CBSE Class 12 Physical Education Syllabus 2024-25
|
Unit No. |
Unit Name & Topics |
Specific Learning Objectives |
Suggested Teaching Learning process |
Learning Outcomes with specific competencies |
|
Unit 1 |
Management of |
· To make the students |
§ Lecture-based instruction, § Technology-based learning, § Group learning, § Individual learning, § Inquiry-based learning, § Kinesthetic learning, § Game-based learning and § Expeditionary learning. |
After completing the unit, the students will be able to: * Describe the functions of Sports Event management
* Classify the committees and their responsibilities in the sports event
* Differentiate the different types of tournaments.
* Prepare fixtures of knockout, league & combination.
* Distinguish between intramural and extramural sports events
* Design and prepare different types of community |
|
|
Sporting Events |
understand the need and |
||
|
|
1. Functions of Sports |
meaning of planning in |
||
|
|
Events Management |
sports, committees, and |
||
|
|
(Planning, |
their responsibilities for |
||
|
|
Organising, Staffing, |
conducting the sports |
||
|
|
Directing & Controlling) |
event or tournament. |
||
|
|
2. Various Committees & their Responsibilities (pre; during & post) |
· To teach them about the different types of tournaments and the detailed procedure of drawing fixtures for Knock |
||
|
|
|
Out, League Tournaments, |
||
|
|
3. Fixtures and their |
and Combination |
||
|
|
Procedures – Knock- |
tournaments. |
||
|
|
Out (Bye & Seeding) |
|
||
|
|
& League (Staircase, |
· To make the students |
||
|
|
Cyclic, Tabular |
understand the need for |
||
|
|
method) and |
the meaning and |
||
|
|
Combination |
significance of intramural |
||
|
|
tournaments. |
and extramural |
| tournaments | ||||
| 4. Intramural & Extramural tournaments – Meaning, Objectives & Its Significance | To teach them about the different types of community sports and their importance in our society. | |||
| 5. Community sports program (Sports Day, Health Run, Run for Fun, Run for Specific Cause & Run for Unity) | ||||
| Unit 2 | Children & Women in | To make students understand the exercise guidelines of WHO for different age groups To make students aware of the common postural deformities To make students aware of women’s sports participation in India and about the special conditions of women. | Lecture-based instruction,Technology-based learning,Group learning,Individual learning,Inquiry-based learning,Kinesthetic learning,Game-based learning andExpeditionary learning. | After completing the unit, the |
| Sports | students will be able to: | |||
| 1. Exercise guidelines of | * Differentiate exercise guidelines | |||
| WHO for different age | for different stages of growth | |||
| groups. | and development. | |||
| 2. Common postural | * Classify common postural | |||
| deformities-knock | deformities and identify | |||
| knees, flat foot, round | corrective measures. | |||
| shoulders, Lordosis, | ||||
| Kyphosis, Scoliosis, | * Recognize the role and | |||
| and bow legs and | importance of sports | |||
| their respective | participation of women in India. | |||
| corrective measures. | ||||
| * Identify special considerations | ||||
| 3. Women’s | relate to menarche and |
| participation in Sports – Physical, Psychological, and social benefits. | To make students understand menarche and menstrual dysfunction among women athletes. | menstrual dysfunction. * Express female athlete triad according to eating disorders. | ||
| 4. Special consideration (menarche and menstrual dysfunction) | To make them understand about female athlete triad. | |||
| 5. Female athlete triad (osteoporosis, amenorrhea, eating disorders. | ||||
| Unit 3 | Yoga as Preventive measure for Lifestyle Disease 1. Obesity: Procedure, Benefits & Contraindications for Tadasana, Katichakrasana, Pavanmuktasana, Matsayasana, Halasana, Pachimottansana, Ardha – Matsyendrasana, Dhanurasana, | To make students Understand about the main life style disease – Obesity, Hypertension, Diabetes, Back Pain and Asthma.To teach about different Asanas in detail which can help as a preventive Measures for those Lifestyle Diseases. | Lecture-based instruction,Technology-based learning,Group learning,Individual learning,Inquiry-based learning,Kinesthetic learning,Game-based learning andExpeditionary learning. | After completing the unit, the students will be able to: Identify the asanas beneficial for different ailments and health problems. Recognize importance of various asanas for preventive measures of obesity, diabetes, asthma, hypertension, back pain and arthritis Describe the procedure for performing a variety of asanas for maximal benefits. |
| Ushtrasana, Suryabedhan pranayama. 2. Diabetes: Procedure, Benefits & Contraindications for Katichakrasana, Pavanmuktasana,Bh ujangasana, Shalabhasana, Dhanurasana, Supta- vajarasana, Paschimottanasan-a, Ardha- Mastendrasana, Mandukasana, Gomukasana, Yogmudra, Ushtrasana, Kapalabhati. | Distinguish the contraindications associated with performing different asanas. Outline the role of yogic management for various health benefits and preventive measures. | |||
| 3. Asthma: Procedure, Benefits & Contraindications for Tadasana, Urdhwahastottansan a, UttanMandukasan- a, Bhujangasana, |
