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Academic Unit, Shiksha Sadan, 17, Rouse Avenue, New Delhi-110 002
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Physical EDUCATION-XII

Physical Education

Class-XII

PRICE: Unpriced e-Publication

First Edition: December, 2021, CBSE, Delhi

Second Edition: September, 2022, CBSE, Delhi

“This book or part there of may not be reproduced by

any person or agency in any manner.”

Published By : Central Board of Secondary Education,

Academic Unit, Shiksha Sadan, 17, Rouse Avenue,
New Delhi-110 002

Design & Layout : Multi Graphics, 8A/101, W.E.A. Karol Bagh,

New Delhi-110005 • Phone : 9818764111

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 Physical EDUCATION-XII

PATRONS

Sh. Dharmendra Pradhan, Hon’ble Education Minister, Government of India

Smt. Annpurna Devi, Hon’ble Minister of State for Education, Government of India
Dr. Subhas Sarkar, Hon’ble Minister of State for Education, Government of India
Dr. Rajkumar Ranjan Singh, Hon’ble Minister of State for Education, Government of India
Mrs. Anita Karwal, IAS, Secretary, Department of School Education and Literacy,
Ministry of Education, Government of India

ADVISORY BOARD

Mrs. Nidhi Chhibber IAS, Chairman, CBSE, Delhi

Dr. Joseph Emmanuel, Director (Academics) CBSE, Delhi

EDITORIAL BOARD

Mr. Pushkar Vohra, Director & Head, COE, CBSE, Patparganj, New Delhi
Dr. B.C. Kapri, Professsor, Banaras Hindu University, Varanasi
Dr. Lalit Sharma, Professor, IGIPESS, University of Delhi, Vikaspuri, New Delhi
Mrs. Renu Anand, Freelance and Academic Advisor

AUTHORS

1. Dr. Monika Wasuja, Associate Professor, IGIPESS, University of Delhi, Vikaspuri, N Delhi
2. Dr. Tarak Nath Pramanik, Assistant wProfessor, IGIPESS, University of Delhi, Vikaspuri,
New Delhi
3. Dr. Ajit Kumar, Associate Professor, Amity School of PE & S S, Amity University, Noida, UP
4. Dr. Yatendra Kr. Singh, Associate Professor, LNIPE, Gwalior, (MP)
5. Dr. Vineet Mehta, Director (PE), Shri Ram College of Commerce, University of Delhi,
Delhi
6. Dr. Manish Pillai, H.O.D. (PE) St. Francis De Sales School, New Delhi
7. Ms. Usha, TGT (PE) Delhi Public School, Mathura Road, New Delhi
8. Mr. Mayank Sharma, Lecturer (PE) Directorate of Education, Delhi.

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PREFACE

Physical education refers to Education through physical activities “to achieve all
round development of an individual”. And for achieving this aim, the objectives
must include -

• physical development

• cognitive development

• social development

• emotional development and

• development of motor skills of the learner.

Physical Education has moved from being an extra-curricular part of school syllabus
to being an integral part of the curriculum since UN convention on the rights of the
child on May 1st 2012, brought in through article 31 “The child’s right to play”. In
India, too, with the focus on “Swasth Bharat”, the primary thrust is on wellness,
preventive health care and awareness. This makes it essential that physical fitness
issues are addressed at different levels of schooling. With this objective, CBSE has
made Physical Education compulsory in its schools to train children for a healthier
lifestyle.

A sound Sports Policy must regulate the implementation of school sport consistently
for all learners, irrespective of ability, across all schools in an age appropriate way
based on the principle of equity. This policy applies to all the schools affiliated to
CBSE. Keeping in mind the need for inclusion and the right for each child to good
health, there is a chapter on Physical Education and Sports for Children with Special
Needs that deals with the meaning and importance of adapted physical education
and the role of special educators for Children with Special Needs (CWSN).

As an essential part of education, Physical Education helps the learners acquire

skills that improve their performance, sharpen knowledge of strategy and tactics,
and helps them to transfer knowledge from one context to another, including sport
and recreational and outdoor activities. Participation in Sports and Games builds
confidence, teaches the necessary knowledge and skills for working with and relating
to others, and provides the learning opportunities to develop skills like qualities
of leadership and teamwork skills. This learning is transferred to other learning

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 Physical EDUCATION-XII

areas, when, for example, students cooperate and work together in groups in other
subjects in the school setting and in their lives outside of school. As students learn
‘in, through, and about’ movement, they gain an understanding that movement is
integral to human expression and can enhance their lives. By demonstrating the
benefits of an active life style, they encourage others to participate in sports, dance,
exercise, recreation, and adventure pursuits.

Physical Education provides a solid foundation for preparing our citizens to live
healthy life by involving in active lifestyle and also helps to prepare a base of a
pyramid where excellence is at the top. It provides a pathway into the many careers
that involve working with people, such as education, health, justice, and the social
services.

As a subject of study, this textbook of Physical Education highlights a holistic

understanding of health, focussing on the importance of exercise, games and
sports, nutrition and the environment. This book also discusses the psycho-social
and mental health related issues of not just sportspersons, but also children at large
and collective responsibilities for healthy community living.

About the Book

The Handbook of Physical Education has a goal-oriented, activity-based and

investigative approach. Learning Outcomes are laid out before each chapter listing
the desired goals the learner must imbibe in each lesson. Learning Outcomes are
assessment standards indicating the expected levels of learning that children should
achieve for that Lesson. These outcomes can be used as check points to assess
learning and would help teachers to understand the learning levels of children in
their respective classes individually as well as collectively.

Holistic Learning refers not only to an all-round development of the learner, but also
to a cross-curricular approach. It also means learning must be related to life. The
Discussion section that precedes each chapter encourages the learner to examine
existing knowledge and to relate what he is learning to his/her life. The learning
thereby becomes more meaningful to the child.

Physical education engages and energises students. It provides authentic contexts in

which to learn. Given the multidisciplinary nature of this subject, cross references
have also been integrated into the curriculum. There is a chapter on Anatomy
and Physiology and on Psychology. Students challenge themselves to develop their
physical and interpersonal skills.

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Physical EDUCATION-XII

The approach towards learning is Experiential or learning through experience. This

is distinct from rote or didactic learning, in which the learner plays a comparatively
passive role. Experiential learning entails a hands-on approach to learning that moves
away from just the teacher at the front of the room imparting and transferring
their knowledge to students. It makes learning an experience that moves beyond
the classroom and strives to bring a more involved way of learning. Extension
Activities are an integral part of the Book and students learn as they research,
conduct surveys, debate, discuss, write and draw cartoons and design posters. They
experience movement and understand the role that it plays in their lives. Additional
information has been given in a box in the Do You Know Section which provides some
input, thereby encouraging students to research and acquire additional information.

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CONTENT

Unit-I : MANAGEMENT OF SPORTING EVENTS 1-32

Unit-II : CHILDREN AND WOMEN IN SPORTS 33-70

Unit-III : YOGA AS PREVENTIVE MEASRUE FOR LIFESTYLE DISEASE 71-122

Unit-IV : PHYSICAL EDUCATION AND SPORT FOR CHILDREN WITH

SPECIAL NEEDS 123-158

Unit-V : SPORTS AND NUTRITION 159-198

Unit-VI : TEST AND MEASUREMENT IN SPORTS 199-226

Unit-VII : PHYSIOLOGY AND INJURIES IN SPORTS 227-264

Unit-VIII : BIOMECHANICS & SPORTS 265-306

Unit-IX : PSYCHOLOGY AND SPORTS 307-352

Unit-X : TRAINING IN SPORTS 353-396

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MANAGEMENT OF
UNIT I
SPORTING EVENTS

Overview

W unctions of ports vents anagement lanning, rganising, taffing,

Directing Controlling)
W Various Committees and their Responsibilities (pre; during and post)
W Fixtures and its procedures – Knock-Out (Bye and Seeding) and League
(Staircase and Cyclic)
W ntramural and tramural eaning, b ectives and its ignificance
W ommunity ports urpose and benefits

After completing the study of the unit, you will be able to:
W describe the functions of Sports Event Management
W classify the committees and its responsibilities in sports event
W differentiate the different type of tournament
W prepare fi tures of knock out and league
W distinguish between intramural and extramural sports events
W design community sports program

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Physical EDUCATION-XII

. ave you heard about fi tures in sports iscuss in your group and share your
views with the class.

1.1 Functions of Sports Events Management

Planning

Planning is the foremost function in sports as it gives a view of future course of

action. To be effective, a plan should be specific, logical, e ible and complete in
all aspects and should assist in controlling future events. A plan must comprehend all
the other functions of management like organising, staffing, directing and controlling
in order to achieve the predetermined goals.

In sports and sports events, planning plays important role to make the event run
smoothly, effectively and remain free from con ict. ffective planning must clearly
define aims, goals and ob ectives of the event. t should also e plain the procedure
or method to achieve the target in simple and easy to understand language. A sports
plan should be prepared in a professional manner incorporating the elements of
commitment, enjoyment and voluntary effort.

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Organising

Organising is a next step after planning. It is a process of execution of the plan.

This includes distributing resources and organising personnel in order to achieve the
goals established in the planning stage. Organising stage determines the type of jobs
and responsibility to achieve planning objectives. Preparation of organisation chart
with various positions and reporting should be illustrated in this stage.

Staffing

This refers to identifying key staff positions, and ensuring that proper talent is
serving that specific ob duty in order to achieve the aims and ob ectives of an
organi ation. n this process recruitment and selection of qualified employees take
place. After hiring personnel, orientation, training and professional development
are also parts of this stage. In orientation new persons are introduced to the nature,
goals and policies of events to keep them tuned in to the goals of the organisation.
Various training programmes are conducted to provide professional training to the
staff at this stage.

In sports events, recruitment of staff as per organisation’s needs should be done.

Example, the apex post may be for Director of the event, in second line Deputy
Director and then Assistant Director of Sports event may be created.

Directing

Directing personnel is a leadership quality, and includes letting staff know what
needs to be done, by whom and also by when. It includes supervision of personnel
while simultaneously motivating them. Without directing, planning or organising has
no meaning. It is a function of guiding, inspiring and instructing people to accomplish
organizational goals.

Controlling

Controlling refers to all the processes that leaders create to monitor success. It
involves establishing performance standards, measuring actual performance and
comparing them for irregularities. It is a important function of management as
controlling involves imparting instructions to employees and also ensuring that
those instructions are followed. To organise any sports event, instructions given
to members of the organising committee towards achieving common goal i.e.,
organising a sports event in this case, must be carried out sincerely for an event
to be successful. Higher order management people control lower order people to
ensure efficient and effective use to resources.
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Physical EDUCATION-XII

I. Tick the correct option.

1. The basic function of management is:

a. controlling
b. budgeting
c. planning
d. organising

2. In which of the following functions of sports event management

recruitment process take place
a. Planning
b. Staffing
c. Controlling
d. Directing

II. Answer the following questions briefly.

1. Explain the role of planning in organizing Sports Event.

2. Why controlling function is important in sports event management.

III. Answer the following in 150-200 words

1. Elaborate the functions of sports event management.

1.2 Formation of Committees

To organise any sports event, various committees are formed for its systematic
and smooth conduct. As we have discussed earlier, to conduct sports events lots of
professional planning and preparation is required. Formation of committees should
be based on three levels of management – top, middle and lower levels. Depending
upon the level or area of the sports event, suitable people are chosen for staffing
various committees. Example, for an intramural event, members of the governing
body or the Principal will remain the top level of management, whereas in an
extramural event, the Director/Deputy Director/Supervisor of the state/ zone may
be at the top level of management. They prepare polices or aims and objectives of
the sports event. Middle level of Management consists of department heads, physical
education teachers etc, to execute policies and achieve aims and objectives. The
ower level of management consists of teachers, administrators, finance officers
etc. They implement the orders and directives of the top level.

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Hierarchy of Organising Committee to conduct Intramural Event in School/

institution

Chairperson
(Principal of School)

Convener
(Physical Education Teacher)

Members
(Teachers of School)

Head Boy/Girl
(Sports Secretary/President)

Hierarchy of Organising Committee to conduct Extramural Event in Schools/

institutions

Director of Physical Education

and Sports in State Government
(Chairperson)

Deputy Director/Assistant
Director/Supervisor Sports
(Convener)

Physical Education
Teachers of different
Schools (Members)

There is no fi ed number of committees to be constituted to organise a sports event

it depends on the number of participants, level of event, area of specialization,
dedication of volunteers etc. By and large we can formulate 4 committees under an
organising committee. Look at the following chart to study their details of work and
their responsibilities.
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1.2.1 Technical Committee

This committee covers the technical aspect of the events like requisitions to procure
sports equipment, conducting matches on time through selected officials referees,
umpires, judges, timekeepers etc.) for their respective games/sports.

Pre-sports event/ tournament: Before the event, it is the job of the Technical
Committee to put forward a requisition to purchase equipment, invitation and
confirmation from officials to conduct sports event, cleaning and layout of the
fields, arrangement of equipment and stationery, preparation of fi tures, rules and
regulation of the sports event.

During sports event/ tournament: While the tournament is in progress, the Technical
Committee is responsible for conducting matches, presence of the jury, cleaning
and layout of the fields, collection of score sheets and other related papers from
officials, preparation of merit list, etc.

Post sports event/ tournament: After the event is over, the Technical Committee
arranges for the cleaning and layout of the fields, maintenance of the field, and
placing of all equipment back to store.

1.2.2 Logistics Committee

This committee has a wider scope of work ranging from transportation, boarding
and lodging to refreshment, decoration and conducting ceremonies that form
a part of the event. This committee may have various sub-committees as per
requirement. The Logistics Committee looks after the Opening Ceremony, hires
photographer/ videographer, makes arrangements for the Victory Ceremony and
the Closing Ceremony including arrangement of refreshment, decoration, reception,
entertainment, light and sound, medical aspect etc.

Pre sports event/ tournament: It is the duty of the Logistics Committee to look
after Placement/Arrangement/Requisition of purchase of stationery, chairs, tables,
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 Physical EDUCATION-XII

souvenirs, light and sound equipment, bouquets, sending invitations to stakeholders

including other schools/ institutions and VIP guests, requisition of purchase of
medals and certificates, arrangement of refreshments, arrangement of boarding
and lodging, selection of volunteers, preparation of first aid kit and arrangement of
medical facilities.

During sports event/ tournament: While the event is in progress, the Logistics
Committee is responsible for the conduct of the Opening and Closing Ceremonies,
checking registration, distribution of refreshment, management of spectators,
handing over of medals and certificates, transportation of players participants from
place of stay to the field and back.

Post sports event/ tournament: After the event, the Logistics Committee supervises
cleaning of the venue, and placing of the items back in their appointed places.

1.2.3 Finance Committee

The role of the inance ommittee is primarily to provide financial oversight for
the event. t is involved in all aspects related to the finances of the sports event
like planning, accounting, decision-making etc. Finalization of sponsorship, keeping
an eye on in ow and out ow of finances, purchase of equipment and other items
required for conducting the event, settling payments of officials are key areas of
focus of the committee. It is the backbone of the sports tournament. It pitches to
different companies and attracts them for sponsorships for the event.

Pre sports event/ tournament: Before the event, It is the responsibility of Finance
Committee to prepare the budget, to purchase sports equipment, stationery, medals,
certificates, and other requirements as desired by the other committees, as well as
preparing and finali ing the o with sponsors.

During sports event/ tournament: During the course of the event, the Finance
ommittee keeps a check on the out ow and in ow of finances including payment
and remuneration to officials.

Post sports event/ tournament: Once the event is over, the Finance Committee
examines all records related to settlement of the bills and accounts, and prepares
the financial report.

1.2.4 Marketing Committee

The Marketing Committee develops plans and strategies to place the event in the
market with the purpose of generating publicity and sponsorships. Publicity can
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Physical EDUCATION-XII

be done through various modes like social media, print media, TV, e-mail etc. and
sponsorship can be generated in terms of cash or kind by making media partners,
food partners, drink partners etc. through calling on, meeting various companies
etc. Marketing Committee also organises campaigns related to the event.

Pre sports event/ tournament: The Marketing Committee prepares a strategy for
arranging for sponsorships, publicity of the event, arranging meetings or calling on
sponsors, preparation of o s for sponsorships etc.

During sports event/ tournament: The Marketing Committee issues press release(s),
works with media, manages methods of communication, fulfils the requirements of
sponsors as per o s, arrangement for telecast of event etc.

Post sports event/ tournament: Once the event is over, the Committee issues a
press release, and may arrange for a re-telecast of the event.

Do You Know?
Check list to organising a sports event
1. Formation of Organising Committees
2. Establishment of Objectives
3. Theme of the event
4. Date of the event
5. Place of the event
6. Budget
7. Sponsorship
8. Marketing (Campaign)
9. Invitations to teams and guests
10. Conformation of teams
11. Logistics (Accommodations, Refreshments, Transportation, Medical Staff,
ater, table, chairs, ags, notice board
12. Checking on the sponsors
13. rawing i tures and layout of field
14. Rules and Regulations
15. Arrangement of Equipment and score sheets
16. Arrangement of Referees and Prizes
17. Direction to the stadium (Sign posts)
18. riefing of olunteers and staff
19. Decorations

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 Physical EDUCATION-XII

20. Practice and warm up Area

21. Security
22. Photographers
23. Approvals License and NOCs

Extension Activity

Working in groups, write a Press Release to be issued by your school regarding the
District Badminton Championship hosted by your school.

I. Tick the correct option

1. The Committee responsible for liaison with Print media is the ____________
Committee.
a. Technical
b. Logistics
c. Marketing
d. Finance

2. Purchase of sports equipment is a work of the ________________

Committee.
a. Technical
b. Logistics
c. Marketing
d. Finance

3. Publication of rules and regulations should be done ___________________.

a. Pre event
b. During event
c. Post event
d. Any time during the event

II. Answer the following questions briefly:

1. What should be the role of technical committee while organizing the

event.

2. Explain the role of marketing committee during the event.

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Physical EDUCATION-XII

1.3 Fixtures & its procedures

In sports, an individual generally supports a particular team or player to win the

game. inning helps that team or player reach the ne t round, and after a specified
number of matches, a player or a team wins the Championship. While watching a
tournament, you would have seen sometimes a player or team lose a game, and get
eliminated from the tournament. However, in some tournaments they remain in the
game despite losing. hy is this so asically, there are different types of fi tures in
different tournaments based on duration, cost, manpower, level, interest etc. that
you will study here.

1.3.1 Tournaments

Tournament is a series of games or matches played among players or teams to

determine the winner. It provides an opportunity to demonstrate skills, evaluate
one’s performance and motivate players to perform well, attract people towards
sports to make sports popular and provide healthy entertainment.

There are various types of tournament formats based on advancement or elimination

criteria of players or teams. Study the three tournament formats listed below.

Knock – Out Tournament: In a Knock-Out Tournament a player or team continues to

play matches until it is defeated. In this type of format, players or teams have to
consistently give their best performance to avoid elimination. Such a tournament
saves cost and time and makes each match intensive because of fear of elimination.
ince fi tures are drawn on the basis of lots, there is the possibility of a match
between two good teams or players even in the early stages. In this system a good
team can be eliminated even at the earliest stage due to getting defeated by chance
or by accident.

League or Round Robin: In League or Round Robin Tournament, a player or team

will play the matches that are allotted before the start of the tournament. Fixed
number of matches are given to players and teams. Players or teams will get equal
chance to play with each other. Thus, the true winner emerges from this format and
ranking can be prepared for all participating players or teams. However, this format
involves more money, time and facilities as compared to the Knock-Out Tournament
and there is no provision of seeding for extraordinary teams and players.

Combination: They are the combination of Knock-Out and League format. Depending
upon the need and importance of the tournament, Combination Tournaments can

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 Physical EDUCATION-XII

be Knockout- League, League-Knockout, Knockout-League-Knockout etc. These

tournaments are conducted when there are (a) a large number of participants, (b)
participants are spread in different areas, (c) venues are in different zones/places
etc. In this format some of the demerits of Knockout and League Tournaments can
be eliminated.

1.3.2 Fixtures, Byes and Seeding

We have learned about three types of tournaments, Now we will study how we can
draw the fi tures. n sports, the term fixtures refers to the programme listing which
team (Team A) will play whom (Team B), where (venue), and when (time).

Definitions:

fi ture is a sports event or its date.

“A sports match that has been arranged for a particular time and place”

‘Fixture is a process of arrangement of the teams in systematic order in various

groups for competitive fights for physical activity .

Thus, tie or fixture or heat include multiple and progressive matches. In athletics
and swimming the term Heats is used, in Tennis, badminton and other games we
frequently use the terms Ties or Fixtures. For any tournament, unbiased draws of
fi tures is a road towards the success. irst, let us understand the words bye and
“seed”.

Bye - means a team is not required to participate in the primary round due to
allotment of draws. It should be given to any participating team through random
lottery system. In a tournament, bye is generally assigned to teams by the organizing
committee not to play a round due to one of the several reasons:

h neven distribution of teams in tournament n knock out tournament,

number of teams equals to power of two [e.g., 8, 16, 32, 64, ….] and in
League tournament, if there is an odd number of teams.
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Physical EDUCATION-XII

h Separate pooling of previous winners in same group to create even

competition,
h to avoid one team from playing more matches on a single day than the
other, so creating disadvantage for some.

Definitions

The position of a participant in a tournament who is not paired with an opponent,

usually in the first round, and advanced to the ne t round without playing.

Something aside from the main course or consideration.

A sportsman in a tournament who is without an opponent.

The right to proceed to the next round of a competition without contesting the
present round, often through non-appearance of an opponent.

Seeding - is a process in which teams will be placed in such a manner that good
teams that have a ranking or previous year’s position etc. do not meet another
team at an early stage of the tournament. This procedure is generally implemented
to reduce the chance of elimination of good teams at an early stage. Procedure of
allotting seeding is the same as given for byes.

Definitions

The process or result of seeding players for competition.

To arrange or schedule, as competitive teams or players, so that the most skilled are
matched in the later rounds of play.

To scatter or distribute (the names of players) so that the best players do not meet
in the early part of a tournament.

To rank a player according to the perceived likelihood of his or her winning a specific
tournament

1.3.3 Procedure for Drawing Knock - Out Fixture

Step 1

To determine the total number of teams that will participate in the Knockout
tournament.

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 Physical EDUCATION-XII

If the number of teams is: 2, 4, 8, 16, 32, 64, 128, ….. (Number being a multiple of
Two) then there is no need of byes. You may see the procedure in Illustration : 1 and
2. If the number of teams is other than the given numbers, then byes will be given
as per draw of lot.

Step 2

To determine the total number of matches to be played in the tournament, following

formula will be used:

Total Number of Matches= Number of teams – 1 In case of 8 teams then 8-1= 7

matches (not including third place match)

If number of teams are 12 then

12-1= 11 matches (not including third place match) In case of 15 teams then 15-1=14
(not including third place match)

Step 3

The total number of teams are to be divided into two halves, namely pper alf and
Lower Half.

If the total number of participating teams are even in numbers the Formula will be:

Number of teams
Teams in pper alf or ower alf
2
12
If total number of teams is 12 then, = 6, i.e., 6 teams will be placed in pper
2
Half and the remaining 6 will be placed in Lower Half.

If total number of participating teams are odd in numbers then Formula will be

Number of teams + 1
Teams in pper alf
2
Number of teams - 1
= Teams in Lower Half
2

If number of teams is 15 then

15 + 1
Teams in pper alf
2

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15 - 1
= 7 Teams in Lower Half
2

Thus, teams will be placed in pper alf and remaining will be placed in ower
Half.

Step 4

fter determining pper and ower alf Teams, byes will be given. e can determine
the byes by finding the difference between the number of teams participating in
the Tournament and next power of 2 of participating Teams in the Tournament. For
example, if total number of Teams is 12, then next power of 2 will be 16.

16-12= 4 Byes. For even numbers byes will be placed in pper and ower alf.

4
=2
2

If total number of Teams is 19, then next power will be 32. 32-19 = 13 byes

13-1
For odd numbers byes will be placed in pper alf = 6 and Lower Half =
1
13+1
=7
2
Step 5

llotment of byes in the fi ture should be given in following order. irst bye will be
given to last team of ower alf, econd bye will be given to first team of pper
alf, Third bye will be given to last team of pper alf, ourth bye will be given
to first team of ower alf, ame pattern will be followed after fourth bye till the
remaining byes have been given.

OR

irst bye will be given to last team of ower alf, econd by will be given to first
team of pper alf, Third bye will be given to first team of ower alf, ourth bye
will be given to last team of pper alf

Same pattern will be followed after fourth bye till the remaining byes have been
given.

14
 Physical EDUCATION-XII

Step 6

Write the serial number (number of participants) in vertical order. Divide into two
halves as per Step 3.

Then place byes as per step 5.

Now place remaining teams through random lottery system from top to bottom or
same pattern used to allot byes.

Teams having byes will not play their first round matches. ut ate, Time, enue in
front of the matches in fi ture. llustration

Total Number of Teams = 4

Total Number of Matches = 4-1 = 3

Total Number of Byes= since Number having power of Two, no need of bye Number
of team in

4
pper alf =2
2
4
Number of team in Lower Half = =2
2

Round I Matches

First match between A Vs B and won by B

Second Match between C Vs D won by D

15
Physical EDUCATION-XII

Round II match or Finals

Third match Finals between B Vs D won by B

Illustration – 2

Total Number of Teams = 8

Total Number of Matches = 8-1=7

Total Number of Byes= since Number having power of Two, no need of bye Number
8
of team in pper alf =4
2
8
Number of team in Lower Half = =4
2

Round I Matches

First match between A Vs B won by A

Second match between C Vs D won by C

Third match between E Vs F won by F

Fourth match between G Vs H won by G

Round II Matches

Fifth match between A Vs C won by C

Sixth match between F Vs G won by G

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 Physical EDUCATION-XII

Round III or Finals

Seventh match Final between C Vs G won by G

Illustration – 3

Total Number of Teams = 11

Total Number of Matches = 11-1=10

Total Number of Byes= 16-11= 5

5-1
Total umber of yes in pper half =2
2
5+1
Total Number of Byes in Lower half = =3
2

11+1
umber of team in pper half =6
2

11-1
Number of team in Lower half = =5
2

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Physical EDUCATION-XII

Round I Matches

First match between 2 Vs 3 won by 2

Second match between 4 Vs 5 won by 4

Third match between 8 Vs 9 won by 9

Round II Matches

Fourth match between 1 Vs 2 won by 1

Fifth match between 4 Vs 6 won by 6

Sixth match between 7 Vs 9 won by 7

Seventh match between 10 Vs 11 won by 10

Round III Matches (semi-finals)

Eighth match between 1Vs 6 won by 6 Ninth match between 7 Vs 10 won by 7

Round IV or Final

Tenth match between 6 Vs 7 won by 7

1.3.4 Procedure to Draw League or Round Robin Fixture

In League or Round Robin Tournament each team has to play once with all the
remaining teams of the tournament.

Step 1

Determine the number of matches by applying following formula:

Number of teams = n

n (n-1)
Total number of matches =
2

6 (6-1) 36-6 30
If teams are 6 then = = = 15
2 2 2

This means, 15 numbers of matches will be played in league tournament. If teams

are 7 then 21 numbers of matches will be played in league tournament
18
 Physical EDUCATION-XII

Step 2

ere, we will study two types of methods to fi the team in league tournament
namely Cyclic Method and Stair Case Method:

Cyclic Method

n yclic ethod, one team will be fi ed in position and the other will be placed
in rotation to complete the cycle. n this method, two situations may arise, first if
teams are even numbered, second situation if teams are odd numbered. Let’s see
how to set fi tures in these two situations.

Even number of teams in tournament does not require giving of any bye to any team
and to find out number of rounds, formula will be number of teams .

Total number of teams= 6 Total number of rounds = 6–1 = 5

n order to draw fi ture for odd number of teams one bye will be given to one
team in one round and in next round another team will get a bye. Rounds in the
tournament will remain the same.

Total number of teams = 7 Total number of rounds = 7

Staircase Method

n taircase ethod, one team will be fi ed on the highest step, and that team will
play with all the teams of the tournament and in next step down, the next team will
be fi ed to play with other remaining teams and so on.

19
Physical EDUCATION-XII

Total number of Teams= 7

A Vs B

A Vs C B Vs C

A Vs D B Vs D C Vs D

A Vs E B Vs E C Vs E D Vs E

A Vs F B Vs F C Vs F D Vs F E Vs F

A Vs G B Vs G C Vs G D Vs G E Vs G F Vs G

Details of Matches

Match No Team A Vs Team B Date Time Venue Result

Step 3

Determining the winner/merit in League Tournament.

In League or Round Robin Tournament winner/merit will be decided on the basis of

points awarded to the teams. Example Winner = 5, Draw =3, Loser = 0. Points tally
may be as follows:

S. Teams Match Match Win Match Match Total Ranking

No. Played Loss Draw Points

1 A 5 4 0 1 23 I
2 B 5 3 1 1 18 II
3 C 5 1 2 2 11 IV
4 D 5 0 4 1 3 V
5 E 5 1 2 2 11 IV
6 F 5 0 0 5 15 III

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 Physical EDUCATION-XII

Tournament organisers frame the rules in regards to tie before the start of the
tournament.

1.3.5 Procedure to Draw Combination Fixture

These fi tures are the combination of nockout and eague Tournaments. ame
steps will be followed as are followed in nockout and eague fi tures. To draw
eague nockout fi tures, the following process will be e ecuted

League-Knockout

Team = 8

8 (8-1) 64-8 56
Matches = = = = 28
2 2 2

Rounds in league = 7

League

Round 1 Round 2 Round 3 Round 4 Round 5 Round 6 Round 7

1-8 7-8 6-8 5-8 4-8 3-8 2-8
2-7 1-6 7-5 6-4 5-3 4-2 3-1
3-6 2-5 1-4 7-3 6-2 5-1 4-7
4-5 3-4 2-3 1-2 7-1 6-7 5-6

S. Match Matches Matches Matches

Teams Total Points Ranking
No. Played Won Lost Drawn
1 1 7 5 2 0 25 I(Q)
2 2 7 2 3 2 16 V
3 3 7 2 2 3 16 V
4 4 7 2 4 1 13 VI
5 5 7 3 2 2 21 II(Q)
6 6 7 4 2 1 23 III(Q)
7 7 7 1 4 2 11 VII
8 8 7 3 3 1 18 IV(Q)

Winner = 5, Draw =3, Loser = 0

Top four teams namely 1, 5, 6 and 8 qualify for knockout rounds

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Physical EDUCATION-XII

Tournament committee should form rules regarding placement of teams at semi-

finals before the tournament. ere we placed teams as per their ranking. ther
patterns are

1. first team may play with third and second may play with fourth ranked team or
2. first ranked team may play with fourth ranked team and second ranked team
may play with third ranked team or
3. draw of lots may be another choice.

irst semi final match played between vs and won by

econd semi final match played between vs and won by

Final match played between 5 vs 8 and won by 8

Third place match may be played between 1 vs 6

Team 8 winner of the League-Knockout tournament

Team 5 is runner up of the tournament.

Do You Know?

FIFA World cup is world largest event in term of viewership in the world. In Football
orld up eague nockout combination fi tures are drawn. tarting rounds are
based on League system, there are eight groups from A to H, each group consists
of four teams. Every team in the group has to play with the other three teams in
the group. Top two teams from each group qualify for pre quarterfinals based on
the points table and then the knockout round starts till the finals.

I. Tick the correct option

1. After losing a match, a team will be eliminated from the .

a. Knockout tournament

22
 Physical EDUCATION-XII

b. League tournament
c. Round Robin tournament
d. None of above

2. hich of the following tournament helps save time

a. Knockout tournament
b. League tournament
c. Combination tournament
d. Round Robin tournament

II. Answer the following questions briefly:

1. Differentiate between knockout and league tournament.

2. Write merits of league tournament.

3. hat do you mean by league cum knockout fi ture

III. Answer the following questions in 150-200 words.

1. raw a knockout fi ture of teames.

1.4 Intramural

The meaning of the word ‘intramural’ is “within the walls”. In context of sports, it
refers to a tournament conducted within the walls of a single institution/ school/
community. Intramural competitions/tournament are conducted within players of
one institution. The tournament may be an event/ game /more than one games and
sports conducted in one day or more or in a month or a year, eg., Sports Day, Sports
Festival, Athletics Meet, Swimming Meet, Badminton Tournament conducted among
Houses, Classes, Hostels, Residents etc. of a school/institution.

1.4.1 Objectives of Intramural Tournaments

Intramurals are common and an integral part of educational organisation and

communities, where teams are constituted among classes, houses or groups and
competitions are conducted for engaging children and youth and for deriving various
types of benefits for the participants. et us understand few important ob ectives
of intramural tournaments.

23
Physical EDUCATION-XII

1. To encourage mass participation in sports in an institution.

2. To focus on all-round development of children.
3. To develop values like fair play, respect, friendship through sports.
4. To provide first opportunity to compete in a controlled environment.
5. To focus on fitness, wellness and health aspects of children.
6. To promote curricular integration through sports.
7. To help children to develop personality first stage of leadership, control of
emotions, corporation etc.)

Extension Activity

As the Sports Captain of your school, you are involved in the selection of students
for participating in District/Region/Zone matches subsequently.

List out the criteria you will employ for selection of

Individual Games/Sports

Team Games/Sports

1.4.2 Significance of Intramural Tournaments

With all the above discussed objectives of intramural tournaments being implemented
successfully, it surely brings lots of benefit to the participants. uch competitions
conducted in a controlled environment with enough scope of all round development
deliver enough significance to the event. et us discuss few essential significance of
intramural tournaments.

Selection for extramural: Intramural Tournaments provide an opportunity to select

a player or team to participate in Extramural Tournaments. Players demonstrate
skill and fitness in events which becomes the base for selection of a player or team.

Group cohesion: This is an opportunity where students from different Classes or

Houses come together in a team, share their experiences, display cooperation
and coordination and lead the team to win the game. Students from different
backgrounds, and communities come together as a group and gain self confidence,
develop social relations, tolerance in culture etc.

Professional experience: As per the interest of students and need of institution,

students become a helping hand in conducting the tournament which gives them

24
 Physical EDUCATION-XII

good e perience of officiating, in event management etc. n future, this e perience

helps them in professional and personal aspects.

Health: It helps in developing healthy and active lifestyle. Children enjoy the sports
events because it is another medium to display their desired skills. It helps them to
stay fit and healthy. ntramurals help in contributing to the physical, mental, social
and spiritual well-being of children.

Recreation: Joy and entertainment are the outcome of Intramural physical activities.
The elements of happiness and enjoyment are always there because activities are
not so competitive, which makes intramural events successful.

Mass participation: Such activities are meant for all the students of the institution
not only for sportspersons or players.

1.4.3 Extramural Tournaments

The word ‘extramural’ means “outside the boundary or walls”. In Sports Extramural
Tournaments are the tournaments conducted outside or beyond the walls of the
organising unit that may be a school/college/institution. Such tournaments are
conducted between two or more players/teams of different schools/colleges/
institutions. For example, Zonal, Inter- District, State, National or International
Tournaments.

1.4.4 Objectives of Extramural Tournaments

Extramural tournaments are very popular and an essential part of educational

organisation, and communities, where a common team represents a school,
colleges or group and promote participating or organising various inter-institution
competitions for engaging children and youth into various types of benefits. et us
understand few important objective of intramural tournaments.

1. To achieve high performance at highest level of the tournament.

2. To develop the feeling of integration with other institutions
3. To provide opportunities for choosing a career in sports
4. To promote social, cultural, economic development through sports.

1.4.5 Significance of Extramural Tournaments

With all the above discussed objectives of extramural tournaments being implemented
successfully, it surely brings lots of benefit to the participants. articipation and
25
Physical EDUCATION-XII

organisation of such inter competitions focusing to showcase talent and explore

potentials among talented athletes delivers enough significance to the event. ets
discuss few essential significance of intramural tournaments.

Progression in performance

Extramural Tournament helps to lift the level of performance through the athletes
and sportspersons gaining experience, learning to prepare tactics and strategies,
developing fitness, psychological preparation etc.

Psychological factors

tramural events help to balance psychological factors like stress, confidence, self
esteem, emotions, and promote qualities like leadership, team building, in students.

Level of fitness

s the level of tournament increases, gradually the level of fitness improves, that
make an individual physically as well as mentally strong to compete at higher levels.

Socialization

Such tournaments held among different communities, regions, countries etc. increase
cross-cultural exchange, inter-community association etc. in which individuals get a
chance to know and understand different places, cultures, etc. which leads to closer
ties.

1.5 Community Sports – Purpose and Benefits

Community sports is a society-based practice of connecting and engaging people with

opportunities to participate in sports, e ercise and fitness activities. ommunity
sports can serve as a backbone for developing health promotion initiatives within
community members ranging from school children, adults, elders and various other
socially vulnerable populations. Community Sports are conducted for wide variety
of purposes, by involving citizens and public residing in a society. Community sports
provide opportunities for conducting sporting events frequently depending on the
purpose like the community awareness programs, social campaigns, talent search,
recreational opportunities and may more. Community sports are also many times
referred to as low-threshold sport activities, which make them a powerful tool to
involve a wide range of population into sports, e ercise and fitness behaviours.
Community sports may not be always competitive and even if they are organised
they may not be officiated with rule book style. ample, instead of professional
26
 Physical EDUCATION-XII

officials, parents, e perienced players or other community volunteers may be

engaged in conduct of sporting events.

1.5.1 Benefits of Community Sports

Community Sports can be a great opportunity for meeting people who share the
same interests. Example, in a group environment, there is always at least one
thing that just about everyone has in common, so you can use that to strike up
a conversation with the people around you. Regular community sports activities
like cricket, volleyball, football, or basketball or various other team sports and
mass activity programs like yoga, aerobics, morning walk, jogging can provide
opportunities to know and understand your neighbours and community members
and bond with them over the course of many training sessions, practices, victories,
and defeats. Community members working together towards a common goal creates
a certain camaraderie and trust within the society members.

et us discuss few of the ma or benefits of community sports.

Health

Community sports programmes have huge impact on physical and mental health
of an individual. Regular physical activities not only improve cardiovascular and
muscular health but also lower the risk of various lifestyle related disease.

Social

Community sports programmes provide a platform for make friends, connecting

people and getting them to work together towards common objectives, thereby
developing a sense of belongingness in the group. Developing a network for sharing
knowledge and experiences about health, wellbeing and sports for the people of all
ages helps to develop group cohesion, proactive social environment, good citizen
etc.

Psychological

Community sports programmes, through continuous and group engagement in

physical activity, can be associated with improved psycho-social health. They help in
improving self-esteem, personal development and stress management and provide
various other psycho social benefits.

27
Physical EDUCATION-XII

Economic

Regular community sports programmes will help to reduce the burden on health
budget and also promote optimum usage of resources. Healthy people in any
community not help to reduce medical bills but also enhance the production for the
nation by providing appropriate time and labour. Economical weaker sections can
also take advantage of participating in such sports community programmes.

1.5.2 Community Sports

Community sports events should be held at residential societies, villages, cities,

schools where the purpose is not only to demonstrate the skills and abilities of
children, but create harmony among people of all age groups including of senior
citizens, women and differently-abled population.

Let us discuss few of the events which could be organised as part of community
sports.

Sports Day

is one of the important programs that feature in the annual calendar of most
residentials areas, community schools. It is an event not only to showcase abilities
and prowess of children and youth on the sports field but also a great opportunity for
community members to meet, greet and interact with each other. t also re ects
the organizational strength of the society members and various other organizing
institutions. To celebrate Sports Day the focus should not only be participation of
talented athletes, but displaying a wide variety of skills among its members. Major
focus should be maximum engagement and involvement of community members and
other stakeholders.

In recent times, Government of India is celebrating National Sports Day on 29th

August on the occasion of birth anniversary of Major Dhyan Chand, a hockey legend.

Do you Know?

Fit India Movement was launch on 29th August 2019 on the occasion of birth
anniversary of Major Dhyan Chand by Shri Narendra Modi, the Prime Minister of
India. The purpose of the movement is to promote physical activities and sports in
masses so that they stay fit and healthy and keep away from lifestyles diseases. e
said “Swasth vyakti, swasth parivar aur swasth samaj, yahi naye Bharat ko shresth
Bharat banane ka raasta hai.”

28
 Physical EDUCATION-XII

Health Run

Such kind of run is generally conducted for the purpose of improving the health
standards in society and creating awareness about the importance of physical
activities for maintaining good health or for raising charity. In this run, the purpose
of the runners is not to win, but to participate in the events. To get its full impact,
a large number of registrations are required. There is no age bar for participants; it
is not a professional race so there is no need to run a long distance. Such a run can
be conducted by NGOs or health departments to spread awareness about health-
related issues.

Run for Fun

The purpose of this run is to spread the message of staying fit and healthy among the
masses. ometimes such races may be conducted to raise funds for a specific purpose.
In schools such races attract children and their parents. These are friendly races
and may be conducted for any age group. However, the physical education teacher
must be careful and plan meticulously to avoid any kind of accident or mishap. Age,
mobility, types of movement involved should be taken care of. Examples of such
races are lemon and spoon race, sack race, three-legged race, parent and child
race, teacher and child race, banana race, road running etc.

Run for Specific Cause

This event is generally conducted to spread awareness about social issues like
cleanliness, promoting green environment etc. The purpose of such events is to
spread awareness among the masses for a definite cause or to generate charity.
ample, the specific cause may be cancer, , gender inequality etc.

Run for Unity

In such a type of run the purpose is to promote the feeling of integrity and
brotherhood in community, state, nation or among different religions. Such events
help to develop bonding and a sense of togetherness among people.

Games and Sports

Different games and sports events can be organised keeping in mind the wholesome
development of community. Indigenous game like kho-kho, kabaddi, marbles, Gilli
danda etc. may be introduced to keep people familiar with the cultural heritage of
the nation.

29
Physical EDUCATION-XII

I. Tick the correct option

1. National Sports Day is celebrated on

a. 9th August
b. 19th August
c. 28th August
d. 29th August

2. hich of the races is run to promote brotherhood

a. Run for Fun
b. un for specific cause
c. un for nity
d. Health Run

II. Answer the following questions briefly.

1. rite brie y about any two types of un.

2. Write about the objectives of Intramural tournaments.

3. hat is the significance of tramural Tournaments.

III. Answer the following questions in 150-200 words.

1. ow would you plan for an ntramural Tournament ighlight any two

problems you may encounter. ow will you deal with them

2. Discuss a method you would choose to spread health awareness and

harmony in your area. Support your answer with reasons.

IV. Complete the following table about Intramural and Extramural Tournaments.

Intramural Tournaments Extramural Tournaments

What they mean

30
 Physical EDUCATION-XII

What are their

objectives

What is their
significance

V. Case Study Question

1.

Clubs Matches Won Drawn Lost GF GA GD Points

ATK Mohun Bagan 20 10 7 3 37 26 11 37
Bengaluru FC 20 8 5 7 32 27 5 29
Chennaiyin FC 20 5 5 10 17 35 -18 20
FC Goa 20 4 7 9 29 35 -6 19
Hyderabad FC 20 11 5 4 43 23 20 38
Jamshedpur FC 20 13 4 3 42 21 21 43
Kerala Blasters FC 20 9 7 4 34 24 10 34
Mumbai City FC 20 9 4 7 36 31 5 31
orth ast nited 20 3 5 12 25 43 -18 14
Odisha FC 20 6 5 9 31 43 -12 23
SC East Bengal 20 1 8 11 18 36 -18 11

a. Based on the table given above place the teams according to their
ranking
b. List down two advantages of this kind of tournament
c. Write down the formula for calculating points

2. XYZ School is conducting an invitation tournament in which 25 teams have

sent their entries. Matches have to be conducted on a knockout basis.
a. ow many total matches will be played
b. ow many matches will be played in the first round of the tournament

31
Physical EDUCATION-XII

c. ow many rounds will be played

d. hich team will get th bye of the tournament

VI. Art Integration

1. Prepare a report on the Annual Sports Day of your school for publishing in
a National daily.

2. Your School is hosting CBSE Regional Sports Meet. Plan and present a Folk
Dance for the Opening Ceremony.

Suggested Reading:
h Ajmar Singh et.al. (2016). Essentials of Physical Education. Delhi: Kalyani
Publication.
h Chakraborty, S. (2007). Sports Management. Delhi: Prerna Prakashan.
h Kamlesh, M. (2005). Methods in Physical Education. Delhi: Friends
Publications .
h Shaw, D., & Kaushik, S. (2010). Lesson Planing – Teaching Methods and
Management in Physical Education. Delhi: Khel Sahitya Kendra.

References:

Robert K. Barnhart. (1985). The World Book Dictionary. World Book Inc.

oanes, . . ompact ford eference ictionary. ford niversity ress.

Cayne, B. S. (1987). The New Lexicon Webster’s Dictionary of the English Language.
Lexicon Publication.

ebster, . . ebster s ports ictionary. erriam ebster.

ambridge dvanced earner s ictionary. . ambridge niversity ress.

Dictionary of Sport and Exercise Science. (2006). A & C Black Publishers Ltd.

Longman Dictionary of Contemporary English. (2008). Pearson Education Limited.

Physical Education and Yog (373). (n.d.). Retrieved 11 25, 2020, from National School
of Open Learning: https://www.nios.ac.in/online-course-material/sr-secondary-
courses/physical-education-and-yog-(373).aspx

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 Physical EDUCATION-XII

CHILDREN AND WOMEN

UNIT II
IN SPORTS
Overview

W Exercise guidelines of WHO for different age groups

W ommon postural deformities knock knees, at foot, round shoulders,
ordosis, yphosis, coliosis and bow legs and their respective corrective
measures.
W omen participation in ports hysical, sychological and ocial
benefits
W pecial consideration menarche and menstrual dysfunction
W emale athlete triad osteoporosis, amenorrhea, eating disorders

At the end of the chapter, children will be able to:

W discuss e ercise guidelines for different stages of growth and
development.
W classify common postural deformities and identify corrective
measures.
W recogni e the role and importance of sports participation of
women in ndia.
W identify special consideration relate to menarche and menstrual
dysfunction.
W e press female athlete triad according to eating disorders.

Discussion
iven below is a list of some common postural deformities children may suffer
from. hat do you know about them omplete the first two columns of the
now ant earned hart given below. ill in the last column after completing
your research by reading more about them.
Word hat now hat ant to hat earned
now

33
Physical EDUCATION-XII

Knock knees
Flat foot
ound shoulders
Lordosis
yphosis
coliosis
ow legs

Do You Know?
A UNICEF South Asia blog “How sports help girls overcome barriers and bias”
had a big message sent by our legendry player of ndian cricket Sachin Tendulkar,
UNICEF Regional Goodwill Ambassador for South Asia et every child, girl and
boy, play a sport . The legendary cricketer mentioned that every child must have
the right to play, it is the best medium to help them channel their energy and
teach them some of life s most valuable lessons on strength and determination,
humility and mutual respect, on resilience and sportsmanship. pportunity to play
with an open mind encourages children to push their limits, and in the process,
discover their own potential. ports participation provides a common platform
to perform and learn to win with dignity and accept defeat with humility. port
does not differentiate between gender, it respects hard work and values of an
athlete. port and play is not confined to children nor does it creates impact only
on children, rather sports is a big wagon wheel for the upliftment of the status of
women in our society. ports field provides an opportunity for women to showcase
their talent and help them grow as an individuals, living a life of dignity and self
respect.
The ndian omen s ockey team played brilliantly in the Tokyo lympics
and produced many such e amples. The captain, ani ampal s father could not
afford to buy her a hockey stick when she was growing up, so she would play with
a broken one alima Tete from harkhand would play with wooden sticks for the
same reason. eep race kka s family was critici ed because she was allowed
to play the game despite being a girl.

2.1 Exercise Guidelines of WHO for Different Age Groups

orld ealth rganisation has identified lack of physical activity, or physical

inactivity, as the fourth leading risk factor for global mortality of deaths globally .
egular participation in physical activities and sports provides ample opportunities
to maintain physical, mental and social health. articipation in sports and physical

34
 Physical EDUCATION-XII

activity results in benefits like an increase in self confidence and self esteem, a
better control over emotions, reduction in levels of stress, an iety and depression,
maintenance of healthy weight, social interaction and achieving high performance
in academics. egular physical activities help in not ust physical, but also social,
emotional and mental growth and development of infants, children, adolescents
and adults. hysical activities should be encouraged among children to ensure strong
muscles and bones. hildren and young people should not be allowed to sit for long
hours watching T , playing computer games and travelling by car.

has developed certain guidelines lobal ecommendations on hysical ctivity

for ealth with the overall aim of providing national and regional level policy
makers with guidance on the frequency, duration, intensity, type and total amount
of physical activity needed for the prevention of on ommunicable iseases or
Lifestyle Diseases.

2.1.1 Recommendations for Children Under 5 Years of Age

chieving health for all means doing what is best for health right from the beginning
of people s lives, says irector eneral r Tedros dhanom hebreyesus.
arly childhood is a period of rapid development and a time when family lifestyle
patterns can be adapted to boost health gains. f they are to grow up healthy,
children under five must spend less time sitting watching screens, or restrained in
prams and seats, so that they get better quality sleep and have more time for active
play.

The following guidelines are recommended for healthy children aged nder years,
irrespective of gender, race, ethnicity, cultural background, and the socio economic
status of the family.

These are also relevant for children with different abilities. hildren with a medical

35
Physical EDUCATION-XII

condition or disability should consult with health professionals before undertaking

these activities. The goals of these guidelines are to recommend time spent on
physical activities, and on sleep and sedentary activities to get health benefits. The
age group is further divided in to three groups namely ess than year, to years,
3 to 4 years.

Age Sedentary Behaviour Physical Activity Sleep

Less ot be restrained hysically active hours
than for more than hour several times a day months of age ,
year at a time. Encourage through interactive h
reading and storytelling oor based play months of age
when sedentary. including minutes of good quality
creen time is not of tummy time. sleep, including
recommended. naps.
ot restrained for more t least minutes hours of
years than hour at a time or in a variety of types good quality
sit for extended periods of physical activities sleep, including
of time. o screen including moderate- naps, with regular
time for year olds. to vigorous intensity sleep and wake
or years, sedentary physical activity, up times.
screen time should be spreadthroughout the
no more than hour. day.
Encourage reading and
storytelling.
3-4 ot restrained for more t least minutes h of good
years than hour at a time in a variety of types quality sleep,
or sit for extended of physical activities which may include
periods of time. at any intensity, of a nap, with
edentary screen time which at least regular sleep and
should be no more than minutes is moderate- wake up times.
hour less is better. to vigorous intensity
Encourage reading and physical ctivity, spread
storytelling. throughout the day.

36
 Physical EDUCATION-XII

Infants (Less than 1 year)

nfants should be provided enough space and open environment to promote

movement and minimi e restrictive or sedentary behaviour so that they may e plore
their surroundings. abies should be encouraged to be active throughout the day,
every day. efore your baby begins to crawl, encourage her him to be physically
active by reaching and grasping, pulling and pushing, moving her his head, body
and limbs during daily routines, and during supervised oor play. This includes giving
the baby minutes in prone position tummy time . laying equipment should be
carefully chosen and must not be so small that it can be swallowed or have sharp
edges or be prepared with to ic material. ctivities like crawling and rolling should
be performed on mat or sheet that is at least feet by feet in si e. nce babies
can move around, encourage them to be as active as possible in a safe, supervised
and nurturing play environment. uring sedentary timing, the child must be engaged
in reading and storytelling for encouragement. or months of age hours
and for months of age baby should have hours of good quality sleep that
includes naps.

Toddlers (1-2 years of age)

uring this period, the child should not be involved in any sedentary activity which is
more than one hour long including being restrained in prams strollers, high chairs,
or strapped on a caregiver s back, or sitting for e tended periods of time. nce they
learn to sit and stand, toddlers should be encouraged to undertake fundamental
physical activity like walking, running, umping, catching, throwing, leaping etc. n
this group sedentary screen time like involvement with computer games, watching
T or video is not recommended. ngagement in reading and storytelling should
not be for more than one hour. t is recommended toddlers get hours of good
quality sleep, including naps, with regular sleep and wake up times.

Children 3–4 years

hildren should spend at least minutes in a variety of types of physical activities

at any intensity, of which at least one hour is spent in moderate to vigorous intensity
physical activity. This should be spread throughout the day, indoors or outside. n
the minutes of physical activity, we can include light activity such as standing
up, moving around, rolling and playing, as well as more energetic activities like
skipping, hopping, running and umping. ctive play, such as using a climbing frame,
riding a bike, playing in water, chasing games and ball games, is the best way for

37
Physical EDUCATION-XII

this age group to get moving. edentary time should not be more than one hour, and
during this period engagement in reading and storytelling should be encouraged.
uality sleep between hours is recommended which includes a nap, with
regular sleep and wake up times.

ll these recommendations are divided into three components hysical activity,

sedentary behaviour and sleep. esser sedentary time and more moderate to
vigorous intensity physical activity with sufficient sleep can provide additional
health benefits.

2.1.2 Children and Youth 5-17 Years

These recommendations are relevant to healthy children and youth between to

of age irrespective of gender, race, ethnicity or socio economic status.

hildren and youth with a specific medical condition or disability may follow these
recommendations under advice of a medical official or with the help of the school
special education teacher. ctivities should be done in a progressive manner, for
e ample starting the session with simple e ercises to comple , gradually increasing
the frequency, duration and intensity of the activities. There are various stages of
growth in this age group, wherein at every stage the type of activities changes.
The chief aim of activities during this age group is to improve cardiorespiratory and
muscular fitness, bone health, cardiovascular and metabolic health biomarkers and
to reduce symptoms of anxiety and depression.

38
 Physical EDUCATION-XII

Intensity oderate to igorous.

Volume/ t least one hour in a day more than minutes will provide
Duration additional health benefits.
Frequency ne session of hour or two sessions of minutes each.
Types of erobic, basic e ercises for strengthening of muscles, undamental
Activities activities umping, running, throwing, turning twisting etc.
Benefits egular e ercise helps to develop usculo skeletal system ones,
muscles and oints , cardiovascular system heart and lunges ,
neuromuscular system coordination, movement control, motor
learning and maintain healthy body composition. hysical
activities also help to develop psychological control over emotions,
an iety, depression, and manage stress and sociological aspects
interaction, integration, leadership , result in healthy behaviour
avoidance of tobacco, alcohol, drugs and promote academic
performance.
Activities lay, ames, ports, recreation, physical education, unplanned to
planned e ercises with or within family, school and ommunity.

2.1.3 Adults 18-64 Years

These recommendations are relevant to healthy adults aged between to

irrespective of gender, race, ethnicity or socio economic status. dults youth with
disabilities may follow these recommendations with ad ustment as per capacity
or limitations. n adult having any medical condition should follow the advice of
medical official. ctivities should be done in a progressive manner, for e ample,
start the session with simple e ercises and move to comple , gradually increasing
frequency, duration and intensity of the activities.

39
Physical EDUCATION-XII

Intensity oderate to igorous.

Types of uscular strengthening strength and erobic physical activities
Activities
Aerobic to minutes per week with moderate intensity or
activities to minutes per week with vigorous intensity ne aerobic
activity bout should be at least minutes
Muscle ctivities involving ma or muscles two or more days in a week
strengthening
activities
Benefits egular physical activity helps to lower the risk of all causes of
mortality, or e ample heart diseases, blood pressure, stroke,
Type diabetes, metabolic syndrome, colon and breast cancers
and depression hip or vertebral fractures, and to develop higher
level of cardiorespiratory muscular fitness and maintain healthy
weight with healthy body composition and bone health. t lowers
the risk of on ommunicable iseases and depression.
Activities hysical activities walking ogging, swimming, weight training,
dancing etc. , occupational work, household work car wash,
gardening, etc. ames, ports, recreation, transportation
walking, cycling , planned e ercises with or within family and
community.

2.1.4 Older Adults 65 Years and Above

These recommendations are relevant to healthy older adults aged above

years, irrespective of gender, race, ethnicity or socio economic status. These
recommendations are also relevant for individuals suffering from chronic
conditions. dults, youth with disabilities may follow these recommendations with
ad ustment as per capacity or limitations. ndividuals with specific health conditions,
such as cardiovascular disease and diabetes, may need to take e tra precautions
and seek medical advice before trying to achieve the recommended levels of
physical activity for older adults. ctivities should be done in progressive manner,
for e ample, starting the session with simple e ercises and moving to comple ,
gradually increasing frequency, duration and intensity of the activities as per their
ability and as conditions allow.

40
 Physical EDUCATION-XII

Intensity oderate to igorous.

Types of uscular strengthening strength and erobic physical activities
Activities and alance enhancing e ercises.
Aerobic to minutes per week with moderate intensity or to
activities minutes per week with vigorous intensity ne aerobic activity
bout should be at least minutes.
Muscle ctivities involving ma or muscles involved activity, two or more
strengthening days in a week
activities
Balance- lder adults, with poor mobility, should perform physical activity
enhancing to enhance balance and prevent falls on or more days per week.
Activities
Benefits egular physical activity helps to lower the risk of all causes of
mortality, or e ample, heart disease, blood pressure, stroke,
Type diabetes, metabolic syndrome, colon and breast cancers
and depression hip or vertebral fractures, and to develop higher
level of cardiorespiratory muscular fitness and maintain healthy
weight with healthy body composition and bone health. t lowers
the risk of on ommunicable iseases, depression and cognitive
decline.
Activities hysical activities walking ogging, swimming, weight training,
dancing etc. , occupational work, household work car wash,
gardening, etc. ames, ports, recreation, transportation
walking, cycling , planned e ercises with or within family and
community.

41
Physical EDUCATION-XII

Do you Know?
Type of physical activity: includes aerobic, strength, e ibility, balance.
Duration: is the length of time in which an activity or e ercise is performed.
Duration is generally expressed in minutes.
Frequency: is the number of times an e ercise or activity is performed. requency
is generally e pressed in sessions, episodes, or bouts per week.
Intensity: refers to the rate at which the activity is being performed or the
magnitude of the effort required to perform an activity or e ercise.
Volume: erobic e ercise e posures can be characteri ed by an interaction
between bout intensity, frequency, duration, and longevity of the programme.
The product of these characteristics can be thought of as volume.
Moderate-intensity physical activity: n an absolute scale, moderate intensity
refers to activity that is performed at . . times the intensity of rest. n a
scale relative to an individual s personal capacity, moderate intensity physical
activity is usually a or on a scale of .
Vigorous-intensity physical activity: n an absolute scale, vigorous intensity
refers to activity that is performed at . or more times the intensity of rest for
adults and typically . or more times for children and youth. n a scale relative
to an individual s personal capacity, vigorous intensity physical activity is usually
a or on a scale of .
Aerobic activity: also called endurance activity, improves cardiorespiratory
fitness. amples of aerobic activity include brisk walking, running, bicycling,
umping rope, and swimming.
Sedentary behaviour: is characteri ed by a very low energy e penditure, such as
sitting, reclining or lying down
Sleep behaviour: uration and timing of sleep. or children under years of age
includes both at night and daytime naps.
Toddler: hild aged to under years . . months .
Tummy time: Time an infant spends lying on her his stomach in prone position
while awake with unrestricted movement of limbs.
ap eriod of sleep, usually during the daytime in addition to usual night time
sleep.

eference www.who.int

42
 Physical EDUCATION-XII

I. Tick the correct options

. inimum duration of activity should be per week at vigorous

intensity in adults above years of age.
a. minutes
b. minutes
c. minutes
d. minutes

. ate at which the activity is being performed is known as

a. olume
b. ntensity
c. Type of ctivity
d. requency

II. Answer the following questions briefly

. rite down hysical activities e ercise guideline for under of age.

. rie y write about physical activities e ercises guidelines for adults

above of age.

III. Answer the following questions in 150-200 words

. escribe hysical activities e ercise guidelines for all groups.

2.2 Posture

osture is defined as the attitude assumed by the body either with support during
the course of muscular activity, or as a result of the coordinated action performed
by a group of muscles working to maintain the stability. osture is classified into two
categories.

. ynamic posture is how one holds oneself when moving, for e ample, walking,
running, or bending over to pick up something. t is usually required to form an
efficient basis for movement. uscles and non contractile structures have to
work to adapt to changing circumstances.
. tatic posture is how one holds oneself when stationary or not moving,
For example, sitting, standing, or sleeping. Body segments are aligned and
maintained in fi ed positions. This is usually achieved by co ordination and

43
Physical EDUCATION-XII

interaction of various muscle groups which are working statically to counteract

gravity and other forces.

Extension Activity

Working in groups
W istinguish between poor posture and good posture.
W escribe good posture while sitting, studying, writing, standing,
walking.
W iscuss the significance of having a good posture.

esign a poster to be put up on the school otice oard urging students to maintain
good posture. ighlight the ill effects of poor posture.

t is important to ensure maintaining of a good posture. This is possible where all body
parts are aligned in such a way that least stress is put on oints and muscles and, thus,
it helps to prevent fatigue. good posture helps to give good productivity in work,
and leads to a physically and mentally stress free condition. ostural deformity may
be caused by heredity, disease, in ury, poor habits, improper clothing, unhygienic
living conditions, improper diet, improper e ercise, lack of e ercise, obesity, socio
economic status, etc.

2.2.1 Common Postural Deformities

There are a number of postural deformities, some of which are given below along
with corrective measures. orrective e ercises should be done under advice and
supervision of a physician or a physiotherapist.

44
 Physical EDUCATION-XII

2.2.2 Knock Knees

nock nees, also known as Genu valgum, is a knee misalignment that turns the
knees inward. s a result, both knees touch or knock against each other in a normal
standing posture but there is a gap of inches between the ankles. t is generally
first noticed in early childhood, but in most cases, it usually corrects itself naturally
by the time children are years old. owever, in some cases it continues till
adolescence. n some cases enu valgum can also develop due to an in ury or
infection in the knee or leg, rickets, severe lack of vitamin and calcium, obesity,
or arthritis in the knee.

t negatively effects walking and running and impedes other legs movement which
hinder performance. n case enu valgum persists beyond childhood, it may have
other symptoms besides misaligned knees. They include stiff oints, knee pain and
walking with a limp. tressed ligaments and muscles can also cause pain in the hips,
ankles, or feet. f only one knee is out of line, the stance may be unbalanced.

Do you know?

The man who discovered genes was an ustrian regor

endel. endel was a scientist, ugustinian friar and abbot
of t. Thomas bbey in rno, argraviate of oravia.
Though farmers had known for millennia that crossbreeding
of animals and plants could favor certain desirable traits,
endel s pea plant e periments conducted between
and established many of the rules of heredity,
now referred to as the laws of endelian inheritance.

