B.P.ed Syllabus April 2015 Two Years Credit & Semester Based Program-9!9!16

Savitribai Phule Pune University
B.P.Ed.Syllabus
2015
Two years Credit & Semester based Program
SPPU
4/1/2015
B.P. Ed Syllabus
Two Year semester & Credit Based course Structure from April 2015
General objectives of the Bachelor of physical education (B. P. Ed) course:

To enable the PE student teacher,
1. To know and apply discipline specific scientific and theoretical concepts critical to
development of physically educated person.
2. To plan, design and implement learning experiences that facilitate and enhance the
growth of learners of diverse needs from varying backgrounds.
3. To use effective communication and pedagogical skills and strategies to enhance
student engagement & learning.
4. To utilize assessments and reflection to foster student learning and to inform
instructional decisions.
5. To demonstrate dispositions essential to becoming effective professionals.
6. To understand the disciplinary content knowledge, application of content knowledge to
teaching physical education. To be reflective practitioner who evaluates self and seek
opportunities to grow professionally and humanistically.
7. To be informed about and use appropriate technology to enhance teaching and learning
and to enhance personal and professional productivity.
8. To foster relationship with colleagues, parents, community and associated agencies to
support student’s growth & wellbeing.
1. Duration of the Course:
The B. P. Ed program shall be of duration of two academic years, that is, four semesters.
However, the students shall be permitted to complete the program requirements within
a maximum of three years from the date of admission to the program.
2. Eligibility for Admission:
Candidate should have passed the Bachelor’s Degree/Master Degree of Savitribai
Phule Pune University or of any other university recognized by this university, with at
least 45% marks and should have offered at least one school subject at the first and /
or second degree level as principal or subsidiary or allied or optional subject. (School
subject means the subject included in the syllabus of secondary / Higher secondary level
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in Maharashtra state.) Relaxation of 5% marks will be given to the candidates belonging
to S.C. & S.T. and other notified categories as per Government Rules.
3. Selection Procedure:
Admission to the eligible candidates will be given as per the selection procedure laid
down by the State Government of Maharashtra from time to time.
4. Eligibility Norms for appearing at B. P. Ed examination:

Student teachers should have kept all four terms with at least 80% attendance for the
classes in college in all the terms. He should have completed all the practical and other
work expected in all the three parts (theory, practical and teaching practice) of the
syllabus up to the satisfaction of the principal. He should have obtained such a
certificate from the principal of the college. Unless and until he obtains such a
certificate, he will not be allowed to appear for university examination.
5. Medium of Instruction:
Medium of Instruction at the B. P. Ed. program will be Marathi and/or English. However,
the medium of Instruction for the optional course no. 104 Methodology of teaching
optional subject i.e. Marathi Education, English Education, or Hindi Education will be
Marathi, English, and Hindi respectively.
The candidates appearing for B. P. Ed. Examination will have the option of answering all
courses in Theory part either in English or in Marathi.
6. Credit System (CS):
Credit System (CS) is an instructional package developed to suit the needs of students,
to keep pace with the developments in higher education and the quality assurance
expected of it in the light of liberalization and globalization in higher education.
7. Course:
The term course usually referred to, as ‘papers’ is a component of a programme. All
courses need not carry the same weight. The courses should define learning objectives
and /or learning outcomes. A course may be designed to comprise Lectures/
tutorials/laboratory work/ field work/ outreach activities/ project work/ vocational
training/viva/ seminars/ term papers/assignments/ presentations/ self-study etc. or a
combination of some of these.
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8. Courses of Program:
The B.P.Ed. Program consists of a number of courses, the term ‘Course’ applied to
indicate a logical part of subject matter of the program and is invariably equivalent to
the subject matter of a “paper” in the conventional sense. The following are the various
categories of courses suggested for the B.P.Ed. Program.
• Theory Courses
• Teaching skill development program
• Proficiency in physical education and sports
9. Semesters:
An academic year is divided into two semesters. The semester schedule may be in
accordance with the existing rules of the university. There shall be at least 200 working
days per year exclusive of admission and examination processes etc.
10. Credits:
The term 'Credit' refers to a unit by which the program is measured. It determines the
number of hours of instructions required per week. The term 'Credit' refers to the
weight given to a course, usually in relation to the instructional hours assigned to it.
Learning load per credit is 16 clock hours. All courses do not carry the same weight. The
total minimum credits, required for completing a B. P. Ed. Program is 144 credits and 20,
49, 25 and 50 credits in semester I, II, III, and IV respectively.
11. Examinations:
a. There shall be examinations at the end of each semester. A candidate who does not
pass the external examination in any course(s) shall be permitted to appear in such
failed course(s) in the subsequent examinations
b. A candidate should get enrolled /registered for the first semester examination. If
enrollment/registration is not possible owing to shortage of attendance according
to the rules prescribed, such candidates will not be permitted to proceed to the next
semester. Such candidates shall redo the semester in the subsequent term of that
semester as a regular student; however, a student of first semester shall be
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admitted in the second semester, if he/she has successfully kept the term in first
semester.
c. A student cannot register for the third semester, if she/he fails to complete 50% of
the credits of the total credits expected to be ordinarily completed within first two
semesters.
d. The teaching of course 206 will start from semester I and it will be evaluated in
semester II. The teaching of course 406 will start from semester II and it will be
evaluated in semester IV.
12. Evaluation
A candidate appearing for B.P. Ed course will be evaluated for the Degree of "Bachelor
of Physical Education" in the manner given below.
a. External Examination
Theory Courses - 101, 102, 103, 104, 201, 202, 203, 204, 301, 302, 303, 304, 401, 402,
403, 404 Candidate will be evaluated through the external examination conducted by
the university at the end of each respective semester. 80 Marks will be allotted for each
course.
(Total marks=1280)
Practical Course 407 Specialization will be evaluated for 80 marks.
• Candidate will be able to apply for revaluation of only the external examination of
concerned courses in every semester. There shall be revaluation of answer scripts of
semester-end examination but not of internal assessment papers as per Ordinance no.
134 A & B.
b. Internal Evaluation
The evaluation approach to be followed for each semester will be continuous
comprehensive evaluation.
• Internal evaluation of theory courses - minimum 2 tests should be conducted for each
theory course in the respective semesters. Internal evaluation of theory courses
prescribed in each semester shall be for 20 marks. It will be conducted in the respective
semesters. (Total marks=320)
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• Internal evaluation of teaching skill development program- Internal evaluation of this
program will be conducted in respective semester. In semester I, the course 105 will be
evaluated for 100 marks, in semester II, the course 205 will be evaluated for 125 marks,
in semester III, the course 305 will be evaluated for 200 marks, and in semester IV,
course 405 will be evaluated for 250 marks. (Total marks=675)
• Internal evaluation of practical- For Proficiency in Physical Education and Sports
Activities (Course 206 and 406) Internal Evaluation will be done at the end of each
respective activity in semester II and IV. Evaluation scheme will be developed by the
college and each candidate will be evaluated by two internal examiners in internal
evaluation of all the activities. Course 206 will be evaluated for 700 marks and course
406 will be evaluated for 500 marks. (Total marks=1200)
• Internal evaluation of professional development program- Course 306 will be evaluated
for 25 marks in semester III. (Total marks=25)
• If a candidate misses an internal examination, he/she will have another chance or
chances with the permission from college principal in consultation with the teacher.
Such additional opportunities for internal assessment shall not be the right of the
student.
• If the candidate fails the internal examination after repeated attempts provided by the
teacher, candidate will not be allowed to appear for the external examination of the
concerned course and will have to complete/repeat the course in the subsequent
semester/ during 5th /6th semester whichever is applicable.
• Candidate must secure minimum passing standard in every internal assessment.
Concerned teacher of the course may provide another opportunity to the student who
misses an internal exam or who fails to obtain minimum passing standard in each of the
internal assessment. It should be noted that the candidate who gets extra opportunity
in the internal assessment will be awarded only minimum passing standard (i.e. 40%).
c. For the rationalization of internal marks university will appoint a moderation
committee. The college will produce all the relevant documents for verification by the
committee. The committee will visit each college to take the review of the internal
marks given by the college and advise the college if necessary. The college should take
the appropriate action as per the advice of the committee & submit the internal marks
to the University.
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13. Norms for passing B. P. Ed examination
For all the assessment the college will give marks and will submit it to the university. The
University will convert these marks into the grades and final assessment will be in the
form of grades. There should be total transparency in the internal marks. The grades so
obtained will be shown on the mark sheet of the candidate. Using the formula to
convert the grades the University will provide the marks of converted grades also at the
bottom of the mark sheet.
The following table shows the system of evaluation: Marks/Grades/GP
Marks Grade Grade point
75 to 100 O: outstanding 6
65 to74 A: Very good 5
55 to 64 B: Good 4
50 to 54 C: Average 3
45 to 49 D: Satisfactory 2
40 to 44 E: Pass 1
0 to 39 F: Fail 0
Final Grade Points
5.00 to 6.00 O
4.50 to 4.99 A
3.50 to 4.49 B
2.50 to 3.49 C
1.50 to 2.49 D
0.50 to 1.49 E
0.0 to 0.49 F
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• The formula for GPA will be based on weighted averages. The final GPA will not be
printed unless a student passes courses equivalent to minimum 144 credits.
∑ Grade points earned x Credits for each course

SGPA= _________________________________________________
Total credits
∑ Total Grade points earned x Credits for each course

GPA= _________________________________________________
Total credits
SGPA= Semester grade point average GPA= Grade point average
i. To pass, a candidate must obtain minimum 40% in internal evaluation and minimum 40
% in external evaluation and aggregate of 45% marks (D and above on grade point scale)
in each course.
ii. The semester end grades sheets will have only grades and final grade sheets and
transcripts will have grade points average.
iii. Result will be declared for each semester and at the end of two years/ on completion of
all the credits, whichever is earlier. The marks obtained in each will be converted into
grades and GPA.
iv. IF the GPA is higher than the indicated upper limit in the three decimal digit, then the
student be awarded higher final grade. (e.g. a student getting GPA of 4.495 may be
awarded ‘A’).
v. For grade improvement a student must reappear for semester-end examination for a
minimum of 20 credits. These courses will be from the parent department. Grade
improvement program will be implemented at the end of the academic year. A student
can opt for the grade improvement program only after the declaration of final semester
examination (i.e. at the end of the next academic year after passing the said
examination and within two years of completion of program and only once).
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FORMAT OF QUESTION PAPER FOR EXTERNAL EVALUATION
Question No of Total
Description Marks
No. questions marks
Multiple choice 2 questions based on each

1 8 1 8
credit (Compulsory)
Short answer (Knowledge level) 2 questions

2 8 3 24
based on each credit (Compulsory)
Application level 1 out of 2 questions based on

3 4 8 32
each credit (one out of each question set)
Long answer/essay type 1 question based on

4 1 16 16
each credit (any one out of four)
Total 80
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B.P. Ed Syllabus Framework
Semester I
Course Title of the Papers Hours per Credit Internal External Total
Code week Marks Marks Marks
101 Foundations of Physical
4 4 20 80 100
Education
102 Psychology of learner 4 4 20 80 100
103 Learning to Teach Physical
4 4 20 80 100
Education & Sports
104 Methodology of Optional
4 4 20 80 100
Subject
Teaching Skill Development Programme
105 A. Micro lessons
Optional Subject (6
Lessons)(2 Credits)
4 4 100 100
B. Integration lessons
(3 Lessons)(2
credit)
10
Semester II
201 Anatomy & Physiology 4 4 20 80 100
202 Management of Physical
4 4 20 80 100
Education & Sports
203 Profession of Physical
4 4 20 80 100
Education
204 Fitness and Wellness 4 4 20 80 100
205 Teaching Skill Development Programme
A. Micro lessons of
Physical Education
and Sports (6
Lessons)(2 Credit)
B. Integration lessons 5 125 125
(3 Lessons)(2 credit)
C. Practice Lessons
Optional Subject (2
Lessons)(1 credit)
206 Proficiency in Physical Education and Sports Activities
1. Track & Field (Run 5 28 700 700
and Relay, Long
Jump and Triple
Jump, Discus
Throw and Shot
Put)(6 Credits)
2. Floor Gymnastics
(2 Credits)
3. Mass
Demonstrative
Activity (Aerobics
and Equipment
Drills) (2 Credits)
4. Minor Games &
Lead up activities
(2 Credits)
5. Competencies (3
Credits)
6. Fitness (Exercise,
Personal Physical
Fitness)(3 Credits)
7. Drill March and
Flag code (2
Credits)
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8. Introduction of
Sport (Any four
sport from given
list)(2*4=8
Credits)
Semester III
301 Evaluation in Physical
Education and Sports 4 4 20 80 100
302 Biomechanics
4 4 20 80 100
303 Personality Development
4 4 20 80 100
and Soft Skills
304 Health Education and
Nutrition 4 4 20 80 100
305 Teaching Skill Development Programme

A. Practice Lessons
Optional Subject (6)
(3 credits)
B. Practice Lesson of 8 200 200
Physical Education
and Sports (10) (5
credit)
Teachers Professional Development Programme
306 1. TBT Practical 2 1 25 25
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Semester IV
401 Research and Statistics 4 4 20 80 100
402 Athletic Care & Rehabilitation 4 4 20 80 100
403 Theory of Sports and Games 4 4 20 80 100
404 Elective (Guidance & Counseling,
Adventure sport, Fitness and
4 4 20 80 100
Conditioning, Yoga Education,
Play, Leisure and Recreation)
405 School Internship
A. Lessons of Optional
Subject (6) (3 credit)
10 250 250
B. Lessons of Physical
Education and Sports
(14)(7 credits)
Proficiency in Physical Education and Sports Activities
406 1. Track & Field (Hurdles,
Javelin Throw and
Hammer throw, High
Jump and Pole vault)(4
Credits)
2. Wrestling/Judo
Taekwondo/Mallakhamb
(2 Credits) 5 20 500 500
3. Yoga (2 Credits)
4. Lezium (2 Credits)
5. Measurement and
Evaluation (2 Credits)
6. Introduction to sport &
Games (Four sports form
Given list)(2*4=8 Credits)
407 Specialization 5 4 20 80 100
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Theory Courses Semester I
Course 101
Foundations of Physical Education

Objectives
1. To enable students to understand the concept of Philosophy and philosophy of physical

education to acquaint student with the different Philosophies along with their
implications in Physical education.
2. To enable students to understand the concept of Sociology and to acquaint student the
implications of Physical education and sports in society.
3. To enable students to understand the concept of Education and Physical Education
4. To acquaint him with historical perspective as influence on physical education, Abroad
and in India.
5. To acquaint the students with different Issues, challenges and opportunities in Physical
education & sports
Credit 1 Developing Philosophic and Sociological skills

1.1 What is Philosophy? Developing personal Philosophic skills of profession.
1.2 Idealism, Realism, Pragmatism, Naturalism and Existentialism and its Importance, need in
modern physical education programmes.
1.3 What is of sociology?
1.4 Sociological implications of Physical Education and Sports (Role, Importance).
Credit 2 Education and Physical Education
2.1 Meaning and Concept of General Education.
2.2 Meaning and definition, aim, objective and scope of Physical Education.
2.3 Physical Education and its relationship with General Education.
2.4 Values and Ethics in Physical Education and sports.
Credit 3 Historical foundations of Physical Education & Sports
3.1 History of Physical education in India from ancient to modern period – pre Vedic period,
epic period, Hindu period, Muslim period, British period.
3.2 Trends in Physical education in Greece, China, U.S.A., Germany & U K.
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3.3 Historical perspectives of the Olympics. Olympic movement-Ancient & Modern Olympic
3.4 Indian Legends: Khashaba Jadhav, Major Dhyanchand, Sachin Tendulakar, P.T .Usha, Milkha
Singh. (What makes them different?)
Credit 4Issues, challenges and opportunities in Physical education & sports
4.1 Careers in Physical Education and Sports.

