Strictly according to the latest syllabus prescribed by the
Central Board of Secondary Education, New Delhi
Saraswati
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HEALTH AND
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supplementary Book
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XI
Dr V K Sharma
MA, MPEd, PhD
Haryana
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Professor, Dept of Physical Education
DAV College, Cheeka (Kaithal)
New Saraswati House (India) Private Limited
New Delhi-1100 02 (INDIA)
NEWLY ADDED TOPICS IN PHYSICAL EDUCATION
(Based on the Syllabus released by CBSE on 31st March 2023
for the academic session 2023-24)
For Class-XI
:
Changing Trends and Careers in Physical Education
⌂ Development of Physical Education in India – Post Independence
UNIT 2
:
Olympism Value Education
⌂ Olympic Value Education – Joy of Effort, Fair Play, Respect for
Others, Pursuit of Excellence, Balance Among Body, Will & Mind
UNIT 3
:
Yoga
⌂ Pranayama and its Types
⌂ Active Lifestyle and Stress Management through Yoga
UNIT 4
:
ysical Education and Sports for Children with Special Needs
Physical
⌂ Disability Etiquettes
UNIT 5
:
ysical Fitness, Wellness, and Lifestyle
Physical
⌂ Leadership through Physical Activity and Sports
⌂ Introduction to First Aid – PRICE
UNIT 6
:
Test,, Measurement & Evaluation
⌂ Calculation of BMI, Waist-Hip Ratio, Skin fold measurement (3-site)
⌂ Somato Types (Endomorphy, Mesomorphy & Ectomorphy)
⌂ Measurements of health-related fi
fitness
UNIT 7
:
UNIT 8
:
undamentals of Anatomy, Physiology in Sports
Fundamentals
⌂ Properties and Functions of Muscles
Fundamentals
F
undamentals of Kinesiology and Biomechanics in Sports
⌂ Kinetics and Kinematics in Sports
UNIT 9
:
Psychology and Sports
⌂ Developmental Characteristics at different Stages of Development
⌂ Introduction to Psychological Attributes: Attention, Resilience, Mental
Toughness
:
Training & Doping in Sports
⌂ Warming-up & Limbering down – Types, Method & Importance
⌂ Concept of Skill, Technique, Tactics & Strategies
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UNIT 1
UNIT 10
Contents
l new syllabus 2023-24 �����������������������������������������������������������������������������������������������(iv)
Unit 1
: Changing trends and Careers in Physical education........................................ 7
 Development of Physical Education in India – Post Independence
Unit 2
: olympism Value education ................................................................................... 9
 Olympic Value Education–Joy of Effort, Fair Play, Respect for Others, Pursuit of
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Excellence, Balance Among Body, Will & Mind
Unit 3
: Yoga .................................................................................................................... 12
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 Pranayama and its Types
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: Physical education and sports for Children with special n
needs
eeds ................... 24
Unit 5
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 Disability Etiquettes
: Physical Fitness, Wellness, and Lifestyle ......................................................... 26
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 Leadership through Physical Activity and Sports
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 Introduction to First Aid – PRICE
Unit 6
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Unit 4
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 Active Lifestyle and Stress Management through Yoga
: test, Measurement & evaluation ........................................................................ 33
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aist – Hip Ratio, Skin fold measurement (3-site)
 Calculation of BMI, Waist
 Somato Types (Endomorphy, Mesomorphy & Ectomorphy)
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Fitness
 Measurements of Health-related Fitness
: Fundamentals of Anatomy, Physiology in sports............................................. 55
Unit 8
: Fundamentals of Kinesiology and Biomechanics in sports............................ 57
Unit 9
sports ....................................................................................... 59
: Psychology and sports
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 Properties and Functions of Muscles
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 Kinetics and Kinematics in Sports
 Developmental Characteristics at dif
different Stages of Development
: training
raining & Doping in sports................................................................................ 68
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 Introduction to Psychological Attributes—Attention, Resilience, Mental Toughness
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Warming-up
arming-up & Limbering down–Types, Method & Importance
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 Concept of Skill, Technique, Tactics & Strategies
This material is designed to be used as a supplementary with
Saraswati Health and Physical Education-XI
(ISBN: 978-93-55572-66-0)
syllabus-XI
tHeoRY
Max. Marks 70
Unit I Changing trends & Career in Physical education
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• Concept, Aims & Objectives of Physical Education
• Development of Physical Education in India – Post Independence
• Changing Trends in Sports- playing surface, wearable gear and sports
equipment, technological advancements
• Career options in Physical Education
• Khelo-India Program and Fit – India Program
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Unit II olympism Value education
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• Olympism – Concept and Olympics Values (Excellence, Friendship &
Respect)
• Olympic Value Education – Joy of Effort, Fair Play, Respect for Others,
Pursuit of Excellence, Balance Among Body, Will & Mind
• Ancient and Modern Olympics
• Olympics - Symbols, Motto, Flag, Oath, and Anthem
• Olympic Movement Structure - IOC, NOC, IFS, Other members
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Meaning and importance of Yoga
Introduction to Astanga Yoga
Yogic Kriyas (Shat Karma)
Pranayama and its types.
Active Lifestyle and stress management through Yoga
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Unit III Yoga
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Unit IV Physical education
ducation & sports
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for CWsn (Children with special needs—
Divyang)
• Concept of Disability and Disorder
• Types of Disability, its causes & nature (Intellectual disability, Physical
disability).
• Disability Etiquettes
• Aim and objectives of Adaptive Physical Education.
