UNIT 2
Physical and Motor Fitness

• Make a team of ten students each.
• Set up a starting and finishing line.
• Each team forms a line, with all students standing at one arm distance and feet wide enough for someone to crawl through.
• All team members stand at the starting line, feet apart and facing forward.
• On the whistle, the last student in the line crouches down and crawls through their teammate’s legs to the front of the line.
• Once the student reaches the front, they stand up and shout "Next!" for the next person to start crawling.
• The team continues the sequence until all the students have successfully crossed the finish line. The team that finishes first wins the race.

• Place hula hoops or markers in a straight line or a zig-zag pattern across the floor.
• The number of hoops is determined by the available area and the number of students, but the route should have an equal number of hoops on both sides.
• Add a different coloured hula hoop or marker to the second-to-last hoop on each end.
• Divide the class into two teams. Each team should line up on opposing sides of the hoop route.
• The first member from each team enters the first hula hoop from their respective sides. These two students will compete in a game of ‘rock, paper, scissors’.
• The winner advances to the next hula hoop in the line, while the loser returns to the rear of their team’s lineup.
• The next student in the losing team’s line enters the first hoop and prepares to challenge the opposing team’s advanced student.
• Every time a student wins, they move forward through the hula hoops.
• If they lose a round of rock-paper-scissors, they return to their team and the next teammate gets their turn.
• The goal for each team is to reach the second-to-last hula hoop on the opposing team’s side.
• When a student gets to the hoop, they score a point for their team.
• When a point is scored, both teams return to their starting positions and a fresh round begins.

• Mark a starting and ending line.
• Set up a 10-metre-long zig-zag course using cones or markers.
• Students will dribble a football along the zig-zag course, weaving between cones.
• After dribbling, grab any object such as a cardboard, a used rough copy or a school bag and keep it on your head.
• Balance the object as you go back towards the starting line.
• If the object falls off, you must stop and put it on your head again before continuing.

• Balance the object on your back and continue to crawl, travelling across the ground towards the finish line.
• Next, drop the object there, pick up the football and run back towards the starting line, passing it to a teammate.
• The game continues until all the students get their turn.
• The team that finishes first wins.

• Divide the students into teams of six students each.
• Make two little goal areas at each end of the field (cones or mini goals can be used).
• Students make a straight line.
• One student (the passer) stands in front of the line, facing the group, holding a ball.
• A goal or a target is positioned behind the passer.
• The passer throws the ball to the first student in line.
• The first student catches the ball, returns it to the passer, and immediately sits down.

• The passer continues by passing the ball to the second student and so on.
• After returning the ball, the student sits in their spot.
• When the last student catches and returns the ball, the passer turns around to kick the ball towards the goalpost.
• The game continues until everyone gets the chance of being the ‘passer’.
• The team to score the most goal wins.

Note for the teacher

The teacher will help students in identifying the muscles.

• Students are divided into teams of ten students each.
• Each team forms a line, with all students in the crab position (hands and feet on the ground, belly facing upwards).
• To begin the game, the student at the end of each line holds the ball.
• All students must remain in the crab position throughout the game, making a straight line behind one another.
• After the command to start is given, the last student in the line rolls the ball underneath them, towards the next teammate.
• Each student in the line must roll the ball underneath their body to the next person in line without leaving the crab position.

• When the ball reaches the first student in line, they take the ball, get up, run to the back of the line, and quickly return to the crab position.
• The student who just went to the back of the line will get back in the crab position, roll the ball beneath the line again, and the sequence will continue.
• The relay continues until the first student to start the game returns to their starting place at the beginning of the line.

Note for the teacher

The teacher will discuss the concept of core muscles (abdominal muscles like, rectus abdominalis, external oblique, internal oblique, quadratus lumboram, multifidus).

• Use 6–10 markers to define a rectangular playing area.
• A student, designated as a roller, stands at one end and rolls a target ball (a large ball) between two parallel lines, and a desired number of students will stand perpendicular to the roller, 5–10 metres away.

• The roller calls out “gool-gool” (or “going-going”) to signal the roll.
• Students aim to hit the moving target using smaller tennis balls, throwing them when the ball passes in front of them between two parallel lines.
• A fielder at the other end retrieves the target ball and returns it to the roller after all thrown balls are collected.
• Students must wait for the "OK" signal before retrieving their thrown balls.