45
Physical EDUCATION-XII

Corrective Measures

Treatment for enu valgum largely depends on the cause and severity of the
problem. ercises like horse riding and keeping the pillow between the knees and
standing erect for some time are the best. or most people with enu valgum,
oga and e ercise can help realign and stabili e the knees. erforming padmasana
and gomukhasana regularly can help strengthen muscles of the legs and realign the
knees. trengthening e ercises can be simple, such as leg raises while seated or
lying down. sing of walking callipers is also a big help at pre puberty stage.

cessive body weight can be a contributing factor to enu valgum as e tra weight
puts additional strain on the legs and knees, and this can cause knock knees to
worsen. person who is overweight should lose weight through a combination of
diet and exercise.

2.2.3 Flat Foot

lat foot is also known as pes planus or fallen arches. t is a condition that may be
diagnosed by looking at the arch of the foot or by taking the water print test. s the
name at foot suggests, people suffering from this deformity have either no arch in
their feet, or one that is very low, allowing the entire soles of the feet to touch the
oor in standing position.

This problem may be genetic or environmental. t times a foot or ankle in ury,

obesity, wearing improper shoes tight shoes, high heels etc. , carrying heavy
weight for long time, arthritis or rheumatoid may cause at feet. t may be caused
by a baby being forced to walk in an early stage, or it may be age related. nother
condition that might cause at feet is tarsal coalition. This condition causes the
bones of the foot to fuse together unusually, resulting in stiff and at feet. Tightness
in calf muscles may lead to temporary at feet.

46
 Physical EDUCATION-XII

rches provide a spring to the step and help to distribute body weight across the
feet and legs. The structure of the arches determines how a person walks. rches
need to be both sturdy and e ible to adapt to stress and a variety of surfaces.
hen people have at feet, it affects their posture while standing, their walking,
running, and other related performances. lat feet can sometimes contribute to
problems in the ankles and knees. a ority of babies are born with at feet but as
they grow or get involved in physical activities the arch in the foot develops.

Corrective Measures

ercises like walking, standing or umping on toes and heels in all four directions,
skipping rope, strengthens the muscles of foot which help to develop the arch in the
foot. ctivities like picking up marbles with toes, writing numbers in the sand with
the toes will also help in developing the arch. oga asanas like dhomukhsavasana
performed in urya amaskar, a rasana and other therapeutic massages are also
helpful in developing the arch.

2.2.4 Round Shoulders

ound shoulders is a postural deformity in which shoulders are bent forward from the
ideal alignment, thereby giving a narrow curve to upper back. t leads to postural
deviations such as hyperkyphosis, or hunch back and anterior head carriage, or
forward head posture. ver time, these postural conditions can progress and lead
to other conditions such as chronic neck pain, thoracic outlet syndrome and lack of
shoulder mobility.

t may occur at any age due to poor posture habits, heredity, muscle imbalance, tight
fitting clothes, in ury, disease etc. oor posture habits include using smartphone,
tablet, computer, driving, carrying heavy weights and sitting for long periods.

47
Physical EDUCATION-XII

Corrective Measures

ost important measure to correct rounded shoulders is strengthening and stretching

of muscles and trying to correct the imbalance of muscles by doing chest stretches,
T stretch, wall stretch, andclasp stretch and planks, pull ups, reverse shoulder
stretch, etc. eveloping the habit of keeping the spine straight is also helpful in
correcting rounded shoulders. oga asanas like Chakrasana, Dhanurasana, can be
useful in correcting rounded shoulders.

2.2.5 Kyphosis

yphosis is also known as unch ack or round upper back. The word Kyphosis
comes from the reek term kyph and means bent or bowed. t is a condition of the
spine where the curvature of the upper back gets e aggerated or increases. t is
an e aggerated, forward rounding of the back. yphosis can occur due to heredity,
aging, disease arthritis, osteoporosis , malnutrition, pulling of heavy weight over
a period, unstable furniture, poor postural habit, weakness in muscles etc. Though
it can occur at any age, but kyphosis is most common in older women. ge related
kyphosis is often due to weakness in the spinal bones that causes them to compress
or crack. yphosis can appear in infants or teens due to malformation of the spine
or wedging of the spinal bones over time.

hile mild yphosis causes few problems, severe yphosis can cause pain and be
disfiguring. This posture creates instability while walking, running etc. that may
lead to fall or in ury.

48
 Physical EDUCATION-XII

Corrective Measures

ercises which help to strengthen back muscles, provide stability and make muscles
more e ible should be performed. hysical therapy, swimming, e ercise gym ball
e ercises, e ercises with bands, and oga asanas like hanurasana, hakrasana and
hu angasana should be performed to get optimum benefits. sing a at bed with a
thin pillow while sleepingis also helpful .

2.2.6 Lordosis

The term ordosis comes from the reek lordos which means bent backward. The
spine curves a little in the neck, upper back, and lower back. These curves, which
create the spine s shape, are called the kyphotic upper back and lordotic neck
and lower back . ordosis is a spinal deformity in which the angle of arc of the lower
back is reduced. This leads to an increase and e aggeration of normal concavity of
the lumber region of the spine. t is also known as sway back. hronic ordosis may
lead to pain and discomfort and become more serious if left untreated.

ordosis is often caused by obesity, improper development of muscles, muscular

or skeletal disease or accident, poor posture while standing, sitting and walking,
malnutrition, etc. There are few cases where the cause was unknown. t is generally

49
Physical EDUCATION-XII

found in children because of weakening or tightening of muscles of the hip area, but
they easily recover as they grow and muscles get strengthened.

Corrective Measures

ost people with ordosis don t require medical treatment unless it s a severe case.
n severe cases of ordosis in children and teens, the individual may require use
of braces, or even surgery. argely, weight loss to help posture, and daily physical
therapy to strengthen muscles and range of motion prove quite helpful. ercises
to develop strength in the pelvic region like sit ups, sitting against the wall and
pushing the trunk backward and lying on the back and raising upper e tremities
and legs together will give significant benefits. oga asanas including hanurasana
and alasana will be helpful. se of braces, weight reduction, maintaining a good
posture and taking a balanced diet are helpful in reducing the problem.

2.2.7 Scoliosis

The word coliosis comes from the reek skolios which means bent. coliosis is a
position in which the spine is tilted to either side of the body. t is a position of
e aggerated lateral curvature or sideways curvature of the spine. n this disorder,
the spine bends, twists or rotates in a way that it makes a or an shape. coliosis
is found more commonly in girls than in boys and, though it can occur at any age,
but it is more common during the growth spurt ust before puberty. ost cases of
scoliosis are mild, but some spinal deformities continue to get more severe as
children grow. evere scoliosis can be disabling. n especially severe spinal curve
can reduce the amount of space within the chest, making it difficult for the lungs to
function properly.

50
 Physical EDUCATION-XII

coliosis can be caused by conditions such as cerebral palsy and muscular dystrophy,
or diseases like arthritis, paralysis, or rickets. t may result from lifting heavy
weights, living in an unhealthy environment, and standing and sitting in a wrong
posture. owever, the cause of most scoliosis is unknown.

Corrective Measures

n cases of mild coliosis, no treatment is necessary. ome children may need to

wear a brace to stop the curve from worsening. thers may need surgery to keep the
problem from worsening and to straighten the spine. ercises like hanging on the
hori ontal bars and swinging should be done on opposite side of the shaped curve.
erobic activities with slow pace and breaststroke in swimming are helpful and also
give good results. n yoga Trikonasana and Adhomukhasana should be performed to
straighten the spine.

2.2.8 Bow Legs

ow egs, also known as enu varum, is a position of knees in which legs look like
a bow, when the legs curve outward at the knees while the feet and ankles touch.
nfants and toddlers often have bow legs. t may be caused due to lack of itamin
, hosphorus and alcium and can be easily cured at an early stage. The condition
doesn t cause pain or discomfort and is rarely serious. t does not affect running,
standing, crawling etc. ow legs is a condition that usually goes away without
treatment, often by the time a child is years old and does not affect a child s
ability to crawl, walk, or run. owever, parents might worry about the appearance
of their child s legs, or an awkward walking pattern.

51
Physical EDUCATION-XII

ometimes, kids with bow legs may walk with the toes pointed inward, called pigeon
toes, or they may trip a lot and appear clumsy. lthough in most cases the problem
generally gets resolved on its own as the child grows, sometimes, it may lead to
arthritis in the knees and hips. t times owlegs can be a sign of an underlying
disease, such as lount s disease, rickets, or arthritis.

Corrective Measures

se of braces and modified shoes can be along with sufficient intake of balanced
diet can prove to be of help. alking on the inner edge of the feet may also help.

I. Tick the correct options

. eformity of the legs is known as

a. coliosis
b. Lordosis
c. Knock knees
d. yphosis

. Lordosis is a problem of the

a. ower ack
b. Middle Back
c. pper ack
d. houlders

3. coliosis is a postural deformity related to

a. Muscles
b. houlders
c. Legs
d. pine

4. yphosis is a deformity found in

a. houlders
b. umber region
c. Hips
d. Thoracic region

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 Physical EDUCATION-XII

II. Answer the following questions briefly

. hat is meant by ound houlders ention a few e ercises to correct it.

. hat is the ordosis rite in brief.

3. rite in brief the causes and symptoms of nock nees.

4. Explain corrective measures for Flatfoot.

III. Answer the following questions in 150-200 words

. Explain any five postural deformities with their corrective measures.

. escribe corrective measures of some common spinal postural deformities.

2.3 Women participation in Sports – Physical, Psychological and

Social benefits

omen s sports, both amateur and professional, have e isted throughout the world
for centuries in all varieties of sports. There is a rich record of participation of
women in sports in ndia. n the days of ahabharata, hakuntala, adhuri, unti
all chose physical activities as recreation. s time passed, ndian women, despite
having potential and talent, were deprived of participation in sports for a number of
reasons. They were put in the back seat and were not allowed to participate in sports.
owever, female participation and popularity in sports increased dramatically in the
last quarter of the th century, re ecting changes that emphasi e gender parity.
lthough the level of participation and performance can still be improved, women s
participation in sports is generally accepted and promoted today.

espite the fact that women have shown a dramatic rise in sports participation,
there is still a large disparity in participation rates between women and men. ut to
deal with this disparity many countries like ndia run programmes such as helo ndia
scheme and ational ports Talent earch cheme T to mainstream women s
participation in sports in ndia. hile in the past there were certain psychological
constraints like low self confidence and self esteem, higher levels of stress and
an iety, and social causes like lack of support or positive reinforcement from family
and a male dominated social structure that affect women s participation in sports,
or even, certain economic factors that played a negative role that affected women s
participation in sports, these are all a thing of the past.

This trend of lower participation of women in sports e ists not ust in ndia but
is a global phenomenon. articipation of women at all levels from regional to

53
Physical EDUCATION-XII

international is limited. t affects all domains like participation in sports activities,

administration of associations and federations, and participation in national and
international level committees. omen who play sports continue to face many
obstacles, such as lower pay, less media coverage, and different in uries compared
to their male counterparts. any female athletes have engaged in peaceful protests,
such as playing strikes, social media campaigns, and even lawsuits to address these
inequalities The nternational lympic ommittee encourages participation
not only in playing sports but in ational lympic ommittees and nternational
ederations and conducting regional seminars for female administrators, coaches,
technical officials and ournalists. n a recent announcement by , women
will take part in ne t lympic games. The onstitution of ndia also provides gender
equality and ensures elimination of any type of gender bias or hindrance. ports is a
medium to get gender equity and empowerment.

s more women athletes are participating in sports, there is more positive attitude
that is being inculcated. ports is an important tool for social empowerment and
helps to develop skills like communication, teamwork, leadership, respect, social
interaction, sportsmanship etc. and can significantly contribute to develop society
and community. ports participation not only provides health benefits but also
promotes overall development. port does not discriminate based on colour, caste,
creed, sex, race etc.

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 Physical EDUCATION-XII

2.3.1 Women participation in Sports – Physical, Psychological and

Social benefits

omen participation in sports helps them to stay fit and reduces chances of diseases.
These are some physical benefits for women participating in sports. These benefits
are as true for women as for their male couterparts.

I. Phisical Benefits

Lifestyle Diseases

ports participation helps women to stay active which, in turn, reduces chances of
lifestyle diseases such as iabetes, high blood pressure, obesity etc. and enables
them to live a healthy life.

Bone Density

There is a higher chance of osteoporosis in female than males. ports help them to
increase their bone density and have stronger bones.

Toned Muscles

egular e ercise and participation in sports increases the muscle tone of women
which helps them to stay strong.

Cardiovascular System

egular e ercise helps increase the number of capillaries, helping them in the intake
of o ygen. This enables women to participate in sports for a longer period without
getting fatigued.

Obesity

besity is one lifestyle disease which is found in every part of the world. ost of
the ndia s population is also suffering from this disease. omen has more chances
of being obese than men, regular participation in sports helps them to stay in shape
and stay fit.

II. Psychological Benefits

articipation in sports has a great impact on women psychologically as it gives them

confidence and enhances their self esteem. t gives them that sense of achievement

55
Physical EDUCATION-XII

which empowers them to achieve and overcome any obstacles that they may have
faced. ome of the psychological benefits of participation in sports are

Stress Management

ny physical activity releases lot of hormones in our body which helps us to stay
happy and reduces stress levels. portspersons, men and women, who participate in
sports can manage their stress better than those who don t participate in the sports.

Control Emotions

omen, like their male counterparts, who participate in sports are well equipped to
manage their emotions as they face difficult situations in the game which take a toll
on them, and regular participation makes them emotionally stronger.

Confidence

very small win increases the confidence of the winner. Thus, when a woman
participates in sports and wins, it gives not ust her, but other women sportspersons
a sense of achievement and really boosts their confidence. This renewed confidence
in themselves they bring to all areas of their life.

Self – Esteem

ports helps women to realise their self worth and when they achieve or even
participate in sports, they get a boost in their self image and that helps them to
realise their own worth, which is very important for an individual.

Leadership

one of the best quality about sports is that it inculcates or bring out the leadership
skills or qualities of an individual. Those women, or men, who participate in sports
better are able to lead people even outside the sports as well.

III. Social Benefits

omen participation in sports helps them to be more open towards society as it helps
them to communicate with others and helps them to bond with their teammates and
other officials. ome of the social benefits of sports are as follows

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 Physical EDUCATION-XII

Coordination

port helps in increasing and improving the coordination between team players and
women who participate in sports learn the skill of working in coordination with
others.

Communication

ommunication is an integral part of sports as players must communicate with each

other while playing. t helps women participants to be more vocal and e pressive.

Inter-relationships

sport is not played in isolation, it s a team effort, whether it is inside the team or
as supporting staff, the player must maintain her relationship with everyone in the
team. omen participants learn to maintain their relationships and respect each
other whether it is on the field or off the field.

Cooperation

omen learn to cooperate with each other when they are playing on the field. This
becomes a part of their life also as they learn to work and cooperate with others in
total harmony and peace.

ecause of the above discussed benefits women should participate in sports. omen s
participation in sports should be encouraged in schools, colleges and in universities.
wareness programmes for women s participation in sports should be conducted
on a regular basis and they should be encouraged to participate in competitive
sports. amilies should also be encouraged to support their girls to participate in
sports. edia coverage and sponsorship can enhance sports participation of women
in ndia. ports equipment must be developed focusing on physiological aspects of
women. ppointment of women coaches, providing opportunities for competitions,
eliminating cultural and social negativity and proper facilities can ensure larger
participation. tates where social or other factors are a constraint should come up
with some incentives so that their women can also participate in sports and live a
better and healthy life.

ow times are changing, and society is accepting, and even encouraging, women s
participation in sports at ational and nternational levels. n recent years, it has been
raining gold on ndian women athletes in the international arena proving women are
no less of a powerhouse when it comes to winning medals and championships for the
country. omen are coming out and participating in sports and physical activities in
57
Physical EDUCATION-XII

large numbers. arnam alleswari was the first women who won a medal in lympic
ames in ydney in . n , ondon lympics, five times world champion ary
om won a medal in bo ing and aina ehwal in adminton. n io lympics
akshi alik won medal in wrestling and . . indhu won the first ever women s silver
medal in badminton. .T sha and n u obby eorge were athletes who earned
a name in thletics at international level. aina ehwal has won international
titles, which includes ten uperseries titles. n that she was able to attain the
world no. ranking, thereby becoming the only female player from ndia to achieve
this feat. aikhom irabai hanu, an ndian weightlifter, lifted a total of kg to
win the old edal at the . ovlina orgohain is an ndian bo er who won
a bron e medal at the lympic ames in the women s welterweight event and
the silver medal at the Tokyo lympics in omen s kg category. ur ndian
women cricket team, wrestling, badminton, bo ing are bringing glory to the country
as they achieve new heights.

Do you know?
Some Indian women sportspersons who won medals in international events in
2019.
. Dutee Chand - irst ndian to win a m gold in a global event at the th
ummer niversity ames in apoli, taly.
. Hima Das - Won 5 gold medals in 20 days
h uly , o nan m gold . seconds
h uly , unto m gold . seconds
h uly , ladno m gold . seconds
h uly , Tabor m gold . seconds
h uly , rague m gold . seconds
3. PV Sindhu - First Indian to win World Championships
h ron e
h ron e
h ilver
h ilver
h old
4. Manasi Joshi - Won BWF Para-Badminton World Championship
ara badminton player anasi oshi created history by securing gold at the
ara adminton orld hampionships, ust a day before indhu.
. PU Chitra - Clinched gold in women’s 1500m race
on the old at the sian thletics hampionship in oha.

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 Physical EDUCATION-XII

The nternational lympic ommittee encourages participation not only in

playing sports but in ational lympic ommittees and nternational ederations
and conducting regional seminars for female administrators, coaches, technical
officials and ournalists. n a recent announcement by , women will take
part in ne t lympic games. The onstitution of ndia also provides gender equality
and ensures elimination of any type of gender bias or hindrance. ports is a medium
to get gender equity and empowerment.

Extension Activity
n recent years ndian women athletes have done ndia proud in nternational
ports events. dentify the following and match the pictures to their names.
ention their games in the blank.
ake a T about any one of them.

. .

59
Physical EDUCATION-XII

I. Tick the correct options

. ports is a important tool for social empowerment for women as it

develops the folowing
a. ggression
b. solation
c. tress
d. Leadership

. sychological benefits of women particapation in sports includes

a. Coopration
b. Emotation Control
c. hysical itness
d. Communication

II. Answer the following questions briefly

. rite a short note on benefits of participation in sports.

. plain hysical benefits of omen participation in sports.

III. Answer the following questions in 150-200 words

. plain the various benefits of omen participation in ports

2.4 Special Consideration (Menarche & Menstrual Disfunction)

2.4.1 Menarche

The period of adolescence is marked by certain universal physical and biological

changes in the body which lead to the attainment of se ual maturity. The time when
se ual maturity is reached is called puberty. enarche first menstruation is usually
considered the point of se ual maturity for girls. t is the process in which female
reproduction system matures and the body prepares itself for potential pregnancy.
t is associated with the development of secondary se ual characteristics. enarche
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 Physical EDUCATION-XII

is one of the most significant milestones in a woman s life. The average age for
a girl to get her first period ranges from to years old. lthough the precise
determinants of menarcheal age remain to be understood, genetic in uences, socio
economic conditions, general health and well being, nutritional status, certain types
of e ercise, seasonality, and family si e possibly play a role. ver the past century
the age at menarche has fallen due to reasons still unknown.

enstruation also termed as period or bleeding is the process in a woman of

discharging through the vagina blood and other materials from the lining of the
uterus at about a monthly interval from puberty until menopause, e cept during
pregnancy. This discharging process lasts about days. omen usually have periods
until about ages to and have menopause usually around age of . enopause
means that a woman is no longer ovulating and can no longer get pregnant. ike
menstruation, age of menopause can vary from woman to woman and these changes
may occur over several years.

2.4.2 Menstrual Dysfunction

enstrual dysfunction is an abnormal condition in a woman s menstrual cycle. ormal

range of the menstruation cycle is to days. f it happens earlier than days
or after more than days, then it s a problem. ther menstrual problems include
missing three or more periods, menstrual ow heavier or lighter in comparison with
usual, cycle happening longer than seven days, any pain, cramping or vomiting
during period, bleeding after menopause etc.

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Physical EDUCATION-XII

auses of abnormal menstrual cycles or menstrual order are overweight, stress,

dietary disorder, disease, sudden change in e ercise schedule, travel, other medical
complications etc.

There are different types of menstrual disorders which are given below

. Pre-menstrual Syndrome: re menstrual yndrome includes unpleasant or

uncomfortable symptoms during the cycle. These may include depression,
an iety, irritation, headache, fainting, vertigo, infection etc. and may last from
a few hours to few days. uch symptoms may be reduced through moderate
e ercise, taking a balanced diet, having a good sleep and rest.
. Amenorrhea: menorrhea is known as missed periods or absence of a normal
monthly period or menstrual cycle. There are two types of amenorrhea.
a rimary amenorrhea enstruation cycle does not begin at puberty.
b econdary amenorrhea t happens when menstruation is missed for three
months or more. This is the most common type of amenorrhea.
3. Dysmenorrhea: hen menstruation happens with severe pain or frequent
menstrual cramps, the condition is called ysmenorrhea. ymptoms associated
with dysmenorrhea may be cramping in lower abdomen, low back pain, pain
in legs, nausea, fatigue, weakness etc.
4. Menorrhagia: Menorrhagia is characterized by heavy and long term or
continuous menstrual bleeding.
. Polymenorrhea: Polymenorrhea is a term used to describe a menstrual cycle
that is shorter than 21 days.
. Oligomenorrhea: Oligomenorrhea is infrequent menstruation. More strictly,
it is menstrual periods occurring at intervals of greater than 35 days.
. Metrorrhagia: Metrorrhagia refers to missed, delayed or erratic periods or
abnormal bleeding patterns.
. Postmenopausal bleeding: ostmenopausal bleeding is bleeding that occurs
after one year of menopause or after a woman has stopped having menstrual
cycles due to menopause.

The female hormones oestrogen and progesterone are important for overall body
health. These hormones also regulate a woman s periods. ntense e ercise and
e treme thinness can reduce the levels of these hormones to prevent or stop monthly
menstrual cycles.

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 Physical EDUCATION-XII

Extension Activity

isit a nearby stadium and talk to women athletes. ollect a data of such
athletes in their teens. re they facing any problem related to their health, diet
etc iscuss about it in the class.

I. Tick the correct options

. requent menstruation is known as

a. etrorrhagia
b. ligomenorrhea
c. olymenorrhea
d. enorrhagia

. f the menstruation cycle does not begin at puberty, the condition is called
a. rimary amenorrhea
b. econdary amenorrhea
c. ligomenorrhea
d. ysmenorrhea

II. Answer the following questions briefly

. hat is menstrual dysfunction rite in brief.

. plain the term enarche.

3. rite short note on menorrhea.

III. Answer the following questions in 150-200 words

. Explain menstrual dysfunction.

2.5 Female Athlete Triad

articipation in sports and physical activities provides a lot of physical and social
benefits like developing leadership qualities, competition, teamwork etc. egular
participation in such activities is associated with a longer and better quality of
life, reduced risks of a variety of diseases and many psychological and emotional
benefits. vidence suggests a positive relationship between physical activity and a
host of factors affecting girls physical health, including diabetes, blood pressure

63
Physical EDUCATION-XII

and the ability to use fat for energy, thus preventing obesity. hysical activity could
reduce the risk of chronic diseases in later life. onditions, such as cancer, diabetes
and coronary heart disease, have their origins in childhood, and can be aided, in
part, by regular physical activity in the early years. lso, regular activity beginning
in childhood helps to improve bone health, thus preventing osteoporosis, which
predominantly affects females.

owever, participation in sports is not without certain health risks. ports like udo,
bo ing, wrestling, taekwondo etc. e ert a lot of pressure on athletes to maintain
their shape and weight. or participation in sports like distance running, cycling,
cross country etc. athletes have to take a balanced diet since these demand high
levels of energy and a good quantity of dietary intake. uch pressures put the
athlete s health at risk and leads to Female Athlete Triad. The term triad was first
described by merican college of sports medicine in , and the three components
to describe the triad were

a disordered eating,
b amenorrhoea and
c osteoporosis

The illustration above depicts the female athlete triad spectrum. The black lines
represent the spectrums of each of the components and the red and green triangles
show both of the e tremes. The top green triangle represents a healthy athlete who
has a good balance between energy intake and e penditure. ecause of this, they
have a normal menstruation cycle and a bone mineral density that is above average
for the athlete s age. The bottom left, red triangle represents an athlete who does
not have an appropriate balance between energy intake and e penditure, which
may be the result of restrictive dieting and or clinical eating disorders.
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 Physical EDUCATION-XII

The terms to describe emale thlete Triad have now been revised. The new terms
to indicate problems are

a low energy availability with or without eating disorder,

b dysfunction of menstruation and
c low bone density.

This change was relevant because all these three revised components can be
easily resolved by proper energy intake and e penditure and same may be used
as effective strategy. Thus, if an individual takes optimum calories as required by
body, including energy required for physical activity and energy required for body
functions, the result is promotion of healthy bones and normal menstrual function.
ll three components are very much interlinked.

2.5.1 Low Energy Availability with or Without Disordered

Eating

isbalance of energy may occur due to eating disorder. The problem of female
athlete triad originated from not balancing energy intake and energy e penditure.
onsequently, an athlete must have knowledge of how to balance the energy intake.

ating disorder is known as gross disturbance in eating behaviour. isordered eating

has wide range of harmful and often ineffective eating behaviours in the process of
weight reduction.

These includes calorie restriction to clinical disorders of nore ia nervosa and

bulimia nervosa. portspersons participating in activities in which leanness or
specific weight is required for performance are at higher risk of developing eating
disorders. oaches, team physicians, parents, and other supporting staff should
know the symptom so that the problem can be treated on time, other wise it leads
to long term physiological, psychological effects or, in e treme cases, fatal results.
Anorexia nervosa is an eating disorder where an individual tries to reduce body

65
Physical EDUCATION-XII

weight abnormally, having an intense fear of gaining weight or misconception over

his her weight. ndividuals with anore ia place a high value on controlling their
weight and shape, using e treme efforts that tend to significantly interfere with
their lives. To prevent weight gain or to continue losing weight, people with anore ia
usually severely restrict the amount of food they eat. They may control calorie
intake by vomiting after eating or by misusing la atives, diet aids, or diuretics. They
may also try to lose weight by e ercising e cessively. o matter how much weight
is lost, the person continues to fear weight gain. ymptoms may include menstrual
dysfunction, constipation, diarrhoea, bloating, une pected weight loss, muscle
weakness, stress fracture, bone weakness, overuse in uries, an iety etc.

Bulimia nervosa is an eating disorder in which an individual eats large amount of

food with loss of control over eating and then adopts unhealthy ways to cut down
calories like vomiting, taking la atives, weight loss supplements, diuretics, e cessive
e ercises etc. ymptoms of bulimia are dehydration, dental problems, oedema,
electrolyte abnormalities, e treme weight uctuation, menstrual irregularity,
weakness, cramps, depression etc.

2.6 Menstrual Dysfunction

enstrual irregularities is one of the components of emale thlete Triad and it is

a marker of quality health in female athletes. enstrual dysfunction is common in
sportswomen and is often ignored. t is important that young female athletes should
be informed enough to understand the problem and must know the management of
the menstruation disorder. f the problem is managed in time, then it may positively
affect athletic performance. gnored or untreated menstrual irregularities may
have a prolonged effect on bone minerali ation and the treatment may last months
and years. Generally female sportspersons suffering from menstrual irregularities,
self select different sports in comparison with normal menstruating peers because
in delayed puberty females develop strong bones and taller height than others.
owever, such dysfunction may affect sports performance in the long run and lead
to complications. ecent research says weight training has lots of benefits including
strengthening of the bones and may not affect adolescent menstrual irregularities.
tudies show that more than females participating in lympics may be suffering
from amenorrhea. ometimes the skeletal health of a female athlete suffering from
amenorrhea is much lower than that of a sedentary woman.

2.6.1 Low Bone Mineral Density

ow bone mineral density, previously termed osteoporosis, may be defined as a disease

66
 Physical EDUCATION-XII

marked by increased bone fragility, disturbance in bone structure including low bone
mineral density that may result in fractures, pain, deformity, disability etc.
ow is generally caused by improper diet and amenorrhoea. ue to low level
of oestrogen and progesterone in female athletes, their bones become weaker and
lose minerals. ffects of low bone mineral density include increased occurrence of
in ury, stress fractures, and risk of early osteoporosis after menopause. eposition
of bone increases during childhood and adolescence and peaks during the s and
s. large genetic component to also e ists, with heritability of suggested
to be . nowledge of family history or other medical conditions linked with
will help keep female athletes safe from risk of in ury and fractures. ntensity,
volume, frequency, type of activity should be determined by knowledge of genetic
characteristics.

The female athlete triad is a result of energy imbalance thus, ad usting the
energy e penditure and energy availability is the main intervention. or this the
main treatment is restoration of regular menstrual cycle for reestablishment of
energy balance and enhancement of bone mineral density. The strongest predictor
of recovery to normal menstrual function in young athletes is weight gain. amily
based therapy and cognitive behavioural therapy, also have been known to be
effective interventions for disordered eating. sports nutritionist can help the
athlete and her family determine the quantity and quality of food consumption and
dietary supplements required to meet her bodily functions, replace energy output
due to athletic training, and enhance bone health. dditionally, weight gain may be
necessary to increase BMD.

I. Tick the correct options.

. eakening of bones due to loss of bone density and improper bone

formation is
a. menorrhea
b. nore ia ervosa
c. Osteoporosis
d. Lordosis

. hat is the cause of steoporosis in women

a. igh blood pressure
b. enarche
c. cessive e ercise
d. ack of calcium and vitamin
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Physical EDUCATION-XII

3. emale athlete triad is a syndrome characteri ed by

a. a steoporosis
b. b menorrhea
c. c ating disorder
d. d ll of the above

4. n which type of nore ia does an individual lose weight by taking la atives

or diuretics
a. ulimia ervosa
b. urging type
c. Restricting type
d. nore ia ervosa

II. Answer the following questions briefly.

. Explain eating disorder.

. rite a short note on one ineral density.

III. Answer the following questions in 150-200 words

. hat is emale thlete Triad plain.

IV. Complete the given diagram listing suitable at exercises various stages of
life.
arly hildhood
a lnfant
b Toddler
c hild

hildhood to dult

outh to ld ge

fter

68
 Physical EDUCATION-XII

V. Art Integration

There s no easier way to make someone smile, or let them know you admire them
than giving them a heartfelt compliment. t s ama ing how much saying these kind
words can lift someone up and really turn a person s day around. There are many
ways to deliver a compliment. owever, nothing can be as beautiful as saying it
in a song.

rite and dedicate a song to the emale portsperson you admire most.

V. Case study Questions

. n ali, a student of class was diagnosed with knock knees which is

becoming quite common in children due to lifestyle choices. he has
seeked help from her physical education teacher. The teacher has advised
her to practice certain e ercises on a daily basis.
a. hat are common causes for this postural deformity.
b. uggest any two e ercises for curing knock knees.
c. hat other leg related postural deformities are there

. riya, a student of class has very low due to which her class teacher
has asked the school counselor to help priya because it seems priya is not
taking proper meals.

a. ist down the different types of eating disorders.

b. hat is the range for underweight students in
c. hat could be the possible causes of eating disorders

69
Physical EDUCATION-XII

References:
. orley, . , . ifferences etween a aby, ewborn, nfant,
Toddler. etrieved , , from erywell https www.verywellfamily.
com difference between baby newborn infant toddler
. n.d. . etrieved , , from https www.freepik.com premium
vector children playing tug war .htm
3. n.d. . etrieved , , from https www. rf.com clipart vector
old person happy.html altte t ori earch old person ch old
person sti o rfkl mb n h obh
4. attiv, ., oucks, ., anore, ., anborn, ., undgot orgen, ., arren,
. . merican ollege of ports edicine position stand the female
athlete triad. edicine cience in ports ercise, .
. unha, ., atakam, . , . ata check ow ndian women have
consistently raised the bar over the last two decades. etrieved , ,
from https scroll.in field data check how indias women have
consistently raised the bar over the last two decades

Suggested Reading
h n.d. . etrieved , , from orld ealth rgani ation https
www.who.int
h n.d. . etrieved , , from inistry of yush https main.ayush.
gov.in
h nspaugh, ., ell, . . Teaching today s ealth. llyn
Bacon.
h rinkwater, . . omen in port olume of the ncyclopaedia
of ports edicine.
h n edical ommittee ublication iley lackwell.
h it ndia itness rotocols. n.d. . etrieved , , from inistry
of outh ffairs and ports https yas.nic.in fit india fitness protocols
h uller, . . ealth, ercise and itness. ew elhi ports
ublication.
h ational ealth ission. n.d. . etrieved , , from inistry of
ealth and amily elfare https nhm.gov.in
h andey, ., angopathyay, . . ealth ducation for chool
hildren. elhi riends ublication.
h . . hosh. . ygiene and ublic health. alcutta cientific
ublishing ompany.
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 Physical EDUCATION-XII

YOGA AS PREVENTIVE MEASRUE

UNIT III
FOR LIFESTYLE DISEASE

Overview

Asanas as preventive measures for lifestyle disease :

W besity rocedure, enefits contraindications for Tadasana,
Katichakrasana, Pavanmuktasana, Matsayasana, Halasana,
Paschimottasana, Ardh Matsyendrasana, Dhanurasana, Ushtrasana,
Suryabedhan pranayama.
W iabetes rocedure, enefits contraindications for tichakrasana,
Pavanmuktasana, Bhujangasana, Shalabhasana, Dhanurasana, Supta-
vajarasana, Paschimottasana, Ardh Matsyendrasana, Mandukasana,
Yogmudra, Gomukhasana, Ushtrasana, Kapalbhati
W sthma rocedure, enefits contraindications for Tadasana,
Urdhwahastottasana, Uttan Mandukasana, Bhujangasana, Dhanurasana,
Ushtrasana, Vakrasana, Kapalbhati, Gomukhasana, Mtsyaasana, Anulom-
Vilom.
W ypertension Tadasana, atichakrasana, ttanpadasana, rdha alasana,
Sarla Matyasana, Gomukhasana, Uttan Mandukasana, Vakrasana,
Bhujangasana, Makarasana, Shavasana, Nadi-Shodhanapranayam,
Sitlipranayam.
W ack ain and rthritis rocedure, enefits ontraindications of Tadasan,
rdhawahastootansana, rdh hakrasana, shtrasana, akrasana, arala
Maysyendrsana, Bhujandgasana, Gomukhasana, Bhadrasana, Makarasana,
Nadi-Shodhana pranayama.

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Physical EDUCATION-XII

At the end of the chapter, children will be able to:

W identify the asanas beneficial for different types of ailments and
health problems.
W recognize importance of various asanas for preventive measures
of obesity, diabetes, asthma, hypertension, back pain.
W describe the procedure for performing variety of asanas for max-
imal benefits.
W distinguish the contraindications associated with performing of
different asanas.
W outline the role of yogic management for various health benefits
and preventive measures.

Discuss in a Group
W What are the factors that have led to an increase in sedentary
behaviour in our modern lifestyle?
W What prompts individuals to develop a particular lifestyle or adopt a
particular occupational culture?
W In what way do their different lifestyles and occupations impact the
day to day life or health of individuals?
W What do you understand by the term lifestyle diseases?
W List some lifestyle diseases. What do these diseases lead to?
W What is the meaning of the term “premature mortality”?

Do you know?
Difference between yoga and exercise?
When Yogasanas are performed, respiration and metabolic rates slow down. As
a result, consumption of oxygen and body temperature drop. However, during
exercise, breathing and metabolism speed up, oxygen consumption rises, and body
gets hot. Yoga postures tend to arrest catabolism whereas exercise promotes it.
sanas are designed to have specific effects on the glands and internal organs, and
to alter electrochemical activity in the nervous system. The asanas are classified
in to three groups- beginners, intermediate, and advanced. Regular practice of a
balanced programme, tailored to individual needs is recommended for maximum
benefits.

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 Physical EDUCATION-XII

3.1 Asanas to Prevent Obesity

3.1.1 TADASANA

This is a traditional posture. The final position of this asana resembles the palm
tree. alm trees are usually erect and straight. Therefore, one should be straight
and erect in this asana

Technique
1. Stand with feet together or about 10 cm apart (for beginners), hands by the
side of the thighs.
2. Distribute weight equally on both the feet to keep the body steady.
3. aise arms over the head. nterlock the fingers and turn the palms upward.
4. Place hands on top of the head.
5. i eyes at a point on the wall slightly above the level of the head. The eyes
should remain fi ed on this point throughout the asana.
6. Inhale and stretch the arms, shoulders and chest upward.
7. Raise heels, coming up onto the toes.
8. Stretch whole body without losing balance or moving the feet.
9. Hold the breath and the position for a few seconds.
10. Lower the heels while breathing out and bring hands to the top of the head.
This is one round.

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Physical EDUCATION-XII

Breathing awareness

Breathing should be synchronized with the raising and lowering of the arms and
balance should be maintained while stretching the whole body.

Things to remember while performing this Asana:

1. Do not move eyes from the point, it makes you lose balance.
2. hile returning to starting position, first bring the heels on the oor slowly. o
not jerk as it can make you lose balance.

Benefits
h Strengthens the legs, knees, ankles, arms, and chest.
h Stretches and opens the hips, groins, hamstrings, and calves; shoulders,
chest, and spine
h Increases mental and physical equilibrium.
h Helps improve digestion.
h Reduce anxiety, stress, back pain and sciatica.

Contraindications

Avoid doing this asana if you are suffering from

1. Migraine
2. Diarrhoea
3. low or high blood pressure
4. neck and back injuries

3.1.2 KATICHAKRASANA

The name of this yoga asana comes from Kati meaning waist and chakra meaning
circle. Katichakrasana, literally means rotation of the waist. It gives a nice stretch
to the waist and helps in making it more e ible and supple.

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 Physical EDUCATION-XII

Technique
1. Keep the legs 2-3 feet apart.
2. Raise both the arms up to shoulder level with palm facing each other and keep
them parallel.
3. While exhaling, twist the body towards the left side so that the right palm
touches the left shoulder, come back with inhalation.
4. While exhaling, twist the body towards the right side so that the left palm
touches the right shoulder, come back with inhalation.
5. This is one round repeat it two more times.
6. Relax in Samasthiti

Breathing awareness
1. Inhale, come back to the centre.
2. Exhale, turn to your left and repeat the yoga posture on your left side.
3. Do the same on either side.

Benefits
h Good for relieving constipation
h trengthens and improves the e ibility of the spine and waist
h Good for arm and leg muscles

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Physical EDUCATION-XII

h Opens up the neck and shoulders and strengthens the abdominal

muscles and lower back
h eneficial for those with sedentary or deskbound obs

Contraindications
1. Avoid practicing Katichakrasana during pregnancy, or if you have hernia, slip
disc, or have had an abdominal surgery recently.
2. onsult your doctor before practicing this yoga posture if you have chronic
spinal disorders.

3.1.3 PAVANMUKTASANA

The name comes from the anskrit word pawan meaning wind and mukta meaning
free . Thus, awanmuktasana is also known as the wind removing asana.

Technique
1. Lie on back, stretching your legs straight.
2. Now bend your right knee and hold it with your hands, pressing it towards your
abdomen. Breathe out, while lifting up your head and try to touch your knee
with your chin.
3. Breathe in and stretch your legs straight.
4. After that press your abdomen with your left leg.
5. Then press your abdomen with both legs, placing your chin between your knees.
From this position, swing your body back and forth 5 to 10 times, then swing
your body left to right and vice versa 5 to 10 times.

Breathing awareness

Breathe normally throughout the asana. Be aware of the coordination of the

movement.

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Benefits
h Stretches the neck and back.
h The abdominal muscles are stretched and the internal organs are
compressed which increases the blood circulation and stimulates the
nerves, increasing the efficiency of the internal organs.
h The pressure on the abdomen releases any trapped gases in the large
intestine.
h Digestive system is improved.
h Relieves constipation.
h Strengthens the lower back muscles and loosens the spinal vertebrae.
h t is beneficial for women too. assages the pelvic muscles and reproductive
organs and is beneficial for menstrual disorders.
h Reduces fats in the abdominal area, thighs and buttocks.

Contraindications
1. Must be avoided if there is recent abdominal surgery as there is a lot of pressure
on the abdomen.
2. Anyone suffering from hernia or piles should avoid this asana.
3. Pregnant women should not practice this asana.

3.1.4 MATSYASANA

The anskrit word atsya means fish. ence, atsyasana refers to the fish pose.
According to the ancient Yogic texts, Matsyasana can restore spinal strength and
overall body balance, consequently leading to a better physical and emotional
outlook.

Technique
1. egin atsyasana by lying down in avasana orpse ose . tretch arms and
legs out, relax the body and take a few deep breaths.

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2. Place your palms under your hips in a way that the palms are facing the ground.
Now, bring the elbows closer to each other, placing them close to your waist.
3. ross your legs so that your feet cross each other at your middle, and your
thighs and knees are placed at on the oor.
4. Breathe in and lift your chest up in a way that your head is also lifted, and your
crown touches the oor.
5. Make sure the weight of your body is on your elbows and not on your head. As
your chest is lifted, lightly pressurize your shoulder blades.
6. Hold the position only until you are comfortable. Breathe normally.
7. To release from atsyasana gently raise the head up, lowering the chest and
head to the oor and bring the hands back along the sides of the body.
8. nsure the head is at complete rest and the lower spine is close to the oor. ela
in Savasana and take few breaths. When ready, go back into the asana again
and hold it for longer time and take the asana deeper with every exhalation.

Breath awareness
1. Begin slow inhalation and exhalation and as you exhale throw the chest out and
bring the head deeper down.
2. Slowly inhale and bring the head up and release the head and shoulders.
3. ela the body as you e hale and stretch the entire back down to the oor or
mat and take few breaths.

Benefits
h Matsyasana opens and stretches the neck muscles and shoulders.
h Helps in opening the chest and corrects round shoulders too.
h Gives relief from respiratory disorders by encouraging deep breathing.
h Strengthens the back muscles with the formation of the arch.
h Helps tone the parathyroid, pituitary and pineal glands.
h This posture helps to regulate emotions and stress.

Contraindications

Matsyasana should not be practised by someone suffering from

1. high or low blood pressure

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2. neck injuries or injury to any part of the lower or middle back.

3. migraine.
4. spondylitis
5. heart ailments
6. Women who are pregnant should not attempt this yoga asana.

3.1.5 HALASANA

Hala means plough. This posture is known as alasana because in its final position
the shape of the body resembles the Indian plough.

Technique
1. Take supine position, hands straight by the side of thighs, palm resting on the
ground.
2. Slowly raise your legs together at an angle of 30 degree without bending at the
knees by pressing your hands.
3. After a few seconds raise your legs further upto 60 degrees angle and maintain
the position for a few seconds.
4. Now slowly bring the legs to a 90 degrees angle.
5. Pressing both hands bring the legs slowly towards the head.
6. ontinue bending of legs till toes touch the ground and then stretch your legs
backward as far as possible.
7. ow place both the palms on the head making finger lock. ring the elbows on
the ground.
8. hile returning back to original position first release the finger lock. tretch
the hands straight and place them on the ground by the side of the body.

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9. Lower the waist and raise the legs from the ground Slowly let the waist rest on
the ground and stop bringing the legs at 90 degree angle.
10. Slowly come back to the original position.

Breath Awareness
1. Keep the breath under control and ensure it is not irregular and erratic.
2. With a deep inhalation raise the legs to 90 degrees and exhale completely.
3. emain in this position for a few breaths and allow the ow of blood to happen.

Benefits
1. Due to the disturbance of abdominal muscles if there is a complaint of Dyspepsia
or constipation, it can be corrected by practice of this asana.
2. The practice of this asana is helpful in certain types of iabetes.
3. a imum benefits of alsana can be derives when hu angasana is practised
immediately after Halasana.

Contraindication

Halsana should not be practiced

1. by the ones suffering from cervical spondylitis or stiffness in spine.

2. By a person suffering from abdominal injuries or Hernia.

3.1.6 PASCHIMOTTANASANA

The word paschimottasana comes from the anskrit words paschima meaning west
or back of the body and uttana meaning intense stretch or extended. In this asana
one has to sit and intensely stretch the back forward.

Technique
1. Sit, stretching both the legs together in front, hands by the side, palms resting
on the ground. Fingers should remain together pointing forward.

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2. Loosen your back muscles and bend the body forward as far as it is possible.
3. Maintain this position and loosen your hands and place them where they are
comfortable. It would be better if they are put on the thighs.
4. Practice it daily and keep bending forward a little more. Finally hold the big
toes with forefingers of respective hands and place the forehead on the knees.
5. After a few seconds raise the head, release the toes and come to the original
position.

Breathing awareness
h reathe slowly and deeply during the final position or release breath out
if holding for a short duration.
h Inhale while returning to the starting position.

Benefits
1. It stretches the muscles of the back from head to the ankles. It contracts the
muscles of the anterior part of the body.
2. Improves the process of respiration and the functions of the intra-abdominal
glands, especially the secretions.
3. mproves e ibility of the lumbar region, the hips and thighs back side of
thighs and calves).
4. Massages and tones the abdominal and pelvic region including all organs such
as the liver, pancreas, kidneys, adrenals, spleen and intestines.
5. Improves blood circulation in the back region and tones the spinal nerves.
6. Improves alignment of the vertebral column.

Contraindications

In case of a painful and enlarged liver or spleen, herniated discs or acute appendicitis
you should not do paschimottanasana until you are relieved of the symptoms.

3.1.7 ARDHA MATSYENDRASANA

The name comes from the anskrit words ardha meaning half, matsya meaning fish,
and eendra meaning king. The final position of this asana is ust like alf ord of
the ish that is why it is called ardhamatsyendrasana . This asana is also known as
alf pinal Twist ose .

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Technique
1. Sit extending both the legs together in front, hands by the side, palm resting
on the ground. Fingers should remain together pointing forward.
2. Fold the right leg at knee. Slowly set the right heel at the perineum.
3. Now folding the left leg, bringing it from above the right knee, place it by the
side on the ground. The knee of the left leg should remain towards sky.
4. ring the right hand on the left side of the left knee. The left knee should
remain at the left side of the right armpit.
5. Now straighten the right hand and hold the toe or ankle of the left leg.
6. Twisting the body to the left side look backwards, place the left hand bringing
it from the back on the right thigh. Gaze should be towards back.
7. hile returning to the original position first release the hand from the thigh
and turn head forward.
8. Now bring the back to normal position after loosening the right hand.
9. Bring the left leg in original position.
10. Now bring the right leg also in original position.
11. epeat it similarly from the other side by folding the left leg first.

Breathing awareness
1. Inhale in forward position.
2. Exhale while twisting the trunk. Breathe deeply and slowly without strain in
the final position.
3. Inhale while returning to the starting position.

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Benefits
1. It is very useful in constipation and dyspepsia.
2. This asana improves liver efficiency and removes debility of kidney.
3. It is very useful in diabetes.
4. t is very beneficial for the muscles of shoulder and back.

Contraindications
1. Should be avoided during pregnancy and menstruation due to the strong twist
in the abdomen.
2. People who have undergone heart, abdominal or brain surgeries should not
practice this asana.
3. are should be taken by those suffering from peptic ulcers or hernia.
4. Those with severe spinal problems should avoid the asana. hile those suffering
from mild slipped disc can benefit from this asana but in severe cases it should
be avoided.

3.1.8 DHANURASANA

The name hanurasana comes from the anskrit words Dhanura meaning bow. The
final position of this asana is like a bow that is why this asana is called dhanurasana.

Technique
1. Take prone position, legs together, and hands straight by the side of the thighs,
chin resting on the ground.
2. Fold the legs at the knee and bring them to the thighs. Knees must remain
together.

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3. Bring your hands backward and hold the toes of respective legs with the thumb
and forefinger of the respective hands.
4. Raise your legs up a bit and simultaneously raise your head and chest.
5. Holding the toes, pull the legs towards your ears and bring the toes near the
ear. Gaze in front.
6. While returning to the original position loosen your hands, take legs backward,
let the thighs touch the ground, leave the toes and ultimately bring the legs
and hand to the first position.

Breathing awareness

Inhale deeply in the starting position. Retain breath inside while coming into the
final position reathe slowly and deeply. hale while returning to the starting
position.

Benefits
h t makes the spine and back muscles e ible, removes nervous weakness.
h It cures constipation and removes excess fat.
h It acts as a cure for dyspepsia, rheumatism and gastrointestinal disorders.
h It improves digestion and appetite.

Contraindications
1. A person suffering from high blood pressure, back pain, hernia, headache,
migraine or abdomen surgery should not practice dhanurasana.
2. Ladies should not practice this asana during pregnancy and during periods.

3.1.9 USHTRASANA

Ustra means Camel. So Ushtrasana refers to the camel pose.

Ushtrasana is an intermediate level back-bending yoga posture known to

open Anahata (Heart chakra). This yoga posture adds e ibility and strength to the
body and also helps in improving digestion.

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Technique
1. Sit in Vajrasana
2. Stand on the knees, and raise the arms beside the body on the shoulder level.
3. Keep the knees and feet together or can be separated if needed.
4. While exhaling twist to the right side and place the right palm on the right
heel.
5. Bending a little bit more to back place the left palm on the left heel.
6. n the final position push the abdomen and hips forward, with the thighs vertical
to the oor, and bend the head and spine backward according to the e ibility.
7. Try to rela the whole body, especially the back muscles, in the final position.
8. eight of the body should be evenly supported by the legs and arms. The arms
should anchor the shoulders to maintain the arch of the back.
9. Exhale and bring back the abdomen and the thighs from the vertical position.
10. Return to the standing position by inhaling and slowly raising the left hand
from the heels. Bring left arm to the shoulder level and then the right arm in
the same way.
11. Exhale lowering the arms and come back to vajrasana.

Breathing awareness
h Slow inhalation and exhalation while taking position and bringing the
body to proper position and alignment.
h With every inhalation raise the chest up and spine in, and relax the body
with exhalation.
h nhale and release the neck first, slowly bring the body back to the initial
position and here exhale completely.
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Benefits
h It promotes stretching of anterior muscles and contraction of the posterior
muscles.
h enerates favourable in uence on ovaries, thyroid and other endocrine
glands.
h evelops strength and confidence.
h eneficial for digestive and reproductive organs.
h It loosens up the vertebra and stimulates the spinal nerves, relieving
backache, rounded back and drooping shoulders.
h It is helpful for asthmatic people.

Contraindication

Avoid this asana in case of

h hernia
h abdominal injuries
h back problems
h severe arthritis
h vertigo
h pregnancy.

3.1.10 SURYA BHEDHANA PRANAYAMA

Surya is the sun and bhedhana means to get through. In Surya bhedhana Pranayama
all inhalations are done through the right nostril and all exhalations through the left.

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Technique
1. it in any meditation posture e.g. adasana, ukhasana etc. lose your eyes.
2. eep the left nostril closed with the middle and ring finger of the right hand.
3. Slowly inhale without making any sound through the right nostril as long as you
can do it comfortably.
4. Then bring your hand down and place it on the knees and retain the breath by
firmly pressing the chin against the chest. imultaneously contract your rectum
muscles.
5. This point cannot be reached at the very outset. ou will have to increase the
period of retaining breath gradually. This is the limit of the sphere of practice
of Surya Bhedhana Pranayama.
6. Exhale very slowly, without making any sound through the left nostril by closing
the right nostril followed by releasing the rectum muscles (anal lock), chest
from the chin lock.
7. Relax and come back to original position. Do this 3 to 5 times.

Benefits
h This ranayama should be performed again and again, as it purifies the
brain and destroys the intestinal worms and diseases arising from excess
of wind (Vayu).
h It helps to manage rhinitis and various sorts of neuralgia.
h The worms that are found in the frontal sinuses are removed.
h It is good for persons suffering from low blood pressure.

Contraindications
1. n case of any shoulder, wrist , fingers and hand in uries and surgery avoid this
asana.
2. If there is acidity, stomach and mouth , avoid this practice due to the heat
created by it.

I. Tick the correct option

1. What causes Obesity?

a. Non-Activity
b. Smoking

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c. Over indulgence in food

d. All of the above

2. Ushtrasana pose referes to :

a. amel pose
b. ow pose
c. Fish pose
d. obra pose

3. Which asana is of side twist pose ?

a. Shavasana
b. hakrasana
c. Ardha Mastendrasana
d. Parvatasana

II. Answer the following questions

1. Draw and label the diagram of Dhanurasan correctly and discuss the
technique for the asana,

2. Explain the correct breathing pattern while performing Suryabhedan

pranayama.

3. rite in detail the benefits of aschimottanasana.

III. Answer the following questions in 150-200 words.

1. Discuss the asanas helpful for prevention of obesity.

2. Write down the procedure and contraindications of Pavanmuktasana in

detail.

3. plain atichakrasana and its benefits

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3.2 Asanas to Prevent Diabetes Mellitus

3.2.1 KATICHAKRASANA

See 3.1.2

3.2.2 Pavanmuktasana

See 3.1.3

3.2.3 BHUJANGASANA

n anskrit the word hu anga means obra. ince the final position of this asana
resembles the ‘Hooded Snake’ therefore it is called Bhujangasana.

Techniques
1. Take prone lying position, legs together, toes together, pointing outwards, hands
by the side of the body, fingers together, palm facing upward and forehead
resting on the ground.
2. Fold hands at the elbows, place palms on the ground near each side of the
shoulders, thumb should be under the armpit.
3. Bring chin forward and place it on the ground. Gaze in front.
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4. Raise chin and turn head backward as much as possible. Raise the thorax turning
the spine backwards up to the navel. Do not raise navel.
5. aintain the posture for some time. Then slowly bring your body back on the
ground, starting from the upper part of the navel, thorax shoulder, the chin,
and lastly place your forehead on the ground.
6. Now, relax your hands and place them on either side of your thighs.

Breathing awareness
h Inhale while raising the torso
h reathe normally in the final position
h Exhale while lowering the torso.
h Breathing and movement should be synchronized and smooth.

Benefits
h trengthens and increases the e ibility of the spine and vertebral column.
h Opens the chest, shoulders, heart and ribcage.
h Tones and strengthens the entire spinal e tensor group of back muscles.
h Stimulates the endocrine system and digestive organs.
h Good for kyphosis

Contraindications
1. Women during pregnancy should avoid this asana.
2. Avoid the asana if suffering from Spondylitis.
3. People with spinal injuries and/or weak back muscles should avoid this asana.

3.2.4 SHALBHASANA

The name halabhasana comes from the anskrit shalabh which means grasshopper
or locust.

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Techniques
1. Take prone lying position, legs together, toes backward, sole towards the sky.
ands by the side, palms upward, fingers together, forehead touching the
ground.
2. Folding both hands at the elbow, bring them under the shoulder like
hu angasana, fingers together pointing forward.
3. Now slowly bring both the legs upwards, without bending them at knees, and
maintain the position.
4. Then bring the legs down slowly.
5. ome back to the original position bringing hands back to their place.

Breathing awareness
h Inhale deeply in the starting position.
h Retain breath inside while raising both legs and hold the position.
h Exhale while lowering the legs.
h Maintain this synchronization of breath and movement.

Benefits
1. It helps to reduce the abdominal fat and tones the abdomen.
2. It strengthens back and neck muscles.
3. It helps in repairing your entire spinal cord and replenishes it.
4. It helps to rectify your neck pain, and repair defects in the neck joints.
5. It encourages digestion by improving activity of the intestines by stretching
them.
6. It helps in rectifying urinary disorders.
7. It strengthens the uterus and reproductive system.
8. It helps in correcting the menstrual problems.
9. It strengthens the hip bones and reduces any excessive thigh muscles.
10. It helps to decrease constipation.

Contraindications
1. Those who are suffering with acute back pain or slip disc should avoid this
asana.

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2. Those with severe sciatica should avoid this asana as it tightens the entire body
from the hip to the feet.
3. Those who have ma or problems with menstruation or with a prolapsed uterus
should avoid this asana.
4. Women in their pregnancy should avoid this asana.
5. Those who have blood pressure problems should avoid this asana as it may lead
to suffocation.

3.2.5 Dhanurasana

See 3.2.8

3.2.6 SUPTA – VAJRASANA

n anskrit, supta means reclined, and a ra means thunderbolt. This is mainly useful
in improving the digestive system and boosting our stamina.

Technique
1. Sit in Vajrasana.
2. Slowly place your elbows on the ground near your hips.
3. Slowly straighten your hands and completely lie on your back
4. houlders should rest on the oor and knees should remain together
5. After practicing this position well, making the shape of a scissor with both
hands bring them under the shoulders. Right hand should be under the left
shoulder and left hand should under the right shoulder and the head should be
in the middle.
6. hen returning to the original position, first take out the hands and place them
by the side of the body.
7. ow with the help of the elbow sit as in the first position.

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Breathing awareness
h reathe deeply and slowly in the final position.
h While returning to the starting position, breathe in the reverse order.

Benefits
1. It massages the abdominal organs improving digestive ailments and constipation.
2. t tones the spinal nerves, makes the back e ible, and realigns rounded
shoulders.
3. helps to fill the lungs to its ma imum capacity and bringing more o ygen into
the system.
4. t is beneficial for those suffering from asthma, bronchitis and other lung
ailments.
5. It increases the circulation in the brain.
6. It regulates the functioning of the adrenal glands.
7. It tones the pelvic muscles
8. It helps to improve disorders of both the male and female reproductive organs.

Contraindications
1. Should not practice in case suffering from very high blood pressure, slipped
disc.
2. Those who suffer from vertigo should avoid the asana.
3. Pregnant women or those undergoing irregularities in menstruation cycle or
having knee injuries or surgery, should avoid supta vajrasana.

3.2.7 PASCHIMOTTANASANA

See 3.2.6

3.2.8 ARDHA MATSYENDRASANA

See 3.2.7

3.2.9 MANDUKASANA

andukasana comes from the anskrit manduk which means frog. This yoga asana
is aptly named frog pose as your body resembles a frog when you practise it.

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This yoga asana is fairly straightforward and can be practised by almost all age
groups.

Technique
1. it in a rasana and make fists with both hands, the thumbs inside.
2. lace your fists on your belly ne t to the belly button.
3. Bend forward with exhalation.
4. Keep looking straight.
5. Hold your breath in the yoga posture for a few seconds and come up with
inhalation.
6. Repeat this asana 3-4 times.

Breath awareness
h Inhale deeply.
h hale slowly and completely once you touch the oor with the forehead.
h Slowly inhale as you look up to release from the position and expand the
neck forward and then backwards along with the entire back.
h ome back completely e haling and sit in a rasana again.

Benefits
h This asana is beneficial to all organs of the body.
h Mandukasana gives you relief from diabetes, digestive disorders and
constipation.
h This asana improves the e ibility and mobility of the knee and ankle
joints.
h It helps tone muscles of the shoulder and abdomen.

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h Regular practice of this asana increases your lung capacity.

h This yoga asana is beneficial for people suffering from problems of the
pancreas and the heart.
h This asana helps reduce fat from thighs, belly and hips.

Contraindications
1. People suffering from severe back pain must avoid practising this yoga asana.
2. If you have recently undergone abdominal surgery, abstain from attempting to
perform Mandukasana.
3. Pregnant women are not advised this yoga technique.
4. If you have injured your ankle, have high blood pressure, suffer from insomnia,
or are prone to migraines, you should not practise this yoga asana.

3.2.10 GOMUKHASANA

The name omukhasana comes from the anskrit words o, meaning cow and ukha,

meaning face or mouth.

This yoga asana gets its name because the thighs and calves of the person performing
it resemble a cow’s face, wide at one end and tapering towards the other.

Technique
1. it on the oor, with legs e tended and spine straight.
2. lace the palms on the oor and bring the left leg bent at the knee and place
the left foot below the right hip, raising the body a bit. Sit on the left foot
taking the ankle and the toes deep inside.

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3. Raise the right leg bent at the knee and place the right thigh over the left thigh
by bringing the right foot close to the left hip on the oor.
4. Bring your left arm and stretch it above your shoulder and head. Bending it,
take the left palm and place it on your back, close to the shoulder blade.
5. Now raise the right arm and from below take it behind you bending at the elbow
and with the right palm try to reach for the left palm. Once comfortable, clasp
the left palm and maintain the position feeling the stretch at the shoulders and
the elbows.
6. Gradually, pull the palms closer and bring the chest out raising the upper body
upwards. Ensure the neck does not bend forward, but remains in line with the
shoulders and chest.
7. Feel the stretch at the thighs, knees, chest, abdomen, shoulders, arms, neck
and the elbows.
8. Maintain this position for a few breaths and slowly release. Relax by stretching
the legs out in front of you and bring the arms down beside you.
9. After taking a few breaths in the relaxed position, bring the right leg bent at
the knee and place the right foot close to the left hip and cross the left thigh
over the right thigh and bring the left foot close to the right hip on the oor.
10. Raise the right arm and bring the right palm from up and behind your head and
place it close to the shoulder blade behind you.
11. Stretch the left arm and take it from down and place the left palm close to
the shoulder blade behind you and try to clasp the right palm. Interlock the
fingers and pull the chest out and the shoulder blades closer e panding the
spine upwards.
12. Remain in this posture for a few breaths, then release the arms and stretch the
leg out in front of you and relax.

Breath Awareness
h In Gomukhasana, inhale and cross the legs taking the feet deep into the
asana completely exhale expanding the spine
h Inhale again and bring the arms behind you
h Exhale taking the other arm from below holding on to the palms.
h With every exhalation stretch deeper into the asana and loosen the body
with inhalation.

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Benefits
1. The stretch at the hamstrings helps in gaining e ibility
2. omukhasana enables greater e ibility of the hip oint.
3. It stretches and tones the muscles of the chest.
4. This asana increases blood supply to the legs and arms.
5. The e ion of the knee oint can be useful to heal certain kinds of weakness in
the knees (provided there is no ligament tear).
6. Improves the functioning of the abdominal organs and digestion.
7. Stretching the abdominal area also burns the unnecessary fat at the tummy
area and tones the entire torso.
8. iceps and triceps muscles are strengthened and there s increased e ibility of
the shoulder and the upper arms.

Contraindications
1. Gomukhasana should not be practised by those suffering from shoulder pain,
back ache, hip or knee pain or stiffness in the shoulders.
2. This asana must be avoided when pregnant.