• Role of various professionals for children with special needs (Counselor,
Occupational Therapist, Physiotherapist, Physical Education Teacher,
Speech Therapist, and Special Educator)
Unit V Physical Fitness, Health and Wellness
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•
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Meaning & importance of Wellness, Health, and Physical Fitness.
Components/Dimensions of Wellness, Health, and Physical Fitness
Traditional Sports & Regional Games for promoting wellness
Leadership through Physical Activity and Sports
Introduction to First Aid – PRICE
(iv)
Unit VI test, Measurement & evaluation
• Define Test, Measurements and Evaluation.
• Importance of Test, Measurements and Evaluation in Sports.
• Calculation of BMI, Waist – Hip Ratio, Skin fold measurement (3-site)
• Somato Types (Endomorphy, Mesomorphy & Ectomorphy)
• Measurements of health-related fitness
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Unit VII Fundamentals of Anatomy, Physiology in sports
• Definition and importance of Anatomy and Physiology in Exercise and
Sports.
• Functions of Skeletal System, Classification of Bones, and Types of Joints.
• Properties and Functions of Muscles.
• Structure and Functions of Circulatory System and Heart.
• Structure and Functions of Respiratory System
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Unit VIII Fundamentals of Kinesiology and Biomechanics in s
sports
ports
Definition and Importance of Kinesiology and Biomechanics in Sports.
Principles of Biomechanics
Kinetics and Kinematics in Sports
Types of Body Movements - Flexion, Extension, Abduction, Adduction,
Rotation, Circumduction, Supination & Pronation
• Axis and Planes – Concept and its application in body movements
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Unit IX Psychology & sports
• Definition & Importance of Psychology in Physical Education & Sports;
• Developmental Characteristics at Different Stages of Development
• Adolescent Problems & their Management;
• Team Cohesion and Sports;
• Introduction to Psychological Attributes: Attention, Resilience, Mental
Toughness
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Concept and Principles of Sports Training
Training Load: Over Load, Adaptation, and Recovery
Warming-up & Limbering Down – Types, Method & Importance
Concept of Skill, Technique, Tactics & Strategies
Concept of Doping and its disadvantages
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Unit X training
raining and Doping in sports
(v)
PRACtICAL
Marks 30
01. Physical Fitness Test: SAI Khelo India Test, Brockport Physical Fitness Test (BPFT)*
6 Marks
02. Proficiency in Games and Sports
(Skill of any one IOA recognised Sport/Game of Choice)**
7 Marks
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03. Yogic Practices
04. Record File ***
5 Marks
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05. Viva Voce (Health/ Games & Sports/ Yoga)
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Function, Body Composition, Muscular strength & Endurance, Range of Motion or
Flexibility)
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** CWSN (Children With Special Needs – Divyang): Bocce/Boccia , Sitting Volleyball,
Wheel Chair Basketball, Unified Badminton, Unified Basketball, Unified Football,
Blind Cricket, Goalball, Floorball, Wheel Chair Races and Throws, or any other Sport/
Game of choice.
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** Children With Special Needs can also opt any one Sport/Game from the list as
alternative to Yogic Practices. However, the Sport/Game must be different from Test
- ‘Proficiency in Games and Sports’
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*** Record File shall include:
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 Practical-1: Fitness tests administration. (SAI Khelo India Test)
 Practical-2: Procedure for Asanas, Benefits & Contraindication for any two Asanas
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for each lifestyle disease.
 Practical-3: Anyone one IOA recognized Sport/Game of choice. Labelled diagram of
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Field & Equipment. Also mention its Rules, Terminologies & Skills.
(vi)
CHAPTER
1
Changing Trends and Careers in Physical
Education
2. DEVELOPMENT OF PHYSICAL EDUCATION IN INDIA—POST
INDEPENDENCE
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After getting independence in 1947, India ameliorated in various facets. The
Govt. of India started various schemes and programmes in the field of physical
education. In 1948, Govt. of India constituted Tara Chand Committee. This
committee recommends Central Institute of Physical Education and Recreation
and improvement of standards of sports and games in India. In 1948, National
Cadet Corps (NCC) and Auxiliary Credit Corps (ACC) at schools and colleges were
introduced.
The Central Advisory Board of Physical Education and Recreation (CABPER)
was set up in 1950 by Govt. of India This board advised the Govt on various
issues for the development of physical education in India. Its main objective was
to introduce physical education as compulsory subject at elementary, middle and
senior secondary level. As a result, the first Asian Games were organized in 1951
at New Delhi for providing motivation to Indian youth.
In 1953, a coaching scheme for games and sports was introduced by the then
Health Minister of India. It was known as the Rajkumari Coaching Scheme. Its
object was to provide good training to athletes and sportspersons. It received
wide objective since famous players like Major Dhyanchand and Ram Singh were
working under this scheme. As a result of this scheme, National Institute of Sports
(NIS) was set up in 1961 at Moti Bagh, Patiala to produce well-qualified coaches
for various games and sports.
In 1954, All India Council of Sports was set up. Its purpose was to liaison
between Govt. and National Sports Federations in order to assist in financial
matters. In 1954, the National Discipline Scheme (NDS) was also established
with the aim to regularize the promotions of games and sports.
In 1957, Govt. of India established the first college of physical education as
Lakshmibai College of Physical Education (LCPE) at Gwalior, Madhya Pradesh.
