INDIAN CENTRAL SCHOOL, KUWAIT

PHYSICAL EDUCATION PROJECT

YEAR 2020-2021

NAME: OBAIDA AKTER

CLASS: XII-C REG NO: 9098

P.ED TEACHER: MR. RAMESH THANGARAJ

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 INDIAN CENTRAL SCHOOL, KUWAIT

(DEPARTMENT OF PHYSICAL EDUCATION)

BONAFIDE CERTIFICATE

This is to certify that this project has been successfully completed by Obaida Akter of
class XII-C under the guidance of Mr. Ramesh Thangaraj in particular fulfillment of the
curriculum of Central Board of Secondary Education (CBSE) during the academic year
2020-2021.

Date: Signature of internal guide

Submitted for All India Senior Certificate Examination (AISSCE) practical held at Indian
Central School, Kuwait in the year 2020-2021.

Date: Signature of external examiner

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 INDIAN CENTRAL SCHOOL, KUWAIT

ACKNOWLEDGEMENTS

I have taken efforts in this project. However, it would not have been possible without the
kind support and help of many individuals.

I would like to thank my principal Dr. Shanta Maria James and school for providing me
with facilities required to do my project.

I am highly indebted to my Physical Education teacher, Mr. Ramesh Thangaraj, for his
invaluable guidance which has sustained my efforts in all the stages of this project work.

I would also like to thank my parents for their continuous support and encouragement.

My thanks and appreciation also go to the people who have willingly helped me out with
their abilities.

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 INDIAN CENTRAL SCHOOL, KUWAIT

DECLARATION

I, Obaida Akter of class XII-C, hereby declare that the project for the Board Practical on
Physical Education was done by me under the guidance of Mr.Ramesh Thangaraj. I
would be responsible for any issues related to this project. This is done to acquire
knowledgement that would help me in future and also it is a part of partial fulfillment for
my boards practical in the academic year 2020-2021.

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 INDEX

1. Bonafide Certificate
2. Acknowledgement
3. Declaration
4. Practical-1: Motor Fitness Test
• 50m Standing Start or 50m Dash
• 600m Run /Walk Test
• Sit and reach Test
• Partial Curl up Test
• Push Ups Test (Boys)
• Modified Push Ups Test (Girls)
• Standing Broad Jump Test
• 4x10m Shuttle Run Test
5. Practical-2: Yoga: Asanas For Each Lifestyle Disease
• Obesity- Urdhva Hastasana and Trikonasana
• Diabetes- Pawanmuktasana and Ardhmatseyendrasana
• Asthma- Matsyasana and Parvatasana
• Hypertension- Shavasana and Chakrasana
• Back pain- Shalabasana and Tadasana
6. Practical-3: Basketball
• History of the game
• Court and equipment
• Rules and regulations of the game
• Principles of play
• Terminology
• Fundamental skills
7. Conclusion
8. Bibliography

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 PRACTICAL-1

MOTOR FITNESS TEST

Motor fitness refers to the capability of an athlete to take part effectively in his/her
particular sport. It can also be said that motor fitness is a person’s ability to do physical
activities.

There are following items/tests to know the motor fitness of an athlete:

• 50 m Standing Start or 50 m Dash

Purpose: To determine speed.

Equipment required: Measuring tape or marked track, 2 stop watches.

Procedure: The test involves running a single maximum sprint over 50 meters, with time
recorded. A thorough warm up should be given, including some practice starts and
accelerations. Start from a stationary standing positions (hands cannot touch the ground),
with one foot in front of the other. The front foot must be behind the starting line. Once
the subject is ready and motionless, the starter gives the instructions “set” then “go”. The
tester should provide hints for maximizing speed(such as keeping low, driving hard with
the arms and legs) and the participant should be encouraged not to slow down before
crossing the finish line.

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 • 600 m Run/Walk Test

Purpose: To measure endurance.

Equipment required: 600 m track and stop watches.

Procedure: The subject takes the position of standing right behind the starting line. At
the signal of ready and go the subject starts running. During the course of running he/she
may walk also. Many students can run at a same time, time is recorded in minutes and
seconds. There are several tests which involve in running for a set time (e.g. 9, 10, 12
minutes) or a set distance (1 mile, 1.5 mile, 1200m), and the distance covered or time
required being recorded. The time required for these tests normally range 8 to 15 minutes,
depending on the population being tested.

