Maidan Summit 2011 - Saroj Yadav, National Council of Educational Research and Training

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In her presentation at Maidan Summit 2011, Ms Saroj Yadav said that health is the most important for a child. Highlighting that health education covers everything like physical, emotional and mental …

In her presentation at Maidan Summit 2011, Ms Saroj Yadav said that health is the most important for a child. Highlighting that health education covers everything like physical, emotional and mental education, she said that it is about changing the mindset. She said that the schools must realize the importance of physical education in the form of games, activities and sport.

She also added that the health concerns include not only physical activities but also social issues like drug abuse, HIV protection and food and inflation. She concluded by saying that the development of physical education has to work in synergy with food and nutrition, social health, safety and security.

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  • 1. HEALTH AND PHYSICALEDUCATION
  • 2. BACKGROUND Holistic definition of Health means physical, social emotional, and mental development of the child Health is shaped by biological, social, economic, cultural and political factors Reciprocal relationship between health, Physical activities, nutrition and Education
  • 3. Emerging Health Concerns NFHS-3 shows that among children below 3 yrs,75% anaemic and 1/3stunted. Nutritional status of adolescents- about 55 percent of them are anaemic Health needs of adolescents, particularly their reproductive and sexual health needs Myths and misconceptions, making them vulnerable to risky situations such as HIV/AIDS More that 50 per cent of the new HIV infection cases belong to adolescents and youth. The increasing incidence of drug abuse. Obesity is also emerging as a problem at least in some of the States
  • 4. Health Needs of children to be Focused Medical checkup of Children, their treatment and follow up Tackling under- nutrition and malnutrition among children; Promotion of the state of health and physical well- being of children through physical and yoga activities; sports and games and maintenance of personal as well as community hygiene; and Strengthening of the area of Health and Physical Education in School curriculum and teacher education.
  • 5. HEALTH & SPORTS EDUCATION: WHAT NCF- 2005 SAYS Health & Physical Education COMPULSORY from Primary to secondary stages and OPTIONAL at Higher Secondary stage. Growing realization of adolescents health needs Age appropriate context specific intervention on ARSH health concerns Provide children opportunities to construct knowledge and acquire Life skills
  • 6. Contd… Recognizes this subject as a core subject. The curriculum and syllabus for this subject has to adopt a ‘need based’ approach to a child’s development. Focus on experience and development of health, skills and physical well being through practical engagements with play, exercises, sports, yoga and practices of personal and community hygiene. 6
  • 7. Overall Objective of the syllabus: To provide the required theoretical and practical inputs in order to provide an integrated and holistic understanding of health, disease and physical fitness among children at the primary, upper primary and secondary levels 7
  • 8. Specific objective of the syllabus: To help children learn and become aware of health, to develop a positive attitude towards health, as individuals and be collectively responsible for healthy living at home, school and in the community. To provide the requisite services through the school health and nutritional programmes for improving the health status of children. 8
  • 9. Contd…. To encourage them to learn desired skills and form right habits about food, exercise, sleep, rest and relaxation in their everyday life. To help children to be acquainted with nutritional requirements, personal and environmental hygiene, sanitation, pollution, common diseases as well as measures for their prevention and control To provide skills for dealing with psycho-social issues in the school, home and the community 9
  • 10. Broad Themes  Human Body, Physical Fitness and Health  Movement Awareness  We and our environment  Food and Nutrition  Social Health  Safety and Security  Consumer Health
  • 11. Class-wise key conceptsClass I Description about self and surrounding ,Identification of body parts Different types of fundamental movements, Correct postures, Joy and pride of keeping the body clean, Healthy Habits Relationship between different body parts and sports equipment Exercise, play and movements for fun Food Hygiene and cleanliness, Importance of not wasting food Common mishaps to safe play at school, play-ground, road and home, sun heat ,Measure to prevent such accidents Importance or water in the body Proper use of toilet, Cleanliness (self and environment)
  • 12. Class-wise key conceptsClass II Awareness about sensory organs and Cleanliness : eyes, nose, ears, skin, tongue, mouth, and teeth, Healthy habits Movements, Rhythm, Walking in straight line, circles, zigzag, running variations, Hop, Jump, Leaping, Galloping, Skipping, Balancing, swinging, stretching bending, sitting postures, lifting, carrying, falling, Standing on one leg, Clapping, Bounce the ball on the music ,Imagination , imitation & Mimic Identifying the color of foods, Identifying different tastes – sweet, sour, salty etc .different foods in different seasons Getting help during emergency, Sources and quality of the water we drink Cleanliness (self and environment), Proper use of toilet Cleanliness after toileting