3.2.11 YOGAMUDRA

Yogamudra is not asana rather it is a mudra but it can be performed as a remedy for
Diabetes.

Yogamudra recreates the human form in its role of being a part of the Divine. It is
the sign of great understanding and wisdom which knows the weakness of human
nature and has endless potentiality.

Technique
1. Sit in padmasana and close the eyes.

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2. Hold one wrist behind the back with the other hand.
3. Inhale deeply
4. While exhaling, bend forward, keep the spine straight.
5. ring the forehead to the oor.
6. tay in that final position for as long as it is comfortable.
7. Slowly return to the starting position.

Breathing awareness
h Inhale slowly and deeply in the starting position.
h hale while bending forward. reathe deeply and slowly in the final
position.
h Inhale while returning to the starting position.

Benefits
1. It helps to stretch the posterior muscles of the trunk and the neck.
2. Improves muscle toning and venous circulation of the spinal column.

Contraindications
1. Should be avoided during pregnancy.
2. People who have undergone heart, abdominal or brain surgeries should not
practice this asana.
3. are should be taken by those suffering from peptic ulcer or hernia.
4. Those with severe spinal problems should avoid asana. hile the asana can
benefit those with mild slipped disc, but in severe cases it should be avoided.

3.2.12 USHTRASANA

See 3.2.9

3.2.13 KAPALABHATI

This involves forceful and fast diaphragmatic breathing. n a comfortable sitting

position, one e hales forcefully by contracting the abdomen and inhales. The
exhalations and inhalations are accompanied with the abdominal movements which
take place in quick successions for a number of times depending on one’s capacity.

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Benefits
h This is a great cleanser for the respiratory passages including the sinuses.
h It improves respiratory function and promotes circulation.
h Improves balance.
h It removes acidity and gas related problems.
h It cures sinusitus, asthma, and hair loss.

Precautions
h Pregnant women, slipped disc patients, and asthma patients should avoid
it.
h It should not be performed during menstruation

I. Tick the correct option

1. Which gland secretes the hormone insulin, the lack if which is associated
with Diabetes?
a. Endocrine glands
b. Pituitary
c. Pancreas
d. Hypothalmus

2. Katichakrasana is a
a. standing asana
b. Sitting asana
c. Lying asana
d. Balancing asana
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3. Bhujangasana is also known as

a. Dog posture
b. hild posture
c. obra posture
d. Reverse Boat posture

4. Which asana can be suggested as preparatory asana for Pawanmuktasana

a. Vajarasana
b. Bhujangasana
c. Matsyendrasana
d. Naukasana

II. Answer the following questions

1. Draw and label the diagram of Supta Vajarasan correctly.

2. Explain the correct breathing pattern while performing Paschimotasana.

3. rite in detail the benefits of halabhasana.

III. Answer the following questions in 150-200 words.

1. iscuss the technique and benefits of hu angasana.

2. Explain how yoga can prevent Diabetes?

3.3. Asanas to Prevent Bronchial Asthma

3.3.1 TADASANA

See 3.1.1

3.3.2 Urdhvahastottansana

The name for this asana comes from the anskrit urdhva, meaning upward, and
hasta, meaning hands. Urdhvahastasana is called upward salute or upward hands
pose in English.

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Technique
h tand upright in the overhead stretch pose with fingers interlocked.
h reathing in, stretch the hands high, but keep the feet at on the oor.
h Breathing out, slowly bend to the left/right. Pause for few seconds at the
limit of the bend;
h Strengthen up slowly, breathing in.
h Slowly bend to the opposite side (left/right), breath out, hold for few
seconds;
h Straighten up slowly, inhaling.

Breath awareness

Inhale when stretching up.

Exhale out when side stretch and return position.

Benefits
1. Back pain: t gives appropriate stretch to the muscles, especially the finer
muscles of the back. The regular practice of this yogasana is helpful in
overcoming back pain.
2. Spinal health: t is beneficial for spinal health. fter focusing on the alignment
of the body and spine, it helps to improve the curvature of the spine.
3. Weight loss: It is known as yoga for waist slim, yoga to remove fat from hips
due to adequate stretch in this region.

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4. Asthma control: It provides stretch to the chest region, thus, helps to increase
the intake capacity of the lungs. All these ensure the betterment of lung health
and gives relief from asthma too.
5. Constipation relief: It ensures proper movement to the alimentary canal,
especially the stomach, intestine, and large intestines, which result in relieving
constipation.
6. Abdominal sides’ fat: This is one of the best yoga poses to burn the fats from
abdominal sides because of experiencing extra stretching in these areas.
7. Nerve health: Practicing the yoga asana on regular basis will facilitate
stretching from toes to fingers. f it is maintained with breathing, it can show
its impact upon the efficiency of nerves.
8. Strengthening of legs: The asana is good for the health of toes, feet, ankles,
knees, buttocks, etc.
9. Sciatica: If it is practiced under the supervision of a yoga expert, sciatica pain
can be reduced drastically.

Contraindications
h Pregnancy: The asana should be avoided during pregnancy.
h Varicose vein: A person suffering from varicose veins should takpractisee
the help of a yoga expert.
h Headache: Don’t perform during headache.
h Insomnia: During insomnia, a yoga therapist should be consulted before
practicing the yoga pose

3.3.3 UTTANMANDUKASANA

hen in andukasaana, hold the head in the elbows. This is ttanaamandukasana

which resembles an upright frog.

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Technique
1. Sit in Vajrasana
2. Spread out both the knees but toes should remain together.
3. Fold your right hand backward from above the right shoulder and place the
palm below the left shoulder.
4. Now folding the left hand similarly place the palm on the right shoulder. One
elbow should be on the other.
5. While coming back to the original position slowly remove left hand. Bring knees
together as in first position.

Benefits
1. Uttanmandukasana is helful in
2. Diaphragmatic movements.
3. Improving posture
4. Removes back pain and pain in lumbar region.
5. Increses elasticity of thigh joint and shoulder.

Contraindications
h Individuals suffering from arthritis, hernia, chronic and severe back
problems, elbow pain, shoulder pain, spinal deformities should not
perform this asana.

3.3.4 BHUJANGASANA

See 3.2.3

3.3.5 DHANURASANA

See 3.1.8

3.3.6 USHTRASANA

See 3.1.9

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3.3.7 VAKRASANA

akra means twist in anskrit. Thus the anskrit name of akrasana means Twisted
Pose because the spine is twisted in practicing this asana. Vakrasana comes under
the category of seated asanas. The lower back, middle back, hips, neck are involved
in practicing Vakrasana.

Technique
1. Seated in Dandasana, take a few breaths and expand the spine upwards.
onnect the breath with the movement of the spine and rela the entire body.
2. Bring the left knee close to your chest and take a few breaths, then pick up the
left foot and place it outside of the right knee.
3. Twist your upper body towards the left while the right elbow is placed at the
outside of the left knee and place the hand on the oor close to your right
knee. Remember the body is twisted to the same side as the knee is bent and,
in this case, because the left knee is bent, the body is twisted to the left.
4. Take a deep breath and, with the support of the right elbow, twist the upper
body to the left as far as possible and face the wall behind you.
5. lace the left hand behind you as close as possible to your lower back. This
should help you raise your spine up and also to balance your body.
6. With every exhalation raise the spine and twist as much as possible trying to
turn your neck and shoulders to bring it parallel to the wall to your left.
7. Release the asana and take a few breaths and relax in Dandasana.
8. ontinue the stretch with the same position of the left knee, but twist your
body now to the right by placing both the palms on to the oor on the right
close to your lower back and try to look behind you as much as possible.
9. Repeat the same now with the right knee and start with turning to the right
and then release. ontinue the asana with the upper body twisted to the eft.
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Breath Awareness
h Inhale as you twist the body
h Exhale while coming back to the initial position.
h Repeat on either sides.

Benefits
1. This asana helps straighten the upper back.
2. It strengthens the neck muscles.
3. This asana tones the internal organs like the digestive system, intestines,
uterus and kidneys.
4. s this asana puts neck muscles to work, it activates thyroid gland. This ensures
a balanced hormone level in the body.

Contraindications
1. It may not be a good idea to practice this yoga asana if there is a back injury.
2. Pregnant women should avoid this yoga asana as it will bring discomfort to the
uterus and hence this asana is not good for them.
3. Persons suffering from weak neck muscles or upper spine may get sore neck
muscles.

3.3.8 KAPALBHATI

See 3.2.13

3.3.9 GOMUKHASANA

See 3.2.10

3.3.10 MATSYAASANA

See 3.1.4

3.3.11 ANULOM-VILOM

This is one of the fundamental types of ranayams. This practice is also known as
nuloma viloma as iloma means produced in the reverse order . This practice
gets the name from the fact that the order of using the nostrils for inhalation and
exhalation is reversed every time.
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Technique
1. it in any comfortable meditation asana. eep the head and spine straight. The
eyes should be closed.
2. lace right hand in nana mudra. lose the right nostril with the right thumb.
Inhale through the left nostril for 5 counts.
3. After 5 counts of breath, release the pressure of thumb from the right nostril
and close the left nostril with the ring finger.
4. Exhale through the right nostril for 10 counts, keeping the respiration rate
slow, deep and silent. Then, inhale through the right nostril for counts.
5. Exhale 5 rounds of practice or for 3 to 5 minutes, making sure that no sound is
produced as the air passes through the nostrils.

Benefits
1. alms and steadies the mind, improves focus and concentration. alances left
and right hemispheres.
2. Strengthens the immune system.
3. Manages hypertension.
4. rovides sufficient o ygen for the functioning of every cell in our body.
5. Removes waste products such as carbon dioxide and other toxic gases from the
body, so that they do not remain in the blood stream.

I. Tick the correct option

1. What causes an Asthma Attack?

a. Allergy
b. Smoke

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c. Exercise
d. All of the above

2. Poor exchange of oxygen and carbon dioxide in an individual is the result

of
a. exercise induced Asthma
b. allergy induced Asthma
c. Pulmonary Hypertension
d. Respiratory Failure

3. Which asana is base asana for curing Asthma?

a. Sukhasana
b. hakrasana
c. Matsyasana
d. Parvatasana

II. Answer the following questions

1. Draw and label the diagram of Parvatasana correctly and discuss the
technique for the asana,

2. plain the correct breathing pattern while performing hakrasana.

3. rite in detail the benefits of omukhanasana.

III. Answer the following questions in 150-200 words.

1. Discuss the asanas helpful for a person suffering from asthma.

2. Write down the procedure and contraindications of Matsyasana in detail.

3. Explain role of yoga in Asthma management

3.4 Asanas to Prevent Hypertension

3.4.1 TADASANA

See 3.1.1

3.4.2 KATICHAKRASANA

See 3.1.2
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3.4.3 UTTANPADASAN

The asana gets its name from the anskrit terms ttana meaning raise upward, and
pada meaning feet or legs. Uttanpadasana is one of the most important asanas in
yoga with lots of health benefits. t is also known as The aised eg ose as the legs
are raised upwards in supine position.

Technique
1. Take supine position with legs together, hands together by the side of the body.
Palm resting on the ground.
2. Raise both the legs together slowly upto 30 degree angle.
3. Another few seconds, raise further upto 45 degree angle.
4. After few second, raise upto 60 degree angle and maintain it there for few
seconds.
5. While returning, stop at 45 degree or 30 degree angle.
6. Finally, bring both the legs on the ground.

Benefits
1. This asana is very beneficial for those suffereing from diabetes, constipation,
indigestion and nervous weakness.
2. It balances the naval cetre “ Nabhimanipurachakra”
3. It builds up the abdominal muscles.
4. Helps to improve breathing and lung capacity.

Contraindications
h Avoid this posture in case there is any injury in the neck, back, pelvis, or
leg muscles.
h Pregnant women should not perform this asana.
h People suffering from severe spondylitis, cardiac disease or abnormal
blood pressure must refrain from uttanapadasana.
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h If an individual has undergone hernia-repair surgery, wait at least two

weeks before practicing this asana.
h If you have a migraine, then do not practice it.

3.4.4 ARDHA –HALASANA

Ardha means half and Hala means plough so this asana is called Ardha-halasana
because in its final position, the body resembles half the shape of an ndian plough.

Technique
1. Take supine position, hands straight by the side of thighs and palm resting on
the ground.
2. Slowly raise your legs together without bending them at the knees and pressing
your hands till you stop at an angle of 30°.
3. After few seconds, raise your legs further towards your head up to an angle of
60° and hold position.
4. Now slowly bring your legs up to an angle of 90° and maintain position for 15
-30 seconds.

Breathing awareness
h Inhale while in the lying position. Retain breath inside while assuming the
final asana.
h reathe slowly and deeply in the final position. etain breath inside while
returning to the starting position.
h It is the preparatory asana for halasana.

Benefits
1. Improves digestion and appetite.
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2. Improves blood circulation.

3. Strengthens the thigh and calf muscles.
4. Helps to reduce abdomen fat and lose weight
5. Stimulates the abdominal organs.

Contraindications
1. People suffering from any cardiac problems, back pain, high blood pressure
should avoid this practice.
2. Not to be practised by women who are pregnant, as the pressure is immense at
the lower abdomen causing tightening around the pelvic area.
3. Anyone suffering from acute lower back pain needs to take precaution during
this practice.
4. Anyone recovering from any kind of stomach infection or surgery around the
abdominal area should take proper precautions and guidance.

3.4.5 SARALA MATYASANA

The word aral means easy and atsya means fish.

Technique

ie at on the back.

1. With the support of your hands keep the top of your head on the mat.
2. Neck, upper back and shoulders will be lifted from the ground.
3. Relax your hands at the side of your body.
4. Breathe normally and keep your toes stretched out.
5. Hold the position for 30 seconds, then relax.

Breath Awareness
1. Inhale as you lift the chest and tuck the head.

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2. Exhale while relaxing the body and bring it to the initial position.
3. And get back to normal breathing.

Benefits
h It improves digestive system.
h Helps to cure irritable bowel syndrome.
h Helps to get rid of abdominal-related issues

Contraindications

People with cervical spondylitis and frozen shoulder should avoid practicing this
asana.

3.4.6 GOMUKHASANA

See 3.2.10

3.4.7 UTTAN MANDUKASANA

See 3.3.3

3.4.8 VAKRASANA

See 3.3.7

3.4.9 BHUJANGASANA

See 3.2.3

3.4.10 MAKARASANA

Makar means crocodile. While doing this asana the body resembles the shape of a
crocodile, hence it is known as Makarasana. It is also considered a relaxing asana
like Shavasana.

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Technique
1. Take prone lying position, hands by the side of the thighs.
2. lowly spread out both the legs. The toes should point out and heels inward.
3. Slowly fold the left hand at elbow bringing it from below the armpit. Place
it on the right shoulder. Fold the hand at the elbow and place it on the left
shoulder.
4. Place your head on the triangle made by both the elbows.

Breath Awareness
h Inhale as you lift the torso up.
h Exhale while resting the elbows on the oor.
h Inhale by pushing the chest out and taking the shoulders back.
h Exhale gently lift the chin up and push the belly into the oor. Inhale and
feel the expansion of the chest and belly.
h Inhale and Exhale as you continue to remain in this posture.

Benefits
1. This is beneficial in sthma
2. For those who have acquired wrong process of respiration this asana is quite
useful.
3. Abdominal muscles get automatic massage.

Contraindication

This asana should not be performed by those suffering from

1. Heart problem
2. Obesity
3. Gas or high blood pressure

3.4.11 SHAVASANA

Lying supine on the ground like a corpse is Shavasana. Shavasana wards off fatigue
and brings mental repose. This asana is supposed to be a rela ing asana. t is very
useful in removing fatigue created due to the practice of other asanas.

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Technique
1. Lie straight on your back with ease.
2. Keep distance of about one and half feet between the legs.
3. Place hands straight on the ground at the distance of six inches from your body,
palms facing upward, fingers will remain slightly curled and eyes closed.
4. fter maintaining it for sometime, return to first position.

Benefits
1. This asana is practised soon after the practice of other asanas, through this
fatigue is removed.
2. This very beneficial in high blood pressure, and cardiac diseases.
3. t is also beneficial for people suffering from neurosis and fear comple es.

Contraindications

Those who have been forbidden for supine position by doctors due to some reasons,
should not practice it.

3.4.12 NADI- SHODHANA PRANAYAM

adi means channel and hodhana means purification , therefore it is known as

channel for purification. adi hodhana, also known as nulom ilom or lternate
Nostril Breathing.

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Technique
1. it in any comfortable meditation asana. eep the head and spine straight. The
eyes should be closed.
2. lace right hand in nana mudra. lose the right nostril with the right thumb.
Inhale through the left nostril for 5 counts.
3. After 5 counts of breath, release the pressure of thumb from the right nostril
and close the left nostril with the ring finger.
4. Exhale through the right nostril for 10 counts, keeping the respiration rate
slow, deep and silent. Then, inhale through the right nostril for counts.
5. Exhale 5 rounds of practice or for 3 to 5 minutes, making sure that no sound is
produced as the air passes through the nostrils.

Benefits
1. alms and steadies the mind, improves focus and concentration. alances left
and right hemispheres.
2. Strengthens the immune system.
3. Manages hypertension.
4. rovides sufficient o ygen for the functioning of every cell in our body.
5. Removes waste products such as carbon dioxide and other toxic gases from the
body, so that they do not remain in the blood stream.

3.4.13 SHEETALI PRANAYAMA

As the name indicates, this Pranayama cools the system.

It helps to keep the body’s temperature down.

Technique
1. Sit in Padmasana or in any comfortable position. Place your hands on the knees
in nana mudra. lose your eyes gently.
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2. Open your mouth, bring the tongue outside the mouth and form a cylindrical
shape by bending the sides of the tongue longitudinally and inhale.
3. hile inhaling, the air should pass through the tongue. . lose your mouth.
4. Retain breath for as long as you can while pressing the chin against the chest
(chin lock), simultaneously pulling your rectum muscles (anal lock).
5. Then release chin lock and anal lock and e hale slowly through the nostrils.

Benefits
1. eneficial in diseases pertaining to throat and spleen etc.
2. ures indigestion.
3. Helps in controlling thirst and hunger. Lowers blood pressure.
4. eneficial for diseases caused by imbalance of pitta dosha heat .
5. urifies blood.

Extension Activity Find out

W Three factors that may increase blood pressure.
W Relationship between having high blood pressure and the circulatory
system.
W The reason high blood pressure is called the silent killer .
W Five symptoms of high blood pressure?
W Three factors that could cause a decrease in blood pressure.

I. Tick the correct options

1. What causes Hypertension?

a. Excessive insulin secretion
b. Smoke
c. Food
d. All of the above

2. In Uttanpadasana which is the correct pose:

a. Legs raised in supine position
b. Legs raised in prone position
c. Head raised in supine position
d. Head and led raised in prone position

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3. Which asana is base asana for relaxation and mental repose?

a. Shavasana
b. hakrasana
c. Halasan
d. Parvatasana

II. Answer the following questions

1. Draw and label the diagram of Saral Matsayasana correctly and discuss
the technique for the asana,

2. Explain the correct breathing pattern while performing nadi-shodhan

pranayama.

3. rite in detail the benefits of rdha halasana.

III. Answer the following questions in 150-200 words.

1. Discuss the asanas helpful for a person suffering from Hypertension.

2. Write down the procedure and contraindications of Matsyasana in detail.

3. plain sitli pranayama and its benefits

3.5. Asanas to Prevent Back Pain and Arthritis

3.5.1 TADASANA

See 3.1.1

3.5.2 URDHWAHASTOTTANSANA

See 3.3.2

3.5.3 ARDHA-CHAKRASANA

In Sanskrit, Ardha means half, Chakra means wheel

and Asana means a pose. Therefore, rdha chakrasan
means half-wheel postures. It is a simpler version of
chakrasana.

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Technique
1. Stand straight and bring your hands together in a clasped position.
2. Raise and rotate your hands above the shoulders.
3. Slowly bend the upper part of your body along with the hands, as far as posible.
4. Remain in this position for some time according to your capacity.
5. To release the pose, bring back slowly to the standing position with hands on
your side.
6. There is a variation of rdha hakrasana, where the hands are placed behind
the hips and then the back bending is attempted

Benefits
1. Strengthens the back and abdominal muscles.
2. Tones the organs in the abdomen including the digestive, e cretory and
reproductive organs.
3. Relief from back problems and postural defects.
4. Opens the chest and strengthens the arms and shoulder muscles.
5. osture prepares beginners for the more difficult full wheel pose or hakrasana.

Contraindications

1. rdha hakrasana should not be done by those suffering from any neck, hip or
spinal injury.
2. Those suffering from high blood pressure should avoid this pose.
3. Pregnant women should avoid all poses that puts any strain on the foetus.

3.5.4 USHTRASANA

See 3.2.12

3.5.5 VAKRASANA

See 3.4.8

3.5.6 SARALA MATSYENDRASANA

See 3.4.5

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3.5.7 BHUJANGASANA

See 3.2.3

3.5.8 GOMUKHASANA

See 3.2.10

3.5.9 BHADRASANA

Bhadrasana means Gracious Yoga, it consists of two words –Bhadra and Asana. Bhadra
is a Sanskrit word, which means Auspicious or Gracious, while asana indicates Yoga
pose.

1. Sit on the mat with legs fully stretched forward.

2. Bring the feet, with the toes pointing outward, close to the generative organ,
the heels touching the perineum very closely.
3. If required, clasp the feet to bring the heels as close to the body as possible
4. Once this position is secured, place the hands on the respective knees pressing
them down.
5. Keep the neck straight , upper body (chest) forward, stomach held in normal
contour, focus eyes at one point straight ahead.

Benefits
1. elps to loosen the oints by e ing and stretching the tendons. The muscles
of the pelvis, knees and ankles become more supple.
2. Relieves tension from the spinal region.
3. Provides relief in cases of sciatic, varicose vein and menstrual disorders.
4. Prevents Arthritis
5. Improves posture
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6. Promotes concentration
7. hadrasana is a good for those who find it difficult to sit in more classical
posture like Padmasana and Vajrasana.

Contraindications

lthough beneficial for prevention from arthritis, practitioners with serious arthritis
should consult yoga expert before practising this asana.

3.5.10 Makarasana

n anskrit akar means rocodile, and sana means posture . The nglish
name is rocodile pose .

Technique
1. ie down on the oor on your stomach with your hands folded under the head.
2. Place the right palm over the left palm on the ground and place the head over
the right palm in a relaxed way and close your eyes.
3. tretch the legs as far as possible. The toes should point outwards.
4. Relax the whole body. Breathe normally and slowly. Feel the whole body
touching the ground and the deep relaxation in all your muscles.
5. Relax in this posture for few minutes.
6. While returning from the posture, slowly bring the feet together. Unfold the
arms and come to the Prone Position.

Benefits
1. Deep relaxation to the shoulders and the spine.
2. Reduce Waist pain.
3. Helps in Slipped disc.
4. Asthmatic and patients with lung disorders.
5. Relief for arthritis patients.
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Contraindications

Practitioners in their second or third trimesters of pregnancy should avoid practice

of makarasana in prone posture.

3.5.11 NADI-SHODHANA PRANAYAM

See 3.4.12

Extension Activity Find out

W What structures make up the back?
W What causes lower back pain?
W What are the risk factors for developing low back pain?
W How is low back pain diagnosed?
W How is back pain treated?
W an back pain be prevented

Share your answer in the form of a poster.

I. Tick the correct options

1. Which of the asana is for relaxation?

a. Makarasana
b. Bhadrasana
c. rdh hakrasana
d. All of the above

2. n rdh hakrasana which is the correct pose

a. Back bend in standing position
b. Forward bend in standing position
c. Leg raised in sitting position
d. Head and led raised in lying position

3. Which asana is base asana is not having back bend?

a. Tadasasana
b. hakrasana
c. Bhujangasana
d. Ushtrasana
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II. Answer the following questions

1. Draw and label the diagram of Bhadrasana correctly and discuss the
technique for the asana,

2. Explain the correct breathing pattern while performing nadi-shodhan

pranayama.

3. rite in detail the benefits of rdha hakrasana.

III. Answer the following questions in 150-200 words.

1. Discuss the asanas helpful for a person suffering from arthritis?

2. Write down the procedure and contraindications of Makarasana in detail.

IV. Complete the table given below.

Name of disease Name of asanas Benefits

Obesity

Hypertension

Diabetes

Asthma

V. Case Study Question

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1. Yoga as preventive measure for lifestyle diseases

a. Based on the picture above, write down the name of lifestyle disease
for which these asanas are used as preventive measures?
b. Which pranayama can also be used to help with this lifestyle disease?
c. What could be the possible cause for this lifestyle disease?

2. Raman, a student of class X has Asthma due to which he is unable to

participate in sports activities. He has requested his yoga teacher at
school for assistance.The oga teacher has advised him to practice certain
asanas.
a. Write down the name of any four asanas which could be done for
asthma?
b. Which pranayama is most effective in this disease?
c. Draw a stick diagram of any two asanas for preventing asthma.

Sports Integration Activity

Talk to few people doing yoga at park, ask them the asanas, kriya and pranamayam
they do in their yoga routine and make a list of it.
Try to find the anskrit meaning of poses, asanas, kriya or pranayama they perform
and convert them to your local or official langue to understand how the names
have been derived.
lassify the names as type of nouns eg. arvatasana mountain b ect
shtraasana amel animal

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PHYSICAL EDUCATION AND SPORTS

UNIT IV
FOR CHILDREN WITH SPECIAL NEEDS

Overview

W Organizations promoting Disability Sports (Special Olympics; Paralympics;

ea ympics
W oncept of lassification and ivisioning in ports
W oncept of nclusion in sports, its need, and mplementation
W dvantages of hysical ctivities for children with special needs
W trategies to make hysical ctivities assessable for children with special
needs

At the end of the chapter, children will be able to:

W ppreciate advantages of physical activities for children with spe-
cial needs
W ifferentiate between methods of categori ation in sports for
CWSN
W nderstand concepts and importance of inclusion in sports
W reate advantages for hildren with pecial eed through hysi-
cal ctivities
W trategise physical activities accessible for children with special
needs

The ommonwealth ames in anchester, ngland in , marked an e tremely

important change in the way disabled competitors were treated in athletics
tournaments. or the first time, medals won by disabled competitors were counted
towards their countries final totals. isabled competitors oined the procession of
national teams, they lived together in the athletes village, and their events were
staged in the same stadiums at peak times alongside star names.

ead the following transcript of a radio interview with esmond reen, a former

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athlete on the changes in the anchester ommonwealth ames.

Presenter: o you think these changes are a welcome step forward

Desmond Green: uch, much more than that. They are a revolution in sport. fter
yesterday we can t go back, though for certain the traditionalists will complain. o,
it s a marvellous turning point. alling someone a disabled athlete will no longer
be considered one of those second best, embarrassing e pressions it will stand for
status of a sort that will appeal to the public.

Presenter: urely, what the public want to see is first past the post, the world s
fastest that sort of thing

Green: h, that s precisely what traditionalists will say ut it isn t like that. These
decisions have turned sport upside down because, from now on, we shall acknowledge
what individuals can do. Take atalie du Toit. ince losing her leg in a road accident,
she s trained relentlessly. ow she s in anchester representing outh frica as a
swimmer. hat an achievement against the odds That s the sort of story readers
want. They re tired of muscles and speed and running the same old races in the
same old ways. They want real competitors, people who are doing their best under
very trying circumstances, ust like them. The traditionalists can t handle that.
They fear change and want athletics competitions to be the same as always.

Presenter: o you reckon spectators will like this

Green: f course. They ve seen it in marathon events. ou see, they want more than
e cellence. To see a magnificent performance by someone in a sporting wheelchair
is moving and uplifting. ou identify strongly with them, which is emotional. ou
could say that these changes give us a new version of an old sport, something fresh
and e citing to talk about. ut the real importance is that it inspires the spectators.
ow many of us who are burdened by unhappiness and depression will see the ames
and ask ourselves why we can t overcome our difficulties and go and do something
positive ourselves

Presenter: suppose you re also saying that these changes in the ways disabled
athletes are treated mark a change in our attitudes towards them.

Green: bsolutely. They re taking a real part. o one can patronise them with
second class events that someone let us have because we are cripples , tagged
on for the sake of political correctness. o patronising, that s the point. They re
there in their own right. ou know, political correctness is necessary because it
protects people but it s marvellous when you can throw it out of the window and

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start again.

Presenter: ou feel very strongly about disability, don t you, esmond

Green: do. There are many forms, and you and could easily find ourselves classified
in some way. hen we talk about a minority, we forget how many real people there
are out there and the important part they play in society. These games will help
people to turn disability into normality. ve seen blind people skiing, and we both
know about the work done by societies for horse riding for the disabled. e all want
to be accepted as normal, and this will help.

Presenter: ill the ames change disabled people s attitudes too

Green: nything that gives them the confidence they deserve is important. They will
hear interviews with athletes and they ll say, hy can t we do something like that

Presenter: can see why you mistrust traditionalists.

Green: They live in ivory towers, in the past. They talk about the pursuit of e cellence
and how athletes must be ruthless. They deride the participation of the disabled
because they say that athletics is not suitable for them. ut no organisation can
protect itself from change. f it does, it withers away. These changes are important
because they show that athletics is alive and that will gain public support and
interest.

Presenter: ome disabled athletes argue that not enough has been done.

Green: There s a long way to go, but what has been done is radical. t ll take some
time to digest. Then we can all think what we should add. t s not beyond us to
invent other ways of celebrating the e cellence of personal achievement.

Discussion

very individual is different and therefore, has different capabilities and needs.
Discuss in a group
W n what ways are the students in your class different from each other
e.g., some may be short or tall, or have different abilities
W n what way do their different needs impact their learning capabilities
W ow important is it to respect individual differences and strengths
hare your views with the class.

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4.1 Organizations promoting Disability Sports

isability refers to limitations in individual functioning, including physical

impairment, intellectual impairment, cognitive impairment, sensory impairment,
mental illness and various types of chronic diseases. person with disability is not
able to participate in sports and physical education due to her his impairment,
attitudinal and environmental barriers.

ports events for athletes with an impairment have e isted for more than years,
and the first sport clubs for the deaf were already in e istence in in erlin.
owever, competitive games for people with special needs were widely introduced
only after orld ar . The purpose was to assist the large number of war veterans
and those soldiers who had been in ured during wartime. n , on the occasion of
the opening ceremony of ondon lympic ames, uttmann conducted wheel chair
competitions for the first time in history. e named these ames toke andeville
ames . These ames later became aralympic ames which took place in
at ome. ports for ntellectually disabled, which were later promoted as pecial
lympics, began when unice ennedy hriver organised a summer ay amp in the
backyard of her aryland home in s. n uly , the world witnessed the first
nternational pecial lympics ames at oldier ield in hicago. ports for people
with hearing impairment were also promoted through nternational ommittee of
ports for the eaf which is the governing body responsible for ea ympics
since with their first games known as nternational ilent ames at aris in .
ince then, the ea ympics are held every four years, e cept for a break during
orld ar . The ea ympic inter ames, were started in . aralympics,
and pecial lympics are organisations recogni ed by nternational lympics
ommittee. Today we have sports for athletes with special needs in the area of
visual impairment, cerebral palsy and various other needs. n this chapter, we will
read about promotion of sports by aralympics, pecial lympics and ea ymipcs.

Extension Activity

ind out the history of the following events

. pecial lympics harat

. Special Olympics
3. Paralympics
. ea ympics

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4.1.1 PARALYMPICS

aralympics is a mega sports event involving athletes with a range of disabilities,

and is organi ed by the nternational aralympic ommittee. The range of disabilities
includes impaired muscle power eg., paraplegia and quadriplegia, muscular
dystrophy, post polio syndrome, spina bifida , impaired passive range of movement,
limb deficiency eg., amputation or dysmelia , leg length difference, short stature,
hypertonia, ata ia, athetosis, vision impairment and intellectual impairment. These
disabilities are further divided into classifications which vary from sport to sport.
The word aralympics is derived from the reek word para which means beside
or alongside and lympic. ombined, aralympics means an international ames
competition that is parallel to the lympics. Thus, the word aralympics refers to a
series of international contests for athletes with disabilities that are associated with
and held following the summer and winter lympic ames. There are inter and
ummer aralympic ames, which since the ummer ames in eoul, outh
orea, are held almost immediately following the respective lympic ames. ll
aralympic ames are governed by the nternational aralympic ommittee .

nternational aralympic ommittee was formed on eptember and

is situated in ermany. organi es ummer and inter aralympic ames and
coordinates world championships and other competitions. The vision of is To
enable ara athletes to achieve sporting e cellence and inspire and e cite the
world.

Do you know?
ist of summer aralympic sports for Tokyo
. rchery since
. thletics since
3. occia since
. ycling Track oad cycling since
5. questrian since

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. ootball a ide since for vision impaired

7. oalball since
. udo since
. ara adminton since
. aracanoe since
. aratriathlon since
. ara Taekwondo since
. owerlifting since
. owing since
. hooting since
. itting olleyball since
. wimming since
. Table tennis since
. heelchair asketball since
. heelchair encing since
. heelchair ugby since
. heelchair Tennis since

lthough sports clubs for the deaf were already in e istence in erlin since ,
and some sports competitions for athletes with an impairment had been organised
for more than years, it was not until after orld ar , however, that that they
became widely accepted. The purpose at that time was to assist the large number
of war veterans and civilians who had been in ured during wartime.

r udwig uttmann opened a spinal in uries centre at the toke andeville ospital
in reat ritain in , and in time, rehabilitation sport developed to recreational
sport and then to competitive sport.

n uly , during the pening eremony of the ondon lympic ames,

r uttmann organised the first competition for wheelchair athletes which he
named the toke andeville ames where in ured servicemen and women took
part in archery. This was a milestone in aralympics history. n , utch e
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servicemen also oined the ovement and the nternational toke andeville ames
ederation was founded which conducted its first aralympic ames at taly
featuring athletes from nations. These have now come to be recognised
as the first aralympic ames. There were various different organi ations working
for different disabilities and, therefore, there was a need to bring all impairments
under one umbrella. ma or effort in this direction was made in . The ,
along with nternational port rganisation for the isabled , which had been
formed in for those who could not participate in toke andeville ames,
created an international coordination committee along with two other organi ations
that focused on games for people with disabilities. These were the erebral alsy
nternational ports and ecreation ssociation founded in and
nternational lind ports ederation founded in . They oined together as
the nternational o coordinating ommittee ports for the isabled in the orld
in . ater in , nternational ports ederations for ersons with an
ntellectual isability also oined the nternal oordination ommittee
. Thus, a combination of these organi ations led to formation of nternational
aralympics ommittee on nd eptember at usseldorf, ermany as a
global governing body of paralympic movement.

The vision of the is, To enable aralympic athletes to achieve sporting e cellence
and to inspire and e cite the world. The aralympic anthem is ymne de l venir
or nthem of the uture . t was composed by Thierry arnis and adopted as the
official anthem of the in arch .

Till , inter and ummer aralympic ames were held as per a separate
schedule. owever, since the ummer ames of eoul, orea in and the inter
ames in lbertville, rance in the ames have also been organised in the same
cities and venues as the lympics due to an agreement between the nternational
aralympic ommittee and the nternational lympic ommittee . ll
aralympic ames are governed by the .

iven the wide variety of disabilities that aralympics athletes have, there are
several categories in which the athletes compete. The allowable disabilities are
broken down into ten eligible impairment types which vary from sport to sport.

Categories

ma or challenge facing the organisers of para sports is that the competition may
become one sided and predictable, in which the least impaired athlete will always
win. To prevent this, para athletes are placed in categories for competition based
on their impairment, these are called sport classes. aralympic athletes have an
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impairment in body structure and functions that leads to a competitive disadvantage

in sports. onsequently, criteria are put in place to ensure that winning is determined
by skill, fitness, power, endurance, tactical ability and mental focus. hen an athlete
starts competing, she he is allocated a class that may be reviewed throughout the
athlete s career.

The purpose of the criteria

h efining the impairment group in which an athlete can compete in the
various sports.
h rouping athletes in classes defined by the degree of activity limitation
related to the impairment and or specific to the task in the sport.

The has established ten disability categories, including physical, visual, and
intellectual impairment. thletes with one of these disabilities can compete in the
aralympics though not every sport can allow for every disability category. These
categories apply to both ummer and inter aralympics.

. Physical Impairment – There are eight different types of physical impairment

h Impaired muscle power – ith impairments in this category, the force
generated by muscles, such as the muscles of one limb, one side of the
body or the lower half of the body is reduced. eg., spinal cord in ury,
spina bifida, post polio syndrome.

h Impaired passive range of movement The range of movement in one

or more oints is reduced in a systematic way. cute conditions such as
arthritis are not included in this category.
h Loss of limb or limb deficiency – A total or partial absence of bones or
oints from partial or total loss due to illness, trauma, or congenital limb
deficiency. eg., amputation, dysmelia.
h Leg-length difference – ignificant bone shortening occurs in one leg due
to congenital deficiency or trauma.

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h Short stature – tanding height is reduced due to shortened legs, arms

and trunk, which are due to a usculo skeletal deficit of bone or cartilage
structures. eg., achondroplasia, growth hormone deficiency, osteogenesis
imperfecta.
h Hypertonia – ypertonia is marked by an abnormal increase in muscle
tension and reduced ability of a muscle to stretch. ypertonia may result
from in ury, disease, or conditions which involve damage to the central
nervous system. eg., cerebral palsy.
h Ataxia – ta ia is an impairment that consists of a lack of coordination
of muscle movements. eg., cerebral palsy, riedreich s ata ia, multiple
sclerosis.
h Athetosis – thetosis is generally characteri ed by unbalanced, involuntary
movements and a difficulty maintaining a symmetrical posture eg.,
cerebral palsy, choreoathetosis .
. Visual Impairment – thletes with visual impairment ranging from partial vision,
sufficient to be udged legally blind, to total blindness. This includes impairment
of one or more component of the visual system eye structure, receptors,
optic nerve pathway, and visual corte . The sighted guides for athletes with
a visual impairment are such a close and essential part of the competition
that the athlete with visual impairment and the guide are considered a team.
eginning in , these guides, along with sighted goalkeepers in a side
football, became eligible to receive medals of their own.
3. Intellectual Disability – thletes with a significant impairment in intellectual
functioning and associated limitations in adaptive behaviour fall under the
category of intellectual disability. The primarily serves athletes with
physical disabilities, but the ntellectual isability group has been added to
some aralympic ames. This includes only athletes with e ceptional athletic
ability who have intellectual disabilities diagnosed before the age of .
owever, the recogni ed pecial lympics orld ames are open to all
people with intellectual disabilities.

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4.1.2 SPECIAL OLYMPICS

pecial lympics is the world s largest sports organi ation for children and adults
with intellectual and physical disabilities, providing year round training and
competitions to million athletes and nified ports partners in countries.
The concept was the brainchild of unice ennedy hriver, who in initiated
a day camp called amp hriver for children with intellectual disabilities at her
home in otomac, aryland. The camp sought to address the concern that children
with special needs had very little opportunity to participate in organised athletic
events. ith amp hriver as an e ample, ennedy hriver, head of the oseph
. ennedy r. oundation and a member of resident ohn . ennedy s anel on
ental etardation, promoted the concept of involvement in physical activity and
other opportunities for people with intellectual disabilities.

The ogo of pecial lympics is based on the sculpture oy and appiness to ll the
hildren of the orld by urab

Tsereteli and was adopted in . t re ects oy, happiness, confidence among

children and adults with special needs who are learning coordination, mastering
skills, participating in competitions and preparing themselves for richer, more
productive lives.

The mission of pecial lympics is to provide year round sports training and
athletic competition in a variety of lympic type sports for children and adults
with intellectual disabilities, giving them continuing opportunities to develop
physical fitness, demonstrate courage, e perience oy and participate in events like
thletics Track and ield , adminton, asketball, occe, owling, ricket, ycling,
questrian sports, igure kating, loorball, loor ockey, ootball occer , olf,
ymnastics rtistic and hythmic, andball, udo, ayaking, etball, owerlifting,
oller kating, ailing, nowboarding, nowshoe running, kiing lpine and ross
ountry, oftball, peed kating hort track, wimming ool and pen ater,
Table Tennis, Tennis, Triathlon and olleyball.
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There are a large number of benefits for people with intellectual disabilities as
a result of participating in activities organi ed by pecial lympics. part from
physical and health benefits, it provides psychological benefits including higher self
confidence, self esteem and social competence. The transformative power of
sports in instilling confidence, improving health and inspiring a sense of competition
lies at the core of pecial lympics.

Extension Activity

orking in groups, investigate the history of the ndian aralympic and pecial
lympics teams. ho have been the most successful athletes

elect one and find out more about him her. resent your findings to the class in
the form of a ower oint resentation.

ne of the ma or events of pecial lympics is orld ames, which was first held
in uly at hicago with around participants from . . and anada.
pecial lympic inter ames were initiated in at olorado, . pecial
lympics also conducts nified ports rogramme for inclusion. ports articipants
who have attained years of age along with condition of intellectual disabilities,
cognitive delays identified by the agency or a professional can participate in sports
competitions.

The pecial lympics was officially recogni ed by the nternational lympic

ommittee in . t provides year round training and competitions to
million athletes and nified ports partners in countries. pecial lympics
competitions are held every day, all around the world including local, national and
regional competitions, adding up to more than , events a year. ike the ,
the pecial lympics organi ation is recogni ed by the however, unlike the
aralympic ames, pecial lympics orld ames are not held in the same year or
in con unction with the lympic ames.

History of Special Olympics

n une , unice ennedy hriver started a day camp called amp hriver for
children with intellectual and physical disabilities at her home in otomac, aryland.
The camp sought to address the concern that children with special needs had very
little opportunity to participate in organised athletic events. ith amp hriver as
an e ample, ennedy hriver, head of the oseph . ennedy, r. oundation and a
member of resident ohn . ennedy s anel on ental etardation, promoted the
concept of involvement in physical activity and other opportunities for people with

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intellectual disabilities. amp hriver became an annual event, and the ennedy
oundation gave grants to universities, recreation departments, and community
centres to hold similar camps. The first games were held on uly , in
hicago, llinois, with about athletes from the . . and anada. nternational
participation e panded in subsequent games. n , the first pecial lympics
ummer ames to be held outside the nited tates, were held in ublin, reland
with athletes from countries. The first orld inter ames were held in
in teamboat prings, olorado. ustria hosted the first inter ames outside
the nited tates in . The orld ames alternate between ummer and inter
ames, in two year cycles, recurring every fourth year.

ecognition ike the nternational aralympic ommittee, the pecial lympics

organi ation is recogni ed by the nternational lympic ommittee however, unlike
the aralympic ames, the pecial lympics orld ames is a ma or event put on
by the pecial lympics.

Logo and Oath

The pecial lympics logo is based on the sculpture oy and appiness to ll the
hildren of the orld by urab Tsereteli. The logo is a symbol of growth, confidence
and oy among children and adults with disabilities who are learning coordination,
mastering skills, participating in competitions and preparing themselves for richer,
more productive lives. The pecial lympics athlete s oath, which was first introduced
by unice ennedy hriver at the inaugural pecial lympics international games in
hicago in , is et me win. ut if cannot win, let me be brave in the attempt.

Programmes run by Special Olympics around the world

Young Athlete Programme

or young people with and without intellectual disabilities between the ages of
, pecial lympics has a oung thletes rogramme an inclusive sport and play
programme with a focus on activities that are important to mental and physical
growth. hildren engage in games and activities that develop motor skills and hand
eye co ordination.

Unified Sports Programme

n recent years, pecial lympics has pioneered the concept of nified ports,
bringing together athletes with and without intellectual disabilities as teammates.
The basic concept is that training together and playing together can create a path

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to friendship and understanding. The programme has e panded beyond the . . and
orth merica more than . million people worldwide now take part in pecial
lympics nified ports. The goal is to break down stereotypes about people with
intellectual disabilities and promote unity.

Healthy Athletes Programme–

This rogramme offers health screenings to athletes in need. n , pecial

lympics began an initiative called ealthy thletes that currently offers health
screenings in seven areas it eet podiatry , fitness physical therapy , ealth
romotion better health and well being , ealthy earing audiology , ed est
sports physical e am , pening yes vision and pecial miles dentistry .
creenings educate athletes on health issues and also identify problems that may
need additional follow up. or e ample, the fitness rogramme that assesses
e ibility, strength, balance, and aerobic fitness of the athlete. ollowing the
screening, the physical therapist provides instructions on how to optimi e their
physical fitness in the area as screened.

Special Olympic Sports Rules/Guidelines

h thletes shall be divided into competition division based upon their
ability, age and se . ompetition divisions are structured so that an
athlete competes against another athlete of similar ability
h pecial lympics has more than lympic type individual and team
sports that provide meaningful training and competition opportunities for
people with intellectual disabilities.
h t competitions, medals are awarded to the first, second and third place
winners in each event, and ribbons are awarded to athletes who finish in
fourth through eighth place.

To participate in pecial lympics, a person must be at least years old and identified
by an agency or professional as having one of the following conditions intellectual
disabilities, cognitive delays as measured by formal assessment, or significant
learning or vocational problems due to cognitive delay that requires or has required
specially designed instruction.

4.1.3 Deaflympics

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ports for hearing impaired were started long back, the first games, known as the
nternational ilent ames, were held in in aris with athletes from nine
uropean nations participating. The ilent ames were the first ever for any
group of people with disabilities and also the secondly created internally competed
games after lympics. inter ames were instituted in at eefeld, ustria.

The event was organi ed by e omit nternational des ports ilencieu the
nternational ommittee of ilent ports , commonly known as the which was
formed in at rance. n , the was admitted into the nternational
lympic ommittee, the , as an nternational ederation with lympic standing.
The ag of the has own ne t to the ag representing at the ummer
inter ea ympics since .

was lately changed as e omit nternational des ports des ourds The
nternational ommittee of ports for the eaf or referred as . t present, the
nternational ommittee of ports for the eaf is the main governing body
responsible for the organi ation of ea ympics and other orld eaf hampionships.
is the organi ation behind the building, evolving and fortifying the tradition of
inviting deaf hard of hearing elite athletes from all of the world to come together
not only to compete in their respective sports, but to also develop comradeship
between their countries. The most recent name, the ea ympics, was formally
adopted in . ea ympics is being organised and managed by across the
world with it national partners and associate members.

The ea ympics are distinguished from all other sanctioned games by the fact
that they are organi ed and run e clusively by members of the community they
serve. nly people with hearing impairment are eligible to serve on the board
and e ecutive bodies. ea ymics are held every four years starting from , aris,
with e ceptions of and games which were cancelled due to world war ii.

24th Summer Deaflympics

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4.1.3.1 Logo

The logo of ea ympics, designed in is a positive and powerful symbol of the

international deaf sports community. t ties together strong elements ign language,
deaf and international cultures, unity and continuity.

The hand shapes, ok , good , and great that overlap each other in a circle,
represent the original sign for dea ympics . Together, the hand shapes represent
the sign for united .

The centre of the logo represents the iris of the eye, which defines deaf people as
visual people they must use their eyes to communicate.

The logo incorporates the four colours of the national ags of the world. The red,
blue, yellow and green represent the four regional confederations the sia acific
eaf ports onfederation, the uropean eaf ports rgani ation, the an merican
eaf ports rgani ation and the onfederation of frican eaf ports.

I. Tick the correct options

. The nternational aralympics ommittee was founded in the year

a.
b.
c.
d.

. The reason aralympic ames got their name was because

a. they were meant for athletes suffering from paraplegia.
b. they run alongside or parallel to the lympic ames.
c. the athletes are paragons of their sports.
d. they are attended by a large number of paramedics.

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Physical EDUCATION-XII

3. aralympic ames was a sporting competition held at toke

andeville hospital in
a. ngland
b. nited tates of merica
c. ermany
d. reece

. The founder of pecial lympics was

a. unice ennedy hriver
b. ohn . ennedy
c. yndon . ohnson
d. onald Trump

5. The first ea ympics ames were held in the year

a.
b.
c.
d.

II. Answer the following questions.

. hen and where did aralympics start hat was the purpose of these
games

. hat is the vision of the nternational aralympic ommittee

3. hat is the anthem of the aralympics hat, according to you, is its

relevance

. hat do you understand by the term hypertonia

5. ifferentiate between pecial lympics, ea ympics and aralympics.

. hat do you know about logo of ea ympics

III. Answer the following questions in 150-200words.

. hat was the ma or challenge facing the organisers of para sports ow

did they deal with this challenge
. rite a short note on pecial lympics.
3. ist the rogrammes run by pecial lympics around the world.
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4.2 Concept of Classification and Divisioning in Sports

The concept of lassification and ivisioning is a process used in disability sports

for providing even and fair competition for athletes with disability through
grouping of athletes. The purpose is very much similar to grouping system used in
mainstream sports according to their age group, gender, weight etc. The general
goal of any classification or divisioning in disability sports is to reduce or minimi e
the effect of sports performance due to any of the above mentioned variables
like age, gender, weight or even abilities. n this chapter we will understand the
two terms classification and divisioning , wherein classification is a grouping
process associated with aralympics and para athletes, and divisioning is a process
of grouping associated with pecial lympics. lassification process adopted by
aralympics assigns categories to athletes based on different types of disabilities,
on the other hand divisioning process of pecial lympics is a performance based
system of grouping athletes bases on their skill level.

4.2.1 Classification in Paralymics

aralympic ames, through the international paralympic committee , has

developed classification process which can contribute to sporting e cellence
for all thletes and sports in the aralympic ovement, and providing equitable
competition. lassification is undertaken to ensure that an thlete s impairment is
relevant to sport performance, and to ensure that the thlete competes equitably
with other thletes with fair chance to all participant athletes engaging in
competitive sports. ccording to the , the classification process serves two roles.
The first is to determine who is eligible and the second is to group sportspeople for
the purpose of competition. The eligibility minimum is an impairment that limits
the sportsperson s ability to participate in an activity and the disability needs to be
permanent in nature.

Classification Process

lassification for aralympics sports generally has three or four steps. The first step
is generally a medical assessment. The second is generally a functional assessment
which involves two parts first observing a sportsperson in training and then observing
the sportsperson in competition. There are a number of people involved in this
process beyond the sportsperson, including individual classifiers, medical classifiers,
technical classifiers, a chief classifier, a head of classification, a classification panel
and a classification committee.

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4.2.2 1 Classifications in PARAL MPICS (eligible impairments)

. Physical Impairment – There are eight different types of physical impairment

h Impaired muscle power – ith impairments in this category, the force
generated by muscles, such as the muscles of one limb, one side of the
body or the lower half of the body is reduced.eg., spinal cord in ury, spina
bifida, post polio syndrome.
h Impaired passive range of movement – ange of movement in one or
more oints is reduced in a systematic way. cute conditions such as
arthritis are not included in this category.
h Loss of limb or limb deficiency – A total or partial absence of bones or
oints from partial or total loss due to illness, trauma, or congenital limb
deficiency.eg., amputation, dysmelia.
h Leg-length difference – ignificant bone shortening occurs in one leg due
to congenital deficiency or trauma.
h Short stature – tanding height is reduced due to shortened legs, arms
and trunk, which are due to a musculoskeletal deficit of bone or cartilage
structures. eg., achondroplasia, growth hormone deficiency, osteogenesis
imperfecta.
h Hypertonia – ypertonia is marked by an abnormal increase in muscle
tension and reduced ability of a muscle to stretch. ypertonia may result
from in ury, disease, or conditions which involve damage to the central
nervous system. eg., cerebral palsy.
h Ataxia – ta ia is an impairment that consists of a lack of coordination
of muscle movements. eg., cerebral palsy, riedreich s ata ia, multiple
sclerosis.
h Athetosis – thetosis is generally characteri ed by unbalanced, involuntary
movements and a difficulty maintaining a symmetrical posture. eg.,
cerebral palsy, choreoathetosis.

4.2.3. Divisioning in Sports by Special Olympics

pecial lympics uses a competitive level matching or grouping referred to

as divisioning , which is a fundamental rule at pecial lympics. thletes in
competitions are matched with others of the same gender, about the same age and
most importantly, of about the same competitive ability.

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The fundamental difference between pecial lympics competitions and those of

other sports organi ations is that athletes of all ability levels are encouraged to
participate, and every athlete is recogni ed for his her performance. ompetitions
are structured so that athletes compete with other athletes of similar ability in
equitable divisions

4.2.4 Implementation of Divisioning

n athlete s ability is the primary factor in divisioning pecial lympics competitions.

The ability of an athlete or team is determined by an entry score from a prior
competition or the result of a seeding round or preliminary event at the competition
itself. ther factors that are significant in establishing competitive divisions are age
and se . n the process of divisioning, athletes are firstly categorised as per their
age group which is different for individual and team sports, followed by ender and
lastly by their ability.

4.2.5. Process of Divisioning :

. Age

Team Sports Individual Sports

15 & under 8-11 years
16-21 years 12 – 15 years
22 and above 16-21 years
22-29 years
30 and above
. Gender: n the second step, athletes are grouped as per gender, in some
circumstances gender can be combined too.
3. Ability : inally athletes in pecial lympics are grouped according to their
skill abilities scores which are recorded by committee through preliminary and
on site events.

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This makes ivisioning in pecial lympics a process in which, before each

competition, a time, score or skill assessment is submitted for each athlete or team.
or events that are not timed or measured, such as football and badminton, there
is a series of short games between athletes or teams or an assessment of each
athlete or team s ability by a committee. The divisions are then set up based on the
information on each athlete s skill level so that each set of competitors is closely
matched. Towards fair divisioning, thletes as well as coaches are e pected to follow
the pecial lympics fficial port ules and the thlete s ode of onduct.

Maximum Effort Rule : To achieve the intentions of fairness, there is a ma imum

efforts rule , wherein athletes are e pected to give their ma imum effort during
divisioning process and coaches are e pected to motivate all athletes towards giving
their best. pecial lympics thletes who do not participate honestly and do not
adhere to the ma imum effort rule in all preliminary trials or final rounds violate the
true spirit of competition and may even be disqualified from competition.

I. Tick the correct options

. rouping process associated with aralympics is referred as

a. ivisioning
b. lassification
c. rouping
d. Categorization

. rouping process associated with pecial lympics is referred as

a. ivisioning
b. lassification
c. rouping
d. Categorization

3. ule used by pecial lympics to achieve the intentions of fairness is

referred as
a. a imum ffort ule
b. onest ffort ule
c. est ffort ule
d. inimum ffort ule

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. hich is the first step used in classification for aralympics

a. edical ssessment
b. Functional Assessment
c. bservation
d. Competition

II. Answer the following questions.

. escribe a imum ffort ule used in pecial lympics

. escribe the concept of classification in aralymics

3. ifference between lassification and ivisioning in disability sports

III. Answer the following questions in 150-200words.

. plain the ob ective and need for classification and divisioning in

disability sports

4.3 Concept of Inclusion in Sports, its need and implementation

ith the introduction of the ight to ducation, which makes education a fundamental
right of every child between the ages of and all children including those who
are physically and mentally challenged, or af icted with various types of disabilities
and disorders have the right to come to school to develop their abilities through
the process of education. t is, therefore, the duty of all schools to provide them
with such opportunities that they develop their learning.

Do you know
ccording to the
isability is an umbrella term, covering impairments, activity limitations, and
participation restrictions. n impairment is a problem in body function or
structure an activity limitation is a difficulty encountered by an individual in
e ecuting tasks or actions. roblems e perienced by an individual in life situations
are called participation restrictions.
n other words, disability is not ust one health problem. t is a comple phenomenon,
re ecting the interaction between features of a person s body and features of the
society in which he or she lives.

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isability is more common among women, older people, children and adults who
are poor. eople with disabilities often have less education and have deprived
living conditions including insufficient food, poor housing, lack of access to safe
water and sanitation. This causes disabled individuals to have the highest risks for
infectious and non infectious diseases.
eople with disabilities often do not receive the needed health care and
appro imately half cannot afford it. ata from four countries in the egion
found that only to of people received the medical rehabilitation they
needed, while only to received the assistive devices they needed such as
wheelchairs, prostheses and hearing aids.

4.3.1 Encouraging Inclusion through Physical Education and

Sports

. Role of Family – The role of family in encouraging a healthy, sports oriented

lifestyle for a child with a disability is crucial. t times the family may find
it difficult to accept reality, and may give up on the child. t is essential to
promote awareness and to treat a as equal in the family. may
require a structured life routine where participation in recreational games and
sports plays a very important role in developing a healthy mind and body of
the child. arents should observe certain different abilities of the child and
take professional help to enable her him to e cel in the area.
. Role of School – chool gives a structured programme to a child or a group
where co scholastic activities and sports are a part of the regular routine. ll
schools must have trained teachers to give a specially abled child access to
games where equipment and movements are adapted in a fun way for her his
holistic development. ere, a teacher or a coach helps a child to transit towards
competitive sports under different organi ations such as pecial lympics,
aralympics etc.. The school should take care to provide infrastructure that is
compatible with the needs of e.g., a ramp along with stairs. chools must
run sensiti ation programmes so that are recognised for their efforts and
organise intramural and e tramural sports competitions or carnivals.
3. Role of Organisations – There are some organi ations working at the grass
root level to promote adapted sports. These organi ations are responsible for
training teachers and coaches for teaching, coaching and organi ing sports
events at onal, istrict, tate, ational and nternational levels.

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4.3.2 INCLUSION - ITS NEEDS AND IMPLICATION

ach individual is different in terms of his physical, social, emotional and cognitive
characteristics. This diversity is a reality, and everyone should respect the differences
in each other. nclusion is a vast concept that implies including everyone in education
without being udgmental about the abilities, appearance, economic condition etc.
of the participants. nclusion in education refers to a model wherein spend
most or all of their time with students with non special needs. t is based on the
notion that nclusive ducation is more effective for students with special needs
since they get a mi ed e perience. This social interaction leads to success in later
life.

nclusion plays a big role in creating a safe, comfortable and emotionally secure
environment in any educational institution. nclusion is not a law to be forced on
anyone. t is a process which enables a child smooth transition to understand, accept
and implement the culture of inclusion in different situations. hysical education
and sports play a very important role in promoting inclusion in any educational
institute.

Need for Inclusive Education

nclusive education provides a student training for real life situations as all students,
with or without disabilities, learn to interact and work collectively.

. Builds Self Esteem – nclusive classrooms are filled with diverse learners. This
lets kids observe and talk about diverse learning patterns and the manner
in which everyone learns in their own way. may find that they have
more in common with other students and this goes a long way in building
self esteem. t also helps reduce stigma faced by those who have learning
and attention issues. ifferently abled individuals show marked improvement
in self confidence if they have studied in a regular school. t can also help
students build and maintain friendships.
. Improves Social and Communication Skills: nclusive education provides
ample opportunities for all students students with disabilities and those
without disabilities to have better social relations amongst themselves. ince
social skills are better learnt through observation and imitation, students with
special needs get a better understanding of the world around them by being
part of a regular classroom. This is especially true of students with intellectual
impairment like autistic students.

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3. Enhances Sensitivity – t has been noted that students without disabilities

become more sensitive if they study in a classroom where they have students
with special needs. They understand and appreciate their emotions and
feelings and become more sensitive and caring towards them. They learn how
to be more patient and to empathise with others. hen children are involved
in helping their peers, they not only derive immense satisfaction out of it, but
often strike lifelong friendships with them.
. Creates Better Understanding and Appreciation of others – n an inclusive
classroom, students with or without special needs understand and appreciate
the strengths and weaknesses of their classmates. They learn to understand
and appreciate these differences.
5. Creates a Sense of Belonging – ll children are able to be part of a community
and develop a sense of belonging. This makes them better prepared for life
as they learn to value each other despite their differences. en oy the
acceptance and develop a feeling of belonging to the group of students with or
without special needs.
. Enhances Academic Performance – nclusive education leads to better academic
performance than in e clusive education. t provides better opportunities for
learning as children with varying abilities are often better motivated when
they learn in classes surrounded by other children.
7. Improves Performance – ince the e pectations of all the children are higher
in a mi ed abilities classroom, inclusion attempts to develop an individual s
strengths and gifts by stretching each individual to optimal performance.

Implementation of Inclusive Education in India

n ndia, the number of children persons with disabilities or special needs is really
large. s a result, they have a number of problems in getting education, especially
inclusive education. t is important to implement inclusive education in ndia not
only to provide benefits of inclusion to all individuals but also to ensure optimal
utilisation of resources.

ndia should emphasi e on the following measures for effective implementation of

inclusive education.

. nsuring effective implementation of the ight to ducation in all states so

that no child is left out of the ambit of education so that we are able to take
care of the needs of .

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. quipping teachers, especially in rural areas, through appropriate training and

in service workshops to teach in an inclusive classroom.
3. eveloping a support team through regular analysis of schools, curriculum and
amenities in order to give access to the regular curriculum methods to children
with difficulties in learning.
. ncouraging a e ible approach towards curriculum transaction whereby
teachers and students are able to diagnose and resolve the problems that they
face during the teaching learning process.
5. nvolving parents as partners and as a resource in the decision making process
for enhancing their child s learning so that a collaborative effort results in
effective inclusive education.
. ooking at all children at what they can do rather than what they cannot do.
t is important for the student s self esteem that a child with special needs is
not looked at with sympathy, but is recognised for her his talents, capabilities
and abilities.
7. esigning schools and classes in ways that help children learn and achieve
to their fullest potential. nrolling of in regular schools requires a lot
of ad ustments in terms of classrooms, transport facilities and educational
materials and assistive devices such as audio te tbooks or raille te t books,
etc.
. eveloping education goals according to each child s abilities. urriculum
e perts should carefully design programmes so that the curriculum is made
parallel for all the children with or without special needs in inclusive education.
This also means that children do not need to have the same education goals
in order to learn together in regular classes and will require the designing of a
suitable e amination system and putting in place periodic evaluation of
to meet the challenges and changing trends.
. aking sincere efforts to develop good relations and understanding between
families of students with disabilities and without disabilities. n this way, all
students will also develop good relations among themselves and thereby create
an appropriate environment for implementing inclusive education.
. roviding students related materials like uniforms, books, stationery, transport
allowance, stipend for girls, boarding and lodging facilities, therapeutic
services, teaching and learning materials, assistive devices, etc., to
from the school.

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. hile nclusive ducation implies that all children are educated in regular
classrooms, it does not, however, mean that individual children cannot leave
the classroom for specific reasons. or e ample, a child may require one on
one assistance in a particular sub ect. This may or may not happen during
regular class time. nce schools are inclusive, serious thought is given to how
often a child may be out of regular classroom and the reasons why this may
be happening. t does not mean that children with certain characteristics
for e ample, those who have disabilities are grouped together in separate
classrooms for all or part of the school day.

