HEALTH AND

PHYSICAL

EDUCATION

BACKGROUND

Holistic definition of Health means physical, social emotional, and mental development of the child

Health is shaped by biological, social, economic, cultural and political factors

Reciprocal relationship between health, Physical activities, nutrition and Education

Emerging Health Concerns

NFHS-3 shows that among children below 3 yrs,75% anaemic and 1/3stunted.

Nutritional status of adolescents- about 55 percent of them are anaemic

Health needs of adolescents, particularly their reproductive and sexual health needs

Myths and misconceptions, making them vulnerable to risky situations such as HIV/AIDS

More that 50 per cent of the new HIV infection cases belong to adolescents and youth.

The increasing incidence of drug abuse.

Obesity is also emerging as a problem at least in some of the States

Health Needs of children to be Focused

Medical checkup of Children, their treatment and follow up

Tackling under- nutrition and malnutrition among children;

Promotion of the state of health and physical well-being of children through physical and yoga activities; sports and games and maintenance of personal as well as community hygiene; and

Strengthening of the area of Health and Physical Education in School curriculum and teacher education.

HEALTH & SPORTS EDUCATION: WHAT NCF- 2005 SAYS

Health & Physical Education COMPULSORY from Primary to secondary stages and OPTIONAL at Higher Secondary stage.

Growing realization of adolescents health needs\

Age appropriate context specific intervention on ARSH health concerns

Provide children opportunities to construct knowledge and acquire Life skills

Contd…

Recognizes this subject as a core subject.

The curriculum and syllabus for this subject has to adopt a ‘need based’ approach to a child’s development.

Focus on experience and development of health, skills and physical well being through practical engagements with play, exercises, sports, yoga and practices of personal and community hygiene.

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Overall Objective of the syllabus:

To provide the required theoretical and practical inputs in order to provide an integrated and holistic understanding of health, disease and physical fitness among children at the primary, upper primary and secondary levels

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Specific objective of the syllabus:

To help children learn and become aware of health, to develop a positive attitude towards health, as individuals and be collectively responsible for healthy living at home, school and in the community.

To provide the requisite services through the school health and nutritional programmes for improving the health status of children.

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Contd….

To encourage them to learn desired skills and form right habits about food, exercise, sleep, rest and relaxation in their everyday life.

To help children to be acquainted with nutritional requirements, personal and environmental hygiene, sanitation, pollution, common diseases as well as measures for their prevention and control

To provide skills for dealing with psycho-social issues in the school, home and the community

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Broad Themes Human Body, Physical Fitness and Health

Movement Awareness

We and our environment

Food and Nutrition

Social Health

Safety and Security

Consumer Health

Class-wise key concepts

Class I

Description about self and surrounding ,Identification of body parts

Different types of fundamental movements, Correct postures, Joy and pride of keeping the body clean, Healthy Habits

Relationship between different body parts and sports equipment

Exercise, play and movements for fun

Food Hygiene and cleanliness, Importance of not wasting food

Common mishaps to safe play at school, play-ground, road and home, sun heat ,Measure to prevent such accidents

Importance or water in the body

Proper use of toilet, Cleanliness (self and environment)

Class-wise key concepts Class II

Awareness about sensory organs and Cleanliness : eyes, nose, ears, skin, tongue, mouth, and teeth, Healthy habits

Movements, Rhythm, Walking in straight line, circles, zigzag, running variations, Hop, Jump, Leaping, Galloping, Skipping, Balancing, swinging, stretching bending, sitting postures, lifting, carrying, falling, Standing on one leg, Clapping, Bounce the ball on the music ,Imagination , imitation & Mimic

Identifying the color of foods, Identifying different tastes – sweet, sour, salty etc .different foods in different seasons

Getting help during emergency, Sources and quality of the water we drink

Cleanliness (self and environment), Proper use of toilet Cleanliness after toileting

Class-wise key concepts

Class III: Basic understanding of breathing pattern and body sounds, vision and hearing , Healthy Habits and Hygiene

