UNIT 1

Evolution of Physical Education and Well-being

The first unit of this book explores the concept of physical education as a holistic approach to nurture the body, mind, and spirit. It emphasises the importance of physical activities, games, yoga, and sports in promoting physical fitness, emotional balance, mental calmness, and social values like respect, fairness, and cooperation.

The unit highlights the National Curriculum Framework for School Education (NCF-SE 2023), which integrates traditional Indian practices with modern sports to foster overall wellness and personal growth. The unit explores the meaning, definitions, aims, and objectives of physical education. It goes beyond physical activity, highlighting learning through the body to develop teamwork, discipline, and self-control. Scholars like Sri Aurobindo and organisations, like UNESCO, have highlighted the role of physical education in achieving holistic development. The aims include building character, instilling virtues such as, honesty and patience, and preparing students to be socially responsible and emotionally balanced individuals. This unit also focuses on physical literacy which is defined as the ability, confidence, and motivation to engage in physical activities throughout life. It includes developing locomotor, non-locomotor, and manipulative skills, which are essential for fitness, holistic health and overall development. The unit encourages students to reflect on their experiences with physical education and its impact on their growth. It also promotes the integration of fitness and well-being into daily life while informing students about various career pathways in physical education.

Chapter 1

Physical Education and Well-being

The word ‘education’ creates an initial perception of books, classrooms, and exams. However, real education is not only about the mind, it is about the body as well. If the body is weak or unhealthy, the mind cannot focus, and if the mind is unwell, even a strong body feels tired.

In the Preparatory and Middle stages of school, you were introduced to various indigenous games, traditional sports, āsanas, prāṇāyāma, and other yogic practices. These activities not only built physical strength and stamina but also provided mental peace, discipline, and balance.

That is why physical education is an important part of our lives. It teaches us how to take care of our health, move and play, stay active, and balance studies with fitness. The National Curriculum Framework for School Education (NCF-SE 2023) names the subject as Physical Education and Well-being, since it not only helps us become physically fit and active but also promotes happiness, confidence, emotional balance, and mental calmness. It nurtures important values, such as, respect for others, fairness, honesty, and co-operation.

Before we explore the meaning, aims, and importance of Physical Education, let us ask ourselves — how does Physical Education shape our bodies and improve the quality of our lives? How are movement, discipline, and fitness closely linked to living a better life?

Meaning and Definitions of Physical Education

Physical Education is not just restricted to a sports period or an exercise class in school. It is not limited to drills, games, or physical activity alone, but is rather a process of learning through the body. It trains the body and the mind together. Every sprint develops speed and each repeated sprint improves endurance; every yoga posture builds balance and self-control; and every game teaches teamwork, strategy, confidence, and discipline — lessons that are useful in everyday life.

“The perfection of the body, as great a perfection as we can bring about by the means at our disposal, must be the ultimate aim of physical culture. Perfection is the true aim of all culture, the spiritual and psychic, the mental, the vital and it must be the aim of our physical culture also.” – Sri Aurobindo

“Physical education is the process of education through physical activities. It is the development of the total personality of the child to its fullness and perfection in body, mind, and spirit.” — Central Advisory Board of Physical Education and Recreation (1959, India)

“Physical education is education through physical activities for the development of the total overall personality of the child and its fulfilment and perfection in body, mind, and spirit.” — J.P. Thomas (1963 Indian educationist)

“A fundamental right for all, physical education is an essential element of lifelong learning that contributes to holistic development, health, and quality of life.” — UNESCO (1978) International Charter of Physical Education and Sport, Paris

“Physical education is an integral part of the total education process. Its aim is the development of physically, mentally, emotionally, and socially fit citizens through the medium of physical activities.” — Charles A. Bucher (Bucher, C. A. 1979)

“Physical Education consists of movements, drills, exercises, yoga, games, sports, and other activities that promote mind-body wellness. Physical Education should provide a wide range of age appropriate and level-appropriate physical activities that develop knowledge of the body, and of games and sports, together with a disposition towards perseverance, teamwork, and sportsmanship.” – NCF-SE 2023

AIMS of Physical Education

Imagine your school team is preparing for an inter-house sports event. Students of different backgrounds, abilities, and personalities are grouped together and asked to plan their practice sessions. Some of your teammates are fast runners, while some struggle with stamina. During practice, disagreements might arise. At times, a team loses a match, and at other times, they win.

