| Unit 1 | Management of Sporting Events - Functions of Sports Events Management (Planning, Organising, Staffing, Directing & Controlling)
- Various Committees & their Responsibilities (pre; during & post)
- Fixtures and their Procedures – Knock-Out (Bye & Seeding) & League (Staircase, Cyclic, Tabular method) and Combination tournaments
- Intramural & Extramural tournaments – Meaning, Objectives & Its Significance
- 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
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| Unit 2 | Children & Women in Sports - Exercise guidelines of WHO for different age groups.
- Common postural deformities-knock knees, flat foot, round shoulders, Lordosis, Kyphosis, Scoliosis, and bow legs and their respective corrective measures.
- Women’s participation in Sports – Physical, Psychological, and social benefits.
- Special consideration (menarche and menstrual dysfunction)
- 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.
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| Unit 3 | Yoga as Preventive measure for Lifestyle Disease - Obesity: Procedure, Benefits & Contraindications for Tadasana, Katichakrasana, Pavanmuktasana, Matsayasana, Halasana, Pachimottansana, Ardha – Matsyendrasana, Dhanurasana, Ushtrasana, Suryabedhan pranayama.
- Diabetes: Procedure, Benefits & Contraindications for Katichakrasana, Pavanmuktasana,Bhujangasana, Shalabhasana, Dhanurasana, Supta-vajarasana, Paschimottanasan-a, Ardha-Mastendrasana, Mandukasana, Gomukasana, Yogmudra, Ushtrasana, Kapalabhati.
- Asthma: Procedure, Benefits & Contraindications for Tadasana, Urdhwahastottansana, 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, Urdhawahastootansana, Ardh-Chakrasana, Ushtrasana, Vakrasana, Sarala Maysyendrsana, Bhujandgasana, Gomukhasana, Bhadrasana, Makarasana, Nadi-Shodhana pranayama.
| - 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.
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| Unit 4 | Physical Education & 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 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.
| - 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 special needs
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| Unit 5 | Sports & Nutrition - Concept of balanced diet and nutrition
- Macro and Micro Nutrients: Food sources & functions
- Nutritive & Non-Nutritive Components of Diet
- Eating for Weight control – A Healthy Weight, The Pitfalls of Dieting, Food Intolerance, and Food Myths
- 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
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| Unit 6 | Test and Measurement in Sports - 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).
- 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.
- Computing Basal Metabolic Rate (BMR)
- 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 - Johnsen – Methney Test of Motor Educability (Front Roll, Roll, Jumping Half-Turn, Jumping full-turn
| - 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 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.
| - 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: - 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
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| 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; Bone & Joint Injuries - Dislocation, Fractures - Green Stick, Comminuted, Transverse Oblique & Impacted)
| - 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.
- 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
| - 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.
- Classify sports injuries with its Management.
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| 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 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.
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| Unit 9 | Psychology and Sports - 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
| - 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,
- 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: - 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.
- Identify various reasons to exercise, its associated benefits and strategies to promote exercise adherence.
- 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.
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| Unit 10 | Training in Sports - Concept of Talent Identification and Talent Development in Sports
- Introduction to Sports Training Cycle – Micro,Meso, Macro Cycle.
- Types & Methods to Develop – Strength, Endurance, and Speed.
- Types & Methods to Develop – Flexibility and Coordinative Ability.
- Circuit Training - Introduction & its importance
| - Making the students understand the concept of talent identification and methods in sports
- Making the students Understand sports training and the different cycle in sports training.
- endurance, and speed.
- Making the students Understand different types & methods of flexibility and
- coordinative ability.
- Making the students understand Circuit training and its importance.
| - 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 talent identification and methods used 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.
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