I. Tick the correct options

. nclusion is vast concept that implies

a. including learners with differing abilities, appearance and economic
conditions in education
b. including learners with an emotional or intellectual impairment in
mainstream education
c. integrating all children with intellectual disabilities into main stream
schooling
d. integrating all children with physical disabilities into mainstream
schooling

. ight to education provides free education for all children within the age
group of
a. yrs
b. yrs
c. yrs
d. yrs

3. hich of the following will be an inclusive school

a. ainstream school with separate classrooms for different abilities
b. ainstream school with same classrooms for different abilities
c. eparate schools for ainstream and for children with disability
d. ll of the above

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II. Answer the following questions.

. hat do you understand by inclusion in education

. ow does inclusion in help improve communication skills of learners

3. hat do you understand by inclusion in education

. hat do you understand by inclusion in physical education

5. ow does inclusion in help improve communication skills of learners

. ist two benefits of inclusive education.

III. Answer the following questions in 150-200words.

. ow does inclusion in hysical ducation benefit

. ow does inclusive education help integration of in society

3. ow can inclusive education be implemented in ndia

4.4 Advantages of Physical Activities for CWSN

t is no secret that physical activities are an important aspect of a healthy lifestyle

and can provide significant benefits for children in all developmental stages.
hildren with special needs have less opportunities to be less physically active and,
therefore, are at higher risk for complications associated with inactivity. egular
physical activity for children with special needs provides physical, emotional and
social advantages. demonstrate strength gains, increased e ibility, improved
bone health, better endurance and cardiovascular fitness as a result of regular
physical activity. n case of children with movement disabilities, physical activity
is important in maintenance of mobility during the aging process. ith enhanced
physical health, children are better able to fight problems such as obesity and the
associated health complications that may follow. hysical activity can also improve
general mood and wellness. egular fitness can be linked to improved self esteem,
social awareness, and self confidence, which aid in empowering the lives of children
with special needs.

. Physical benefits – cientific studies of disability groups have demonstrated

that participation in physical activity and sport leads to improved levels of
well being and physical health. hildren with intellectual disabilities may
have additional physical disabilities resulting in below age level performance
in typical motor skills. egular involvement in physical education and sport
can help them to develop their gross motor and fine motor skills which may

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improve their overall performance. hen encouraged to participate in a

regular fitness routine, many show improvement in everything from their
hand eye coordination and e ibility, to their muscle strength, endurance,
and even cardiovascular efficiency. These are all simply the natural benefits
of e ercise. This development of better motor skills and enhanced physical
health helps individuals to fight back against problems such as obesity, and the
health complications that follow.
. Mode of Recreation and Fun - frequently miss out on social activities,
recreation and fun. articipation in e tracurricular and sports activities can
help them overcome this obstacle, providing them with the ability to engage
in social interactions, make friends and initiate social skills.
3. Improved Emotional Health - ncluding physical activity in a healthy lifestyle
is proven to decrease rates of depression. often tend to have more
emotional problems like depression. articipating in regular e ercise can be
a life changing benefit by improving mental health and wellbeing. hysical
activity can also improve general mood and wellness, which aids in empowering
the lives of children with special needs.
. Channelizing the Surplus Energy – hildren with disabilities like display
hyperactivity which, if appropriately directed, can bear positive results related
to cognitive benefits and constructive behaviour.
5. Psychological benefits – egular participation in sports and physical activities
is not ust beneficial for the body, it is beneficial for the mind, too. hysical
activity improves general mood and wellness in by improving their self
esteem, social awareness, and self confidence, all of which are factors essential
for empowering their lives. n the one hand the physical outlet provided by
sports and physical activity reduces an iety, stress and depression, and on the
other, interaction and involvement with other students gives children a sense
of accomplishment and confidence. or , developing a sense of self
esteem is particularly important, as they may often feel isolated and removed
from the group.
. Healthy lifestyle – are about twice as likely as other children to be
overweight or obese often due to the greater likelihood of being sedentary due
to their disability. s a result of their disability, their levels of participation
in sports and physical activity is much lower than that of their peers. t is
imperative that these children, as much or more, than other students must
learn about the steps to leading a healthy lifestyle, within the conte t of the
abilities and limitations of their respective conditions.

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7. Behavioural Benefits – The energetic nature of physical education leads to

cognitive improvements in , allowing them to develop skills that they
may not develop in a traditional classroom setting. ports and ames are a
structured activity with a set of rules and organisation. They help the child
learn to practice self regulation and enhance their decision making skills. n
addition, can learn to focus on specific goals, and work on their verbal
communication by interacting with peers on the sports field. ports and hysical
education teach children a range of skills that include teamwork, problem
solving abilities, increased attention span, and focus on task based behaviour.
ventually, these skills can transfer into other classroom settings too, so that
have a greater ability to learn and engage with their peers outside of
physical education.
. Increased Independence – articipation in hysical ducation and ports is
a mode to transit towards greater independence due to improved daily life
skills. or a person with a disability, an increase in physical activity can lead to
more independence and freedom. ncreased physical strength and energy that
comes from regular e ercise allows persons with disability to do more daily
tasks without assistance.

4.5 Strategies to Make Physical Activities Accessible for CWSN

articipation in physical activity is beneficial for all children, including those

with disabilities. n fact, participation of children with disabilities in sports and
recreational activities promotes inclusion, minimi es deconditioning, optimi es
physical functioning, and enhances overall well being. espite these benefits,
children with disabilities are more restricted in their participation, have lower levels
of fitness, and have higher levels of obesity than their peers without disabilities.
ell informed decisions regarding each child s participation must consider certain
well devised strategies.

Communication – dvance information about activity, space, resource person or any

change in activity should be communicated clearly. variety of different instructional
strategies such as verbal, visual and peer teaching should be used for performing
various types of physical activities so that children get opportunity to participate
in physical activity. The teacher could use visuals or social story about the activity.
ive positive, corrective or specific feedback. s per the ability of the child,

specific instruction must be provided in simple words and sentences. The tone should
be low and one instruction should be given at a time. f necessary, a communication

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board or communication book could be used.

Space – or , space should be approachable for people having physical

disability. The area for the physical activity should be limited. pace for activities
should be disturbance free noise, heat, cold, te ture of oor, audience etc. t is
always better to start with indoor space. oundaries should be demarked clearly
as starting point, finishing point, sitting area. n case of children who have autism,
they must be provided specific area because they may need some time to rela .
nce behaviours, discipline, understanding of instructions are clear then one can
transit towards outdoor space also. t does not mean that one is not allowed to go
to outdoor sports.

Equipment - lack of appropriate equipment, coupled with a lack of professionals

trained to support physical activity among children and youth with different ability
levels, discourages participation. There are a growing number of disabled people
who are interested in recreation and sport activities. n recent years several
modified devices are on offer for adapted sports. There are many e amples of simple
and sophisticated equipment, including computeri ed devices like wheelchairs for
recreation and sport activities. There are sport competitions involving four groups
of disabled sportspersons, namely the deaf, people with physical disability,
people with intellectual mental disability, people supported by specially
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designed high level engineering equipment. ll of them can use many kinds of
equipment and facilities.

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Graded Activities– uring initial stage activities should be simple and each activity
should be based on a single action. There should be a gradual move from non
locomotor to locomotor to manipulated activities. or these activities, the level of
assistance should be physical, verbal and independent. need help in learning
a fundamental motor skill. t will need to be practised with the students so they
are able to visuali e it through the teacher s body action. n addition, one can
use videos. s they watch the video, words or phrases that highlight the important
part on which the demonstration is focusing must be used. They could also be
asked to demonstrate the skill to ensure the instructions have been understood
before commencing practise and they must start practice immediately after viewing
a demonstration. The activity must be practised with progressive count, or even
performed dramatically with rhymes or songs with voice modulation so they en oy
the activities.

Do you know?

ocomotor skills include running, umping, hopping, galloping, rolling, leaping and
dodging, hori ontal ump, slide.

anipulative skills are throwing, catching, kicking, striking and trapping, dribble,
overhand throw, and underhand roll

tability skills are balance, twisting, turning and bending

Social strategies - must be allowed to choose a sport she he en oys. t s

easier for children to be motivated when they en oy the activity. t first, the
should be encouraged to watch others. nce the child sees people having fun as
they play, she he will be motivated to participate too. Then, the child could be
started on individual training, and transferred to a small group with supervision
and reminder. The Teacher must act as a mediator, helping the to interact

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with other members of group. There should be individual check on each person who
is participating and they should be motivated with reminders whenever they get
distracted. ach person should be greeted before the session and each lesson should
end with positive feedback.

Psychological strategies – ecause of previous e clusion or limited access, children

with disabilities need a lot of motivation to participate in physical activity. t s all
about the cycle of conditioning active kids who stay active grow stronger and more
physically literate as they age. The cycle of deconditioning works the same way
for children who don t participate, the less they do, the less they re able to do.
n fact, sychological barriers are the most in uential. hanging attitudes is the
key to increasing participation... These barriers include attitudes, opinions and
perceptions preventing participation in sport.

h ersonal attitudes of persons with disability

h ttitudes of non disabled people

ll individuals benefit from regular physical activity and children with special needs
especially gain from these physical, mental and social benefits of being active. nce
children see improvements in muscle strength, coordination, and e ibility and
e perience better balance, motor skills and body awareness, they will have positive
changes towards sports. t has been found that children with a disability choose to
play sport for a number of reasons including

h to improve and learn new skills,

h to have fun,
h stay fit
h be physically challenged

hile children often choose easier tasks to obtain rewards, doing this decreases the
child s en oyment of and intrinsic motivation for the activity. o, the selection of a
challenging activity may be a strong in uence in children s participation in sport.
owever, it may be possible that if the challenge becomes too great, the intrinsic
motivation to participate may decrease. ecause the level of challenge frequently
increases more quickly for the disabled it is likely that this is a strong factor in
participation. Therefore, it is better to let the child initially participate with her
his own disability group. oaches are also often afraid to push individuals with
a disability too far and causing harm to the individuals. n contrast to intrinsic
motivation, e trinsic motivation involves motivators from the environment e.g.
friends, parents and coaches .

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ertainly, amongst children it can be e pected that a huge part of their reasoning
for participation in sport is to make friends. hildren with strong peer relationships
are more self motivated in sport and, in addition, en oy themselves more. t has
also been found that a greater competence in sport coincides with stronger peer
relationships. teacher in revealed that her pupils actively encourage and
support the pupils with disabilities in sport and that those pupils grow in confidence
as a result of their involvement . isability in sport is, evidently, becoming more
accepted than it ever has been.

I. Tick the correct options

. evelopment of ross otor and ine otor skills are benefits which are
part of
a. hysical benefits
b. ental benefits
c. ocial benefits
d. motional benefits

. raded activities as strategy for effective inclusive physical education

program includes
a. omple to simple activities
b. imple to comple activities
c. hallenging abilities
d. one of the above

3. hich of the following is least preferred strategy for making physical

activities accessible
a. Appropriate Space
b. ge appropriate quipments
c. Trained coaches and scientific resources
d. clusive training venue for specific disability sports
e. ommon venue with accessibility for multiple disability sports

II. Answer the following questions briefly.

. ow will you communicate with a classmate suffering from cognitive

disability

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. n what ways does participation in sports and games benefit a person with
disability

III. Answer the following question in 150-200 words.

. ow will you motivate a classmate with disability to take part in games

and sports

IV Complete the flowchart outlining the history of Sports for People With
Special Needs and Paralympics.

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V. Case Study Question

. n relation to the pictures, answer the following questions.

a. hat is the mission of the first organisation

b. hat is the otto of the first organisation
c. ntil the games in the second picture were known as
d. econd picture games are conducted after every years.

VI. Art Integration – CREATING ZERO COST MATERIAL FOR CWSN

CWSN are at times excluded from PE activities. As a result, they are likely
to have poorer health, less education, and have to deal with greater
inequalities than their peers.

One of your classmates is a child with special needs. You would like to
include her/him in your Sports/Games.

Using the available material, design equipment for her/him that is safe and
usable so that she/he is able to participate in Physical Exercise.

Weblinks

https en.wikipedia.org wiki dapted physical education

https blog.firstcrayon.com the essential guide to special needs education in

india fc d

http www.ymcacollege.ac.in special school.html

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UNIT V SPORTS AND NUTRITION

Overview

W Concept of Balanced Diet and Nutrition

W Macro and Micro Nutrients: Food sources and functions
W Nutritive and Non- Nutritive Components of Diet
W Eating for Weight control – A Healthy Weight, The Pitfalls of Dieting, Food
Intolerance and Food Myths
W Importance of Diet in Sports-Pre, During and Post competition Require-
ments

After studying this unit, students will be able to:

W understand the concept of balanced diet and nutrition
W classify Nutritive and Non-Nutritive components of Diet
W identify the ways to maintain healthy weight
W know about foods commonly causing food intolerance
W recognize the pitfalls of dieting and food myths
W understand the importance of nutrition in sports
W comprehend the dietary requirements in pre-, during and
post-competitions.

Discussion: Find out and complete the worksheet groups.

Vitamins enefits of itamins Sources
A Needed for healthy eyes, skin, nervous,
respiratory, digestive systems
B
C
D Needed for bones
E Needed for restoration of cell membrane
and body structure
K
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5.1 Balanced Diet

Depending on the presence of nutrients in different food stuffs, foods have been
divided into different food groups. These are:

1. Cereals and Millets: Cereals and millets include foods like wheat, rice, jowar,
bajra, ragi etc. Majorly provide carbohydrates. Cereals also provide protein
(protein quality can be improved by consuming it with pulses), B-vitamins, iron
(bajra) and calcium (ragi).
2. Pulses: Pulses include all whole and washed dhals like red gram (lobia), Bengal
gram (chana), lentils, green gram (moong) etc. Pulses provide protein (protein
quality is improved by combining it with cereals). They are also a fair source
of carbohydrates and B-vitamins especially thiamine and niacin. Whole pulses
also provide iron and fibre sprouts provide vitamin .
3. Milk and Milk Products: This group includes foods like milk, curd, cheese,
paneer, khoa etc. The major nutrient it gives is good quality protein, besides
providing other nutrients like carbohydrates, fat (whole milk), calcium and
ribo avin. ilk and milk products are generally sources of all nutrients e cept
iron and vitamin C.
4. Meat and Meat Products: These include foods like meat, fish, chicken, egg
and products made with these. This group is a major source of good quality
protein. Other nutrients supplied by this group are B-vitamins, retinol (liver)
and calcium fish . ggs particularly are good sources of most nutrients.
5. Nuts and Oil Seeds: Nuts and oil seeds eg., groundnuts, almonds, cashew nuts,
til seeds, pistachio etc. are a good source of fat. They also provide protein,
B-vitamins, calcium and other minerals.
6. Green Leafy Vegetables (GLVs): These include vegetables like mustard (sarson),
bathua, fenugreek leaves (methi), spinach (palak). Green leafy vegetables are
a good source of carotene vitamin , vitamins especially ribo avin and folic
acid , iron especially sarson and bathua and fibre. They are also a source of
calcium, but presence of o alates in s bind calcium and make most of it
unavailable for absorption and utilisation. resh s provide vitamin .
7. Root Vegetables: These include potato, colocasia, sweet potato, yam etc.
Major nutrient supplied by root vegetables is carbohydrate. Carotene is
provided only by yellow yam.
8. Other Vegetables: ll other vegetables like brin al, ladyfinger okra , beans,
cauli ower etc. provide fibre, vitamins, some amount of minerals.

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9. Fruits: Wide variety of fruits is available in the market. Different fruits are
sources of different nutrients hence a combination of various fruits should be
included in the balanced diet. Fruits like mangoes, apricots, oranges, papaya
are rich in carotene, citrus fruits like orange, mausambi, amla and guavas are
good sources of vitamin C, dried fruits like dates and raisins are rich in iron.
Fibre is provided by most fruits.
10. Sugar and Jaggery: These are simply carbohydrates. Jaggery also has iron.
11. Fats and Oils: Include ghee, oil, butter etc. are a rich source of fat. Vitamin D
also is provided by butter fortified oils.

ood groups can also be classified according to their functions

Group 1. Energy giving foods- This category includes foods rich in carbohydrate and
fat

1. Cereals and roots and tubers

2. Sugar and jaggery
3. Fats and oils

Group 2. Body building group – this category includes foods rich in protein

1. Milk and milk products

2. eat and meat products, fish, egg or poultry
3. Pulses
4. Nuts and oilseeds

Group 3. Protective or regulatory foods – This group include foods providing

vitamins and minerals

I. Fruits-

(a) yellow and orange fruits (mango, papaya)

(b) citrus fruits (lemon, orange, mausambi)
(c) others (apple, banana etc.)

II. Vegetables

(a) Green leafy vegetables (spinach, mustard, fenugreek etc.)

(b) Yellow and orange vegetables (carrot, pumpkin)
(c) thers beans, okra, cauli ower etc.
(d) Root vegetables- potatoes and yam (arvi) are rich in carbohydrates
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It is important to consume a balanced diet in order to get all the nutrients in right
amounts and right proportions. This means that in any given meal, foods from all the
food groups should be included in such a manner that all the nutrients are supplied
in adequate quantities. One has to ensure that each and every meal includes foods
from the energy- giving, body building and protective/regulatory groups. eg., For
breakfast include one source from energy giving foods bread slices am , one
food from body building foods (egg for non-vegetarians or paneer or sprouts for
vegetarians along with milk) and any one or two foods from protective group (fruit/
fruit juice). Similarly, for lunch and dinner different foods from these food groups
can be chosen in a variety of combinations. This way, the diet would provide all
essential nutrients and would become balanced.

Thus, a balanced diet can be defined as one which contains different types of foods
in such quantities and proportions that the need for calories, minerals, vitamins and
other nutrients is adequately met and a small provision is made for e tra nutrients
to withstand the period of leanness ie., when adequate food or a particular nutrient
is not consumed.

Moreover, the action and interaction of the nutrients should be considered. Foods
promoting absorption of certain nutrients or hindering absorption of nutrients should
also be kept in mind. eg., consuming tea along with meals hampers the absorption
of iron while taking sources of vitamin C with meals increases the absorption of
iron. Imbalance of nutrients sometimes does not allow proper absorption and
utilisation of another nutrient. eg., calcium is needed for building of bones and
teeth and phosphorus is also needed for the same. cess amount of phosphorus in
the diet does not allow body to utilise calcium properly and affects bone and teeth
formation. Therefore, these two nutrients should be supplied in correct proportions
and adequate amounts.

5.1.1 NUTRITION

It is well known that food is essential for survival. Food refers to any substance
that nourishes our body or in other words, it is anything that we can digest, absorb
and utilize, for various physiological functions of the body including growth and
development. Since the time of conception in the mother’s womb, providing energy
for our sustenance, regulating activities of the body and repairing day to day wear
and tear, the role of food is enormous. Food provides nutrition to the body. Nutrition
is, thus, the science of food and a study of the process that includes everything
that happens to food from the time it is eaten until it is used for various functions
in the body. t is the scientific study of foods and the nutrients therein their action

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and interaction and balance, in health and diseases. It is the study of ingestion,
digestion, absorption, utilization and assimilation of nutrients present in food.

hen we see any food product we recogni e it as chapatti, rice, dhal, ladyfinger,
apple etc. but as the food enters our mouth it starts breaking down and our body
identifies it as different chemicals present therein. These chemical substances
which are present in food are called nutrients. Nutrients of physiological importance
are carbohydrates, proteins, fats, vitamins, minerals, water and fibre roughage .
Different food stuffs contain these nutrients in different amounts and proportions and
our body needs each nutrient in a certain specific amount for various physiological
functions and overall growth and development.

Nutrients, as mentioned earlier, are those chemical substances in foods that are
required by the body for energy, growth and maintenance.

I. Tick the correct option.

1. In which of the following food groups “Sugar and jaggery” come under?
a. Protective or regulatory foods
b. Energy giving foods
c. Body building foods
d. Immunity boosters foods

2. Nutrition is ________________Substance.
a. Biological
b. Chemical
c. Energy
d. Mechanical

II. Answer the following questions briefly.

1. efine utrition.

2. Write done the importance of Balance diet.

III. Answer the following questions in 150-200 words.

1. What do you understand by a balanced diet?

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5.2 Macro and Micro Nutrients: Food sources and functions

utrients can be broadly classified as macro and micro nutrients depending upon
their daily requirements by the body. Some nutrients are needed in larger amounts,
these are called macronutrients. Nutrients like Carbohydrates, proteins and fats
along with water are macronutrients. Other nutrients like vitamins and minerals
are required in small amounts and are called micronutrients. Although these are
required in smaller amounts but they are all equally essential for our health. Each
of these nutrients plays a significant role in the body.

Macronutrients are required by the body in relatively large amounts. Carbohydrates,

proteins and fats are macronutrients and are also called pro imate principles
because they form the main bulk of the diet. In Indian meals, they contribute to the
total energy intake in the following proportion carbohydrates protein
15% and fats: 20-30%. Water does not provide energy but is a vital nutrient required
in large quantity for functioning of metabolic processes in the body and various
regulatory functions. Therefore, it is also considered a macronutrient.

5.2.1 CARBOHYDRATES

arbohydrates are organic compounds made up of arbon, ydrogen and ygen.

Carbohydrates are a major source of energy and provide 4kcal per gram. Carbohydrates
are found in abundance in plant foods. There are three types of carbohydrates-
monosaccharides, disaccharides and polysaccharides. Monosaccharides are simple
single units of sugars like glucose, fructose and galactose.

Disaccharides are when two monosaccharides are combined together these are
maltose (glucose + glucose), lactose (glucose + galactose) and sucrose (glucose +
fructose). Simple sugars (mono and disaccharides) are found in fruits (in the form
of sucrose, glucose and fructose), milk (in the form of lactose) and sweets that
are produced commercially and added to foods to sweeten, prevent spoilage, or
improve structure and te ture.

Polysaccharides are more than two units of monosaccharides joined together. These
are starches and fibre cellulose . These are also called comple sugars and are
found in whole grain cereals, rice, oats, potatoes, bread, legumes, corn and our.

All these carbohydrates have to be broken down to the smallest unit, ie., glucose to
get absorbed and utilized in the body. However, cellulose and other large carbohydrate
molecules cannot be digested in the human digestive tract, and are termed as fibre
or non-available carbohydrates. Sugars and starches can be digested and utilized
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for various bodily functions, hence are known as available carbohydrates. Diets rich
in comple carbohydrates are healthier than low fibre diets based on refined and
processed food.

Sources of carbohydrates are rice, cereal grains, breads, pasta, milk, fruit, root
vegetables, sugar and products that are sweetened like jams, jellies etc., honey, and
jaggery. Fibre is present in whole grain cereals (whole wheat atta), whole pulses,
green leafy vegetables, peas, carrot, beans and other vegetables, fruits like guava,
apple, orange, pineapple etc.

Do you Know?

Carbohydrates are essential in the diet to prevent ketosis

Diets for weight-loss usually recommend avoiding carbohydrates. It is however,

essential to have at least g of carbohydrate per day for complete o idation of
fat and avoidance of e cessive production of ketone bodies. Therefore, according
ICMR (2020) RDA/minimum requirement for carbohydrate is 130 g/day for adults
and children, based on the amount of glucose used by carbohydrate-dependent
tissues, such as the brain and erythrocytes. Inadequate supply of carbohydrates
causes break down of body fat reserves for energy. This not only supplies energy
but also produces ketone bodies. Some ketone bodies are used by muscle and
other tissues for energy, but when produced in e cess they accumulate in blood
and cause ketosis (disturbance of normal acid- base balance). This condition is
generally seen in Diabetics and is a life- threatening situation.

Summary - Macronutrients, their functions and sources

Nutrient Function Sources

• Carbohydrates provide energy needed Fruits, cereal grains,
Carbohydrates by the body g provides cal milk, sugar, rice, root
• Carbohydrates are main source of vegetables, pasta,
energy for the nervous system, brain breads
and red blood cells
• These spare proteins for their
important functions (if enough
carbohydrates are not available,
proteins are used for energy giving
• Carbohydrates enable proper
utilization of fat by providing
substrates for fat metabolism.

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• ietary fibre or roughage provides Whole grain cereals

feeling of fullness i.e., one does not whole wheat our,
feel hungry soon after having a meal: dalia, oats etc.), whole
Roughage
• It provides bulk to the diet, helps in pulses, Green leafy
smooth elimination of stool or faeces vegetables s,
• Helps prevents diseases like cancer, peas, beans and other
diabetes and heart disease, has vegetables, fruits
cholesterol lowering effect like guava, orange,
pineapple etc
• It is a negligible source of energy
hence, can be eaten for weight
control.
Proteins • Proteins build and repair body cells Milk and milk products,
• Proteins form part of various enzymes, fish, eggs, poultry,
hormones, and antibodies meat, legumes and
• Also provide energy (4 Kcal/g) grains

Fats • ats provide energy kcal g Visible Sources-

• Fats help transporting fat-soluble vegetable oils, desi
vitamins ghee, vanaspati ghee,
• Fats are part of cell membranes, butter, margarine,
membranes around nerves, hormones, Invisible Sources-
bile (for fat digestion) Cheese Meat, poultry,
fish, milk and milk
products, nuts and
seeds

5.2.2 PROTEINS

List of Essential and Non-Essential Amino Acids

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roteins are organic compounds containing nitrogen, besides, carbon, o ygen and
hydrogen. rotein molecules have a comple structure, and are made up of nitrogen
containing amino acids. Amino acids are linked together in chains to make different
type of proteins in the body. From hair to nails, muscles to skin, organs to blood,
hormones to enzymes, protein is a major structural and functional component of our
body. There are around 20 amino acids joined together in varying sequences to form
different kinds of proteins. There are nine amino acids which cannot be synthesized
by the body these are called ssential mino cids . These have to be supplied
in the diet. Others are non- essential amino acids as these can be synthesized in the
body.

epending on the availability of these essential amino acids in foods, they are classified
as complete protein foods, partially complete protein foods and incomplete protein
foods. Complete protein foods are those which contain all essential amino acids in
adequate amounts. These food sources include foods from animal sources like eggs,
milk and milk products, meat and meat products and a plant source, soybean, that
contains all essential amino acids. Protein quality is determined by the presence
of complete protein foods in the diet it improves the absorption and utili ation of
protein in the body. Partially complete protein foods are those which are lacking in
any one essential amino acid e.g., cereals and pulses. Cereals lack lysine and pulses
lack methionine. To improve the protein quality, cereals and pulses can be taken
together in a meal or can be combined with sources of complete protein foods.
ncomplete proteins are those which are lacking in more than one . n e ample
of this protein is maize protein.

Protein requirement for Indian adults is 0.83 g/kg body weight (according to RDA
. Thus, for a man weighing kg, the protein requirement would
be 54 g/day and for a woman weighing 55kg the protein requirement will be 46
g/day. In terms of percentage of total energy intake, protein intake should be
between of total energy consumed. n no case, it should e ceed of
total energy intake. Protein requirement, however, may increase to up to 2 g/
kg body weight during sports and e ercise depending upon the type of sports
and duration and intensity of training. Too little, or, e cess intake of protein can
have health implications, hence proteins should be consumed as required and
recommended.

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5.2.3 FATS (LIPIDS)

ipids or ietary ats is a broader term used for both oils and fats. ils are basically
liquid at room temperature and fats are solid at room temperature. It is the presence
of different types of fatty acids which make them liquid or solid.

atty acids are the building blocks of fats and oils. atty acids are classified as aturated
or Unsaturated Fats depending upon the presence of double bond in their chemical
structure. Saturated fatty acids (SFA) contain no double bonds, monounsaturated
fatty acids (MUFA) contain one, and polyunsaturated fatty acids (PUFA) contain more
than one double bond. When the percentage of saturated fatty acids is higher, the
fat is solid at room temperature and when the percentage of unsaturated fatty acids
(MUFA or PUFA) is higher the lipid is liquid at room temperature and is called oil.

Saturated fats which are also called as animal fats are associated with increased
health risks. They can increase risk of heart disease by increasing total and
(“bad”) cholesterol. It has been recommended that the intake of saturated fats be
kept less than 7% of total calories. Desi ghee, butter, cheese, cream, red meats,
baked products, and other full-fat dairy products are the main sources of saturated
fats in most diets. Coconut and palm oils also contain saturated fats.

Monounsaturated and polyunsaturated fatty acids are unsaturated fats. When they
replace saturated fats in the diet, they help to reduce blood cholesterol levels
and thus lower the risk of heart disease. Canola, olive, peanut, palmolein, rice
bran and til (sesame) oils and other nuts like walnuts are rich in monounsaturated
fats. ources of include vegetable oils, mustard, soybean, corn, saf ower and
sun ower oils and a seed.

Dietary fat can be attained from visible as well as invisible sources. Visible sources
are ghee, butter, cooking oil etc. while invisible sources include nuts, cereals,
pulses, milk, eggs, meat etc. nvisible fat contributes significantly to the total fat
and essential fatty acid content of diet depending on the food stuffs present in
the diet. The total fat (visible + invisible) should provide between 15-30% of total
calories required and contribution of visible fat should be restricted to 20-30g per
day depending upon the physical activity levels of the individual.

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Do you know?
It has been recommended that total fat intake should be 20-30% of calories for
adults to meet daily energy and nutritional needs while minimizing risk of chronic
diseases. The intake of saturated fats should be less than 7% of calories, cholesterol
should be less than 300 mg/day, and trans fatty acid consumption should be as low
as possible. Consumption of certain fatty acids (MUFA and PUFA) are encouraged
because of their positive health effects, like oils from foods such as vegetable oils,
nuts, rice bran and fish because of their healthy attributes. n view of this, an ideal
quality fat for good health is one which maintains a balance between SFA, MUFA
and . This can be maintained by combined use of various oils for e ample,
mustard oil with sun ower oil, or saf ower oil with palm oil etc.
Cholesterol is a fat-like substance which is synthesized in the body. It is necessary
in many physiological processes such as: it is a component of cell membranes, it
is required in the production of bile acids (which aid in food digestion), and in
the production of se hormones. n e cess of cholesterol in the blood, however,
can lead to deposits in the walls of blood vessels and reduce blood ow to ma or
arteries, which can lead to a heart attack.
Dietary cholesterol is found only in animal foods such as egg yolks, butter, organ
meats, beef and chicken. egetable oils are cholesterol free. cess intake of
dietary cholesterol increases blood cholesterol levels, but not as much as saturated
and trans-fats do.
Trans-fatty acids are basically produced by the process called hydrogenation. It is
the process of adding hydrogen molecules directly to unsaturated fatty acids such
as those found in vegetable oil to make it saturated or solid. Hydrogenated oils
contribute important te tural and stability properties in food.
Trans-fatty acids occur naturally in beef, lamb, and dairy products. However, the
main sources of trans fats are foods such as cookies, biscuits, mi tures, namkeens,
pastries and other fried foods. Trans-fatty acids are similar to saturated fats and
dietary cholesterol with regard to their effect on blood low-density lipoprotein
which is a harmful or bad cholesterol. Trans fats may also lower high
density lipoprotein which is a good cholesterol.

5.2.4 WATER

Water is essential for life. Water is an inorganic compound made up of hydrogen and
o ygen. ater is a ma or component of our body and it makes up to of the total
weight of an individual. t is the medium of all body uids including blood, saliva,
digestive juices, urine, faeces, sweat and perspiration.

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Water plays an important role in the regulation of body temperature. It is also a

universal solvent. Water bathes the body cells and keeps them moist. Hence, it acts
as a lubricant. It is also an important lubricant for the joints.

ur body gets water mainly by ingestion of water in the form of liquids water taken
as such or in the form of beverages like tea, coffee, fruit juices and aerated drinks.
In other foods like vegetables, fruits, milk, cereals and pulses, water is present in
invisible form. It is important that clean, safe and wholesome water is consumed in
order to avoid water-borne diseases such as diarrhoea, dysentery and cholera.

Do you know?

Each red blood cell contains haemoglobin which is the iron-containing protein that
transports o ygen from the lungs to other parts of the body. n haemoglobin, each
subunit contains a heme group each heme group contains an iron atom that is
able to bind to one o ygen molecules.

5.2.5 VITAMIN

Vitamins are the chemicals which our body needs in small amounts to function
properly. They work in a variety of ways, mostly as ‘helpers’ eg., many of the
B-vitamins help the body use protein, fats, and carbohydrates.

Vitamins are divided into two categories:

1. Water-soluble vitamins include all the B vitamins and vitamin C. The amount
of water- soluble vitamins that body doesn’t use passes through the kidneys
and leaves the body as urine or stool.
The body needs water-soluble vitamins in frequent, small doses, and they are
unlikely to reach to ic levels.
2. Fat-soluble vitamins include vitamins A, D, E, and K. Fat-soluble vitamins are
stored in the body cells and are not passed out of the body as easily as water-
soluble vitamins. They are more likely to reach to ic levels if a person takes in
too much of these vitamins.

The table .i and .ii lists the water soluble and fat soluble vitamins their functions
and their sources in the foods we eat.

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Table 2.i - Water-soluble vitamins

Nutrient Important Functions Sources

Thiamine • Works as coenzyme- Whole-grain cereals,
(vitamin B1) (Thiamine pyrophosphate- pulses, peanuts and seeds,
TPP) needed for energy mushrooms, green peas,
metabolism beans, egg yolk and meat
• important for nerve function
• needed for DNA and RNA
synthesis
ibo avin • Act as two coenzymes- Flavin ilk and milk products
(vitamin B2) mononucleotide (FMN) and animal products like eggs,
Flavin adenine dinucleotide liver, kidney green leafy
(FAD) needed for energy vegetables eg., broccoli
metabolism whole grain cereals
• important for normal vision legumes
and skin health
Niacin (vitamin • Part of an coenzymes- whole-grain cereals,
B3) Nicotinamide adenine pulses, meat, poultry, fish,
dinucleotide (NAD) and vegetables (especially
nicotinamide adenine mushrooms). Eggs and
dinucleotide phosphate milk and milk products
(NADP) needed for energy lack niacin but are rich
metabolism sources of EAA- tryptophan
• important for nervous system, which can be converted to
digestive system, and skin niacin in the body when
required. 60 mg of
tryptophan can be converted
to provide 1 mg niacin.
Vitamin B6 • art of coen yme pyrido al eat, oultry, fish, uts,
yrido al, phosphate needed for protein sun ower seeds, pulses,
pyrido ine and and amino acid metabolism whole grains, spinach,
pyrido amine and also involved in activity bananas, potatoes.
of many enzymes required for
carbohydrate, fat and protein
metabolism.
• It also helps in making white
blood cells and heme in
haemoglobin.

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Biotin • Functions as coenzyme in Widespread in foods like

metabolic reactions. organ meats, such as liver
or kidney egg yolk nuts,
such as almonds, peanuts,
and walnuts soybeans
and other legumes whole
grains bananas cauli ower,
mushrooms also produced in
intestinal tract by bacteria
Pantothenic • Part of co-enzyme A Widespread in foods: milk,
acid (CoA) needed for energy meat, peanuts, eggs
metabolism
Folic acid / • Part of an enzyme needed for Green leafy vegetables
Folate making DNA and new cells, particularly spinach, pulses,
especially red blood cells, oranges and orange juice,
• formation of and liver. Other vegetables
neurotransmitters like cabbage, cauli ower,
broccoli are also good
• needed for maintenance of
sources
normal blood pressure and
reducing risk of cancer
Cobalamin • Part of two coenzymes methyl eat, poultry, fish, seafood,
(vitamin B12) cobalamin and deo y eggs, milk and milk
adenosyl cobalamin, needed products not found in plant
for making new cells foods
• important to nerve function

Ascorbic acid • ntio idant, role in Found in fruits and

(vitamin C) collagen formation hence in vegetables, especially citrus
wound healing, part of an fruits, fresh vegetables in
enzyme needed for protein the cabbage family, sprouts,
metabolism amla and guava
• important for immune system,
helps in iron absorption

Fat-soluble vitamins

at soluble vitamins are stored in the body s cells and are not e creted as easily
as water- soluble vitamins. Intake of high amounts of fat-soluble vitamins could
become to ic. balanced diet usually provides enough fat soluble vitamins.
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Table 2.ii - Fat-soluble vitamins

Nutrient Important Functions Sources

Vitamin A • Needed for vision in dim Vitamin A from animal sources
(Retinol and its light, healthy skin and (retinol): milk, cheese, cream,
precursor*, mucous membranes, butter, egg yolk, liver, Beta-
beta- carotene) growth of skeletal and carotene (from plant sources):,
soft tissues, immune dark green leafy vegetables red
system health and yellow fruits and vegetables
*A precursor is (carrots, pumpkin, mangoes,
converted by papaya)
the body to the
vitamin.
Vitamin D • Needed for proper gg yolks, liver, fatty fish,
absorption of calcium and fortified foods. hen e posed
phosphorus to sunlight, the skin can make
• deposition of calcium and vitamin D.
phosphorus in bones
Vitamin E • ntio idant Polyunsaturated plant oils
• protects cell walls (soybean, corn, cottonseed,
saf ower green leafy
vegetables wheat germ whole
grain products liver egg yolks
nuts and seeds
Vitamin K Needed for proper blood green leafy vegetables and
clotting cabbage milk also produced in
intestinal tract by bacteria

5.2.6 MINERALS

Minerals are inorganic elements which are required by the body needs for various
physiological functions. There are minerals required in larger amounts called macro-
minerals and those required in smaller amounts are called micro-minerals (trace
minerals).

Tables 3.i and 3.ii list important macro- and micro-minerals, their functions and
their sources in the foods we eat.

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Table 3.i - Macro-minerals

Mineral Important Functions Sources

Sodium • eeded for proper uid Table salt, soy sauce large
balance, regulating alkalinity amounts in processed foods
and acidity of body uids, small amounts in milk, breads,
nerve transmission, and muscle green leafy vegetables, and
contraction unprocessed meats
Chloride • eeded for proper uid Table salt, soya sauce large
balance, stomach acid amounts in processed foods
small amounts in milk, meats,
breads, and vegetables
Potassium • eeded for proper uid Meats, milk, fresh fruits and
balance, nerve transmission, vegetables, whole grains, pulses
and muscle contraction
Calcium • Important for healthy bones ilk and milk products fish with
and teeth bones eg., sardines fortified
• helps muscles rela and soya milk greens broccoli,
contract mustard leaves pulses

• important in nerve
functioning, blood clotting,
blood pressure regulation,
immune system health
Phosphorus • Important for healthy bones eat, fish, poultry, eggs, milk,
and teeth found in every cell processed foods
• part of the system that
maintains acid-base balance
Magnesium • ound in bones uts and seeds pulses leafy,
• needed for making protein, green vegetables seafood
muscle contraction, nerve chocolate
transmission, immune system
health
Sulphur Found in protein molecules Occurs in foods as part of
protein in meats, poultry, fish,
eggs, milk, pulses, nuts

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Trace minerals (micro-minerals)

The body needs trace minerals in very small amounts. Although iron is considered
to be a trace mineral, the amount needed is somewhat more than for other micro-
minerals.

Table 3.ii - Trace minerals

Mineral Important Functions Sources

Iron • Iron is a mineral found in rgan meats red meats
every cell of the body. Iron is fish poultry egg yolks
considered an essential mineral whole pulses and whole
because it is found in red blood grain cereals dried fruits
cells as part of haemoglobin dark green leafy
that carries o ygen to every vegetables (mustard
cell in the body greens, bathua iron
• part of myoglobin needed for enriched breads and
muscle contraction, cereals and fortified cereals

• needed for energy metabolism,

hence crucial in helping
perform physical work
Zinc • Part of many enzymes needed eats, fish, poultry, whole
for synthesizing protein and grains, vegetables
genetic material
• has a function in taste
perception, wound healing,
normal foetal development,
production of sperm, normal
growth and se ual maturation,
• important for immune system
Iodine • Found in thyroid hormone, Seafood, foods grown in
which helps regulate growth, iodine-rich soil, iodized salt,
development, and metabolism bread, dairy products
Selenium • ntio idant Meats, seafood, grains
Copper • art of many en ymes Pulses, nuts and seeds, whole
• needed for iron metabolism grains, organ meats, drinking
water

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Manganese • Part of many enzymes Widespread in foods,

especially plant foods
Fluoride • Involved in formation of bones Drinking water (either
and teeth uoridated or naturally
• helps prevent tooth decay containing uoride , fish, and
most teas
Chromium • Works closely with insulin to Organ meats especially liver,
regulate blood sugar (glucose) whole grains, nuts, cheese
levels
Molybdenum • Part of some enzymes ulses, breads and grains
green leafy vegetables, milk
liver

Other trace nutrients known to be essential in tiny amounts include nickel, silicon,
vanadium, and cobalt.

Extension Activity
Working in groups, prepare diet plans for the following:-

Name of the Activity.

Diet plan for building muscle for a

vegetarian athlete.

Diet plan for building muscle for a

non-vegetarian athlete.

Eating strategies for a person who

wants to lose 15kg.

Eating strategies for a person who

wants to gain 10kg.

I. Tick the correct option.

1. Which is NOT a Micronutrient?

a. Macro Minerals
b. Trace Minerals
c. Vitamins
d. Protein

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2. Which of the following is a water-soluble vitamin?

a. Vitamin A
b. Vitamin B
c. Vitamin D
d. Vitamin K

3. Iron is a part of
a. trace minerals
b. macro minerals
c. vitamins
d. carbohydrate

4. Fats and oils come under:

a. protective or regulatory foods
b. energy giving foods
c. bodybuilding group
d. routine foods

5. 1 gram of fat provides

a. 3 kcal
b. 4 Kcal
c. 5 Kcal
d. 9 Kcal

II. Answer the following questions briefly.

1. What are macronutrients?

2. plain the importance of uid intake during a competition.
3. Write the source of 3 micro and 3 macro minerals.
4. What should be the basic nutrient in a weightlifter’s diet? Why?

III. Answer the following questions in 150-200 words.

1. plain different types of nutrients and their sources. ist the essential
nutrients, their sources and functions.
2. ritically e plain the use of dietary supplements in heavy dose for longer
duration. ustify your answer with suitable e amples.
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5.3 Nutritive and Non-Nutritive Components of Diet

Food is the basic requirement of every individual as it helps develop our body. It
provides sufficient energy for workout and helps in the growth and development of
the individual. The food which we eat contains various nutrients which are essential
for our body. There are large number of nutrients required in our balanced diet.
Some of them are “Nutritive components” like Carbohydrates, Fats, and Proteins,
whereas some other components of diet have no nutritive value.

5.3.1 NON-NUTRITIVE COMPONENTS OF DIET

Foods we eat contain a wide range of organic chemical compounds some of which
have nutritive value as discussed above, while some have no nutritional value.
hemical compounds in foods with no specific nutritional function are called non
nutritive components of foods. Some of these components act as anti-nutritional
factors like phytate while some have various benefits like phytochemicals. ome
materials with no nutritional value are added to food and beverage products to
make the food smell better, taste better, last longer, and/or look better. Some of
the non-nutritive components are discussed below.

5.3.2 NON-NUTRITIVE FACTORS THAT INTERFERE WITH

NUTRIENT ABSORPTION

Non-Nutritive Factors or Anti-Nutritional Factors (ANFs), that interfere with nutrient

absorption, are those biological compounds present in human or animal foods
that reduce nutrient utilization or food intake, thereby contributing to impaired
gastrointestinal and metabolic performance. These include:

1. Phytates - These are abundantly found in unrefined cereals and millets. These
phytates bind iron, zinc, calcium and magnesium and make these nutrients
unavailable for digestion. On germination the phytate content is reduced.
2. Tannins- These are present in legumes, millets like bajra, ragi, spices,
tamarind, tea, turmeric and in certain vegetables and fruits. Tannins interfere
with absorption of iron and protein.
3. Trypsin Inhibitors- These inhibit the activity of trypsin in the gut and interfere
with digestibility of dietary proteins and reduce their utilisation. These are
present in soya bean, and white of duck egg. Heat treatment inactivates trypsin
inhibitors.

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4. Oxalates- These are present in green leafy vegetables and some legumes.
These interfere with calcium absorption.
5. Goitrogens- These are also known as anti-thyroid substances as these interfere
with iodine uptake by thyroid gland and may contribute to development of
iodine deficiency disorders when iodine intakes are marginal. These are present
in cabbage, cauli ower, turnips, soybean, ba ra, peanuts, lentils.

5.3.3 BENEFICIAL NON-NUTRITIVE FACTORS OF FOODS

1. Phytochemicals- Phytochemicals are chemical compounds produced by plants,

generally to help them thrive or thwart competitors, predators, or pathogens.
The name comes from Greek phyton, meaning ‘plant’. They are found in fruits,
vegetables, grains, beans, and other plants. Some of these phytochemicals are
believed to act as antio idants and protect cells from damage that could lead
to cancer.

Risk of cancer can be reduced by eating more colourful vegetables, fruits, and other
plant foods that have certain phytochemicals in them. Some of these phytochemicals
are Beta carotene and other carotenoids in yellow, red, green vegetables and fruits,
avonoids in green tea, isothiocyanates in cruciferous vegetables cabbage, broccoli,
kale, mustard greens, turnip greens, and cauli ower .

2. Anthocyanins: Anthocyanins give grapes, blueberries, cranberries, and

raspberries their dark colour. They have been shown in the laboratory to have
anti in ammatory and anti tumour properties.
3. Flavonoids or isoflavones: These are found in vegetables, fruits and grains like
soybeans, chickpeas and may act a little bit like oestrogen. The oestrogen-like

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compounds in these plants are called phytoestrogens. These help in lowering the
risk of osteoporosis, heart disease, breast cancer and symptoms of menopause
4. Artificial Sweeteners: These are synthetic compounds that duplicate the taste
of sugar, but contain less energy, and, therefore, are often added to diet foods
and beverages. The reason is to maintain the desired taste, but reduce the
caloric value. ecause artificial sweeteners are considered additives, they are
often regulated. Therefore, their identifications and concentrations must be
determined.
5. Preservatives: These are compounds that have the ability to inhibit microbial
growth and are often added to food and beverage products to prolong shelf life.
Preservatives are considered additives, and are typically regulated. Therefore,
their identification and concentration levels must be determined.
6. Spices: A spice is a dried seed, fruit, root, bark or vegetable substance primarily
used for avouring, colouring or preserving food. ometimes a spice is used
to hide other avours. pices are distinguished from herbs, which are parts
of leafy green plants also used for avouring or as garnish. spice may
have other uses, including medicinal, religious ritual, cosmetics or perfume
production, or as a vegetable. or e ample, turmeric roots are also consumed
as a vegetable and garlic as an antibiotic.
7. Coffee: Coffee is a brewed beverage prepared from the roasted or baked seeds
of several species of Coffea. The two most common sources of coffee beans are
Coffea arabica, and Coffea canephora. Once ripe, coffee berries are picked,
processed and dried to yield the seeds inside. The seeds are then roasted to
varying degrees, depending on the desired avour, before being ground and
brewed to create coffee. Coffee can have a stimulating effect on humans
because of its caffeine content. It is one of the most popular drinks in the
world. It can be prepared and presented in a variety of ways.

I. Tick the correct option.

1. Anthocyanins give colour to

a. roots
b. coffee
c. wheat
d. grapes

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2. alates are presents in

a. green leafy vegetables
b. bajara
c. nuts
d. spices

II. Answer the following questions briefly.

1. efine on utritive components of food.

2. plain the beneficial factors of on utritive foods.

III. Answer the following questions in 150-200 words.

1. plain on utritive components of iet

5.4 Healthy Weight

There are numerous advantages of maintaining healthy weight. Overweight or obese

people can gain these health benefits by losing some weight. or most obese or
overweight people, health benefits can come with losing the first of weight.
Conditions such as Type 2 diabetes are less likely to develop if an obese person
loses even 10% of their weight. With a healthy body weight there is less likelihood
of having heart disease, stroke, or obesity related cancers all of which can be life-
threatening and the chances of living a long and healthier life increase.

Do you Know
ody ass nde is used to broadly categori e a person as underweight,
normal weight, overweight, or obese based on tissue mass (muscle, fat, and bone)
and height. Overweight or Obesity can lead to a variety of health conditions, such
as type 2 diabetes, high blood pressure, and cardiovascular problems. On the other
hand, a weight that is too low can increase the risk of malnutrition, osteoporosis,
and anaemia.
Waist-to-Hip Ratio (WHR) – or the ratio between the circumference of the waist
and the circumference of the hip indicates risk of obesity. Greater circumference
of trunk is an indicator of high risk of hypertension and type 2 diabetes.
Girth Circumferences or circumferences of different segments of the body help
to document body size and to estimate the percentage of body fat. Skinfolds
determine body fat quite accurately. The skinfold technique can only be performed
by a trained technician using skinfold callipers.

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Bioelectrical Impedance Analysis is a commonly used method for estimating body

composition, in particular body fat and muscle mass. A weak electric current is
allowed to ow through the body and the voltage is measured in order to calculate
impedance (resistance) of the body. It is done using a portable machine, is easy to
administer and gives reliable results of body composition.
Hydrostatic Weighing or Underwater weighing is known as the gold standard method
to measure mass per unit volume of a living person’s body.
There are various ways of assessing healthy body weight that include weight for
height charts or ody ass nde or assessment of body fat percentage. ody
ass nde uetelet s nde is a key inde for relating weight to height.
is derived by taking a person’s weight in kilograms (kg) divided by his or her height
in meters squared. ow a days, is used to define normal weight, overweight,
and obesity rather than the traditional height/weight charts. BMI of 30 or more for
either se indicates obesity. however, does not measure how much fat mass or
muscle mass is there. A very muscular person might get a high BMI without health
risks. It is, therefore, less accurate in people such as body builders and pregnant
women.
BMI lassification
< 18.5 Underweight
18.5-24.9 Normal weight
25.0–29.9 Overweight
30.0–34.9 Grade I obesity
35.0–39.9 Grade II obesity
. Grade III obesity

Intra-abdominal or visceral fat has a particularly strong correlation with cardiovascular

disease. Women with abdominal obesity have a cardiovascular risk similar to that
of men. This can be evaluated by measuring waist circumference or by calculating
waist to hip ratio. A waist circumference of >102 cm (>40 inches) in men and >88 cm
(>35 inches) in women or the waist–hip ratio (the circumference of the waist divided
by that of the hips of . for men and . for women are used to define central
obesity. In those with a BMI under 35, intra- abdominal body fat is related to negative
health outcomes independent of total body fat. Body fat percentage is total body
fat e pressed as a percentage of total body weight that can be assessed by methods
like skinfold measurements, bioelectrical impedance, dual X-ray absorptiometry
(DEXA) etc. but to measure body fat percentage,

special equipment and technical e pertise is needed. There is no generally accepted

definition of obesity based on total body fat. ost researchers have used in
men, and in women, as cut points to define obesity and higher health risks.
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5.4.1 EATING FOR WEIGHT CONTROL

Eating right is important to stay at a healthy weight. Maintaining body weight is a

balancing act, meaning that the amount of energy we consume should be e pended.
If we eat more calories than we burn, we gain weight. And if we eat fewer calories
than we burn, we lose weight. The balance between calorie intake and calories
used or e pended is essential to keep the weight maintained. The best way to have
energy balance is to make better choices, thus, choosing foods that are lower in fat
and have fewer calories and increasing physical activity are the best ways to reduce
body weight.
We can lose weight by making smart choices every day, we can develop new eating
habits and preferences that will leave us feeling satisfied and winning the battle
of weight loss. Remember, slow and steady wins the race. So, aim to lose one to
two kilos a week to ensure healthy weight loss. osing weight too fast can take
a toll on the mind and body, making one feel sluggish, drained, and sick. Caloric
restriction for weight reduction is essential to get results. ietary modification must
be accompanied by moderate amounts of e ercise to get effective results in weight
loss or weight maintenance. erobic e ercise increases the daily energy e penditure
and is particularly useful for long term weight maintenance. ercise also preserves
lean body mass and partially prevents decrease in basal metabolic rate which comes
when caloric intake is restricted. dditionally, most of the benefits of e ercise come
from improvements in body composition, overall fitness and metabolic health, not
just weight loss. Risk of cardiovascular diseases, diabetes and other obesity related
health problems also lower. Once stress is reduced, stress related intake of food is
also curtailed. The person should be put in negative energy balance to upto 500-
1000 kcal to get ideal reduction in weight of 500g - 1 kg / week. To lose weight, we
have to eat fewer calories than what we e pend. ut that doesn t necessarily mean
we have to eat less food. e can fill up our stomach while on a diet, as long as we
choose foods wisely.
fi t s t e et t e e
1. Diet should consist of foods from all food groups including, milk and milk
products, meat and meat products, cereals, pulses, fruits and vegetables.
2. igh fibre foods are higher in volume and take longer to digest, which makes
them filling. igh fibre foods include
h Fruits and vegetables – Eat whole fruits, salads, and green leafy vegetables
of all kinds. Soups and salads can be liberally eaten. The high water and
fibre content in most fresh fruits and vegetables makes them hard to
overeat. Eat vegetables raw or steamed, not fried or breaded.
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h Beans – Select beans of any kind. Add them to soups, salads, and meals.
h Whole grains – igh fibre cereals, oatmeal, brown rice, whole wheat
pasta, whole-wheat or multigrain bread.
3. Add nuts to the daily diet but only in moderation.
4. Switch to fat-free or low-fat milk and milk products. Use low-fat milk in place
of cream thereby reducing the overall caloric intake of the day.
5. Baking or grilling foods rather than frying them reduces the calorie count of
foods
6. imit intake of high sugar foods like ams, ellies, sweetened curd etc.
7. ut on high cholesterol and saturated fat foods like mi tures, mathris, namkeens
and bakery products. nstead choose on high fibre biscuits, or khakhra type
snacks.
8. at low fat proteins like egg whites, fish, lean meats, nuts, and poultry.
9. Serve smaller portions. One easy way to control portion size is by using small
plates, bowls, and cups. This will make portions appear larger. Don’t eat out
of large bowls or directly from the food container or package, which makes
it difficult to assess how much has been eaten. sing smaller utensils, like a
teaspoon instead of tablespoon, can slow eating and help feel full sooner.
10. Cooking meals at home allows controlling both portion size and what goes in to
the food. Restaurant and packaged foods generally contain a lot more sodium,
sugar, fat and calories than food cooked at home—plus the portion sizes tend
to be larger.
11. Avoid consuming high salt foods like pickles, papad etc. as these foods induce
water retention.
12. Be especially careful to avoid high-calorie snacks and convenience foods.
13. Soft drinks (including soda, energy drinks, and coffee drinks) are a huge source
of calories in many people’s diets. One can of soft drink contains between 10-
12 teaspoons of sugar and around 150 calories, so a few soft drinks can quickly
add up to a good portion of your daily calorie intake. Instead homemade lemon
water, coconut water, lassi or chachh are better replacements of commercially
available juices and soft drinks.
14. Reduce daily calorie intake by replacing soda, alcohol, or coffee with water.
Thirst can also be confused with hunger, so by drinking water, one can avoid
consuming e tra calories.

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15. Eating frequently throughout the day (3 small meals and 2-3 snacks) will
stimulate metabolism. Skipping meals (including breakfast) can decrease
metabolism. Skipping meals usually turns into eating more at the end of the
day.

Reducing portion sizes, changing ways of cooking, right food selection would go
long way in helping weight management.

5.4.2 THE PITFALLS OF DIETING

aintaining a calorie deficit always leads to weight loss. ithout e ercise, a calorie
deficit must be created through a lower calorie intake. The main problem with
dieting alone is the sacrifice needed to sustain a very low calorie intake for a long
period of time, which is too much for most people to handle. On a very low-calorie
diet, most people tend to breakdown and go back to their old habits causing any
weight loss to return quickly.

The body’s reaction to dieting is also different. In case of a sudden and drastic
reduction in calorie intake, the body adjusts its metabolism accordingly. Eating very
little calories for a long time would turn body into starvation mode means slowing
down metabolic processes which is the body’s way of protecting itself against long
periods with little or no food. This starvation mode causes body to drastically cut its
energy requirements and the person stops losing weight.

Do you Know

nore ia nervosa is an eating disorder characteri ed by an abnormally low body

weight, an intense fear of gaining weight and a distorted perception of weight.
eople with anore ia place a high value on controlling their weight and shape,
using e treme efforts that tend to significantly interfere with their lives.

To prevent weight gain or to continue losing weight, people with anore ia usually
severely restrict the amount of food they eat. They may control calorie intake
by vomiting after eating or by misusing la atives, diet aids, diuretics or enemas.
They may also try to lose weight by e ercising e cessively. o matter how much
weight is lost, the person continues to fear weight gain.

iets, especially fad diets or quick fi pills and plans, often lead to failure because
diets that cut out entire groups of food, such as carbohydrates or fat, are simply
impractical and unhealthy. The key is moderation. Diets that severely cut calories,
restrict certain foods, or rely on ready-made meals might work in the short term
but don’t include a plan for maintaining weight, so the weight quickly comes back.

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everely restricted diet also lead to deficiency of various other nutrients. nce
we start eating normally, we will gain weight until our metabolism bounces back.
pecial shakes, meals, and programmes are not only e pensive, but they aren t
practical for long-term weight loss. Hence, instead of dieting alone and looking for
miraculous foods to reduce or maintain weight, regular e ercise and good eating
habits are crucial to health and well-being.

5.4.3 FOOD INTOLERANCE

Food intolerance is the non-IgE mediated food hypersensitivity or non-allergic food

hypersensitivity, which is characteri ed by difficulty in digesting certain foods. ood
intolerance is different from food allergy. Food allergies trigger the immune system,
while food intolerance does not. The symptoms of food intolerance generally take
longer to emerge, compared to food allergies. In food intolerance, some people suffer
digestive problems after eating certain foods. Foods most commonly associated with
food intolerance include dairy products, grains that contain gluten, and foods that
cause intestinal gas build-up, such as beans and cabbage. Gluten in wheat is one of
the most common causes of food intolerance. Some people are intolerant to several
groups of foods, making it harder to determine whether it might be a chronic illness
or food intolerance. Identifying which foods are the reasons can take a long time.
The symptoms to food intolerance are varied and can include stomach-ache, bloating,
nausea, irritable bowel, hives, migraine, mild fever, cough etc. Some types of food
intolerance are given below:
Absence of an enzyme: Enzymes are needed to digest foods fully. If some of
these en ymes are missing, or are insufficient for digesting a particular foodstuff,
proper digestion may be affected. Some food intolerance is caused by the lack of
a particular en yme like lactose intolerance which is caused due to deficiency of
lactase enzyme in the body. Hence, the person is unable to digest lactose from milk
and gets intolerant to milk and all milk products. People who are lactose intolerant
do not have enough lactase, an enzyme that breaks down milk sugar (lactose)
into smaller molecules and absorb through the intestine. If lactose remains in the
digestive tract, it can cause stomach-ache, spasms, bloating, gas and diarrhoea.
Chemical causes of food intolerance: Certain chemicals in foods and drinks can
cause intolerance, including amines in some cheeses, and caffeine in coffee, tea,
and chocolates. Some people are more susceptible to these chemicals than others.
Toxins due to Food poisoning: Some foods have naturally-occurring chemicals that
can have a to ic effect on humans, causing diarrhoea, nausea, and vomiting. eanuts
or undercooked beans have a ato ins that can cause e tremely unpleasant digestive
problems.
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Salicylates: Salicylates are derivatives of salicylic acid, which occurs naturally in

plants as a defence mechanism against harmful bacteria, fungi, insects, and diseases.
Salicylates are present in most plant-sourced foods, including the majority of fruits
and vegetables, spices, herbs, tea, and avour additives. int avouring, tomato
sauce, berries, and citrus fruits have particularly high levels of salycilates. Salicylate
intolerance, also known as salicylate sensitivity, occurs when somebody reacts to
normal amounts of ingested salicylate. These chemicals are found in many foods and
most people can consume salicylate-containing foods without any adverse effects.
However, some people suffer symptoms after eating large amounts. Salicylate
intolerant individuals should avoid foods that contain high levels. Processed foods
with avour additives are usually high in salicylates as well.
Gluten intolerance: Gluten is a protein found primarily in wheat, barley and rye.
If a person has a gluten intolerance, this protein can cause digestive problems such
as gas, abdominal pain or diarrhoea. Gluten intolerance is sometimes confused with
Celiac disease, or thought of as a food allergy. Anyone who suspects they may have
a gluten intolerance should see a doctor before giving up gluten, as cereals can be
an important source of various nutrients.
Food additives and intolerance: dditives are used to enhance avours, make foods
look more appealing, and to increase their shelf life. Food additive intolerance has
been a steadily- growing problem over the last many years because more and more
foods contain additives. Nitrates are known to cause itching and skin rashes. Processed
meats are generally high in nitrates and nitrites. MSG (monosodium glutamate) is
used as a avour enhancer known to cause headaches. ome colourings especially
carmine (red) and annatto (yellow) also cause food intolerance.
t is very difficult to determine whether somebody has a food intolerance or allergy
because the signs and symptoms often overlap. Patients are advised to keep a diary
and write down which foods are eaten, what the symptoms were like, and when
they appeared. The data in the diary can help a dietician or doctor identify which
foods are causing adverse reactions, and what steps to take. Apart from lactose
intolerance and celiac disease, there is no accurate, reliable, and validated test to
identify food intolerance. The best diagnostic tool is an e clusion diet, also known
as an elimination or diagnostic diet. clusion diets are e tremely useful in isolating
the causative foods. n a typical e clusion diet, the suspected food is removed from
the diet for a period of 2 weeks to 2 months. If during this period the adverse
reactions do not appear, it becomes more likely that the cause has been recognized.
The best current treatment for food intolerance is to either avoid certain foods or
eat them less often and in smaller amounts.

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5.4.4 FOOD MYTHS

The fewer the carbohydrates, healthier you are- Choosing the healthiest
carbohydrates, especially whole grains, is important for health and well-being.
efined carbohydrates should be avoided however, choosing whole grains is associated
with a decreased risk of chronic diseases and premature mortality.
Oils/Margarine have fewer calories than Ghee/butter- Ghee/Butter and Oils/
Margarine have about the same amount of calories. Margarine, which is made
from vegetable oils, was seen as a healthier alternative to butter (which contains
cholesterol and saturated fat), but later it was found that some margarines are
actually unhealthier because they contain trans-fats, which have even more adverse
effects on cholesterol and heart health.
Apples and brinjals are rich in iron because they turn brown when cut- One of the
greatest myths about apples and brinjals is that they are good sources of iron. They
are an e cellent source of fibre but not of iron. This change in colour is an en ymatic
reaction and has nothing to do with iron.
Milk should be avoided after eating fish- A lot of Indians think that drinking milk
right after consuming fish causes skin disease like leukoderma, or white patches on
skin. This is not true.
Drinking water in between meals affects digestion- Most people think that drinking
water during meals will affect the capacity to digest food. The truth is that drinking
water simply fills up stomach and as a result one tends to eat less which is especially
good when someone is trying to lose weight.
Similarly, you may come across many such beliefs, but for any belief try to learn the
science behind to understand the fact.