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 • Sit and Reach Test

The sit-and-reach test was first propounded by Wells and Dillon in 1952. This test is
widely used as a normal test to assess flexibility.

Purpose: The sit-and-reach test is a significant test to measure the flexibility of hip
region including the lower back and hamstring muscles. Generally, it is noted that owing
to the lack of flexibility in this region, there is a greater risk of injury. It is also entangled
with lumber Lordosis and lower back pain.

Equipment Requirement: Sit and reach box or a makeshift ruler and a box may be used
in which the zero mark can be adjusted for each individual according to their sitting reach
level because there is a variation of lengths of individual’s arms and legs.

Procedure: First of all, should be removed. Then sit down on the floor with legs
stretched out straight ahead. The soles of the feet should be kept flat against the box. Both
the knees should be locked and pressed flat to the floor. An assistant may hold the knees
down. Palm should be facing downwards. Hand should be on top of each other or side by
side. The individual, whose flexibility is to be measured tries to extend his/her both hands
forward along the measuring line on the box as far as he/she can extend.

Scoring: The score is recorded to the nearest centimeter or half inches based on the
distance reached by the fingertips of both hands.

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 • Partial curl up Test

Purpose: To test the strength and endurance of abdominal muscles.

Equipment required: A flat clean and cushioned surfaced, recording sheet and pen.

Procedure: The starting position is lying on the back with the knees flexed and feet 12
inches from the buttocks. The feet cannot be held or rest against an object. The arms are
extended and are rested on the thighs. The head is in a neutral position. The subject curls
up with a slow controlled movement, until the student’s shoulders come off the mat two
inches, then back down again. One complete curl-up is completed every three seconds
(1.5 seconds up and 1.5 seconds down, with no hesitation), and are continued until
exhaustion (e.g. the subject cannot maintain the rhythm). There is no pause in the up or
down position, the curl-ups should be continuous with the abdominal muscles engaged
throughout.

Scoring: Record the total number of curl ups. The completion of one complete curl up
counts as one. Only correctly performed curl ups should be counted- the sit up is not
counted if the shoulders are not raised up two inches; the head touches the mat; the heels
come off the mat and or the students is off cadence.

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 • Push Ups Test (Boys)

Purpose: To test or measure the upper body strength and endurance.

Equipment required: A floor mat and a paper to record basic information such as age,
gender and total number of push-ups performed. Metronome (or audio tape, clapping,
drums), and a stopwatch.

Procedure: A standard push-up begins with the hands and toes touching the floor, the
body and legs in a straight line, feet slightly apart, the arms at shoulder-width apart,
extended and at a right angle to the body. Keeping the back and knees straight, the
subject lowers the body to a predetermined point, to touch the ground or some other
object, or until there is a 90-degree angle at the elbows, then returns back to the starting
position with the arms extended. This action is repeated without rest, and the test
continues until exhaustion, or until they can do more in rhythm or have reached the target
number of push-ups.

Scoring: Record the number of correctly completed push-ups.

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 • Modified Push Ups Test (Girls)

Purpose: To measure the upper body strength and endurance.

Equipment required: stopwatch, gym mat (optional) and paper to record the basic
information like age, gender and push-ups performed.

Procedure: The subject is asked to take starting positions, for modified push-ups hands
and knees should touch the mat/floor. Both hands should be shoulder width apart and
elbows fully extended. The body from the knees, to the hips and to the shoulders should
be in a straight line. While keeping this position, the subject should lower her upper body,
so that elbows may bend to 90 degrees. Then the subject returns back to the starting
position.

Scoring: Count the total number of modified push-ups for record.

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 • Standing Broad Jump Test

Purpose: To measure the explosive power of the legs.

Equipment required: Tape measure to measure distance jumped, non-slip floor for
takeoff, and soft landing area preferred. Commercial Long Jump Landing Mat are also
available.

Procedure: The athlete stands behind a line marked on the ground with feet slightly
apart. A two foot take-off and landing is used, with swinging of the arms and bending of
the knees to provide forward drive. The subject attempts to jump as far as possible,
landing on both feet without falling backwards. Three attempts are allowed.

Scoring: The measurement is taken from take-off line to the nearest point of contact on
the landing (back of the heels). Record the longest distamce jumped, the best of three
attempts.