Later, in 1973, Lakshmibai College of Physical Education was renamed to
Lakshmibai National College of Physical Education (LNCPE). In 1982, it was
given the status of “Autonomous College” After that in 1995, LNCPE got the
status of Deemed University from Central Govt. Now, it is known as LNIPE.
In 1958, Sport and Youth Welfare Department was established. It was set to
promote physical education in India.
In 1959, Ministry of Education launched National Physical Efficiency Drive
to evaluate the physical fitness level of people of India.
National Fitness Corps was established in 1965. Its objective was to make
youth physically strong.
In 1970-71, Rural Sports Tournament Scheme was started. Its purpose was to
involve rural youth and to find out natural talent in different games and sports.
Sports Talent Search Scholarship Scheme was launched in 1970-71. Its purpose
was to promote sportspersons.
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In 1975, National Sports Championship was started to enhance women
participation in sports.
A separate Ministry of Sports and Youth Affairs was set up in 1982, prior to
the commencement of the Ninth Asian Games. In the same year Asian Games were
held in Delhi. These games gave huge boost in infrastructure and sports facilities.
In 1984, the Sports Authority of India was set up to look after all items
relating to physical education, sports, adventures sports and other youth
development programmes. Sports Authority of India has two objectives: one is to
promote sports and games and the other to achieve sports excellence at national
and international level. SAI came forward to establish sports hostel in each state
to encourage the players by generating scholarship and coaching.
In 1984, the first ever National Sports Policy was formulated with the
objective of raising the standard of sports in the country.
In 1985, the Ministry of Human Resources Development was set up with the
objective of integrating efforts for development of human potential in the areas
of education.
In 1987, Society for National Institute of Physical Education and Sports
(SNIPES) was merged with Sports Authority of India (SAI) to promote and develop
sports awareness among people.
In 1988, National Council of Educational Research and Training (NCERT)
developed the curriculum to promote Health and Physical Education and Sports.
In 2000, NCERT included health and physical education in its curriculum as one
of the core subjects in all levels of school education.
In 2001, the Central Govt. introduced the National Sports Policy with the
twin objectives of “Broad-basing of Sports” and “Achieving Excellence in Sports
at the National and International levels.”
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In 2018, CBSE made physical education a compulsory subject from IX to
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XII standard in schools as Mainstreaming Physical Education (MPE).
In 2017-18, Khelo India Programme was launched by the Ministry of Sports
and Youth Affairs to achieve talent search and development and upgradation of
sports infrastructure, etc.
In 2019, Fit India Movement was launched by Honourable Prime Minister of
India at Indira Gandhi Stadium in New Delhi to promote fitness and to encourage
indigenous sports, etc.
In 2020, Target Olympic Podium Scheme (TOPS) was introduced by Govt.
Its goal is to find, develop and prepare future medal contenders for the Olympic
and Paralympic Games
Games.
EXERCISES
Objective Type/Multiple Choice Questions (Carrying 1 mark)
Choose the correct answer.
1. In which one of the following cities the Lakshmibai National Institute of Physical Education
is studied.
(a) Patiala
(b) Kolkata
(c) Gwalior
(d) Chennai
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SARASWATI HEALTH AND PHYSICAL EDUCATION–XI
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2. Where was National Institute of Sports was set up?
(a) New Delhi
(b) Chennai
(c) Patiala
(d) Gwalior
3. All India Council of Sports was set up in .............
(a) 1948
(b) 1950
(c) 1952
(d) 1954
4. Sports Authority of India was set up in
(a) 1964
(b) 1974
(c) 1984
(d) 1994
5. SAI stands for:
(a) Sports Academy of India
(b) Sports Accreditation of India
(c) Sports Association of India
(d) Sports Authority of India
6. NCERT developed the curriculum to promote physical education and sports in............... .
(a) 1978
(b) 1980
(c) 1984
(d) 1988
7. Mainstreaming Physical Education was made a compulsory subject from IXth to XIIth
standard in schools by CBSE in ..............
(a) 2012
(b) 2016
(c) 2018
(d) 2020
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1. Elucidate the developmental process of first professional institution of physical education
in India after getting independence.
Long Answer Questions (Carrying 5 Marks)
1. Discuss the development of physical education in India after independence in detail
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4. (c) 1984
7. (c) 2018
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3. (d) 1954
6. (d) 1988
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1. (c) Gwalior
2. (c) Patiala
5. (d) Sports Authority of India
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2. OLYMPIC VALUE EDUCATION–JOY OF EFFORT, FAIR PLAY, RESPECT
FOR OTHERS, PURSUIT OF EXCELLENCE, BALANCE AMONG BODY,
WILL & MIND
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The ancient Greeks embraced principles and values that were used to help instil
behaviors by their society. They wanted to nurture people with a warrior spirit, who
were loyal to their country but also adept at making friends with their neighbors
so as to avoid unnecessary wars.
Equally, the core values of Olympic Movement – Excellence, Respect and
Friendship are modern adaptation of ancient Greek values. And it was to facilitate
the teaching of these values that the Olympic Movement’s five educational themes
were conceived. Actually, there are five educational values which can be recognized
under the three Olympic Values (Excellence, Respect, Friendship). The five
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educational themes have been established by IOC in 2016. The five key educational
themes are used by the Olympic Movement with the intention of helping young
people to practice and understand the principles of Olympism. The five Olympic
educational values can be identified as follows,
l Joy of Effort
l Fair Play
l Respect for Others
l Pursuit of Excellence
l Balance Among Body, Will & Mind
Joy of Effort: Young people develop and practice physical, behavioural and
intellectual skills by challenging themselves and each other in physical activities,
movement, games and sport. In fact, they challenge themselves and each other
in games, sports and physical activities, in order to develop and practice their
intellectual, behavioural and physical skills. Children can show the signs of
uninterest towards a certain sports due to the reason of them being forced to
engage in a certain sport. It in usually seen that children who are younger in age
are naturally active. Thus inspirational methods or techniques and activities should
be used to encourage young people to engage in sports. Whenever, they participate
in sports at various level, they get joy after winning in various competitions. They
put their efforts during practice in sports and games and then get joy afterwards.