Art Integration
Start an awareness campaign in your school regarding importance of nutrition in
our life.
You could include the following activities:
h oster making ompetition on the benefits of
W Healthy Eating
W ealthy ifestyle
h Talk Show by inviting a Dietician.
h aking and screening a video film on dietary imbalances.
h Cooking competition for cooking healthy.
h If possible, develop a school vegetable garden to increase awareness
about various vegetables.

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I. Tick the correct option.

1. What is an ideal weight to be reduced in one week?

a. 250 gms to 500gms
b. 500 gms to 1 kg
c. 1kg to 1.5 kg
d. kg to 2 kgs

2. BMI between 25.0–29.9 is___________________

a. under weight
b. normal
c. overweight
d. obese

II. Answer the following questions briefly.

1. ist the points to be considered for weight maintenance.

2. Point out the pit falls of dieting

III. Answer the following questions in 150-200 words.

1. What is food Intolerance? Enlist the foods which are commonly associated
with food intolerance.

2. How you can modify your diet for weight control

3. numerate any five food myths and the related facts.

5.5. Importance Of Diet In Sports And Pre, During And Post

Requirement

Nutrition is an important aspect of training and performance. Athletes should make

appropriate dietary manipulations for better performances and long-term health
benefits by choosing right foods and a diet including variety of foods. The concepts
of nutrition and basic principles of balanced diet are applicable to the field of
sports as well. A sports person needs to increase or decrease his energy intake
and proportions of macronutrients and micronutrients depending upon the nature
of her/his sport or game. Diet of sportspersons should aim at maintaining body
weight and body composition desired for their specific sport, maintaining adequate
pool of nutrient levels in the body, adopting healthy nutritional practices during

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training and competition and carrying on with healthy nutritional practices during
off-season as well ie., when competitions are not taking place. Any imbalances in
nutritional intake, both deficiency or e cess of certain nutrients, can be detrimental
to the performance of athletes and may reduce their ability to play up to ma imum
potential. A nutritious diet meeting nutritional demands of athletes not only helps
in better performance but will also support good health.

5.5.1 IMPORTANCE OF DIET IN SPORTS

1. The body needs nutrition to repair and recover. Sports persons have greater
demands on their body. If these are not met through proper diet, outcome will
suffer and post training recovery process will be affected.
2. For different games, there are different body composition requirements which
can be manipulated to certain e tent by nutrient composition of diet besides
training, thus helping in achieving body composition goals.
3. Right kind of nutritional composition in pre-competition meals, during
competition and post competition meals can help improve performance, delay
fatigue and speed up recovery.
4. nowledge of nutrition is essential to make fitness, weight loss and weight gain
programmes successful in athletes. Those sports persons who play in weight
categories can achieve body weight goals with appropriate diets. During off-
season or no practice period, the diet should be such that it does not alter too
much of body composition and prevents e cessive weight gain.
5. Certain nutrients are taken as ergogenic aids, their ergogenic potential
and psychological and physiological effects can help sports persons in their
performance.
6. ehydration can impair athletic performance. Therefore, sufficient intake of
uids and electrolytes ensures ma imum hydration before, during and after
e ercise
7. Adequate diet enhances physiological adaptations during training.

5.5.2 CARBOHYDRATES IN SPORTS AND EXERCISE

As we all know that carbohydrates are the major source of energy for any activity.
or athletes engaging in strength sports wrestling, bo ing, udo etc. of total
calories should be provided by carbohydrate sources. While in endurance sports
like running, swimming, football, hockey and other similar type of sports 60-70%
of calories should be derived from carbohydrates in the diet. Besides the total

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amount of carbohydrates in the diet, the type and time of carbohydrate intake is
also important. Appropriate type and time of carbohydrate intake prior to, during
and post e ercise can improve e ercise performance.

efore competition, comple carbohydrates should be taken and consuming simple

sugars prior to e ercise hour should be discouraged as it may increase insulin
levels which in turn increases carbohydrate metabolism resulting in low blood
glucose levels during e ercise. This induces early fatigue and light headedness due
to hypoglycaemia. cessive intake of highly concentrated sugars, such as candy
and soft drinks in a short period of time can also result in cramps and bloating.
However, simple carbohydrate foods are the best sources of energy replacement
after strenuous e ercises comple carbohydrate foods are preferred as pre e ercise
carbohydrate sources.

It takes about 4 hours for carbohydrates to be digested and begin to be stored

as muscle and liver glycogen. Therefore, pre e ercise meals should be consumed
about to hours before e ercise. light carbohydrate and protein snack to
min prior to e ercise e.g., g of carbohydrate and to g of protein serves to
increase carbohydrate availability toward the end of an intense e ercise bout. This
also serves to increase availability of amino acids and decrease e ercise induced
breakdown of protein.

5.5.3 PROTEINS FOR EXERCISE AND TRAINING

uring e ercise and training, muscle bulk is increased and also there is breakdown
of muscle tissues. uring prolonged e ercises, protein is o idised to provide energy.
For these purposes, increased amount of protein is recommended in sports persons.
ICMR (1985) has recommended protein intake of 12-14% of total caloric intake and
range of protein intake as g kg body weight to g kg body weight lower limit for
endurance sports and sports of light weight category and upper limit for strength
sports.

ating sufficient calories from a well balanced diet generally provides adequate
proteins. However, sources of good quality protein should be included. Milk and
milk products, meat and meat products should be incorporated. ow fat protein
sources like skim milk, egg white, fish, and chicken are more helpful in enhancing
performance as well as maintaining long term health. Cereal pulse combination or
supplements with complete protein also improves the quality of protein.

Protein and amino acid supplementation is becoming widely popular in athletes.

arkets are ooded with protein and amino acid supplements. owever, additional
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supplementation of protein is not necessary as long as athletes maintain energy

balance and take 15% of their total caloric intake in the form of proteins.

The protein intake in e cess of twice the recommended i.e. g kg could

increase the risk of renal degeneration and bone porosity. When protein intake is
increased, urea production increases and more water is drawn in urine to eliminate
metabolic products putting athlete into a dehydrated state. High protein intake
also leads to urinary calcium loss, which in long term would affect calcium status
particularly of women athletes.

5.5.4 FAT INTAKE IN SPORTS AND TRAINING

Fat intake in athletes contributes to energy density and offers other protective roles,
however, higher than recommended could pose health problems. Hence athletes, like
other population, should restrict dietary fat intake within the suggested amounts
i.e. 25-30% of total calories.

Within this limit, dietary fat choices also make a difference. A diet that includes
polyunsaturated fatty acids vegetable oils, nuts and oil seeds and
monounsaturated fatty acids ground nut oil, fish oil etc has definite advantages
over a diet rich in saturated fatty acids animal fat desi ghee butter etc in terms
of improving total cholesterol, , and triglyceride levels. Thus, these healthy
fats should account for the majority of fat in athlete’s diet. Invisible fat sources
should also be chosen wisely. ike inclusion of egg whites, fish and skimmed milk
in place of high fat animal foods would be helpful in keeping the total cholesterol
levels below 200mg/day.

5.5.5 VITAMINS AND MINERALS

Vitamins and minerals perform functions for athletes and non-athletes alike.
Athletes, however, have high energy needs and high production of free radicals.
Therefore, they require higher amounts of vitamins and vitamins with anti o idant
properties. The required amount can be obtained by eating a variety of foods
especially fruits and vegetables. Taking more than required vitamins and minerals
does not improve performance, if there are no deficiencies of any vitamin or mineral
in the body.

The key to obtain the adequate vitamins and minerals is to eat a wide variety
of nutrient-dense foods in amounts that will maintain energy balance. Fruits and
vegetables are particularly rich in vitamins and antio idants as well. upplements
are not replacements for food.
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5.5.6 PRE-EXERCISE OR PRE-EVENT MEAL

or pre e ercise or pre event meal, fuelling up of glycogen stores to obtain energy
and proper hydration are the primary goals. This would control hunger, fatigue,
weakness, light-headedness which could interfere in the sports performance. Pre-
e ercise meal should also provide a comfortable gastrointestinal state for sports
performance. During night, our blood glucose levels and storage levels of glycogen
go down and therefore, eating carbohydrate containing foods before e ercise refills
liver glycogen stores and can replenish muscle glycogen stores. n pre e ercise meal
our main considerations should be as follows:
h meal comprising high carbohydrate, moderate protein and low fibre
and low fat foods providing kcal should be consumed. amples
of good pre-event meal would be banana milk shake or pasta and fruits
with curd or potato sandwich with fruit juice.
h High sugar foods must be avoided to prevent insulin rush that results in
early fatigue, cramping, dehydration, nausea and diarrhoea.
h On regular training days, instead of large meals, small meals or a snack
every 2-3 hours should be taken.
h eals should be taken about hours before e ercise.
h f eating within two hours of e ercise eat less and take semi solid or
liquid meals.
h Dinner on the previous night of the competition is also important. The
meal should be such that it ensures proper sleep and adequate fuelling
up.
h Familiar and easily digestible foods should be consumed. Any newer food
or foods with known allergies or known to cause gastrointestinal upsets
should be avoided.
h oods heavy on stomach like fried foods or high fibre foods should be
avoided on the day prior to competition.
h Too much of protein intake should also be avoided as it increases water
e cretion leading to a state of dehydration. oreover, proteins are
digested slower.
h Take sufficient liquids or a small snack an hour or less before e ercise.
aintaining optimal hydration status along with sufficient muscle glycogen stores
delays the onset of fatigue and enables the athletes to e ercise longer before
getting e hausted. igh intensity games lead to heavy sweat loss resulting in
uid and electrolyte sodium, potassium, chloride imbalance. ence, sufficient

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amounts of uids to maintain water and electrolyte balance need to consumed at

regular intervals. The best uid for this purpose is always water. ater intake
at a level of ml every minutes depending upon the e ercise intensity
and environmental conditions, would prevent dehydration. Commercially available
sports drinks particularly having sugar levels up to 2% could be taken. Signs of
dehydration include dark urine, decreased amount of urine, reduced frequency
of urination, rapid heart rate, headache, irritability, and confusion. In sports of
weight category, athletes dehydrate themselves for the purpose of reducing weight
in order to get placed into lower weight categories, this practice may affect their
performance, hence, it should be discouraged.

5.5.7 DURING EXERCISE

Dealing with nutritional needs during training is crucial for optimal performance. The
main aim during e ercise and training should be to maintain water balance, control
body temperature, sustain normal blood sugar levels and delay fatigue. In order to
maintain uid balance and normal body temperature during e ercise, water that is
lost through sweating during e ercise needs to be replaced. ven slight dehydration
brings in mental and physical fatigue and weakens the performance. During small
breaks in the events like in tennis, bo ing etc. the consumption of adequate
carbohydrate and uids may be taken care of. n shorter breaks, carbohydrate rich
foods like banana, juices, carbohydrate-based drinks (less than 2% concentration)
or simply water may be taken. arbonated beverages, fi y drinks and drinks that
contain caffeine are not recommended.
f e ercising for more than minutes, carbohydrate electrolyte beverages like
diluted fruit juices containing 5 percent to 8 percent carbohydrates can be ingested.
As the duration of high intensity events continues, muscle glycogen levels diminish.
Therefore, for endurance athletes, in events lasting longer than two hours,
carbohydrate rich solids or liquid meals are recommended during e ercise.

5.5.8 POST-TRAINING/COMPETITION

Post training or sports competition, recovery of the best body state is required to
play or to train the ne t day to the ma imum potential and reduce the chances of
injury. The main emphasis during recovery phase must be on the following:

h To replace uids lost during e ercise.

h To refill carbohydrate stores muscle and liver glycogen
h To replace electrolytes (sodium, potassium, chloride)

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irst of all, the uids lost during e ercise must be replaced to restore uid balance.
ecause restoration of normal uid levels takes time, re hydration needs to begin
during e ercise and continue after e ercise ends. t is recommended that athlete
should drink more uid than is lost because some of the uid that is taken during
recovery is eliminated as urine. chieving adequate re hydration before the ne t
training session is crucial for quality training. fter e ercise uids should be taken
until body returns to its pre e ercise weight or urine is clear or pale colour.

thletes benefit from consuming high carbohydrate foods immediately after ending
repeated intervals of intense e ercise or prolonged e ercise. The body replaces the
glycogen energy stores in the muscle within first few hours of e ercising. mmediately
after an event, refuelling body with some carbohydrates such as juice, fruit, sweet
curd or cereal is required. Eating a balanced meal is recommended that includes
carbohydrates and good quality protein within two hours after the event.

I. Tick the correct option.

1. Range of protein intake is

a. 5g/kg body weight to 1 g/kg body weight
b. 1g/kg body weight to 2 g/kg body weight
c. 2g/kg body weight to 3 g/kg body weight
d. 3g/kg body weight to 4 g/kg body weight

2. ppro imately, how much carbohydrate is required for strength dominant

sports?
a. 40%
b. 55%
c. 70%
d. 80%

II. Answer the following questions briefly.

1. Discuss the importance of Protein in regard to sportsperson.

2. Which diet should a sportsperson take during the competition?

III. Answer the following questions in 150-200 words.

1. Elaborate the importance of food during and after competition.

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IV. Complete the following Graphic Organiser giving the Macro- and Micro-
nutrients present in the following food groups.

I. Sports Integration

Start an awareness campaign in your school regarding importance of nutrition in our

life.

You could include the following activities:

h oster making ompetition on the benefits of ealthy ating and ealthy

ifestyle
h Talk Show by inviting a Dietician.
h aking and screening a video film on dietary imbalances.
h Survey on sportsperson’s diet
h If possible, develop a school vegetable garden to increase awareness
about various vegetables.

II. Sports and Nutrition

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Picture Reference: https://www.oreilly.com/library/view/statistics-

in-a/9780596510497/ch04.html

1. Based on the above pie chart

a. The major category of students fall in _________
b. Which category is overweight?
c. 25-29.9 is ___________ category.

2.

In reference to the picture answer the following questions

a. What is the other name of Vitamin B1?

b. eficiencies of can cause .
c. Vitamin ________ helps in maintaining hair colour.

References:

ain , uri , aini . ietary profile of sportswomen participating in team games

at tate ational level. ndian ub ealth .

eutholt , reider . ercise and port utrition. utritional ealth. umana

Press, Inc 2001, 207-39.

NIN/ICMR. Recommended dietary intakes for Indian sports men and women, 1985

National Institute of Nutrition. Dietary guidelines for Indians – A Manual, 1998

riti , iddhu . apping for energy for ndian sportswomen. h Thesis, ady
Irwin College, 1993.

atyanarayan . ports nutrition ut back the pep. utrition pril

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Physical EDUCATION-XII

herman , acobs , eenders arbohydrate metabolism during endurance

e ercise. vertraining in port dited by reider , ry , Toole .
hampaign uman inetics ublishers .

Siddhu A. Issues related to long term nutritional management of sports subjects-

ndian conte t. ood and utrition pdate,

olinsky . utrition in e ercise and sport. ress. Third edition. .

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TEST AND MEASUREMENT

UNIT VI
IN SPORTS

Overview

W Fitness Test – SAI Khelo India Fitness Test in school [Age group 5-8 yrs/ class
1-3: BMI, Flamingo Balance Test, Plate Tapping Test; Age group 9-18yrs/
class , mt peed test, mt un alk, it each e ibility
test, trength Test bdominal artial url p, ush ps for boys, odi-
fied ush ps for girls
W easurement of ardio ascular itness arvard tep Test uration of
the ercise in econds . ulse count of . in after er-
cise;
W omputing asal etabolic ate
W ikli ones enior iti en itness Test hair tand Test for lower body
strength, rm url Test for upper body strength, hair it each Test for
lower body e ibility, ack cratch Test for upper body e ibility, ight
oot p o Test for agility, i inute alk Test for erobic ndurance
W ohnsen ethney Test of otor ducability ront oll, oll, umping
alf Turn, umping full turn

At the end of the unit, students will be able to:

W perform helo ndia itness Test in school ge group yrs
class 1-3: BMI, Flamingo Balance Test, Plate Tapping Test; Age
group 9-18yrs/ class 4-12: BMI, 50mt Speed test, 600mt Run/Walk,
it each e ibility test, trength Test bdominal artial url
p, ush ps for boys, odified ush ps for girls
W compute asal etabolic ate
W determine physical fitness nde through arvard tep Test ock-
port Test
W describe the procedure of ikli and ones enior iti en itness
Test
W demonstrate ohnsen ethney Test of otor ducability

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Discussion

Discuss with your group

h hat are the areas that a physical fitness test evaluates

h ow many of you can test your own fitness
h hat are the criteria that you will employ to test your own fitness
h hat is the aim of testing for physical fitness
h ave you heard of motor fitness hat is it ow is it tested
h ave you heard about broad ump

Do you Know

Test protocol is the correct procedure for carrying out a test. f a test is done
incorrectly, it might affect the results.

Valid test is valid if it measures what it sets out to measure e.g., a test for upper
body strength should not measure leg strength.

Motor fitness refers to the neuromuscular components of fitness, which enable

a person to perform successfully at a particular motor skill, game, or activity.
pecific motor fitness components include agility, balance, coordination, power,
reaction time, and speed. otor fitness is sometimes referred to as skill related
fitness.

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lease read the letter above and try to think about few of the questions asked
below

. hy do government and need to plan for a whole school approach to

fitness
. hat will be the fitness test items for ehlo ndia itness ssessment for school
children

6.1 Fitness Test – SAI Khelo India Fitness Test in School

Overview: itness defines the ability to perform physical activity, and encompasses
a wide range of abilities. ach activity and sports requires a specific set of skills, and
so being fit for an activity or a sport does not necessarily make you fit for another.
itness is generally divided into specific fitness categories or components, and each
can be tested and trained individually. The following pages will help you do the
itness Test dministration in your school more effectively using helo ndia itness
ssessment pp and viewing the chool ashboard on chool nterface.

BATTERY OF TESTS

AGE GROUP 5-8 YEARS | CLASS 1 to 3 At Primary class 1-3,

hildren should acquire undamental ovement kills leaving the learning

of specific physical activities to later stages. provide the building blocks for
many physical activities, such as playing games, dance, and sport. ocomotor,
anipulative ody anagement abilities are key to success in most sports and
physical activities. bilities of children in class which need to be measured and
tracked are

. ody omposition
. oordination late Tapping
. alance lamingo alance

hich are important for controlling the body in various situations.

AGE GROUP: 9-18+ YEARS | CLASS 4 to 12 For Class 4 to 12,

t is important for students to have an overall physical fitness. The following

omponents are to be considered in hysical ealth and itness rofile

. ody omposition
. trength a. bdominal artial url up b. uscular ndurance ush ps for
oys, odified ush ps for irls
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. le ibility it and each Test

. ardiovascular ndurance eter un alk
. peed mt. ash

6.1.1 BODY MASS INDEX (BMI)

Purpose: ody omposition refers primarily to the distribution of muscle and fat in
the body. ody si e such as height, lengths and girths are also grouped under this
component.

Infrastructure/Equipment Required: lat and lean surface, eighing achine,

tadiometer easuring Tape pasted on a wall

Procedure:

Measuring Height Accurately

emove the participant s shoes, bulky clothing, and hair ornaments, and unbraid hair
that interferes with the measurement. Take the height measurement on ooring that
is not carpeted and against a at surface such as a wall with no moulding. ave the
participant stand with feet at, together, and back against the wall. ake sure legs
are straight, arms are at sides, and shoulders are level. ake sure the participant is
looking straight ahead and that the line of sight is parallel with the oor. Take the
measurement while the participant stands with head, shoulders, buttocks, and heels
touching the at surface wall . ee illustration. epending on the overall body
shape of the participant, all points may not touch the wall. se a at headpiece
to form a right angle with the wall and lower the headpiece until it firmly touches
the crown of the head. ake sure the measurer s eyes are at the same level as the
headpiece. ightly mark where the bottom of the headpiece meets the wall. Then,
use a metal tape to measure from the base on the oor to the marked measurement
on the wall to get the height measurement. ccurately record the height to the
nearest . centimeter.

Measuring Weight Accurately

se a digital scale. void using bathroom scales that are springloaded. lace the
scale on firm ooring such as tile or wood rather than carpet. ave the participant
remove shoes and heavy clothing, such as sweaters. ave the participant stand
with both feet in the center of the scale. ecord the weight to the nearest decimal
fraction for e ample, . kilograms .

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Scoring: The test performed is ody ass nde , which is calculated from body
eight and height . , where body weight in kilograms
and height in meters. The higher the score usually indicating higher levels of
body fat. eight recorded in cm and mm. eight will be recorded in kilogram kg
and grams gms . ecord the weight to the nearest decimal fraction for e ample,
. kilograms . ccurately record the height to the nearest . centimeter.

6.1.2 PLATE TAPPING TEST

Purpose: Tests speed and coordination of limb movement

nfrastructure quipment equired Table ad ustable height , yellow discs cm

diameter , rectangle cm , stopwatch

Procedure: f possible, the table height should be ad usted so that the sub ect is
standing comfortably in front of the discs. The two yellow discs are placed with
their centers cm apart on the table. The rectangle is placed equidistant between

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both discs. The non preferred hand is placed on the rectangle. The sub ect moves
the preferred hand back and forth between the discs over the hand in the middle as
quickly as possible. This action is repeated for full cycles taps .

Scoring: The time taken to complete 25 cycles is recorded

6.1.3 FLAMINGO BALANCE TEST

Purpose: bility to balance successfully on a single leg. This single leg balance test
assesses the strength of the leg, pelvic, and trunk muscles as well as tatic balance.

Infrastructure/Equipment Required: on slippery even surface, topwatch, can be

done while standing on beam.

Procedure:

tand on the beam. eep balance by holding the instructor s hand if required to
start . hile balancing on the preferred leg, the free leg is e ed at the knee and
the foot of this leg held close to the buttocks. tart the watch as the instructor
lets go of the participant sub ect. ause the stopwatch each time the sub ect loses
balance either by falling off the beam or letting go of the foot being held . esume
over, again timing until they lose balance. ount the number of falls in seconds
of balancing. f there are more than falls in the first seconds, the test is
terminated.

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Scoring: The total number of falls or loss of balance in seconds of balancing is

recorded. f there are more than falls in the first seconds, the test is terminated.

6.1.4 AGE GROUP: 9-18+ YEARS | CLASS 4 TO 12

or lass to , it is important for students to have an overall physical fitness. The

following omponents are to be considered in hysical ealth and itness rofile

. ody omposition
. trength a. bdominal artial url up b. uscular ndurance ush ps for
oys, odified ush ps for irls
. le ibility it and each Test
. ardiovascular ndurance eter un alk
. peed mt. ash

6.1.5 BODY COMPOSITION (BMI)

ee . .

6.1.6 ABDOMINAL (PARTIAL CURL-UP)

Purpose: The curl up test measures abdominal muscular strength and endurance of
the abdominals and hip e ors, important in back support and core stability.

Infrastructure/Equipment Required: lat clean cushioned surface with two parallel

strips inches apart , topwatch, ecording sheets, en

Procedure: The sub ect lies on a cushioned, at, clean surface with knees e ed,
usually at degrees, with hands straight on the sides palms facing downwards

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closer to the ground, parallel to the body. The sub ect raises the trunk in a smooth
motion, keeping the arms in position, curling up the desired amount (at least 6
inches above along the ground towards the parallel strip . The trunk is lowered
back to the oor so that the shoulder blades or upper back touch the oor.

Scoring: ecord the ma imum number of url ups in a certain time period
seconds .

6.1.7 PUSH UPS (BOYS)/MODIFIED PUSH UPS (GIRLS)

Purpose: pper body strength endurance, and trunk stability.

Infrastructure/Equipment Required: lat clean cushioned surface ym mat

rocedure standard push up begins with the hands and toes touching the oor, the
body and legs in a straight line, feet slightly apart, the arms at shoulder width apart,
e tended and at a right angles to the body. eeping the back and knees straight,
the sub ect lowers the body to a predetermined point, to touch some other ob ect,
or until there is a degree angle at the elbows, then returns back to the starting
position with the arms e tended. This action is repeated, and the test continues
until e haustion, or until they can do no more in rhythm or have reached the target
number of push ups. or irls push up technique is with the knees resting on the
ground.

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Scoring: ecord the number of correctly completed pushups.

6.1.8 SIT AND REACH

Purpose: ommon measure of e ibility, and specifically measures the e ibility of

the lower back and hamstring muscles. This test is important because tightness in
this area is implicated in lumbar lordosis, forward pelvic tilt and lower back pain.

nfrastructure quipment equired it and each bo with the following dimensions

sides front and back top .

nscribe the top panel with centimeter mm gradations. t is crucial that the vertical
plane against which the sub ect s feet will be placed is e actly at the cm mark.
lat clean cushioned surface ym ats

Procedure: This test involves sitting on the oor with legs stretched out straight
ahead. hoes should be removed. The soles of the feet are placed at against the it
and each bo . oth knees should be locked and pressed at to the oor the tester
may assist by holding them down. ith the palms facing downwards, and hands on
top of each other, the sub ect reaches forward along the measuring line as far as
possible. nsure that the hands remain at the same level, not one reaching further
forward than the other. fter some practice reaches, the sub ect reaches out and
holds that position for at one two seconds while the distance is recorded. ake sure
there are no erky movements.

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Scoring: The score is recorded difference between initial position and final position ,
in cm and mm, as the distance reached by the hand.

6.1.9 600 MTR RUN/WALK

Purpose: ardiovascular itness ardiovascular ndurance

Infrastructure/Equipment Required: topwatch, whistle, marker cone, lime powder,

measuring tape, or mts with . mt minimum mt width preferably on a
at and even playground with a marking of starting and finish line.

Procedure: articipants are instructed to run mts. at the fastest possible pace.
The participants begin on signal, ready, start . s they cross the finish line, the
elapsed time should be announced to the participants. alking is permitted but the
ob ective is to cover the distance in the shortest possible time.

Scoring: Time taken for completion un or alk in min and sec.

6.1.10 50 MTR DASH (STANDING START)

Purpose: etermines acceleration and speed

nfrastructure quipment equired easuring tape or marked track, stopwatch,

cone markers, at and clear surface of at least metres.

Procedure: thorough warm up should be given, including some practice starts and
accelerations. tart from a stationary position, with one foot in front of the other.
The front foot must be on or behind the starting line. This starting position should
be static dead start . The tester should provide hints for ma imi ing speed such

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as keeping low, driving hard with the arms and legs and encouraged to continue
running hard through the finish line.

Scoring: Time taken for completion

Do you Know?

General Instructions before Exercise/Testing

Clothes- tudents should wear comfortable, loose fitting sportswear during the
test.

Food- tudents should take food at least three hours before testing. lenty of
uids should be taken hours before testing. lcohol and caffeine should be
avoided hours before testing.

Rest- tudents should take proper rest and sleep on the night of testing. ny
strenuous e ercise should be avoided on the day of tests.

Warming up and cooling down- tudents should do proper warm up and cooling
down e ercises before and after the testing respectively.

Equipment- quipment should be calibrated, organi ed, sterili ed and tested

before the test. Administration- Temperature should not be too hot, cold, or
humid. ll stationary item should be ready before the test. tudents should be
informed about the procedure of the test and consent should be taken well in
advance.

I. Tick the correct options

. tr ash is conducted to test

a. Strength
b. Acceleration
c. le ibility
d. Endurance

. hich test can be applied to test ndurance

a. Sit and Reach
b. ush ps
c. 600 Mtr Run/Walk
d. Plate Tapping Test
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Physical EDUCATION-XII

. artial curl up is to test .

a. agility and speed
b. leg strength and endurance
c. abdominal strength and endurance
d. upper body strength and endurance

. Sit and reach test measures

a. endurance
b. e ibility
c. strength
d. speed

II. Answer the following questions briefly

. nlist the general equipment used for measuring helo ndia itness
Test.

. plain the procedure to test strength.

. rite down the process to determine the upper body endurance.

. plain the process of meter run walk.

III. Answer the following questions in 150-200 words

. escribe the procedure of helo ndia itness Test.

. rite down the procedure to conduct helo ndia itness Test in school
for to years old students.

6.2 Measurement of Cardio-Vascular Fitness

Harvard Step Test

arvard step test was developed by rouha in for the purpose of measuring
physical fitness for work and the ability to recover from work. The test was originally
designed for young men of college age. n the original validation of the step test
rouha tested males.

Purpose: To determine aerobic fitness.

Objective: To perform step test continuously without break for minutes or until

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e hausted.

Equipment: ench or wooden block inches in height stopwatch metronome.

Procedure: tudent will start test at the command o and will step up and down,
on and off the wooden block or bench at the rate of steps per minutes for
minutes.

articipant is given instructions that on the command up or the first sound of the
metronome, he she should place one foot on the bench on the second command
up or the second sound of the metronome, he she should place both feet fully on
the bench with the body erect straightening the legs and back.

actly five minutes of steps, on the signal stop , the participant immediately sits
down on the bench. f the student is unable to maintain the pace, then she he is
considered to be e hausted and the test is brought to an end before completion of

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min.

The tester will note the duration of the e ercise in seconds and use short formula.

Pulse Count

fter completion of the test, the student sits down and the tester takes the hearts
beats between to minutes.

Scoring: itness nde score will be determined by applying following equation

uration of the ercise in econds

itness nde score
. ulse count of . min after ercise
Norms for Harvard Step Test

Upto 49 Poor
50-80 Average
81 or Above Good

orms eference r. . . ansal , Te tbook of pplied easurement,

valuation and ports election, ports and piritual cience ublication, elhi,
o.

6.3 Computing Basal Metabolic Rate (BMR)

The asal etabolic ate is the number of calories needed to maintain body
function and resting condition. n another words is the number of calories
burnt by the body while performing basic life sustaining functions. That is, a person,
who does not engage in any work, still requires energy for the functioning of their
internal organs. This energy is called asal etabolic ate. nit of is calculated
in cal. There are factors that may affect like uscle ass, age, state of mind,
ender, enetics, ody composition etc. nvironment changes like change in heat
and cold may change the requirement of the body.

Purpose: determine asal etabolic ate

Equipment: Stadiometer, Weight machine, Pen and paper

Procedure: method to measure height and weight is given at

Formula used: The mif in t eor quation

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Male calculation = weight kg. . height cm age

Female calculation = body weight kg. . height cm age

Extension Activity

very student will prepare their own profile of fitness testing as per below
format.
Week 1 Week 2 Week 3 Week 4
itness nde
arvard step test
50M standing start
un walk
Sit and reach Test
Push-ups
artial url p

I. Tick the correct options.

. The test duration for the arvard fitness test is

i. 3 minutes
ii. 4 minutes
iii. 5 minutes
iv. 6 minutes

. The arvard step test is developed by

i. arvard
ii. Brouha
iii. Kansal
iv. SAI

. hat id
i. odily ass nde
ii. ody ass nde
iii. oldy ass nde
iv. odley ass nde

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Physical EDUCATION-XII

. hich parameter is not required to assess the

i. Weight
ii. eight
iii. Age
iv. Name

II. Answer the questions briefly.

. rite down the procedure of arvard fitness test.

. hat is a formula to find out itness nde score nd enlist equipment

which can be used in arvard fitness test.

. ow can be assessed

III. Answer the question in 150-200 words.

. rie y describe the test used for assessing aerobic fitness

6.4 Rikli and Jones Senior Citizen Fitness Test

The senior citi en s fitness test T was developed by ikli and ones for older
people aged between to years. The purpose of the test was to evaluate
functional ability and monitor the physical fitness status of older people and to
identify problems and work on the weakness. This test should not be practiced
by those who have any medical conditions like chest pain, di iness, high blood
pressure, heart problems etc. This test is economical and easy to administer. The
test includes the following items

. hair tand Test for lower body strength

. rm url Test for upper body strength
. hair it and each Test for lower body e ibility
. ack cratch Test for upper body e ibility
. ight oot p and o Test for agility
. i inute alk Test for aerobic endurance ource of all ictures

6.4.1 30 SECOND CHAIR STAND TEST

Purpose: To determine lower body strength.

Objective: To complete ma imum stands in seconds.

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 Physical EDUCATION-XII

Equipment: traight back chair without arms stopwatch.

Procedure: The chair should be placed against the wall or somewhere where it gets
stabili ed.

nitially, the individual will sit on the chair, back straight, arms crossed and feet
firmly on the oor, shoulder width apart.

n the command o the individual will stand up completely, then return back
to the initial position. This will be counted as one stand. The individual should be
motivated to do ma imum stands in seconds.

Scoring: a imum number of complete stands will be counted as score. f the

individual is in half way of the stand and time is over, then it will be counted as a
full stand.

6.4.2 ARM CURL TEST

Purpose: To determine upper body strength.

Objective: To complete ma imum arm curls in seconds.

Equipment: traight back chair without arms umbbell

for men pounds . kgs and women pounds . kgs
stopwatch.

Procedure: The chair should be placed against the wall or

somewhere where it gets stabili ed.

The individual sits on the chair with back straight, feet on oor, holing dumbbell
with dominant hand using handshake grip.

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Physical EDUCATION-XII

n the command o the individual e es the elbow or curls the arm with full
range of motion then returns back to its initial position.

n the down position dumbbell will return to handshake grip.

The individual can perform as many arm curls as possible in seconds.

Scoring: a imum number of correct arm curls in second will be counted.

6.4.3 CHAIR SIT AND REACH TEST

Purpose: To determine lower body e ibility.

Objective: To stretch the lower body as far as possible.

Equipment: traight back chair without arms inches ruler.

Procedure: The chair should be placed against the wall or somewhere where the
chair gets stabili ed.

articipant sits on the chair with one foot at on the oor and the other leg e tended
forward with the knee straight, heel on the oor, and ankle bent at .

The participant, then, tries to touch the toe of that foot by bending at the hip and
sliding her his hands towards the toes.

To clock score, participant must hold that position for seconds.

Scoring: easurement will be taken between e tended long finger and tip of the toe
and minimum to . inches will be recorded as score. f fingers cross the toe, then
will be indicated before the score and if the participant is unable to touch the toe,
then sign will be indicated.

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 Physical EDUCATION-XII

6.4.4 BACK STRETCH

Purpose: To determine upper body e ibility

Objective: To touch or overlap the finger of the both hands behind the back.

Equipment: 18 inches ruler

Procedure: n standing position participant will place one hand over the shoulder
and one hand middle of the back and try to touch or overlap each other.

Scoring: easurement will be taken by measuring the distance between the tips
of the middle fingers. f the fingertips touch, then the score is ero. f they do not
touch, measure the distance between the finger tips a negative score , if they
overlap, measure by how much a positive score .

6.4.5 FOOT UP AND GO

Purpose: To determine physical mobility power, speed, agility and balance .

b ective To stand and walk feet and sit back as fast as possible without
running . quipment traight back chair without arms cone stopwatch,

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Physical EDUCATION-XII

Procedure: chair should be placed against the wall or somewhere where the chair
get stabili ed.

The participant sits on the chair with both feet on the oor.

t the command o he she walks as fast as possible not running and returns
back after walking to and around the cone which is placed ft away from the chair.

There should be enough space around the cone from where participant can take an
easy turn.

Scoring: Two attempts will be made and the best score will be taken for record.
astest time taken between command o and return to the chair will be recorded.

6.4.6 MINUTE WALK TEST

Purpose: To determine aerobic endurance

Objective: To walk ma imum distance in minutes.

Equipment: alking area of yards each between parallel lines connected with
yards lines making rectangles stopwatch cone.

Procedure: articipant will start walking after the command o and continuously
walk on the track for minutes.

e she has to cover ma imum distance in minutes but without running.

Scoring: a imum distance covered in minutes will be recorded as score.

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 Physical EDUCATION-XII

6.4.7 MINUTES STEP TEST

Purpose: To determine aerobic endurance.

Objective: To count ma imum number of steps in minutes. This test is performed

as an alternative to the 6- minute walk test for people who use orthopaedic devices
when walking, as well as in the case of people who have difficulty balancing.

Equipment: tape for marking the wall stopwatch wall.

Procedure: The participant up straight ne t to the wall while a mark is placed on

the wall at the level corresponding to midway between the patella knee cap and
illiac crest top of the hip bone .

The participant then marches in place for two minutes, lifting the knees to the
height of the mark on the wall. esting is allowed, and holding onto the wall or a
stable chair is allowed.

top after two minutes of stepping.

Scoring: The total number of times the right knee reaches the tape level in two
minutes is recorded.

Normal Range of Score for Men

Reference: The ournal for ctive ging, arch pril age o.

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Physical EDUCATION-XII

Normal Range of Score for Women

Reference: The ournal for ctive ging, arch pril age o.

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 Physical EDUCATION-XII

Do you Know

e can improve fitness through following activities uscular trength umps,

throws, weight training

Muscular Endurance: ull ups, ush ups, it ups, weight training ardiovascular
ndurance ong distance running, swimming, cycling le ibility oga sana

Speed: m, m, m, m sprint etc.

Coordination: ball throw and catching, kicking and stopping ball gility one,
ball, balloon and ladder drills

I. Tick the correct options.

. hich is not an item of ikli and ones Test

a. oot p and o
b. Sit and Reach test
c. 6 Minute Walk Test
d. rms url Test

. hat is the weight of dumbbell for men in arm curl of ikli and ones
Test
a. 5 pounds
b. 6 pounds
c. 8 pounds
d. 10 pounds

II. Answer the questions briefly.

. plain any two test that form part of the ikli and ones Test.

. rite down the purpose of all the tests that form a part of ikli and ones
Test.

III. Answer the questions in 150-200 words.

. iscuss any three tests for testing the endurance and agility of senior
citi ens.

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Physical EDUCATION-XII

6.5 Johnson – Metheny Test of Motor Education

Objective: ohnson etheny Test battery is revised version of ohnson ducability

Test which was designed in . The purpose of the ohnson battery was to measure
neuromuscular skill capacity which have ten items. n ethney studied the test
and eliminated si items. The test battery consist of four motor stunts are given
below

. Front Roll
. Back Roll
. umping alf Turns
. Jumping Full- Turns

our stunts are to be performed by the boys and three stunts for girls.

Test Area: at area length is feet and it is feet wide. The feet length
divided in to ten sections for each. The width of transverse line is and
alternatively. entre of lines remains apart. nother wide line is marked
lengthwise in the middle of the mat area.

Procedure:

. Front Roll: gnoring the long middle dividing line, the sub ect is asked to start
outside the marked area and perform two front rolls, one up to . i.e. wide
centre line and the second in the other half of . . The sub ect is to perform
the rolls without touching the limits or over reaching the ones mentioned
above.

Scoring: ach correct roll gets points, hence ma imum of points. Two points are
deducted for over reaching side line, right or left for each roll one point is deducted
for over reaching the end limit on each roll and full five points are deducted when
the sub ect fails to perform a true front roll

. Back Roll: The test is similar to front roll both in performing and scoring. The
sub ect is to start outside the marked chart area and is to perform two back
rolls in the feet lane area, one up to first half and the second back roll in the
second half.

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. Jumping Half Turns: The sub ect is asked to start with feet on first line,
ump with both feet to second wide line, e ecuting a half turn either right
or left ump to third line e ecuting half turn in opposite direction to first
half turn and then to th and th wide lines e ecuting half turns, right or
left alternatively.

Scoring: erfect e ecution of four umps is worth ten points. nly points are
deducted for each wrong ump when the sub ect either does not land with both feet
on the line or turns the wrong way or both.

. Jumping Full Turns: The sub ect is asked to start with the feet outside the
marked area at about the centre of the lane. e he is required to ump with
feet together to second rectangular space, e ecuting a full turn with the body
either right or left continue umping to alternate rectangular spaces across
the marked mat e ecuting full turns, rotating body in the same direction,
landing on both feet every time.

Scoring: erfect e ecution of five umps is worth ten points. Two points are
deducted, if the sub ect fails to keep balance on landing on both feet turns too far
or oversteps the squares.

I. Tick the correct options.

. ohnson etheny Test battery has tems.

i. 6
ii. 5
iii. 4
iv. 10

. ohnson etheny Test battery does not consist of motor

stunts
i. Front Roll
ii. Back Roll
iii. Side Roll
iv. Jumping Full- Turns

II. Answer the questions briefly.

. plain the procedure of umping alf Turns and umping ull Turns in
ohnson ethney battery.

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III. Answer the question in 150-200 words.

. ow can we test otor ducability plain in detail.

IV. Complete the following table about some important tests for assessing
physical fitness in school.

Name of Test What it tests? Procedure Scoring

Plate Tapping Test

Flamingo Balance Test

artial url up

Push ups

Sit and Reach Test

600m Run

m ash

arvard tep Test

Johnson-Metheny Test

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V. Case Study Questions.

. ports department of school is conducting fitness tests for all the

students of the school. s studies in chapter test and measurement in
sports answer the following questions.
a. ame the test items for class .
b. ame the test items for classes .
c. hich tests are common in both the categories

. tudents of class were gathered on the playground during their games

period and were informed that a fitness test will be conducted for them.
tudents had some questions related to the test items.

a. hat is the purpose of conducting ush ups

b. hich test will be conducted for speed
c. hat is the time duration for performing artial curl ups

IV. Art Integration

The ports department of your school is conducting fitness tests for all the students
of the school.

Based on the chapter Test and Measurement in Sports,

lan tests for

a lasses .
b lasses .
c re there any tests that are common to both the categories
d tudents of class and were gathered on the playground during their
games period and were informed that a fitness test will be conducted for
them. tudents had some questions related to the test items.

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Physical EDUCATION-XII

. hat is the purpose of conducting lamingo Test ush ups

. hich test will be conducted for speed for both categories

repare a short speech informing students about the tests, their ob ective, procedure
and method of scoring.

References:
W ducation ealth cience. n.d. . etrieved , , from http
education health science.blogspot.com p shuttle run.html
W tanding road ump. n.d. . etrieved , , from duca-
tion ealth cience http education health science.blogspot.com p
standing broad ump.html
W ig ag Test. n.d. . etrieved , , from rian ac ports oach
https www.brianmac.co.uk ig ag.htm
W ones, . a. . easuring functional enior iti en itness Test.
etrieved , , from https www.dnbm.univr.it documenti c-
corren a ns matdid matdid .pdf

Suggested Reading:
W dministration anual. , . etrieved , , from helo n-
dia https schoolfitness.kheloindia.gov.in ploaded iles ample ata
dmin anual.pdf
W larke, . . . pplication of easurement to hysical ducation.
nglewood liffs, rentic all.
W it ndia itness rotocols. n.d. . etrieved , , from inistry
of outh ffairs and ports https yas.nic.in fit india fitness protocols
W ansal, . . Te t ook of pplied easurement valuation
ports. ew elhi ports piritual cience ublications.
W orrow, . . . easurement and valuation in uman perfor-
mance. uman inetics.
W ikli, ones. . enior iti en itness Test. The ournal for ctive
ging.

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PHYSIOLOGY AND INJURIES

UNIT VII
IN SPORTS

Overview

W Physiological factors determining components of Physical Fitness

W Effect of exercise on Muscular System
W Effect of exercise on Cardio- Respiratory System
W Physiological changes due to ageing
W ports in uries lassification oft Tissue n uries brasion, ontusion,
aceration, ncision, prain train one oint n uries islocation,
ractures reen tick, omminuted, Transverse, blique mpacted

At the end of the chapter, you will be able to:

W recognize the physiological factors determining the components
of physical fitness
W comprehend the effects of exercise on Muscular system
W know the effects of exercise on cardiorespiratory system
W figure out the physiological changes due to ageing
W identify and classify sports injuries

Discussion
W The in uries you have suffered on the ames field.
W The port ame you were playing when the in ury occurred.
W The cause of the in ury.
W The treatment.
W ould the in ury have been prevented
W hare your information with the class.

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7.1 Physiological Factors Determining the Component of Physical

Fitness

ercise physiology is a study of the body s response to e ercise. n the human body
we ma orly study skeletal, muscular, nervous, endocrine, cardiovascular, metabolic,
respiratory, digestive, urinary and reproductive systems which are somehow affected
by e ercises. uring e ercise, all systems of our body work ointly but responses
of these systems are independent. etabolic system produces energy and takes
care of intake and output of energy. ardiovascular system controls circulation,
transports oxygen and energy to muscles and waste products from muscles to
kidney. espiratory system takes in air, diffuses o ygen to lungs and muscle tissue
and removes carbon dio ide from body. euromuscular and skeletal system allows
body movements through muscle contraction. euroendocrine and mmune system
help to maintain homeostasis of the body. To develop fitness, each component has a
different e ercise, which is performed with different intensity, and volume, so the
responses of systems are different. ere we will study on three ma or physiological
factors that determine the various components of fitness.

7.1.1 SKELETAL MUSCLES FACTOR

keletal muscles are made up of muscles fibres which are divided into two categories
low twitch fibres or Type fibres and ast twitch fibres or Type fibres. ostly
muscles contain a mi of both fast and slow twitch fibres and the proportion of theses
fibres is dependent on genetics, hormones, and habits of e ercises. omposition of
fibres in muscles plays a dominant role in development of strength, endurance, and
speed performance. keletal muscles have four properties contractility, e citability,
e tensibility, and elasticity. These characteristics present in muscles determine
different components of fitness.

low twitch fibres or Type fibres or slow o idative fibres contain large numbers of
o idative en ymes, have more capillaries, higher concentration of myoglobin and
mitochondrial en yme than fast twitch fibres which promote aerobic activity and
resistance against fatigue. ue to higher concentration of capillaries the colour of
fibres becomes red and has greater supply of blood. uch types of fibres contract at
low rate and keep contracting for longer duration without fatigue thus, producing
large amounts of energy slowly. low twitch fibres help in long distance running,
swimming, cycling etc.

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 Physical EDUCATION-XII

ast twitch fibres or Type fibres or ast glycolytic fibres contain a good volume of
glycolytic en ymes which promote anaerobic activity but due to a smaller number
of mitochondria they have limited aerobic capacity and low fatigue resistance. ast
twitch fibres do not require blood supply to produce energy, so their colour is lighter
as compared to slow twitch fibre. uch fibres have fast contraction rate, tire rapidly
and Type consume lots of energy, and can produce small amount of energy quickly.
ast twitch muscle fibre helps in anaerobic activities like umps, throws, sprint etc.

uscles fibres play a dominant role in sports performance. egular training can
change the proportion of slow and fast twitch fibres.

There are variations of types of fibres among athletes participating in the same
sports also printers generally have a higher percentage of Type fibres and a lower
percentage of Type fibres, while endurance athletes have a higher percentage of
Type fibres and a lower percentage of Type fibres. The amount of force generated
through muscle contraction depends on the number and types of motor units, length
of muscles, nature of neural stimulation of the motor units and contractile history
of muscle.

Do you Know?
Sports Slow Twitch Fibre Fast Twitch Fibre
Long Distance Runners 70 to 80 % 20 to 30 %
Sprinters 25 to 30 % 70 to 75 %
Non-Athletes 48 to 52 % 48 to 52 %

7.1.2 ENERGY PRODUCTION FACTOR

ellular respiration is a process in which T denosine triphosphate is formed

through food. ain source of energy in food is in form of carbohydrates, proteins,
and fats. ach has different comple chemical process to form T energy. uring
e ercise, the load on the metabolic system increases manifold because of increase
in the demand of energy by different systems. n this process, carbohydrates give
instant energy as compared to fats and proteins, but fats give a larger amount of
energy as compared to carbohydrates and proteins. igher intensity aerobic activity
requires carbohydrates in the form of glucose and glycogen as fuel.

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Do you know?

Metabolism: is the process of overall energy transformations occurring in the

body.

Anabolism: is the process where the simple molecules combine to generate

complex

molecules: atabolism is the process of breakdown of food and stores to produce

energy for work.

arbohydrates work as a fuel for short duration e ercise, fats are utili ed for long
duration e ercises and proteins contribute a small but important proportion of
nourishment. asically, three energy system works in our body T reatine
phosphate system, anaerobic system, and aerobic system. T system provides
energy if the activity is less than second. uch activities are dynamic in nature
and of very short duration and very intensive. They include umps, throws, sprints,
weightlifting, powerlifting etc. naerobic system provides energy for less than two
minutes, in activities like m, m races. erobic system provides energy for
long duration activities like marathon, football, hockey etc. erobic and anaerobic
systems work simultaneously, but which system is predominant depends upon type,
duration, intensity of e ercise, long and short term nutritional status, proportions
of types of muscle fibres etc.

7.1.3 CARDIORESPIRATORY FACTOR

The ardiorespiratory system is combination of respiratory and cardiovascular

systems which ointly work to transport o ygen to the cells and support metabolism
by delivering nutrients, which provide energy to neuromuscular system and
neuroendocrine system. uring e ercise, the demand for energy increases and to
meet the demand, o ygen is required in appropriate volume to achieve the same.
emand of energy depends on intensity, duration, and type of activity. To match
the same, the respiratory system pulmonary ventilation, e ternal respiration,
and internal respiration work together. The cardiovascular response to e ercise is
directly proportional to the demands of the skeletal muscles for ygen. a imal
o ygen consumption a , lood pressure, blood volume, o ygen diffusion
and e traction, muscle and arterial blood ow etc. simultaneously increase as per
activity.

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 Physical EDUCATION-XII

Do you know?

n games where T system or anaerobic system works to produce energy for

strength training. troke volume the volume of blood pumped out of the left
ventricle of the heart during each systolic cardiac contraction is a vital parameter
as far as cardiovascular system is concerned

7.1.4 PHYSICAL FITNESS COMPONENTS DETERMINED BY THE

PHYSIOLOGICAL FACTORS

ow we will understand how the above mentioned physiological factors determine

fitness. e have taken four components of physical fitness namely strength,
endurance, speed and e ibility.

Strength trength is the ability of the body to work against resistance and has varied
sub types such as a imum trength, plosive trength, trength, ndurance etc.
ach has different types of e ercise, intensity and duration so physiological factors
vary. ifferent sports require different amount of strength and according to that,
mi ture of the slow twitch fibre and fast twitch fibre is needed. enerally in all the
strength related sports where sudden burst of energy is required, high percentage
of fast twitch fibre is required. n games like weightlifting, umps, sprint or power,
agility and strength dominating sports where force production is high, fatigue is
quick, and fast twitch fibre percentage must be high in muscles.

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Do you know?

ameirakpam un arani evi born arch is the most decorated ndian

sportswoman in weightlifting. he is a recipient of r una ward, adma hri and
a iv andhi hel atna.

Endurance: ndurance is the ability of the body to work for a longer period without
getting fatigued. ndurance also varies from brisk walk to running to marathon.
hile in each activity intensity and duration varies, but one thing is common in
all these activities that is long duration and low fatigue activity. ctivities like
cycling, swimming or long duration activities come under endurance component.
low twitch fibre percentage must be higher in comparison with fast twitch fibres to
give better performance in endurance. erobic system provides energy in endurance
training. a imal o ygen consumption o , ventilation capacity plays dominating
role in endurance training.

Speed: peed is the ability to cover ma imum distance in shortest period. n speed
training percentage of fast twitch fibres is very high in muscles, these activities
include m race, roller skating, or any movements that require work to be done in
minimum possible time. vital physiological factor to give best speed performance
is motor neuron stimulation. The brain sends a message to the muscles to act fast.
To meet the demand of energy, the T system works.

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Do you know?

n m sprint event

The current men s world record is . seconds, set by amaica s

sain olt in , while the women s world record of .

seconds set by merican lorence riffith oyner in remains unbroken.

Flexibility: t is the ability of muscle and tendons to lengthen without getting

damaged. ctivities of stretching or yoga require a good deal of e ibility.
hysiological factors like elasticity and e tendibility of muscles, type of oint,
homothermic temperature are key determinants of e ibility. uscles, tendons, and
ligaments are key components that affect e ibility. uscles groups like agonists,
antagonists, neutrali ers, and stabili ers should be understood for training purpose.
gonists are the muscles which contract to perform a certain action. ntagonists
are muscles which oppose the prime movers as they rela and lengthen progressively
to allow agonists to move. ynergists are muscles that work together in a close
cooperation as they either contract or rela to modify the action of the agonist.
ynergists include on oint, eutrali er and tabili er muscles.

Do you know?
Aerobic Exercise is any type of cardiovascular conditioning. t can include
activities like brisk walking, swimming, running, or cycling. ou probably know it
as cardio. y definition, aerobic e ercise means with o ygen. our breathing
and heart rate will increase during aerobic activities.
Anaerobic Exercise is any activity that breaks down glucose for energy without
using o ygen. enerally, these activities are of short length with high intensity.
The idea is that a lot of energy is released within a small period of time, and your
o ygen demand surpasses the o ygen supply.
ATP The ull form of T is denosine Triphosphate. T is a comple organic
chemical that provides energy to drive many processes in living cells, eg., nerve
impulse propagation, muscle contraction, and chemical synthesis
ATP-PCr nown also as immediate energy system, phosphagen system, and alactic
anaerobic system, the T r system is the main energy provider for a high
intensity e ercise of short duration up to seconds, for e ample lifting a weight,
swinging a golf club, doing a push up, and throwing a hammer

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Physical EDUCATION-XII

Myoglobin a red iron-containing protein pigment in muscles that is similar to

haemoglobin itochondrion any of various round or long cellular organelles of
most eukaryotes that are found outside the nucleus, produce energy for the cell
through cellular respiration, and are rich in fats, proteins, and en ymes

Extension Activity

Think of an activity/exercise you would suggest for improving

Muscular strength _________________________________

Power _________________________________

Speed _________________________________

Muscular endurance _________________________________

gility _________________________________

le ibility _________________________________

I. Tick the correct answers.

. system provide energy during m race.

a. T system
b. naerobic ystem
c. Aerobic System
d. Endurance System

. low twist fibres are of colour.

a. Red
b. hite
c. lack
d. lue

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 Physical EDUCATION-XII

. o ma is related to
a. Muscular system
b. Respiratory system
c. ardiovascular system
d. Energy production system

. hich is T a property of muscles

a. Contractility
b. citability
c. tensibility
d. Durability

II. Answer the following questions briefly.

. oint out physiological factor for strength.

. rie y describe the energy production system in our body.

. plain different properties of muscles.

. rite a few points on cardiorespiratory factors determining fitness.

III. Answer the following questions in 150-200 words.

. plain hysiological factors determining fitness.

7.2 Effect of Exercise on Muscular System

ercise involves a series of sustained muscle contractions, of either long or short

duration, depending on the nature of the physical activity. ffects of e ercise on
muscles can be considered short term or immediate, both during and shortly after
e ercise as well as long term, lasting effects.

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Physical EDUCATION-XII

Effect of
Exercises on
Muscular
System

hort Term Long term

ypertrophy
ncreased
of Muscle
blood supply
ncreases in

ncreased strength of
Muscle ligaments and
temperature tendons

ncrease in
ncreased size and
Muscle number of
e ibility mitochondria

ncrease in
ccumulation
myoglobin
of Lactate
storage

ncrease in
Micro tears in glycogen
muscle fibers storage

ncrease in
o idation
metabolism

ncrease in
lactate acid
tolerance

Short Term Effect of Exercises on Muscular system

Increased blood supply: uring e ercise, in order to match demand of fuel to

muscle, the supply or concentration of blood increases in the whole body or, in the
particular muscle group where activity is largely impacted.

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 Physical EDUCATION-XII

Increased muscle temperature: uring e ercises muscles demand energy, which

comes from contracting muscles. uring the process, a lot of heat energy is generated
which increases the temperature of muscles, and or the body.

Increased muscle flexibility: ue to increase in blood ow and rise in temperature,

elasticity of muscles increases. tretching and mobility e ercises also play a dominant
role in increasing muscular e ibility.

Accumulation of Lactate: uscles requires o ygen. f blood supply does not provide
appropriate volume of o ygen to muscles, it leads to accumulation of lactate acid in
muscles which result in pain, and soreness in muscles.

Micro-tears in Muscle Fibres: uring e ercises muscle tissue is placed under stress
which results in micro tears in muscle fibres. The body responds by repairing the
muscle fibres and making them larger. hen a muscle gets bigger, this process is
called hypertrophy.

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Long term effects of Exercise on Muscular system

Hypertrophy of Muscle: cientific and systematic e ercise leads to increase in

thickness of muscle fibres that results in increase in muscle si e also known as
muscle hypertrophy.

Increase in Strength of Ligaments and Tendons: regular exercise helps to strengthen

bones, ligaments, and tendons. This helps prevent in ury and promotes performance.

Increase in Size and Number of Mitochondria: erobic e ercises leads to increase

in si e and numbers of mitochondria, and which take in more o ygen and produce
more T and energy.

Increase in Myoglobin Storage: ong term effect of aerobic e ercise is to increase

the storage of myoglobin which transports o ygen to mitochondria. arge amount of
myoglobin means large amount of o ygen and large amount of energy.

Increase in Glycogen Storage: lycogen is generally stored in muscles and liver.

egular e ercise helps the body to increase the storage of glycogen which may give
continuous energy for to minutes.

Increase in Oxidation/ Metabolism: Endurance exercise training increases the

capacity of skeletal muscle fat o idation by increasing mitochondrial density. ong
term e ercises demand a lot of energy, and to meet this demand, metabolism
increases due to o idation of fat. This leads to increase in provision of energy.

Increase in Lactate Acid Tolerance: Regular exercises help to tolerate pain and
sourness in muscles due to accumulation of lactate acid.

I. Tick the correct answers:

. hich is not a long term effects of e ercise on muscular system

a. ypertrophy of muscle
b. ncreased metabolism
c. ncreased yoglobin
d. ncreased blood supply

. hich is not a short term effects of e ercise on muscular system

a. ccumulation of actate
b. icro tears in muscle fibers

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 Physical EDUCATION-XII

c. ncrease muscle temperature

d. ncrease in lactate acid tolerance

. hysical activity helps to increase .

a. size of muscle
b. si e of bone
c. si e of brain
d. si e of liver

. ncrease in glycogen stored in muscle is an effect of

a. erobic Training
b. naerobic Training
c. ross Training
d. Multi traning

II. Answer the following questions briefly:

. Explain long term effects of exercise on muscular system

. Explain short term effects of exercise on muscular system

III. Answer the following questions in 150-200 words:

. escribe the various effects of e ercises on muscular system

7.3 Effect of Exercise on Cardiorespiratory System

ardiorespiratory system consists of two parts. They are

Cardiorespiratory

Cardiovascular System Respiratory System

Cardiovascular system - t consists of three parts the heart, blood vessels and
blood. ts ma or function is to deliver o ygen and nutrients, remove and other
metabolic waste products, to transport hormones and other molecules, to support
thermoregulation and control of body uid balance and lastly to regulate immune
function.

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Respiratory system - The important parts of the respiratory system are the nose,
nasal cavity, pharyn , laryn , trachea, bronchi, and lungs. ir can also enter the
respiratory system through the oral cavity. ts ma or functions include, transporting
air to the lungs, e changing gases and between the air and blood, and
regulating blood p .

7.3.1 EFFECT OF EXERCISE ON CARDIOVASCULAR

Effects of Exercise
on ardiovascular
System

hort Term ong Term

ncrease in Size and strength

eart rate of eart
increases

ncreased blood
lood volume
circulation
increases

lood ow ow level of
increases accumulation of
Lactic acid

lood pressure esting eart

increases rate
decreases

troke volume ormal blood

increases pressure

Cardiac output
ncrease in stroke
increases
volume and cardiac
output

ncrease in
capillaries
network

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Short Term Effects of Exercise on Cardiovascular System

Increased Heart Rate: ercise makes the body work harder and therefore muscles
require more o ygen to continue to work effectively. This sudden increase in demand
of o ygen is met by an increase in blood circulation which is achieved by the heart.
n this process, the heart rate increases.

Increased Blood Circulation: s the heart rate increases, blood circulation increases
in the body to deliver the o ygen to muscles. s a result, the movement or ow of
blood increases to tissues or organs.

Increased: ndurance e ercise leads to increase in systolic blood pressure which is in

direct proportion to the increase in e ercise intensity. The increased systolic blood
pressure is because of the increased cardiac output that accompanies increasing
rates of work. ith most types of training there is minimal change in diastolic blood
pressure.

Increased Stroke Volume: The volume of blood pumped during one beat contraction
is called stroke volume. uring e ercise, stroke volume increases as more o ygen is
required. This is accomplished by delivering blood to muscles. fter an endurance
training programme capacity of heart to pump blood in one contraction increased
by to percent.

Increased Cardiac Output: ardiac output is the amount of blood pumped out by
each ventricle of the heart in minute. t is the product of the heart rate
and the stroke volume . esting cardiac output is appro imately . min but
differs according to the si e of the person. a imal cardiac output varies between
less than min in sedentary individuals to or more min in elite endurance
athletes. ncrease in heart rate and stroke volume results in increase in cardiac
output.

Long Term Effects of Exercise on Cardiovascular System

Increased Size and Strength of Heart: ontinuous aerobic e ercises help to increase
the strength and the si e of heart which helps in better performance. t is also
referred as cardiac hypertrophy.

Low Level of Accumulation of Lactic Acid: naerobic respiration is the process of

converting glucose into energy without o ygen. uring the conversion from glucose
to energy, lactic acid, a waste product, is created. actic acid makes muscles tired
and painful. egular e ercises prepare muscles to ad ust to working with lower
levels of o ygen and the circulatory system develops itself to transport o ygen to

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different parts of the body, thereby resulting in low levels of lactic acid.

Extension Activity

Discuss in your group

The heart is an important part of the cardiovascular system. hat can you do to
keep your heart healthy

hat should you avoid doing

hat can happen if the cardiovascular system becomes unhealthy

our heart is a muscle about the si e of your fist. ompare it to other muscles. an
you control it like you do the muscles in your arms or legs

an you e ercise it like you do other muscles

Decrease in Resting Heart Rate: ue to improved efficiency of the heart, it is

required to pump less blood to meet the needs of the body. s a result, the heart
rate at rest decreases. t is also called as radycardia.

Normal Blood Pressure: n response to endurance training, there can be substantial

reduction in both systolic and diastolic blood pressure. egular e ercise helps keep
the blood pressure normal.

Increase in Stroke Volume and Cardiac Output: Since the size and strength of the
heart increases, heart pumps blood more efficiently with increase in stoke volume
and cardiac output.

