis on social relationships, and an explicit focus on learning processes. In the affective domain, too, engagement in physical activity has been positively associated with numerous dimensions of psychological and emotional development, yet the mechanisms through which these benefits occur are less clear. Likewise, the mechanisms by which PESS might contribute to cognitive and academic developments are barely understood. There is, however, some persuasive evidence to suggest that physical activity can improve children’s concentration and arousal, which might indirectly benefit academic performance. In can be concluded that many of the educational benefits claimed for PESS are highly dependent on contextual and pedagogic variables, which leads us to question any simple equations of participation and beneficial outcomes for young people. In the final section, therefore, the review raises questions about whether PESS should be held accountable for claims made for educational benefits, and about the implications of accountability.

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

One of the most forward-thinking elements of the new syllabus is the incorporation of projects and interactive learning sessions in health and physical education. Students are encouraged to undertake projects on topics such as the impact of physical activities on mental health, the importance of diet in sports performance, and the role of physical education in the development of social skills. These projects aim to deepen students' understanding of the subject matter, promote critical thinking, and enhance their research skills.

Moreover, the syllabus encourages the use of technology in physical education. Apps and online platforms that track physical activity, provide nutritional information, or offer virtual sports training sessions are integrated into the learning process. This approach not only makes the subject more engaging for the digital-native generation but also teaches them how to use technology responsibly for health and fitness.

Preparing for the Future

*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,

➢ **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.

Health and Physical Education Projects

his paper seeks to prompt professional debate about the future of physical education and, specifically, the form that curricula should take in rapidly changing times and societies. Arguments focus upon a reorientation and restructuring of the subject to address educational needs and interests relevant to the 21st century. The current revision of the National Curriculum for Physical Education in England and Wales is used as a basis from which to present a case for a distinctly new orientation to be reflected in the design of PE curricula, units of work and lessons. The work of Bernstein and Young is utilised in deconstructing long-established practices and outlining their potential reconstruction in ways that are informed by, and express, a 'critical pedagogy for social justice' [Fernandez-Balboa (1997) Critical Post Modernism in Human Movement, Physical Education and Sport (New York, State University of New York Press)]. A curriculum framework privileging learning achieved in and via activity contexts, as compared to learning of activities, is presented. The developments that are proposed are identified as highly challenging but arguably long overdue in physical education, and as matters of relevance to international professional communities, not only those in England and Wales.

Developed in response to the need for a better understanding of how to measure and evaluate physical skill performance in an economical and practical manner, this book provides data which should augment the physical educator's evaluation skills. The objectives were to develop within the prospective physical education teacher a greater understanding and appreciation of the need for and application of tests and measurements in the evaluation process (some basic statistical techniques are discussed); to offer several tests in each of fifteen subject areas which can be used by the average physical education teacher in a typical school situation; to discuss the various qualities and present brief summaries of pertinent research findings; and to identify problems that arise in isolating and measuring the particular abilities. The tests included were selected from those already published or were developed and modified by the authors. Extensive bibliographies support each of the twenty-two chapters and normative data for the measurement of particular physical abilities is provided. (PR)