4.2 Gender in Physical Education.
4.3 Role Conflict in Physical Education and Sports.
Suggested readings:
1) Bucher, C.A., (2010). Foundation of Physical education (16th ed.). New Delhi: Tata
McGraw-Hill.
2) Barrow, H.M. (1983). Man and Movement: Principles and Physical Education. Phi: Lea
and Febiger
3) Bucher & Wuest. (1987). Foundations of Phy.Edu & Sports. Missouri: C.V.Mosby co.
4) Ziegler, E.F. (2007). An introduction to Sports & Phy.Edu. Philosophy. Delhi: Sp.
Educational Tehno.
5) William, J.E. (1964). Principles of Physical Education:, Com. Philadelphia: W.B. Sounders
6) Kretchmar, R.S. (1994). Practical Philosophy of Sport. IL: Human Kinetics.
7) Shekhar, K.C. (2004). Principles & History of P.E. Delhi:Khel Sahitya Kendra.
8) Young, D.C. (2004). A brief History of Olympic Games. UK: Blackwell Publishing.
9) Frank, A.M. (2003). Sports & education. CA: ABC-CLIO
10) Susan Capel, Susan Piotrowski. (2000). Issues in Physical Education. London: Rouletdge
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Course 102
Psychology of Learner
Objectives:
1. To introduce psychology and sports Psychology.
2. To understand Human behavior and learning patterns of individuals.
3. To understand know learning process and different theories based on learning
4. To acquire theoretical perspectives and develop understanding of stages of human
development with special reference to Motor Development for Skill Learning in Sport
and PE.
5. To become aware about different attributes affecting learning and development
process.
6. To understand range of cognitive capacities in learners.
7. To understand the Cognitive and higher mental processes involved in learning in sports
and Physical Education.
8. To understand the differences of personality among various types of sports and its
importance for character building.
9. To know different personalities and its effects on sports performances.
10. To understand the importance of motivation
11. To be able to identify the characteristics of sportsmen pre-during-post Competition.
12. To understand differences in group or team and techniques for cohesion
13. To understand importance of emotions for sports performance and development of
sportsmen.
14. To understand problems faced by sportsmen and remedies to achieve better
performances
15. To gain information about Anxiety, Arousal, Stress and understand techniques to
overcome them.
Credit I: Introduction of Sports Psychology

1.1 Meaning, Scope of Psychology, Sports Psychology
1.2 Importance of Sports Psychology for Physical Education teacher and Coach
1.3 Human behavior: Needs, Urge and Instincts
1.4 Learning: Definitions, Meaning and Types (Primary, Associate and Concomitant), Theories
(Behaviorist, Cognitivist, Social-Constructivist) and Laws of Learning, Transfer of Learning
Credit 2: Development of Learner

2.1 Meaning & Principles of Development
2.2 Growth & Development: Stages of Development: Infancy to Adolescence, Importance of
Motor Development (Psychological and Training Implications) Learning in Sports.
2.3 Role of learner in various learning situations as seen in different perspectives
2.4 Role of teacher in teaching-learning situations: a) Transmitter of Knowledge, b) Model, c)
Facilitator, d) Negotiator, e) Co-learner.
Credit III: Cognitive Process, Personality and Motivation

3.1 Cognitive Process: Perception, Attention, Memory, Language, Thinking, Problem Solving,
3.2 Personality: Concept of personality, Personality traits of sportsmen, Development of
Personality through PE and sports, role of society for personality development
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3.3 Motivation: Definition & Meaning of Motive, Need & Drive, Types and techniques of
motivation (Rewards, Punishment, Prize, etc.)
3.4 Problem Students, Aggression, spectators, Leadership
Credit IV: Competition and Anxiety

4.1 Competition: Characteristics of sportsmen Pre-During-Post-competition.
4.2 Emotions: Definition, Importance to coach/ P. E. Teacher, Causes and remedies for
emotional disturbances
4.3 Definition of Anxiety and Arousal, Types of Anxiety
4.4 Techniques for Relaxation and Activation.
Suggested Readings:
1. Kamlesh, M. L. (2006). Educational Sport Psychology. New Delhi: Friend’s publication
2. Cox Richard (1998). Sports Psychology (W.C.B.)
3. Gill, Diance L. Psychological Dynamics of Sports (Illinois : Human Kinetics Publishers, 1986)
4. Silva, J.M. and Weinberg. (1984). Physiological Foundation of Sports. IL : Kinetics Publishers
5. Suinn, Richard M. (1982) Psychology in Sports: Methods and Applications. New Delhi: Sujeet
Publication.
6. Martens, Rainer. (1987). Coaches Guide to Sports Psychology. IL: Human Kinetics.
7. Roberts Glyn C. and et al. (1986). Learning Experiences in Sports Psychology. IL: Human
Kinetics
8. Karandikar. Krida Manasshastra.
9. Magill, R.A. (2001). Motor learning concepts & application. (6th Ed.). NY: McGraw Hill co.inc
10. Utley, A. & Astill, S. (2008). Motor control, learning- behavioral emphasis. UK: Taylor &
Francis.
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Course 103
Learning to Teach Physical Education
Objectives
After studying this course, the beginning teachers will
1. Continue to develop their teaching skills

2. Deliver a high quality Physical Education to a diverse group of young learners
3. Develop and create a positive and caring learning environment
4. Get acquainted with the fundamental content of Physical Education and be able to
analyze & develop the content
5. Utilize the creative energy to link the school PE program to opportunities for children
and youth outside of the school
6. Implement effective teaching practices & preventive class & behavior management
strategies
7. Design & develop curriculum plan, unit plan and well-structured lesson plan that
addresses contextual description
8. Optimize & facilitate learning by choosing and employing appropriate teaching styles,
models, strategies
Credit 1 Teaching Physical Education
1.1 Purpose of Physical Education
• Objectives of Physical Education

• Defining a Physically educated person
• Teaching as goal oriented activity- types of goals
• Understanding the basics of instructional process
• Teaching skills, personal characteristics of teacher
1.2 Learning motor skills & learning environment
• Nature, stages & phases of learning – implications for Physical Education

• Skill analysis, Plateaus during performance-implications for Physical Education
• Learning environment - What is effective learning environment, types of effective
learning environment, maintain effective learning environment
• Establishing effective learning environment- readying, handling equipments, rules &
procedures, consequences, strategies for handling potential problems
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1.3 Motor skills
• Closed, closed in differing environment, open skills

• Movement concept & action words
• Movement qualities, principles & strategies
• Movement effects & affects
Credit 2 Content analysis & development, planning & designing
2.1 Developmental analysis
• Extension- practice of parts, modification of equipment, spatial arrangement, focus of

intent, number of people & skills, conditions, sequencing
• Refinement
• Application
• Guidelines for developing different kinds of content - Developing closed skills & open
skills, developing movement concept, developing games skills- four stages
2.2 Planning for instruction
• Establishing goals & objectives for learning – Writing objectives- student objectives,
teacher objectives
• Level of specificity in Educational objectives, objectives in three learning domains
• Planning Physical Education experience- curriculum, unit
• Planning for lesson – general information, learning objectives, learning activities,
variations, challenges, class organization, cues, assessment, reflection
2.3 Designing movement experiences & tasks
• Content dimension of movement tasks

• Goal setting dimensions of the task
• Environmental arrangements- people, time, space, equipment
2.4 Preventive classroom management
• Nature & purpose of preventive management

• Managerial task system- the three Cs: compliance, cooperation & community
• Establishing management system- teacher-student expectation of self & others,
developing rules & routines
• Managerial time & Academic learning time (ALT- PE)
• Skills & strategies to preventive class management- starting lesson, transitions,
managing formations, momentum & pace of lesson, teacher interactive behavior, Safety
guidelines
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• Active supervision- back to wall, proximity control, with-it-ness, selective ignoring, using
names, overlapping, positive pinpointing
Credit 3 Teaching skills
3.1 Presenting movement tasks
• Getting attention of the learner

• Noisy, distracting environments & student preoccupation
• Choosing ways to communicate
• Selecting & organizing learning cues
• Improving clarity of communication – demonstration
3.2 Teacher functions during activity
• Common functions
• Not-contributing behaviors
• Indirectly contributing behaviors- injured students, off-topic discussion, toilet & water
breaks
• Directly contributing behaviors- safety, productivity, reinforcement, feedback
• Observing & analyzing student responses
3.3 Teaching large classes
• Amount of practice
• Acquiring equipments, dealing with limited equipment
• Well-organized class routines
• Substantive curriculum
• Using tasks
• Learning independently & self-regulation
• Teaching social responsibility
• Peer teaching & assessment
• Centers for providing maximum practice opportunities
3.4 Managing behavior & misbehavior, discipline
• Safe & welcoming climate- social & economic conditions, predictable rules, routines &
social norms, teaching caring & social responsibility, discussing safety
• Bullying- increasing teacher’s awareness, students’ involvement
• Classroom ecology- negotiations, improving accountability, social task system
• Student- teacher relationships
• Preventing misbehaviors- rules & values, consequences, expectations, reinforcement,
ignoring, desists, time-outs, behavior contracts, rewards, behavior games
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Credit 4 Teaching styles
4.1 Why multiple teaching styles
• Personal choice
• Tradition
• Diversity
• Multiple objectives
4.2 Spectrum of teaching styles
• Direct/reproduction styles- Command, practice, reciprocal self-check, inclusion,

• Indirect/production styles- guided discovery, convergent discovery, divergent discovery,
individual program, learner initiated, self-teaching
4.3 How to choose teaching style?
• Learner factors
• Environmental factors
• Task factors
• Teacher factors
4.4 Teaching styles for application
• Objectives
• Anatomy of style
• Implementation
• Description
• Implications
Suggested readings:
1. Siedentop Daryl. (1991). Developing teaching skills in Physical Education (3rd ed.). CA:
Mayfield publishing company
2. Rink J.E. (1985). Teaching Physical Education for Learning. St. Louis, Toronto: Times Mirror/
Mosby College Publishing
3. Capel, S., & Whitehead, M. (2010). Learning to teach Physical Education in the secondary
school (3rd ed). Ox: Routledge
4. Pangrazi, R., & Daur, V.P. (1995). Dynamic Physical Education for elementary school children
(11th ed). MA: Allyn & Bacon
5. Gallahue, D.L. , & Donnelly, F. C. (2003). Developmental Physical Education for all children (4th
ed). IL: Human Kinetics
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6. Himberg, C., Hutchinson, G.E., & Rousell, J.M. (2003). Teaching secondary Physical Education.
IL: Human Kinetics
7. Schempp, P.G (2003). Teaching sports & Physical activity- insight on the road to excellence.
IL:Human Kinetics
8. Graham G., Hale S., & Parker M. (1998). Children moving 4th ed. California: Mayfield
publishing company
9. Rovegno , I. , and Bandhauer, D. (2013). Elementary Physical Education: Curriculum and

Instruction. MA: Jones & Bartlett Learning
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Course 104
Methodology of optional subject
METHODOLOGY OF TEACHING OPTIONAL SUBJECT
(Any one of the following)
1. Marathi education 2. Hindi education 3. English education 4. History education 5. Geography

education 6. Mathematics education 7. General Science education 8.Information technology
education
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v- ekr`Hkk”ksph fo’ks”k mn~fn”Vs
c- dkO; v/;kiu] O;kdj.k v/;kiu i/nrh
d- ekr`Hkk”ksph ewyHkqr dkS’kY; Jo.k] Hkk”k.k] okpu o ys[ku
M- ‘kS{kf.kd lk/kus vFkZ] izdkj o egRo
?kVd 3-
3-
v- fu;kstu izdkj] okf”kZd ?kVd] ikB fu;kstu] ?kVd pkp.kh
c- ekr`Hkk”kspk f’k{kd ‘kS{kf.kd ik=rk] xq.koSf’k”V;s R;kaP;k vMp.kh
d- ekr`Hkk”ksps vkn’kZ ikB;iqLrdkps varjax cfgjax o fud”k
23
?kVd 4-
4-
v- vk’k;;qDr v/;kiu i/n~rh vFkZ] Lo:i] ladYiuk
c- vk’k;;qDr v/;kiu i/n~rhps xjt o egRo
d- vk’k;;qDr v/;kiu i/n~rhps izdkj o Qk;ns rksVs
M- vk’k;;qDr v/;kiu i/n~rhph mi;qDrrk-
1- ejkBhps v/;;u o v/;kiu& MkW- fn-gs- ikVhy] MkW- ‘k-jk- jk.ks