Physical Education is not limited to your physical training alone. It develops character and inculcates virtues such as honesty, patience, and fairness. When students play together, they learn to respect rules, accept victory with humility, and face defeat with courage. These qualities slowly become a part of their personalities and prepare them to live life with strength and dignity. While playing in teams and sharing responsibilities, they learn co-operation, equality, and respect for diversity.

The National Curriculum Framework – School Education (NCF-SE) 2023 also highlights that physical education should nurture mind-body wellness, resilience, empathy, co-operation, and fair play. In this way, the aim of physical education is not limited to physical fitness, but extends to enabling students to become socially responsible, emotionally balanced, and ready to contribute to the nation.

Objectives of Physical Education

The objectives of physical education encompass the various ways in which it supports the growth of students and prepares them for the future.

LET US EXPLORE

Write your experiences on how physical education and sports activities helped you in developing the given objectives in your own words.

Physical development

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Mental development

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Emotional development

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Social development

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Character formation

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Physical Literacy

How did you learn movements like throwing a ball, running, or balancing on one leg? Did you learn everything at once? What helped you to finally do them correctly?

As you have learnt in your previous grades, it is physical literacy that enables us to execute various physical activities with ease in our daily life. Just as reading and writing develop language literacy, learning to move confidently while performing physical activities develops physical literacy. It means having the ability, confidence, and motivation to participate in different physical activities throughout life.

Physical Literacy includes:

• Physical ability such as running, throwing, balancing, and jumping

• Confidence in one’s own movement and skills

• Motivation and interest to stay active and

• Understanding why physical activity is important for our health and well-being

Benefits of Physical Literacy

After school, you might find yourself sitting for long hours — scrolling through your phone, watching videos, or playing games with little or no movement. Gradually, over time, the body feels stiff, muscles grow weaker, and the mind becomes tired or stressed. When you choose to step outside, play a sport, practise a skill, or simply move more, you feel a difference in your body and energy levels.

Developing physical literacy helps students build fitness, confidence, and healthy habits throughout their life. Several benefits of physical literacy are listed below:

• Improves overall health and physical fitness

• Builds confidence and self-esteem

• Helps prevent lifestyle diseases

• Develops teamwork, leadership, and decision-making skills

• Reduces anxiety and improves focus in studies

Movement skills are the building blocks of all physical activities. These fall under the umbrella of physical literacy and can be categorised into the following:

Locomotor Skills

You have learnt skills like walking, jumping, leaping, hopping, and skipping in the Preparatory and Middle stages. These skills develop strength, speed, agility, and endurance which are known as locomotor skills. Activities like Kabaddi and Kho-Kho depend heavily on these skills for chasing, dodging, and changing direction quickly.

Non-locomotor Skills

Non-locomotor skills are movements performed without mobilising the body from one place to another. These include bending, stretching, twisting, turning, balancing, and swaying. They develop stability, flexibility, and body control. Yoga predominantly uses non-locomotor skills. In postures like Tāḍāsana or Vṛikṣhāsana, learners must stay balanced and focused without moving from their positions.

Manipulative Skills

Manipulative skills involve controlling objects with hands or feet. These include squeezing, throwing, catching, kicking, striking, rolling, and dribbling. They build hand-eye coordination, timing, focus, and judgement. Games like Gillī-Daṇḍā, cricket, football, and volleyball depend on manipulative skills. They help link brain coordination with physical action.

Movement skills are at the heart of physical literacy games like Āṭyā-Pāṭyā, Anding Oka, Turai Kar, Nāḷugu Rāḷḷu Āṭa, Ghorpaḍīchhe Śhepūta, etc., helping students develop speed, agility and coordination, while yoga asanas improve balance, stability, and body awareness. These activities reflect India’s cultural heritage and support holistic development.

Explore your school’s library, search for Khel Yoga and Khel Yatra books of previous grades, and list down locomotor, non-locomotor and manipulative activities mentioned in them. Try to perform any two activities.