Note for the teacher

• Always provide a signal before students retrieve balls to ensure safety.
• Encourage modesty and good sportsmanship among students.

• Divide students into two teams of 5–6 students.
• Set up a volleyball net or a similar divider at a height of 2–3 feet.
• Instead of using hands, students kick the ball to send it over the net.

• Each team can allow up to three touches before sending the ball over the net.
• Play for 10–15 minutes, alternating teams every 5 minutes for fairness.

Note for the teacher

• Encourage teamwork and communication among students.
• Emphasise safety and ensure that students maintain control over their kicks.
• Provide guidance on proper kicking techniques to avoid injuries.

• Divide the students into two teams having similar height and weight and equal in number.
• Mark a centre line. The teams will stand in front of each other at a distance of approximately one foot from the centre line.
• Students of each team will hold the waist of a student who is standing in front.
• The first student of both the teams will hold each other’s elbows.
• On the whistle, students will pull against each other using their body weight and strength. The aim is to pull the opposing student past the centre line.

• Both teams must always stay connected as a chain. Breaking the chain will result in losing the game.
• The game continues until one team wins by pulling the other past their centre line.

Note for the teacher

• Emphasise safety by ensuring students are evenly matched in size and strength.
• Encourage students to use their legs and body weight rather than straining their arms.
• Monitor for fair play and ensure the game stays fun and inclusive.
• Ensure there are no jerk movements while pulling the opposing team.

• To begin, a large circle is made using cones and divided into two areas: the ‘playing zone’ and the ‘exercise zone’, with a cone placed in the exercise zone labeled ‘exercise.’
• Two students are chosen as denners: Denner 1 represents unhealthy food, and Denner 2 represents the will to avoid exercise.
• All other students start in the playing zone and run around, symbolising high metabolism. Denner 1 tries to tag players inside this zone.
• However, when students move to exercise zone then Denner 2 will try to tag them. If Denner 2 tags a student for the first time, the student must return to the playing zone but can only jog, representing moderate metabolism.
• If the same student is tagged by Denner 1 again and then tagged by Denner 2 a second time, they must return to the playing zone and only walk, showing low metabolism.

• On successfully touching the Exercise cone without being tagged by Denner 2, a student regains the ability to run, symbolising improved metabolism.
• Both denners are changed every ten minutes so everyone gets a chance to play.
• This fun and educational activity shows how lifestyle choices can impact energy levels and health.

Circle time — Body Mass Index and goal setup

Calculate your Body Mass Index using the formula: BMI = weight (kg)/[height (m)]² and compare it with the table given below and plan your next one month accordingly for leading a healthy lifestyle

Assessment

Instructions:

1. Perform each fitness test and record your baseline result.
2. Set a goal for improvement.
3. Retest and compare your progress!
4. Teachers should ensure they set up the testing environment.
5. The procedure for conducting each test is mentioned in the Annexure.

Agility

Test: T - TEST

• Baseline time: ................ seconds
• Goal (Improve by 1–2 sec): ................ seconds

Cardiovascular Endurance

Test: 600-m Run/Walk

• Baseline time: ................ minutes
• Goal (Improve by 10–20 sec): ................ minutes

Test: 3-Minute Step Test

• Baseline HR: ................ bpm
• Goal (lower HR over time): ................ bpm

Strength & Muscular Endurance

Push-ups (Max in 1 min)

• Baseline: ................ reps
• Goal (increase by 3–5 reps): ................ reps

Squats (Max in 1 min)

• Baseline: ................ reps
• Goal (increase by 5–10 reps): ................ reps

Plank Hold (time)

• Baseline: ................ seconds
• Goal (hold 10–15 sec longer): ................ seconds

Flexibility

Sit-and-Reach Test (measure reach in inches past toes)

• Baseline: ................ inches
• Goal (improve by 1–2 inches): ................ inches

Speed

50-Meter Sprint

• Baseline time: ................ seconds
• Goal (improve by 0.2 – 0.5 sec): ................ seconds

Balance

Stork Balance

• Baseline time: ................ seconds
• Goal: ................

Reflection & Progress

• Which area improved the most? ..................
• What was the biggest challenge? .................
• How can I improve further? .................