2- ekr`Hkk”ksps v/;k;u& vdydj] ikV.kdj] Oghul izdk’ku] iq.ks 1970
3- ekr`Hkk”ksps v/;kiu& panzdsekj Mkaxs] fpajtho xzaFk izdk’ku] iq.ks 1962
4- ejkBh dforsps v/;kiu& QkVd e-fo- ekWMuZ cqd Msiks] iq.ks 1962
24
fganh v/;kiu i/nrh
mn~ns’;%&
1½- Hkkjrh; thou esa- ,oa laLd`fr esa Hkk”kk dk LFkku tkuus esa f’k{kd dks leFkZ
cukukA
2½ izkFkfed fo|ky;ksausa fganh Hkk”kk fl[kkus ds mn~ns’;ks dks le>kukA
3½ fganh Hkk”kk fl[kkus dh fofHkUu in~/kfr;ksa dks tkuuk mlds mn~fn”Vksa dks le>uk
vkSj i<kus ds fy, dkS’kY; fodkl djukA
4½ ,d lqf’kf{kr fganh f’k{kd cuus ds fy, Kku] dkS’kY; o :ph dk fodkl
djukA
5½ d{kk 5 oh ls ck[kh rd ds ikB;Øe dk ifjp;A
?kVd 1
1½ fganh Hkk”kk dk izkFkfed fo+|ky;ksa esa LFkku& f=Hkk”kk lq=&izkFkfed fo|ky;ksa esa
fganh Hkk”kk fl[kkus dk mn~ns’kA
2½ O;kdj.k %& Hkk”kk fl[kkus esa O;kdj.k dk LFkku] lkekU; O;kdj.k] vkSipkfjd
;k lSa/nkafrd O;kdj.k fganh vkSj ejkBh O;kdj.k ikjLifjd lacaf/k O;kdj.k dh
fofo/k v/;kiu in~/kfr;k¡A
3½ jpuk dh v/;kiu iz.kkyh& ekS[kfd vkSj fyf[kr jpuk dk egRo&fyf[kr
vkSj ekS[kfd dk ijLij laca/k&jpuk dk;Z esa gksus okyh xyrh;k ] eq’dhys
vkSj lek/kku jpuk dk;Z fl[kkus dh fofHkUu in~/kfr;k¡A ¼fp=] fuca/k]
dgkfu;k¡½
?kVd - 2
1½ f’k{k.k ,oa v/;;u i/nrh o O;kdj.k dk v/;;u izR;{kiz.kkyh] osLV iz.kkyh]
lajpuk iz.kkyh] leUo;kRed iz.kkyh] lkg;d lk/kuksd
a k Hksn vkSj mudk
oxhZdj.k& n`dJkO; lk/kuksadh tkudkjh A
2½ x| f’k{k.k % egRRo mn~ns’; & x| ikB dk Lo:i vkSj mldh v/;kiu-
3½ Hkk”kk f’k{kk esa dkO; dk LFkku & dkO; fd f’k{kk dk mn~ns’; ,oa egRRo&
dkO; ds f’k{kk ds ykHk & dforkvksa dk pquko & dfork dh v/;kiu
i/nrh& dfork dh ikB fVi.khvksa ds <kWp
a s A
25
?kVd - 3
1½ ikB fu;kstu & x| fu;kstu] i| fu;kstu A
2½ fganh ds v/;kiu] u, izokg vkSj ra= jsfMvks] fV-Ogh- vkfn A
3½ okpu & okpu ds :I o egRRo & lLoj okpu] ekSuokpu] okpu f’k{kk dh
i/nrh A
4½ fganh v/;kid ds fy, vko’;d xq.k A
?kVd - 4
1½ fganh Hkk”kk fl[kus ds fy, lq{e v/;kiu i/nrh A
2½ lq{e v/;kiu i/nrh & Lo:i ,oa ladyu A
3½ fganh fo”k; fl[kus vkSj i<kus ds fy, lq{e v/;kiu i/nrhdk egRRo ,oa
vko’;drk
4½ fganh fo”k; i<krs le; lq{e v/;kiu dk Kku nsuk A
Suggested readings:
1- jk”VªHkk”kk f’k{kk& MkW- Jh- uk- eq[kthZ] vkpk;Z cqd Msiks] cMksnk] 1965
2- fganh v/;kiu i/nrh& ds.kh] dqyd.khZ] Oghul izdk’ku] iq.ks 1992
3- jk”VªHkk”kk dk v/;kiu& x-u- lkBs egkjk”Vª jk”VªHkk”kk lHkk] iq.ks 1971
4- jk”VªHkk”kk dSls i<kvsa& jk-yq- Hkxr
26
Methodology of teaching English education
Objectives
1. To enable the students - teacher to acquire knowledge of:
a) The present position of English in the Indian School Curriculum.
b) The objectives of teaching English in Secondary Schools.
c) The effective means and methods worked out to reach the goals.
2. To develop in the student-teacher the skills required for effective teaching of English in
Secondary Schools.
3. To develop among the student - teacher a favorable attitude towards the subject.
Credit 1 a) Place of the subject (English) in the School curriculum.

b) Objectives of teaching English
Content cum methodology in teaching - learning of English method.
a) Content cum methodology - concept and nature
b) Importance and need of content cum methodology in teaching - learning of
English method.
c) Implementation of content cum methodology in teaching of English method.
Credit 2 Methods of Teaching

a) The Grammar - Translation Method.
b) Dr.West's New Method
c) The Direct Method
d) Structural Approach
Techniques of Teaching - Dramatization, Debates, Lectures, Story telling,
Language - Games
Credit 3 Teaching of Prose: Text-Books, the difference between Reader & Text Books,
Oral and Silent Reading, Teaching of Poetry-place of Poetry, Objectives of
teaching Poetry, selection of Poetry, Teaching of Compositions - Oral, Written
Forms of Composition, Correction of Compositions.
Credit 4 Teaching of grammar - Importance of teaching Grammar. Formal and functional

grammar, Methods of teaching Grammar, Instructional Material - The need of
language - Laboratory teaching of English, teaching material- visual, audio,
audio-visual aids
Evaluation - Oral and written Tests, Diagnostic test & Remedial Teaching
27
Suggested readings:
1. The teaching of English in India _ Thomson & Wyatt
2 The Teaching of English as Foreign language- Menon & Patel, Acharya Book Depot, 1974
3 The teaching of English Abroad - I, II, III, F.G. French, Oxford University Press, London,
1969
4. Teaching English - Frishy
5. Teaching of Language teaching - Billows F.L. Longmans, London 1969
6. English as a foreign language - Gatenby
7. Structural approach to the teaching to English - B.D.Sriwastava, Ramprasad & Sons,

Agra, 1968
8. The Principles of language study - Palmer
9. The essentials of English Teaching - R.K.Jain
10. Teaching of English - G.L.Gadre, Unmesh prakashan, Pune 1989
28
Methodology of teaching History education
Objectives
1. To help the student teachers to acquire the basic understanding of the scope of History.
2. To develop in the student-teacher the ability to present the subject matter in the proper
perspective.
3. To develop in the student-teacher the ability to have a realistic approach to the teaching
History.
4. To inculcate in the student teachers the spirit of National integration and international
understanding.
5. To help the student teachers to develop in their students a broader and progressive
outlook.
Credit 1 History - its nature, aims & Objectives
a) Its meaning and scope with special reference to modern Concept of History.
b) Kinds of History
c) Importance of 'History' in School curriculum and in human life.
d) Aims, Objectives & values of teaching History.
Credit 2 History - curriculum, Textbook, Teacher, Planning, Organization, & correlation.
a) Principles of curriculum construction and their application to History.
b) Criteria of an ideal Text Book in 'History'
c) Special qualities for History teacher
d) History-teacher organization, its contribution to professional competencies.
e) Planning: a) Year's plan b) Unit plan c) Lesson plan
f) Correlation: a) History & Geography b) History & Civics c) History & Language
Credit 3 Methods, Instructional material & teaching aids in the teaching of History
Methods: a) Story telling, b) Dramatization, c) Lecture, d) Discussion, e) Source

Method f) Project, g) Problem, h) Text book method
Instructional materials:
a) Text Books b) Supplementary (Reading material) c) Work books
d) General reference material e) Advanced Books on History
f) Instructional materials for teachers-such as teachers hand book- manuals
29
Teaching aids:
i) Printed aids - a) Periodicals b) Books c) News papers
ii) Visuals aids: a) Slides b) Filmstrips c) Models d) Graphs and Charts

e) Pictorial Material f) Globes, Maps & outline maps
iii) Audio aids - a) Tape Recorder, cassettes b) Phonograph discs, c) Radio
iv) Audio visual aids: a) Motion Picture b) Television Needs & importance of well
equipped - enriched - 'Historical -room' be stressed in this connection.
Credit 4 Content cum methodology in teaching - learning of History.

History.
c) Implementation of content cum methodology in teaching of History.
Suggested readings:
1) The Teaching of History - V.D.Ghate ,Oxford
2) Teaching of History - S.V.Kochekar (Revised edition)

3) BVhmgmM{ AÜ`m[Z - d
o .X.KmQ>{, X{e_wI àH$meZ, [wU{ 1958
4)BoVhmgmM{ AÜ`m[Z - Z.am.[magZrg, d `.O.YméaH$a, ìhrZg àH$meZ, [wU{ 1971
5) BoVhmgmM{ AÜ`m[Z - [ÜXVr d V§Ì - lr._m.[ËH$s, _o qbX àH$meZ, Am¡aJ§ m]mX 1980
6) BoVhmgmM{ AÜ`m[Z - [ÜXVr - àm.gr._.oVdmar. ZyVZ àH$meZ, [wU{ 1999.
7) BoVhmgmM{ AÜ`m[Z - XwZmI{ AaqdX ,ZyVZ àH$meZ, [wU{ 2000
30
Methodology of teaching Geography education
Objective
1. To understand the aim & objectives of teaching Geography at the primary, secondary
and higher secondary level.
2. To understand the geography control on human life.
3. To acquire proficiency in using various method of teaching Geography.
4. To develop adequate skill in preparation & use of educational aids in teaching
Geography.
5. To correlate Geography with other school subject.
6. To acquire proficiency in planning for teaching & evaluation.
7. To understand the role of Geography to promote National, Integration & International
understanding.
8. To acquaint with evaluation.
Credit 1 Geography meaning, concept & place.
1.1 Geography meaning, concept & nature.

1.2 Aims & objective of teaching Geography.
1.3 Importance of local Geography.
1.4 Place of Geography in school curriculum.
Credit 2 Correlation with other subject, Planning, Qualities of teacher.
2.1 Correlation of Geography with other school subject.
2.2 Planning :- i) Year plan. ii) Unit plan. iii) Lesson plan.
2.3 Construction of curriculum of Geography :- Regional, Unit method, Mixed method.
2.4 Special qualities of Geography teacher.
Credit 3 Methods & contented of Geography.
3.1 Methods Of teaching Geography :- Regional, Comparative, Project, Questioning,

Objective, Laboratory, Journey, Discussion, Story.
3.2 Use of maxims in teaching Geography.
3.3 Geography teacher & his qualities.
3.4 Contented cum methodology :- Concept, nature, need & importance.
31
Credit 4 Structure, Learning Experiences & Instructional Materials.
4.1 Structure of Geography.
4.2 Learning Experiences :- Direct, Indirect, Verbal, Non verbal learning experiences
helpful in teaching of Geography, Use of various instructional materials and activates.
4.3 Instruction materials :- Text book, Handbook, Work-book atlases, Maps, Charts,
Models, Specimens, Pictures, Films, Slides, Filmstrips, Different Types of Projectors,
Epidiascope, Radio, T.V., Video, Magazines, Newspapers, Metrological instruments.
4.4 Evaluation :- Evaluation procedures used in teaching and learning of Geography,

Types of examination, Types of questions, Unit test :- Construction & administration.
Suggested readings :
1. Geography in School forgive (U.L.P.).

2. BaUgaaola iSaxaNa AaSayau@t AQyaapna pwtI. Da^. ko.ko.jaaQava.
3. Hand – Book of suggestion on the Teaching Geography (UNESCO).
32
Methodology of teaching Mathematics education
Objectives: To enable the student teacher:
1. To understand nature, scope and importance of Mathematics as a school subject.

2. To understand the objectives of teaching Mathematics
3. To apply various methods of teaching Mathematics effectively.
4. To organize various co-curricular activities properly.
5. To develop adequate skills in the preparation and use of teaching aids.
6. To use various tools of evaluation.
7. To correlate Mathematics with other school subjects
8. To develop Mathematical out look.
Credit 1 Objectives, Methods & teaching aids of teaching Mathematics at secondary and
higher
Secondary levels
a) Inductive and deductive
b) Experimental
c) Analytical and Synthetically
d) Heuristic
e) Discovery
f) Teaching aids: Graphic aids, Projectors, Blackboard, flannel board, magnetic

board, and associated material. Models, T.V., Tape recorder, Calculator &
Computer
Credit 2 Curricular and co- curricular activities
a) Oral work, drill work and home work.
b) Mathematics club
c) Guidance for gifted students and learners.
d) Mathematics laboratory and practical work.
e) Place of Mathematics in school curriculum: Nature, scope, & Importance
Evaluation in Mathematics
a) Planning for learning experiences: Year's Plan, unit plan, and lesson plan
Unit test, Use of attainment tests, & diagnostic tests
33
b) Correlation between branches of Mathematics and other school subjects
c) Characteristics of a good text book of Mathematics
d) Teacher of Mathematics - his qualities, training and out look
e) Association of Mathematics teachers
Credit 3 Teaching of basic terms of Algebra:
a) Algebraic expressions b) Fractions c) Expansion & factorization of

expressions d) Equations: Simple, simultaneous and quadratic e) Sets f) Number
line & its applications h) Percentage, profit & loss i) Indices j) Rules of logarithms
Teaching of basic terms of Geometry:
a) A point, a ray, a line segment, an angle, a plane, a triangle, a quadrilateral, a

polygon and circle
b) Similarity, equivalence and congruence
c) Trigonometry ratios and identities
Credit 4 Content cum methodology in teaching - learning of Mathematics method

Mathematics method.
c) Implementation of content cum methodology in teaching of Mathematics

method.
Suggested readings:
1. The teaching of Mathematics in New Education - Aiyangar, Univesal

Publications, Delhi, 1973
2. Teaching of Modern Mathematics - Eletcher
3. Teaching of Mathematics - Siddhu S. Agarwal,
4. Teaching of Mathematics - Kulbi Singh Siddhu, Sterling publishers, New Delhi

1975
34
Methodology of teaching General science education
Objectives
1. To make the student teacher familiar with the objectives of teaching Science.
2. To enable him to analyze the Syllabus in Science.
3. To enable him to use various methods and techniques of teaching Science effectively.
4. To develop in him adequate skills in the preparation and use of a suitable teaching aids.
5. To help him to organize co-curricular activities in Science.
6. To enable him to prepare and use appropriate tools of evaluation
7. To enable him to interpret the result of various tools.
Credit 1 a) Place of Science in life. Science in the present set-ups in India.
b) Place of Science in the school curriculum at various levels of education. Values of teaching the
subject.
c) Objectives of teaching Science and their specifications
Credit 2 a) Approaches to teaching and Science Historical, Biographical, Concentric, the topic
and unit plan method. b) Methods of teaching Heuristic method, Demonstration
method, Laboratory-method, Projective method
c) Co-curricular activities such as Science club, Science fair, etc.
d) Correlation of Science subjects with one another and with other school subjects.
e) Laboratory - Equipment, maintenance and improvised apparatus.
f) Museum, aquarium, botanical garden, audiovisual aids magazines & bulletins.
g) Observation of the sky visits to workshops, factories and fields.
h) Modern trends and techniques for teaching Science - use of film

projectors, tape recorders, Overhead projectors, slide projectors etc.
Credit 3 Preparation of the year's plan, Unit plan and daily lesson plan
a) Study of the prescribed syllabus in secondary schools in Maharashtra
b) Critical study for textbook, criteria for the preparation of the text books.
35
c) Evaluation procedures, diagnostic testing, testing and remedial teaching in Science
d) The Science teacher, his out look and training.
Credit 4Content cum methodology in teaching - learning of Science method.
b) Importance and need of content cum methodology in teaching - learning of Science

method.
c) Implementation of content cum methodology in teaching of Science method.
Suggested readings:
1) Sourcebook of Science Teaching- by UNESCO Press Paris, 1973
36
Methodology of teaching Information technology education
Objectives: To enable the student teacher:
1. To understand nature, scope and importance of IT as a school subject.

