The document discusses health, physical education, and related concerns in India. It notes that many Indian children suffer from issues like anemia, stunting, and malnutrition. Emerging health concerns among youth include reproductive health, HIV/AIDS, and drug abuse. The syllabus for health and physical education aims to address these issues through a holistic focus on physical, mental, and social well-being from primary through secondary school. It emphasizes the development of healthy habits, nutrition, hygiene, safety, and physical activity. Proper implementation requires coordination between education and health departments, adequate facilities, and teacher training.

1. HEALTH AND
PHYSICAL
EDUCATION

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.
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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
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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.
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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
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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 concepts
Class 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 concepts
Class 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 transaction
1. The major components that have to integral part of
health programme include medical care, hygienic
school environment, school lunch and health and
physical education
2. Therefore the mid day meal programme must
become a part of the curriculum of this subject along
with regular medical check ups and follow up
3. 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.
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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.
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