Exercises

1. At the Middle and Preparatory stages, you have played traditional games. Discuss how these games helped you to attain the objectives of physical education.

2. From the given options, circle the word which you think is appropriate for physical literacy, and discuss with your peers.

3. A student is skilled in football but avoids trying any new sport. According to you, which component of physical literacy might they need to develop? Discuss with your peer, parents and teachers.

Chapter 2

History and Culture of Physical Education in India

On a clear morning, in an ancient gurukula, a group of young students wake up before sunrise. After prayers, they begin their day with archery practise, aiming arrows at wooden targets set under the trees. Some students wrestle in the mud courtyard, while others engage in farm work or practise yoga postures. Only after this physical training, do they gather around their teacher for lessons in the Vedas, grammar, and philosophy.

From the gurukulas of the Vedic age to universities of ancient India, physical education had been practised regularly. This chapter takes you on a journey through tradition, showing how physical education was practised, celebrated, and gradually woven into daily life. We will also replicate these practices according to the contemporary scenario.

The concept of education in India has always been holistic. It was never limited to reading and writing. Students were trained to develop the body and the mind together. Hence, physical training exercises, games, martial arts, and yoga were an important part of ancient life. Evidences for these are also found in the Vedas, epics, Ayurveda, and even various archaeological findings.

Evolution of Physical Education in Indian Culture

Vedic Period - Ṛigveda describes chariot races and wrestling.

Yajurveda - Highlights archery and Dhanurveda.

Atharvaveda Contains mantras about bows and arrows.

Epics Rāmāyaṇa and Mahābhārata depict martial training.

1st–2nd century CE Charaka-saṁhitā highlights exercise benefits.

3rd–6th century CE Suśhruta-saṁhitā emphasises moderate exercise.

4th century BCE Arthaśhāstra describes military training.

12th century CE Mānasollāsa mentions Mallakhamb.

13th century CE Malla-purāṇa describes wrestling exercises.

1854 Wood’s Despatch focuses on literary subjects.

19th century Indian Education Commission 1882, also called the Hunter Commission, recommends that schools encourage native games, gymnastics, drills, and other exercises

1914 The foundation of the Hanuman Vyayam Prasarak Mandal (HVPM) in Amravati, Maharashtra. The Vaidya brothers started it as an akhara but soon developed it into an institution that trained instructors in traditional Indian physical activities.

From Independent India to Present

1948 - Tara Chand Committee — National Cadet Corps (NCC) was founded to build discipline and fitness among youth.

1950 - Central Advisory Board on Physical Education was created.

1957 - Lakshmibai College of Physical Education, Gwalior — a pioneer institute of Physical Education, was founded.

1961 - National Institute of Sports (NIS) — a pioneer institute of coaching and development of coaches, was founded.

1964 - Kothari commission – It was decided that PE should be treated as an essential part of general education, linked to health, social, moral, and spiritual development, not just athletics.

1986 - National policy on education — directed that schools should spend about 8–10 per cent of teaching time on physical and health education.

2005 - National Curriculum Framework (NCF) — emphasised that sports and yoga should be seen as a part of learning. Every school day should include time for physical activity.

2020 - National Education Policy (NEP) — gave special importance to fitness, yoga, and sports as part of core curriculum. It called for equal focus on academics, arts, vocational, and physical education.

2022 - National Curriculum Framework for Foundational Stage (NCF-FS) 2022 — emphasises Physical Education (PE) as vital for holistic child development.

2023 - National Curriculum Framework for School Education (NCF-SE) 2023 — Health and Physical Education should be treated as a curricular area at the Secondary Stage (till Grade 10). It integrates traditional Indian games alongside modern sports, and link daily physical activity to life skills, values, and well-being.

Long before marked playgrounds and stadiums existed, physical activity was part of everyday life. In early Indian societies, physical activities referred to daily movements, such as walking, running, swimming, lifting, farming, hunting, bathing, and martial training. Games were not separate leisure activities but were connected with health, discipline, social interaction, and preparation for life. For example, children learned to run while helping elders, balance while walking on uneven paths, and work together.