2. To understand the objectives of teaching IT
3. To apply various methods of teaching IT effectively.
4. To develop adequate skills in the preparation and use of teaching aids.
5. To use various tools of evaluation.
6. To correlate IT with other school subjects
Credit 1: IT and its nature, Aims and Objectives
1. Meaning and scope of IT
2. Place of IT in school curriculum
3. Importance of IT in daily life
4. Aims, and Objectives of teaching IT
5. Core elements, and values of teaching IT
Credit 2: IT - curriculum, Textbook, Planning, correlation, Evaluation, & teacher
a) Methods of curriculum construction in IT
1) Concentric method
2) Linear method
b) Characteristics of good IT textbook
c) Planning: Year’s plan, Unit plan, Lesson plan
Credit 3: Correlation, evaluation & teacher

a) IT and Education
b) IT and Commerce
c) IT and Media
d) Evaluation: Evaluation of skills, content, & application abilities of IT
IT teacher- roles & characteristics
Special qualities & qualifications of IT teacher
Credit 4: Methods, instructional material and teaching aids in the teaching IT

a) Specific method
1. Computer assisted teaching
2. Demonstration method
3. Project method
4. Inductive & deductive method
b) Self study method
1. On line learning
2. Off line learning
Suggested reading:
1. Information Technology- Kishor Chavan, Insight Publication, Nasik
37
Theory Courses Semester II
Course 201
Anatomy and Physiology

Objectives
To enable the students to
1. Understand the basic structure and function of the human body
2. Understand the effect of exercise on the different systems
3. Understand the normal movements of the body
4. Understanding how body gets fuel for its working.
Credit 1: Organization of the Human Body and its Regulation
1.1 The Human Organism – Anatomy, Physiology, Structural and Functional Organization
1.2 The Chemical Basis of Life – Energy, Inorganic Molecules
1.3 Structure and Function of the Cell and Histology of Tissues – Epithelial, Connective,
muscular, nervous
1.4 Metabolism, Metabolic Rate and Body Temperature Regulation
Credit 2: Support and Movement
2.1 Integumentary System – Skin
2.2 Skeletal System-Gross Anatomy, Axial Skeleton, Appendicle Skeleton Naming of bones
Articulations, Naming of Joints, Classification of Joints, Types of Movements and Effect of
Exercise
2.3 Muscular System – Histology, Functional Characteristics of Muscles, Gross Anatomy of

Skeletal Muscles, Naming of Muscles, Types of Muscle Contraction and Effect of Exercise
Credit 3: Integration and Control System
3.1 Central Nervous System – Brain, Spinal Cord – Development Structure Reflexes
3.2 Autonomic Nervous System – Structure and Functions
3.3 Functional Organization of the Endocrine System- General Characteristics, Pituitary

Hypothalamus, Thyroid, Adrenal, Pancreas
38
Credit 4: Maintenance of Body
4.1 Circulatory System- Blood, Functions, Plasma, Formed elements and Blood grouping
4.2 Cardio-Vascular System- Size ,Form and Location of Heart , Anatomy of the Heart, Cardiac
Cycle, Blood Pressure, Circulation, Pulmonary Systemic and Systematic Circulation, Effect of
Exercise
4.3 Respiratory System – Anatomy, Ventilation and Lung Volumes, Pulmonary Volumes and
Capacity, Effect of Exercise
4.4 Energy Systems
Suggested Readings:
1. Pearce Evelyn. (1992). Anatomy & Physiology for nurses, Calcutta: Oxford University press.
2. Seeley, & Tate (1992). Anatomy & Physiology. St.louis: Mosby
3. Tortora G.J.(1996). Introduction to Human Body. (4th Ed.) California: Addison Weslay.
4. Marief Eclaine N. (1984). Human Anatomy and Physiology (3rd Ed.). Cal:The Benjamin
Cumming
5. Fox Edward - Sports Physiology, W B Saunders Co. 1984
39
Course 202
MANAGEMENT OF PHYSICAL EDUCATION & SPORTS
Objectives
1. To acquaint the students with the basic concept of management of Physical Education and
Sports in the school.
2. To acquaint the students with the basic methods and technique and its principles to manage
the programme of competitions, intramurals the basic level of competitions.
3. To acquaint the students with the duties and responsibilities of manager
4. To acquaint the students with the budget management, school programme of Phy. Edu. and
sports.
Credit I - Concept of sports management

1.1 Definition, Meaning, Importance & scope of sports management
1.2 Types, Functions & Principles of sports management
1.3 Sports Industry and Careers in sports management
1.4 Manager – skills, qualities, duties & responsibilities
Credit II – Functional Areas of Sports Management
2.1 Sports Event Management – Competition organizations.
Pre competition, during competition, Post competition,
2.2 Types of competitions - Knock out, League & Combination methods
Merits & demerits
2.3 Principles, Importance of Budget
2.4 Class management, time management & Importance
Credit III – Facilities, Equipments and Supplies
3.1 Play field, Indoor & outdoor facilities.
Classification/ types & maintenance
3.2 Criteria of standard track & various staggers relay zone markings
200 M. 400 M. track marking & diameter of the track
3.3 Sport Equipments- Types, Indoor and Outdoor equipments,
Procedure purchase and supplies for Physical Education and sports
40
3.4 Maintenance, Repairs and storage plans.
3.5 Records & Registers – Types & Importance
Office, Staff & student and related to department of physical education
Credit IV- Management of school Programme
4.1 Intramural and extramural competitions
Objectives, types, importance
4.2 Sports management system in school & colleges
State, district & taluka level
4.3 Mass Athletics & Athletic meet
Objectives, types, importance and vireos methods
4.4 Objectives & Organization
Camps Importance, Camps scheduled
4.4 Organization National days
Importance, sequence & planning
Suggested readings:
1. Bucher & Krotee. (2002). Management of physical education & Sports. NY:McGrawHill Co.
2. Park, Zanger, Quarterman. (1998). Contemporary sports management. IL: Human Kinetics
3. Lussier & Kimball. (2004). Sports management- Principles, application & skill development.
Ohio:Thomson South Western.
4. Jerry Solomon. (2002). An insider’s guide to managing sporting events. IL:Human Kinetics.
5. Ammon & Southall. (2004). Sports facility management: Organizing events & mitigating risks.
USA:Fitness information technology.
6. Lavay, French & Anderson. (1997). Positive behavior management strategies for physical
educators. IL: Human Kinetics
7. Kamlesh.M.L. Management concepts in physical education and sports
8. Edward F. Voltmer. The organization and administration of Phy.Edn.
9. Roy. S.S. Sports management
10.Kangne S.E. Sports competition & organization
41
Course 203
Profession of Physical Education
Objectives
After studying this course, the beginning teachers will
1. Develop understanding of the profession of Physical Education.

2. Be able to deal with issues experienced by Physical Education teachers.
3. Recognize that learning to teach is a lifelong process.
4. Develop a comprehensive view of Physical Education from a global perspective.
5. Understand the domains & hidden dimensions of Physical Education.
6. Demonstrate basic knowledge & awareness about inclusion, differently-abled students
& describe steps to inclusion.
7. Articulate the role of Physical educators and understand various associated & non-
instructional roles & responsibilities.
8. Recognize the importance of continued professional growth & advocacy of the
profession.
Credit 1 Pedagogy in Physical Education
1.1 Pedagogy basics
• What is pedagogy? What is teaching? What is learning?

• Content knowledge, general pedagogical knowledge, curriculum knowledge,
pedagogical content knowledge, knowledge of learners & their characteristics
• Three areas of pedagogy- curriculum, teacher Education & actual teaching transaction
1.2 Learning theory for effective learning in practice

• Overview of learning
• Behaviorism- general overview, how is learning theorized? , implications for teachers &
coaches
• Cognitivism – general overview, how is learning theorized? , implications for teachers &
coaches
• Constructivism- general overview, how is learning theorized? , implications for teachers
& coaches
• Social theories of learning- general overview, how is learning theorized? , implications
for teachers & coaches
1.3 Learning & learning styles
• Overview of learning styles

• Multiple intelligences
• Learning styles- visual, aural, verbal, Physical , social, logical, solitary
42
• Learning & meta-cognition
• Learning motor skill
Credit 2 Inclusion in Physical Education
2.1 Physical Education for the differently abled learners
• Adapted Physical Education program

• Remedial Physical Education program
• Developmental Physical Education program
2.2 Catering to diverse need of students
• Categories of developmental disabilities- Physical , mental, emotional, learning

disabilities, other- health restrictions
• Special needs of children with disabilities- social adjustment, body image enhancement
2.3 Instructional procedures & modifications of Physical activities for children with special
needs
• Modifications for underachievers in fitness, children with weight problems
• Instructional procedures for children with mental retardation, epilepsy
• Instructional procedures for children with visual impairment
• Instructional procedures for children with auditory impairment
• Instructional procedures for children with orthopedic disabilities
• Instructional procedures for children with emotional disabilities
• Instructional procedures for children with learning disabilities
Credit 3 Becoming a professional teacher

3.1 Learning about schools
• Transitions from student to teacher- the new teacher, the beginning of a new teacher
• Characteristics of effective school
• Surviving the organization, school law principles
• Legal liabilities for teachers- liability, negligence, duty, being professional, risk
3.2 Maintaining & improving effectiveness
• Surviving & growing in school

• Obstacles in struggle for excellence
• Staying alive in teaching
• Role conflict
43
3.3 Appropriate practices in school Physical Education
• Learning environment practices

• Instructional strategies
• Curriculum
• Assessment
• Professionalism
3.4 Technology in Physical Education
• Adopting technology in Educational settings

• Misconceptions about instructional technology
• Advantages & disadvantages of using technology
• Using technology to help establish an effective learning environment
• Using technology for assessment
Credit 4 Domains & hidden dimensions of Physical Education
4.1 Domains of Physical Education
• Psychomotor domain
• Cognitive domain
• Affective domain
• Related taxonomy
4.2 Hidden dimensions of Physical Education
• Contributing to broader mission

• Managing resources
• Collaborating with others
• Counselling students
• Representing & advocating yourself, school & profession
4.3 Curriculum in Physical Education
• Introduction to various school PE curricula

• Models of curriculum
4.4 Extended curriculum in Physical Education
• Recess & noon hour program

• Daily Physical activity/fitness program
• Intramural program
• Club program
• Interscholastic program
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• Special program- special days, gym shows, public demonstrations,
Suggested readings
1. Tinning, R. (2010). Pedagogy and human movement- Theory, practice, research. OX:
Routledge
2. Kirk, D., Macdonald, D., & O’Sullivan, M. (Eds). The handbook of Physical Education. London:
Sage publishing house
3. Siedentop Daryl. (1991). Developing teaching skills in Physical Education (3rd ed.). CA:
Mayfield publishing company
4. Armour K. (2011). Sport Pedagogy. UK: Pearson
5. Tannehill D.,Van Der Mars, H. & Macphill, A.(2015).Building Effective Physical Education
Programs. US: Jones & Bartlett Learning
6. Rink J.E.(1985). Teaching Physical Education for Learning. St. Louis, Toronto: Times Mirror/
Mosby College Publishing
7. Davis, Bull, Roscoe. (2000). Physical Education & study of sports. UK: Harcourt Publishing
8. Mortimore P.(1999). Understanding Pedagogy and its Impact on Learning. UK: Paul Chapman
Publishing Ltd.
9. Ciccomascolo L. & Sullivan E.(2013). The Dimensions of Physical Education. US: Jones &
Bartlett Learning
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Course 204
Fitness and Wellness
Objectives
At the end of the course, students will:
1. Understand the concept of physical activity, exercise, fitness, and wellness and will be
able to recognize the long term benefits of maintaining a high level of wellness for living
in today's world.
2. Define the dimensions of wellness and strategies to improve them
3. Demonstrate an understanding of the physiological benefits of exercise, physical
activity, physical fitness and wellness
4. Understand the concept of overweight, obesity & their management.
5. Develop a scientifically sound individualized program of exercise which will improve
and/or maintain the health-related components of fitness: cardiovascular endurance,
body composition, muscle strength/endurance, and flexibility.
6. Obtain the ability to apply principles of physical fitness, to positively modify own
personal lifestyle.
7. Define principles involved in increasing and maintaining physical fitness
8. To motivate students to adopt physically active lifestyles.
Credit 1: Introduction to Physical Fitness & Wellness

1.1: Physical Activity, Exercise & their benefits
1.2: Physical Fitness, Health Related Physical Fitness & Skill Related Physical
Fitness
1.3: Wellness & Components of Wellness
1.4: Benefits of Fitness & Wellness
Credit 2: Weight Management

2.1: Concept of Overweight & Obesity
2.2: Causes of Overweight & Obesity
2.3: Common Health Consequences of Overweight & Obesity
2.4: Management of Over Weight & Obesity
Credit 3: Exercise Prescription

3.1: Principles& Methods of Training
3.2: Cardiorespiratory Endurance
3.3: Muscular Strength & Endurance
3.4: Flexibility
Credit 4: Training Program

4.1:Training Unit, Session &Schedule
4.2: Steps to Design Program
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4.3: Weight Loss & Gain Program
4.4:Personal Exercise & Physical Fitness Program
Suggested Reading
1. WernerHoeger&Sharon Hoeger (2007). Fitness & Wellness (7th Edition). USA:

Thomson Wadsworth.
2. Greenberg, Dintiman, Oakes. (2004). Physical Fitness & wellness.(3rd ed.)
IL:Human kinetics.
3. NASPE. (2005). Physical Education for lifelong fitness. The physical Best
teacher’s guide. IL:Human Kinetics
4. Davis, Bull, Roscoe. (2000). Physical Education & study of sports. UK:Harcourt
Publishing.
5. Jackson, A.L., Morrow, J.R. (2004). Physical activity for health & fitness.
IL:Human kinetics.
6. Dr. Ajmer Singh (2003). Essentials of physical Education. Ludhiana: Kalyani
publishers.
7. Daryl Siedentop (1994). Introduction to physical education, fitness and sports
(2nd ed.). London: Mayfield publishing company.
8. Dr.A.K.Uppal&Dr. G. P. Gautam (2004). Physical education and Health. Delhi:
Friends publisher.
9. http://www.brianmac.co.uk/plan.htm
10. http://www.sport-fitness-advisor.com/resistance-training.html
11. http://www.heartfoundation.org.au/SiteCollectionDocuments/GP-besity-fact-sheet.pdf
12. http://www.who.int/mediacentre/factsheets/fs311/en/
13. http://www.guideline.gov/content.aspx?id=15597
14. http://www.who.int/features/factfiles/obesity/facts/en/index5.html
15. http://www.livestrong.com
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Theory Courses Semester III
Course 301
Evaluation in Physical Education and Sports
Objectives
After Studying this Paper students will be able to
1. To understand the concept of Test, Measurement, Evaluation and Assessment

Procedure in Physical Education and give examples of each
2. Differentiate formative and summative evaluation, Process and Product evaluation
3. Identify the purposes of measurement and Evaluation
4. Describe the features of Technical and administrative feasibility that should be
considered when selecting test
5. Locate and select physical fitness and sports skill tests
6. Properly administer psychomotor tests.
Credit: 1 Concept of Evaluation
1.1 Meaning of Test, Measurement, Evaluation & Assessment in Physical Education

1.2 Need and importance of Test, Measurement, Evaluation & Assessment in
Physical Education
1.3 Approach/Type of evaluation: Formative-Summative, Norms-Criterion, Process
,and Product evaluation, Continuous and Comprehensive evaluation
1.4 Classification of test –Written Test, Psychomotor test.
Credit: 2 Understanding Evaluation Process

2.1 Criteria of Test Selection
2.2 Factors affecting measurement
2.3 Principles of Evaluation
2.4 Administration of psychomotor Test.
2.5 Construction of achievement test with special reference to Content area,
objectives and design
Credit: 3 Tools and Techniques of Evaluation

3.1 Qualitative and Quantitative Tool’s Standardized tests, Observation, Rating
scale, check list, Self evaluation, Peer assessment
3.2 Grading: Factors used in Grading, Method of Grading, Reporting of Final Grades
3.3 Authentic Assessment (Individual or group project, Exhibitions, Event task)
3,4 Current evaluation procedure in school curriculum
Credit: 4 Different tests and Test Batteries
4.1 Test batteries: - AAHPERD Youth fitness Test, JCR Test.