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 • 4x10m Shuttle Run Test

Purpose: To measure agility

Equipment required: Two wooden blocks, measuring tape, stopwatch and a flat, non-
slippery surface with two lines 10m apart.

Purpose: Mark two parallel lines 3meters in length, 10 meters apart using marking tape
or cones, considering one line as starting line. On the signal ‘go’ the subject runs to the
wooden blocks, lifts one block, returns to the starting line and places the block behind the
line. Then the subject returns to the second block, lifts it and then runs across the starting
line on the way back.

Scoring: Record the best time to complete the test in seconds.

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 PRACTICAL-2

YOGA: ASANAS FOR EACH LIFESTYLE DISEASE

1. Obesity

Obesity is that condition of the body in which the amount of fat increases to extreme
level.

Two asanas for prevention and control of obesity are:

• Urdhva Hastasana

Procedure:

i. Stand with your arms at your sides.

ii. Gently raise them to the ceiling making sure that your arms are parallel to each
other.
iii. Bring your palms together over your head but make sure your shoulders are not
hunched. If your palms are apart, then they must face each other.
iv. Your arms must be straight at all times such that they are activated all throughout,
till your fingertips. Move your gaze upwards.

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 v. Your shoulder should be away from your ears, and your shoulder blades must be
pressed firmly on your back.
vi. Your thighs should be engaged in such a way that they pull the kneecaps up.
Straighten your legs but do not lock your knees.

Benefits:

i. It gives the belly a good stretch.

ii. It improves digestion.
iii. It gives the armpits and shoulders a good stretch.
iv. It relieves stress and anxiety.
v. It enhances body posture.
vi. It increases the capacity of the lungs.
vii. In improves blood circulation in the body.
viii. It eases sciatica.
ix. It helps in tightening the abdomen.

Contraindications:

In case of shoulder or neck injuries or experiencing dizziness while staring upwards, this
asana should be avoided.

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 • Trikonasana

Procedure:

i. Stand with your legs apart.

ii. Raise the arms sideways up to the shoulder level.
iii. Bend the trunk sideways and raise the right hand upward.
iv. Touch the ground with left hand behind the left foot
v. After some time, do the same asana with opposite arm in the same way.

Benefits:

i. It strengthens the legs, knees, arms and chest.

ii. It helps in improving digestion and stimulates all the abdominal organs.
iii. It increases mental and physical equilibrium.
iv. It reduces stress, anxiety, back pain and sciatica.
v. It helps in increasing height.
vi. It helps in reducing the excess body weight.
vii. It enhances blood circulation.
viii. It also helps in reducing excess fat around the waistline.

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Contraindications:

i. If you are suffering from diarrhea, low or high blood pressure. Back injury or
migraine, avoid doing trikonasana.
ii. The individual having cervical spondylosis should not perform this asana.

2. Diabetes

Diabetes is such a disorder that it causes sugar to build up in our blood stream instead of
being used by the cells in the body.

Two asanas for prevention and control of diabetes are:

• Pawanmuktasana

Procedure:

i. Lie down on your back on a plain surface.

ii. Keep your feet together and place your arms beside your body.
iii. Take a deep breath. When you exhale bring your knees towards your chest. At the
same time press your thighs on your abdomen.
iv. Clasp your hands around your legs.
v. Hold the asana when you breathe normally.

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vi. Every time you inhale, ensure that you loosen the grip.
vii. Exhale and release the pose after you rock and roll from side to side for about 3
times.

Benefits:

i. It eases the tension in lower back.

ii. It enhances the blood circulation in pelvic area.
iii. It helps in reducing the fats of thighs, buttocks and abdominal area.
iv. It strengthens the abdominal muscles. It also massages the intestines and organs of
the digestive system which helps in releasing the gas and thus improves digestion.
v. It relieves constipation.

Contraindications:

i. If you are suffering from heart problems, hyper acidity, high blood pressure,
slipped disc and hernia you should avoid this asana.
ii. Pregnant women should avoid doing this asana.
iii. If you have had an abdominal surgery recently you should avoid performing this
asana.
iv. Individual suffering from piles should avoid this asana.

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 • Ardhamatseyendrasana

Procedure:

i. The left heel is kept under right thigh and right leg is crossed over the left thigh.
ii. Then hold the right toe with left hand and turn your head and back to the right
side.
iii. In this position move the trunk sideways. Then, repeat this asana in the same
position.