So, children need to enjoy and have fun with sports and physical activities in which
they take part.
Fair Play: Fair play is originally a concept developed in sports. It can be used
out of the field of play as well. The learning of fair play behaviour by athletes/
sportspersons allows them to apply the rules of fair play in their day-to-day life as
well. It is learned by obeying the rules and regulations during play. Fair play is not
a concept which happens automatically when children and youth engage in group
or team activities. So, research studies have indicated that the competitive nature
of some sports and games have resulted in unfair behaviours, aggression, cheating
and substance abuse. Fair play is not a concept which is limited to the athletes/
sportspersons alone, but it is also applicable to both coaches and parents. The
coaches should also take pledge for fair play. The coaches of young athletes should
focus their attention on youngsters refining their skills, working hard, playing fair,
building teamwork, learning to respect coaches, teammates, opponents, officials
and their decisions. There are various ways through which the concept of fair play
can be reflected like shaking hands with opponent players at the and of the game
or by praising opponent’s performance in competition.
Respect for Others: When young people,
who live in a multicultural world, learn to
accept and respect diversity, and practice
personal peaceful behavior, they promote peace
and international understanding. The Olympic
Charter also mentions that “The goal of the
Olympic Movement is to contribute in building a
peaceful and better world by educating the youth
through sports practiced in accordance with
Olympism and Values”. Acceptance of diversity
is a good basis for developing respect for others.
There are various situations in sports and games
where athletes / sportspersons learn to demonstrate respect for others. Acceptance
and respect for cultural differences has to be taught to the children. It has to be the
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part of every activity, specially, physical activity in a school programme and during
a school day. Understanding and acceptance of difference develop when children
and youth work and play together. The acceptance can be achieved through sports,
because a sport team usually consists of players from different cultures but they
play as a team, for the victory of their team.
Pursuit of Excellence: In this competitive world, every individual’s focus is
to become the best. Focusing on excellence can help young people to make positive,
healthy choices and move forward to become the best in any aspect of life. In order
to reach for the best in life, they should be provided healthy, clean, safe social and
physical environments. A healthy community is a clean and safe environment
which strengthens the welfare of young people. It also provides sufficient daily
opportunities for young people to engage in sports and physical activities. A healthy
community holds the advantage of being free from discrimination, harassment and
fear. Sports provides various opportunities to athletes /sportspersons to become
the best or to make appropriate choices in safe environment. Sports sharpens the
skills and attends to the needs of all children and youth— girls and boys, children
with learning disabilities and children with hearing, vision and other physical
disabilities. A healthy sports community also provides daily opportunities for
children and youth of all age groups to participate in different types of physical
activities. It is also a place in which individual differences and cultural traditions
are valued and respected. In this way, a sports community makes the welfare of
young people its number one objective.
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EXTRA EDGE
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Michael Jordan (USA), the world famous basketball player, has said that “I’ve missed 9000
shots in my career. I’ve lost almost 300 games, 26 times I have been trusted to take the
game winning shot and missed. I have failed over and over again in my life. And that is why
I succeeded.”
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Balance among Body, Will and Mind: Learning takes place in the whole
body and just in the mind and physical literacy. Moral and intellectual learning
can be developed with the help of learning through movement. This concept was
the cornerstone of Pierre de Coubertin’s interest in reviving the Olympic Games
(IOC 2016). He understood that the international revival of the Olympic Games
would stimulate interest in sports and physical activity among young people. This
remains as relevant today as it was over 100 years ago. The focus of modern Olympic
Movement extends beyond sport, embracing cultures, artistic works, environmental
awareness and education. All of these can play their part in helping young people
to build a balanced approach to life. Sport and physical activities make it possible
because they help in balancing body, will and mind.
In conclusion, it can said that there are three fundamental Olympic Values
(Excellence, Respect, Friendship) and under these three core co-values, there are
five educational values. They are joy of effort, fair play, respect for others, pursuit
of excellence, balance among body, will and mind. These values play a significant
role in suggesting athletes how to lead their sports career. Therefore, these values
are helpful in guiding any athlete in any category to achieve success both in their
sports and personal career. These values can be used in sports as well as in one’s
day-to-day life to make the world a better place to live.
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EXERCISES
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Objective Type/Multiple Choice Questions (Carrying 1 mark)
Choose the correct answer.
1. Which one of the following is not a core Olympic value?
(a) Excellence
(b) Fair play
(c) Respect
(d) Friendship
2. Which one of the Olympic educational values is originally a concept developed in sports?
(a) Joy of effort
(b) Fair play
(c) Pursuit or excellence
(d) Respect of others
3. In which Olympic educational value every individual’s focus is to remain the best in any
aspect of life?