4.2 Tests for Health Related Physical fitness: Sit ups, Push ups, Run/walk test, Sit & reach
test, Step test, BMI, WHR
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4.3 Tests for Skill Related Fitness: - 50 m. Dash, Shuttle Run, Standing broad , Jump, 1 Min.
skipping.
4.4 Sports Skill Test: Volley ball, Basket ball & Foot ball
Practical (Any one)
• Conduct Physical Fitness tests on 20 students in school
• Develop a tool for Skill assessment
• Develop an blue print of Achievement test
Suggested Readings:
Dandekar , W.N.. Educational Evaluation -
Garett -Measurement in Educational Psychology -
Hand Book of Dr. Bloom's Taxonomy
John & Nelson, (1988). Practical Measurements for Evaluation in Phy.Edu. Ed.3rd Surjit
Publication, Delhi
Barrow H.M. (1979) Practical Approach to Measurement in Phy.Edu. Ed.3rd Lee &
Febigeer,Philadelphia
Clarke H. (1987). Application of Measurement in Health & Phy.Edu. Ed.6th Prentice
Hall,Inc New Jersey
Kansal D.K., (1996).Test & Measurement in Sports & Phy.Edu. D.V.S.Publications, New
Delhi,1996.
Miller, D.K.(2002). Measurement by the Physical Educator. 4th ed. (p. 117) NY: the
McGraw-Hill co.
Aher, S.S. (2009). Sharirik Shikshan mapan, mulyamapan. Pune: Diamond
Publications.
49
Course 302
Biomechanics
Objectives
1. To understand the basics concepts underlining Biomechanics

2. To develop insight into the application of biomechanics in various sports
3. Describe how biomechanical factors influence motion in sport and exercise
4. Demonstrate an understanding of kinematics and kinetics in human movement
5. Evaluate movement and estimate force on human structures during exercise and sports
6. To develop understanding to analyze basic human movements
Credit 1: Fundamental Biomechanical Concepts

1.1 Definition, Meaning and application of knowledge of Biomechanics
1.2 Spatial and directional terminology, Planes and Axes of motion
1.3 Concepts of Work, power, energy, torque, impulse, centre of gravity
1.4 Understanding basic concepts of Scalar and Vector quantities
Credit 2: Linear kinematics and kinetics

2.1 Understanding motion and forms of motion.
2.2 Newton’s laws of motion and its application in sports movement
2.3 Projectile and principles of projection
2.4 Understanding Force and its application in sports movement
Credit 3: Equilibrium, Angular Kinematics and kinetics

3.1 Stability, Equilibrium, principles of equilibrium and application in sports movement.
3.2 Lever- Types and principles applied in sports movements
3.3 Concepts of angular position, angular displacement, angular velocity and angular
Acceleration.
3.4 Concepts of angular inertia, angular momentum, angular impulse and angular
momentum.
Credit 4: Applying biomechanical principles
4.1 Types of biomechanical analysis and steps involved

4.2 Tools for measuring biomechanical variables
4.3 Biomechanical analysis of walking, running and jumping
4.4 Biomechanical analysis of pulling, pushing and throwing
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Suggested Reading
1. McGinnis, P., M. (2005) Biomechanics of Sport and Exercise, 2nd edn. Human Kinetics,
United States of America.
2. Hay, J. G. (1978) The Biomechanics of Sports Techniques, 2nd edn. Prentice-Hall, Inc.
New Jersey, United States of America.
3. Bunn, J. W. (1972) Scientific Principles of Coaching, 2nd edn. Prentice-Hall, Inc. New
Jersey, United States of America.
4. Carr, G. (2004) Sport Mechanics for Coaches, 2nd edn. Human Kinetics, United States of
America.
5. Chapman, A., E. (2008) Biomechanical Analysis of Fundamental Human Movements.
Human Kinetics, United States of America.
6. Hall, S., J. (2003) Basic Biomechanics, 4th Edition. Mc Graw Hill, New York.
51
Course 303
Personality development and soft skills
Objectives
1. To make students understand the concept and components of personality, thereby to

apply the acquired knowledge to themselves and to March towards excellence in their
respective academic careers.
2. To bring out creativity and other talents with proper goal setting so that self esteem
gets enhanced.
3. To enable students to communicate effectively in different situation.
4. To enhanced and inculcate leadership qualities.
Credit 1. Introduction and Foundation of personality
1.1. Meaning, definition & importance of personality.

1.2. Meaning & definition of habit, behaviour & their roles in personality development.
1.3. Types of Personality.
1.4. Freudian analysis of personality Development & Swami Vivekanand’s concept of
personality.
Credit 2. Communication skills
2.1 Introduction, meaning, importance of communication skills.
2.2 Process of Communication
2.3 Improving communication skills (Non verbal communication, value of time &
importance of listening)
2.4 Body language exhibited during different professional interaction.
Credit 3. Spoken English, writing skills & presentation
3.1 Self introduction, speaking skills & guidelines of effective speaking.
3.2 Phonetics & Pronunciation etiquettes.
3.3 Interview & Group discussion.
3.4 Writing Resume/ CV, covering letter, application letter etc.
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Credit 4. Leadership and Soft skills
4.1. Introduction and classification of soft skills
4.2. Social etiquettes
4.3. Introduction to leadership and qualities of good leader
4.4. Leadership training activities.
Suggested Reading
1. Mitra,B.K.(2011).Personality development and soft skills. Oxford university press. New

Delhi, India.
2. Vivekananda,S.(2007).Personality Development. Advaita Ashrama Publications. Kolkata,
India.
3. Andrews, Sudhir. (1988). How to succeed at interviews 21st Reprint. Tata Mcgraw-Hill.
New Delhi.
4. Lucas, S.(2001). Art of public speaking. McGraw-hill.
5. Pillai, R.(2006). Spoken English for you. Emerald publishers, Chennai.
6. Hurlock, E.B.(2006). Personality Development, 28th Reprint. McGraw-hill, New Delhi.
53
Course 304
Health and Nutrition
Objectives:
1. To provide information about health and health education
2. To help children know their health status, identify health problems and be informed for
taking appropriate remedial measures.
3. To make students aware about objectives of health education & School health program
4. To enable students to understand the concept, importance & determinants of health
5. To help them understand need of a comprehensive health education program and
approaches to health education.
6. To help children know and accept individual and collective responsibility for healthy
living at home, school and in the community.
7. To make them aware about healthy habits and hygiene (food, personal and group).
8. To help children know correct postural habits of basic movements so as to avoid
postural defects and physical deformities.
9. To introduce communicable and non-communicable diseases
10. To enable them to understand reasons, effects & preventive ways of substance use &
abuse.
11. To provide information regarding nutrition and its importance to human body.
12. To introduce nutrition for selective diseases and illness
13. To make students aware about supplements and Ergogenic aids and its effects on
human body
14. To introduce different energy loading procedures and competition related diet
Credit 1: Health & Health Education

1.1 Meaning, Definition, Dimensions of Health
1.2 Determinants of Health (biological, behavioral & socio-cultural conditions, environment,
socio-economic conditions, health services, aging of population, gender, other factors)
1.3 Meaning, Definition and objectives of Health Education
1.4 Scope, Importance and Principles of Health Education
1.5 School Health Program: Food Services, PE Program, Healthy Environment, Health Services
Credit 2: Hygiene & Diseases

2.1 Hygiene and its maintenance (Personal, school, food)
2.2 Classification of Diseases and Illness
2.3 Posture, Postural Deformities and general corrective measures
2.4 Diseases and Illness due to Drugs, Alcohol and Tobacco
2.5 Preventions, Identification & remedial measures related to Diseases & Illness
Credit 3: Nutrition, Energy Sources

3.1 Introduction of Nutrition, Functions of Diet and factors affecting Diet
3.2 Basal Metabolic Rate, Daily Energy Requirement, Elements of Balanced Diet (Nutrient
Balance, Pyramid)
3.3 Energy Sources (Carbs, Proteins and Fat)
3.4 Other nutrients (Vitamins, Minerals, Water)
54
Credit 4: Planning and Preparation of Diet and Competition Diet
4.1 Myths, Fad & Facts of Diet
4.2 Nutrition for Illness and Diseases: (Dehydration, Cramps, Fever, Diabetes, Surgery, Weight
Loss and Weight Gain, Malnutrition)
4.3 Supplements & Ergogenic Aids: Use and ill effects
4.4 Training Diet: Protein, Carbs and Fat Loading
4.5 Fuels for Competition- Pre-during-Post competition diet
Suggested Readings
• Clark, N. (2003). Sports nutrition Guidebook. Human Kinetics: USA
• Skolnik, H & Chernus, A. (2010). Nutrient Timing for Peak Performance. Human Kinetics:
USA
• Stanfield, P. (1992) Nutrition & diet therapy. Jones & Bartlett: USA
• Williams J. (1990) Personal hygiene.
• Jeukendrup, A. & Gleeson, M. (2004). Sports Nutrition. Human Kinetics: USA
• Nemir Alma. (1990) School Health Program.
• Benardot, D. (1996). Sports Nutrition. American Dietetic Association:USA
• Anspaugh, D. J. & Ezell (2000). Teaching Today’s Health. Allyn & Bacon: USA
• Insel, P & etall. (2009). Nutrition. Jones & Bartlett:USA
55
Theory courses semester IV
Course 401
Research & Statistics in Physical Education, Fitness & Sports
Objectives:
1. To impart basic knowledge of Research in Physical Education, Fitness & Sports to
Student
2. To acquaint student with fundamentals of research
3. To educate student to select research problem & steps of developing it
4. To make student understand methodology & research procedure
5. To introduce student with different sampling techniques & data collection tools
6. To acquaint student with basic statistics & statistical techniques
7. To help student to apply & interpret descriptive statistics
8. To make student recognize appropriate inferential statistical tool as per research
method
9. To make student understand data processing
Credit 1: Introduction to the concept of Research

1.1 Importance & Nature of research of research in Physical Education & Sports
1.2 Research definition & Introduction to types of research
• Fundamental research
• Applied research
• Action research
1.3 Research problem & steps of formulating it
1.4 Introduction to Methods of research
• Descriptive research
The case study
Analytical Research (eg. The job analysis)
Observational studies
Normative studies
Comparative & correlation studies
• Experimental research
• Quantitative & Qualitative
Credit 2: Fundamentals of Research

2.1 Statement of the problem, significance, objectives of the study, assumptions,
limitations, delimitations & operational definition
2.2 Introduction to Hypothesis
• Research hypothesis
• Null hypothesis
2.3 Importance of reviews
2.4 Introduction to Methodology
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• Sampling
• Data collection tools
Questionnaire, opinionnaire, interviews, observation, tally, psychomotor
test
Credit 3: Statistical basis- Descriptive statistics

3.1 What is Statistics? Definitions & Concept
Data type
• Nominal data scale
• Ordinal data scale
• Interval data scale
• Characteristics of data
3.2 Data collection, mining & processing
Use of computer in research
• Application of Excel
• Introduction to SPSS
3.3 Measures of central tendency (Mean, Median & Mode)
Characteristics of central tendency its applications & interpretation
3.4 Measures of variability (Range, Average deviation, Quartile deviation & Standard
deviation)
Characteristics of variability its applications & interpretation
Credit 4: Inferential statistics

4.1 Measures of relativity (z-scores, T-scores & Percentile scores)
4.2 Measures of relationship (scatter gram, Spearman’s rank order correlation)
Interpretation of coefficient of correlation
4.3 Normal Probability Cure (NPC)
• Its characteristics & application in interpretation of data
4.4 Concept of inferential statistics & Need of inference
Introduction to Different inferential statistical tools
• For comparison:
• For correlation:
Suggested Readings:
• Dandekar, W.N. Educational Statistics & Evaluation
• Best, J. W. & Kahn, J. V. (1995). Research in Education.(9th ed.). New Delhi:
Prentice Hall
• Thomas, J. R. & Nelson, J. K. (2001). Research Methods in Physical Education, (4th
ed.). USA: Human Kinetics
• Vincent, W. J. (). Statistics in Kinesiology. Campaign: Human Kinetics
• Sprinthall, R. C. (1997). Basic statistical Analysis. (5th ed.). USA: Allyn & Bacon
57
Course 402
Sports Medicine, Athletic Care and Rehabilitation
Objectives
1. To understand the basics concepts underlining Sports Medicine.

