RATIONALE
Health and Physical education is concerned with total health of the learner and the community. Besides physical health, it includes mental and emotional health of the learners. WHO defines health as a state of physical, mental and social well-being and not merely the absence of disease or infirmity.  The aim of Health and Physical Education is to enable the student to attain such a state of health that, it becomes an education for the total human being. In this respect, it is a truism to say that the practice of healthy living will serve as the foundation for physical education. It is envisaged that any effort to promote aesthetic values at the school level will include a natural esteem for physical well-being.

The mastery of the body, its powers and qualities, requires knowledge, methodical training and exercise. The skills and capacities developed, the muscles and nerves trained, the senses cultivated and hygienic and proper dietary habits inculcated. Therefore, provision has to be made much more systematically than before, in the school curriculum for Health and Physical Education. At the Secondary level acquisition of the habits of healthy living and participation in games and sports and athletics for the neuro muscular coordination and physical fitness are the aims which should be taken care of while developing any syllabus of health and physical education.

The objectives of Physical and Health Education are :
to bring the overall awareness of values and to inculcate among students the desired habits and attitudes towards health and to raise their health status;
to make the pupils physically, mentally and emotionally fit and to develop their personal and social qualites that will help them to be good human beings;
to develop a scientific point of view regarding health and physical education;
to identify personal, family and community health problems and acquire relevant scientific knowledge and information to prevent and control these problems to stay healthy;
to take action individually and collectively to protect and promote (i) their own health (ii) health of their family members: and (iii) health of those around them in the community, seeking help when required from available community resources;
to promote improved preventive and promotive self-care behavior in the families and in the community;
to develop awareness of HIV, AIDS and drug abuse in the community;
to develop an awareness regarding the importance of physical fitness and organic efficiency in individual and social life;
to develop awareness regarding transfer of fundamental processes to physical activities of one’s choice;
to develop interest in exercise, sports and games for self-satisfaction and making it a part of life;
to enable an individual to enhance inner qualities – as self-mastery, discipline, courage, confidence and efficiency;
to enable an individual to display a sense of responsibility, patriotism, self-sacrifice and service to the community in a better way;
to develop awareness of the importance of self-defense and self-dependence;
to develop awareness of good posture so that one may strive to maintain a good posture;
to enable an individual to lead an enthusiatic and active life;
to enable an individual to practice socially acceptable behavior patterns in an impressive maner.

Learning Outcomes
The syllabus in Physical and Health Education at this stage aims at realising the following :
(I) Learning outcomes in Physical Education :
The learners develop organic fitness, formal sense organs and efficient organic systems.
They cultivate habits of engaging in appropriate exercises so that immediate and future health needs will be met.
They develop neuro-muscular skills that promote the ability to perform work with ease and grace.
They develop attitudes of cooperation, good sportsmanship and fair-play.
They cultivate such traits of character as self-mastery, discipline, courage and confidence.
They develop a sense of patriotism, self-sacrifice, self-reliance and a desire to serve.
They prepare themselves for making a worthy use of leisure time by acquiring knowledge of sports for the purpose of participation or observing, appreciating and enjoying them.

(II) Suggestive Activities :
Dance
Sports and Games (including training/coaching)
Yoga
Athletics
Gymnastics
Swimming
Combative / Martial Arts

(III) Learning outcomes in Health Education
The learners develop a scientific point of view of health and physical education.
They identify personal, family and community health problems and are able to prevent and control these problems to stay healthy.
They take action individually and collectively to protect and promote their own health, health of family and of the people around them in the community.
They are always ready to promote improved preventive and promotive self-care behaviour in the family and in the community.

(IV)Suggestive Areas :
Meaning and Nature of Health
Environment and Health
Major accidents, which can be fatal in rural and urban areas. First Aid.
Nutrition.
Health hazards of modernization:drug abuse, HIV and AIDS.
Communicable and non-communicable diseases. Approved systems of medicine being practiced
in our country.
Importance of International Health.
Physical Education activities are depedent upon the facilities abailable in and around the school.
Therefore the teacher should develop programmes taking into consideration the facilities available in
the school and in the community.

CLASSES – IX & X

1. Athletics
(a) Running Events-Sprints (including hurdles) and middle and long distance events.
Emphasis is to be laid on correct starting and finishing techniques, running action including foot plantation and body carriage.
(b) Jumping Events-Consolidation of long jump and high jump techniques and introduction of basic fundamentals of triple jump and pole valut.
(c) Throwing Events- Consolidation of shot put and discus throw techniques and introduction of baisc fundamentals of javelin and hammer throws.
(d) Participation in exercise schedules for improving different motor components namely speed, strength, endurance, flexibility and coordinative abilities.
Note
(i) At this stage the student has to aim for his performance attainment and hence he should select one event for specialization. More than one event be chosen only if logical relation exists between them.
(ii) Introduction of basic rules related to the evenets.