(b) Joy of effort
(a) Fair play
(d) Respect for others
(c) Pursuit of excellence
Short Answer Questions-I (Carrying 2 Marks)
1. Explain “Joy of effort” as the Olympic educational value.
2. Discuss the concept of “fair play” as the Olympic educational value.
Short Answer Questions-II (Carrying 3 Marks)
1. Discuss any three Olympic educational values in brief.
Long Answer Questions (Carrying 5 Marks)
1. Discuss the Olympic educational values in detail.
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3. (c) Pursuit of excellence
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Choose the correct answer.
1. (b) Fair play
2. (b) Fair play
4. PRANAYAMA AND ITS TYPES
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Meaning of Pranayama
The w
word pranayama comprises two words— prana
plus ayama. Prana means ‘vital energy’ or ‘life
force’ and ‘ayama’ means ‘control’. In this way,
pranayama means ‘the control or regulation of
prana’. There are three parts of pranayama.
1. Puraka. Puraka means inhalation.
2. Rechaka. Rechaka means exhalation.
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Pranayama
SARASWATI HEALTH AND PHYSICAL EDUCATION–XI
3. Kumbhaka. Kumbhaka means retaining the breath. There are two types of
kumbhaka:
(a) Internal Kumbhaka
(b) External Kumbhaka
(a) Internal Kumbhaka. To retain the breath after complete inhalation is
called internal kumbhaka.
(b) External Kumbhaka. To retain the breath after complete exhalation is
called external kumbhaka.
2. Sheetkari Pranayama
4. Ujjai Pranayama
6. Bhastrika Pranayama
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3. Kapalbhati Pranayama
5. Nadi Shodhana Pranayama
7. Bhramari Pranayama
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Main Types of Pranayama
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1. Sheetli Pranayama (the cooling breath)
It is a part of Hatha Yoga. Sheetal means calmness. It is a
breathing exercise that reduces internal heat and restores
mental, physical and emotional equilibrium.
Sitting Posture: Sit cross-legged comfortably on the floor
with your feet on your thighs and the soles facing upwards.
Straight your spine and head, join the tips of index fingers
to the tips of the thumbs and let the other fingers remain
either extended or loose. Gently, close your eyes and relax
your mind and body.
Technique: Open your mouth and try to fold your tongue slowly while
stretching it out. Inhale gently with the hissing sound to feel the coolness of
intake of air. Then take your tongue inside and hold your breath as long as
possible with closed eyes. Next feel the breath penetrating into your brain
and spreading into your nervous system. Feel the coolness while gradually
exhaling through your nose. This is just one round of ‘‘Sheetli Pranayama’.
Repeat it 10 to 15 times regularly.
Precautions
1. should not be practised in cold weather.
2. patients of cold, cough, asthma, arthritis, bronchitis and heart disease
should avoid this pranayama.
Benefits
1. purifies blood and refreshes body and mind.
2. useful for those who feel tired, sleepy and lazy while getting up in the
morning or during the day.
3. reduces anger, anxiety and stress.
4. not only improves digestion but also good for high BP and acidity.
5. keeps body and mind cool.
2. Sheetkari Pranayama (the hissing breath). It is a variation of sheetli
pranayama. ‘Shee’ stands for sound which is produced during inhalation and
kari means ‘which produces’. Thus, Sheetkari Pranayama can be defined as
a breathing exercise in which the sound ‘shee...’ is produced.
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Sitting Posture: Sit comfortably in any asana. Slowly close your eyes. Relax
your body and mind.
Technique: Clinch your upper and lower teeth. Widen your lips as much as
possible. Fold your tongue in such a way that its tip touches the roof of the
mouth. Inhale slowly but deeply through the teeth with a sound shee... After
inhalation keep your lips closed and relax your tongue. Hold your breath as
long as you can. Exhale the breath through your nose slowly, but do not open
your mouth. This is one round of Sheetkari Pranayama. Perform 10 to 15
rounds regularly.
Precautions
1. those who suffer from cold, cough or asthma should not perform this
pranayama.
2. patients of high BP and heart disease should avoid practising it.
3. should not be practised in cold weather.
Benefits
1. cures pyorrhoea and keeps the mouth clean which is good for teeth and
gums.
2. keeps body and mind cool.
3. very effective in stress management.
4. removes excess heat in body.
3. Kapalabhati Pranayama (the frontal brain bellowing).
bellowing) The word
kapalabhati is derived from Sanskrit. Kapal means
‘forehead’ and bhati means ‘shining’. Thus kapalabhati
refers to shining face with inner radiance. It is highly
energising abdominal breathing exercise. In this pranayama
quick exhalation and normal inhalation are performed
which follow each other.
Sitting Posture: Sit in a crossed-legged position with back
straight. Let your hands rest on knees. Relax your body and
mind.
Technique: Slowly and deeply inhale through both nostrils while expanding
abdomen. Exhale through nose while pulling the abdomen in. Again inhale
effortlessly. Just relax and the lungs will automatically be filled with air.
Having performed 10 to 15 quick exhalation and natural inhalation, inhale
and exhale deeply.
Precautions
1. patients of heart disease, high BP, hernia, asthma should avoid this
breathing exercise.
2. if pain or dizziness is experienced, it should be stopped.
3. it should be practised empty stomach only.
Benefits
1. purifies blood.
2. body gets an enhanced supply of oxygen.
3. improves digestion system.
4. prepares mind for meditation.
5. useful for lungs and entire respiratory system.
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4. Ujjai Pranayama (the psyche breath). Ujjai pranayama is the foundation
of proper breathing as it is one of the most commonly
practised breathing exercises. In yoga, it is believed that
our life is measured by the number of breaths we take.