Increase in Capillaries Network: To achieve the demand for o ygen, capillaries

network increases. ue to the demands placed on different parts of the body during
e ercise, the capillary density at muscle sites improves. ncreased capillary density
allows for greater o ygen being transported to the muscles, improving their ability
to perform intense e ercise. oreover, e ercise helps in preventing the decline in
capillary function that happens with age.

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Do you know?

ost veins carry deo ygenated blood from the tissues back to the heart e ceptions
are the pulmonary and umbilical veins, both of which carry o ygenated blood to
the heart.

7.3.2 Effect of Exercise on Respiratory System

Effects of exercise
on Respiratory
system

hort Term ong Term

Respiratory rate fficiency of

increases respiratory
muscles increases

Tidal volume
increases ung volume
ncreases
Rate of
exchange of gas Pulmonary
increases diffusion
increases

esidual volume
increases

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Extension Activity
W orking in groups, create a working model of lungs.
W Research respiratory diseases and how they affect the function of the
respiratory system.
W Can you alter your model to show what happens to the lungs with these
diseases
W an you demonstrate on their models what has been done to help peo-
ple with respiratory problems

Short Term Effects of Exercise in Respiratory System

Respiratory Rate Increases: ur body requires more o ygen during e ercise, and
to meet this increased demand, the respiratory rate breathing rate increases. The
normal respiration rate for an adult at rest is to breaths per minute, but during
e ercise it increases to breaths per minutes.

Tidal Volume Increases: The amount of air inhaled and e haled in one breath is
known as tidal volume. Tidal volume increases as a result of e ercise to take in more
o ygen and remove carbon dio ide from our body.

Rate of Exchange of Gas Increases: Regular exercise increases the rate of exchange
of gas in lungs.

Long Term Effects of Exercise in Respiratory System

Increased Efficiency of Respiratory Muscles: ue to regular e ercise efficiency of

respiratory muscles increases, inhalation and e halation become uent. This helps
to meet the demand of o ygen.

Increased Lung volume: Continuous exercises done for long duration help to increase
the capacity and volume of lungs. ital capacity increases almost as compared
to that of a normal individual.

Increased Pulmonary Diffusion: ulmonary iffusion refers to the capacity of the

lungs to allow o ygen and carbon dio ide to pass in and out of the blood. egular
sub ma imal e ercise training develops the scope of increasing the e change of
gases, and in this process the si e of the alveoli also increases.

Increased Residual Volume: esidual volume is the volume of air that remains in
the lungs after forceful e piration. egular e ercise increases residual volume that
helps to e change the gases in normal limits.

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Do you know?

niversal donors are those with an negative blood type. hy negative blood
can be used in transfusions for any blood type. Types negative and positive are
in high demand. nly of the populations are negative. owever, the need for
negative blood is the highest because it is used most often during emergencies.
The need for is high because it is the most frequently occurring blood type
of the population .

I. Tick the correct options

. The resting ardiac output is appro imately.

a. . lt.
b. . lt.
c. . lt.
d. . lt

. The volume of blood pumped during one beat contraction is called,

a. lood ow
b. troke volume
c. eins and arteries
d. Capillaries

. Cardiac hypertrophy is
a. plateauing of heart rate due to maximal exercise intensity
b. enlargement of heart due to chronic endurance training
c. lowering of heart rate due to physical training
d. increase in ventricular volume because of e ercise

. The amount of breath per minute increases during e ercise to

a. breath per minute
b. breath per minute
c. breath per minute
d. breath per minute

II. Answer the following questions briefly.

. hat is troke olume

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Physical EDUCATION-XII

. hat is esidual olume

. hat are the effects of e ercise on the heart

. rite brie y about the effect of training on

a. lood ow
b. lood volume

. ow does cardiac output respond to training

. hat is pulmonary diffusion ow does it respond to training

III. Answer the following questions in 150-200 words.

. rite brie y about the effect of training on

a. ung olume
b. eart rate

. hat is blood pressure rie y e plain its response to e ercise.

. efine and e plain the effect of e ercise on

a. Total olume
b. troke volume

7.4 Physiological Changes Due to Ageing

geing, an inevitable and e tremely comple multifactorial process, is characteri ed

by the progressive degeneration of organ systems and tissues. t is largely determined
by genetics, and in uenced by a wide range of environmental factors, such as diet,
e ercise, e posure to micro organisms and pollutants.

eural Muscular
Function Strength

ardiovascular ody
Physiological Changes
Function Composition
ue to geing

one Pulmonary
Mass Endocrine Function
Changes

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Muscular Strength - t is defined as the ma imal force that a muscle or muscle group
can generate. en and women usually attain their highest strength levels between
ages and , the time when muscle cross sectional area is largest. oncentric
strength of most muscle groups declines, slowly at first and then more rapidly after
middle age. ecline in eccentric strength begins at a later age and progresses more
slowly than those in concentric strength.

trength loss begins at a later age for women than for men. to reduction in
muscle mass from muscle fibre atrophy and actual loss of motor units between ages
and is the primary cause of reduced strength, even among healthy, physically
active men and women.

Neural Function - nearly decline in the number of spinal cord a ons and a
decline in nerve conduction velocity re ects the cumulative effects of ageing
on central nervous system functioning. These changes are likely to contribute to
the age related reduction in neuromuscular performance assessed by simple and
comple reaction and movement times. geing most adversely affects the time
required to detect a stimulus and process the information to produce the response.

Endocrine Changes with Ageing - The endocrine system consists of a host organ
gland , minute quantities of chemical messengers hormones , and a target or
receptor organ. ppro imately of individuals aged between and years
and of those older than age have impaired glucose tolerance leading to
Type diabetes. Thyroid dysfunction, primarily from lowered pituitary gland release
of the thyroid stimulating hormone thyrotropin and reduced output of thyro ine ,
is common among the elderly. This directly affects metabolic function, including
decreased glucose metabolism and protein synthesis. ean pulse amplitude,
duration, and fraction of secreted growth hormone gradually decrease with
ageing, a condition termed somatopause.

Pulmonary Function - Mechanical constraints on the pulmonary system progress

with age to cause deterioration in static and dynamic lung function measures. lso,
pulmonary ventilation and gas e change kinetics during the transition from rest to
subma imal e ercise slow substantially.

Cardiovascular Function - ardiovascular function and aerobic capacity do not

escape age related effects. ecause of a lower ma imum heart rate, ma imum
cardiac output typically decreases with age in trained and untrained men and
women. educed peripheral blood ow capacity accompanies age related decreases
in muscle mass. edentary living produces losses in functional capacity at least as
great as the effects of ageing.

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Physical EDUCATION-XII

Body Composition - n physical fitness, body composition is used to describe the

percentages of fat, bone, water, and muscle in human bodies. fter age , total
body mass decreases despite increasing body fat.

Bone Mass- one ass is a measure of the amount of minerals mostly calcium and
phosphorous contained in a certain volume of bone. steoporosis poses a ma or
problem with ageing, particularly among postmenopausal women. n this condition
it produces loss of bone mass as the ageing skeleton deminerali es and becomes
porous. one mass can decrease by to in persons older than age .

Do you know?

ldest woman who lived on earth was eanne almenta from rance born on
ebruary , died on ugust , lived for years, days .

ldest man to have lived on earth was iroemon imura from apan born on
pril , died on une , lived for years, days .

I. Tick the correct answers:

. en and women usually attain their highest strength levels between the
ages of
a. and
b. 5 and 7
c. and
d. 20 and 40

. t is a measure of the amount of minerals mostly calcium and phosphorous

contained in a certain volume of bone,
a. ody composition
b. one ass
c. Pulmonary function
d. eural function

. The chemical substances synthesi ed by specific host glands, secreted

into the blood, and carried throughout the body are called
a. hormones
b. sugar

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 Physical EDUCATION-XII

c. electrolytes
d. capillaries

. t is a disease in which bone weakening increases the risk of a broken bone

a. Measles
b. steoporosis
c. therosclerosis
d. eriberi

. ecrease in si e of a body part, cell, organ, or other tissue is called

a. a. yopia
b. b. trophy
c. c. ardiac arrest
d. d. ardiac cycle

II. Answer the following questions in 150-200 words:

. escribe the changes in endocrine system due to ageing.

7.5 Sports Injuries

ports participation and e ercise engagement have always witnessed an interruption

among athletes towards active participation or lead to painful e perience due to
some or the other form of in uries. The in uries may be due to incorrect movement,
hitting or colliding with equipment or aggressive sporting actions like diving and
sliding, overtraining or lack of conditioning. ll these in uries caused due to different
reasons may not be of the same type, which means they may need different remedies
and specific understanding towards each in ury to avoid and prevent such in uries.
The in ury in sports and e ercise refers to the physical damage caused to tissue,
bone, or any other organ of the body while in action and further leading to withdrawal
from participation or e perience pain while performing movement actions.

Definitions

n athletic in ury is defined as some physical damage or insult to the body that
occurs during athletic practice or competition causing a resultant loss of capacity or
impairing performance. orris 5

sports in ury may be defined as damage to the tissues of the body that occurs as a
result of sport or e ercise. anual of ports n uries
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Physical EDUCATION-XII

ports in ury may be defined as any stress or overstretch put on soft tissues or
bone on or off the field resulting in pain and hindering performance. ut, tear,
overstretching of tissues, breakage of bone or dislocation of oints are common
in uries in sports. The in uries that occur during sport, athletic activities or during
certain e ercises.

7.5.1 CLASSIFICATION OF SPORTS INJURIES

ports n uries can be classified according to the cause of the in ury

Direct Injuries: They are sustained from an e ternal force causing in ury at a point
of contact.

Indirect Injuries: t usually involves the athlete damaging the soft tissues such as
ligaments tendons or muscles of the body through internal or e ternal force.

Soft Tissue Injuries: ny in uries to skin muscles or ligaments are soft tissue in uries.

Hard Tissue Injuries: n uries that occur in bones and cartilages.

Overuse Injuries: They are sustained from continuous or repetitive stress, incorrect
technique, or equipment or too much training.

Extension Activity

Working in groups discuss

Have you ever had a sports injury? How did you get it?

Are there any ways for fellow athletes to avoid similar injuries?

Why is it important to take time to heal after a sports injury?

Why is it not a good idea to ignore any pain that you feel while playing a sport?

Why should you warm up before playing a sport? What can happen if you don’t warm up?

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7.5.2 TYPES OF SPORTS INJURIES

Injuries Types
Abrasion – in ury caused by falling on rough or firm surface.
Laceration – tears in the skin.
Incision – cut caused by a sharp edge of an ob ect.
Skin injuries
Puncture wound – wound caused by piercing by a sharp and
pointed ob ect.
Avulsion – tearing away of a part of the skin.
Contusion – bruise caused by a direct blow to some part of
the body. eg., knee of a player knocks against the thigh of
another person.
Soft tissue injuries Sprain – in ury of ligament of oints, caused by the violent
eg., muscles, overstretching of ligament in a oint or the movement of
ligaments the oint in abnormal directions. t is characterised by pain,
tenderness, swelling at the oint.
Strain – in ury of muscle or tendon, three types mild,
moderate, severe.

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Physical EDUCATION-XII

oint in uries are very common in sports. They are known

as oint dislocation. islocation is the displacement of
contiguous surfaces of two or more bones which are in a
oint. t is caused by an e ternal force which forces the
oint in uries
oint to move beyond the limits of a oint. f the oint is
forced to move in an abnormal direction, this dislocation
can be a complete or a partial displacement of the
bones.
ractures racture is a break in the continuity of the bone .
The fractures can be open compound fracture or a closed
one in uries simple fracture. everity of the fracture varies from a mild
crack in the bone to the severe shattering of the bone into
many pieces.

7.5.3 SOFT TISSUE INJURIES

soft tissue in ury is the damage of muscles, ligaments and tendons throughout the
body.

Type of soft tissue injuries

brasion Contusion Laceration Strain Sprain ncision

Abrasion

brasion in uries most commonly occur due to moving contact with a rough surface,
causing a grinding, or rubbing away of the upper superficial layers of the epidermis.

Cause - brasion in uries commonly occur when e posed skin encounters a rough
surface, causing a grinding or rubbing away of the upper layers of epidermis.

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 Physical EDUCATION-XII

Treatment lean the surface of the affected part. top bleeding at the earliest by
compression bandages. nti tetanus in ection should be provided.

Contusion

t is the type of hematoma, which refers to any collection of blood outside of a

vessel.

Cause - hen a part of the body is struck by enough force to crush underlying muscle
fibres and connective tissue without breaking the skin, a contusion may occur. t can
be due to a blow from a collision with a player or a piece of equipment or because
of a heavy fall.

Prevention - ll the safety gear to be worn upon while playing elmet, anal guards,
should be worn.

Treatment - on steroidal anti in ammatory drugs such as buprofen, or other

medications for pain relief as prescribed by the doctor.

Laceration

The irregular tear like wounds caused by some blunt trauma.

Cause – ostly, laceration is the result of the skin hitting an ad acent ob ect, or an
ob ect hitting the skin with force.

Prevention - roper personal equipment, including eye protection can be helpful in

preventing the same.

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Physical EDUCATION-XII

Treatment - lean the surface of the effected part. top bleeding at the earliest by
compression bandages.

Strain

train is an in ury to the muscles which are attached to a bone. strain is an in ury
to either a muscle or a tendon generally caused by overuse, force, or stretching.
epending on the severity of the in ury, a strain may be a simple overstretch of the
muscle or tendon, or it can result in a partial or complete tear. strain could be
an acute or chronic soft tissue in ury that is a twist, pull or tear of a muscle or the
tendon.

Cause - trains occur suddenly acute strain or develop slowly over time chronic
strain . auses include lifting of heavy ob ects, running, umping, throwing etc.

Prevention - Regular stretching and strengthening exercise for any kind of sport can
be the preventive measure for strain.

Treatment - t can be managed by applying ice packs and maintaining the strained
muscle in a stretched position. rest, ice, compression, and elevation .

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 Physical EDUCATION-XII

Sprain

prain is the stretching or tearing of ligaments, the fibrous tissue that connects
bones in the oints. sprain occurs when you overe tend or tear a ligament while
surely stressing a oint. The most common location for a sprain is in your ankle.

Cause - sprain occurs when one overe tends or tears a ligament while severely
straining a oint.

Prevention - Regular stretching and strengthening exercises for any kind of sport
can be the preventive measure for such kind of sports in ury.

Treatment – rest, ice, compression and elevation .

Incision

n incision is a cut made into the tissues of the body to e pose the underlying tissue,
bone or organ.

Cause - an be caused by a clean, sharp edged ob ect such as a knife, ra or or

glass splinter.

Prevention - The area should be free from the sharp edges.

Treatment - ently wash the affected area with soap and water to remove the dirt.
ry the incision with a clean, fresh towel before applying the dressing.

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7.5.4 HARD TISSUE INJURIES

n in ury to the skeletal system of the body is termed as the hard tissue in ury. They
are the in uries where the bone fractures, ie., the bone either cracks or breaks.

Types of hard tissue injuries

islocation Fractures:
Stress fractures
Greenstick
Commutated
Transverse
blique
mpacted

Dislocation

islocations are oint in uries that force the ends of bones out of position. The cause
is often a fall or a blow, sometimes from playing a contact sport. oint dislocation,
also called lu ation, occurs when there is an abnormal separation in the oint,
where two or more bones meet. partial dislocation is referred to as a sublu ation.
islocation can be caused by a trauma accident or fall or the weakening of muscles
and tendons. dislocated oint can be treated through medication, manipulation,
rest or surgery.

Causes - Trauma that forces a oint out of place causes a dislocation. ccidents, falls,
and contact sports such as football are common causes of this in ury. islocations
also occur during regular activities when the muscles and tendons surrounding the
oint are weak. These in uries happen more often in older people who have weaker
muscles and balance issues.

Symptoms - ymptoms of a dislocation vary depending on the severity and location

of the in ury. The symptoms of a dislocated oint include

h Pain
h Swelling
h ruising
h nstability of the oint

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 Physical EDUCATION-XII

h oss of ability to move the oint

h isibly deformed oint bone looks out of place

Treatment - Treatment can vary based on the severity of the in ury, and the oint
that is dislocated. pplying ice and keeping the oint elevated can help reduce pain
while you wait to see a doctor. Treatment includes

edication our doctor may recommend medication to reduce pain from a dislocation

anipulation doctor returns the bones to their proper places.

est nce the oint is back in place, you may need to protect it and keep it immobile.
sing a sling or splint can help the area heal fully.

ehabilitation hysical therapy e ercises strengthen the muscles and ligaments

around the oint to help support it.

urgery our doctor may recommend surgery if

manipulation does not work to put the bones back in place. the dislocation damaged
blood vessels or nerves.

the dislocation damaged bones, tore muscles or ligaments that need repair.

Fractures

fracture is a break in a bone. ractures are caused by a direct impact, such as a fall
or a severe tackle. tress fractures develop over time and are caused by overuse.

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Physical EDUCATION-XII

Stress fracture

tress fractures may occur because of overuse in uries and the failure to have
adequate equipment to protect the body.

Causes - Stress fractures often result from increasing the amount or intensity of an
activity too quickly.

Prevention - ow impact activities added to e ercise regimen to avoid repetitively

stressing a particular part of the body.

Treatment - est, cold therapy ice packs, cold compresses, apply ice to the in ured
area, anti in ammatory medications such as buprofen, aspirin etc and a recovery
time of to weeks is required for healing.

Greenstick

fracture in a young, soft bone, in which the bone bends.

Causes - These fractures most commonly occur with a fall.

Prevention - romotion of regular e ercise, ensuring the child s safety by providing

proper safety equipment and adequate calcium in the child s diet can also help to
prevent this kind of fracture.

Treatment - emovable splints result in better outcomes than casting in children

with Torus fractures of the distal radius.

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 Physical EDUCATION-XII

Comminuted

fracture in which a bone is broken, splinted, or crushed into number of pieces.

Causes - irect and indirect trauma or violence can be causes for commutated
fracture. revention aintaining strong bones by eating food that is rich in calcium
and regular e ercise can help in the prevention of this type of fracture.

Treatment - n ray is important for diagnosing of the condition. n open reduction

when the bone fragments are ammed together using surgical nails, wire plates etc.
is required for comminuted fracture.

Transverse

Transverse fracture is when there is a straight break right across a bone.

Causes - hen a large amount of force is transmitted directly i.e., perpendicularly

to the bone.

Prevention - hysical activity and weight bearing e ercises will make the bones
stronger and denser. ones can also be strengthened by eating foods rich in calcium
and taking regular e ercise.

Treatment - an be treated at home along with rest and medicine. back brace
called T or abdominal binder may be prescribed to reduce the pain by limiting
motion at the fracture site.

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Physical EDUCATION-XII

Oblique

blique fracture is one in which the bone breaks diagonally.

Causes - This fracture is usually caused by an in ury to the bone as the result of a
fall, accident, or other trauma.

Prevention - ones can be strengthened by eating food rich in calcium and e ercising
regularly to help prevent this type of fracture.

Treatment - t depends upon the severity of the crack or break. nti in ammatory
medication, reduction esetting the bone can also help to some e tent.

Extension activity

rite down the e amples of dislocation and fracture on the various body parts and
its treatment.

Impacted

This type of fracture occurs when the broken ends of the bones are ammed together
by the force of the in ury.

Causes - t is caused mainly when someone falls from height with a great impact.

Prevention – ncreased physical activity, weight bearing e ercises and maintaining

good intake of calcium in food can help in preventing this type of fracture.

Treatment - n an impacted fracture the bones get broken into fragments. Therefore,
a sling or a splint may be required to keep the broken bones in place, so that
movement of the sharp ends of the broken bone is prevented. This is essential to
prevent further damage to the bone.

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I. Tick the correct answers:

. sprain is an in ury to
a. Muscle
b. Tendon
c. Ligament
d. one

. fracture is an e ample of in ury to

a. skin
b. soft tissue
c. hard tissue
d. eyes

. soft tissue in ury damages

a. ligaments and tendons
b. bone
c. cartilage and muscles
d. carpals

. fracture in which the bone breaks diagonally is called a

fracture.
a. Greenstick
b. mpacted
c. blique
d. Transverse

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II. Answer the following questions briefly:

. hat is comminuted fracture rite its cause, prevention and treatment.

. hat is a sprain rite its cause, prevention and treatment.

III. Answer the following questions in 150–200 words:

. ame the more common types of fractures and describe them.

. hat is a soft tissue in ury ame four types of soft tissue in ury and
describe it.

IV. Complete the chart given below listing common sports injuries, their causes,
prevention and treatment.

Common Sports injuries Causes Prevention Treatment

Skin injuries

Soft tissue injuries

oint in uries

one in uries

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V. Sports Integration

. onduct a survey on types and frequencies of different in uries to

sportsperson. take any ten sportsperson

. ake a model of the knee showing any of the in uries that may
occur on the field.

. Get information from newspapers regarding current injury to an

nternational player.

. perience sharing session of different sportsperson studying in school.

VI. Case Study

. hich types of in ury is illustrated above

a. Soft tissue
b. Hard tissue
c. oint in ury
d. Ligament injury

. ecognise the type of facture is illustrated above

a. Green Stick
b. Comminuted
c. Transverse
d. blique

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. n which of the factures bone breaks diagonally

a. Green Stick
b. Comminuted
c. Transverse

d. Oblique

References
h enkat, . , . un arani evi, the first superstar of ndian
weightlifting. etrieved ,
h , from lympic hannel
h https www.olympicchannel.com en stories features detail
kun arani devi indian weightlifter
h world championship commonwealth games
h ardiac utput. n.d. . etrieved , , from https ib.bionin a.
com.au options option d human physiology d the heart cardiac
output.html
h r asol brahim eshdary. n.d. . etrieved , , from http
www.noormedical.com content dr rasol ibrahim peshdary
h orris, . . ports edicine, revention of thletic n uries. owa
m. . rown.
h ahr, ., ccrory, ., . . a rade, . ., ngebretsen, . . The
manual of sports in uries an illustrated guide to the management of
in uries in physical activity. iley and ons.
h dolfsson, ., et.al. , . linical ractice onsensus
uidelines ercise in children and adolescents with diabetes.
etrieved , , from iley nline ibrary https onlinelibrary.
wiley.com doi full . pedi.

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UNIT VIII BIOMECHANICS & SPORTS

Overview

W Newton’s Law of Motion & its application in sports.

W Types of Levers and their application in Sports.
W Equilibrium – Dynamic and Static and Centre of Gravity and its applica-
tion in sports
W Friction and Sports
W Projectile in Sports

Students will able to

W Understand Newton’s Law of Motion and its application in sports
W recognize the concept of Equilibrium and its application in
sports.
W Classify lever and its application in sports.
W know about the Centre of Gravity and will be able to apply it in
sports
W define riction and application in sports.
W understand the concept of Projectile in sports.

THE IMPOSSIBLE KICK

oberto arlos goal in defied physics and still impresses scientists today. hen
the famous free kick happened, physicists from all around the world were baf ed
by the images. That goal was the catalyst for many studies and analyses about
aerodynamics and the ball’s curve that day at the Stade de Gerland in Lyon.

One of the most famous studies was conducted by four French scientists -- Guillaume
Dupeux, Anne Le Goff, David Quere, and Christophe Clanet -- and published in the
New Journal of Physics in September 2010. In this study, the physicists conduct a

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series of experiments and analysis, resulting in an equation that explains the ball’s
trajectory and all the forces in action at that precise moment.

This is what they wrote.

“The case of soccer, where is twice as small as L, is worth commenting on. The
a ra ec ry ca e ia e si i ca y r m a circ e pr i e e s is
e u e e ra ec ry ec mes surprisi a s me u pre ic a e r a
a eeper

“This is the way we interpret a famous goal by the Brazilian player Roberto Carlos
against France in 1997. This free kick was shot from a distance of approximately
35 metres, that is, comparable to the distance for which we expect this kind
of unexpected trajectory. Provided that the shot is powerful enough, another
characteristic of Roberto Carlos’ abilities, the ball trajectory brutally bends towards
the net, at a velocity still large enough to surprise the keeper.”

Dupeux, Le Goff, Quere, and Clanet conclude that if the correct calculations were
made, and the distances and forces were repeated, the famous goal could be
replicated by another player. This, however, is impossible, in the opinion of one of
ra il s most in uential physicists. e describes oberto arlos masterpiece as a
a mirac e

“Although physics explains perfectly the ball’s trajectory, the conditions at that
moment, such as the power of the kick, the point of impact of Roberto Carlos’
foot on the ball, and the distance to the goal, were so rare that we can call that
a miracle,” says professor Luis Fernando Fontanari of Sao Roberto Carlos Physics
Institute, a branch of the University of Sao Paulo -- the most respected university in
the country.

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Fontanari is one of the editors of “Physics of Life Reviews” and “Theory in Biosciences,”
two of the most important scientific ournals in the world. e adds that if the ball
hadn’t stopped in the net, it would have continued in the air, drawing an incredible
spiral trajectory, as the image above shows.

e ie e e i see s me i i e a appe i a ai a ari sai

Israeli scientist Erez Garty also theorized about Roberto Carlos’ kick. In a YouTube
video, he gave a lesson for “physics dummies,” which explains the magic. The
transcript is as follows1:

In 1997, in a game between France and Brazil, a young Brazilian player named
‘Roberto Carlos set up a 35-meter free-kick. Carlos attempted the seemingly
impossible with no direct line to the goal. is kick sent the ball ying wide of the
players, but before going out of bounds, it hooked to the left and soared into the
goal. ccording to ewton s first law of motion, an ob ect will move in the same
direction and velocity until a force is applied. hen arlos kicked the ball, he gave
it direction and velocity, but what force made the ball swerve and score one of the
most magnificent goals in its history

The trick was in the spin. Carlos placed his kick at the lower right corner of the ball,
sending it high and to the right and rotating around its a is. The ball started its ight
in a direct route, with air owing on both sides and slowing it down. n one side, the
air moved in the opposite direction to the ball’s spin, causing increased pressure,
while on the other, the air moved in the same direction as the spin, creating an area
of lower pressure.

That difference made the ball curve towards the lower pressure zone. This
phenomenon is called the Magnus effect. This type of kick, often referred to as a
banana kick, is attempted regularly, and it is one of the elements that makes the
beautiful game beautiful. But curving the ball with the precision needed to bend
around the wall and back into the goal is difficult. Too high, and it soars over the
goal. Too low, and it hits the ground before curving. Too wide, and it never reaches
the goal.

Not wide enough, and the defenders intercept it. Too slow, and it hooks too early, or
not at all. Too fast, and it hooks too late. The same physics make it possible to score
another impossible goal, an unassisted corner kick.

The agnus effect was first documented by ir saac ewton after noticing it while
playing a game of tennis back in 1670. It also applies to golf balls, frisbees, and

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baseballs. In every case, the same thing happens. The ball’s spin creates a pressure
differential in the surrounding air ow that curves it in the direction of the spin.

And here’s a question. Could you theoretically kick a ball hard enough to make
it boomerang all the way around back to you adly, no. ven if the ball didn t
disintegrate on impact, or hit any obstacles, as the air slowed it, the angle of its
de ection would increase, causing it to spiral into smaller and smaller circles until
finally stopping. nd to get that spiral, you d have to make the ball spin over
times faster than Carlos’s immortal kick.

So, think again2

Introduction

Biomechanics is the science of movement of a living body, including how muscles,

bones, tendons, and ligaments work together to produce movement. Biomechanics
is part of the larger field of kinesiology, e plicitly focusing on movement mechanics.
It is both a primary and applied science, encompassing research and practical use
of its findings.

Biomechanics includes the structure of bones and muscles and the movement they
can produce, as well as the mechanics of blood circulation, renal function, and other
body functions. The American Society of Biomechanics says biomechanics represents
the broad interplay between mechanics and biological systems.

Biomechanics studies not only the human body but also animals and even extends
to plants and the mechanical workings of cells. For example, the biomechanics of
the squat includes considering the position and/or movement of the feet, hips,
knees, back, shoulders, and arms.

The biomechanical principle of motion relates to linear motion, velocity, speed,

acceleration, and momentum. Motion is a movement that results from a force. In any
physical activity, there are multiple forces and motions occurring. This could include
angular motion around a joint or the motion of the whole body in various directions.
The motion or movements of the body are often caused by forces produced by our
muscles, but this is not always the case. For example, if an opposition player pushes
you to the ground, the force has come from them and not your muscles.

Motion can be linear, angular, or general. The type of motion is determined by

the direction of movement. The only type of motion you are asked to understand
is linear motion. owever, to properly apply velocity, speed, acceleration, and

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momentum, the other types of motion should also be defined. ngular motion is
motion in a circular movement around a central point. Essentially every movement
of your body at a joint is angular. The general motion is a combination of linear
and angular motion, such as completing the 400m sprint. It, therefore, becomes
important to know about the laws of motion for a better understanding of motion
and its application in physical education and Sports.

8.1 Newton’s Laws of Motion and their Application in Sports

Sir Isaac Newton (1642-1727) was one of the greatest scientists and mathematicians
that ever lived. Newton came up with three general rules about the movement of
objects, which are now known as Newton’s Three Laws of Motion.

8.1.1 NEWTON’S FIRST LAW OF MOTION (LAW OF INERTIA)

ccording to the first law, a body will remain at rest or continue to move at a
constant velocity unless acted upon by an external (resultant) force. Inertia is the
resistance of any object to any change in its motion, including a change in direction—
objectives to keep moving in a straight line at a constant speed.

Application in Sports
h If you slide a hockey puck on ice, eventually, it will stop because of
friction on the ice. It will also stop if it meets something like a player’s
stick or a goalpost.3

A skater gliding on ice will continue gliding with the same speed and in the same
direction unless an external force acts upon the skater.4

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That unbalanced force is the player’s foot, head, friction, gravity, and the net during
a soccer game. A soccer player uses the body’s muscles to create a force to move
the leg and kick the ball from rest to motion until another player or the net stops or
changes the ball’s motion. 5

hen a ball is thrown and is in mid air, the only force acting upon it is the force
of gravity. If the force of gravity did not exist, the ball would keep traveling at a
constant speed until it was affected by an object or another person touched it. If
this ball were thrown upwards, it would end up traveling into space!

8.1.2 NEWTON’S SECOND LAW OF MOTION (LAW OF MOMENTUM)

As per the law, the rate of change of momentum is proportional to the resultant
force and takes place in the direction of the resultant force. hen a net force acts
on an object, the acceleration of the object it produces is directly proportional

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to the magnitude of the net force, is in the same direction as the net force and
inversely proportional to the mass of the object. The more mass the thing has, the
more net force has to be used to move it.

In general, if you use the same force to push a truck and push a car, the car will have
more acceleration than the truck because the car has less mass.

Application in Sports

As in Shot-put, a player who applies more force and tosses the shot-put at the
correct angle has a greater displacement of shot-put, whereas a player who exerts
less force has a lesser displacement of shot put.6

In a Discuss throw, if we want to determine the force acting on a discuss (2kg), if it

is accelerated at 20 m/ second sq.

F = m*a

F = 2*20

F = 40 Newton7

hen a ball is thrown, kicked, or struck with an implement, it tends to travel in the
direction of the line of action of the applied force. The greater the amount of force
applied, the greater the speed the ball has. If a player improves leg strength through
training while maintaining the same body mass, they will have an increased ability
to accelerate the body using the legs, resulting in better agility and speed.8
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h In soccer, a team will require more force to kick the ball high and faster.
This law of motion is fundamental in soccer, so you can calculate the
force needed to give a pass or kick the ball to the net without missing.9

8.1.3 NEWTON’S THIRD LAW (LAW OF REACTION)

According to this law, there is an equal and opposite reaction for every action, and
this reaction acts with the same Momentum and the opposite velocity for every
action. It states that whenever one object exerts a force on a second object, the
second ob ect e erts an equal and opposite force on the first ob ect. hen you walk
on a oor, the oor pushes you along. o force can act alone.

Application in Sports
h In Swimming, a diver needs to push down on the springboard when he/she
dives off a diving board. The springboard pushes back the force on you for
proper projecting into the air during the performance.10

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h hen you ump off a small rowing boat into the water, you will push
yourself forward towards the water. The same force used to go ahead will
make the boat move backward.11

h During a soccer match, we need to kick the ball for passing, shooting, or
clearing the ball. hile kicking the soccer ball, we will feel the force of
the kickback on our leg. we won’t feel the force as much because our legs
have more mass than the soccer ball.12

h During any type of motion, if we need to jump, our legs apply force to the
ground, and the ground applies equal and opposite reaction force (ground
reaction force) that propels us into the air.13

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Do you know?

hen we take a vertical ump, thee knee e periences mean peak loadings of .
- 4.6 × body weight at the patellofemoral joint, 6.9 - 9.0 × body weight at the
tibiofemoral joint, 0.3 -1.4 × body weight at anterior tibial shear and 1.0 - 3.1 ×
body weight at posterior tibial shear. The hip experiences a mean peak loading of
5.5 - 8.4 × body weight and the ankle 8.9 - 10.0 × body weight.5

Extension Activity

During your physical education period under the guidance of a physical education
teacher, perform motor actions like running, jumping, and throwing. Try to identify,
which law of motion defines the activity you performed and give remarks.
Motor action Law Remarks

I. Tick the correct options.

1. According to Newton’s Second Law of Motion, the greater the movement

of an object, the
a. The longer distance will it travel
b. Stronger will it resist the external forces
c. Speedier it will cover the given distance
d. More stable will it remain in its motion.

2. Newton’s First Law of Motion is known as the

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a. Law of Reaction
b. Law of Inertia
c. Law of Effect
d. Law of Momentum

3. Newton’s Second Law of Motion is also known as

a. Law of Reaction
b. Law of Inertia
c. Resultant Force
d. Law of Effect

4. Acceleration due to an external force acting on a moving object is

technically defined as the change in that ob ect s
a. Location
b. Direction
c. Velocity
d. Movement

II. Answer the following questions briefly.

1. List Newton’s Laws of Motion.

2. Elucidate Newton’s Law of Inertia.

III. Answer the following questions in 150-200 words.

1. ith the help of suitable e amples, discuss the application of ewton s

Laws of Motion in sports.
2. ow can ewton s second law and third law of motion be applied in sports

8.2 Levers

The lever is a type of machine. It is the human body’s mechanism for movement,
and although it may be viewed as a part of the skeletal system, the role of the
muscles in supplying the necessary force for lever action should be kept in mind.
The bony levers will be less stationary until they are moved by the muscles, which
are motionless until the nervous system stimulates them.

All lever systems are made up of four components:

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h the load
h the fulcrum
h the effort
h the lever.

The load is the object requiring moving, the effort is the muscular force we use to
move the object, the fulcrum is the joint around which the movement occurs, and
the bones of the skeleton are the levers. If asked to sketch a diagram of a lever
sys em y u u ee i cu ea ur par s

Lever systems have standard symbols that are used to represent each part.

You will need to know these standard symbols.

W Load

W Fulcrum

W Effort

W Lever

Definition of a Lever

e er is a ri i ar use erc me resis a ce e a rce is app ie

ri i piece ra smi s a m i es rce r m i e rces are app ie a

p i s a i ur s a u a ir

The Fulcrum

h t is the point at which the lever rotates or turns and identifies the lever
class by its position in relation to the other two parts. In human movement,
the fulcrum is the joint that dictates the kind of action.

The Force/Effort Arm

h It is the point at which the force is applied.

The Load/Resistance Arm

h It is the point where the load or resistance is located.

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8.2.1 TYPES OF LEVERS

There are three types/classes of levers:

h First-Class Lever
h Second Class Lever
h Third Class Lever

First-Class Lever: first lever has the fulcrum between the force and the resistance.
This class fulcrum may be moved about along the lever, thereby changing the relative
lengths of the force arm and the resistance arm. If the fulcrum is placed close to
the resistance, the force arm is length, and hand and less force need to be applied
to move the resistance, but force must be applied through a long distance to lift
the resistance a short distance. Conversely, a shortened force arm requires more
excellent force application, but there is a gain in speed and range of motion at the
resistance end.

First-Class Lever

Examples of 1st class lever

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Triceps causing Extension at the elbow V- sit-up position.

ample hen throwing a ball ample hen doing sit up

W Fulcrum = Elbow ulcrum ip oint

W Effort = Triceps Effort = Abdomen

W Load = Arm/ball Load = Leg/Lower body

h Second Class Lever: A second class lever has the load resistance between
the fulcrum and the force. In this class of levers, movement of the fulcrum
will increase or decrease both the force arm and the resistance arm. The
force arm is always the longer of the two, and therefore the force needed
to lift resisting weight will always be less than the weight.

Second Class Lever

Examples of 2nd class lever

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The foot acting as a whole is a second- S rai us ups

class lever when the fulcrum is the ball ample hen doing sit up
of the foot, and the body weight is Fulcrum = Ball of the foot
lifted to the toes by force at the heel. Effort = Arm Muscle contraction.
ample hen throwing a ball Load = Body weight
Fulcrum = Ankle joint
Effort = Gastrocnemius
Load = Ankle joint

h Third Class Lever: A third-class lever has the force between the fulcrum
and the resistance. In this class of lever, the force arm is always shorter
than the resistance arm, and so a large amount of force must be applied,
but the resistance is moved through a much longer range of motion than
the force application. In the human body, the most common class of lever
is the thread. is is particularly important in the movements of the limps
because the desired results are often those of speed or range of motion,
albeit at the expense of force.

Third Class Lever

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amp es r c ass e er

Bicep causing flexion at the elbow Sit-ups

ample hen throwing a ball ample hen doing it ups
Fulcrum = Elbow joint ulcrum ip oint
Effort = Biceps Effort = Abdomen
oad rm eight Load = Upper body

8.2.3 APPLICATION IN SPORTS

The human leverage system is built for speed & range of movement at the expense
of force. Short force arms & long resistance arms require great muscular strength
to move like biceps & triceps attachments biceps force arm is 1 to 2 inches triceps
force arm less than inch. uman leverage for sports skills requires several levers
throwing a ball involves levers at the shoulder, elbow & wrist joints. The longer the
lever, the more effective it is in imparting velocity. A tennis player can hit a tennis
ball harder with a straight-arm drive than with a bent elbow because the lever is
longer & moves at a faster speed. Long levers produce more linear force and thus
better performance in some sports such as baseball, hockey, golf, field hockey, etc.
For quickness, it is desirable to have a short lever arm baseball catcher brings his
hand back to his ear to secure a quick throw sprinter shortens his knee lever through
e ion that almost catches his spikes in his gluteal muscles. few e amples of lever
application in sports are:

1. Cricket bat (2nd class) - e u crum is e p e a e e a is e

bat’s body, and the force is closer to the neck of the handle.
2. Kicking - Lower limb (3rd class) – The fulcrum at the knee joint, force at
i ia u er si y a ac me e ua riceps a is e
3. umping - Plantar flexion of the foot (2nd class) – The load is at the toes, the
fulcrum is at the heel, and force is your weight which is anterior to your heel.
4. Looking up/down or side-to-side (1st class) - Your head is balanced on your
a a ccipi a i ic pi s simi ar y a see sa

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Do you know?

Levers can be found either internally in the form of extremity bones (limbs) or
externally in the form of sports implements such as rackets, bats, hockey sticks,
and so on. t should be clear that the bar referred to in the definition can be of
any shape.

Extension Activity

Classification of Levers

Use the information we have just gone through to complete your table

Sporting example/
Class Middle Component Line drawing
movement in the body

First

Second

Third

I. Tick the correct options.

1. The three basic components of a lever are

a. Mass, weight & velocity.
b. Force, Fulcrum & Load
c. Fulcrum, Resistance & Effort
d. Both b and c.

2. hat type of lever is depicted in the picture

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a. 1st Class lever

b. 2nd Class lever
c. 3rd Class lever
d. None of the above

3. ush up is an e ample of which lever

a. Law of Reaction
b. Law of Inertia
c. Resultant Force
d. Law of Effect

4. In the human body, the most common class of lever………………

a. 1st Class lever
b. 2nd Class lever
c. 3rd Class lever
d. None of the above

II. Answer the following questions briefly.

1. efine ever.

2. Draw 3 types of levers used in sports.

III. Answer the following questions in 150-200 words.

1. ith the help of suitable e amples, discuss the application of st class

lever in sports.

2. hat do you mean by lever plain with the help of diagrams.

8.3 Equilibrium (Stability/ Balance)

hen we say something is stable or balanced, we generally mean that it is not easily
upset that is to say, it takes some effort to topple it. y contrast, of course, an
unstable object is easily upset.

Equilibrium or stability is necessary for performing skills. Naturally, the centre of

gravity (CG) shifts with each change in posture. In the standing posture, the centre
of gravity, while somewhat different for males than females, is located near the
centre of the upper pelvic region. It shifts with each new posture assumed by the
body. significant part of any skill is the continual ad ustment of body segments to
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counteract this change in position and control the centre of gravity.

ui i rium is e e as a s a e a a ce r a s a e si ua i ere pp si e
forces cancel each other out and where no changes are occurring.

8.3.1 TYPES OF EQUILIBRIUM

ith respect to the state of a body, equilibrium may be divided into two categories

1. Static equilibrium.

2. Dynamic equilibrium.

Static Equilibrium

For a body or an object to be in static equilibrium it must not be moving or rotating.

All the force and torques acting on the body or object must add up to zero.

For an object or body to be in a static or static equilibrium, where it is completely

motionless it must meet 3 conditions:

1. The sum of all the vertical forces acting on the body must be zero
2. The sum of all the horizontal forces acting on the body must be zero.
3. The sum of all torques must be zero.

S a ic e ui i rium ca e e e as a s a e e a y is a res r c mp e e y
motionless.

Static equilibrium is the balance of the body during rest or stationary position.

8.3.2 FACTORS INCREASING EQUILIBRIUM

h The centre of gravity falls within the base of support

W Decrease instability when the centre of gravity becomes near the

edge of the base
h Larger base
h Greater weight
h Lower centre of gravity
h hen anticipating an oncoming force

W Place centre of gravity near the side of the base of support expected
to receive force
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W Extending the base of support in direction of expected force

h Greater friction between body and surfaces it contacts
h Rotation about an axis

W Moving cycle is easier to balance than a stationary cycle

h Kinaesthetic physiological functions

W Vestibular system, vision, touch, and kinaesthetic awareness

Examples: Stance maintained by the batsmen in cricket, on the starting block by

the sprinter, wide stance maintained by the wrestler, etc.

17 18 19

Dynamic equilibrium

ynamic quilibrium can be defined as a state when all the applied and inertial forces
applied to a moving body are in balance, resulting in movement with unchanging
speed or direction. To control the equilibrium and achieve balance, stability needs
to be maximized.

hen the body or an ob ect is moving with a constant velocity that is with no
change in speed or direction it is said to be in dynamic equilibrium.

Dynamic equilibrium or dynamic stability is a balance of the body during movement.

Example: Body position maintained by a sprinter while running on the track, Cyclist
while cycling, dribbling of the football by a soccer player etc.

20 21 22

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Guiding Principles to Determine the Degree of Stability

1. Broader the base, the greater the stability: Broadening the base of support
helps an athlete to achieve greater stability. eg., ie s a i sprea i
e ee i e irec i m eme pr i e s a i i y ere a s a ce is
required, using both hands and feet creates the widest base.
2. Body weight is directly proportional to stability: The athlete or an object
which weighs more will have greater stability. e i is i cu m e a
ea ier pers a a i er e m a i e sp r s i e u res i
ae a i are p aye acc r i e y ei pri cip e
3. Lower the Centre of gravity, higher the stability: hen a player does an
activity that needs stability, the player usually lowers their centre of gravity by
bending. e e a p ayer e s is ees i e ru i e ca s p s er
a m re e cie y Simi ar y a res er a si s mai ai is s a i i y
e as pu r er e s is ees i ee s a e may a i a
foul.
4. The nearer the centre of gravity to the centre of the base of support the
more will be the stability: If the centre of gravity extends beyond the base of
support, balance is lost. Keeping the body’s weight centred over the base will
support and help maintain stability. eg., when a gymnast walks on a balance
eam e re uires a sma ase supp r Duri e per rma ce i e
a a ce is s e ym as raises e arm r e s e pp si e si es s i
e ce re ra i y ac ar s e ase supp r
5. Direction of acting force: During a competition, if the direction of an acting/
applied force is known, stability can be increased by moving the line of gravity
as close as possible to the edge of the base where the force is expected.
eg., when in a judo match the judoka shifts his foot in the line of direction
e rce app ie y e pp e use e rce e pp e as a
counterforce to throw him down.

8.3.3 CENTRE OF GRAVITY

The Centre of gravity is the point at which all the weight or mass of a body may be
considered to be concentrated.

The centre of gravity of an individual standing in the anatomic position marks the
intersection of three primary planes and axes.

The human body s e ibility and its uidity creates problems in accurately locating

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the centre of gravity because, while the mass centre can be determined for any
given, momentarily fi ed stance, any significant movement is accompanied by a shift
in the location of the centre of gravity. It means that the mass centre is constantly
moving in many sports skills.

ca i e ce re mass a ri i ec is i cu a is e e easier i
e ec is u i rm e si y a asymme rica s ape i is case e ce re
ra i y is a e e ac ce re e ec ec suspe e r m is
p i is i r a i a e ui i rium

The ability to balance, whether stationary or moving, is key to success in most

sports and physical activities. The stability of an athlete depends on her/his COG.
It is exactly in the middle of the body around which it can rotate freely in any
direction and where the weight of the body is centred.

Examples:
(a) For wrestlers in snatch and jerk, the widening of legs and lowering of
body to maintain the stability, makes COG come down.
(b) During running, the runner’s centre of gravity is in the lower region of
the pelvis and in front of his body, because his upper body is leaning
forwards. aving the centre of gravity lower and in front of his lower
body is advantageous for acceleration.

23

Importance and Application of centre of gravity in Sports

(a) elps the athlete to move

(b) Stops the moving object
(c) elps the athlete to accelerate
(d) elps the athlete in throwing ob ects.
(e) elps the athlete to lift the ob ect.
(f) elps the athlete to pull the ob ect

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Example of Centre of Gravity

To get better results and to be strong, the position of the centre of gravity is quite
important in many sports, few examples are given below:

h In the game of basketball and volleyball, high defence players spread

their legs to lower the centre of gravity towards the base to occupy a
better position against the offensive player.
h Starting in short sprints in track events is another example of the use the
of centre of gravity. As we need to take an instant start in sprints, we take
our body weight on our hands in the “Set” position. So, that we can start
immediately while balancing our weight. (Initially, the centre of gravity
of the body falls on the edge of the baseline of hands. If the centre of
gravity falls behind the line, then there will be delay in starting because
i i re uire a rea er rce a ea
h In combative sports like wrestling, a wrestler falls on the mat with arms,
knees, and legs spread on the mat to get a proper balanced position, (This
position, makes it difficult for the opposite player to move him.

24 25

Do you know?

In our daily routine, we maintain different body positions and movements.

Balance, equilibrium, and stability are the major factors that help us to do all
these activities. Normally in an adult man the COG in a standing position will be
at 56.18 % of the height from the ground, and it will be at 55.14 % in adult women.

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Extension Activity

Try this simple sitting test for yourself:

1. Stand in comfortable clothes on your bare feet, with clear space around you.
2. ithout using any type of support, lower yourself to a sitting position on the
oor. This should be a controlled movement you should not be concerned
about the speed of the movement.
3. Now stand back up, without using your hands, knees, forearms, or the sides
of your legs for support, and without loss of balance.

Scoring

4. The two basic movements in the sitting rising test lowering to the oor
and standing back up – are each scored on a scale of 1 to 5, with one point
subtracted each time a hand or knee is used for support and 0.5 points
subtracted for loss of balance. The maximum score achievable is 1. 26

I. Tick the correct options.

1. hen the sum of force acting upon the ob ect and sum of the movement
acting upon the body is both equal to zero then the body is said to be in
a. Equilibrium
b. Static equilibrium
c. Dynamic equilibrium
d. Zero force

2. The position of the centre of gravity changes depending upon the

a. position of force

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b. position of the body

c. position of the intersection of force
d. position of stability

3. Centre of gravity is the average location of an object’s

a. weight
b. force
c. balance
d. velocity

II. Answer the following questions briefly.

1. hat do you understand by equilibrium hat are the types of equilibrium

2. Give suitable examples of the type of equilibrium applied to sports /

games.

3. efine the centre of gravity.

III. Answer the following questions in 150-200 words.

1. hy do wrestlers spread their arms, knees, and legs on the mat when
they fall

2. Discuss the importance of the centre of gravity in sports with suitable

examples.

8.4 Friction & Sports

Friction is a force that opposes the motion between two surfaces that are in touch.
Friction always works in the direction opposite from the direction the object is
moving or trying to move. Friction also produces heat. For example, if you rub
your hands together quickly, they get warmer. e can also say that frictional force
is a contact force that acts in the opposite direction to the motion of an object.
This force can cause objects in motion to come to rest, as they act in the opposite
direction to their motion. For example, if you roll a ball on a surface, it would come
to rest after a short while.

8.4.1 TYPES OF FRICTION

Static friction:

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It occurs when the force applied to an object does not cause the thing to move.
Because of static friction, you must use extra force to start the motion of stationary
objects. eg., if you try to push a heavy object with less force than the force of static
friction between the ob ect and the oor, the ob ect will not move. To make the
object move, you need to exert more force than the force of static friction. Once
the object is moving, there is no longer any static friction.

27

Kinetic friction

It occurs when force is applied to an object and the object moves. It includes three
different types of friction:

(a) Sliding friction: Pushing an object across a surface. This is when two
bodies are in contact and one body moves on the surface of the other
body by sliding on it or rubbing over the surface. Example – skating on ice,
planting a pole in the pole vault event and skiing or sliding weight.

28

(b) Rolling friction: t occurs between wheels and a surface. hen two bodies
are in contact and one body rolls over the other, it is referred to as rolling
friction. eg., when a hockey or cricket ball is hit it begins to move ahead
and roll on the ground. After sometimes it stops rolling due to the friction
force, this type of friction is often seen in sports. eg., Roller skates and
skateboards

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Fluid friction

t opposes the motion of ob ects traveling through the uid gas, air, and water .

For example:

h hen you ride a bike, uid friction occurs between you and the air.
h Cyclist often wears streamlined helmets and specially designed clothing
to reduce uid friction.
h Paragliding vs hang gliding when an athlete glides on air.

30

Things that affect friction

h Applying a lubricant between two surfaces. (Motor oil, grease, and wax)
h Friction can be reduced by rolling rather than pushing an object
h Friction increases as surfaces are made rougher.
h Friction increases when the force between two objects is increased
h In general, smooth surfaces produce less friction than uneven surfaces.

8.4.2 METHODS OF REDUCING FRICTION

h Polishing: If we polish and rub the surface to reduce its unevenness and
make it smooth, the force of friction can be reduced. eg., shining a cricket
ball increase the swing of the ball.
h Lubricating: A common way to reduce the force of friction is by applying
a lubricate such as Motor oil, grease, wax etc. eg., the most widely used
lubricants in practical mechanical systems like bearings or gears.
h Wheels and Ball bearing use: It is easier to roll an object than to slide
it by using wheels and ball bearings as we convert sliding friction into
rolling friction. This reduces friction between the two contact surfaces
and helps us to save energy and time. eg., in roller skates, both wheels
and balls contribute to reducing friction.
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h Streamlining: Friction due to air is reduced by streamlining the shape

of the body. eg., the Javelin, boats, ships, and vehicles, are made with a
sharp point to reduce friction.

8.4.3 ADVANTAGES AND DISADVANTAGES OF FRICTION IN THE

FIELD OF SPORTS

Advantages

riction is essential in the field of sports. ithout appropriate friction, we will

not be able to grip any sports equipment effectively. The advantages of friction in
various sports can be explained as follows:

h Athletics: In Athletics, the shoes (spikes) are designed to increase friction

so that better speed can be generated. The shoes used for short-distance
running events have spikes in the front potion only. hereas the long
distance runner uses completely different shoes.
h Badminton: The grip in badminton plays a major role in performing a shot
perfectly during a match. That is why a good grip in rackets, will increase
the friction with the hand, helping the shot to count and preventing the
racket from slipping.
h Basketball: Friction between the shoes and the court helps players to
maintain control of movement. They wipe their shoes often to get more
friction for better movement control.
h Cricket: The cricket players, essentially the fielders wear shoes that have
spikes. The helps them increase the friction with the ground and hence,
helps the cricketer during the run-up for balling, running between the
wickets, and preventing from slipping
h Cycling: The friction between the tires and the surface prevents cyclists
from slipping and skidding. The friction between the brakes and the wheel
help cyclists slow down their bikes.
h Football: In Football, a footballer kicks and catches the ball. Friction
helps him/her to run, change and maintain his/her position on the ground.
Better friction helps him/her to tackle the opponent correctly.
h Gymnastics: It is due to friction that a gymnast is able to perform actions
on the ori ontal bar. n fact, he uses lime powder on his hands to increase
the friction between his palm and the bar

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h Javelin: Friction between the hand and javelin allows the thrower to grip
the javelin and friction between shoes and track helps them to generate
a perfect ground reaction force for throwing the javelin in the right
direction. ithout friction, the avelin would ust fall out of their hands.
h Running: Friction between the shoes and the track enables an athlete to
run fast, deaccelerate, stop and change direction. If friction is low, the
athlete would slip and even fall.
h Soccer: In soccer also number and size of spikes between a striker to a
defensive player are different, this technical difference is based on the
type of friction required by the players.
h Weightlifting: In weightlifting, the weightlifters needs more friction
between their feet and the oor to prevent slipping while lifting heavy
weights, for which they use specially designed shoes.

The friction force is also required for pulling and pushing which is common in all
sports activities. ence, we can say that friction is necessary to give the best
performance all forms of games and sports.

Disadvantages

The disadvantages of friction are as follows:

h Bicycling: During cycle racing the tires get heated up due to friction. Due
to more heat, tires may burst and it may lead to serious accidents.
h Weightlifting and Gymnastics: In weightlifting and gymnastics, the
skin in the palm gets damaged due to friction and the athlete even may
slip while performing the lift. ence, gymnasts and weight lifters are
advised to use powder on their palms and wear special shoes to maintain
appropriate friction
h Pole-Vault: During Pole-Vault, a vaulter may lose grip on the pole if less
friction is there between palms and pole. ence, pole vaunters are advised
to use adhesive on the palm to increase friction and perform correctly.
h Friction makes movements difficult: Any time you want to move an
ob ect, friction can make the ob more difficult, as movement is directly
affected by mass and force applied and also on the surface condition.
h Excess friction means extra energy: in other words, more friction means
more force to overcome it and more force means more energy. Thus,
energy is wasted due to friction.

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h Friction can cause injuries: if a player slides/falls across the ground. In

fact, friction can lead to critical injuries.
h Wear and tear: sporting equipment occurs with time because of friction.
If, there were no friction, they would last forever.

Consequently, it can be said that it is friction can be is advantageous or disadvantageous

depending on the use, time, and place of using it. To some extent, some force of
friction is required in various sports. The requirement may differ or vary from sport
to sport.

Do you know?

o you know ecently one more friction type has been recogni ed which is known
as Limiting Friction. Limiting friction is the force that comes into play when one
body is just on the verge of moving over the surface of another body. (Limiting
friction occurs when the moving force and the force opposing the motion are
equal any addition to the moving force will cause slipping. The limiting frictional
force is proportional to the normal reaction between the contacting surfaces and
is independent of the area of contact.)

31

Extension Activity

elow are images of four sports where you find friction is prominent. sing the
image provided and your knowledge to identify the type of friction in each image
and complete the table below:

Sport/activity Equipment Type of Friction Effect on performance

Golf – shoes

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Bobsleigh
skeleton – sled

Gymnastics –
mag chalk

Mountain bike
riding – tyres

I. Tick the correct option.

1. The Friction force acts in a/an ______direction to the direction of motion

of an object.
a. opposite
b. same
c. downwards
d. diagonal

2. Among the following sports, in which does friction plays the least
important role
a. Car Race
b. Football
c. ockey
d. Ice Skating

3. Friction is a –
a. Magnetic Force
b. Non-contact Force

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c. Contact Force
d. Couple Force

4. Cyclist often wears streamlined helmets and specially designed clothing

to reduce Calibration
a. Fluid Friction
b. Rolling Friction
c. Sliding Friction
d. None of the above

II. Answer the following questions briefly.

1. efine riction.

2. hat is ir esistance

3. hat do you mean by riction is a necessary evil

III. Answer the following questions in 150-200 words.

1. Discuss various types of friction.

2. s friction advantageous or disadvantageous in games and sports

3. rite down the methods of reducing friction and e plain any two with
suitable example.

8.5 Projectile in Sports

pro ectile is a force that acts under the in uence of gravity and air resistance.
projectile would travel in a continuous straight line if gravity were not present. A
projectile is any object which once projected or dropped continuously in motion by
its inertia and is in uenced only by the downward force of gravity. pro ectile is an
object upon which the only force acting is gravity. Projectiles travel with a parabolic
tra ectory due to the in uence of gravity.

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Defining Projectiles

A projectile is an object upon which the only force acting is gravity. There are
a variety of examples of projectiles. An object dropped from rest is a projectile
provided that the in uence of air resistance is negligible . n ob ect that is thrown
vertically upward is also a pro ectile provided that the in uence of air resistance
is negligible). And an object which is thrown upward at an angle to the horizontal
is also a pro ectile provided that the in uence of air resistance is negligible .
projectile is any object that once projected or dropped continues in motion by its
own inertia and is in uenced only by the downward force of gravity.

In simple words, an object in flight after being thrown a project is called projectile
motion.

Examples from sports involve projectile motion:

h ec s ac i as pr ec i es as e a a s pu ammer
discus, javelin, golf ball, volleyball, tennis ball, etc
h e y ac s as a pr ec i e i i ump ump ym as ics i i
ure s a i s i umpi e c

33 34

The motion of a projectile is due to two separates simultaneously occurring

components of motion

(a) One along the horizontal direction

(b) Other along the vertical direction

ith constant acceleration due to force of gravity

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35

8.5.1 FACTORS AFFECTING PROJECTILE TRAJECTORY/ FLIGHT

PATH

a. Gravity
b. Air resistance
c. Speed of release
d. Angle of release
e. eight of release
f. Spin
(a) Gravity- Gravity is the force exerted by the earth on any object towards
the centre of the body, and it is directly proportional to the mass of the
body. ithout gravity, the body will travel in a straight line after being
thrown.
(b) Air Resistance- Several vital factors bring air resistance into play

W Surface area: The larger the surface area, the more air resistance
will affect the object. Example: Basketball compared to a golf ball.

W Speed: As speed increases, so does air resistance. Example: The

Space shuttle.

W Surface of the object: If the surface is rough, then air resistance

will be greater.

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Example: Swinging ball in cricket.

W Mass: The smaller the mass (lighter the object), the more air
resistance will affect it. Example: Movement of the shuttle in
badminton.
(c) Speed of release: This refers to how fast the object is released (thrown
or hit). The muscle force largely determines a projectile speed of release.
Generally, the greater the release rate, the greater the distance gained.
Example: Speed of release in throwing events like javelin, discus, etc.
(d) Angle of release/ projection angle: This refers to the pitch at which
the object is thrown or hit into the air. In sporting situations, the angle
of release varies according to the activity. A basketball angle above 45
degrees is required in activities such as shooting. In activities such as
tennis, a lower, around 3-to-15-degree grade is required.
(e) Height of release: This refers to how high above the ground an object is
released. Increasing the height of release improves the horizontal distance
an object can be projected. For a given speed and angle of release, the
greater the height of release, the greater the distance gained. Example:
eight of release in throwing events like avelin, ammer throw, etc.
(f) Spin: Spin happens as a ball moving through the air will move in the
direction of at least air pressure. This helps the projectile maintain its
course and can cause it to change height or direction. hen applying
force to a projectile below, above, or the side of the centre of gravity, you
will impart spin to the projectile. Example: principle of spin in basketball
shooting.

8.5.2 APPLICATION OF PROJECTILE IN SPORTS

There are many instances where projectile motion is applicable, whether it is in

daily life, sports, or technological advancements. ere are some of the applications
of projectile motion given below:

Sports

Projectile motion is very common in sports since most sports involve the motion of
a projectile (usually a ball). By using physics, we are able to determine the optimal
angle of a ball s ight in order to ma imi e speed or distance.

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Baseball

Pitching analysis

Projectile motion is applicable in both throwing and hitting. A thrown ball undergoes
projectile motion when it is mid-air since the only force that affects the ball is the
acceleration due to gravity. A variety of factors will go into the trajectory of a pitch,
including a pitcher’s height, arm angle, and the spin being applied to the ball.

36

Hitting analysis

In terms of hitting, advanced analytics like to use “launch angle” as a good indicator
of the optimal angle that a ball should be hit. Launch angle is the angle at which a
ball exits the bat as soon as they connect with each other. The best launch angles,
which allow for line drives and home runs, are calculated to be around 10–30 degrees
orth of ast, relative to the bat. This allows for the most optimal ball ight, usually
necessary to hit the ball over 325 to 400 feet over the fence.

37

Basketball

Another example of projectile motion in sports is basketball. For a basketball shot to

enter the hoop, the basketball must be shot at a certain angle with a certain amount
of force. The optimal angle of a shot will vary depending on the height from which
the ball is shot and the player’s distance from the hoop. According to Professor John

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Fontanella, the ideal angles from the free-throw line will vary from 48.7 degrees to
52.2 degrees, with shorter players.

38

Did you Know

There are four main types of spin used in sports, Top Spin- is where you hit over
the ball. Topspin creates a downward force on the ball, causing the ball to drop,
Back Spin- this is where you hit under the ball, Backspin creates an upward force
that lifts the ball, causing the ball to rise, Clockwise Spin-this is we are you hit the
ball on the left side of the centre of gravity. It causes the ball to swing to the right
and Anticlockwise- this is where you hit the ball on the right side to the centre of
gravity. It causes the ball to swing to the left.

Extension Activity

Identify Projectile in Sports: Make groups in your class and during your physical
education period select 5 sports and try to apply the projectile principal in them
and write down your observation in the table below:

S.No. Sports Activity/Skill Observation

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Physical EDUCATION-XII

I. Tick the correct option.

1. Factors that bring air resistance into play

a. Larger the surface area
b. Rough surface
c. Smaller the mass
d. All of the above

2. The motion of a projectile is due to two separates simultaneously occurring

components of motion and they are
a. One along the vertical
b. One along the horizontal
c. both a and b
d. none of above

3. According to Professor John Fontanella, the ideal angles from the free-
throw line will vary from ____ to ___with shorter players.
a. 48.7 degrees to 52.2 degrees,
b. 45.6 degrees and 50.2 degrees,
c. o specific degree
d. Any degree

II. Answer the following questions briefly.

1. efine ro ectile.