Cleanliness, strength, discipline, and co-operation were essential for survival and community living. Over time, these daily movements developed into organised training, martial skills, wrestling traditions, and, later, structured games. Physical fitness was valued as a means of maintaining health, fulfilling duties, and strengthening community life. Let us explore how physical activities and games evolved in early Indian society from prehistoric times to the colonial period.

Activity

Fig. 2.2 shows the Rock Shelters of Bhimbetka, and encircle the words that depict the scene in the box given below.

Hunting, Gathering, Climbing, Running and Group movement, Equestrian, Javelin, Activity Aqua sport, Cycling, Mace, Archery

The rock paintings of pre-historic times show that early humans engaged in various activities that built physical strength, endurance, coordination, and cooperation. These activities required strength, endurance, and teamwork. The UNESCO World Heritage Report on the Rock Shelters of Bhimbetka records paintings depicting hunting History and Culture of Physical Education in India scenes, use of weapons, and collective activities indicating that physical movement was central to daily life and social organisation.

People of the Sindhu-Sarasvatī civilisation led active daily lives. Physical activity was mainly linked to agriculture, construction, craftwork, walking through planned cities, and managing water systems. Structures such as the Great Bath of Mohenjo-Daro and water reservoirs at Dholavira show the importance of cleanliness, movement, and community effort. Physical activity was a part of daily work and community living.

During the Epic period, physical training became more organised and purposeful, especially as part of education and preparation for life. The great Indian epics, the Rāmāyaṇa and the Mahābhārata, describe how students were trained in archery, the use of weapons, physical strength and discipline under the guidance of teachers (Guru) in gurukulas. The Mahābhārata provides detailed descriptions of systematic training where students practised archery, mace fighting, and other forms of warfare including horse and chariot riding. These epics show that physical activity during the Epic period was closely linked with education, physical training, discipline, courage, and moral values.

During the early classical period, ideas about physical activity became more systematic, especially in relation to health, discipline, and state responsibilities. Texts from this period show that physical strength and bodily control were considered important for both personal well-being and effective administration. The Arthaśhāstra by Kauṭilya describes physical discipline, regular routine, and fitness particularly for rulers, soldiers and officials. The text also highlights cleanliness, order, and regulation of daily activities in cities, showing that physical preparedness and public health were matters of state concern.

According to ancient Indian knowledge, exercise is any physical activity of the body that is beneficial, improves stability, and increases strength. Such activity is called vyāyāma. However, this exercise should always be done in moderation, not excessively. According to Āchārya Charaka, regular physical exercise makes the body light, strong, stable, and hardworking. It also improves pain tolerance, helps in balancing doṣhas and strengthens digestion and metabolism. All these benefits are achieved through proper exercise.

Medieval Physical Culture

The Malla-purāṇa (13th century CE) describes 16 types of wrestling exercises for strength and stamina. Wrestlers were expected to practice daily, combining drills with yoga postures. Wrestling was both a sport and a way to build character. The Mānasollāsa (12th century CE), written by King Someśhvara III, is the first text to mention Mallakhamb as a unique Indian sport where athletes perform acrobatic poses on a wooden pole. This exercise improved strength, balance, and flexibility, and its royal patronage shows how highly it was valued.

In medieval times, wrestling (malla-yuddha) became a community sport. Towns had akhāḍās (wrestling schools) where young people trained in daṇḍs (push-ups), baiṭhaks (squats), and weight lifting. Wrestling matches were held at fairs and festivals, attracting large crowds and strengthening community bonds.

Late Medieval Period

During the late medieval period, physical activities were closely connected with military preparation and administration. The Āʾīn-i-Akbarī records that wrestling, archery, horse riding, and hunting were encouraged during the reign of Akbar. Contemporary Marathi chronicles describing the life of Chhatrapati Shivaji Maharaj, and Rajputana history describing the life of western Indian warriors show that physical endurance, agility, weapon training, and movement across difficult terrain were essential for warfare and defence. These activities focused on physical strength, mental resilience and readiness, unlike organised games.

Global Origins of Physical Education

While India followed its own traditions, in Europe the modern subject of Physical Education began to take shape in the 18th and 19th centuries. The term itself first appeared in English in 1748, in a translation of a French book, where it spoke about ‘the physical education of children’. This shows that by the mid-1700s, Europeans had begun to think of training the body as an important part of education.