2. To acquaint the students with scope and branches of Sports medicine.
3. To enable students understand doping and its bad effects.
4. To help them understand classification of sports injuries and its first aid and immediate
management
5. To acquaint students to the basics of therapeutic modalities and its physiological effects
6. To help them understand process of rehabilitation
7. To enable students understand good and bad posture, postural deformities, its causes
and management.
8. To help students understand nutrition and diet plan pre, during and post competition.
9. To acquaint the students with basics of general first aid.
Credit 1: Sports Medicine
1.1 Sports Medicine: Definition, meaning and objectives

1.2 Sports Medicine; Scope and branches
1.3 Team medical care: Role of PE teacher and coach
1.4 Doping Education
Credit 2: Sports Injuries
2.1 Causes and prevention of Sports injuries
2.2 Soft tissue injuries; Types, first aid and immediate management
2.3 Hard tissue injuries: Types, first aid and immediate management
2.4 Joint, Acute and Chronic injuries: Types, first aid and immediate management
Credit 3: Therapeutic modalities
3.1 Cryotherapy: Physiological effect and types
3.2 Thermotherapy: Physiological effect and types
3.3 Manipulative procedures: Physiological effect and types
3.4 Introduction to rehabilitation process for sports injuries
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Credit 4: General First Aids
4.1 Introduction to general first aid, its aims and principles.
4.2 Resuscitation: ABC of CPR, CPR for adult and children, CPR steps
4.3 First aid for Bites, stings, burns, poisoning.
4.4 Transportation, Dressing and Bandaging
Suggested Reading
1. Roy, S. & Irvin, R. (1983). Sports Medicine, Prentice hall. USA

2. Pande P.K. (2010). Outline of Sports Medicine, New Delhi Jaypee Bros
3. Michael Hutson, (2001).Sports injuries recognition & management , Oxford University
Press
4. Govindarajulu, N. (2006). Sports Medicine, Friends Publication. New Delhi
5. Ronald P. Pfeiffer & Brant Mangus , Concepts of Athletic Training, Jones & Bartlett Pub.
2nd Ed. 1993
6. Meltzer, S., & Fuller, C. (2005). The Complete Book of Sports Nutrition: A Practical
Guide to Eating for Sport. New Holland Publishers. London
7. Thygerson A. L. (2004). First Aid Handbook. Jones and Bartlett publishers. Boston. USA
8. Singh A. (2007).First Aid and Emergency Care. N R Brothers publishers. Indore. India
59
Course 403
Theory of Sports and Games
Objectives
1. To understand the different types and classification of sports & games

2. To understand the Values and Ethics of sports and sportsmanship
3. To understand the basic rules, equipment and terminologies in sports and Games
4. To know different State and National level Awards
5. To understand different technologies used in Sports and Games
Credit 1 Basics of Sports and Games
1.1 Concept of Play, Games & Sports

1.2 Structure of Sports & Games, Classification Systems (Contact Sports, Limited Contact
Sports, Non Contact Sports, Invasion Games, Target Games, Striking Games,
Net/Wall Games, other systems of classification)
1.3 Basis of developing Offensive and Defensive strategies in Sports and Games
(Invasion Games, Target Games, Striking Games, Net/Wall Games)
1.4 Terminologies: Umpire, Referees, Judge, Officials, Match Referee, Marshal
1.5 Integrity, Values and Ethics of sports and sportsmanship
Credit 2 Theory of Sports and Games
General Introduction of specialized games and sports (Athletics, Kabaddi, Kho-Kho,

Badminton, Tennis)
Each game or sports to be dealt under the following heads
2.1 History and development of the Game and Sports

2.2 Basic rules of games and sports
2.3 Introduction of Standard equipment
2.4 Terminologies of related Sports and Games
60
Credit 3 Theory of Sports and Games
General Introduction of specialized games and sports (Basketball, Handball, Football,

Volleyball, Hockey)
Each game or sports to be dealt under the following heads
3.1 History and development of the Game and Sports

3.2 Basic rules of games and sports
3.3 Introduction of Standard equipment
3.4 Terminologies of related Sports and Games
Credit 4 Awards and Technologies in Sports and Games
4.1 Awards in Sports & Games (State & National Level)

a. Nature
b. Eligibility
4.2 Technologies used in Sports and Games ( Football, Cricket, Athletics etc)
a. Hawk Eye
b. Goal ref System
c. Decision Review System
d. Hot Spot
e. RFID
4.3 Various International Sports & Games
Suggested Readings:
• AmericanFootballCoachesAssociation. (2006). Football offenses & Plays.

United States: Human Kinetics.
• Bloomsbury. (1992). llustrator's Reference manual Sport. London: Quarto
Publishing .
• Clanton, R. (1997). Team Handball. United States: Human Kinetics.
• D, B. (1994). Teaching Children Games. Canada: Human Kinetics.
• Halon, T. (2004). The Sports Rules Book (2nd ed.). United States: Human
Kineitics.
• Halon, T. (2009). The Sports Rules Book. United States: Human kinetics.
61
• kamalesh, L. M. (2009). Field Manual of Sports & Games. Meerut, India:
Nageen Prakashan.
• PressEbury. (1997). The Book of Rules. London: Ebury Press.
• Women'sbasketballCoachesAssociation. (2011). Offensive plays &
Strategies. United States: Human Kinetics.
62
Elective Course 404
Play, Leisure and Recreation
Objectives
1. To enable students to understand the concept of Play, Leisure and Recreation and their
interrelationship.
2. To enable students to understand the Key Characteristics and challenges of Individual,
children, adolescents and adults.
3. To enable students to understand the factors affecting individual’s choice of leisure

pursuit and Student can able to design the objectives, activities and programs for
Individual, children, adolescents and adults.
4. To enable students to understand the influence of social systems on play, leisure and
recreation.
5. To enable students to understand the Profession and career opportunities in Leisure
and recreation.
6. To enable students to understand to the planning and management of Recreation
facility centers.
Nature of Play, Leisure and Recreation
Credit 1Define Play
1.1.1 Definitions and Different Interpretations of Play
1.1.2 Play Theories
1.1. Leisure
1.2.1 Definitions and Meaning
1.2.2 Essential elements of the Leisure
1.2. Recreation.
1.3.1 Definitions and Meaning
1.3.2 Characteristics/essential elements.
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1.3. Relationship of Play, Leisure and Recreation.
1.4. Factors to Motivate individuals to engage in Play, Leisure and Recreation.
Credit 2 Leisure, Recreation and society
2.1 Leisure, Recreation and Individual
2.1.1 Four Aspects: physical, emotional, psychological and social.
2.1.2 Factors affecting individual’s choice of leisure pursuit: age, gender, occupation,
residence and lifestyle.
2.2 Leisure, Recreation and Children
2.2.1 Key Characteristics and challenges of children.
2.2.2 Play objects, activities and programs for children at each stage of development.
2.3 Leisure, Recreation and Adolescents
2.3.1 Key Characteristics and challenges of younger and older adolescents.
2.3.2 Objects, activities and programs for adolescents.
2.4 Leisure, Recreation and Adults
2.4.1 Key Characteristics and challenges of Adults.
2.4.2 Objects, activities and programs for adults.
2.5 How leisure and recreation are influenced by the social systems. (Family, religion,
government, economics and technology)
Credit 3 The Profession and career opportunities
3.1 History of recreation and leisure service profession.
3.2 Organizations in recreation and leisure service profession in India and abroad.
3.3 Various career opportunities in the field recreation and leisure service profession.
3.4 Leadership skills, ethical standard required for recreation and leisure service profession.
Credit 4 Planning and Management of recreation and leisure facility center
4.1 Planning Process
4.2 Designing and managing the recreation facility centers.
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4.3 Standards for Indoor recreational Sports facilities.
4.4 Standards for Outdoor recreational Sports facilities.
Suggested readings:
• Bucher, C.A., (2010). Foundation of Physical education (16th ed.). New Delhi: Tata
McGraw-Hill.
• Krause Richard (1998) Recreation and Leisure in Modern Society (5th ed) London: John
and Bartlett Publishers.
• Cordes, Ibrahim (1996) Applications in Recreation and Leisure for Today and the Future
Missouri: Mosby-Year Book, Inc.
• National Intramural Recreational Sports Association (2009) Campus Recreational Sports
Facilities USA: Human Kinetics.
• Human Kinetics (2010) Inclusive Recreation: Programs and Services for Diverse
Populations USA: Human Kinetics.
• W.C.Gartner and D,W.Lime Trends in Outdoor Recreation, Leisure and Tourism London
CABI.
• Kauffman Career Development in Recreation, Parks and Tourism A Positioning
Approach USA: Human Kinetics.
• O’ Connell Tim, Cuthberrtson Brent (2009) Group Dynamics in Recreation and Leisure
USA: Human Kinetics.
65
Yoga Education
Objectives
Students will
1. Acquire knowledge of classical and theoretical foundations of the field of Yoga

2. Acquire knowledge of biomedical systems from an integrative and holistic
perspective
3. Acquire knowledge and ability to use professional conduct during the practice of
Yoga Therapy
4. Develop an ability to use relationship-based approaches to catalyze positive
change or transformation with students
5. Develop an ability to apply knowledge learned in this curriculum to assess the
needs of students, and to evaluate their performance
6. Acquire knowledge of models of human development, with the influence of
familial, social, religious and cultural conditioning on health and healing
7. Acquire knowledge of the interconnections between the body, the breath, the
mind, and the emotions in the context of maintaining resilience and well-being
8. Develop an ability to communicate effectively, to implement effective teaching
methods by adapting to unique styles of learning, providing supportive and
effective feedback while evaluating and acknowledging the progress of the
student
9. Develop an ability to teach or deliver the appropriate practices for individuals
and/or groups, using multimodal strategies of education such as auditory, visual,
and kinesthetic learning tools, and tools that foster student engagement
10. Develop a knowledge of generally accepted ethical principles of health care and
yoga codes of conduct
Credit I : Foundations of Yoga

A. Introduction to yoga,
• Introduction to Yoga. Meaning, Definition and Characteristics
• History of Yoga
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• The relevance of Yoga today
• Need and Importance of Yoga in Physical Education and Sports
• Benefits of yoga, Misconceptions of yoga,Difference between yogic
practices and physical exercises
B. Yoga Philosophy
• Four Steps of Life : Brahmacharya(Renunciation),Garahastha (Family Life)
Vanaprasthya (Non-attachment), Sanyas (Asceticism)
• Human concepts : Body, Mind, Soul
C. The Astanga Yoga: Yama - Don'ts, Niyama - Do's, Asana, Pranayama - Breath
Control - Life Force Control, Pratyahara - Internalization, Dharana - Meditation,
Dhyana – Realization and Samadhi - Absorption
D. Yoga in the Bhagavadgita/Schools of yoga - / Eight kinds of Yoga:
1.Karma Yoga - Work or Action, 2.Hatha Yoga – Physical 3.Raja Yoga- Mental,
4.Vedanta Yoga – Philosophical 5.Bhakti Yoga – Devotional, 6.Mantra Yoga -
Mantra Chanting 7.Laya Yoga – Esoteric, 8.Jnana Yoga – Wisdom
Credit II : Introduction to Asanas , Pranayama ,Meditation, Mudra, Shatkarma

/kriya,bhandha
A. Introduction to Asana , Pranayama ,Meditation,
• Introduction to Asanas : Yoga and the Spine, Understanding the following
asanas , Standing poses,Sitting Poses, Kneeling Poses, Supine Poses, Prone
Poses and Arm Support Poses
• Surya Namaskar & Chandra Namaskar (Sun sequence )
• Pranayama: Breathing techniques:Aspects of Pranayama, The Pranic koshas
(anamaya, manomaya, Pranamaya, Vijnanamaya, anandmaya Koshas),
Breath health and Pranayama, general Considerations ( Contraindications,
time, diet, Place, Breathing sequence, Side effects ) Nadi Shodhana -
Anuloma Viloma (alternate nostril breathing), Ujjayi, Sheetali, Sheetkari
,Bhramari,Bhastrika, Kapalabhati (lung cleansing exercise), Moorchha, Surya
Bheda,
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• Major Nadis: Ida,Pingala and sushumna
• Meditation: Pratyahar, dharna, dhyan, Samadhi & Relaxation techniques
B. Introduction to Mudra, Shatkarma /kriya,bhandha

• Five Groups of Yoga Mudra : Hasta :(hand ) Jnana & Chin,Yoni,
Bhairava,Haridya,Mana: (head) hambhavi,Naskagra drushti,
khechari,kaki,Bhujangini,Akashi,Shanukhi,Unmani,Kaya: (postural) Vipareeta
karni,Pashinee,prana,yoga,Manduki,Tadagi,Adhara :(perineal) Ashwini,
Vajroli/sahajoli
• Shatkarma /Kriya:Neti, dhauti, Nauli,basti,Kapalbhati,Trataka
• Bandha: Jalandhara (throat lock), Moola (perineum contraction),Uddiyana
(abdominal contraction)
Credit III : Anatomy of Yoga and Yoga Therapy
A. Movement and Posture , Nervous system ,Reflexes, Vestibular system, Sight and
touch, Types of Stretching, Types of Muscle Contraction
B. Dynamics of Breathing :Prana and Apana, , Breathing, Gravity and yoga,
Definition of breathing, movement in two cavities, Muscles of respiration
.Natural Breathing, Abdominal Breathing ( Diaphragmatic Breathing), Thoracic
Breathing, yogic Breathing, breathing and Posture. The Bandhas.
C. Relaxation and Meditation : Muscular relaxation, Breathing and relaxation,
Autonomic nervous System
D. Yogic Physical systems :

• The Chakras Systems –Center of Unity :Mooladhara, Swadhisthana, Manipura,
Anahata, Vishuddhi, Ajna, Sahasrara
• The five pranas :Udana,Prana,Samana,Apana,Vyana
• The Gunas: MeaningTypes of Gunas: Sattwa ,Rajas,Tamas
E. Nutrition : Yogic / Satwik Food
• Vegetarianism – for ethical, spiritual and health reasons
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• How diet affects the mind
• Proper balance of the main nutrients
• Ayurvedic principles of nutrition
• Healing effects of fasting
F. Yoga Therapy :
• Need and Principles of Therapeutic yoga. Preventive yoga Practice principles
,
Alignment, Contraction versus Stretching of Muscles, Yoga Therapy of asana
for chronic and acute diseases and disorders
• Yogic concept of Lifestyle diseases: The Five Kosha / Dimensions :
Annamay, Manomaya, Pranamaya, Vigyanmaya, Anandmaya kosha
• Mind Management : Power of mind, Self discipline, Hatha Yoga and physical
harmony, Raja Yoga and mental harmony
• Mantra :Mantra sadhana, Vibrations and personality, Tuning the total
personality with mantras
Credit IV: Teaching Practices & Appropriate Practices:
A. Movement and posture (Practical)

• Correct Alignment of Asana , Correcting Postures
B. Teaching Practices ,Developmentally Appropriate practices
C. Yoga for children’s & differently abled population
D. Yoga education centers in India and abroad
E. Competitions in Yogasanas
TEACHING METHODOLOGY:
Power point presentation, Learning and applying eight steps method to teach ,
Demonstration, Group discussion, Group Practice, Library facility to all, Report &
Worksheet writing and presentation of it, One to one discussion, Lectures, Review
classes.
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References:
Bell R. (1998) Simple Yoga Techniques, Time Life Custom Publishing, U.S.A
Brown, F. Y. (2000). How to use yoga . Delhi: Sports Publication.
Chanchani S., Chanchani R., (1995) Yoga for Children, USB Art Studio Publication, Delhi
India
Dr. Karmananda S. (1983)Yogic Management of Common Diseases, Yoga Publication
Trust New Bihar, India
Freedman F. B., Hall D., Kelly E. Monks J., Smith J. (2005) Yoga & Pilates for Everyone,
Anness Publication, London
Kappmeier L. K., Ambrosini D. M., (1964) Instrumenting Hatha Yoga, Publication Library
of Congress Cataloging, U.S.A
Kaminoff L.(2007) Yoga Anatomy .Human Kinetics, United States.
Niranjananda S. S. (1997) Yoga Sadhana Panorama, Bihar School of Yoga, Bihar India
Niranjananda S. S. (2005) Yoga Sadhana Panorama, Yoga Publication Trust New Bihar,
India
Gharote, M. L. &Ganguly, H. (1988). Teaching methods for yogic practices.Lonawala:
Kaixydahmoe.
Rajjan, S. M. (1985). Yoga strenthening ofrelexation for sports man. New Delhi:Allied
Publishers.
Satyananda S. S (1969) Asana Pranayama Mudra Bandha, Bihar School of Yoga, (fourth
Edition) by Yoga Publication Trust, Bihar, India
Satyananda S. S (1984) Yoga and Cardiovascular Management, Bihar School of Yoga
(second edition) by Yoga Publication Trust, Bihar India
Shankar,G.(1998). Holistic approach of yoga. New Delhi:Aditya Publishers.
Shekar,K. C. (2003). Yoga for health. Delhi: Khel Sahitya Kendra.
Vivekananda R. (2005) Practical Yoga Psychology, by Yoga Publication Trust, Bihar, India
70
Fitness Conditioning
Objectives:
1. To get introduced to basic concept of fitness & its assessment.