So, Ujjai pranayama is suggested to smoothen the flow
of breath and lengthen the span of life.
Sitting Posture: Sit comfortably in cross-legged
position. Gently close your eyes. Relax your body and
mind.
Technique: Inhale deeply and exhale smoothly. Tighten
your neck muscles and make a sound with your closed
mouth, while inhaling. When lungs are filled with air, hold your breath as long
as possible. Close your right nostril. Slowly, exhale with your left nostril. This
is just one round of Ujjai Pranayama.. Perform 10 to 15 rounds regularly.
Precautions
1. beginners should practise this breathing exercise without holding their
breath.
2. it is always good and advisable that this breathing exercise should be
performed under the guidance of yoga teacher.
3. people suffering from high BP, and severe heart disease should not do this
exercise.
Benefits
1. removes cough and clears throat.
2. cures snoring trouble.
3. beneficial for thyroid patients.
4. strengthens heart muscles.
5. good for lower back and reduces mass around waistline.
6. harmonizes the respiratory system.
Blood pressure whether low or high remains normal. The body becomes fit and
healthy. The memory power of an individual increases who performs pranayama
regularly. Along with this, mental disorders are removed. As a result of regular
practice, the nervous system becomes powerful and the power to concentrate also
increases. It helps in purification of blood. Pranayama relieves from kaph and vaat,
disorders of throat and worms of abdomen. Pranayama also enhances the power
of digestion and absorption. It is helpful in the excretion of waste products or toxic
substances. It is also helpful in enhancing cardiocardio-respiratory endurance. Hence, it
can be alluded effectively that there are various advantages of doing the abovementioned pranayamas regularly.
5. Nadi Shodhan Pranayama
Prior Stage : Sit in padmasana or sidhasana.
Method : Keep the ring finger and little finger of right hand on the left nostril
and the thumb on the right nostril. The middle two fingers should be straightened.
After that close your right-side nostril with the thumb. Then inhale slowly through
left nostril. Then, perform moola bandh and jalandhar bandh. Retain the breath
according to your capacity. Then release bandhas and close the left nostril with little
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finger and ring finger, remove the thumb from right nostril and exhale slowly. After
that inhale through the right nostril, perform moola bandh and jalandhar bandh.
Retain the breath according to your capacity. Exhale through the left nostril after
releasing the bandhas. Repeat it at least ten to fifteen times.
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Precautions
1. For performing this pranayama, inhalation should be started through the left
nostril.
2. The breath should be retained as per your capacity. In the beginning stage,
the breath should not be retained for a long time.
3. The patient of heart disease or hypertension should not perform kumbhaka.
(retainment of breath).
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Benefits: There are following benefits of doing Nadi shodhan pranayama:
1. All the arteries and veins are cleansed, specially, the blockages of arteries of
heart are removed.
2. The sufficient amount of oxygen is reached in the blood of whole body.
3. Conducive to prevent from heart attack.
4. Helps in controlling over emotions.
5. Prevents from the diseases like hepatitis, cancer, etc.
6. Controls over obesity.
7. The secretion of hormones from various glands becomes balanced.
8. Develops concentration.
9. Helps in controlling over anger and increases discipline.
6.. Bhastrika Pranayama
Prior Stage : Sit in siddhasana or padmasana
Method (First stage): Sitting in siddhasana or padmasana, close your mouth
and eyers. Close the right nostril with the thumb of right hand. After that take a
deep breath in and breathe out forcefully through the left nostril. It is just like the
bellows of the blacksmith. That is why it is called bhastrika pranayama. In this
process, the head and shoulders should be stable. There should be some inward
and outward movements of abdomen while performing inhalation and exhalation.
This process should be done 10 to 15 times. At the end, try to retain the breath in
for approximately twenty seconds after taking a deep inhalation. After that exhale
slowly.
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Second stage: In this stage approximately the same process is to be followed. Close
the left nostril with the ring finger of right hand take a deep breath in and breath
out (Inhalation and exhalation) forcefully through the right nostril. At the end retain
the breath in for approximately 15 seconds and then exhale slowly.
Last stage: The above mentioned process is followed in this stage. The only
difference is that breath in (malathion) and breath out (exhalation) is performed
forcefully as well as quickly through both the nostril The forceful inhalation and
exhalation should be done from 10 to 15 times. At the end retain the breath in for
approximately 15 to 20 seconds or as per your capacity. Then exhale slowly.
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Precautions: The following precautions should be taken into consideration for
performing bhastrika pranayama:
1. This pranayama should be performed under the guidance of a yoga coach or
yoga teacher.
2. This pranayama should only be practiced on an empty stomach.
3. Heart patient or a person with high blood pressure should perform this
pranayama with very slow speed. At the end, the breath should not be
retained.
Benefits: There are following benefits of doing bhastrika pranayama.
1. This is very beneficial for the patients of asthma.
2. It is a good exercise for lungs which is conducive to provide enough amount
of oxygen in the blood.
3. It excretes the carbon dioxide from the body properly.
4. It helps in relieving diabetes and abdominal diseases.
5. It is helpful in maintaining the balance of doshas or humours i.e., kapha
(phlegm), pita (bile) and vata (wind).
6. It controls obesity.
7. It is helpful in angina pain.
8. It prevents from heart failure.
9. It removes indigestion.
10. It increases the flexibility of lungs and they become powerful.
11. Improves concentration.
12. It awakens the kundalini power.
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7. Bhramari Pranayama
A bee produces a sound while flying, which is called bhramari. In bhramari
pranayama, exactly the same sound is produced. Therefore, it is called bhramari
pranayama.