  • 13. Class-wise key concepts Class III: Basic understanding of breathing pattern and body sounds, vision and hearing , Healthy Habits and Hygiene Neuromuscular Coordination, Coupling of Movements, walk and run, sit and stand ,stop and walk, hop and walk ,bend and roll, walk and run/leap, walk and jog, Walk, jog and run, forward and backward running, Developing strength, Judgment and decision-making, Throwing / Catching the ball, Developing strength, judgment and decision-making, Eye-hand, eye-leg and neuromuscular coordination and motor fitness, Tossing and decision-making, Combative Actions Maintaining cleanliness of class-rooms, playground, surrounding etc. Proper management of garbage Likes & Dislikes about food, Wholesome Diet, Variety of food Safety measures :Fire, electricity, fire crackers, water, animals and insect bites, sharp objects, insecticides and insect bites, sharp objects, insecticides, Family : Family as a support system
  • 14. Class-wise key concepts Class IV: Role of Heredity & Environment in shaping self Exercises for health and fitness Exercises -Jogging, Running, Simple stretching, General warm-up exercises-toe-to-head to-toe Sprinting, Running in Variation ,Vertical jump, Standing broad jump, Running long jump, Forward roll, Backward roll, Forward roll and Leg split, Backward roll and leg split, Cartwheel , Rolling with partners (double/triple) , Free play, Rhythm and Reflexes, (informal games & sports) We And Environment :Lighting and Ventilation, Water & Water Supply ,Water purification Food And Nutrition wholesome food and Junk food, Food hygiene and Storage, Food path in the human body, Malnutrition Safety and security: road safety, Social health: psychological security social relations relationships through play ,Consumer health and sports services : human resources and services of play and health management
  • 15. Class V : Structure & Functions of the body ,Postures, Worms Sports Skills Abilities: Indigenous and Self-defense activities Local games, Games of Indian origin, Self-defense, Martial Art, Games of different parts of India, Lathi, Kalapati, Wrestling, Salambam, Kho- Kho, Kabaddi, Martial Art – Judo/Karate/ Taekwondo, Dive-and-Roll, Cart-wheel (in movement), Hand-stand, Turns and jumps, Pyramids, Practice of skills, Track Events (dashes- standing and crouch start, relay, simple hurdles), Jumps (running long jump, modified high- jump, hop-step-jump), Throws (Cricket ball throw) Personal Hygiene, Use and Abuse of plastics and Safe disposal and Recycling of Plastics, Water purification at community level Food culture, nutritive values of food, daily requirements, Food borne diseases, Eating places, Self-esteem, Peer-group Relation, Survival Skills Physical resources and services of play, fitness and health management
  • 16. Broad Principles of the syllabus H & PE is not merely as an instructive area. Some aspects of the subject will draw from other curricular area like environmental science, science and social science. However this subject will have its own core content and therefore needs to be treated on par with other subjects. Presently a number of ‘vertical programmes’ like the midday meal programme, adolescent health (including HIV/AIDS; drug abuse etc) and mental health will be appropriately integrated in the syllabus at different levels of schooling enormous potential to adopt innovative strategies.
  • 17. Inputs suggested in the Syllabus for transaction1. The major components that have to integral part of health programme include medical care, hygienic school environment, school lunch and health and physical education2. Therefore the mid day meal programme must become a part of the curriculum of this subject along with regular medical check ups and follow up3. The School Health Programme has to be a coordinated effort between the education and health departments with the latter providing preventive, curative and promotive services at all levels of schooling.
  • 18. 4. For health, yoga and physical education there needs to be minimum of outdoor and indoor facilities coupled with proper ventilation and sanitation in the classroom and school premises at the primary, secondary and senior secondary levels.5. All teacher education courses must include health, yoga and physical education as a compulsory subject.6. Descriptive and impact studies be commissioned to review the status of this subject in school education and document alternative experiences in this area.7. For effective implementation of this subject advocacy is required at different levels of the education and health systems.
  • 19. Evaluation Suggested in the Syllabus Evolve and use the system of Comprehensive and Continuous Evaluation given the applied nature of the subject. 19
  • 20. Preparedness required Advocacy. Textbook, resource book and other relevant materials for both teachers and students. Human resource development for both pre-service and in-service teacher training programmes. 20