CBSE Class 12 Physical Education Syllabus 2024–25

CBSE has released the Latest Updated Syllabus for the New Academic Session 2024–25 on March 23rd, 2024, for class 12. 

CBSE Board has released the latest Class 12 Physical Education syllabus which is to be strictly followed. Below please find our detailed analysis of Board Paper pattern, Unit-wise summary for the New Session 2024–25.

We have also updated Oswal Publishers Books as per the Latest Paper Pattern prescribed by Board for Physical Education Curriculum.

Students can directly access the CBSE Physical Education Syllabus for Class 12 of the academic year 2024–25 by clicking on the link below.

PDF download links to the latest Class 12 Physical Education Syllabus for 2024–25 academic session

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CBSE Class 12 Physical Education Latest Syllabus 2024–25

Unit No. Unit Name No. No. Of Periods (190 Hrs) The Weightage (Marks) Allotted
UNIT 1 Management of Sporting Events 15 05 + 04 b*
UNIT 2 Children and Women in Sports 12 07
UNIT 3 Yoga as Preventive measure for Lifestyle Disease 12 06+01 b*
UNIT 4 Physical Education & Sports for (CWSN) 13 04+04 b*
UNIT 5 Sports & Nutrition 12 07
UNIT 6 Test and Measurement in Sports 13 8
UNIT 7 Physiology & Injuries in Sport 13 04+04 b*
UNIT 8 Biomechanics and Sports 18 10
UNIT 9 Psychology and Sports 12 07
UNIT 10 Training in Sports 15 09
PRACTICAL (LAB)# Including 3 Practical 56 30
TOTAL Theory 10 + Practical 3 134 + 56 = 190hrs Theory 70 + Practical 30 = 100

CBSE Class 12 Physical Education Syllabus 2024–25: Unit-wise Summary

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 Responsibilities (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
  • 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.
Unit 4 Physical Education & Sports for (CWSN) (Children with Special Needs - Divyang)
  1. Organizations promoting Disability Sports (Special Olympics; Paralympics; Deaflympics)
  2. Concept of Classification and Divisioning in Sports.
  3. Concept of Inclusion in sports, its need, and Implementation;
  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 special needs
Unit 5 Sports & Nutrition
  1. Concept of balanced diet and nutrition
  2. Macro and Micro Nutrients: Food sources & functions
  3. Nutritive & Non-Nutritive Components 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 and Measurement in Sports
  1. 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).
  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
    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
  5. 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
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
  5. 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.
Unit 8 Biomechanics 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 Aggressions 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,
  • 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.
Unit 10 Training in Sports
  1. Concept of Talent Identification and Talent Development in Sports
  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
  • 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.

Internal Assessment

Practical (Max. Marks 30)
Physical Fitness Test: SAI Khelo India Test, Brockport Physical Fitness Test (BPFT)* 6 Marks
Proficiency in Games and Sports (Skill of any one IOA recognized Sport/Game of Choice)** 7 Marks
Yogic Practices 7 Marks
Record File *** 5 Marks
Viva Voce (Health/ Games & Sports/ Yoga) 5 Marks

The Changes for Class 12 (2024–25) Year-end Board Examinations are as under: 

(Class-12)
Periodic Assessment Academic Session 2023-24 Academic Session 2024-25
Composition of question paper for year-end examination/ Board Examination (Theory)
  • Competency Focused Questions in the form of MCQs/ Case Based Questions, Source-based Integrated Questions or any other type = 40%
  • Select response type questions (MCQ) = 20%
  • Constructed response questions (Short Answer Questions/Long Answer type Questions, as per existing pattern) = 40%
  • Competency Focused Questions in the form of MCQs/ Case Based Questions, Source-based Integrated Questions or any other type = 50%
  • Select response type questions (MCQ) = 20%
  • Constructed response questions (Short Answer Questions/Long Answer type Questions, as per existing pattern) = 30%

2023-24 Reduced Syllabus

(for reference purposes only)

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