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Prior stage: Sit in padmasana or siddhasana for practising bhramari pranayama.
The back and neck should be erect and head should be straight. Keep the index
fingers of both the hands on the flaps of the ears.
Method: Breathe in through both of the nostrils. After
that, exhale slowly and in a controlled manner while
making a deep, steady humming sound like that of the
bee. It should be practiced approximately 15 times.
The exhalation process with humming sound should
be lengthy.
Benefits: There are following benefits of practicing
bhramari pranayama.
1. This pranayama is very beneficial for nerves.
2. It relieves from high blood pressure caused by
stress or tension. Therefore, it is beneficial for
providing relaxation.
3. It increases the memory power.
4. This pranayama is beneficial for speakers and singers. Its practice provides
rest to the nerves and tissues of throat and the sound becomes melodious.
5. It pacifies the mind and increases the concentration.
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5. ACTIVE LIFESTYLE AND STRESS MANAGEMENT THROUGH YOGA
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Life would be simple indeed if our needs could always be satisfied. Stress is not
new to human beings. It has existed throughout human evolution. At work or
in day-to-day life, everyone experiences stress. For sportspersons stress, may
be double in comparison to a common man. Athletes/sportspersons not only
worry about lifestyle and emotional stress but they also have to worry about
training and competition. Millions of trials and errors in the life process have
brought human beings to this stage. We know that there are many obstacles in
our life which interfere with gratification of our needs and complicate our efforts
towards our goals. We all face delays, deprivation, failures, losses, restrictions,
obligations, illness, conflicts, pressures, etc. Such events place stress on us
which may be very harmful to us. On the other hand, it is also said that most
of the persons who remain under stress live a sedentary lifestyle. In this way,
it seems that active lifestyle may be beneficial to get rid of stress up to some
extent but the first and foremost thing before us is to know explicitly about the
meanings of active lifestyle and stress as these words are correlated with each
other.
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Active Lifestyle
Active lifestyle is a lifestyle that involves any combination of activities allowing an
individual to remain in top or apex physical condition. Active lifestyle is a way of
life, a way of behaviour that integrates various physical activities into everyday
routines to promote health, confidence and energy.
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Stress
Stress consists of bodily changes produced by
physiological or psychological conditions that tend to
upset the homeostatic balance. In medical language,
‘stress’ is defined as a perturbation of the body’s
homeostasis. Stress is the fight or flight response
which you experience when your mind or body reacts
to a certain situation that could pose physical, mental
or social discomfort. It can affect your mental stability
and your physical fitness. According to the Oxford
Dictionary, the stress is defined as “a state of affair
involving demand on physical or mental energy.” Stress
A woman under stress
can also be defined as “the
the body’s physiological response
to demands placed on it.”” The demands or stress-producing agents are referred to
as stressors. In simple words, stress is a condition or circumstance (not always
adverse), which can disturb the normal physical and mental health of a person.
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Types of Stress
Most of the stress situations we face in everyday life are very minor and easy to
cope with. For example, when we feel hungry, we may stop what we are doing and
go to take a meal. We can meet such demands very easily. That is why, we are
not disturbed physiologically or psychologically. Generally, such type of stress is
caused by physical stressors,
stressors, such as diet, exercise, illness, noise, extremes of
temperature, etc.
On the other hand, there are many stressors that affect our lives which are
cognitive in nature. These are called cognitive stressors. The stress caused by
such stressors is difficult to cope with, such as divorce, losses, social disapproval,
severe guilt feelings, etc.
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Effects of Stressors
These stressors occur as a result of an individual’s perception of an event. Along
with the perception of an event, the effect of stress also depends on the intensity
of stressor. In the same situation, one individual may interpret a stressor as a
non-stressor, another individual as a moderate stressor and yet another individual
as a major stressor. So, the effect of the stressor depends on the perception and
intensity of the stressor. If the effect of a stressor is severe, it can cause severe
health problems and in extreme cases it can even cause death. Generally, it causes
headaches, eating disorders, allergies, insomnia, backaches, frequent cold, fatigue,
hypertension, asthma, diabetes, heart ailments, cancer, etc. Today, with the rapid
diversification of human activity maximum number of adults are facing stressrelated problems.
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In the situation of stress, the brain prepares the body to take defensive action (the
fight or flight response) by releasing stress hormones which are called cortisone
and adrenaline. These hormones raise the blood pressure and the body prepares to
react to the situation. This is called fight response. These hormones are absorbed
in the blood stream and finally the effects of stress are reduced.
When we do not face a stressful situation, the hormones remain unused in the
blood for a long time. It results in stress-related physical symptoms, such as tense
muscles, anxiety, dizziness and fast heartbeats. This state of accumulated stress
can increase the risk of psychosomatic illness. It also weakens the immunity power
of the body. It may lead to loss of potassium, white blood cells and body weight of
the person.
The effects of stress are not always negative; they are positive also. There are
various instances of positive effects of stress. The unachievable tasks can be
achieved with positive stress. Experts say that stress in moderate doses is very
significant as well as essential in our life. It can be used as the best defensive system
of our body against dangers both outside and inside the body. In case of accidents
or sudden attack on life, body releases cortisone and adrenaline hormones which
immediately make us more alert and our senses become more focused. Our body is
also prepared to act with increased strength and speed in such situations to handle
the stress.