By the late 1700s, educational reformers were treating physical training as a part of general schooling. In Germany, Johann Christoph Friedrich GutsMuths, often called the “grandfather of Gymnastics”, published Gymnastics for Youth in 1793. He designed exercises and games for children as part of their overall development. Another German, Friedrich Ludwig Jahn, wrote Die deutsche Turnkunst in 1816, promoting Turnen or organised gymnastics to build discipline, strength, and national pride. In Sweden, Per Henrik Ling developed a system of gymnastics that combined medical, military, and educational training.

These ideas also spread to America. In 1825, Charles Beck, a German who had moved to the United States, introduced gymnastics at the Round Hill School in Massachusetts and set up the first school gymnasium in the country. A few years later, in 1828, he translated Jahn’s book into English as ‘Treatise on Gymnasticks’. In the introduction, Beck even used the term physical education, helping to popularise the idea that training the body should be a part of school learning. In the middle of the 19th century, many schools in Europe and America had gymnastics, games, and drills as part of their daily timetable.

Colonial India

When the British introduced modern schooling in India, their main focus was on literary subjects. The famous Wood’s Despatch of 1854 laid the foundation for schools and universities but did not include physical education.

British sports like cricket, hockey, and football entered Indian schools and clubs, often promoted by the princely states and their rulers. Indian rulers like the Maharaja of Patiala and Maharaja of Vijyanagar patronised cricket and hockey, while wrestling and traditional games continued outside the school system.

In 1914, a major step was the foundation of the Hanuman Vyayam Prasarak Mandal (HVPM) in Amravati, Maharashtra. In 1920, Harry Crowe Buck, an American educator, started the YMCA College of Physical Education in Madras, which became the first professional institute for Physical Education in India. During the 1930s, more colleges opened in Hyderabad, Lucknow, and Bombay.

The Sargent Report of 1944 made physical education compulsory in all schools, and the All India Physical Education Conference in Amravati in 1946 brought educators from across the country together on one platform. These steps laid down the groundwork for India to step forward and make Physical Education an integral part of every student's education.

Exercises

1. From the given options select words which according to you are promoted by the Charaka-saṁhitā? Discuss with your peers.

2. On a map of India, encircle any state or region and name the games played there. Do they have different names across the country? Discuss how geographic terrain impacts the type of sport played in a particular region.

3. Write a list of shlokas from various epics and Saṃhitā which mention physical activities or physical culture.

Chapter 3

Careers in Physical Education

It was Sports Day at School. The physical education teacher was giving warm-up instructions, the coach was guiding the relay team, the doctor was ready with first aid, the announcer was calling out the events, and the camera person was capturing the action.

Let us now learn about the possible career paths that can be chosen, after studying Physical Education.

Area/Category: Therapeutic Modality

Area/Category: Teaching and Coaching

Area/Category: Fitness and Wellness Industry

Area/Category: Emerging Careers

Area/Category: Sports Management and Media

Exercises

1. Name any four professions who not only help people earn a living but also contribute to a healthy and balanced society. Write what you think of their roles.

2. Discuss with your peers and teachers the different career options students can choose based on the subjects they study.

3. You have learned about different careers in sports. Which sports professional do you admire the most? Why do you like them and how do they inspire you?

Chapter 4

Fitness and its Components

On the first day of fitness week at school, the Physical Education teacher asked the students to start with a short run. Ravi completed the lap quickly. Aisha ran at a steady pace without stopping. Anurag could not run very fast, but he balanced extremely well during a yoga pose. Observing all the students, the teacher smiled and said, “All of you are fit in different ways. It is not the same for every person.”

Being fit is not only about speed or strength. It is about balance, flexibility, endurance and confidence.

Types of Fitness and their Components

Fitness is the ability of the body to work efficiently, stay healthy and perform daily activities without getting tired. A f it student can run, jump, lift, play and concentrate better in school. Fitness is not only about strength or long-distance running. It includes different types of abilities that help the body move smoothly and stay active. There are two main types of fitness, namely, Health-related Fitness and Skill-related Fitness. Both are important for students because they support overall growth, sports performance and well-being.