2. Gymnastics
A. Boys
(a) Repetition of previously learnt skills
(b) Skills (Floor Exercises)
- Head Spring
- Round off

(c) Vaulting Horse
- Straddle vault on broad horse
- Hand spring on broad horse
- Take off and sitting on the long horse
- Straddle from the standing position on long horse

(d) Parallel Bars
- Different kinds of mounts and dismounts
- One bar roll
- Shoulder stand
- ‘L’ position hold

(e) Horizontal Bar
- Different types of grips
- Back turn over
- One leg circle forward
- Simple swing

B. Girls
(a) Repetition of skills learnt in the previous class
(b) Skills (Floor Exercises)
- One hand cartwheel
- Round off
(c) Balancing Beam
- Dancing movements
- Turning movements
- Front roll and back roll
- Different balances
(d) Vaulting Horse
- Straddle vault on broad horse
- Wolf vault (side vault)
- Cat spring and jump on long horse
C. Conditioning exercises of different types for developing motor components essential for gymanastics.

3. Yoga
- Dhanurasana
- Kukutasana
- Mayurasana
- Suptavajrasana
- Vakasana
- Gaumukhasana
- Supt – pawan Muktasana
- Halasana
- Shalabhasana
- Naukasana
- Shirshasana
- Surya Namaskar

4. Major Games
(Any two to be chosen from the following)
(a) Cricket
(b) Football
(c) Hockey
(d) Basketball
(e) Volleyball
(f) Handball
(g) Kho-Kho
(h) Kabaddi
(i) Table Tennis
(j) Badminton
(k) Wrestling
(l) Judo
Emphasis is to be laid on consolidation of technique and learning of basis tactical patterns.
These games be played in full size fields, if available. In case only small play area is available, these games by played in modified form.
Participation in exercise schedules for improving different motor components namely speed. strength, endurance, flexibility and coordinative abilities.
Introduction of basic rules related to the games.

5. Swimming
(a) Emphasis is to be laid on the consolidation of techniques of all strokes and learning of basic tactical patterns, using competitive distances.
(b) Participation in exercise schedules for improving different motor components related to swimming.
(c) Consolidation of water polo skills and dives
(d) Introduction to basic rules of swimming, water polo and diving
Note : At this stage the student has to aim for high performance attainment and hence he should select one event for specialization. More than one event be chosen only if logical relation exists between them.

CLASS IX

Meaning and nature of health, ecological concept of health, interdependence of physical, mental, emotional and social dimensions of health, factors and conditions influencing health, impoartance of health, meaning, purpose, principles and methods of health education; role of media in
Health Education.
Environmental conditions in villages, towns and slums in relation to the health status of people, waste disposal practices, measures to prevent pollution, compost pits, soakage pits, sanitary latrines, sources of safe drinking water, municipal water supply system, housing.
Relationship of personal and environmental health practices with prevention of diseases and health promotion, cultural practices and health.
Major accidents which cause deaths in rural and urban areas, factors responsible for accidents, general principles for prevention of common accidents, safety rules related to making fires, using stoves/cooking gas, using electricity, climbing stairs, crossing roads, boarding means of
transport, cycling, swimming, playing, storing medicines and poisonous chemicals, practicing crafts, working in laboratories and using electrical and mechanical gadgets and machines, measures to remove accident hazards.
First-aid measures for cuts, wounds, sprains, strains, continuous bleeding, fractures, bites and stings, drowning, fainting, shock, burns: Principles of first-aid, home nursing and skills in dealing with specific situations.
Factors and conditions affecting nutritional status of an individual, nutritional needs of the body in terms of calories and nutrients, low-cost, locally available sources of food rich in these nutrients, nutritive values of commonly used foodstuff, balanced diet-its importance and requirements accroding to age, sex, occupation, pregnancy and geographical location, principles of diet planning, deficiency diseases and their prevention.

CLASS X

Health hazards of modernization-pollution, effect of population explosion on health hazards, family and community life.
Communicable and non-communicable diseases, role of host agent and environment in the spread and control of communicable diseases, body defenses, immunity-natural and acquired, importance of regular medical check-up in preventing the diseases, immunization schedule and importance of booster doses. Morbidity and mortality, in India. National Health Programmes, Importance of pupil and people’s participation in the implementation of these programmes, Primary health care, meaning and scope. Health care set-up in rural and urban areas.
Importance of international health, international health measures to check spread of
communicable diseases form one country to another, quarantine measures, World Health Organization-its functions and activies, UNICEF functions and activities, significance of World Health Day.
Approved systems of medicine being practiced in India, specialization available, prescription and non-prescription drugs, habit-forming drugs, dangers of self medication and going to a quack-harmful effects of alcohol and tobacco. Health set-up at the village, town, district, state
and country levels, voluntary agencies working in the field of health and health education. Awareness of HIV and AIDS. Students may also be acquainted with evils associated with promiscuity and child and drug abuse. Adolescence education and sex-education may also be provided in a suitable manner.