CBSE Class 12 Physical Education — Notes, Solutions & Papers

Class XII (2025-26)

UNIT NO. UNIT NAME THE WEIGHTAGE (MARKS)

ALLOTTED

Disease 06+01 b*

PRACTICAL

(LAB)#

Including 3 Practical 30 TOTAL Theory 10 + Practical 3 Theory 70 + Practical 30 = — 100 marks

Note: b*are the Concept based questions like Tactile diagram/data interpretation/case base study for visually Impaired Child Class XII (2026-27)

CLASS XII

COURSE CONTENT

Unit

No.

Unit Name &

Topics Specific Learning Objectives Suggested Teaching Learning process Learning Outcomes with specific competencies

Unit

1

Management of Sporting Events 1. Functions of Sports Events Management (Planning, Organising, Staffing, Directing & Controlling) 2. Various Committees & their Responsibiliti es (pre; during & post) 3. Fixtures and their Procedures – Knock- Out (Bye & Seeding) & League (Staircase, Cyclic, Tabular method) and Combination tournaments 4. Intramural & Extramural tournaments – Meaning, Objectives & Its Significance 5. Community sports program (Sports Day, Health Run, Run for Fun, Run for Specific Cause & Run for Unity) • To make the students understand the need and meaning of planning in sports, committees, and their responsibilities for conducting the sports event or tournament. • To teach them about the different types of tournaments and the detailed procedure of drawing fixtures for Knock Out, League Tournaments, and Combination tournaments. • To make the students understand the need for the meaning and significance of intramural and extramural tournaments • To teach them about the different types of community sports and their importance in our society. • 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

Unit

2

Children & Women in Sports 1. Exercise guidelines of WHO for different age groups. 2. Common postural deformities- knock knees, flat foot, round shoulders, Lordosis, Kyphosis, Scoliosis, and bow legs and their respective corrective measures. 3. Women’s participation in Sports- Physical, Psychological , and social benefits. 4. Special consideration (menarche and menstrual dysfunction) 5. Female athlete triad (osteoporosis, amenorrhea, eating disorders • 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 • To make students understand menarche and menstrual dysfunction among women athletes. • To make them understand about female athlete triad. • 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: • Differentiate exercise guidelines for different stages of growth and development. • Classify common postural deformities and identify corrective measures. • Recognize the role and importance of sports participation of women in India. • Identify special considerations relate to menarche and menstrual dysfunction. • Express female athlete triad according to eating disorders

Unit

3

Yoga as Preventive measure for Lifestyle Disease 1. Obesity: Procedure, Benefits & Contraindicati ons for Tadasana, Katichakrasan a, Pavanmuktas ana, Matsayasana, Halasana, Pachimottans ana, Ardha – Matsyendrasa na, Dhanurasana, Ushtrasana, Suryabedhan pranayama 2. Diabetes:. Procedure, Benefits & Contraindicati ons for Katichakrasan a, Pavanmuktas ana,Bh ujangasana, Shalabhasana ,Dhanurasana Supta- vajarasana, Paschimottan asan-a, Ardha- Mastendrasan a, Mandukasana

,

• 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 and • Expeditionary 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. * Distinguish the contraindications associated with performing different asanas. * Outline the role of yogic management for various health benefits and preventive measures. Gomukasana, Yogmudra, Ushtrasana, Kapalabhati 3. Asthma: Procedure, Benefits & Contraindicat ions for Tadasana, Urdhwahasto ttansan a, UttanManduk asan- a, Bhujangasana

,

Dhanurasana, Ushtrasana, Vakrasana, Kapalbhati, Gomukhasana Matsyaasana, Anuloma- Viloma 4. Hypertension : Procedure, Benefits & Contraindicati ons for Tadasana, Katichakransa n, Uttanpadasan a, Ardha Halasana, Sarala Matyasana, Gomukhasana

,

UttanManduka san-a, Vakrasana, Bhujangasana , Makarasana, Shavasana, Nadi- shodhanapran ayam, Sitlipranayam 5. Back Pain and Arthritis: Procedure, Benefits & Contraindica tions of Tadasan, Urdhawahast ootansana, Ardh- Chakrasana, Ushtrasana, Vakrasana, Sarala Maysyendrsa na, Bhujangasan a, Gomukhasan a, Bhadrasana, Makarasana, Nadi- Shodhana pranayama.