| Dhanurasana, Ushtrasana, Vakrasana, Kapalbhati, Gomukhasana Matsyaasana, Anuloma-Viloma. Hypertension: Procedure, Benefits & Contraindications for Tadasana, Katichakransan, Uttanpadasana, Ardha Halasana, Sarala Matyasana, Gomukhasana, UttanMandukasan-a, Vakrasana, Bhujangasana, Makarasana, Shavasana, Nadi- shodhanapranayam, Sitlipranayam. Back Pain and Arthritis: Procedure, Benefits & Contraindications of |
| Tadasan, Urdhawahastootansa na, Ardh- Chakrasana, Ushtrasana, Vakrasana, Sarala Maysyendrsana, Bhujandgasana, Gomukhasana, Bhadrasana, Makarasana, Nadi- Shodhana pranayama. | ||||
| Unit 4 | Physical Education and Sports for CWSN (Children with Special Needs – Divyang) Organizations promoting Disability Sports (Special Olympics; Paralympics; Deaflympics) Concept of Classification and Divisioning in Sports. Concept of Inclusion | To make students understand the concept of Disability and Disorder. To teach students about the types of disabilities & disorders, their causes, and their nature. To make them aware of Disability Etiquette. To make the students Understand the advantage of physical activity for | Lecture-based instruction,Technology-based learning,Group learning,Individual learning,Inquiry-based learning,Kinesthetic learning,Game-based learning andExpeditionary learning. | After completing the unit, the students will be able to: Value the advantages of physical activities for children with special needs Differentiate between methods of categorization in sports for CWSN Understand concepts and the importance of inclusion in sports Create advantages for Children with Special Needs through Physical Activities |
| in sports, its need, and Implementation; Advantages of Physical Activities for children with special needs. Strategies to make Physical Activities assessable for children with special needs. | CWSN. To make the students aware of different strategies for making physical activity accessible for Children with Special Needs. | * Strategies physical activities accessible for children with specialneeds | ||
| Unit 5 | Sports & Nutrition Concept of balanced diet and nutrition Macro and Micro Nutrients: Food sources & functions Nutritive & Non- Nutritive Components of DietEating for Weight control – A Healthy Weight, The Pitfalls of Dieting, Food Intolerance, and | To make the students understand the importance of a balanced diet To clear the concept of Nutrition – Micro & Macro nutrients, Nutritive & non- Nutritive Components of dietTo make them aware of eating for weight loss and the results of the pitfalls of dieting. To understand food | Lecture-based instruction,Technology-based learning,Group learning,Individual learning,Inquiry-based learning,Kinesthetic learning,Game-based learning andExpeditionary learning. | After completing the unit, the students will be able to: Understand the concept of a balanced diet and nutrition. Classify Nutritive and Non- Nutritive components of the Diet Identify the ways to maintain a healthy weight Know about foods commonly causing food intolerance Recognize the pitfalls of dieting and food myths |
| Food Myths 5. Importance of Diet in Sports-Pre, During and Post competition Requirements | intolerance & food myths | |||
| Unit 6 | Test & Measurement in Sports 1. Fitness Test – SAI Khelo India Fitness Test in school: Age group 5-8 years/ class 1-3: BMI, Flamingo Balance Test, Plate Tapping Test Age group 9-18yrs/ class 4-12: BMI, 50mt Speed test, 600mt Run/Walk, Sit & Reach flexibility test, Strength Test (Partial Abdominal Curl Up, Push-Ups for boys, Modified Push-Ups for girls). | To make students Understand and conduct SAI KHELO INDIA Fitness Test and to make students Understand and conduct General Motor Fitness Test. To make students to determine physical fitness Index through Harvard Step Test/Rockport TestTo make students to calculate Basal Metabolic Rate (BMR) To measure the fitness level of Senior Citizens through Rikli and Jones Senior Citizen Fitness Test. | Lecture-based instruction,Technology-based learning,Group learning,Individual learning,Inquiry-based learning,Kinesthetic learning,Game-based learning andExpeditionary learning. | After completing the unit, the students will be able to: Perform SAI Khelo India Fitness Test in school [Age group 5-8 years/ (class 1-3) and Age group 9-18yrs/ (class 4-12) Determine physical fitness Index through Harvard Step Test/Rock- port Test Compute Basal Metabolic Rate (BMR) Describe the procedure of Rikli and Jones – Senior Citizen Fitness Test |
| 2.Measurement of Cardio-Vascular Fitness – Harvard Step Test – Duration of the Exercise in Seconds x100/5.5 X Pulse count of 1-1.5 Min after Exercise. 3. Computing Basal Metabolic Rate (BMR) 4. Rikli & Jones – Senior Citizen Fitness Test Chair Stand Test for lower body strength Arm Curl Test for upper body strength Chair Sit & Reach Test for lower body flexibility Back Scratch Test for upper body flexibility Eight Foot Up & Go Test for agility Six-Minute Walk Test for Aerobic Endurance |
| 5. Johnsen – Methney Test of Motor Educability (Front Roll, Roll, Jumping Half-Turn, Jumping full-turn | ||||