Benefits:

i. It keeps the gall bladder and the prostate gland healthy.

ii. It enhances the stretchability of back muscles.
iii. It alleviates digestive ailments.
iv. It regulates the secretion of adrenaline and bile and thus is recommended in yogic
management of diabetes.
v. It is also helpful in treating sinusitis, bronchitis, constipation, menstrual disorders,
urinary tract disorders and cervical spondylitis.

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Contraindications:

i. Women who are two or three months pregnant should avoid this asana.
ii. The individuals who suffer from peptic ulcer, hernia or hypothyroidism should
perform this asana only under expert guidance.
iii. The individuals who have the problem of sciatica or slipped disc may benefit
from this asana but they need to take great care while doing this asana.

3. Asthma

Asthma is a disease of lungs in which the airways become blocked or narrowed causing
difficulty in breathing. The airways also swells up and produce extra mucus. It usually
triggers coughing, wheezing or whistling or shortness of breath. The coughing usually
occurs at night or early in the morning.

Two asanas for prevention and control of asthma are:

• Parvatasana

Procedure:

i. Sit in padmasana or lotus pose. Stretch your arms sideways and bring them
over your head slowly.
ii. Let your palms touch each other.

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 iii. Then stretch your hands well without bending your elbows.
iv. Keep your spine erect.

Benefits:

i. It helps in enhancing height.

ii. It reduces the extra at in the back and waist.
iii. It tones the abdominal muscles and thus stimulates the organs of abdominal
region.
iv. It is extremely beneficial in case of asthma.
v. It helps in reducing back pain.
vi. It improves the function of spinal cord.
vii. It gives relief from tension in shoulder and back.

Contraindication:

i. Avoid this asana in case of back or hip injury.

ii. One should not perform this asana in case of shoulder injury.

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 • Matsyasana

Procedure:

i. Sit in padmasana. Lie down in supine position and make an arch behind.
ii. Hold your toes with the fingers of your hands
iii. Stay for sometime in this position.

Benefits:

i. It is helpful in curing back pain, knee pain and tonsillitis.

ii. It also cures the defects of eyes.
iii. Skin disease can be cured if we practice this asana regularly.
iv. This asana is helpful for the treatment of diabetes.
v. It helps in relieving tension in the neck and shoulders.
vi. It provides relief from respiratory disorders by encouraging deep breathing.
vii. It improves posture.
viii. It is the best asana to get relief from asthma.

Contraindications:

i. Avoid doing this asana if you have high or low blood pressure.
ii. People suffering from migraine and insomnia should also refrain from performing
this asana.

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 iii. The individuals who have neck injury or lower back problems should not perform
this asana.

4. Hypertension

Hypertension is also known as high or raised blood pressure. It is a condition in which

the blood pressure against the walls of the arteries is abnormally high as it is pumped by
the heart. It increases the risk of heart diseases.

Two asanas for prevention and control of hypertension are:

• Shavasana

Procedure:

i. Lie down in supine position.

ii. Legs should be straight. Keep arms away from the body and leave all the limbs
loose as well as relaxed.
iii. Breathe in deeply. Close your eyes and think that your whole body is becoming
loose.
iv. Feel a complete relaxation in your body. Remain in this position for 10 to 12
minutes.

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Benefits:

i. It strengthens the nervous systems.

ii. It controls high blood pressure.
iii. It relieves mental tension.
iv. It gives new vigour to both mind and body simultaneously.
v. It regulates blood circulation and gives relief in various aches and pains.
vi. It cures many psychosomatic problems.
vii. It helps to cure many cardiac problems.
viii. It relaxes and clams the complete body.
ix. It improves concentration and memory.
x. It increases energy levels.
xi. The body relaxes and goes into a deep meditative state, which in turn repairs the
cells and tissues and releases stress.

• Ardha chakrasana

Procedure:

i. Stand straight with both feet together.

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 ii. Hold your hips with your hands and bend backwards without bending your knees
with slow inhalation.
iii. Remain in this pose for some time and repeat it 2 or 3 times.

Benefits:

i. It helps to make ankles, thigh, shoulder, chest, spine and abdomen stronger.
ii. It relieves stress and tension.
iii. It improves digestion.
iv. It cures menstrual disorders
v. It cures pain in legs.
vi. It reduces fat in the waist and thigh.
vii. It helps to alleviate upper back pain.
viii. It relieves stress in the neck and shoulders.

