UNIT 1
Foundations of Physical Education and Well-being

• Make pairs of students that are of almost similar height and weight.
• Among each pair, one student will play the 'horse' by bending over, with their chin touching their sternum (chest bone) and squatting on all fours (as shown in the figure), keeping all the safety measures and degrees of difficulty in mind.
• The other student will carefully jump over the horse (played by the first student).
• As the activity continues, the pair will alternately jump and take on the role of horse.
• The game is won by the pair that crosses the finish line first.

• Students will be arranged in rows, with one arm's distance between them.
• Students will perform freehand activities.
• The teacher will count out loud from one to eight and the demonstrator will perform the exercises from a raised platform facing the students, as shown in the figure on the next page.
• Other students will imitate the demonstrator's movements in sync, on the counts.
• The difficulty level of the drill can be increased by the suggested variations.

Note for the teacher

The teacher will help the students in identifying the names of the major muscles in their arms and legs.

1. Bully – the one doing the act of bullying.
2. The target – the victim of bullying.
3. Bystanders – individuals who observe bullying.
4. Upstander – a bystander who chooses to take action.
• One student will be the Bully and another will be the Upstander.
• The others in the group are Bystanders and Victims.
• All the Victims and the Bystanders will be running away from the Bully.

• The Bully will try to chase all the students while saving themself from the Upstander.
• When the Bully tags the Victim, they should not move and hold the position that they are in.
• Bystanders can tap Victims to unfreeze them but they have to use a reassuring remark, such as “You're not alone!” or “I am with you” while tapping.
• The Bully can be stopped by the Upstander if they tag them and say, “Stop, that's not okay!”
• Keep switching roles among students to make sure that everyone gets an opportunity to play each role.

• Mark four lines on the ground. Line one is the ‘starting line’, the second line will be ‘the warning line’, the third line will be ‘the danger line’ and the last line will be ‘the finish line’.
• Make two groups of 7–8 students each. One group will be the ‘Aggressor’ and another group will be the ‘Society’.
• One member of Society will be the victim and they will stand on the finish line with their back towards the group.
• The rest of the members of Society will distribute themselves equally at the warning and the danger zones. In case the members of Society are uneven, then the distribution should be such that there are less number of people in the danger zone as compared to those in the warning zone.
• Aggressor will stand behind the starting line and move towards the finish line while the victim is not looking at them. The victim then claps four times.

• As soon as the victim performs ‘four claps’, they turn around to see if they can identify any aggressor moving.
• The members of Society can help by trying to make the aggressors move without touching them, so that the victims can identify them.
• If any of the aggressor moves, then they are out. Otherwise, the victim will turn back and clap again four times.
• If any student of Aggressor reaches the warning line, all the members of Society in the warning zone will be considered out and in the same way if any student of Aggressor reaches the danger line then all the members of Society in the danger zone will be considered out.
• The target of Aggressor is to reach the finish line without being caught by the victim and the target of Society is to stop the aggressor from reaching the finish line and helping the victim.

• Make two teams of 5 to 6 students each, standing 20 metre apart.
• Each student will be standing as shown in the figure.
• On the first sound of the whistle, the students of team A will hold the object.
• On the second sound of the whistle, the students will perform galloping for the first 5 metres followed by hopping for the next 5 metres, duck walk for another 5 metres, sprinting for the last 5 metres and then they will finally transfer the object to the adjacent student of team B.
• The students of Team B will feel the heat of the object.
• Team B will later grip the same object but with a handkerchief or towel and perform the same activity.

Note for the teacher

• Discuss the concept of conduction among the students.
• Ensure the safety of the students.

• Divide the class into 4–5 teams (depending on the class strength).
• Each team will rotate through the stations.
• Station 1: Linear motion (running)
1. Mark a straight path, say 20 metres for the students to run.
2. Have each team member run along the path. Note the time taken by them to cover the distance.
• Station 2: Rotational motion (spinning)
1. Mark a small cone in the center for the students to spin around.
2. Each student will spin 3 times around the cone, then sprint to the next station. This demonstrates rotational motion.
• Station 3: Projectile motion (throwing)
1. Set up a target (a large bucket or marked area) to throw the ball at.
2. Students will throw a softball towards the target, and the distance the ball travels in the air will be measured.
• After completing each station, students will record the following measurements:
1. Linear motion (station 1): Record the time taken to run the distance (in both SI and CGS units).
1. SI Unit: Time in seconds (s).
2. CGS Unit: Time in seconds (s) (no change here as seconds remain the same in both units).
2. Rotational motion (station 2): Record the time taken to spin 3 times and then sprint to the next station.
1. SI Unit: Time in seconds (s).
2. CGS Unit: Time in seconds (s).
3. Projectile motion (station 3): Measure the distance the ball travels.
1. SI Unit: Distance in metres (m).
2. CGS Unit: Distance in centimetres (cm).
• In all the activities, the team which finishes first at any station gets 5 points, the second gets 3 points, and the last gets 1 point.

• After the teams finish, add the points gained from each station.
• The team with the highest total score wins.

Note for the teacher

• Gather the students and discuss the measurements calculated in the activity in SI and CGS units.
• Emphasise how different types of motion (linear, rotational, and projectile) occur in sports and real-life activities.
• Help them understand the role of force in projectiles, speed in linear motion, and centripetal force in rotational motion.