| Unit 7 | Physiology & Injuries in Sport Physiological factors determining components of physical fitness Effect of exercise on the Muscular System Effect of exercise on the Cardio- Respiratory System Physiological changes due to aging Sports injuries: Classification (Soft Tissue Injuries – Abrasion, Contusion, Laceration, Incision, Sprain & Strain; | Understanding the physiological factors determining thecomponents of physical fitness. Learning the effects of exercises on the Muscular system. Learning the effects of exercises on Cardiovascular system.Learning the effects of exercises on the Respiratory system. Learning the changes caused due to aging. Understanding the Sports | Lecture-based instruction,Technology-based learning,Group learning,Individual learning,Inquiry-based learning,Kinesthetic learning,Game-based learning andExpeditionary learning. | After completing the unit, the students will be able to: Recognize the physiological factors determining the components of physical fitness. Comprehend the effects of exercise on the Muscular system and cardiorespiratory systems. Figure out the physiological changes due to ageing Classify sports injuries with its Management. |
| Bone & Joint Injuries – Dislocation, Fractures – Green Stick, Comminuted, Transverse Oblique & Impacted) | Injuries (Classification, Causes, and Prevention) Understanding the Aims & Objectives of First AidUnderstanding the Management of Injuries | |||
| Unit 8 | Biomechanics and Sports Newton’s Law of Motion & its application in sports Types of Levers and their application in Sports. Equilibrium – Dynamic & Static and Centre of Gravity and its application in sports Friction & Sports Projectile in Sports | Understanding Newton’s Laws of Motion and their Application in Sports. Make students understand the lever and its application in sports. Make students understand the concept of Equilibrium and its application insports. Understanding Friction in Sports. Understanding the concept of Projectile in sports. | Lecture-based instruction,Technology-based learning,Group learning,Individual learning,Inquiry-based learning,Kinesthetic learning,Game-based learning andExpeditionary learning. | After completing the unit, the students will be able to: Understand Newton’s Law of Motion and its application in sports Recognize the concept of Equilibrium and its application in sports. Know about the Centre of Gravity and will be able to apply it in sports Define Friction and application in sports. Understand the concept of Projectile in sports. |
| Unit 9 | Psychology and Sports | To make students understand Personality & | Lecture-based instruction, | After completing the unit, the students will be able to: |
| Personality; its definition & types (Jung Classification & Big Five Theory) Motivation, its type & techniques. Exercise Adherence: Reasons, Benefits & Strategies for Enhancing it Meaning, Concept & Types of Aggressions in Sports Psychological Attributes in Sports – Self-Esteem, Mental Imagery, Self-Talk, Goal Setting | its classifications. To make students understand motivation and its techniques. To make students about Exercise Adherence and Strategies for enhancing Adherence to Exercise. To make them aware of Aggression in sports and types. To make students understand Psychological Attributes in Sports. | Technology-based learning,Group learning,Individual learning,Inquiry-based learning,Kinesthetic learning,Game-based learning andExpeditionary learning. | Classify different types of personality and their relationship with sports performance. Recognise the concept of motivation and identify various types of motivation. Identify various reasons to exercise, its associated benefits and strategies to promote exercise adherence. Differentiate between different types of aggression in sports. Explain various psychological attributes in sports. | |
| Unit 10 | Training in Sports 1. Concept of Talent Identification and Talent Development in Sports | Making the students understand the concept of talent identification and methods in sports | Lecture-based instruction,Technology-based learning,Group learning, | After completing the unit, the students will be able to: * understand the concept of talent identification and methods used for talent development in sports |
| 2.Introduction to Sports Training Cycle – Micro, Meso, Macro Cycle. 3. Types & Methods to Develop – Strength, Endurance, and Speed. 4. Types & Methods to Develop – Flexibility and Coordinative Ability. 5. Circuit Training – Introduction & its importance | Making the students Understand sports training and the different cycle in sports training. Making the students Understand different types & methods of strengths,endurance, and speed. Making the students Understand different types & methods of flexibility and coordinative ability. Making the students understand Circuit training and its importance. | Individual learning, Inquiry-based learning, Kinesthetic learning, Game-based learning and Expeditionary learning. | Understand sports training and the different cycle used in the training process. Understand different types & methods to develop -strength, endurance, and speed in sports training. Understand different types & methods to develop – flexibility and coordinative ability. Understand Circuit training and its importance. |
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 (Skill of any one IOA recognized Sport/Game of Choice)** | 7 Marks |
| Yogic Practices | 7 Marks |
Links:
| Syllabus PDF | Download |
| Class 12 Complete Syllabus | Class 12 Syllabus |