Neuromuscular Coordination, Coupling of Movements, walk and run, sit and stand ,stop and walk, hop and walk ,bend and roll, walk and run/leap, walk and jog, Walk, jog and run, forward and backward running, Developing strength, Judgment and decision-making, Throwing / Catching the ball, Developing strength, judgment and decision-making, Eye-hand, eye-leg and neuromuscular coordination and motor fitness, Tossing and decision-making, Combative Actions

Maintaining cleanliness of class-rooms, playground, surrounding etc. Proper management of garbage

Likes & Dislikes about food, Wholesome Diet, Variety of food

Safety measures :Fire, electricity, fire crackers, water, animals and insect bites, sharp objects, insecticides and insect bites, sharp objects, insecticides, Family : Family as a support system

Class-wise key concepts

Class IV: Role of Heredity & Environment in shaping self

Exercises for health and fitness Exercises -Jogging, Running, Simple stretching, General warm-up exercises-toe-to-head to-toe Sprinting, Running in Variation ,Vertical jump, Standing broad jump, Running long jump, Forward roll, Backward roll, Forward roll and Leg split, Backward roll and leg split, Cartwheel , Rolling with partners (double/triple) , Free play, Rhythm and Reflexes, (informal games & sports)

We And Environment :Lighting and Ventilation, Water & Water Supply ,Water purification

Food And Nutrition wholesome food and Junk food, Food hygiene and Storage, Food path in the human body, Malnutrition

Safety and security: road safety, Social health: psychological security social relations relationships through play ,Consumer health and sports services : human resources and services of play and health management

Class V : Structure & Functions of the body ,Postures, Worms

Sports Skills Abilities: Indigenous and Self-defense activities Local games, Games of Indian origin, Self-defense, Martial Art, Games of different parts of India, Lathi, Kalapati, Wrestling, Salambam, Kho-Kho, Kabaddi, Martial Art – Judo/Karate/ Taekwondo, Dive-and-Roll, Cart-wheel (in movement), Hand-stand, Turns and jumps, Pyramids, Practice of skills, Track Events (dashes- standing and crouch start, relay, simple hurdles), Jumps (running long jump, modified high-jump, hop-step-jump), Throws (Cricket ball throw)

Personal Hygiene, Use and Abuse of plastics and Safe disposal and Recycling of Plastics, Water purification at community level

Food culture, nutritive values of food, daily requirements, Food borne diseases, Eating places,

Self-esteem, Peer-group Relation, Survival Skills

Physical resources and services of play, fitness and health management

Broad Principles of the syllabus

H & PE is not merely as an instructive area. Some aspects of the subject will draw from other

curricular area like environmental science, science and social science.

However this subject will have its own core content and therefore needs to be treated on par with other subjects.

Presently a number of ‘vertical programmes’ like the midday meal programme, adolescent health (including HIV/AIDS; drug abuse etc) and mental health will be appropriately integrated in the syllabus at different levels of schooling enormous potential to adopt innovative strategies.

Inputs suggested in the Syllabus for transaction

1. The major components that have to integral part of health programme include medical care, hygienic school environment, school lunch and health and physical education

2. Therefore the mid day meal programme must become a part of the curriculum of this subject along with regular medical check ups and follow up

3.The School Health Programme has to be a coordinated effort between the education and health departments with the latter providing preventive, curative and promotive services at all levels of schooling.

4. For health, yoga and physical education there needs to be minimum of outdoor and indoor facilities coupled with proper ventilation and sanitation in the classroom and school premises at the primary, secondary and senior secondary levels.

5. All teacher education courses must include health, yoga and physical education as a compulsory subject.

6. Descriptive and impact studies be commissioned to review the status of this subject in school education and document alternative experiences in this area.

7. For effective implementation of this subject advocacy is required at different levels of the education and health systems.

Evaluation Suggested in the Syllabus

Evolve and use the system of Comprehensive and Continuous Evaluation given the applied nature of the subject.

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Preparedness required

Advocacy.

Textbook, resource book and other relevant materials for both teachers and students.

Human resource development for both pre-service and in-service teacher training programmes.

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