Health-Related Fitness Components

Health-related fitness components help maintain good health, prevent diseases, and support everyday activities. They are important for all students, whether they play sports or not.

Skill-Related Fitness Components

These components help students perform better in games and sports. They support speed, coordination, and quick movement. However, skill-related fitness is not only for sports. It is an important part of daily life, physical literacy, and overall development. While players use these skills in sports, every person uses them in day-to-day activities. They help us stay active, independent, and confident.

DID YOU KNOW?

There are two types of isometric strength

(a) Overcoming isometric: Pushing Isometrics Muscle Action (PIMA) also known as overcoming isometrics is when you apply force against an immovable object (for example, pushing a wall).

(b) Yielding isometric: Holding Isometric Muscle Action (HIMA) also referred to as yielding isometrics is when you resist an external load and prevent movement (for example, holding a weight in a fixed position).

1 SPEED -Speed is the ability to move from one point to another quickly. For example a short sprint in athletics or relay, or daily activities like catching a bus, etc.

2 AGILITY -Agility is the ability to change direction quickly while maintaining balance. For example, dodging in Kho-Kho or moving from side to side in badminton. It is also helpful while moving through a crowded market, avoiding obstacles or changing direction while walking.

3 BALANCE -Balance helps maintain body position irrespective of whether the body is still or moving. For example, holding Vṛikṣhāsana or balancing Gillī-Daṇḍā before striking. In daily life, balance is used while standing in a moving bus, walking on uneven roads, or climbing stairs safely.

4 COORDINATION -Coordination is the ability to use different body parts smoothly together. Hand–eye coordination is used while catching a ball and foot–eye coordination is used while kicking a football. Coordination is also used while performing daily chores like writing, cutting vegetables, using a computer, driving or operating tools.

5 POWER -Power is a combination of strength and speed. It helps the body perform explosive movements. Jumping high in volleyball, throwing a javelin, or performing a powerful leap in athletics are expressions of physical power. It is also needed for lifting school bags quickly, helping with household tasks or getting up from the floor smoothly.

6 REACTION TIME -Reaction time is how quickly a person responds to a signal. It includes starting to run when the whistle blows, and catching the ball quickly in cricket. In day-to-day life, it is important for stopping quickly while riding a bicycle, avoiding a falling object, or responding to a sudden movement.

Importance of Skill-Related Fitness

Skill-related fitness helps learning in the following ways:

• Improved hand control in day-to-day tasks.

• Improved catching, throwing, jumping and coordination.

• Increased confidence in team games and rhythmic activities.

• Improved posture and stability in Yoga practices.

• Stronger foundation for sports participation in later classes.

Exercises

1. From the word given below, underline the ones related to health-related fitness and encircle the ones related to skill-related fitness.

2. Combine strength, flexibility, and endurance exercises into a simple 15-minute routine. Write one benefit of each type of exercise.

3. Calculate your Body Mass Index (BMI) and identify which category you fall into based on the World Health Organisation guidelines.

Check Your Progress

Answer in brief

1. A student has adequate knowledge of fitness but lacks motivation to attend PE classes. Which domain of physical literacy needs improvement? Suggest one strategy to help increase motivation.

2. Explain how physical literacy is connected to overall wellness (physical, mental, emotional, and social health).

3. Write about any two indigenous sports of India and explain how each is played.

4. Name any four sports played worldwide today that originated or were played in India from ancient times.

5. Construct a simple weekly fitness plan including exercises, rest, and healthy food to improve physical and mental well-being.

6. Design a school day routine that combines exercise, healthy meals, and study breaks. Explain how this routine helps you stay energetic and focused.

Answer the following in detail

1. How can participating in team sports improve both the physical and social aspects of physical literacy?

2. Create a flowchart from the prehistoric till ancient period with changes in the philosophy of physical education.

3. Do you think skill-related fitness is useful only for athletes? Justify your answer.

4. Compare two favourite sports that you play and explain which components of fitness are most important for each.

5. Design a one-week fitness plan for yourself or your family that includes both health-related and skill-related components under the guidance of a physical education teacher. Explain your choices.

6. Justify the importance of the subjects that you have studied till now, and explain how these subjects serve as pathways that guide students toward different career opportunities in the field of physical education or sports.