• Divide the students into teams of 4–5 members each.
• Set up three activity zones representing different levels of intensity:
1. Zone 1: Low Intensity (walking in place, slow jogging).
2. Zone 2: Medium Intensity (moderate jumping jacks, fast jogging).
3. Zone 3: High Intensity (sprinting or burpees).
• Part 1: Baseline Measurement
1. Before starting, students sit quietly for 1 minute.
2. Each student measures their resting breathing rate and pulse rate in the following way –
1. For calculating breathing rate – Count breaths for 60 seconds.
2. For calculating pulse rate—Count heartbeat for 60 seconds.
3. Finally, record the data in a chart.
• Part 2: Physical Challenge
1. Zone 1 (Low Intensity)
1. Students walk in place or jog lightly for 2 minutes.
2. Afterwards, they measure and record their breathing and pulse rates.
2. Zone 2 (Medium Intensity)
1. Students perform moderate jumping jacks or fast jogging for 1 minute.
2. Then, they record breathing and pulse rates.
3. Zone 3 (High Intensity)
1. Students sprint for 30 metres or do burpees for 30 seconds.
2. Immediately after, they measure and record their breathing and pulse rates.
• Part 3: Recovery Observation
1. After completing all zones, students sit quietly for 3 minutes.
2. They measure their pulse rates every 30 seconds to monitor recovery.
3. Record recovery time for all participants.
• Teams track how quickly breathing and pulse rates return to baseline after Zone 3.

• Sample Chart

Note for the teacher

• The teacher will demonstrate how to check pulse from the radial artery as shown in the figure.
• Ensure that each student has a role to play so that everyone participates.
• Ensure that each student fills up the chart.

• Students perform stretches while following the given instructions:
1. While in a hamstring stretch, they must catch a ball thrown lightly toward them.
2. While in a lunge stretch, they must touch a cone on command.
• Points for achieving good flexibility in stretches (1 point).
• Points for correct and quick responses to instructions (1 point).
• Bonus points for smoothly integrating flexibility with reaction (3 points).
• The team with the maximum number of points will be the winner.

Note for the teacher

Emphasise the importance of proper form during stretches to avoid injury.

• Set up the stations in the following order —
1. Station 1: Flexion and extension (bicep curls).
2. Station 2: Jumping and landing (squat jumps).
3. Station 3: Push-and-pull motions (push-ups or resistance band pulls).
4. Station 4: Balancing (one-leg balance).
• Arrange the stations in a circular course.
• Divide the class into teams of 4–6 students each.
• Start with a brief warm-up to activate the musculoskeletal system which may include –
1. Light jogging, arm circles, and stretches, focusing on major muscle groups.
• The relay activity steps are as follows:
1. Station 1: Flexion and Extension
1. Students perform bicep curls with resistance bands, similar type of equipment or mimic the motion without equipment.
2. Station 2: Jumping and Landing
1. Students perform squat jumps.
3. Station 3: Push-and-Pull Motions
1. Students perform push-ups or use resistance bands to pull.

4. Station 4: Balancing
1. Students balance on one foot or on a soft surface.


• Teams move from one station to the next in sequence, performing the tasks as quickly and as accurately as possible.
• The fastest team to complete all stations gain 3 points.
• One point is given for proper form and execution of tasks (1 point).
• One bonus point is given for smooth collaboration and mutual encouragement.
• The team with the maximum number of points will be the winner.

Note for the teacher

• Provide clear instructions on proper form to avoid strain or injury.
• Reinforce connections between the musculoskeletal system and everyday activities or sports.

• Set up the stations in the following order —
1. Strength: Focus on muscle and bone strengthening exercises.
2. Endurance: Highlight muscle stamina.
3. Flexibility: Demonstrate joint range of motion.
4. Recovery: Simulate how rest helps muscles adapt and grow.
• Divide the class into small teams.
• Each team rotates through the stations, spending 5 minutes at each station.
• Station 1: Strength: Students perform bodyweight exercises like push-ups, squats, or resistance band pulls.
• Station 2: Endurance: Students perform timed cardio activities like jumping jacks, running in one place, or rope skipping.

• Station 3: Flexibility: Students perform stretches like forward bends, lunges, or shoulder reaches.
• Station 4: Recovery: Students lie down and perform deep breathing or light stretching.

Note for the teacher

• Ensure that there is no competition. Instead, students will focus on participation and effort.
• Provide recognition in the form of awards for effort at each station (“Best Strength Performance” or “Flexibility Star”).
• Encourage students to improve their personal bests over time.
• Briefly explain how the musculoskeletal system adapts to different activities:
1. Bones and muscles become stronger with resistance.
2. Muscles adapt to sustain repeated activity.
3. Joints and muscles stretch to increase muscle flexibility.
4. Rest allows muscles to repair and grow.

Self-Assessment

Read the statements and tick the most suitable response for you.

APPRECIATION FOR TEAMMATES

OVERCOME BULLYING

OVERCOME HARASSMENT

CONCEPTS OF PHYSICS IN PHYSICAL EDUCATION

CONCEPT OF BIOLOGY IN PHYSICAL EDUCATION

UNDERSTANDING MUSCLES