Contraindications:

i. Avoid performing this asana if you have migraine, headache, low blood pressure,
diarrhea and insomnia.
ii. Avoid doing this asana if you have peptic ulcer and hernia.
iii. Avoid this asana in case of hip or spinal problems.
iv. Pregnant women should avoid doing this asana.

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 PRACTICAL-3

BASKETBALL

History of the game

In the early years the number of players on a team varied according to the number in the
class and the size of the playing area. In 1894 teams began to play with five on a side
when the playing area was less than 1,800 square feet (167.2 square metres); the number
rose to seven when the gymnasium measured from 1,800 to 3,600 square feet (334.5
square metres) and up to nine when the playing area exceeded that. In 1895 the number
was occasionally set at five by mutual consent; the rules stipulated five players two years
later, and this number has remained ever since.

Since Naismith and five of his original players were Canadians, it is not surprising
that Canada was the first country outside the United States to play the game. Basketball
was introduced in France in 1893, in England in 1894, in Australia, China, and India soon
thereafter, and in Japan in 1900.

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While basketball helped swell the membership of YMCAs because of the availability of
their gyms, within five years the game was outlawed by various associations because
gyms that had been occupied by classes of 50 or 60 members were now monopolized by
only 10 to 18 players. The banishment of the game induced many members to terminate
their YMCA membership and to hire halls to play the game, thus paving the way to the
professionalization of the sport.

Originally, players wore one of three styles of uniforms: knee-length football trousers;
jersey tights, as commonly worn by wrestlers; or short padded pants, forerunners of
today’s uniforms, plus knee guards. The courts often were of irregular shape with
occasional obstructions such as pillars, stairways, or offices that interfered with play. In
1903 it was ruled that all boundary lines must be straight. In 1893 the Narragansett
Machinery Co. of Providence, Rhode Island, marketed a hoop of iron with a hammock
style of basket. Originally a ladder, then a pole, and finally a chain fastened to the bottom
of the net was used to retrieve a ball after a goal had been scored. Nets open at the bottom
were adopted in 1912–13. In 1895–96 the points for making a basket (goal, or field goal)
were reduced from three to two, and the points for making a free throw (shot uncontested
from a line in front of the basket after a foul had been committed) were reduced from
three to one.

Baskets were frequently attached to balconies, making it easy for spectators behind a
basket to lean over the railings and deflect the ball to favour one side and hinder the
other; in 1895 teams were urged to provide a 4-by-6-foot (1.2-by-1.8-metre) screen for
the purpose of eliminating interference. Soon after, wooden backboards proved more
suitable. Glass backboards were legalized by the professionals in 1908–09 and by
colleges in 1909–10. In 1920–21 the backboards were moved 2 feet (0.6 meter), and in
1939–40 4 feet, in from the end lines to reduce frequent stepping out-of-bounds. Fan-
shaped backboards were made legal in 1940–41.

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A soccer ball (football) was used for the first two years. In 1894 the first basketball was
marketed. It was laced, measured close to 32 inches (81 cm), or about 4 inches (10 cm)
larger than the soccer ball, in circumference, and weighed less than 20 ounces (567
grams). By 1948–49, when the laceless molded ball was made official, the size had been
set at 30 inches (76 cm).

The first college to play the game was either Geneva College (Beaver
Falls, Pennsylvania) or the University of Iowa. C.O. Bemis heard about the new sport at
Springfield and tried it out with his students at Geneva in 1892. At Iowa, H.F.
Kallenberg, who had attended Springfield in 1890, wrote Naismith for a copy of the rules
and also presented the game to his students. At Springfield, Kallenberg met Amos
Alonzo Stagg, who became athletic director at the new University of Chicago in 1892.
The first college basketball game with five on a side was played between the University
of Chicago and the University of Iowa in Iowa City on January 18, 1896. The University
of Chicago won, 15–12, with neither team using a substitute. Kallenberg refereed that
game—a common practice in that era—and some of the spectators took exception to
some of his decisions.