2. To understand the principles of exercise prescription.
3. To understand the guidelines & be able to conduct the exercise plans for healthy
population.
4. To understand the duties, responsibility, legal aspect of fitness conditioner.
Credit1. Training Essentials
1.1 Core Concept: Physical Activity, Exercise, Physical Fitness.

1.1.1 Concept of physical activity
1.1.2 Moderate & vigorous physical activity
1.1.3 Fitness & its components
1.1.4 Exercise terminology.
1.2 Assessment of Health Related Physical Fitness.

1.2.1 Health appraisal
1.2.2 Maximal & Sub-maximal fitness test
1.2.3 Girth circumference, BP monitor ,
1.2.4 Goal setting
1.3 Guideline for qualitative and quantity of exercise

1.3.1 Activity pyramid
1.3.2 recommended physical activity guideline for healthy adult
1.3.3 recommended physical activity guideline for kids
1.3.4 DOMS , benefits of fitness exercise
1.4 Training principles.

1.4.1 Individual difference
1.4.2 SPORT principle
1.4.3 5R principle
1.4.4 Intensity measures
Credit 2. Training Programme
2 Training programme
2.1 Tactical for strength conditioning & training cycle
2.1.1 Programme for muscular endurance
2.1.2 Programme for muscular hypertrophy
2.1.3 Programme for muscular strength
2.1.4 Training cycle.
2.2 Tactical training for endurance ,training modes & training cycle
2.2.1 Programme for aerobic endurance
2.2.2 Programme for anaerobic endurance
2.2.3 Programme for sports specific endurance
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2.2.4 Training cycle for endurance
2.3 Tactical training for power ,agility, quickness ,coordination

2.3.1 Programme for agility
2.3.2 Programme for quickness
2.3.3 Programme for power (plyometric)
2.3.4 Programme for coordination
2.4 Tactical training for flexibility ,core & balance ,relaxation techniques
2.4.1 Dynamic stretching , static stretching, PNF stretching method
2.4.2 TAG (thighs,glute,abs) programme
2.4.3 Static & dynamic balance programme
2.4.4 Relaxation techniques
Credit 3 introduction to training modes & latest equipment
3 introduction to training modes & latest equipment
3.4 modes of resistance training

3.4.3 Static vs dynamic
3.4.4 Variable vs constant resistance machine
3.4.5 Free weights vs machine vs bodyweight vs resistance band vs TRX
3.4.6 Compound vs isolation resistance training
3.5 Modes of endurance training

3.5.3 Rhythmic activities for endurance
3.5.4 Treadmill & other Cardio machine programme
3.5.5 heart rate monitor for endurance activity
3.5.6 Pedometer for 10K steps
3.6 Latest equipment in fitness conditioning

3.6.3 Bosu ball
3.6.4 Swiss ball
3.6.5 Trx band
3.6.6 Balance board
3.7 Trends in training

3.7.3 One to one personal training
3.7.4 Group class training (bollywood dance –aerobics , Zumba, tae-bo),
3.7.5 Spinning
3.7.6 Boot camp
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Credit4. Professionalism in fitness industry
4 professionalism in fitness industry

4.4 Qualities of fitness conditioning trainer
4.4.3 Grooming
4.4.4 Verbal & nonverbal communication with client
4.4.5 Energy level
4.4.6 Update knowledge
4.5 Ethical & legal issues

4.5.3 Contact with opposite sex
4.5.4 Confidentiality
4.5.5 CPR & first aid Certification
4.5.6 Gym etiquettes
4.6 Strategies for enhancing exercise adherence

4.6.3 SMART goal setting
4.6.4 Contract
4.6.5 Award-reward
4.6.6 Feedback & cues
4.7 professional development

4.7.3 certification
4.7.4 workshop
4.7.5 branding
4.7.6 working atmosphere
Suggested Readings:
1. Fahey, Insel, Roth (2004). Fit & well (6th Ed.). Boston: McGraw Hill co.
2. Greenberg, Dintiman, Oakes. (2004). Physical fitness & wellness (3rd Ed.). IL:Human Kinetics
3. Howley & Franks (1997). Health fitness instructor’s Handbook (3rd Ed.) IL:Human kinetics
4. ACSM (1998) ACSM’s resource manual for guidelines for exercise testing &Prescription (3rd
Ed.) Lippincott, Williams & Wilkins.
5. Frederic Delavier,strength training anatomy
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Important guidelines to be followed for conduct of practice teaching lessons
A. Regarding optional subject lessons:
1. Every candidate must undergo the micro-teaching program in method of optional

subject and complete 6 micro lessons, 1 integration lesson and 2 simulation lessons.
2. Total number of theory lessons to be conducted during the three semesters, in
optional subject is 14. Out of which 12 will be based on the content matter of the
selected method and 2 lessons will be based theory of physical education.
3. Lessons using different methods- Each student teacher will conduct at least two
lessons using different methods. (2 lessons)
4. Lesson on value education- Each student teacher will conduct one lesson focusing
on value education. The candidate may integrate the content matter of the chosen
method with value education. (1 lesson)
5. Lesson on theory of physical education- Each student teacher will conduct two
lessons based on relevant theoretical aspects of physical education. (2 lessons)
B. Regarding Physical Education lessons:
1. Every candidate must undergo the micro-teaching program in method of physical

education and complete 6 micro lessons, 1 integration lesson and 2 simulation
lessons.
2. Total number of practical lessons in physical education during the last two
semesters is 24.
3. Lessons in physical education practical- Student teacher is required to conduct 4
practice teaching lessons in Physical education on the primary classes i.e. grade I to
grade V. The lessons should be based on the content of fundamental motor skill
development and movement concept development.
4. Each student teacher will conduct the remaining practice lessons based on
the current school curriculum in real school settings. These lessons are to be
given in the secondary school i.e. Std VI to X.
5. Each student teacher is required to conduct at least 1 practice teaching lesson in
Physical Education on a large class size or 1 practice teaching lesson in Physical
Education on differently-abled students/special children.
6. Student teacher must design and develop at least two progressive lesson plans
based on a same unit. All such lessons from this unit plan should be preferably
conducted on the same group of students.
7. For one of the lessons student teacher should employ team teaching technique.
Conducting a mass activity or setting up a mass demonstration will be considered as
a lesson.
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8. The candidate may select any activity from the given list or area of expertise if any
for the unit plan development.
9. Practice teaching lessons in Physical Education should be based on various activities

given in the groups below. From the total lessons, the student teacher is required
to take minimum one lesson each from each of the groups given below:
i. Athletics, gymnastics, combative

ii. Games & sports- Skill teaching/modified game
iii. Demonstrative activities- Light apparatus, lezim, marching, dance,
aerobics, yoga
iv. Competencies- Fundamental movements, movement concept
v. Fitness- HRPF, SRPF
Semester I Course 105
A. Micro lessons Optional Subject: (3 skills-6 Lessons) (2 Credits)
Student teachers will give 6 micro-lessons. For these lessons, they will select any
three teaching skills from the list given below. They will complete the cycle of
two lessons i.e. ‘teach – reteach’ for each skill. These lessons should be graded.
List of Teaching Skills

• Set Induction
• Stimulus Variation
• Narration
• Questioning
• Illustration
• Explanation
• Reinforcement
• Black Board Work
• Closure
• Reading
B. Integration & simulation lessons (1+2 Lessons)(2 credits)
Micro-teaching will be followed by one integration lesson of 10 minutes and 2
simulation lessons of 20 minutes each. Integration lesson will comprise
integration of any 2 or 3 relevant skills already learnt in microteaching.
Simulation lesson will be a mini lesson to be conducted in simulated condition as
that of school.
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Semester II Course 205
D. Micro lessons of Physical Education and Sports (6 Lessons)(2 Credits)

Student teachers will give 6 micro-lessons. For these lessons, they will conduct
teaching skills from the list given below. They will complete the cycle of two
lessons i.e. ‘teach – reteach’ for each skill. These lessons should be graded.
List of Teaching Skills
• Warm-up
• Demonstration
• Practice management
• Class Management
• Assessment & checking for understanding
• Feedback & reinforcement
E. Integration & simulation lessons (1+2 Lessons)(2 credits)
Micro-teaching will be followed by one integration lesson of 10 minutes and 2
simulation lessons of 20 minutes each. Integration lesson will comprise
integration of any 2 or 3 relevant skills already learnt in microteaching.
Simulation lesson will be a mini lesson to be conducted in simulated condition as
that of school.
F. Practice Lessons Optional Subject (2 Lessons)(1 credit)
Each student teacher will conduct a total of 2 practice lessons based on the
current school curriculum in real school settings. Student teacher will conduct
practice teaching lessons in optional methods of teaching. These lessons are to
be given in the secondary school i.e. Std VI to X.
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Semester III Course 305
C. Practice Lessons Optional Subject (6) (3 credits)

current school curriculum in real school settings. Student teacher will conduct
practice teaching lessons in optional methods of teaching. These lessons are to
be given in the secondary school i.e. Std VI to X.
D. Practice Lesson of Physical Education and Sports (10) (5 credit)

various physical activity groups mentioned before. Student teacher may conduct
lessons on primary and/or secondary school level. The unit must be chosen
based on the grade level of the school syllabus.
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Semester IV Course 405
School Internship
Objectives of the internship program are to enable the student teacher:

• To get an opportunity to observe the teaching of experienced teachers.
• To work under the guidance of experienced school teachers.
• To know which types of records are maintained in the school and how they are
prepared?
• To participate in co-curricular and extracurricular activities organized in the
schools.
• To participate in assessment work done in the school
• To have feel of total experience of teaching in the school.
The Internship program of 4 weeks will be conducted in school settings. In the School
Subject Internship Programme the student teacher will complete the following
activities:
A. Lessons of optional subject (6 lessons) ( 3 credits)

The candidate must complete all the 6 practice teaching lessons during the
internship program. In this program the student teacher will select one unit from
the optional subject in consultation with the school teacher. He will prepare the
unit plan for that unit. He will teach that unit for at least four periods under the
guidance and observation of the school teacher /teacher educator. At the end of
the teaching he will prepare and conduct a unit test. In addition to teaching
lessons, the candidate has to complete other activities during the internship
program. They are given below.
• Activities to be completed in the school Subject Internship program:

1. Observation of lessons of peers & or/ teachers
2. Collection of information about Catalogue,
3. Progress Card, Result Sheet,
4. General Register, School Time Table, class time-table, teacher time-table
5. Drawing up a question paper & creating instructional aid
6. Take off period class
B. Lessons of Physical Education and Sports (14 Lessons)(7 credits)
The candidate must complete all the 14 practice teaching lessons during the
internship program. In this program the student teacher may complete the
teaching of unit i.e. consecutive lessons based on same unit on same group of
students. One of the lessons shall be conducted on a large class size or special
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children. The student teacher may also conduct the required four PE lessons on
primary school level if available and teach them as a unit plan ending up with
assessment. In addition to teaching lessons, the candidate has to complete other
activities during the internship program. They are given below.
• Activities to be completed in the physical Education Internship program:
1. General Register, School Time Table, sports equipment records
2. Sports Competition eligibility form, parent teacher Association
3. Conducting physical fitness test of one class.
4. Conduct of Mass Sports activities in school.
5. Drawing up a question paper & creating instructional aid
6. Conduct activities for off lectures
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Practical Courses
Semester II
Course 206 (28 credit)
Sr. Activity Credit

No.
1 Track & Field (Run and Relay, Long Jump and Triple Jump, Discus 6
Throw and Shot Put)
2 Floor Gymnastics 2
3 Mass Demonstrative Activity (Aerobics and Equipment Drills) 2
4 Minor Games & Lead up activities 2
5 Competencies 3
6 Fitness (Exercise, Personal Physical Fitness) 3
7 Drill March and Flag Code 2
8 Introduction of Sport (Select any four sport list given below) 2*4=8
1. Track & Field

(a) Runs: Sprints and Relays (2 Credit)
(b) Jumps: Long Jump & High Jump (2 Credit)
(c) Throws: Shot put and Discus (Any two) (2 Credit)
Detailed syllabus and the evaluation scheme are given in the following table.
Sr.No. Event Content Evaluation
1 Sprint
100 m, 200 m, a) Starts- 50% marks For 100

400m m performance as
Medium, bullet and elongated per norms.
starts. 50% marks for Skill.
b) Running on curve.
c) Starts on Curve.
d) Finish-
Chest, Run through, Lunge
finish.
d) Officiating at Start and
finish.
2 Relays
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Relay -4X100 and Baton Exchange Marks for baton
4X400 m a) Down and Up exchange skill-
Sweep incoming and
b) Visual and Non outgoing both.
Visual Exchange
c) Officiating
100 m–Boys and a) Lead leg action. Skill Performance
girls b) Trail leg action. Combined lead leg
c) 3 stride pattern between and trail leg action.
the hurdles. Striding pattern
d) Start and striding to 1st between the
Hurdle. hurdles.
Striding pattern
from start to 1st
hurdle.
5 Jumps
Long jump a) Sail style and Hang style. 50% marks For long
- Approach run, Take off, jump performance
action in the air, landing. as per norms.
b) Rules and Officiating 50% marks for over
all jumping skill.
Triple jump -Approach run Last stride

before the take off, Take off,
Hop-Step-Jump, Landing
b) Rules and Officiating
6 Throws
Discus Throw a) Standing Throw- 50% marks For

Basic Stance, Preliminary throwing
swings, Pre delivery action, performance as per
delivery and reverse. norms.
b) Officiating 50% marks for over
all throwing skill.
Shot Put Gliding Technique 50% marks For

-Hold and stance, T-balance, throwing
crouch, Kick and glide, support performance as per
of toe board, power position, norms.
delivery and reverse. 50% marks for over
d) Officiating all throwing skill.
e) Analysis and correction
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2. Floor Gymnastics: (2 credits)
(a) Rolls: Forward, Backward, Side, Dive (Variations)
(b) Balances: ‘V’, ‘T’, ‘Y’, ‘L’, Frog, Headstand, and Handstand
(c) Turnover movements: Cartwheel, Handspring & Headspring
(d) Pyramids: Pair, Trio, Quadrates, Penthats
Evaluation of this should be done on the basis of performance in the above skills.
3. Demonstrative Activity
3.1 Introduction to Light apparatus drill
Details as under
Apparatus Exercises
1. Dumbbells Drill 1. Standing Exercise

2. Wand Drill 2. Jumping Exercise
3. Indian club or Jodi 3. Moving Exercise
4. Pole Drill 4. Combination of these exercise
5. Hoop Drill
6. Flag Drill
7. Introduction to Pom pom
drill, Ballloon, Jump rope,
Ball.
3.2 Aerobics - (2 credits)

Details are as under
Low impact core moves - 1. March, 2. Side to side, 3. Double side to side,
4.grapevine, 5. Knee up, 6. Leg curl, 7. Toe touch, 8. Side lunge, 9. Back lunge
10. Kick front, 11. Kick side, 12. Heel to reft, 13. 'E' shape, 14.'v' shape 15. Introduction
of Bench Exercise
4. Minor Game and Lead up Activity (2 Credits)
Game Description
S.No.
1 Minor Games Circle Games, Team & Relay games, Partner contests, Simple ball
games, Simple stunts
2 Lead up Designing of skill specific games of major sports
activities
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5. Competencies: (3 Credits)
S.No. Skills Movement
1 Movement Body awareness, Space awareness, Effort awareness,

Concept Relationship awareness
2 Locomotor skills Walking, running, skipping, sliding, galloping
3 Nonlocomotor Bending, stretching, pushing, pulling, twisting, and turning,

skills rocking, swaying, balancing.
4 Manipulative Striking, Hitting, Throwing, Catching, and Dribbling

skills
6. Fitness (3 Credits)
6.1 Exercise and Conditioning (1.5 Credits)
Details are as under
Name of the Description

activity
Warm up & Cool down Mobility Exercise
Stretching Exercise Active, Ballistics & partner stretch
Animal walks Variety of animal walks to built strength, flexibility etc.
Partner Exercise Variety of exercise to built strength & flexibility
Jump rope exercises Variation in jump rope exercises
Training methods Weight training, plyometric, circuit training, obstacle

courses
6.2 Fitness score of Individual (1.5 Credits)
Tests Components
12 min run/walk or 600 yard run/walk Cardiovascular C. V. Endurance
endurance
50 yard dash Speed Speed
4*10m shuttle run Agility Agility
Bent-knee sit ups Abdominal muscular endurance Abdominal Muscular
Endurance
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Pull-ups (boys) / Flexed arm hang (girls)/Push-ups/ Upper body Muscular
modified push ups Endurance
• Fitness of the candidates will be evaluated twice in a year.