2. hat is ir esistance list any four factors.

III. Answer the following questions in 150-200 words.

1. ith suitable e ample e plain different types of pro ectiles in sports.

2. Discuss various Factors affecting projectile motion.

3. s pro ectile advantageous in games and sports ustify.

IV. Read the given situations and write which of Newton’s Laws of Motion applies
to it.

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S.no. Sports situation Law of motion

1. hen a ball is thrown, kicked, or struck with an implement,
it tends to travel in the direction of the line of action of the
applied force. The greater the amount of force applied,
the greater the speed the ball has.
2. A skater gliding on ice will continue gliding with the same
speed and in the same direction unless an external force
acts upon the skater.
3. The force applied to the ball is matched with an equal and
opposite force applied to the racket.
4. hen a white ball the cue ball hit a yellow or green ball
in billiards.
5. The force applied to the arrow in archery to hit the target.

V. ART INTEGRATION – IDENTIFY, PERFORM AND MAKE CARDS

e do different types of activities in our daily life routine in the same way, newton s
law of motion applies to those activities. In your classroom, make groups and select
different games for different groups. Identify three fundament skills from those
games, perform them and identify which newton’s law of motion relates to that
skill. Make activity cum learning cards and write the following details in the table
given below:

S.No. Game fundament Name the Law of Remarks

skill Motion

VI. SPORTS INTEGRATED

39

Sports science is a fascinating topic on its own, and most physical sports require

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Physical EDUCATION-XII

having a basic understanding of scientific concepts. onsider the amount of physics

involved with a sport like a golf – a golfer must understand the concept of a trajectory
and how this can be affected by a multitude of factors (wind speed and direction,
for instance). From tennis to basketball, angles, arches, mass, the center of gravity,
angle of contact/release, etc, are all involved with these types of sports!

Based on this students can make a project individually or in a group on different

sports and games where these laws and principle is applied with practical example
and presented in their classes.

VII. Case Study

uring her gymnastics practice, oya was finding it difficult to maintain her balance
on the balancing beam. er coach tried to e plain to her about basic principles of
equilibrium.

According to the principles of equilibrium Centre of gravity plays a very important

role.

(a) ___________ C.G helps in increasing stability.

(b) __________ base more stability.
(c) There are two types of equilibrium namely _________ and ___________.

2.

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hile e plaining how to release basketball at a correct angle to successfully score

points the basketball coach showed students this picture.

Basketball players wanted to know more about projectiles therefore the coach
e plained to them the factors affecting ight of an ob ect.

(a) An object covers less distance when the projected path is at _____
degrees.
(b) If the initial velocity is low the object will cover ______ distance.
(c) If the weight of the object is more the impact of gravity will be _______.

References:
1. Dhananjay Shaw (2000), Mechanical Basis of Biomechanics, Sports Publication,
Delhi, p.10.
2. hanan ay haw , iomechanics and inesiology of uman otion, th
ed, Khel Sahitya Kendra, Delhi, p.120.
3. ames. . ay. . The iomechanics of ports Techniques, rd ed. rentice
all nternational, nc. ew ersey. p. .
4. usan. . all. , asic iomechanics, th ed. c raw ill, ew ork, .
Suggested Readings
1. Dhananjay Shaw (2000), Mechanical Basis of Biomechanics, Sports Publication,
Delhi,
2. utlegen, ancy, . . inesiology cientific asis of uman otion.
c raw ill.
3. Physical Education and Yoge (373). (n.d.). Retrieved 11 25, 2020, from National
School of
4. Thompson, loyd. . anual of tructural inesiology. c raw il.
Foot Note
1. https://www.espn.in/football/club/brazil-bra/205/blog/post/3138037/roberto-
carlos-brazil-free-kick-in-1997-the-physics-behind-impossible-strike
2. https www.youtube.com watch v m cimn fc
3. h t t p s : / / w w w. w s j . c o m / a r t i c l e s / t h e - d e a t h - o f - t h e - s l a p - s h o t - i n - t h e -
nhl-1511547355
4. https://www.rmotoday.com/local-sports/olympic-speed-skating-hopeful-howe-
impresses-with-national-championships-gold-4525417
5. https://www.gftskills.com/the-proper-way-to-kick-a-soccer-ball/
6. https://www.espn.in/fantasy/baseball/story/_/id/27239743/fantasy-baseball-daily-
notes-pitcher-hitter-rankings-tuesday
7. https://www.tutorialspoint.com/shot_put/shot_put_rotational_style.htm
8. https://co.pinterest.com/juanestebanruiz110/discus-throw/

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9. https://viewpress.photoshelter.com/image/I0000G.2zfTUlZlY
10. https://blog.praxilabs.com/2021/02/24/applications-of-newtons-laws-of-motion-in-
daily-life/
11. https www.rediff.com sports report first throw perfect but need to improve
neeraj-shivpal-olympics-javelin/20210804.htm
12. https://www.liveabout.com/dives-in-springboard-and-platform-diving-1100076
13. https://olympics.com/en/featured-news/rowing-at-tokyo-2020-how-did-indian-
rowers-fare-at-the-olympics
14. https://www.dailymail.co.uk/sport/football/article-3226944/England-2-0-
Switzerland
15. http://theexercisers.com/how-to-increase-vertical-jump/average-vertical-jump/
16. https://cpb-ap-se2.wpmucdn.com/learn.stleonards.vic.edu.au/dist/7/166/
files nit h elson.pdf
17. https://www.sportskeeda.com/slideshow/5-basic-wrestling-techniques-for-beginners
18. https www.rediff.com cricket report slide show figure out sachin tendulkar
glorious-career-facts-records-test-odis-retirement-cricket/20131010.htm
19. https://en.wikipedia.org/wiki/Biomechanics_of_sprint_running
20. ttps://cycling.today/20-million-indoor-velodrome-to-be-built-in-u-s/
21. https www.hihstore.com category id
22. https pdhpe.net the body in motion how do biomechanical principles in uence
movement/balance-and-stability/centre-of-gravity/
23. https://www.active.com/volleyball/articles/volleyball-101-position-breakdown/
24. https://olympics.com/en/featured-news/what-how-greco-roman-wrestling-style-
rules-scoring-techniques-olympics
25. https://cpb-ap-se2.wpmucdn.com/learn.stleonards.vic.edu.au/dist/7/166/
files nit h elson.pdf
26. https://endlessreference.com
27. https://theathleticbuild.com/weighted-sled-workouts/
28. https://olympics.com/en/featured-news/everything-you-need-know-roller-speed-
29. https://blog.manawa.com/en/outdoor-activities/paragliding/paragliding-vs-hang-
gliding-which-one-is-really-dominating-the-skies/
30. https://www.geeksforgeeks.org/limiting-friction/
31. https://acejee.com/blog/types-of-projectile-motion/
32. https://psc.bibimohanan.com/2020/12/malayalam-gk-questions-kerala-psc.html
33. https app.ema e.com
34. https://acejee.com/blog/types-of-projectile-motion/
35. https://www.thenewstribune.com/sports/mlb/tacoma-rainiers/article257599333.
html
36. https://www.greatlakesbatco.com/single-post/2018/03/13/attack-angle-vs-launch-
angle
37. https://www.pinterest.com/pin/715650197007266762/
38. https://theithacan.org/sports/golf-team-uses-simulator-to-train-during-winter-
months/
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UNIT IX PSYCHOLOGY AND SPORTS

Overview

W ersonality its definition types ung lassification ig ive Theo-

ry);
W otivation, its type techniques
W ercise dherence easons, enefits trategies for nhancing it
W eaning, oncept Types of ggressions in ports
W sychological ttributes in ports elf steem, ental magery, elf
Talk, oal etting
W

At the end of the unit, students will be able to:

W lassify different types of personality and its relationship with
sport performance.
W ecognise concept of motivation and identify various types of
motivation.
W dentify various reasons to e ercise, its associated benefits and
strategies to promote e ercise adherence.
W ifferentiate between different types of aggression in sports.
W plain various psychological attribute in sports.

Discussion
ead an e cerpt from a leading newspaper regarding news for requirement of
sports psychology in ndian ports.
for hiring psychologists to arrest stress

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T ar The ndian ricket oard has discussed plans to ask its

state units to hire good sports psychologists who can help young players handle
pressure better and ensure lesser drop outs from the game. ith ndia losing
several talented nder and nder level players every year due to family
and academics pressures, also wants to make the hiring of psychologists
compulsory at state academies for age group players.
ccording to a board official, ndia is losing a lot of talent at the age group
levels, The stake holders of the game are all concerned and they want a system
in place to tackle this problem. t is common these days to see talented players
leaving the game after one or two bad seasons. s you go higher, the talent pool
is reduced. This shouldn t happen, thus the idea of hiring psychologist was
discussed. adding that the cricket drop outs should stop at all levels.
https timesofindia.indiatimes.com sports cricket news bcci for hiring
psychologists to arrest stress articleshowprint .cms

Discuss in your group

W hat causes a person to persist or to give up
W hat is the person thinking and feeling while engaged in the activity
W hat can be the reasons for drop out of talented athletes from sports
W ow can a ports sychologist help young players handle pressure bet-
ter
W an different motivation techniques help athletes towards continued
sports participation

resent your ideas to the class

.1 Personality: Concept and Definitions

eading the news clipping, did you wonder why a psychologist would be required
to prevent athletes from dropping out, even though they have achieved success
re we able to identify athletes who have the talent or skill to continue with sports
participation but still lack the determination to continue in sports f we were asked
to analyse reasons why some sportspeople succeed despite all odds, surely, we will
come up with ad ectives like determined, persistent, courageous, dynamic, robust,
etc. s there something more which can be added to describe these athletes eg.,
consistent or possessing a stable pattern of behaviour ports psychologists have tried
to answer these by relating them with various theories of personality. nderstanding
personality has been an area of interest which is as old as our civili ation. ven

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before the present day scientific and systematic research to e plain personality
developed, philosophers across the globe tried to analyse characteristics which
were unique to an individual and why people differed in various ways. owever, the
concept of personality is still evolving and covers such a large range of phenomenon,
that it is very difficult to include all the aspects of personality in one definition.

The word personality is derived from the atin word persona, the mask used
by actors in the oman theatre for changing their appearance for performing in
front of their audience according to the given role. The actor performed as per
the script or story wearing a particular mask. The audience also e pected them to
act in a particular manner on seeing the mask. owever, it didn t mean that the
actors possessed the desired qualities of the character in themselves. Therefore,
the concept of personality came to refer to an individual s characteristic way of
responding to other individuals and situations. hen we observe people around us,
we are able to describe their actions and responses to different situations based on
the combination of their individual thoughts, characteristics, behaviour, attitude,
ideas and habits. e may represent them as shy, happy, courageous, aggressive etc.
These characteristics are a representation of different components of personalities.
Therefore, we can view personality as the relatively stable and unique characteristics
of an individual across different situations and varied period of time.

ersonality, thus, can be defined as the characteristic set of behaviours, cognitions

and emotional patterns that evolve from biological and environmental factors. t is the
integration of those systems and habits that represent an individual s characteristic
ad ustment to his environment. ccording to obert aron, ersonality is an
individual s unique and relatively stable pattern of behaviour, thoughts and feelings.
att arvis in his book presented a general definition of personality offered
by ewin ersonality represents those structural and dynamic properties of
an individual or individuals as they re ect themselves in characteristic responses
to situations . t is the integration of those systems and habits that represent an
individual s characteristic ad ustment to his environment.

Carl Jung (1933)1: ersonality as an attitude refers to a predisposition to behave in

a certain manner.

William Herbert Sheldon (1942)2: offered a topology of personality based on three

ma or morphologies or body types ndomorph, ctomorph, esomorph , each
associated with a different temperament of an individual.

Cattell (1950)3: ersonality is that which permits a prediction of what a person will
do in a given situation.

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Guildford (1959)4: ersonality is an individual s unique pattern of traits.

Allport (1961)5: ersonality is the dynamic organi ation within the individual of those
psychological systems that determine his unique ad ustment to his environment.

Eysenck (1953)6: ersonality is defined as more or less stable and enduring

organi ation or a person s character, temperament, intellect and physique which
determine his unique ad ustment to the environment.

Robert A Baron (2008)7: ersonality is defined as individual s unique and relatively

stable pattern of behaviour, thoughts and feelings.

n sports also, it is important to understand athletes and their unique and relatively
stable characteristics in different situations and conditions. t is essential to know
how a particular athlete responds to the situational demands of the training as well
as competitions. o two athletes behave in a similar manner they may behave
differently in a common situation. ome athletes may not like to take a command from
a coach but may respond positively towards acceptable alternatives like cooperative
learning from coaches. ports psychologist may also be interested to learn which
type of people opt for a particular type of sports or e ercise program. To understand
this, let us overview personality from various approaches and theories propounded
by eminent psychologists from across the world. These theories represent various
contrasting views and perspectives on the origin and nature of human uniqueness.
ach theory may have vast differences but offers wide range of insight that can add
towards effective understanding of personality of an individual.

9.1.1 PERSONALITY TYPES

ver the years, with the progress of research and development of literature in the
field of personality by various psychologists, it is essential to understand the various
approaches for getting a better perspective and understanding of personality.

ersonality type refers to the psychological classification of different types of

people. ersonality types are distinguished from personality traits, which come in
different degrees. There are many theories regarding personality types, and each
theory contains several and sometimes many sub theories. or e ample, according
to type theories, there are two types of people, introverts and e troverts. ccording
to trait theories, introversion and e troversion are part of a continuous dimension
with many people in the middle. The ma or theories include dispositional trait
perspective, psychodynamic, humanistic, biological, behaviourist, evolutionary,
and social learning perspective. owever, many researchers and psychologists

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do not clearly subscribe to any one particular perspective, but instead take an
heterogeneous approach. There is also a substantial emphasis on the applied field
of personality testing. n psychological education and training, the study of the
nature of personality and its psychological development is usually reviewed as a
prerequisite.

ince no one particular theory or approach covers the complete aspects of personality,
the approach for e plaining personality includes mainly, the Type approach which
consists of classification or comprehending of personality type based on a set of
behaviour characteristics with similarities as done by yers and riggs type indicator,
riedman and osenman Type personality behaviour etc., as well as on the basis of
body type classification by retschmar, or somatotype by illiam heldon, and the
uid type classification as e plained by ypocrites.

Trait approach, on the other hand, focusses on specific psychological attributes

based on the concept of individuals differing in unique and stable characteristics.
Trait refers to a characteristic that is unchanging and predictable. or e ample,
shyness is a trait that is usually stable in an individual s personality. ome traits are
innate the infant possesses a basis for developing the trait at birth, while others
are acquired through learning, such as the tendencies toward tidiness or untidiness.
ome researchers like ysenck, attel as well as llport and others support inherent
traits as cardinal and proposed a theory of personality based on biological factors,
arguing that individuals inherit a type of nervous system that affects their ability
to learn and adapt to the environment. igmund reud and eo reudians like
ung, who described the structure of personality in three part id, ego, super ego,
put forward the psycho dynamic theory of personality that assumes there is an
interaction between nature innate instincts and nurture parental in uences .

n modern sports, inter action perspective regarding personality is an e tremely

popular and widely adopted approach towards understanding of behaviour. t
defines behaviour as function of personality and situational factors acting together.
ccording to the interaction theory behaviour in any situation is a function of both
personality and e ternal factors. or e ample, an player with high hostility trait may
not indulge in aggressive behaviour if he or his team is winning with a large margin,
or an athlete with composed traits may re ect neurotic tendencies of an iety if
faced with the challenge of scoring the winning run of the last ball of a knockout
round match.

9.1.2 JUNG’S CLASSIFICATION OF PERSONALITY TYPES

arl ustav ung, a wiss psychiatrist and a disciple of igmund reud, was once
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a great admirer of reud s view on psychoanalysis and worked with him for five
years. owever, he started developing contradictory views on some of the ma or
assumptions or findings of igmund reud and later followed a separate professional
path. Therefore, many times, arl ung is referred to as a eo reudian also.

Characteristics of Introverts & Extroverts

Introvert Extrovert
nterested in their own self eserved ighly sociali ed road minded
elf aware and introspective Take pressive and en oy centre of attention
pleasure in reading, writing Tend to shy eet unknown people easily
away from public old, outgoing and optimistic person
Think before acting ction oriented

ater he published a book sychology Typen sychology Types in and presented

his own theory of personality by classifying personality based on two important
aspects.

irst is personality attitude introvert and e trovert and second is personality

functions ensing, ntuitive, Thinking, eeling . e can be credited for being the
first to introduce the concept of introversion and e troversion to the world of
psychology. t was not a designed to label type of people, instead the purpose was
to demonstrate the comple ity of human typology and its consequences. et us
understand ung s topology based on personality attitude and personality functions

. ersonality ttitude which is distinguished as trovert or ntrovert.

. ersonality unctions which can be classified as four distinct function namely
eeling, ntuiting udging or ensing. The four functions are divided into
what ung called rational or udging and irrational or perceiving functions.
Thinking and sensations are rational, according to ung, while intuition and
feeling are irrational.

Introvert: n ung s theory, introverts are people who are predominantly interested
in their own mental self. They are typically seen as more reserved or re ective and
prefer to be withdrawn from e ternal reality. They opt to live in their own inner
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world of feelings and thoughts and often take pleasure in solitary activities such as
reading, writing, or meditating. They prefer to create their own virtual and imagery
world, due to which they tend to shy away from in public interactions and social
connects and are less vocal with people around them, due to this, they like to be
reserved and within themselves. They are more analytical before speaking.

Extrovert: n ung s theory people with an e trovert personality are the total opposite
of those with an introvert personality. They prefer the outer world of things, hence
are found to be more broad minded, are highly sociali ed, hence can meet unknown
people easily. They are very bold, outgoing and optimistic person.

The Eight Preferences

Where you T eople T
prefer to who prefer e traversion eople who prefer
focus your tend to focus their introversion tend to focus
attention attention on the outer their attention on the
world of people and thin inner world of ideas and
impressions.
The way T T
you prefer eole who prfer eople who prefer
to take in sensing tend to take in intuition tnnd to take in
information. information through the information from pattern
five senses and and the big picture
and focus on future
possibilities.
The way T
you prefer eople who prefer eople who prefer feeling
to make thinking tend to tend to make decision
decisions make decision based based primarily on
primarily on logic and values and on sub ective
on ob ective analysis of evaluation of person
cause and effect. centered concern.
How you
prefer to eople who prefer eople who prefer
deal with udging tend to like a perceiving tend to like a
the outer planning and organi ed e ible and spontaneous
world approach to life and approach to life and
prefer to have things prefer to keep their
settled. options open

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Physical EDUCATION-XII

troverts tend to en oy human interactions and to be enthusiastic, talkative,

assertive, and gregarious. They take pleasure in activities that involve large social
gatherings, such as parties, community activities, public demonstrations, and
business or political groups. They also tend to work well in groups.

Personality Functions: hether a person is an introvert or e trovert, she he has

a preferred pattern to deal with the situations. There can be four basic way or
function used by people

. Feeling: eeling is a preference for making decisions based on values and

effects on people rather than logic. eople use their emotional aspects to
understand the situation and deal according to it.
. Thinking: The capacity to decide ob ectively based on the evidence and
applicable principles is defined as thinking. eople evaluate the information
received with logic and rationale for dealing with outer world.
. Sensing: ensing refers to a preference for perceiving the world through facts,
evidence, data and details. eople use their senses to seek information. They
are good at looking and listening to understand the world around them.
. Intuitive: ntuition refers to a preference for perceiving the world through
concepts, theories and abstractions. eople use their perception and intuitions
to understand the situation, people around them, sometime its referred as
si th sense of an individual.

ccording to ung, the two attitudes of e traversion and introversion cannot be

demonstrated in isolation. t need to be associated with one of the four functions.
hen the two attitudes trovert and ntrovert combine with four functions
ensing, ntuition, Thinking, eeling , they form eight mental functions in attitude
or personality types. et us brie y view each of the eight combinations of personality
types.

troverted troverted thinking involves segmenting organi ing for

Thinking efficiency systemati ing applying logic structuring checking for
consequences monitoring for standards or specifications being
met setting boundaries, guidelines, and parameters deciding if
something is working or not.
orting out different colours and styles thinking about the
consequences. troverts who are thinkers are able to see the
world through comple and solid ideas but these comple ideas
are often handed down or moved on by others. These people often
work in fields related to ath and cience.
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ntroverted ntroverted thinking involves analysing categori ing evaluating

Thinking according to principles and whether something fits the framework
or model figuring out the principles on which something works
checking for inconsistencies clarifying definitions to get more
precision analysing options for using principles.
ntroverts who think see how the world works in a sub ective and
creative way. This analysis is based on internal knowledge. These
people often work in science fields as well.
troverted troverted feeling refers to connecting considering others and
eeling the group organi ing to meet their needs and honor their values
and feelings maintaining societal, organi ational, or group values
ad usting to and accommodating others deciding if something is
appropriate or acceptable to others.
These people base their udgements on factual, known information.
They form their assessments on social values and beliefs. These
people often work in business fields and politics.
ntroverted ntroverted feeling means valuing considering importance and
eeling worth reviewing for incongruity evaluating something based on
the truths on which it is based clarifying values to achieve accord
deciding if something is of significance and worth standing up for.
They base their feelings on emotions, feelings and beliefs. These
people often work in the art field.
troverted troverted ensing refers to e periencing the immediate
ensing conte t taking action in the physical world noticing changes and
opportunities for action accumulating e periences scanning for
visible reactions and relevant data.
These individuals look at the world and interpret reality. They see
what is going and go with it. They are not in uenced by other
opinions. These people often work as taste testers or proof readers.
ntroverted ntroverted ensing involves reviewing past e periences what
ensing is evoking what was seeking detailed information and links to
what is known recalling stored impressions accumulating data
recogni ing the way things have always been.
ntroverts at times look for a hidden message or meaning to
something. They do not ust look at something and see it being
there without a reason. These meanings are based on internal
re ection. These people often work in the art field as well.
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troverted troverted ntuition refers to interpreting situations and

ntuitive relationships picking up meanings and interconnections being
drawn to change what is for what could possibly be noticing
what is not said and threads of meaning emerging across multiple
conte ts.
These people base their meanings of things on facts rather than
feelings. They are usually inventors.
ntroverted ntroverted ntuition leads people to foreseeing implications
ntuitive and likely effects without e ternal data reali ing what will
be conceptuali ing new ways of seeing things envisioning
transformations getting an image of profound meaning or far
reaching symbols.
ntroverted ntuitives usually base their decisions on their inner
desires. They find warmth through sub ective ideas. These people
usually work as artists or religious figures.

Ambivert

hile e plaining personality through the term ntrovert and trovert, there is
reference of a third term called mbivert which is a relatively new term. ung
did not use the word to e plain that there is no such thing as a pure introvert or
e trovert. This concept was supported by many other later psychologists. mbiverts
re ect a blend of traits from the introvert as well as the e trovert along with having
some specific strengths. Thus, an ambivert can be defined as someone who falls in
the middle of the introvert e trovert continuum.

9.1.3 BIG FIVE THEORY OF PERSONALITY

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nother important trait approach which can provide essential insights into the key
elements of personality is of the ig ive actor personality model offered by aul
osta and obert c rae. The five personality traits also known as the ive actor
odel of ersonality and sometimes referred as . The five domains or traits
represented by the acronym , are penness, onscientiousness, traversion,
greeableness, and euroticism.

et us try to understand the attributes of each of the five personality factors on a

continuum leading from high re ected characteristics at one end to low re ected
characteristics at the other .

Openness to Experience (Imaginative vs Narrow Interest):

penness refers to dimension of personality which ranges from being imaginative,

humorous, intellectual, creative, curious, having broad interests, open to ideas at
one end to being closed to e perience, suspicious and rigid at the other. n sports,
athletes or ndividuals scoring high on penness are characteri ed by re ection of
demonstrating new ideas and skill e ecution initiatives along with wide variety in
ideas.

EXTRAVERSION (Enthusiastic vs Reserved)

traversion refers to dimension of personality which ranges from having enthusiasm,

energy, positive emotions, talkativeness, assertiveness at one end to being reserved,
sober and cautious at the other. n individual who scored high on e traversion is
characteri ed by high sociability, is outgoing and has a tendency to seek stimulation
in the company of others. Those who score low on e traversion prefer solitude
or smaller groups, prefer activities alone, and avoid large social situations. ot
surprisingly people who score high on both e traversion and openness are more likely
to participate in adventure and risky sports due to their curious and e citement
seeking nature.
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CONSCIENTIOUSNESS (Organized vs Easy-going)

onscientiousness refers to well organised, careful, responsible, hardworking and

dependable individuals at one end to being rela ed and easy going, spontaneous,
disorgani ed and careless. umerous studies have found to have a positive correlation
between conscientiousness and cognition, individuals high on conscientiousness have
been found to perform better in academics as well as in the sports arena wherever
planning, organising skills and decision making abilities are essential to the task.

AGREABLENESS (Friendly vs Un-Cooperative)

greeableness refers to compassionate behaviour of an individual. imensions of

agreeableness range from being good natured, cooperative, trusting at one end to
being suspicious, irritable and uncooperative at the other. t is also a measure of a
person s helpful and friendly behaviour nature and re ects whether that person is
generally friendly and nurturing or not. eople who score low on agreeableness tend
to be antagonistic towards others and are described as rude and unkind.

NEUROTICISM (Composed vs Nervous)

euroticism focusses on the emotional stability on an individual. This trait refers

to dimensions of personality which range from being poised, calm and composed at
one end to nervous, an ious and e citable at the other. ndividuals re ecting high
neuroticism are characteri ed by the tendency to e perience unpleasant emotions,
and are often found to demonstrate impulsive and hostile behaviour. n contrast,
people who score low in neuroticism tend to be calm and even tempered. thletes
sports performances are highly in uenced by neurotic characteristics and modern
findings supports e ercise and physical activity as an alternate therapy to manage
neurotic behaviours.

BIG 5 Traits Behaviour for High Score Behavoiur for low score
OPENNESS urious, maginative, islikes change, oes not
ntellectual, reative, en oy new things, esists
pen to trying new things, new ideas
ocused ot very imaginative,
on tackling new challenges, islikes abstract or
Thinks about abstract theoretical concepts
concepts
CONSCIENTIOUSNESS ell rganised, careful, isorganised, careless,
responsible, self disciplined rela ed, easy going

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EXTRAVERSION ctive, optimistic, sociable, ober reserved , cautious

interactive , affectionate
AGGREEABLENESS ood atured, friendly, rritable, suspicious,
helpful, trusting, rude, uncooperative
cooperative
NEUROTICISM nsecure, nervous, an ious, alm, composed, poised,
e citable ardy, ecure

I. Tick the correct answers

. ersonality is derived from a latin word persona meaning

a. hape
b. ask
c. tage
d. hilosophy

. hich can be a suitable concept related to personality in sports

a. table but not unique characteristics
b. table and nique characteristics
c. nstable characteristics
d. ynamic behaviour pattern

. person who is bold and outgoing is an

a. ntrovert
b. trovert
c. mbivert
d. omatotype

II. Answer the following questions briefly.

. efine ersonality

. hat does represent according to ig ive Theory of ersonality

. omment upon llport s Theory of ersonality.

III. Answer the following questions in 150-200 words.

. ifferentiate between ntrovert and trovert personality

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. hat are the types of personality traits according to the ig ive Theory
plain with their importance in physical education and sports.

9.2 Motivation

et us re visit our initial discussion once again. hy did some athlete keep playing
without worrying about pain, discomfort of training, in ury or even academic
pressure n the other hand, why did many talented athletes stop participating
after initial failures

et us consider the two important questions.

. hat motivates a player to behave in a certain way

. ow to motivate an athlete to perform better

To answer the questions above, let us start from understanding of the concept
motivation . The term otivation is derived from atin word overe meaning
to move . The basic reason for any human activity is nothing else but motivation.
otivation is the driving force that spurs a person to action t can be e plained as
a process to initiate, guide and maintain behaviour over time as defined by obert
aron . otivation can also be defined simply as the direction and intensity of
effort. Truly, motivation is a process of inspiring, guiding the organism to move in a
particular direction.

rom the above definitions, we can understand motivation is in uenced by two

factors b ective and irection. The first factor ob ective e plains the why of
an action or behaviour, whereas the second factor irection e plain what of an
action or behaviour. The why or ob ective for a behaviour helps to find the reason
for initiating a behaviour. The direction is about what an individual wants to do,
what they plan to achieve. f either ob ective or direction is lacking for an action
or behaviour, ultimately the quality of action or achievement suffers. t means,
to achieve the desired goal you need to have a purpose or desire which activates
you towards initiating a task in a particular direction and seeking behaviours to be
persistent with enough fuel and energy till the goal is achieved. hen one of the
random activities leads to a goal, it reduces the drive, and the organism stops being
active.

hat is it, then, that arouses the organism to action ow does one get this drive
The answer can be found in the two terms ntrinsic and trinsic motivation.
ntrinsic motivation involves doing something because it s personally rewarding to
you. t emerges from within and is directly linked with the natural instincts based

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on feelings of oy and satisfaction. trinsic motivation, on the other hand, involves

doing something because you want to earn a reward or avoid punishment. Thus,
e trinsic motives involve outside forces. et us find out more about the type of
motivation and see how motivation is an important aspect in sports and e ercise
psychology.

Do you know?

motivation state of lacking any motivation to engage in an activity,

characteri ed by a lack of perceived competence and or a failure to value the
activity or its outcomes.

ntrinsic otivation hen you pursue an activity for the pure en oyment of it, you
are doing so because you are intrinsically motivated.

trinsic otivation refers to behaviour that is driven by e ternal rewards such as

money, fame, grades, and praise.

9.2.1 INTRINSIC AND EXTRINSIC MOTIVATION

Intrinsic Motivation: The word intrinsic is derived from the rench word intrinseque
which means inward. ntrinsic is also referred as internal motivation which drives
an individual from within to naturally pursue actions that provide fun, pleasure,
fulfilment or challenge. f an individual s behaviour re ects a desire to pursue an
action for en oyment, or the individual continues the activity in a consistent manner
because it provides a feeling of satisfaction, these can be identified as intrinsic
motivation factors towards the directed behaviour. ntrinsic motivation includes
satisfaction of needs felt by the individual which comes from inside or within and is
directly linked to the individual s instincts or urges.

Extrinsic Motivation: The word e trinsic is derived from the atin word entrinsecus
which means outward. ust as its meaning suggests, e trinsic motivation is that in
which the source of satisfaction does not come from within and the behaviour is
not due to natural urges or impulses. nstead, the behaviour or action is in uenced
by e ternal forces or drives. The reasons for action are not part of an individual s
character, but are due to urges from outside such as pri e, money, praise, or even
punishment.

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Extension Activity
Talk to a friend who is an athlete and try to find what motivated him to participate
in sports ead the below mentioned responses and identify the statements which
most closely suit your friend s reason to participate
. oesn t know why he plays and that he doesn t see any particular benefit
associated with it.
. To learn new skill of the sports.
. To gain skill mastery and perfection.
. ind oy and happiness in participation.
. erform to obtain a reward or trophy in the championship.
. To make the coach happy for getting the best athlete ward in school.
. articipate to avoid pressure from the family.
The response of your friend re ects the following about his motivation.
f to
tem e ects motivation
tem , , he she is ntrinsically motivation tem , , he she is trinsically
motivation

Difference between Intrinsic and Extrinsic Motivation

Intrinsic Motivation Extrinsic Motivation

Definition riving force to pursue an riving force to pursue an action due
action for fun, oy or any to reward, trophy, money, promotions
other inner satisfaction or praise
Factors nternal factors like oy, ternal factors like reward, promotion,
en oyment praise
Method oal etting strategies, ssociating success with future benefits,
amily and ommunity awards, promotions and avenues.
support
Benefits ong term benefit of elpful to initiate or create a drive
maintaining a behaviour towards a desired behaviour when
internal factors are missing.

9.2.2 MOTIVATION TECHNIQUES

otivation is the process in which the learner s internal energies or needs are directed
towards various goal ob ects in his environment. n other words, it is the driving

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force which increases the desire to perform better. very individual has certain basic
motives or needs that she he tries to satisfy. s long as one is satisfied with one s
present behaviour and knowledge and finds it adequate to satisfy all her his needs,
she he will not try to change his behaviour or acquire new knowledge. et us try to
understand some of the techniques used in sports to motivate athletes by helping
them to maintain their inner urges to continue training as well by utili ing e ternal
factors to supplement their drive to prolong with the desired athlete behaviours
essential for sports performance.

The motivational techniques are based on the following mentioned approaches.

nderstanding of each approach will help in developing unique strategies to motivate
athletes towards desired behaviours.

. Cognitive Approach: The active processing and interpretation of information

in uences the persistent and purposive drive for action by an individual. t is
based on the notion that desired motivation can be achieved by an individual
through active processing and interpretation of information. pectancy theory
and oal etting theory is widely used as a cognitive approach for motivation.
pectancy theory e plains that people are motivated for the task where the
probability of success is higher in comparison to failure. hereas the goal
setting concept maintains that a stronger drive for actions and behaviour is
fuelled by quality of information on time set for task attainment along with
task difficulty level and specificity of the task.
a Time Bound: The task should be time bound
b Set Complexity level of task: Task should be neither too difficult nor too
easy
c et s e fi Task instructions should be precise about what is to
be done
d efi e ur se t s utcome of the task should be clear and defined.

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. Pedagogical Approach: Teaching coaching pedagogies used in sports training

for planned outcome is largely responsible in guiding and maintaining the
desired behaviour of athletes. dequate communication and maintenance
of positive relationship during training is an essential component in uencing
the motivation of athletes towards a consistent action or behaviour. aking
training en oyable, engaging athletes in decision making and providing valuable
feedback to athletes are essential components to motivation. et us discuss
few techniques of motivation using a pedagogical approach.
a Guided Discovery Method: thletes are highly motivated if allowed to
find solutions to the problems by themselves rather than if they are ust
made to do things as per instruction. ack of independence in decision
making and non promotion of cohesive training environment for athletes
are ma or reasons affecting motivation. ooperative learning with
opportunities for athletes to engage in decision making is an effective
strategy towards motivation.
b Valuable Feedback System: To persuade athletes to push harder for a
longer period of time, they must be provided with a strong support system.
ssisting athletes with feedback which can provide them with specific
direction to move in is an effective means towards effective motivation.
c Fun-based Training: Training should be challenging and task oriented
for optimal performance. owever, for providing athletes with enough
drive and energy to sustain them, training methods should involve fun and
en oyment for athletes. dding creativity and innovation to training and
the teaching learning system helps in adding motivation for athletes to
persist with continuous demands of training load.
d u e r r r ll athletes are unique and
respond differently to the vast variety of training demands. ach athlete
is a unique individual and should have a training programme designed for
their abilities and capabilities and which is within attainable limits of the
athletes. ndividuali ed training programmes or individuali ed education
programmes are very essential in sports to help athletes to set their own
targets, challenges and difficulty levels which will not only help them to
avoid burnout, but also keep them motivated.
. Social Support Strategy: articipation in sports and taking up e ercise is
greatly in uenced by an understanding of the social networking and perception
of people around them. onducive e ercise environment, creating drive among
people to initiate and maintain sporting behaviour is deeply affected by the
societal pressure or support provided to the individual. ositive social support
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from peer group, family members, and friends helps in developing healthy
habits and enough drive to maintain the act of e ercising. nitiating group
activities and engagement of family and peers in sports participation helps in
increased participation in sports and e ercise.
. Facilitation Approach:
a Incentives and Rewards: rive towards an action to maintain it for a
long term may sometimes need e ternal support. wards and rewards
work effectively as a motivation force for athletes to pursue sports with
consistency and continuity.
b Valance of Reward: any time pri es and awards are used e trinsic sources
of motivation to maintain a desired action or behaviour. ut, at times,
even these may prove to be ineffective. t is essential to understand that
e ternal factors like pri e money or medals do motivate athletes, but the
most important aspect is to understand the need and e pectation of the
individual athlete, this is known as valance of the reward or valuing the
award. To be motivated, athletes must be awarded by considering what
is desired or e pected by an individual so that he or she can value that
reward. n athlete may like to be rewarded by being made the captain of
the team and may value it more than being rewarded with a pay hike.
c er r e r s s otivation or the driving force for any desired
behaviour to last over a long period of time may need support of being
recognised and praised for the current and past endeavours. t creates the
drive for future action and pursuit of e cellence with confidence among
athletes. t encourages them to plan their directions and actions. egular
appraisal of performance should be provided to athletes and appropriate
rewards given.
d Quality Support and Facilitation: otivation for an action is in uenced
by the amount of facilitation made available for athletes, but the impact is
larger only if the quality of support is of a high standard. actors in uencing
or impacting the desired behaviour of athletes need to studied, diagnosed
and appropriate support needs to be provided to ensure maintenance of
behaviour of highest standards.

9.2.3 MOTIVATION AND SPORTS

otivation as a guiding force to initiate, guide and maintain a behaviour desired for
sports participation and performance is well understood but still motivation remains
as a challenging task in sports.

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esearchers around the world have discussed the methods to maintain or increase
motivation of athletes, but little has been done to understand the reasons about why
we participate in an e ercise or indulge in s activities. ummari ing the conclusions
of different research, four motives towards sports and e ercise behaviour can be
identified.

. hysical wellbeing
. sychological wellbeing
. erformance achievement
. tatus and ower assertive achievements .

ll the motives mentioned above are intrinsic in nature and point towards the reason
for sports participation and e ercise as being largely intrinsic in nature. eople
participate in sports and e ercise for various intrinsic motives but e ternal motives
can be added wherever or whenever intrinsic motive is reduced.

I. Tick the correct answers.

. otivation that drives individuals to naturally pursue actions that provide

fun, oy, pleasure or challenge is called
a. trinsic otivation
b. motivation
c. ntrinsic otivation
d. ognitive otivation

. otivation through reward or praise is known as

a. ntrinsic otivation
b. trinsic otivation
c. edagogical otivation
d. acilitation otivation

. hich of the following is T a feature of ntrinsic otivation

a. goals
b. feedback
c. needs
d. attitudes

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II. Answer the following questions briefly.

. efine otivation.

. ifferentiate between ntrinsic and trinsic otivation.

. rite a short note on any two techniques of motivation.

III. Answer the following questions in 150-200 words.

. ow can a coach strategi e in motivating an athlete to keep performing

. ow does motivating a sports person affect games and sports and how do
games and sports in uence a player s motivation

9.3 Exercise Adherence

f e ercise could be packed into a pill, it would be the single most widely prescribed
and beneficial medicine in the nation r ober utler, ormer irector, ational
nstitute of geing.

n the simplest term e ercise adherence refers to the extent to which the individual
maintains an active involvement in physical exercise and acts in accordance
with the advised interval, exercise dose, and exercise dosing regimen despite
opportunities and pressures to withdraw. ercise adherence, therefore, refers
not ust initiation but also maintenance of physical activity and e ercise behaviour
according to individuali ed need and requirement. t is associated to the stickability
factor which is related with quality of any athlete or participants to continue with
sports, e ercise or any other physical activity without losing the motivation to
pursue it further. o, e ercise adherence can also be referred as a self- regulated,
voluntary behaviour directed towards maintaining an exercise routine for a
prolonged period of time after initial phase of adoption. t is important as well
as interesting to understand the reasons why people adhere to e ercise and the
forces that push athletes towards initiating sports participation.

9.3.1 REASON TO EXERCISE

eason to e ercise or e ercise determinants point towards the importance of

motives of an individual towards initiating and adopting e ercise as a part of her his
lifestyle. e find many people around us with different behaviours towards e ercise
and physical activity and each behaviour can be associated with its own reason for
adherence or non adherence. e may find many people who have not initiated
e ercise or even thought of e ercise and physical activity in near future, or those

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who think of starting e ercise in the near future but are not able to initiate the
programme, and still others who started or initiated an e ercise programme but
were not able to continue or adhere to it for long and dropped out. hy people find
a reason to e ercise, participate in fitness and engage in recreation sports can be
understood by the following aspects

. Overcoming Social Physique Anxiety: eople in the society are in uenced by

how other perceive them in term of their looks, fitness or body shape, weight
and si e. This leads to adoption of various means and methods to make them
lean and fitter. ercise combined with proper diet can help people attain
their goal to be lean and fit thus helping overcoming social physique an iety
with the means of e ercise, fitness and recreation sports program engagement.
. Reduced risk of disease: ifestyle factors does play an important role
toward rise of various contemporary health issues. ypertension, obesity are
ma or health concerns in the modern day due to increase in facilities and
urbani ation leading to limited physical engagements, lack of physical activity
and promotion of sedentary lifestyle. To overcome the sedentary lifestyle,
adoption of e ercise and fitness are considered to be essential and important.
. Recreation : ith change in lifestyle and devotion of more hours on table
chair task, engagement in serious academics, focus on professional pathways,
individuals are facing with the challenge of finding time and activity for
recreation, fun and en oyment. ecreation sports, fitness and e ercise provide
fun, en oyment, recreation along with the physical benefits, thus recreation
being considered as an essential reason to e ercise.
. Mental Relaxation: There are various means and methods adopted for stress
reduction and mental rela ation by people of all segments, demography, age
groups. ercise is one of the most effective ways to cope with stress and
depression more economically and with tremendous benefits to the society.
Therefore, people participation in e ercise for mental rela ation as a reason
is relevant.
. Socialization: ften people look for opportunities to engage with community
and sociali e with friends, peer groups, colleagues etc from their busy life. The
engagement with society members are essential to overcome social isolation,
tackle loneliness which can affect their mental health and prevent camaraderie
spirit among peoples of the society. specially in the modern lifestyle and with
urbani ation leading to less time available for social connect, the most effective
way to connect socially is through participation in team sports, group e ercises
program and various other fitness programs. Thus sociali ation qualifies as a
reason for people to engage and e perience e ercise and sports programs.
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9.3.2 BENEFITS OF EXERCISE

. Health Benefits: There has been evidence of humans working hard and putting
in physical effort for their survival and better life since early times. ven today
people across the world desire to lead a healthy life and consider health as
the most essential aspect of life. ith the change in living conditions and
transformation in contemporary lifestyle, engaging in physical activity, e ercise
and sports has a prominence as a chosen activity or preferred behaviour among
people to keep themselves healthy. egular e ercise can provide the following
benefits
a Reduces risk of Cardiovascular Disease: ercise and a regular cardio
fitness regime has a significant role in preventing various cardiovascular
diseases like hypertension and coronary heart disease. ercise
strengthens the heart and improves circulation. The increased blood ow
raises o ygen levels in the body. This helps lower risk of heart diseases
such as high cholesterol, coronary artery disease, and heart attack.
b Weight Management: iving in a society where physical appearance is
important, individuals take to e ercise from a desire to keep themselves
in shape. Though they may e periment with other methods for losing
weight like dieting and calorie control etc., but these methods alone not
found to be effective for weight reduction unless regular e ercise is not
combined with diet control.
c Strengthens Bones and Muscles: egular e ercise helps build strong
bones. ater in life, it can also slow the loss of bone density that comes
with age. oing muscle strengthening activities can help you increase or
maintain your muscle mass and strength.
d Reduces risk of some Cancers: ercise reduces risk of cancers like
cancers of the colon, breast, uterus, and lungs.
e Reduces risk of Falls: or older adults, research shows that doing balance
and muscle strengthening activities in addition to moderate intensity
aerobic activity can help reduce your risk of falling.
. Provides Stress Relief: odern lifestyle with its work pressure and competitive
lifestyle leads to a lot of stress. The physical effects of prolonged stress are
numerous, including a greater susceptibility to illness, a lack of energy, problems
with sleep, headaches, poor udgment, weight gain, depression, an iety, and
a host of other ills.

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. Increases Happiness: t has been evident to find people engaged in physical

activity for various e trinsic goals like weight loss, improving physical
appearance etc. but there are people who prefer to e ercise and engage
in physical activities like recreation sports or adventure sports due to their
innate nature to e perience oy, happiness and satisfaction. uring e ercise,
the body increases the production of endorphins which are known to help
produce positive feelings and can improve the mood and make the individual
feel rela ed and happy.
. Promotes Self-Efficacy: elf efficacy is the belief that one is capable of
achieving a specific goal. egular e ercise and participation in sports is largely
associated with an individual s belief in her his abilities to complete physical
tasks, achieve determined goals and produce challenging outcomes.
. Promotes Social Cohesion: uman beings are social animals who prefer to
engage in group activities because it given them opportunity to sociali e
and interact with other people. s a result, many people engage in e ercise
behaviour and sports participation. ports and group e ercise programmes also
prevent boredom and social isolation by helping participants feel connected
with the society and community around them as team mates, opponents or
even as spectators. roup cohesion developed among participants of e ercise
group and sporting members acts as one of the important reasons for e ercise.
. Enhances Value Orientation: nowledge and understanding about a healthy
lifestyle and importance of regular physical activity creates a value orientation
among individuals to initiate e ercise and later continue with e ercise
behaviour. alue orientations represent philosophical beliefs. alues inculcated
by physical activity and e ercise include discipline, enhanced learning process,
self actuali ation, social responsibility and ecological integration.
. Cognitive Benefits: egular aerobic activities lead to a positive improvement
in attention control and information processing speed. ercise can improve
brain function and protect memory and thinking skills. ercise increases heart
rate, promoting the ow of blood and o ygen to the brain. t can also stimulate
the production of hormones that can enhance the growth of brain cells. This
serves to increase the following mental function.
a Attention Control: egular physical activity and e ercise help improve
attention and concentration among people of all ages. hysical e ercise
at a moderate level also revealed positive effects and benefits among the
participants.

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b Improves Memory: hysical activities have been known to enhance

intelligence especially among children. ven among the elderly, even a
small amount of physical activity delays memory loss. ercise has been
shown to reduce changes in the brain that can cause l heimer s disease.
. Mental Health Benefits: session of ogging or any physical activity has the
possibility of mood enhancement and increasing the feel good factor. ssues
associated with depressions, an iety etc. can be resolved with regular physical
activity and e ercise.
a xer se s t er r e t s r er hysical activity is an
effective intervention for various mental disorders like depression and
an iety. ercise therapy has been able to produce improved mood,
enhanced self esteem and thereby, increase productivity.
a Fitness as moderator of life stress: egular physical activity helps in
creating a positive attitude towards work by developing higher ability to
cope with stress and tension.
a Runners High: articipating in regular physical activity promotes a high
sense of mental alertness, mood upliftment, a feeling of liberation,
suppressed discomfort and heightened well being.
. Psychological Well-being: articipation in regular physical activity, sports and
e ercise brings positive changes in the mental and physical well being of an
individual. ercise leads to changes in blood ow to brain, increase in o ygen
consumption, reduction in muscular tension, improved metabolism, creating a
feeling of wellbeing.
. Personality Enhancement: articipation in physical activity and e ercise
has revealed significant in uence on personality. egular participation and
long term engagement in physical activities especially at young age before
maturity re ects greater e traversion and stability among participants, which
are very important characteristics or traits of personality.
. Develops Leadership Qualities: ngagement in an e ercise programme and
participation in sports provides opportunity for individuals to e perience
adversities and opportunities to learn from compensating various deficiencies
like lack of space, inadequate logistics, adverse conditions and still persist
with prolonged activities, so developing qualities of leadership.
. Special Population:
a u t eople with intellectual disabilities of all age groups
and have found to derive significant benefits from regular participation in

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physical activity. sychomotor activities help them in enhancement their

skills in activities related to daily living too.
b er u t geing is a process which is observed to be delayed
among the people who are regular participants of physical activity even
of an acute nature. ven low intensity bouts of e ercise prove to be
helpful in slowing down of the ageing process among the elderly.

9.4 Strategies for Enhancing Adherence to Exercise

sychologists and therapists around the world have widely professed the benefits of
e ercise. lthough most people do understand the importance of physical activity and
regular e ercise, yet a large percentage of them have either not initiated e ercise
behaviour, or, if a few opted for e ercise, they couldn t continue it and dropped
out. Therefore, its essential to discuss the strategies for enhancing adherence to
e ercise.

. Goal setting: moderate bout of acute e ercise min is considered to

be beneficial for improving positive psychological effects of e ercise. ercise
performed above lactate threshold T is perceived as unpleasant and the
participant may like to discontinue it due to overe ertion and discomfort.
Therefore, along with setting of T pecific, easurable, ttainable,
ealistic, Time based goals.
. Adding variety to exercise: ack of new variety of e ercise may lead to
boredom and dropping out. oredom can be tackled with the addition of a
variety of e ercises and moves that address the same body issues, without
loss of therapeutic benefits. dding variety to the e ercise program through
adoption of new strategies, changing methods, using new equipment, re
inventing logistics and adding new members can induce fresh energy to the
e ercising activity, thus enhance adherence to e ercise.
. Social support enhancement: ncreasing social support refers to engagement
of friends or other members who can contribute towards positive participation
in physical activity, e ercise and sports because social interaction may help
fuel goal achievement and thus produce good results. reating of a system of
buddy partner, youth leader, mentor where members of family, a classmate or
a friend or relative can be engaged as a motivator and ag bearer for e ercise.
. Contract: hile acute bout of e ercise has been associated with positive
effects, chronic e ercise habits or regular e ercise behaviour are important for
maintaining these benefits. Therefore, promoting participants for signing an

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intent to comply through a written contract which has specified e pectations,

responsibilities and contingencies for behavioural changes have found to be
more effective in e ercise adherence among the participants.
. Reinforcement Interventions: ositive as well as negative reinforcement
approaches have found to be effective in e ercise adherence. se of incentives
and rewards for appreciating attendance and participation or awarding with
badges have been proved effective in maintaining e ercise behaviour among
participants as well as motivation from many to initiate and engage in physical
activity.
. Feedback: roviding feedback to the participants in physical activity provides
much needed direction and energy for prolonging and continuing e ercise
behaviour. ndividuali ed feedback to the participants on the quality of progress
and other positive aspects about them can create higher levels of motivation
and prove effective towards e ercise adherence.
. Process Orientation: ercise programmes based on outcome goals or product
goals like weight loss, physique and appearance etc. are found to be effective
in the initial stages of e ercise adoption, but it is difficult to maintain the
drive with prolonged e ercise behaviour. elping people to shift from process
goals to product goals which are more intrinsic in nature will be more helpful
towards becoming lifelong e ercisers.
. Problem Solving: This intervention is based around identifying the obstacles
and barriers that stand between the participant and her his physical activity
goals. t is important to generate and implement solutions, evaluate the
outcomes and choose different solutions if needed.
. Health Risk Appraisals: ealth risk appraisals of participants provide them
with relevant information about their current health, risk factors and level of
fitness. This helps to enhance motivation and can be used to monitor changes
over time. t can also help with regards to the goal setting process as areas
they need to improve are identified.
. Health Education: t is important that participants seek information from
e perts on the benefits of e ercise, proper e ercise techniques and the results
that should be e pected during e ercise. This will ensure that they truly
understand why and what they are doing and it will give them the confidence and
motivation required to participate in long term physical activity as well as to
prevent in ury or discouragement. esearch has also e pressed the importance
of health care provider s and in uence they have over participant s physical
activity and the implementation of the aforementioned interventions.

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I. Tick the correct answers.

. hich of the following is effective for prevention of oronary eart

isease
a. egular e ercise
b. edentary lifestyle
c. edicine
d. ieting

. hich one of the following is T a result of regular e ercise

a. ncreased bone density
b. ncreased cholesterol level.
c. trong immune system.
d. ncreased longevity.

. ormally people do not adhere to a regular e ercising programme due to

a. lack of proper goals
b. adding a variety of e ercises
c. social support enhancement
d. feedback from instructor

II. Answer the following questions briefly.

. rie y list the benefits of e ercise.

. ention the strategies to enhance e ercise adherence.

. hat are the psychological benefits of e ercise plain.

III. Answer the following questions in 150-200 words.

. plain the various reasons to e ercise.

9.5 Aggression

Players convicted of on-field British boxer disqualified after biting

violence opponent during heavyweight bout

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e have to delve back to ritish heavyweight bo ing match ended

to find the first e ample in the in chaos after a fighter bit his opponent and
nglish game of a footballer being was disqualified on aturday. The round
convicted in a court of law over bout between avid rice and ash li
on field violence. n this case, at iverpool s and ank rena came to
ky ports e citable pundit hris its abrupt conclusion the year old li
amara was the culprit ammy , grabbed hold of his opponent before falling
then of windon Town, caught on top of him. e then bit rice near his rib
hrewsbury Town s im elrose cage.
with his elbow, breaking elrose s
cheekbone in the process.

o try to remember any sports match where players have been highlighted in media,
newspapers or by commentators for hitting the opponents or abusing the officials,
spectators or their own team members and being referred to as displaying unsporting
and aggressive behaviour. urely, we can recollect various occasions when athletes
behaviour on the field has been aggressive. hy do athletes become aggressive on or
off the field hat are the different behaviour outcomes associated with aggressive
behaviour ow can these be reduced These are the few important questions which
most of the teachers, coaches and even parents, who deal with athletes of different
age groups are worried about. et us try to understand the concept of aggression
as accepted by the world of psychology and used by sports professionals in the past
several years.

Do you know?

Aggression – ggression is behaviour that is hostile and violates other people s

rights.

Reactive aggressive behaviour is unplanned and impulsive, and is usually a

response to feelings of anger, fear, or a need to retaliate against someone.

Proactive aggressive behaviour is calculated and planned action that has some
motive other than harming someone.

ccording to the merican sychological ssociation, aggression is a type of behaviour

aimed at causing physical or psychological harm to another. ost psychologist refer
to aggression as any behaviour intended to harm or in ure any living being who is
trying to avoid it. This definition includes three important features. irst, aggression
is a behaviour that can be seen. t is not an emotion that occurs inside a person,

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such as anger. econd, aggression is intentional. ggression is not accidental. t is a

deliberate behaviour to harm or in ure and can be either physical or psychological,
ie., hitting, pushing or abusing someone purposely, with an intent to hurt. Third, the
victim wants to avoid the harm.

port psychologist ill produced a four part criterion which aimed to help us
interpret whether an action is aggressive in sport. is criteria were

h There must be physical or verbal behaviour.

h t must involve causing harm or in ury whether it is physical or psychological.
h t must be directed toward another living thing.
h There must be the intention to cause harm or in ury.

e m re e i i s a ressi

ehaviour that results in personal in ury or destruction of property. andura,

ehaviour directed towards the goal of harming or in uring another living being
who is motivated to avoid such treatment. aron and ichardson,

The intentional in iction of some form of harm on others. aron and yrne,

uring last many years much debate and deliberations have been made in the field
of sports and e ercise psychology as well as sports sciences towards an acceptable
definition of aggression. n acceptable concept of aggression along with its two
types of aggression has been cited by usman and ilva in as hostile and
instrumental aggression to differentiate between two types of aggression.

9.5.1 TYPES OF AGGRESSION

. Hostile Aggression: The term hostile refers to being opposed , therefore

hostile aggression refers to violent and angry behaviour where the intent and
primary goal is to harm the other. bo er who punches the opponent below
the belt with the primary aim of in uring him because he is losing or an athlete
who uses abusive words to mentally harm another player who has angered him
with better skills are e amples of hostile aggression. Hostile aggression is a
type of aggression that is committed in response to a perceived threat
or insult. It is unplanned, reactionary, impulsive, and fuelled by intense
emotion as opposed to desire to achieve a goal. Aggressors typically

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have a sense of a loss of control during outbursts, and characteristically

experience physiological hyperarousal. Thus, it is also sometimes known as
reactive aggression. n the e amples given above, the intent of action is to
physically or mentally harm the other person due to dislike, enmity or due to
the person being on the opposing team or side. long with the intent, the goal
is also to harm the other, therefore non legitimate measures or illegal methods
to physically or mentally harm the other person are employed.

Prospect of Losing Makes Me Aggressive,

says Viswanathan Anand

ndia Today une

Spea i a a u c i r y u c ess p ayers e r c ess c ampi

is a a a a sai e i securi y si ma e me a ressi e
s i pe y u e pr spec si s me p ayer is s
rri yi y ur mi a a e ra i ai s pa i r
c ampi s ip as a e c a e a ee i i a i i ess p ay
ames as a e ee m i a e

e u er is s i ere r e e e says a am e
as e mai ai my m i a i e e a er e r i es ra y
e er c ess ecause i as s me i a c ec is i eep
p ayi i e yi e esire is s i ere e sai

ps i ia ay i sp r s er sp r s s ry is a a a a a
c ess r c ampi ii e i

. Instrumental Aggression: The term instrumental refers to serve as a means

ie., aggression is being used ust as an instrument to gain advantage or win and
not because of anger or enmity. Therefore, instrumental aggression refers to
aggressive behaviour meant or used to attain some non aggressive goals like
winning, getting money, prestige or gaining any other advantage. Instrumental
aggression is harmful behaviour engaged in without provocation to obtain
an outcome or coerce others. n instrumental aggression does consist of an
aggressive intent to harm an opponent physically or psychologically without
necessarily being angry. nstrumental aggression is a behaviour directed at the
target as a means to an end. or e ample, elbowing and in uring a player
to gain a competitive advantage, or late tackling to stop an opponent from
scoring a goal.

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Development of Relational Aggression

science brief published in sychological cience genda in ugust by

deals with development of relational aggression associated with young
children due to media e posure. The research work after e amining different
types of aggressive behaviour discussed the two types of aggression. long with
physical aggression like kicking, pushing, it mentions about second type of
aggression known as elational ggression. ccording to the study, relational
aggressive behaviour has an intent to hurt, harm and in ure others using
the relationship. t also uses threat of relationship against other individuals
through social e clusion, friendship withdrawal, spreading rumours, false
news etc. are used as goals for the intent of harming.

https www.apa.org science about psa relational aggression

n important distinction between hostile and instrumental aggression is that

instrumental aggression is learned behaviour, where hostile aggression is
impulsive. n the ma ority of situations, neither is an ideal response or solution
to your problem.

rom the above concept of aggression, we reach a consensus that from the
perspective of a sports psychologist, there is no good aggression or bad
aggression. ny behaviour with an intent to physically or mentally harm another
individual is aggression and is not acceptable on the sports field. n important
concept mentioned by the sports psychologists is assertive behaviour. ost
athletic events involve interaction between people. There is some interchange
of words, feelings and behaviours. hile confrontation is often manifest
through assertion and aggression, these two approaches have distinguishing
factors and lead to very different outcomes. ssertive behaviour is generally
seen as a positive form of e pression, whereas aggression is a negative form of
e pression. ssertive behaviour has its roots in respect for the other individual,
while aggression does not for e ample, if you voice your opinion through
aggressive acts, you are conveying that your feelings are more important.
ggression also is often counter productive, while assertive behaviour leads to
a more positive resolution. inally, assertive behaviour is all about standing up
for yourself and your values in an unthreatening manner, while aggression puts
others down.

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Hostile Instrumental Assertive

Intent arm or uffering arm or uffering o harm
Primary Goal arm or in ure in or advantage in or dvantage
Process on egitimate on egitimate egitimate
Emotion nger o nger nusual effort and
energy e penditure
Explanation elf ustification ffer apologies
instead of apology

Aggression Management : A Challenge in Sports

ehaviour of aggression by players is an area of concern for coaches, parents across
the society which need to be minimi ed if not stopped or curtailed completely.
ew of the strategies which could be effective in managing aggression among
athletes have been mentioned below
. S cia accep a e isc ar e me ium ggression is an inborn drive, according
to the drive theory people have the innate instinct to be aggressive and it
builds up till it is discharged catharsis . There need to be opportunities
and space for people to displace or e press aggression through a socially
acceptable means, for e ample bout of aerobics, swimming, martial arts
kicking pads or punching bags.
. si i e ei rceme ggression has a circular effect, one act lead to
another because the people especially athletes learn the way to release it.
The circle need to be broken by positive reinforcement and not letting it
continue. roviding space for players to speak and e press their opinion is an
effective e ample.
. e a i e ei rceme uring competitions, any act of violence should
not be tolerated or e empted and must have strict rules of punishment for
offending players and the team, whereas fair play point can be awarded for
players and teams showing restrains during aggressive situations.
. e i eople emulate their heros and seniors, young players grow up
watching them receive awards, pri es and recognitions, therefore try to copy
their behaviour to a large e tent. ence aggressive behaviour should not be
promoted or appreciated at the top level and by the seniors as it will help in
reducing the trickle effect.

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. rai i a r e p ayi thletes can learn to control their hostile feeling

along with anger through role play and training with e perts. Training is
effective in regulating the emotion of anger that leads to hostile behaviour.
. er a ues timulus which puts preference of winning over participation
can lead to various hostile as well as instrumental aggression. oaches,
parents must focus and promote participation over performance, appreciate
fare play than winning, discuss fun over results.

I. Tick the correct answers

. hich of the following is a legitimate behaviour

a. ostile ggression
b. nstrumental ggression
c. ssertiveness
d. roactive ggression

. n instrumental aggression, the main aim is to using aggression.

a. cause harm to the opponent
b. achieve a positive goal
c. e press your feeling of ealousy
d. show your hostility to an opponent

. ggression is displayed in sports through .

a. assertion of views
b. use of abusive words
c. walking away from the opponent
d. strictly following the rules

II. Answer the following questions briefly.

. hat do you understand by aggression in sports

. efine hostile aggression.

. efine instrumental aggression.

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III. Answer the following questions in 150-200 words.

. ifferentiate between ostile aggression, nstrumental aggression and

ssertiveness

. escribe various reactions of athletes which can be classified as aggression

and assertive behaviours

Answers to Personality Quiz

. traversion , greeableness , onscientiousness ,
motional tability , penness to periences , .
. denote reverse scored item, recode the reverse scored items i.e., recode
a with a , a with a , a with a , etc. . The reverse scored items are ,
, , , and .
. Take the of the two items the standard item and the recoded reverse
scored item that make up each scale.
. The ma imal score can be and minimum score .

ample using the greeableness scale participant has scores of on item

traverted, enthusiastic and and on item eserved, quiet . tart with
recoding the reverse score items ie. tem score was replacing the with
. econd, take the average of the score for item eg. and the recoded
score for item . o the greeableness score would be . .