The colleges formed their own rules committee in 1905, and by 1913 there were at least
five sets of rules: collegiate, YMCA–Amateur Athletic Union, those used by state militia
groups, and two varieties of professional rules. Teams often agreed to play under a
different set for each half of a game. To establish some measure of uniformity, the
colleges, Amateur Athletic Union, and YMCA formed the Joint Rules Committee in
1915. This group was renamed the National Basketball Committee (NBC) of the United
States and Canada in 1936 and until 1979 served as the game’s sole amateur rule-making
body. In that year, however, the colleges broke away to form their own rules committee,
and during the same year the National Federation of State High School
Associations likewise assumed the task of establishing separate playing rules for the high
schools. The National Collegiate Athletic Association (NCAA) Rules Committee for men

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is a 12-member board representing all three NCAA divisions. It has six members from
Division I schools and three each from Divisions II and III. It has jurisdiction over
colleges, junior colleges, the National Association of Intercollegiate Athletics (NAIA),
and Armed Forces basketball. There is a similar body for women’s play.

Court and equipment

The standard American basketball court is in the shape of a rectangle 50 feet (15.2
metres) by 94 feet (28.7 metres); high school courts may be slightly smaller. There are
various markings on the court, including a centre circle, free throw lanes, and a three-
point line, that help regulate play. A goal, or basket, 18 inches (46 cm) in diameter is
suspended from a backboard at each end of the court. The metal rim of the basket is 10
feet (3 metres) above the floor. In the professional game the backboard is a rectangle, 6
feet (1.8 metres) wide and 3.5 feet (1.1 metres) high, made of a transparent material,
usually glass; it may be 4 feet (1.2 metres) high in college. The international court varies

29
somewhat in size and markings. The spherical inflated ball measures 29.5 to 30 inches
(74.9 to 76 cm) in circumference and weighs 20 to 22 ounces (567 to 624 grams). Its
covering is leather or composition.

Rules and Regulations of the Game:

1. The ball may be thrown in any direction with one or both hands.

2. The ball may be batted in any direction with one or both hands (never with the fist).

3. A player cannot run with the ball. The player must throw it from the spot on which he
catches it, allowance to be made for a man who catches the ball when running at a good
speed if he tries to stop.

4. The ball must be held in or between the hands; the arms or body must not be used for
holding it.

5. No shouldering, holding, pushing, tripping, or striking in any way the person of an

opponent shall be allowed; the first infringement of this rule by any player shall count as
a foul, the second shall disqualify him until the next goal is made, or, if there was evident
intent to injure the person, for the whole of the game, no substitute allowed.

6. A foul is striking at the ball with the fist, violation of Rules 3,4, and such as described
in Rule 5.

7. If either side makes three consecutive fouls, it shall count a goal for the opponents
(consecutive means without the opponents in the mean time making a foul).

8. A goal shall be made when the ball is thrown or batted from the grounds into the

30
basket and stays there, providing those defending the goal do not touch or disturb the
goal. If the ball rests on the edges, and the opponent moves the basket, it shall count as a
goal.

9. When the ball goes out of bounds, it shall be thrown into the field of play by the person
first touching it. In case of a dispute, the umpire shall throw it straight into the field. The
thrower-in is allowed five seconds; if he holds it longer, it shall go to the opponent. If any
side persists in delaying the game, the umpire shall call a foul on that side.

10. The umpire shall be judge of the men and shall note the fouls and notify the referee
when three consecutive fouls have been made. He shall have power to disqualify men
according to Rule 5.

11. The referee shall be judge of the ball and shall decide when the ball is in play, in
bounds, to which side it belongs, and shall keep the time. He shall decide when a goal has
been made, and keep account of the goals with any other duties that are usually
performed by a referee.

12. The time shall be two 15-minute halves, with five minutes' rest between.

13. The side making the most goals in that time shall be declared the winner. In case of a
draw, the game may, by agreement of the captains, be continued until another goal is
made.

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Common terms used in basketball include the following:

Blocking

Any illegal personal contact that impedes the progress of an opponent who does not have
the ball.

Dribble

Ball movement by bouncing the ball. A dribble ends when a player touches the ball with
both hands simultaneously or does not continue his dribble.

Held ball

Called when two opponents have one or two hands so firmly upon the ball that neither
can gain possession without undue roughness. It also is called when a player in the
frontcourt is so closely guarded that he cannot pass or try for a goal or is obviously
withholding the ball from play.