Unit

4

Physical Education and Sports for

CWSN

(Children with Special Needs - Divyang) 1. Organization s promoting Disability Sports (Special Olympics; Paralympis; Deaflympics) 2. Concept of Classificatio n and Divisioning in Sports. 3. Concept of Inclusion in sports, its need, and Implementat ion; 4. Advantages of Physical Activities for children with special needs. 5. Strategies to make Physical Activities assessable for children with special needs. • 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 CWSN. • To make the students aware of different strategies for making physical activity accessible for Children with Special Needs ▪ 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: * 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 * Strategies physical activities accessible for children with specialneeds

Unit

5

Sports & Nutrition 1. Concept of balanced diet and nutrition 2. Macro and Micro Nutrients: Food sources & functions 3. Nutritive & Non- Nutritive Componen ts of Diet 4. Eating for Weight control – A Healthy Weight, The Pitfalls of Dieting, Food Intolerance, and Food Myths 5. Importance of Diet in Sports- Pre, During and Post competition Requirements • 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 diet • To make them aware of eating for weight loss and the results of the pitfalls of dieting. • To understand food intolerance & food myths • 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: * 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

Unit

6

Test & Measurement in Sports 1. Fitness Test – SAI Khelo India Fitness Test in school: • To make students Understand and conduct SAI

KHELO INDIA

Fitness Test and to make students Understand and conduct General MotorFitness Test • Lecture-based instruction, • Technology- based learning, • Group learning, • Individual learning, • Inquiry-based learning, • Kinesthetic After completing the unit, the students will be able to: * Perform SAI Khelo India Fitness Test in school [Age group 5-8 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). 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 o Chair Stand Test for lower body strength o Arm Curl Test for upper body strength • To make students to determine physical fitness Index through Harvard Step Test/Rockport Test • To make students to calculate Basal Metabolic Rate

(BMR)

• To measure the fitness level of Senior Citizens through Rikli and Jones Senior Citizen Fitness Test. learning, • Game-based learning and Expeditionary learning 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 o Chair Sit & Reach Test for lower body flexibility o Back Scratch Test for upper body flexibility o Eight Foot Up & Go Test for agility o 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 1. Physiological factors determining components of physical fitness 2. Effect of exercise on the Muscular System 3. Effect of exercise on the Cardio- Respiratory System 4. Physiological changes due to aging • Understanding the physiological factors determining the • components 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. • 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: * 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 5. Sports injuries: Classification (Soft Tissue Injuries - Abrasion, Contusion, Laceration, Incision, Sprain & Strain Bone & Joint Injuries - Dislocation, Fractures - Green Stick, Comminuted, Transverse Oblique & Impacted) • Learning the changes caused due to aging. • Understanding the Sports Injuries (Classification, Causes, and Prevention) • Understanding the Aims & Objectives of First Aid • Understanding the Management of Injuries • Classify sports injuries with its Management.

Unit

8

Biomecha nics and Sports 1. Newton’s Law of Motion & its application in sports 2. Types of Levers and their application in Sports. 3. Equilibrium – Dynamic & Static and Centre of Gravity and its application in sports 4. Friction & Sports 5. 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 in sports. • 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 and • Expeditionary 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 1. Personality; its definition & types (Jung Classification & Big Five Theory) 2. Motivation, its type & techniques. 3. Exercise Adherence: Reasons, Benefits & Strategies for Enhancing it 4. Meaning, Concept & Types of Aggression s in Sports 5. Psychological Attributes in Sports – Self- Esteem, Mental Imagery, Self- Talk, Goal Setting • To make students understand Personality & 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. • Lecture-based instruction, • Technolo gy-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: * 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 • Making the students Understand sports • Lecture-based instruction, • Technology- based learning, Group learning, • Individual learning, • Inquiry-based learning, After completing the unit, the students will be able to: • understand the concept of talent identification and methods used 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 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 • kinesthetic learning, • Game-based learning and • Expeditionary learning for talent development in sports. • 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