9.5 Psychological Attributes in Sports

ports scientist from around the world have researched about unique attributes of
successful athletes and elite sportsmen to understand factors enabling athletes to
perform successfully and reach optimal level of performance in their athletic career.
n sport psychology, much attention has been given to e ploring and understanding
the psychological attributes of elite athletes with the aim of in uencing athlete
talent and development. t is widely acknowledged that psychological attributes
have an important role in athletes lives and can in uence athletes performance,
behaviour, and psychological well being.

ttributes are perceived to be essential for performance effectiveness and athlete

development , where athletes abilities to perform, understand and manage training
and competition environment and other important factors have many positive
effects. rom several attributes which are considered to be essential, self esteem,
mental imagery, self talk and goal setting is being discussed in this chapter.

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9.5.1 SELF-ESTEEM

The concept of self esteem generally refers to a person s evaluation of, or attitude
toward, him or herself. elf esteem is centered around a belief in the self, respect
for the self, and confidence in the self. n equally important component of self
esteem is esteem from others. That is, the respect and admiration others bestow on
a performer is equally motivational. ecause pursuit of e cellence is a comparative
process, esteem by others is re ective of one s performance. ence, it is critical
that the performer seeks esteem from others. ccording to merican sychological
ssociation , elf esteem refers to the degree to which the qualities and
characteristics contained in one s self concept are perceived to be positive.
t re ects a person s physical self image, view of his or her accomplishments
and capabilities, and values and perceived success in living up to them, as well
as the ways in which others view and respond to that person. The more positive
the cumulative perception of these qualities and characteristics, the higher one s
self esteem. reasonably high degree of self esteem is considered an important
ingredient of mental health, whereas low self esteem and feelings of worthlessness
are common depressive symptoms.

The coach needs to instill in the performers the desire for esteem from others.
athletic participation is associated with increases in self esteem and positive
feelings about the body. illiam ussell s work suggests that this probably relates
to one dimension or aspect of self esteem the physical that is, how we udge our
own bodies compared with others bodies . ther dimensions of self esteem might
be intellectual, competitive, congenial whether others like you, for instance , all,
in some way, rating how we value aspects of ourselves. esearch revealed that
the pursuit of self esteem is a powerful motive behind marathon runners, cyclists,
and other e ercisers. great many studies have documented self esteem s positive
association with , while others have noted the T
between low self esteem and T , T , T , and
several forms of . elf esteem is popularly used interchangeably
with self evaluation and high self esteem with, among other terms, self respect,
self assurance, and dignity, though its closest neighbor conceptually is
T for many scholars. egular e ercise has been shown to be related to
increased self esteem.

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9.5.2 MENTAL IMAGERY

ental magery is a psychological skill used widely in sports for enhancing performance
of wide variety of motor skills. ental magery may be defined as using one s senses
to create or recreate an e perience or visual image in the mind that at times may
seem to be as real as seeing the image with our physical eyes. n e pansion of this
brief definition clarifies that

a an image can be created in the mind in the absence of any e ternal

stimuli,
b an image may involve one or more physical senses, and
c an image is created from information stored in the sensory store, working
memory, or long term memory.

The use of the mind s eye , or imagery, is considered important both in stress
management and in focusing athletes on their task. magery, or the mental creation
or re creation of sensory e periences in the mind, is the most popular mental training
technique used by athletes. magery can be used in various ways to aid rela ation
and focusing. port psychologists distinguish between e ternal imagery, in which
athletes picture themselves from outside performing, and internal imagery, in which
they view themselves performing from inside their own body. good e ample of
internal imagery is in the mental rehearsal of sporting techniques. hen we imagine
carrying out a sporting technique, the nervous system and muscles react in a similar
manner to that e pected if we were actually carrying out the technique. This means
that imagery helps us to learn and practise techniques. nother reason mental
imagery works is that it de sensitises us to the an iety of competitive situations. The
more we are e posed to things that cause us an iety whether in real life or in our
imagination the less an iety they cause. oaches from around the world have also
indicated that they use imagery more than any other mental training technique and
felt that imagery was the most useful technique that they used with their athletes.
ll athletes have the potential to increase their imagery abilities through systematic
practice, with increases in imagery ability enhancing the effectiveness of imagery
training.

How to practice Imagery:

ental imagery techniques have been implemented with various different models
and strategies. n of the very popular model is TT framework. TT model
for mental imagery intervention framework is an acronym representing a seven point

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checklist of guidelines to be followed when devising an imagery intervention that

can provide an effective e ecution of imagery interventions for athletes. These are
hysical, nvironment, Task, Timing, earning, motion, and erspective. ental
magery intervention and training can be effective in enhancing performance.

Benefits of imagery

thletes use imagery for many different reasons, including skill learning and
practice, strategy development and rehearsal, competition preparation, including
familiari ation with venues and mental warm ups, mental skill development and
refinement, and coping with various sport stressors or obstacles, such as in uries,
heavy training, and distractions

h cquisition and improved performance of skills and strategies

h odification of attention focus and other cognitions.
h egulation of arousal and an iety.
h ffective in enhancing self confidence, motivation and self control

9.5.3 SELF TALK

elf talk is defined as overt or covert personal dialogue in which the athlete
interprets feelings, perceptions, and convictions and gives himself instructions and
reinforcement. elf talk is an effective technique to control thoughts and to in uence
feelings. Thoughts and feelings can in uence self confidence as well as performance.
ports scientists support for the use of self talk strategies to improve performance
in e ercise and sport tasks. very athlete during any action or performance may
have thoughts that come into their mind, especially during competition it can be
either positive or negative, these thoughts are a form of self talk. The athlete
must learn to control his thoughts and to structure them to his advantage. This is
effectively accomplished through self talk, the athlete must carefully pre select
the actual words and phrases used during self talk and consider them for ma imum
effectiveness. The coach or sport psychologist can assist the athlete in this regard.

or self talk to be effective, it is suggested that self talk statements be

a brief and phonetically simple,

b logically associated with the skill involved, and
c compatible with the sequential timing of the task being performed.

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Types of self talk

Three primary categories of self talk include task specific statements, encouragement
and effort, and mood words. These three categories are further clarified below

. Task-specific statements relating to technique category of self talk refers

to words or statements that reinforce technique. or e ample, in the tennis
volley, the word turn might be used in association with preparation for
stepping into the volley.
. Encouragement and effort category of self talk refers to words or statements
that provide self encouragement to persevere or to try harder. or e ample,
the phrase ou can do it might be used in preparation for an anticipated play
at home plate in softball.
. Mood words category of self talk refers to words that precipitate an increase
in mood or arousal. or e ample, the mood words hard or blast might be
used in con unction with a play in football or soccer.

Benefits of Self -Talk

. Building and developing self-efficacy : elf talk is effective in stimulating
thoughts and feelings that lead to the belief that a person is competent and
able to perform a task efficiently and effectively.
. Skill acquisition : earning a new skill requires persistence, effort, and
dedication. elf talk can be effective in helping the athlete to continue to
work hard in order to achieve a worthwhile goal. n becoming proficient in a
new skill, the athlete changes bad habits and learns new good habits.
. Creating and changing mood : ffective use of mood words can either create
a desired mood or change an undesirable one. ords are powerful motivators
because of the mean ing that they convey. n an effort to increase power
needed to get out of a sprinter s block quickly, the athlete might say the words
go or e plode as she powers forward.
. Controlling effort : thletes need to be able to sustain effort throughout long
practices or competitions. elf talk can suggest to the athlete the need to
increase effort when it is needed or to sustain effort when it is deemed beneficial
for performance learning or en hancement. uring long practices, boredom
can be a challenge that must be overcome. elf talk words and phrases such
as pick it up, stay with it, or pace can be effective in controlling effort.

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. Focusing attention or concentration : s with maintaining effort, it is often

necessary to remind yourself to stay focused or to concentrate on the task at
hand. thletes often get tired, and when this happens, their con centration
can easily wander. f the mind wanders when the coach is teaching an important
concept relating to the athlete s role.

9.5.4 GOAL SETTING

oal setting is a mental training technique that can be used to increase an individual s
commitment towards achieving a specific standard of proficiency on a task within
a specified time. t is a process of establishing a level of performance proficiency
which should be reached within a prescribed time period is known as goal setting.
t has proven effectiveness in enhancing performance and productivity in several
conte ts, including employee e ercise programs, competitive sport, and industrial
organi ations, and provides a basis for both increasing a person s
and for instilling a task with intrinsic worth. n aspiring athlete may set goals
intuitively at the outset of a career, for e ample, to e ecute a decent pass, sustain
a rally, or ust finish a race. s a career progresses, athletes typically define specific
goals, sometimes establishing a long term TT . that can be broken
into less ambitious short term goals, setting up a kind of hierarchy of goals to be
achieved one by one. n office worker might enroll in a company T program,
setting goals related to a broad class of health related behaviors, so e ercise goals
are related to complementary dietary aims and ob ectives such as walking instead
of driving to work four times a week and taking the stairs every morning.

oal setting works because it focuses attention on specific task demands, increases
effort and intensity, encourages persistence when adversity is encountered, and
promotes the development of strategies and problem solving to move toward goal
achievement. hen compared to no goals or do your best goals , specific goal
setting enhances athletes performance. There are different types of goals and
over all effectiveness of goal setting depends on type of goal being selected by the
athlete in different situation, and coaches can surely help them identify suitable
goal types and peruse toward it. n sports, athletes focus ma orly on three types of
goals, erformance goal, rocess goal and utcome goals. The important distinction
between outcome, performance, and process goals indicates that mental skills are
enhanced when athletes focus on the right goals at the right time et s try to
understand these different types of goals

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. Outcome Goal: give priority and importance to the final outcome of a sporting
event. Thy are uncontrollable, yet attractive and e citing, they are useful
in enhancing motivation for the e hausting physical and mental preparation
needed to achieve typical outcomes goals, such as winning championships or
medals. utcome goals are the successful implementations of process and
performance goals. They keep us in perspective and help to stay focused on
the bigger picture. amples of outcome goals may include winning a sport,
losing the desired amount of weight, or scoring a top rank in school.
. Performance Goal: focus on achievements of athletes relatively independent
of other competitors or teammates. Therefore, they are more e ible and
controllable for athletes, which allows them to continually raise and lower
goal difficulty levels to remain challenged and successful in their pursuit of
e citing outcome goals. These goals help in tracking progress and give us a
reason for continuing the hard work. or e ample, focus on striking a score of
in an innings or making passes in a match rather giving importance on
wining or loosing is an e ample of performance goal. erformance goals may
help us in quantifying our efforts and measuring the progress and also achieve
outcome goals in the process.
. Process Goal: focus on specific behaviour or task throughout a competition,
training or specific task demans in productive ways, such as occupying their
minds with key verbal cues that lock in optimal performance images and plans.
These behaviour re ects proper and effective techniques for e ecuting a
specific athletic task and plans. or e ample, to focus on the defender rather
than ball or focus on position of arm toward target while shooting, or focusing
on toe positing while ogging to avoid inward movement are process goals,
when repeated for a period of time, it should help in attaining performance
goal and outcome goals.

Principles of Goal Setting

. ake goals specific, measurable, and observable.
. learly identify time constraints.
. se moderately difficult goals they are superior to either easy or very difficult
goals.
. rite goals down and regularly monitor progress.
. se a mi of process, performance, and outcome goals.
. se short range goals to achieve long range goals.

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. et team as well as individual performance goals.

. et practice as well as competition goals.
. ake sure goals are internali ed by the athlete.
. onsider personality and individual differences in goal setting.

Characteristic of effective goal:

The acronym T has been used by sport psychologists to help athletes remember
five important characteristics of well stated goals

Specific goal is one that focuses e actly on the goal to be achieved. or e ample,
shooting percent accuracy in free throw shooting is specific, but becoming a
better basketball player is not.

Measurable goal is one that you can quantify, in the sense that you know e actly how
close you are to achieving the goal. The general goal to become a better server
in tennis is not measurable, because you don t know when you have achieved the
goal.

Action riented oals are there things that we can do to make this happen. ction
oriented goals have action steps and action plans with detailing of what, when and
how to do. aking clear the key actions required to achieve a goal helps everyone
see how their part of the work is connected to other parts of the work and to a
larger purpose. This information through action oriented goals helps athletes stay
focused and energi ed rather than become fragmented and uncertain.

Realistic goals focus on setting the target which are attainable and withing the
capability and capacity of the athlete. The goal set should be able to stretch athlete
toward improvement, but it should not be out of reach or it will be not motivating
enough for an athlete to strive for. etting of goals that are too high are discouraging
while setting goals too low leaves the athlete dissatisfied with the task.

Timely : well stated goal should be timely in the sense that it specifies time
constraints associated with the goal, but also timely in the sense that it re ects an
appropriate amount of time to accomplish the goal. e make the goals of athletes
timely by creating deadline for the specific task and try to meet the deadline well
on time.

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Benefits of Goal Setting

t is important for the athletes and the coaches to understand how oal etting can
be beneficial for performance enhancement process. et s try to read few important
benefits of oal etting.

. mproved focus attention

. evelop persistence
. obilisation of efforts
. eveloping new learning techniques
. ncreased motivation

Answer the following questions

. hich one of the goals focus on technique for e ecuting a task
i. rocess oal
ii. roduct oal
iii. utcome oal
. hich type of goal focus on final result of an event
i. utcome oal
ii. rocess oal
iii. roduct oal
. rocess of recreating images in mind to improve performance in sports is
referred as
i. ental imagery
ii. elf talk
iii. elf esteem
iv. oal setting
. efine elf steem
. escribe important of self talk by athletes in sports

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Case Study

Read the following Case Study carefully.

s a e sp r s eam as i i a e ur ame s a as i y praise r

i s e r s i er ie i e eam a e p re e reas s r i s
c i u us success i i e e i reas s s per e rep r e eam
a ma y e p ayers ere e r a ise resp si e se iscip i e a
precise i eir as a c ri u e e success e eam e ap ai a
ee se ec e y e eam mem ers emse es a e as m s i erac i e
s cia e a p imis ic e e as e as i is ma e im a ea er

The best part of the team was that, all its senior players were helpful and
c pera i e i eir u i rs a ere a ays i i is e em e
team’s coach mentioned few essential elements that had contributed to the team’s
success cc r i im e a ii y m i a e pe p e p ays a crucia r e i
the team’s success more often than the technical skills, and this is what separates
a c ac r m a a era e e e c ac a s re erre ccasi s e
p ayers e r u e p ase ac i ri sic m i a i e c ac rea ise
a i e ere are s me a e es a e a i a e ri e c s a y s ri e r
success a e y eir as ere are ers seem ac i er a m i a i
a ee e ri sic ac rs i e re ar s pri e m ey e c crea e e re uire
ri e r re uire e a i ur e eam s psyc is sp e a u e a ressi e
e a i ur am e eam p ayers a ai s e pp e s as i eres i
is e ari us i s a ces ere e p ayers a i s i a e pp e s r c ar e
a em i e y i a er u a a er rie us i y eir ac i s

S me imes p ayers ere u e a usi pp e s i a er u e a

a a a e r r e sa e i i u is e a i ur is accep a e a
they were awarded punishments as per the code of conduct and rules of sport.

ea ea e s ry a sp r s eam a a s er e i ues i s

. hich trait best re ected the personality of unior players

a ntrovert
b onscientiousness
c euroticism

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. hich member of the team re ected most of the trovert traits

a oach
b ew embers
c aptain
. hich type of players were recommended for special training with ports
sychologist
a trovert
a ntrovert
a esomorph
. The team sports psychologist is referring to which type of behaviour as non
threatening but confident.
a ssertive
a ostile
a nstrumental
. hich are the two types of motivation discussed in the above story hich,
according to you, is the better form hy

eferences
. ivara an. sychological oundations of ducation alicut niversity,
erala, ndia, .
. ivara an. sychological oundations of ducation alicut niversity,
erala, ndia, .
. aron. . sychology earson ducation outh sia, ew elhi, .
. ivara an. sychological oundations of ducation alicut niversity,
erala, ndia, .
. ivara an. sychological oundations of ducation alicut niversity,
erala, ndia, .
. aron. . sychology earson ducation outh sia, ew elhi, .
. aron. . sychology earson ducation outh sia, ew elhi, .
. andura, . ggression ocial earning nalysis. nglewood liffs
rentice all.
. aron, . . . erspectives in social psychology. lenum ress.

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Physical EDUCATION-XII

. aron, . ., yrne, . . . ocial sychology. earson.

uggested eading
. aron. . sychology earson ducation outh sia, ew elhi, .
. o . . port sychology oncepts and pplications c raw ill, ew
ork, , .
. arvis. port sychology outledge, ew ork, , .
. einberg. . , ould. oundations of port and ercise sychology uman
inetics, hampaign. , .

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UNIT X TRAINING IN SPORTS

Overview

W oncept of Talent dentification and Talent evelopment in ports

W ntroduction to ports Training ycle icro, eso, acro ycle.
W Types ethods to evelop trength, ndurance, and peed
W Types ethods to evelop le ibility and oordinative bility

Students will
W understand the concept of talent identification and methods
used for talent development in sports
W understand sports training and the different cycle used in the
training process.
W understand different types methods to develop strength,
endurance, and speed in sports training.
W understand different types methods to develop e ibility and
coordinative ability.

FLYING SIKH, HIS TOUGH FITNESS ROUTINE

ilkha ingh was born in in obindpura village in the u affargarh district

of akistan. e spent most of his childhood in poverty. ingh lost his siblings to
poverty, poor health, and lack of medical attention. uring the partition, he
became an orphan and moved to ndia. e earned his living by working in a roadside
restaurant before oining the army in . uring his military training, he reali ed
his sprinting abilities. awaldar urudev ingh persuaded him to run a cross country
race as a part of military training. e practiced hard and came to the limelight
during the ational ames at atiala in . e broke the m and m records
in the ational ames at uttack in .

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ilkha ingh, the lying ikh, remained passionate about his fitness routine throughout
his life, including playing holes of golf at the , yard long handigarh olf
ourse and running light sprints at ukhna ake the legendary athlete would also
offer his insights to budding and national athletes.

o royal road goes till success. To reach the world level, at least did not find any
such road. unning is such a meditation that one must leave all the world s goods to
achieve success and make your body ready to take on the challenge. oncentration,
strategy, and effort are long processes. used to run days a year, whether on
rainy or windy day nothing could stop me from running. did not find any work more
important than my practice, and there was a time when would see myself running
even in my dreams, ingh writes in his memoir.

rom running three miles ranging from running the first mile slowly and then increasing
pace each mile before his training in the off season schedule, ingh would run three
m races followed by one slow paced m race followed by three m races
fast followed by another m race slowly in the morning.

uring the season schedule, sprints of m on ondays, si m sprints on

Tuesdays, four m sprints on ednesdays, two m races on Thursdays, two m
races on riday, running m or m once on aturdays followed by complete rest
on undays. ccording to the memoir, ingh would alternate training days to ad ust
to various strategies during his lympic training.

e is the only athlete to win a gold medal in the meters race at the ommonwealth
ames and the sian ames. ilkha ingh set a national record in the lympics
by winning fourth place in the m race in . seconds. This record remained for
almost years.

uring his sports career, adma hree ilkha ingh achieved

many medals, including the gold medal in meters in
sian ames, meters in sian ames, yards
in sian ames, meters in sian ames, the
meter relay in sian ames, and silver in
meters alcutta ational ames.

part from these achievements, in , he was persuaded by then rime inister

andit awaharlal ehru to run against bdul haliq in akistan, whom he defeated.
e then received the title of the lying ikh by eneral yub.

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Introduction

Talent identification and development have become increasingly relevant in sports

performance armento, nguera, ereira, ra o, , especially in the last
years. significant body of scientific research discusses longitudinal and nonlinear
talent identification and development processes, the qualities that underpin elite
sports performance, and how coaches could facilitate talented athletes development
through the sports system.

Discussion
elect anyone sports of your choice and identify four qualities required for optimum
performance in those sports. rite down the advantages of the qualities in the
table below. iscuss why talent identification is essential in sports and games
. o. ualities dvantage hy this will improve
your sports performance

Concept of Talent Identification and Talent Development in Sports

Talent can be defined as adequate aptitude or ability in one direction, above the
normal average. Thus, someone who has talent can do something without trying
hard.

Talent identification can also be defined as the process by which children are
encouraged to participate in the sport they are most likely to succeed, based
on selected parameters. These parameters are designed to predict performance
capacity, considering the child s current level of fitness and maturity. s talent
identification is often confused with latent development, keeping the above
definition clearly in mind is necessary. dentifying is the first step in progressing
from beginner to a successful international athlete talent development follows this
as the ne t critical phase in achieving sporting success.

The figure below illustrates the various stages comprising the long term talent
identification system in sports and games.

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Physical EDUCATION-XII

Table . Talent dentification ystem elated to Talent

evelopment and ecreational ports

The best way to ensure that a talent identification programme reaches the ma imum
possible number of children is to cooperate closely with schools.

The first stage of the process could occur between the ages of and , using
essential fields tests that are easy to administer. These tests should be carried out
in schools and administered by the teachers if the selection is made early. Those
who seem talented could then be encouraged to participate in general training in
schools and clubs.

The second phase of the selection procedure could occur between and . gain,
the tests should be carried out in schools and be easy to administer. Those selected at
this stage would then be invited to undergo more sophisticated tests, administered
by specialists in the area or state centres, consisting of field tests and laboratory tests
depending on the facilities available. The test battery should include background
information, training history, competition results, anthropometric measurements,
and psychological and physiological tests.

inally, those selected should be allocated to elite unior programmes on an event

group basis. Those who show promising results in the second stage tests but are not
ultimately selected should be encouraged to participate in club training programmes.
There should always be the possibility of entering the selection to produce good
competition performance. ll the tested youths should be encouraged to participate
in recreational sports. t is essential to promote the youth competition structure
in developing countries. Tests in these countries should be adapted to take into
account local conditions, but should be standardi ed across the whole country.

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rocess of Talent Identification and Development is classified into five stages as

follows

. Talent Detection: This is the discovery of potential performers who are not
currently involved in the sport in question.
. Talent Identification: ecogni ing participants with the potential at an earlier
age to become elite performers in the future.
. Talent Development: rovides athletes with a suitable learning environment
to accelerate or reali e their potential
. Talent Selection: The ongoing process of identifying individuals at various
stages of development who demonstrate pre requisite performance levels.
. Talent Transfer: ocuses on transfer from one sport to another sport where
there are more significant opportunities to succeed

These five steps are common across sporting in Talent dentification and evelopment
ystem and are often operationali ed within the everyday practice i.e., identification
or selection for the ne t step of a programme is in uenced by performance in the
previous development environment .

Importance of Talent identification

h iscovery of the great talent

h ecognition of the hidden talent
h y recogni ing the talent at the early stage, the children can show their
skills at their e treme
h Talent identification helps in finding a significant asset for the country

Components of Talent Identification

The main components of Talent dentification T can be divided into the following
categories

h hysiological attributes
h hysical attributes
h sychological attributes
h Technical Tactical attributes
h esults
h ntangibles
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Physical EDUCATION-XII

Do you Know
Steps for talent and its promotion include:
Step I
Aim: creening of children for essential training stage creening is done
based on
h ealth and physique
h eneral physical performance capacity
h otives interest in mental capabilities
h nterests of parents etc.
Step-II
fter years of basic training
Aim: selection for a group of sports dvance training stage . election based
on the following
h hysique and otor abilities
h bility to tolerate load
h erformance
h ognitive, emotional, and personality traits
Step-III
fter years of advanced training
Aim: selection for a sport high performance training stage . election based
on the following
h hysique
h erformance and the potential for performance
h Talent indicators
h ognitive, emotional, and personality traits

I. Tick the correct options

. The performance enhancement in the future can be predicted based on

a. hysiological factor
b. hysical factor
c. Talent indicators
d. ll of the above

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. sychological factors contributing to talent identification is

a. ognitive
b. motional
c. ersonality traits
d. ll of the above

. Talent identification is a process

a. eneral process
b. cientific process
c. pecific process
d. one of the above

II. Answer the following questions briefly.

. ist the names of components of talent identification in sports.

. dentify the importance of talent identification in sports and games

III. Answer the following questions in 150-200 words.

. dopting omponents of Talent dentification will enhance performance

factors in games and sports. iscuss.

. Talent identification is the first step in the progression from beginner to

successful international athlete laborate.

. lassify the rocess of Talent dentification and evelopment in detail.

Introduction to Sports Training Cycle – Micro, Meso, Macro Cycle

everal planning systems are available in sports training a sportsperson has to

follow all the procedures to ensure high performance in a specific sport. hen we
look into the sports training planning format, we will be able to find plans like a
long term plan, lympic plan, annual plan, sectional plan, and day s plan. ll the
pro ects form a unified training basis, and the pursuit of several years indicates
the main line of development. Training content is more concrete and specific in
a plan of shorter duration. ll the short duration sports training plans are worked
according to the requirements of more e tended duration plans, called long term
plans. t is the largest unit in the system of planned training. The duration of this
plan is appro imately to years. This plan begins with the basic training of the
sportsperson and continues until the attainment of optimum performance standards
in a specific sport.
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Physical EDUCATION-XII

Do you know?

An Olympic plan is divided into small time units.

nother set of planning most common in sports training is a sectional plan. ectional
plans are termed as plans of phases, periods, and weeks. ifferent periods of the
training year, namely preparatory periods, competition periods, and transitional
periods various training cycles, i.e., microcycle, mesocycle, and macrocycle, are
all sectional plans. They are prepared based on the needs and recommendations of
the annual plan. These plans being shorter in duration, the details regarding the
training of different performance components are more specific.

The three cycles of training are

a Micro Cycle: The duration of this cycle is to days and is thus considered
the shortest cycle of training. n the case of an intermediate and high
performance sportsperson, this cycle lasts to days. The last day of the
micro cycle provides active recovery and rela ation to the sportsperson
to prepare him for training in the ne t micro cycle. ven though to
days is not adequate to achieve most training tasks, it forms an integral
part of the entire training process. The following three proportions of
high and medium or low load are adopted in the microcycle.

W , i.e., every day of the high load is followed by a day of medium

load.

W , i.e., every two days of high load are followed by a day of

medium load.
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 Physical EDUCATION-XII

W , i.e., every three days of high load are followed by a medium or

low load day.
b Meso Cycle: The duration of this training cycle is to weeks and is thus
termed a cycle of medium duration. The purpose of this cycle is to tackle
specific training tasks. These tasks are

W earning and acquiring mastery of skills

W aintenance and stabili ation of performance

W evelopment of physical and motor fitness components

W reparation for a specific competition

W ttainment of optimal level of performance

W reparation for the ne t mesocycle by providing recovery and

rela ation.

mesocycle of weeks is considered the best because this is the minimum

period within which significant change is affected in the physiological
and psychological factors. The last week of the training mesocycle is
considered a transitional phase that ensures recovery and rela ation.

c Macro Cycle: The duration of this cycle is to months and it is, thus,
considered the most e tended cycle of training. The purpose of the
macrocycle is to enable the sportsperson to improve the performance
capacity to put up an optimal performance, at a specific time, during
the competition. macrocycle comprises several mesocycles the last
mesocycle ensures recovery and reali ation for a smooth transition to the
following macrocycle.

Do you Know
Anders Ericsson, a psychologist, writes that it takes 10,000 hours of practice to become an
expert. In other words, an athlete training for 5 hours a day, seven days a week over 365 days
a year, would take about 5.5 years to acquire expertise in their chosen sport or game.

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Extension Activity
reparing for an nnual onal ompetition is long term planning,
t consists of various stages
orking in groups, interview ten sports persons from your school, or another
nearby school, who have participated in s onal ompetitions or any
equivalent ompetition . ind out details of their planning process for the annual
onal competition and list any five below.
S.No. Process of Planning
.
.
.
.
.
.
I. Tick the correct options

. eso cycle is training of

a. one week
b. to days
c. to weeks
d. Three months

. Transitional hase is a
a. rest and recovery period
b. training period
c. competition period
d. fitness period

. icro cycle is
a. to weeks
b. to days
c. to hrs
d. one from above

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 Physical EDUCATION-XII

II. Answer the following questions briefly.

. hat do you understand by acro yclicity

III. Answer the following questions in 150-200 words.

. ll players diligently follow the periodi ation process. hy do coaches

and players follow periodi ation cycles during training to attain good
results in a championship

. dentify the specific training tasks in esocycle

Strength, Endurance, and Speed

Strength

trength is one of the most crucial motor components of fitness and plays a
significant role in sporting events as it is a direct product of muscle contraction. t
is a conditional ability that depends on the energy liberation process in the muscles.
The amount of force muscles can produce to complete a task is known as strength.

n simple words, strength is the ability of a group of muscles to overcome resistance.

s all the movements in sports are caused by muscular contraction, it can be said
that strength is part and parcel of all motor abilities, technical skills, and tactical
actions.

efi t

h ccording to H. Singh, “strength is the ability to overcome resistance or

to act against resistance.”
h ccording to Barrow and McGee, “strength is the capacity of the whole
body or any of its parts to exert force.”
h ccording to Mathews, “The force that a muscle or group of muscles can
exert against a resistance in one maximum effort.”.

ifferent sports need different types of strength, and the requirement and application
of strength in sports differs according to sports specific needs. ommonly, strength
is classified and studied into two forms static and dynamic stability.

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Static Strength

tatic strength is also called isometric strength. t is the ability of the muscles to act
against resistance. tatic strength can be measured with a dynamometer. This type
of strength is not seen directly. ome static strength is not usually applied in sports,
but it is used in phases in weightlifting. ample plank or yoga asanas.

Dynamic Strength

ynamic strength is also known as isotonic strength. n pull ups and push ups, we
required dynamic strength. n performing such a workout, there is a diminishing
tendency in dynamic strength, and as a result, muscles refuse to do work after
some time. The man cannot do even one e tra pull up or push up at this stage.
ovements are visible when someone uses dynamic strength. t is recogni ed by
rhythmic muscular contractions with changes in muscle length, using a relatively
small force. ample push up and full squats.

ynamic strength can be divided into three parts.

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 Physical EDUCATION-XII

a. Maximum Strength

The muscle can overcome ma imum resistance in a single repetition or muscular

contraction. a imum strength means e erting force against resistance in the
ma imal effort. muscle can overcome the resistance of ma imum stimulus
intensity in a single muscular contraction.

Though ma imum strength does not hold much importance in most sports
but is undoubtedly required in sports like long ump, shot put, avelin throw,
weightlifting, discus throw, etc. These sporting events require the tacking of
heavy resistance.

b. Explosive Strength.

The muscles can overcome resistance as fast as possible. n other words, it

can be said that it is a combination of strength and speed. plosive strength
is always used in motor movements and is a form of dynamic strength. uscle
can get over the resistance of sub ma imum intensity of stimulus as possible.

plosive strength is particular to the nature of movement and is greatly

in uenced by motor coordination, i.e., inter and intramuscular coordination.
This strength is mainly used in volleyball spiking, umps in basketball, sprint
events, etc.

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Physical EDUCATION-XII

c. Strength Endurance

The muscle can overcome resistance under fatigue or for as long as possible. ame as
e plosive strength, strength endurance is a product of two motor abilities strength
and endurance. muscle can get over the resistance of a medium intensity stimulus
for as long as possible.

trength endurance can be a form of static or dynamic strength depending upon

whether the movement is isometric static or isotonic active . This strength is
mainly used in long distance races of athletics, swimming, distance cycling, etc.

Do you Know
To improve muscle strength, you should attempt to perform between and sets
of appro imately to repetitions at an intensity of at least percent of your
for that specific e ercise. or individuals trying to improve muscle power, the
ideal is to perform to sets of to repetitions at to percent of .
lighter percentage percent of should be used with power e ercises
that allow for the release of the mass being lifted e.g., bench press throws . The
proper rest period between each set for strength and power e ercises is two and
five minutes.

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 Physical EDUCATION-XII

mproving muscular endurance requires appro imately or sets of to

repetitions. uscular endurance e ercises are performed at an intensity below
percent of , with short rest periods of one to two minutes for sets with
higher repetitions and less than one minute for moderate repetitions. inally,
those looking to improve muscle mass hypertrophy should do to sets of to
repetitions at to percent of , with rest periods of between and
seconds. Table . provides a summary of these numbers.

Methods to Develop Strength

s strength is a highly trainable motor component, specific methods help an athlete

develop or improve strength. These methods are discussed below

. Isometric Exercise: These are the e ercises that are not visible as there are no
direct movements. Therefore, isometric e ercises cannot be observed. n these
e ercises, work performed cannot be seen directly, like pushing a wall. hile
pushing a wall, work is done, i.e., the force is being e erted, but the work
done cannot be seen as the wall is still at the same place and doesn t move
a bit. These e ercises involve muscles carrying out tension against the other
group of muscles. There is no change in the muscle length when such e ercises
are done, hence they are called iso metric. These e ercises need less time
and equipment and can be performed practically anywhere and everywhere.
oreover, isometric e ercises can prove to be of great value for maintaining
strength in case of an in ury. These e ercises, if performed regularly, may
result in a change in muscle si e and shape.

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. Isotonic Exercise: These are e ercises in which movements can be seen

directly. sotonic e ercises result in toned muscles and increased muscle length.
These e ercises hold much importance when it comes to sports. This method
is considered to be the best method to develop strength. amples of isotonic
e ercises include running and umping on the spot, weight training e ercises,
and calisthenics e ercises.

. Isokinetic Exercise: this method was introduced by . . errine in and

involves a particular type of muscle contraction called isokinetic contraction,
generally used in sporting events like rowing and swimming. These e ercises
are performed on specially designed instruments. n isokinetic contraction,
the muscles apply ma imal force throughout the range of motion around the
oint. hereas in isotonic contraction, the pressure is applied at a particular
angle. The use of isokinetic contraction is minimal. ence, the contribution of
isokinetic contraction in developing strength is yet to be scientifically proved.

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Do You Know?
Preventive Measures in Strength Training
hile doing strength training, appropriate supervision is a must as there is always
a high risk of in ury accompanying it. Therefore, it is essential to know the means
for preventing such incidents. These are
. trength training must be done after proper warming up.
. trong and stable oints are a prerequisite for strength training. Therefore,
the strength and stability of the musculoskeletal system must be ensured by
doing general strength training with low intensity.
. hile e ercising with heavyweights, a correct technique is required. r else
it will result in serious in uries.
. strength training program includes a variety of e ercises. These e ercises
must be done correctly, preferably agonists and antagonists muscles one
after the other.
. The load must be increased gradually as per the athlete s ability and
requirement.
. ecovery or rest plays a vital role in strength training. roper and effective
use of the recovery period helps in preventing in uries.
. mproper breathing while e ercising with heavy weights leads to serious
disturbance in blood circulation. ence, as a rule, a sportsperson must
breathe continuously, and if he holds his breath, it should be for a minimum
duration possible.
. afety equipment like belts, boots, wrist bands, etc., should be used when
necessary.
. n the case of children, the load should be low until the age of years as
the chances of in uries are very high.

Extension Activity
nder the supervision of your physical education teacher, form yourselves into
two groups. Tell one group to do isometric and the other to do isotonic e ercises
for one hour a day for days a week. Test their strength after two months.
repare a table and evaluate

which method is better

ame
b ective

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Physical EDUCATION-XII

arm up ctivity

et epetition Time istance ntensity emarks

trength
Training
ercise
et epetition eight est emarks

ool own
ctivity
et epetition Time istance ntensity emarks

I. Tick the correct options.

. The isokinetic method was developed by.

a. uck
b. oy errny
c. . . errine
d. oubertin

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 Physical EDUCATION-XII

. n e ercise in which movement is visible.

a. sometric
b. sotonic
c. sokinetic
d. sonomic

. nder which kind of strength would you put hotput

a. trength ndurance
b. plosive trength
c. a imum strength
d. peed trength

II. Answer the following questions briefly.

. efine trength

. plain sometric e ercise with suitable e amples.

. rite a short note on the different types of trength.

III. Answer the following questions in 150-200 words.

. plain the preventive measures to be kept in mind during strength

training.

. hat is Strength? What are various methods for developing Strength? Write in
detail

Endurance

ndurance is the ability of a person to maintain a certain level of energy production

for a more e tended period. t is the ability to sustain an activity. ike strength,
endurance is also a conditional ability. ndurance has been studied thoroughly and
deeply because it holds great importance in health, training, and competition.
ndurance plays a vital role in almost every activity, directly or indirectly. t is
either measured by the number of repetitions or the times an action is performed.

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Physical EDUCATION-XII

Definition

Harre defines endurance as “the ability to resist fatigue.”

Barrow and McGee defined endurance as “the result of a physiologic capacity of an

individual to sustain movement over a period of time.”

H. Singh defines endurance as “the ability to sustain an activity.”

Types of Endurance

ifferent games and sports require different types of endurance, which ma orly can
be classified into the following categories

I. Classification according to the nature of the activity:

This classification is based on the kind of activity required for endurance. t

can be classified into the following types

h Basic Endurance: This is the ability of a person to resist fatigue in which

the load is of medium intensity and involves aerobic muscular metabolism.
Therefore, it can be said that it is the ability to do movements that
involve a large number of muscles at a slow pace for a prolonged period.
or e ample, ogging, cycling, and swimming for more than minutes.
asic endurance forms the base for all other types of endurance.

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 Physical EDUCATION-XII

h eneral ndurance it is the ability to do such sporting movements for

a prolonged duration that are general. This type is not specific to any
sport and can be developed by performing general e ercises. nlike
essential endurance, in which the intensity of the activity is medium,
general endurance activities may incorporate high intensity practices.
ut the duration for general endurance is much shorter than essential
endurance.

h pecific ndurance this is the ability to perform movements of a particular

sport to resist fatigue. pecific endurance varies from activity to activity
as it depends on the nature of fatigue. or e ample, the specific endurance
of a hockey player is different from that of a marathon runner or a cyclist
as the need for the activity is different.

II. Classification according to the Duration of the Activity:

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Physical EDUCATION-XII

This classification considers only cyclic sports activities and is based on

physiological factors. rom the viewpoint of arre , this classification
can be divided into the following sub categories

h Speed Endurance: This is the ability to resist fatigue in cyclic activities

that last up to seconds. The classic e ample of this endurance type
is a m sprint in track and field. This type of endurance is ma orly
dependent on the power and capacity to produce energy.
h Short Term Endurance: This ability is needed for activities lasting
seconds to about minutes. The most appropriate e ample for short
term endurance is an m run. This endurance depends ma orly on speed
endurance and strength endurance.
h Medium Time Endurance: edium time endurance is needed to resist
fatigue in activities lasting from minutes to about minutes. The most
common e ample of this type is m and m run and m rowing.
s in short time endurance, this type of endurance also depends on speed
and strength endurance, but to a limited e tent.
h Long Time Endurance: This type of endurance is needed for activities
that last for more than minutes. This type of endurance is required in
events like marathons, cross country, etc

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 Physical EDUCATION-XII

Methods to Develop Endurance

The various methods to develop endurance are discussed below

. Continuous Method

s the name suggests, this method is about continuity. n this method, an e ercise
is done for a longer time without any rest. ecause the duration of the activity is
long and continuous, the training intensity is low. This method has the following
subcategories

a Slow Continuous Method: n this method, the activity is performed at a

certain speed without any break for a long duration. The speed of e ercise
is usually determined according to heart rate. trained athlete s heart
rate should be between beats per minute during activity. The
duration of the training should not be less than minutes. This method
is used for walking, running, cycling, etc.

Effect: due to relatively low intensity and long duration, the effect of
this method is limited mainly to the muscles, but there are few psychic
and positive effects on metabolism. ome of the most significant changes
are
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Physical EDUCATION-XII

W ncreased muscle glycogen.

W ncreased liver glycogen.

W ncreased capillari ation.

W ncreased number and si e of mitochondria.

W mproved thermal regulation.

W uality of o idative en ymes improves.

W ncreased fat metabolism.

W ositive effect on heart and lungs.

W sychological changes such as improved willpower, self discipline,

and self conquest.
b Fast Continuous Method: The activity is performed comparatively fast,
but the speed remains uniform throughout the training. eart rate during
the training should be between beats per minute. ecause the
intensity is high and is more strenuous and e haustive than the slow
continuous method, the duration of the activity should be at least
minutes.

Effects: effects of the fast continuous method are

W ffective for improving ma .

W mproved capacity of muscles to consume o ygen

W ignificant increase in the si e and number of mitochondria.

W mproved anaerobic capacity

c Variable Pace Method: n this method, activity is performed at a changing
pace, but this change in speed is pre planned. The heart rate usually
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 Physical EDUCATION-XII

ranges between beats per minute during this method. The

duration of this method may range from minutes to hour. ue to the
varied pace, this e ercise is very strenuous and should be done by trained
athletes.

Effect of Variable Pace Method

h ncreases glycogen in the muscles

h ncreases the number and si e of mitochondria
h ncreases efficiency of heart and lungs
h mproves willpower and confidence
h mprove a
d Fartlek Method: artlek is a wedish word that means speed play. n
other words, it is another variation of the variable pace method. The
difference between the two is in the artlek method the speed variation
is not planned. The athlete changes the speed of his own accord during
the activity due to changes in terrain, surroundings, and feelings. The
heart rate and duration of the training are similar to the variable pace
method.

Major effects of this method:

h romotes weight loss

h t s an e cellent test for strength and endurance
h t improves speed and race tactics
h t improves the mind over matter game
h t is e cellent for getting into the racing mindset as a fartlek session
mimics the surges of speed you may put on in a race.
h ncorporating these speed surges helps runners measure and learn how
much they can push their bodies over shorter segments.
h ncreases physical and mental energy
h mproves e ibility
h mproves ast and low Twitch uscle esponse

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Physical EDUCATION-XII

. Interval Method

t is the most versatile method used for improving endurance. n this method, the
activity is practiced at a comparatively high intensity with intervals or breaks
of incomplete recovery. t is based on the principle that work should be done
with sufficient speed and duration so that the heart rate goes up to beats
per minute. fter this, there should be a short interval, and when the heart
rate drops down to beats per minute, the work should start again.

The most important effects of this method:

h mproved circulatory system

h mproved aerobic capacity
h mproved lactic acid tolerance
h mproved ma

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 Physical EDUCATION-XII

. Repetition Method

The repetition method is characteri ed by a high intensity that ranges from

to of work with an interval of complete recovery. t is the best method
to develop speed endurance.

The ssential effects of this method are

h mproved anaerobic capacity

h mproved lactic acid tolerance
h mproved phosphagen stores

Do You Know?

Volume: Training volume is simply the amount of training you do. The primary
training component includes duration or time of training, distance covered volume
load sets in weight training , number of repetitions, or performed work in a given
time. t is a quantitative component of work.

Intensity: Training intensity refers to the effort by which a training session is

completed. t is a qualitative component of work more work or efforts done by
the athlete per time. ssessment of intensity varies from sport to sport. peed is
assessed by metres per second, resistance in kilogram, team games, or distance
races may be evaluated by heart rate, etc.

Density: Training density is simply the volume of training completed within a

given time frame. s volume and intensity have an inverse relationship, density
and intensity do. The less dense a session, the more intense it can be.

Extension Activity

ith the help of physical education, teachers design medium intensive e ercise
sessions to improve endurance. articipate in groups, ecord the video and upload
it on ouTube under t e e t

I. Tick the correct option.

. hich is not a type of endurance according to the nature of activities

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Physical EDUCATION-XII

i. asic ndurance
ii. eneral ndurance
iii. pecific ndurance
iv. peed ndurance

. m sprint event comes under

i. peed ndurance
ii. hort ndurance
iii. edium ndurance
iv. ong ndurance

. There will be no variation in the pace of inactivity in

i. artlek ethod
ii. ontinuous ethod
iii. nterval ethod
iv. one of the bove

. The wedish word meaning speed play is .

i. artlek ethod
ii. ontinuous ethod
iii. ace ethod
iv. one of the bove

II. Answer the following questions briefly.

. efine ndurance.

. rite about the different types of ndurance based on the duration of

activity.

III. Answer the following questions in 150-200 words.

. plain types of endurance according to the duration of the activity.

. plain types of endurance according to the nature of the activity.

. hat do you mean by endurance plain methods to develop endurance

in detail.

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Speed

peed has a comple nature and depends considerably on the central nervous system.
peed ability, in sports, signifies the ability to e ecute motor movements as quickly
as possible. These movements can be cyclic or acyclic.

Theiss and Schnabel defined speed as “the prerequisite to do motor actions under
given conditions (movement task, external force, individual prerequisite) in the
minimum of time.”

Johnson and Nelson defined speed as “the capacity of an individual to perform

successive movement of the same pattern at a fast rate.”

ertain factors help in determining the speed of an individual, such as mobility

of the nervous system, e plosive strength of an individual, correct technique of
performing a task, bio chemical reserves and metabolic power of an individual,
e ibility, and certain psychic factors like optimum arousal, attention, motivation,
concentration, ability to rela , etc.

Types of Speed

rom a general point of view, there are five different types of speed that are
discussed brie y as follows

. Reaction Ability: eaction ability is the ability to react quickly to a stimulus

or signal. t depends entirely on the coordinative abilities of an individual.
ifferent games and sports have other signs like visual, auditory and tactile,
to name a few. nd to respond to such signals accurately and as quickly as
possible is known as reaction ability. t can be further classified into simple and
comple reaction abilities.
. Acceleration Ability: cceleration ability is the ability to achieve a high
locomotion speed from a stationary position. t depends significantly on the
e plosive strength, technique, and movement frequency. This ability is essential
in almost every game and sport but greatly in uences sprinting events.
. Movement Speed: ovement speed can be defined as the ability to perform a
single movement in the minimum possible time. t is highly related to acyclic
sports, but its importance in cyclic sports is limited to the initial phase. t is
dependent on the technique and e plosive strength.
. Locomotor Ability: ocomotor ability is the ability to maintain ma imum speed
when in motion for the ma imum possible duration or distance. t is essential in
sports like m and m sprints, speed skating, and short sprints in cycling.
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ocomotor ability depends highly on the mobility of the nervous system. The
chances of improving locomotor ability are relatively low.
. Speed Endurance: peed endurance is a combination of two words, speed
and endurance. t is the ability to do the movement with high speed for a
longer duration, i.e., under fatigue. t depends highly on anaerobic capacity,
technique, and psychic factors.

Methods Developing Speed

peed is a motor ability that depends on genetic and environmental factors. enetic
factors, as we all know, cannot be manipulated. n individual having fast twitch
fibres in a comparatively higher percentage than slow twitch fibres will have more
speed. t the same time, the individual with a high rate of slow twitch fibres will have
better endurance. The ratio of these muscle fibres cannot be changed. Therefore, it
can be said that the genetic make up of an individual sets the limit on the speed of
an individual, but the role of environmental factors on the speed cannot be denied
as well. The following are the most commonly used method to develop the speed of
an individual

. Acceleration Runs are generally used to develop speed while attaining ma imum
speed from a static position. n an acceleration run, a sportsperson must run a
specific distance. fter starting, the athlete tries to gain total momentum at
the earliest and finishes the specified distance. These runs are repeated with
sufficient rest between the runs. t usually takes meters for a sprinter to
attain ma imum speed after the start. ccording to the research, it is observed
that even well trained athletes can maintain their top speed for meters
only.

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The number of acceleration runs can be set according to an athlete s age,

capacity, and fitness level. t may vary from repetitions with intervals for
complete recovery. The acceleration runs must be done after proper warm
up.

. Pace Runs: unlike acceleration runs, pace runs incorporate the method of
running the set distance at a uniform speed. t usually includes races of
meters and above. t is a fact that an athlete can run a distance of meters
at full speed, and in the case of longer races, he must conserve his energy by
reducing speed.

Therefore, keeping the pace in mind in middle and long distance races is
essential. t the beginning of such races, the speed should not be too high, and
the pace should be maintained throughout the race. or this type of training,
the athlete should run at a ma imum steady speed for a distance more
than the actual racing distance. epetition for pace run training can be fi ed as
per the athlete s fitness level with complete recovery in between repetitions.

Do you Know?
keletal muscles are made up of individual muscle fibres, and like muscles
themselves, not all muscle fibres are the same. There are two types of skeletal
muscle fibres, fast twitch, and slow twitch, and they each have different functions
that are important to understand when it comes to movement and e ercise
programming.
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Slow-twitch muscle fibres: low twitch muscle fibres are fatigue resistant and
focused on sustained, smaller movements and postural control. They contain more
mitochondria and myoglobin and are aerobic in nature compared to fast twitch
fibres. low twitch fibres are also sometimes called type or red fibres because
of their blood supply. They promote prolonged duration activity at a slow pace,
also known as aerobic muscles. amples are long distance running, swimming,
cycling, etc.
Fast-twitch muscle fibres e ecute fast movement for short distances, also known
as anaerobic muscles. t helps in short distance races, weight lifting, umping, etc.

I. Tick the correct option.

. hich is not a type of peed

i. eaction
ii. printing
iii. cceleration
iv. peed endurance

. hat type of speed is defined as the ability to maintain ma imal speed

for ma imal distance and ma imum duration
i. cceleration ability
ii. ocomotor ability
iii. Movement ability
iv. eaction ability

. cceleration run and pace run can be two methods of improving

i. le ibility
ii. peed
iii. ndurance
iv. trength

II. Answer the following questions briefly.

. hat are acceleration runs

. efine peed.

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III. Answer the following questions in 150-200 words.

. plain types of peed and methods to develop speed.

Flexibility

le ibility is also known as the range of motion around a oint. t is the ability to
e ecute a movement with greater amplitude or range. le ibility is related to genetic
factors as well as physical activity programmes. le ibility is a motor component
that is not a conditional or a coordinative ability. n general, usage e ibility often
corresponds with stretchability, elasticity, litheness, mobility, pliancy, etc. le ibility
is affected by muscle strength, the structure of the oints, tendons, ligaments,
and other factors. person possessing good e ibility can perform daily tasks with
greater ease and comparatively more efficiency and effectiveness. oreover, the
personality and posture of such individuals is more attractive.

Tight oints affect smooth and efficient movements, whereas e ibility ensures
smooth and efficient workouts. Therefore, it can be said that e ibility is helpful
in many ways, such as preventing in uries, improving posture, reducing back pain,
maintaining healthy oints, improving balance during making movements, and
learning various skills quickly, such as backstroke in swimming.

Importance of Flexibility

le ibility has an important inter relationship with other factors that improve
performance. ence, it is essential to determine different aspects to a lesser or
greater e tent. The importance of e ibility is brie y discussed below

. reater range of motion ensures more force and speed developed by the
muscles.
. t is due to the e ibility to perform movements with minimum muscular
tension and, therefore, facilitates a higher movement economy.
. t reduces stiffness in oints.
. t reduces the risk of in uries as muscles are more pliable.
. t helps in maintaining appropriate posture while performing.

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Types of Flexibility

le ibility is of the following two types

. Passive Flexibility: the ability to do movements with greater amplitude

and with e ternal help is known as passive e ibility. ample, stretching
with the help of a partner. assive e ibility is always more than
active e ibility and is primarily determined by the oint structure and
stretchability of the muscles and ligaments. assive e ibility is the base
of operational e ibility.

. Active Flexibility: the ability to perform a movement with greater

amplitude without e ternal help is called active e ibility. or e ample,
you are performing a stretching e ercise by a sportsperson himself.
ctive e ibility is always less than passive e ibility, and the difference
between the two indicates a lack of muscular strength or coordination.
ctive e ibility is further classified into the following two categories
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a. Static Flexibility: it is required for movements done while the

individual is in a static position, i.e., standing, sitting, or lying.
b. Dynamic Flexibility: it is required for e ecuting movements when an
individual is moving.

n addition, the terms eneral and pecific le ibility are also used often. eneral
e ibility refers to the e ibility of all the critical oints of the body, such as the
shoulder, hip, and trunk. t is not used for any sporting event or physical activity.
owever, specific e ibility should be understood to be the ability to perform specific
movements or movements related to specific sports.

Methods to Improve Flexibility

The various methods that can help to improve e ibility are discussed below

. Slow Stretching: The first and foremost way to improve e ibility is slowly
stretching the muscles around the oint. The critical point to note here is that
stretching should be slow and without any erky movements.
. Slow Stretch and Hold: The ne t stage after stretching is to hold for about
seconds at the ma imum stretching point. This method is considered to be the
most commonly used method in the field of games and sports.

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tretching can be done either statically or dynamically.

Static stretching involves slowly easing into e tension and holding the position. The
period required for static stretch depends on the purpose. The stretch should be
held for about seconds if it is for a cool down. f it improves e ibility, the hold
is recommended for about seconds.

Dynamic stretching requires controlled movements, usually of legs and hands, and
where the event requires dynamic movement, it is suitable for dynamic stretching
e ercises.

3. Ballistic Method: This method performs the movement with a swing and
rhythm. s the stretching is done rhythmically, it is called allistic ethod.
The ballistic method once e perienced popularity but has come under the
scanner by many physical therapists. This form of stretching uses the body s
momentum to e tend the range of motion. owever, many e perts believe that
ballistic stretching can lead to in ury.

. Proprioceptive Neuro-Muscular Facilitation (PNF) Technique: t is also known

as the post isometric stretch and is based on the principle of proprioceptive
neuromuscular facilitation. This principle states that if a muscle is contracted
ma imally for a few seconds, the muscle gains ma imum rela ation after the
contraction. n this method, the muscle is first contracted for seconds and
then gradually stretched to its utmost limit and held for about seconds.
The process is repeated times for each muscle group.

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Do You Know?
The essential tips for developing e ibility
. The right age for e ibility development is considered before puberty, as it
is hard to develop e ibility after puberty.
. le ibility tends to deteriorate once improved if the stretching routine is not
continued.
. tretching e ercise performed in fatigue affects e ibility negatively. ence,
a person should perform such e ercises when fresh. The ideal time to perform
stretching e ercises is after warm up.
. le ibility e ercise tends to work best after a good warming up. f the warm
up is not performed correctly, it may lead to overstretching of the muscles.
. le ibility training should aim for optimum e ibility and not for ma imum
e ibility too much e ibility results in less oint stability and, therefore,
chances of in ury increase.
. muscle group must be stretched several times to improve e ibility
effectively. sually, repetitions are recommended for a muscle group
to gain e ibility.
. stretching e ercise should be accompanied by a conscious effort to rela
the antagonist s muscles.
. t is essential to avoid erky movements while performing stretching e ercises.
. ge has an inverse relationship with e ibility. Therefore, do not compete
with others while working on one s level of e ibility.
. or faster improvement in e ibility, the routine can be followed daily or
twice a day, involving various e ercises for each oint.

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Extension Activity

ood e ibility can improve sports performance and reduce the risk of in ury. earn
static and dynamic e ibility e ercises in school with the help of your physical
education teacher or coach and practice them. Teach the same to your friends in
your neighbourhood and increase the number of e ercises and repetitions with
time. lease do a small pro ect with pictures for the same and submit it to your
school as a pro ect.

I. Tick the correct option.

. hich is not a type of le ibility

i. ctive
ii. assive
iii. allistic
iv. tretch

. n which method is stretching done rhythmically

i. low stretch
ii. low stretch and hold
iii. allistic method
iv.

. hich of the following factors does not in uence e ibility

i. tructure of oints
ii. roper warming up
iii. ody temperature
iv. one of these

. hat are the necessary steps in improving e ibility

i. roper warm up
ii. roper stretching
iii. epetition of e ercise
iv. ll of these

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II. Answer the following questions briefly.

. efine e ibility.

. hat do you mean by assive le ibility

III. Answer the following questions in 150-200 words.

. plain types of peed and methods to develop speed.

. iscuss methods to improve e ibility.

. efine le ibility. plain its types and any two methods to develop
e ibility.

Coordinative Abilities

oordinative abilities primarily depend on the central nervous system s motor

control and regulation process. or a coordinative ability, the control regulation
processes must function in a particular manner. The coordinative abilities are those
abilities of an individual that enable the individual to do various activities correctly
and efficiently.

immerman et al. stated that “Coordinative abilities are understood as relatively

stabilized and generalized patterns of motor control and regulation processes.
These enable the sportsman to do a group of movements with better quality and
effect.”

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Physical EDUCATION-XII

Types of Coordinative Ability

n sports, the following seven types of coordinative abilities are essential. The use
of these abilities is, however, different in different games.

. Orientation Ability: it is the ability to determine and change the position and
movements of the body in the required time and available space in a definite
field of action such as a volleyball court, skating rink, a football ground and
a moving ob ect like a ball, opponent, partner . The use and demands on
orientation ability are vast in sports. ample body movement and position
in gymnastics are essential for orientation. n team games, vision, especially
peripheral vision, is decisive for orientation.
. Differentiation Ability: t is the ability to attain a high fine tuning of movement
phases. t is the ability to achieve a high level of accuracy. The high level
of differentiation depends on movement e perience and mastery over motor
action. igh differentiating capacity is used in sports in sensing or implementing
movement, such as movement sense.
. Coupling Ability: it is the ability to coordinate body part movements with one
another and about a definite goal oriented body movement. oupling ability is
essential in sports where activities with a high degree of difficulty have to be
done, such as gymnastics and team games. n a team game like football, foot
movements for ball control or dribbling have to be coupled with the whole
body action of running and umping. oupling ability depends on the functional
capacity of kinaesthetic and visual sense organs.
. Rhythm Ability: hythm ability is the ability to perceive the rhythm of a
movement and do the e ercise with the required rhythm. t also denotes the
ability to reproduce rhythm stored in motor memory, in motor action. n some
sports like gymnastics and figure skating, the sportsperson has to perceive an
e ternal rhythm and music and e press it in his movements. n sports where
rhythm is not given outside, the sportsperson has to use the rhythm stored in
his memory.
. Reaction Ability: eaction ability is the ability to react quickly and effectively
to a stimulus. ifferent games and sports have different types of signals like
visual, auditory, and tactile, to name a few. nd to respond to such signals
accurately and as quickly as possible is known as reaction ability. t can be
further classified into simple and comple reaction abilities.
. Adaptation Ability: daptation bility is the ability to ad ust or completely
change the movement programme based on changes and anticipated changes.

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 Physical EDUCATION-XII

The situational change may be e pected or may take place suddenly. t

depends considerably on the speed and accuracy of perception of changes in
the situation.
. Balance Ability: alance bility is the ability to maintain equilibrium or balance
throughout the movement and regain balance quickly after disturbing balance
movements. t is further classified into two types
a bility to maintain balance during stationary position or slow movements.
t depends on kinaesthetic, tactic, and to some e tent on vestibular sense
organs.
b bility to maintain or regain balance during rapidly changing positions.
t depends primarily on the functional capacity of the vestibular sense
organs.

I. Tick the correct option.

. The ability to coordinate body part movements with one another and
about a definite goal oriented body movement is known as
a. alance bility
b. daptation bility
c. hythm bility
d. oupling bility

. The ability to attain a high level of fine tuning of movement phases is

known as
a. ifferentiation bility
b. rientation bility
c. daptation bility
d. oupling bility

. hat kind of coordinate abilities are defined as determining a body s

position and its part in time and space concerning gravity and moving
ob ects
a. ifferentiation bility
b. rientation bility
c. daptation bility
d. oupling bility

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Physical EDUCATION-XII

II. Answer the following questions briefly.

. hat do you mean by the term coordinative abilities

. hat is coupling ability

III. Answer the following questions in 150-200 words.

. rite about coordinative abilities in detail.

. hat are coordinative abilities, and e plain different types of coordinative

ability

IV. Complete the following mind map about the factors that influence sports
training.

eredity Training

actors in uencing
ports training

V. ART INTEGRATION – WRITE AN ARTICLE

ubedar eera hopra is an ndian track and field athlete who is the
reigning lympic champion in the avelin throw. e is the first track and field
athlete to win a gold medal for ndia at the lympics. rite an article about him
highlighting the factors that made him succeed, focusing on his training system.

VI. Case Study

. Training in sports

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 Physical EDUCATION-XII

a. The heart rate in continuous method of training should be about

beats per minute and duration for the activity should
be
b. nterval Training ethod is based on the principle of
c. artlek is a term meaning speed play.
d. artlek was developed by in .

a. it ups are e amples of which kind of strength

b. ethod was developed by errine in .
c. has no movement or change in si e of muscles.

References
. ingh, . . cience of ports Training. ew elhi ublications.
. arrow, . ., c ee, . . arrow and c ee s ractical easurement
and ssessment. ippincott illiams and ilkins.
. iswas,d. . Top sometric orkouts to mprove trength. etrieved
, , from https www.indianworkouts.com isometric workouts
. artlek and nterval addle Training for a esults. , . etrieved
, , from https paddlesociety.com fartlek interval paddle training
. tatic s. ynamic tretching. n.d. . etrieved , , from hysical
Therapy https www.risephysicaltherapy.com blog static vs dynamic
stretching

Suggested Reading
h arrow, . ., c ee, . . arrow and c ee s ractical
easurement and ssessment. ippincott illiams and ilkins.
h ompa, T. ., u ichelli, . . eriodi ation Theory and
ethodology of Training. uman inetics.
h arre, . . trainingslehre. erlin portverlag

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Ph
Physical EDUCATION-XII

h ingh, . . cience of ports Training. ew elhi ublications

h ardayal ingh, ports Training eneral Theory ethods eta i
ubhas ational nstitute of ports, .

Foot Note
ED
Ph
. https indiane press.com article sports ying sikh milkha singh his tough
fitness routine and questions for sportspersons
. https ss.thgim.com athletics article .ece alternates
milkha singh
. https by us.com current affairs milkha singh
. https w w w. t n a t i o n . c o m t r a i n i n g d i s p l a y m a i m a l s t r e n g t h

ED
Ph
neuromuscular system
. https www.dmarge.com plyometrics training technique
. https interestingengineering.com how do swim suits help improve a
swimmers performance
. https blog.biotrust.com isometric e ercises benefits

ED
. https www.prosource.net blogs blog isotonic e ercise
. https www.t isotrainer.com isokinetic primer

Ph
. https www.foodspring.co.uk maga ine basic endurance
. https www.fitstop lab.com blog the many benefits from one training
. https cyclingmaga ine.ca sections healthnutrition cardiovascular fitness
linked to a longer life
. https www.quora.com f runners have different starting positions then

ED
why do they have the same finish line
. https www.pinterest.com pin

Ph
. https www.sportsessionplanner.com s f re eason ndurance
nterval Training.html
. https triathlonmaga ine.ca training dps tips arm speed and dps
drills s
. https seancochran.com an overview of speed acceleration reaction time

ED
for sport
. https www. fwellness.com blog speed agility training

Ph
. https humankinetics.me what is pnf stretching
. https www.wellmark.com blue fitness dynamic stretches to try before
you workout
. https www.healthline.com health ballistic stretching it safe
. https www.massagemag.com this is how proprioceptive neuromuscular
facilitation facilitates muscular function

ED
Ph
. https www.poweringoffroad.com en coordination e ercises

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