Jump ball

A method of putting the ball into play. The referee tosses the ball up between two
opponents who try to tap it to a teammate. The jump ball is used to begin games and, in
the professional game, when the ball is possessed by two opposing players at the same
time.

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Pass

Throwing, batting, or rolling the ball to another player.

The main types are:

i. the chest pass, in which the ball is released from a position in front of the chest,

ii. the bounce pass, in which the ball is bounced on the floor to get it past a defensive
opponent

iii. the roll pass on the floor,

iv. the hook pass (side or overhead), and

v. the baseball pass, in which the ball is thrown a longer distance with one hand in a
manner similar to a baseball throw.

Pivot

A movement in which a player with the ball steps once or more in any direction with the
same foot while the other foot (pivot foot) is kept at its point of contact with the floor.

Pivot player

Another term for centre; also called a post player. He may begin the offensive set from a
position just above the free throw line.

Rebounding

Both teams attempting to gain possession of the ball after any try for a basket that is
unsuccessful, but the ball does not go out-of-bounds and remains in play.

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Screen or pick

Legal action of a player who, without causing more than incidental contact, delays or
prevents an opponent from reaching his desired position.

Shots from the field

One of the main field shots is the layup, in which the shooter, while close to the basket,
jumps and lays the ball against the backboard so it will rebound into the basket or just
lays it over the rim. Away from the basket, players use a one-hand push shot from a
stride, jump, or standing position and a hook shot, which is overhead. Some players can
dunk or slam-dunk the ball, jamming the ball down into the basket.

Traveling (walking with the ball)

Progressing in any direction in excess of the prescribed limits, normally two steps, while
holding the ball.

Turnover

Loss of possession of the ball by a team through error or a rule violation.

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Principles of play

Each team of five players consists of two forwards, two guards, and a centre, usually the
tallest man on the team. At the beginning of the first period of a game, the ball is put into
play by a jump ball at centre court; i.e., the referee tosses the ball up between the
opposing centres, higher than either can jump, and when it descends each tries to tap it to
one of his teammates, who must remain outside the centre circle until the ball is tapped.
Subsequent periods of professional and college games begin with a throw in from out-of-
bounds. Jump balls are also signaled by the officials when opposing players share
possession of the ball (held ball) or simultaneously cause it to go out-of-bounds. In U.S.
college games the alternate-possession rule is invoked in jump ball situations, with teams
taking turns getting possession. After each successful basket (field goal) the ball is put
back in play by the team that is scored on, by one player passing the ball in from behind
the end line where the score was made. The ball is put in play in the same manner after a
successful free throw or, if two have been awarded, after the second if it is successful.
After non-shooting violations the ball is awarded to the opposing team to be passed
inbounds from a point designated by an official.

A player who takes possession of the ball must pass or shoot before taking two steps or
must start dribbling before taking his second step. When the dribble stops, the player
must stop his movement and pass or shoot the ball. The ball may be tapped or batted with
the hands, passed, bounced, or rolled in any direction.

As basketball has progressed, various coaches and players have devised intricate plays
and offensive maneuvers. Some systems emphasize speed, deft ball handling, and high
scoring; others stress ball control, slower patterned movement, and lower scoring. A
strategy based on speed is called the fast break. When fast-break players recover
possession of the ball in their backcourt, as by getting the rebound from an opponent’s
missed shot, they race upcourt using a combination of speed and passing and try to make
a field goal before the opponents have time to set up a defense.

Some teams, either following an overall game plan or as an alternative when they do not
have the opportunity for a fast break, employ a more deliberate style of offense. The
guards carefully bring the ball down the court toward the basket and maintain possession
of the ball in the frontcourt by passing and dribbling and by screening opponents in an
effort to set up a play that will free a player for an open shot. Set patterns of offense
generally use one or two pivot, or post, players who play near the free throw area at the

35
low post positions (within a few feet of the basket) or at high post positions (near the free
throw line). The pivot players are usually the taller players on the team and are in
position to receive passes, pass to teammates, shoot, screen for teammates, and tip in or
rebound (recover) missed shots. All the players on the team are constantly on the move,
executing the patterns designed to give one player a favourable shot—and at the same
time place one or more teammates in a good position to tip in or rebound if that player
misses.