• Marks for fitness will be given as per the norms prepared by the university.
7 Drill Marching and Flag Code(2 Credits):
Details as under
Fundamental commands: 12. Turning about while Marching or Marking

time 13.Inclining to the left while Marching
1.Fallin 2.Attention (Savdhan) 3.Standat ease
or Marking time 14. Saluting left while
(Vishram) Marching 15. Marching to the rear
4. Standing easy (Aramse) 5. Quick march (Tej 16.Changing step 17. Changing direction left
chal) or right while Marching 18. Changing
direction to left or right about while
6. Mark time (Qadam tal) 7. Right turn (Dahine Marching 19. Forming twos / fours on the
mur) left or right 20. Reforming files from column
of fours 21. In company front numbered in
8. Left turn (Baen mur) 9. Back turn (Pichhe mur)
fours or in a column of fours, to execute,
10. Right dress 11. Eyes front 12. From the right- ‘fours right’ of ‘fours left’ march etc.
number 13. Stepping forward, sideward, &
22. Fours left or right wheel march 23.
backward
Forming fours / twos by a left or right turn
14. Left or right or about turn 15. Half left or 24. Forming file from fours by a left or right
right turn turn
Movements: 25. Marching the front by rear fours with left

or right wheel 26. Changing a single file into
1. Marking time 2. Halting from marking time columns of four, eight, etc.
3. Marching forward (From marking time)
4. Quick marching 5. Halting from marching

forward
6. Marching backward 7.Marching sideward
8. Double time marching 9. Halting from double

time
10.Changing to Quick time from Double time

marching
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11.Turning to the left, or right while Marking
time or Marching
Flag Code Different methods of tying the flag knot,

Protocols of Flag hoisting
8 Introduction of Sport: Introduce any four sport from below list of sports and
Games
List of the Sports & Games: 10.Cricket 11.Table Tennis

1.Kabaddi 2.Kho-Kho 3.Volley ball 12. Badminton 13. Tennis 14.Boxing
4.Basket ball 5.Hockey 6.Foot ball
7.Hand ball 8.Swimming
9.Soft ball
• Marking of the play area

• Fundamental skills: The skills (min.5 offensive and 5 defensive) of the
game/sport are to be taught
• Drills for the skills taught (for varied situations no. of students, equipments)
• Positional play
• Lead-up/& modified games
• Game performance
• General rules & Duties of officials
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Semester IV
Course 406 (20 credits)
Sr. Activities Credits

No.
1 Track & Field (Hurdles, Javelin Throw and Hammer throw, High Jump 4
and Pole vault)
2 Taekwondo/Mallakhamb/ Wrestling/Judo (Any one) 2
3 Yoga 2
4 Lezium 2
5 Measurement and Evaluation 2
6 Introduction to sport & Games (Any four sports given in the list below) 2*4=8
1. Track and Field

a) Javelin Throw and Hammer Throw: 2 credit
b) High Jump and Pole Vault: 2 credit
c) Hurdles: Introduction
Javelin Hold and approach run, 5 stride patterns before the 50% marks For throwing
throw- the withdrawal, the impulse and the power performance as per
reach stride, Delivery and reverse. norms.
d) Officiating 50% marks for over all
throwing skill.
Hammer Introduction to Grip, Stance, Rotation technique (Foot

Throw work) and Release
High jump a) Straddle Roll technique 50% marks For long jump
-Approach run Last stride before the take off, Take performance as per
off, Bar clearance, Landing norms.
b) Officiating 50% marks for over all
jumping skill.
Pole vault Introduction to Approach run, Planting, Action in air

and landing
Hurdles 100/110 mtrs hurdle- Start to 1st hurdle, Steps
between hurdle, Hurdle clearance; lead and trail
leg action.
400 mtrs hurdle- Start to 1st hurdle, Steps
between hurdles, Hurdle clearance; lead and trail
leg action.
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2. Taekwondo/Mallakhamb/ Wrestling/Judo (Any one of these activities): 2 credits
Taekwondo • Player Stances – walking, extending walking, L stance, cat stance.

• Fundamental Skills – Sitting stance punch, single punch, double
punch, triple punch.
• Punching Skill from sparring position – front-fist punch, rear fist
punch, double punch, and four combination punch.
• Foot Tenchniques (Balgisul) – standing kick (soseochagi), Front
kick (AP chagi), Arc kick (BandalChagi), Side kick, (YeopChagi),
Turning kick (DollyoChagi), Back kick (Twit Chagi), Reverse
turning kick (BandaeDollyoChagi), Jump kick (TwimyoChagi),
• Poomsae (Forms) – Jang, Yi Jang, Sam Jang, Sa Jang, O Jang, Yook
Jang, Chil Jang, Pal Jang (Fundamental Movement – eye control,
concentration of spirit, speed control, strength control, flexibility,
balance, variety in techniques)
• Sparring (Kyorugi) – One Step Sparring (hand techniques, foot
techniques, self defense techniques, combination kicks), Free
Sparring.
• Board Breaking (Kyokpa) – eye control, balance, power control,
speed, point of attack.
• Rules and their interpretations and duties of officials
Mallakhamb • Salaami, Hold, Saadiudi, Bagaludi, Dashrang udi, Bagli udi, Vel
udi, Suidora, Phirki, Padmasana, T.Balance, Pataka, Landing.
• Rope Malkhamb-Salaami, PadmasanaChadh, Katibandh1-2,
Sadiadhi, Rikebpakkad, Rikebpagniadhi, Kamaradhi,
Nakkikasadhi, Kamaradhi, Nakkikasadhi, Urubandhtedhi,
Sadibagli, Do hatibagli, Kamarbandhbagli, nakkikasbagli,
Dashrang, Hanuman pakad, Gurupakkad, various padmasana,
Landing.
Wrestling • Take downs, Leg tackles, Arm drag.

• Counters for take downs, Cross face, Whizzer series.
• Escapes from under-sit-out turn in tripped.
• Counters for escapes from under-Basic control back drop,
Counters for stand up.
• Pinning combination-Nelson series(Half Nelson, Half Nelson and
Bar arm), Leg lift series, Leg cradle series, Reverse double bar
87
arm, chicken wing and half Nelson.
• Escapes from pining: Wing lock series, Dopuble arm lock roll,
Cridge.
• Standing Wrestling-Head under arm series, whizzer series
• Referees positions.
Judo • Rei (Salutation)-Ritsurei(Salutation in standing position), Zarai
(Salutation in the sitting position)
• Kumi kata (Methods of holding judo costume)
• Shisei (Posture in Judo)
• Kuzushi (Act of disturbing the opponent posture)
• Tsukuri and kake (Preparatory action for attack)
• Ukemi (Break Fall)-UrhiroUkemi (Rear break Fall), Yoko Ukemi
(Side Break Fall), Mae Ukemi (Front Break Fall), Mae
mawariUkemi (Front Rolling break fall)
• Shin Tai (Advance or retreat foot movement)-Suri-ashi (Gliding
foot), Twugi-ashi (Following footsteps), Ayumi-ashi (Waling
steps.
• Tai Sabaki (Management of the body)
• NageWaze (Throwing techniques)-HizaGuruma (Knee wheel),
SesaeTwurikomi-ashi (Drawing ankle throw), De ashihari
(Advance foot sweep), O Goshi (Major loinm), SeoiNage
(Shoulder throw).
• Katamawaze(Grappling techniques)-Kesagatame (Scaff hold),
Kata gatame (Shoulder hold), Kami shihogatama (Locking of
upper four quarters), Method of escaping from each hold.
3. Yoga: (2 Credits)
The syllabus under this activity will be that as prescribed upto std.XII.
Evaluation should be done for.
(a) Asanas
(b) Suryanamaskar
(c) Pranayam techniques
88
(a) Asanas : Details as under
1. Sarvangasana 2. Tolanggulasana
3. 11. Ushtransana 12. Akarna Dhanurasana 13.
Hansasana Vipareet Karni 14. uutan Mandukasana 15.
Kukkutasana 16. Simhasana 17. Shirshasana
4. Badh Padmasana 5. Halasana 6. vipareet 18. Shabhasana 19. Parvatasana with
Karni Padmasana 20. Trikonasana
7. Shavasana 8. Ardha Matsyendrasana
9. Paschimotanasana 10. Bhadrasana
4. Lezium (2 Credits): Details as under
a. Preliminary position: 5. Ardha Chakra or Firki (Half Circle) 6. Poora

Chakra or Firki (Full Circle) 7. Age Chal (Going
1. Lazim Skandh and Aram 2. Husshyar Forward) 8. Pair Formation 9. Hool o Dodging
b.Exercises: 10. Change the partner 11. Baithak 12. Palat
1. Ath Thoke 2. Talse Kadam 3. Pavitra
4. Pao Chakra (Quarter Circle)
5. Measurement & Evaluation: (2 Credits)
1. 9/12 min. run & walk 8. Sitting ball throw

2. 1 min. bent knee sit up 9. Stand broad jump
3. Push up/ modified push up 10.Vertical jump
4. Sit & reach 11. 1 min. Skipping
5. 4X10m. shuttle run 12. Step test
6. 50m dash & 30m Flying 13. Calculate Target Heart Rate
7. Wall volley 14. Calculate Body Mass Index (BMI)
15. Waist Hip Ratio (WHR)
Each candidate should complete a practical course in test and measurement practical. Adequate
training should be given to the candidates in conducting the tests mentioned above in
laboratory & school settings. He/she must keep a record of the activities completed in a
89
practical journal. Each student should be able to conduct the tests and analyze and evaluate the
scores of the test items. The candidate will be evaluated with the help of an objective test/viva-
voce examination & the conduction & analysis of the test scores.
6. Introduction of Sport: Introduce any four sport form the given below those who
are not thought in semester I and II(8 Credits)

1.Kabaddi 2.Kho-Kho 3.Volley ball 12. Badminton 13. Tennis 14.Boxing
4.Basket ball 5.Hockey 6.Foot ball
9.Soft ball
• Marking of the play area
• Fundamental skills: The skills (min.5 offensive and 5 defensive) of the
game/sport are to be taught
• Drills for the skills taught (for varied situations no. of students, equipments)
• Positional play
• Lead-up & modified games
• Game performance
• General rules & Duties of officials
Course 407 Specialization (4 Credits)

The candidate has to opt for one of the specialization events listed below.
1.Kabaddi 2.Kho-Kho 3.Volley ball 12. Badminton 13. Tennis
4.Basket ball 5.Hockey 6.Foot ball 14.Wrestling
9.Soft ball
6.1 Warming- up
6.2 Training for Motor Abilities
6.3 Technical/Skill Training
6.4 Tactics and Strategy
6.5 Officiating and Organization
---The End---
90

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Savitribai Phule Pune University

General objectives of the Bachelor of physical education (B. P. Ed) course:

4. Eligibility Norms for appearing at B. P. Ed examination:

Final Grade Points

∑ Grade points earned x Credits for each course

∑ Total Grade points earned x Credits for each course

SGPA= Semester grade point average GPA= Grade point average

Multiple choice 2 questions based on each

Short answer (Knowledge level) 2 questions

Application level 1 out of 2 questions based on

Long answer/essay type 1 question based on

305 Teaching Skill Development Programme

407 Specialization 5 4 20 80 100

Foundations of Physical Education

1. To enable students to understand the concept of Philosophy and philosophy of physical

Credit 1 Developing Philosophic and Sociological skills

2.1 Meaning and Concept of General Education.

2.3 Physical Education and its relationship with General Education.

2.4 Values and Ethics in Physical Education and sports.

Credit 3 Historical foundations of Physical Education & Sports

4.1 Careers in Physical Education and Sports.

Credit I: Introduction of Sports Psychology

Credit 2: Development of Learner

Credit III: Cognitive Process, Personality and Motivation

Credit IV: Competition and Anxiety

Learning to Teach Physical Education

After studying this course, the beginning teachers will

1. Continue to develop their teaching skills

Credit 1 Teaching Physical Education

1.1 Purpose of Physical Education

• Objectives of Physical Education

1.2 Learning motor skills & learning environment

• Nature, stages & phases of learning – implications for Physical Education

• Closed, closed in differing environment, open skills

Credit 2 Content analysis & development, planning & designing

2.1 Developmental analysis

• Extension- practice of parts, modification of equipment, spatial arrangement, focus of

2.2 Planning for instruction

2.3 Designing movement experiences & tasks

• Content dimension of movement tasks

2.4 Preventive classroom management

• Nature & purpose of preventive management

Credit 3 Teaching skills

3.1 Presenting movement tasks

• Getting attention of the learner

3.2 Teacher functions during activity

3.3 Teaching large classes

3.4 Managing behavior & misbehavior, discipline

4.1 Why multiple teaching styles

4.2 Spectrum of teaching styles

• Direct/reproduction styles- Command, practice, reciprocal self-check, inclusion,

4.3 How to choose teaching style?

4.4 Teaching styles for application

9. Rovegno , I. , and Bandhauer, D. (2013). Elementary Physical Education: Curriculum and

(Any one of the following)

1. Marathi education 2. Hindi education 3. English education 4. History education 5. Geography

1- ejkBhps v/;;u o v/;kiu& MkW- fn-gs- ikVhy] MkW- ‘k-jk- jk.ks

1. To enable the students - teacher to acquire knowledge of:

a) The present position of English in the Indian School Curriculum.

b) The objectives of teaching English in Secondary Schools.