Systems of defense also have developed over the years. One of the major strategies is
known as man-to-man. In this system each player guards a specific opponent, except
when “switching” with a teammate when he is screened or in order to guard another
player in a more threatening scoring position. Another major strategy is the zone, or five-
man, defense. In this system each player has a specific area to guard irrespective of which
opponent plays in that area. The zone is designed to keep the offense from driving in to
the basket and to force the offense into taking long shots.

A great many variations and combinations have been devised to employ the several
aspects of both man-to-man and zone defensive strategies. The press, which can be either
man-to-man or zone, is used by a team to guard its opponent so thoroughly that the
opposition is forced to hurry its movements and especially to commit errors that result in
turnovers. A full-court press applies this pressure defense from the moment the
opposition takes possession of the ball at one end of the court. Well-coached teams are
able to modify both their offensive and defensive strategies according to the shifting
circumstances of the game and in response to their opponents’ particular strengths and
weaknesses and styles of play.

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Terminology:

1. Double-foul: A situation in which opposing player commits contact fouls against each
other simultaneously.

2. Dead-ball: Ball lands out of bounds, official blows the whistle, in case of violation,
fouls etc.

3. Live ball: During jump-ball if ball is legally tapped or officials place the ball for play
or at the disposal of free throw or throw-in

4. Lay-up shot: A shot executed by a player while moving two steps with the ball and
attempting a shot.

5. Traveling: It is a violation in which illegal movement of the ball by dripping.

6. Fake: It is dodging to an opponent in other direction.

7. Goal: A credited basket scoring which raises the score.

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Fundamental skills:

1. Dribbling: The ball is always controlled with fingers. While dribbling the Palm should
not be used.

2. Overhead pass: The two-handed overhead pass is used for taller players.

3. Bounce pass: The action of bounce pass is same as chest pass.The only difference is
that bounce is given so that it reaches the team-mate about the waist height.

4. Chest pass: Two-handed chest pass is given by spreading the fingers of each hand on
each side of the ball and by pushing the ball out from the cricket.

5. Lay upshot: This is most common and easiest shot in basketball. The player reaches
the ring by taking two and a half step.

6. Set shot: It is taken when a player gets sufficient time and the defensive player is far
away. Instead of jumping a player sets himself, bends his knee and pushes off the floor
while attempting the shot towards the basket.

7. Hook shot: This is rarely used and is difficult because the shot is taken with one hand.
During this shot, the shooting arm is extended over the head.

8. Jump shot: This is one of the most common shots in the game. The shot involves
jumping straight up into the air and the ball is released with both hands when the player is
in the air.

9. Dunk: This shot is most liked by spectators. In this shot, the player jumps high enough
to get the ball up.

38
 CONCLUSION

Academics are of great importance, but so is having time for fitness and physical
exercises in school. When children have an opportunity to play and run at recess, they
focus and concentrate more during their classes. The main aim of physical education to
the young generation is to offer them with knowledge and skills necessary to keep them
healthy as they grow up. Physical movement is a crucial part of how children learn. So as
to keep them healthy as they grow up. Physical movement is a crucial part of how
children learn. So as to keep children motivated and engaged, physical education
activities must be enjoyable and highly interactive.

The fitness and healthy lifestyles acquired from a good program are of high beneficial in
controlling hyperkinetic diseases and developing quality health life. Insufficient physical
activities results to deprived physical fitness that could lead to diseases such as lower
back pain, diabetes, heart diseases and obesity. The main fundamental goal of physical
education is to achieve the prevention of hypokinetic diseases and gain physical wellness.

The aim of promoting physically active lifestyles should promote everything that is
taught in physical education.

In conclusion, children are becoming overweight due to the fact that they do not
participate in physical activity or know the importance of physical education. Since,
children are becoming overweight parents need to have their children participating in
physical activity from birth because physical education will be taught to their children
when they start attending school. Teachers that teach physical education will teach the
students how to take care of them properly. This is important because when someone is
educated about the importance of their health then it will cause them to live a healthy
lifestyle. With that being said parents, teachers, and other adults need to emphasize the
importance of education in schools.

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 Bibliography

• 1.https://www.slideshare.net/

• 2. https://studymoose.com/

• 3. https://sportsaspire.com/

• 4. https://sportsjone.com/

• 5. https://www.maryboroughbasketball.com/

• https://www.britannica.com/

• https://importanceofphysicaledinschools.weebly.com/

• Physical Education reader for class XII

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