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However, there are a number of stress management
techniques such as change in lifestyle or adopting active
lifestyle, relaxation techniques (meditation, yogic exercises,
physical exercises, listening to soothing music, deep
breathing, massage, etc.) fitness, laughter, avoiding bad
company, etc., but here our main concern is about stress
management through yoga. There are various techniques
in yoga which are most appropriate and beneficial for the
management of stress. These are stated below.
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A. Pranayamas or Breathing Exercises
Pranayana or breathing exercises are well known to reduce stress and calm your
body and mind . About 20 or 30 minutes of pranayama practice everyday can
reduce cortisol levels in the body which automatically help you to manage stress
and improve quality of sleep. Pranayamas can be done during other yogic practices
or whey you want to focus on relaxation throughout the day. Pranayamas are also
useful when you experience uncomfortable emotions or difficult situations. The
following pranayamas are beneficial for managing stress:
1. Sheetli pranayama
2. Nadi shodhana pranayama
3. Ujjayi pranayama
4. Kapal bhati pranayama
5. Bhramari Pranayama
1. Sheetli Pranayama (the cooling breath)
[Refer to Health and Physical Education-XI Supplementary Book, Section 3 on
Page 13]
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2. Nadi Shodhana Pranayama
[Refer to Saraswati Health and Physical Education-XI Supplementary Book,
Section 3 on Page 15-16.]
3. Ujjai Pranayama (the psyche breath).
[Refer to Saraswati Health and Physical Education-XI Supplementary Book,
Section 3 on Page 15.]
4. Kapalabhati Pranayama (the frontal brain bellowing)
[Refer to Saraswati Health and Physical Education-XI Supplementary Book,
Section 3 on Page 14]
5. Bhramari Pranayama
[Refer to Saraswati Health & Physical Education-XI Supplementary Book,
Section 3 on page 18]
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B. Asanas or Yoga Poses
1. Cat–cow pose: It connects your breadth to your movements as you calm your
mind and release stress.
Procedure: Begin in a tabletop position. Then place your wrists underneath
your shoulders and your knees underneath your hips. As you begin inhaling, turn
your gaze toward the ceiling and allow your belly to move toward your mat, arching
your back. This is cow pose. When you start exhaling, draw your chin toward your
chest and bend your spine toward the ceiling, like a cat. Continue this position for
at least one minute.
2. Shavasana:: During this pose, focus on your breathing deeply as you calm
down your mind and let go to tension and stress.
Procedure: Lie down in supine position. Legs should be straight. Keep the arms
away from the body. Leave all the limbs loose as well as relaxed. Gradually, breathe
in deeply. Close your eyes and think that your whole body is becoming loose. Feel
a complete relaxation in your body. Remain in this position for 10 to 12 minutes.
3. Child pose (Balasana):
Balasana Child pose gives comfort to your body and keep it
stress-free.
Procedure: Sitting on your knees, your both hands should be spread forward.
In this position, bend the body forward. Then rest your head on the ground.
4. Makarasana
Procedure: Lie down on your
stomach with feet slightly apart. Toes
should point outward. Bend both the
arms and keep the right palm on the left
arm. Keep your head on your left or right
Makarasana
arm. Keep your eyes closed. Relax in this
pose for up to 10 minutes.
C. Yoganidra - the Relaxation Technique
Yoganidra, also known as yogic sleep, is a guided mediation that you do in-person
with a yoga expert. Yoganidra promotes deep relaxation, alleviates stress and
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tension and helps you better sleep. It offers an opportunity for a longer period of
relaxation. Therefore, it can also be called a great stress reliever or reducer. The
details about procedure of yoganidra in stated below.
Stages of Yoganidra: The complete practice of yoganidra consists of the following
stages.
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1. Preparation: Get ready for yoganidra. Lie down on your back on the floor and
adopt the pose of Shavasana. In this position, the body should be straight from
head to toe. Legs should be slightly apart and arms should be a little away
from the body. Palms should be upwards. Feel comfortable in this position.
Close your eyes and take a deep breath.
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2. Intention (Sankalpa): Take a resolve or sankalpa according to your own
wish. It should be short, clear and positive. For example, sankalpa may be
‘I will enjoy complete health or I will ever be cheerful’, etc.
3. Body Rotation: At this stage, awareness is rotated through the different
body parts in a systematic way, which leads to complete relaxation in a
systematic and organised manner. The rotation of awareness is started in
proper sequence, i.e., right side of the body, beginning with the right hand
thumb and ending with the little toe of the right foot. Then, left side of the
body, from the left hand thumb to the little toe of the left foot; back of the
body, from the heels to the back of the head and lastly the front of the body,
from forehead to individual facial features to the legs. In this way, the whole
body is relaxed.
4. Breath Awareness: At this stage, you simply become aware of the natural
breath without doing any effort to change the flow of the breath. It gives a
deeper relaxation and awakens higher energies that can be directed to all
the parts of the body.
5. Feelings and Sensations: At this stage, allow yourself to experience
feelings and sensations. Usually it is practised with pairs of opposite feelings
like heat and cold, pain and pleasure, love and hate, etc.
6. Visualisation: This stage induces mental relaxation. It develops self
awareness and relaxes the mind through removal of disturbing material,
controls the mind and strengthens concentration ability. In fact, it is done
by visualisation of variety of different images, objects or situations.
7. Sankalpa. Once again sankalpa mentioned in the second point is repeated
thrice with complete dedication.
8. Return or Finishing the Practice: This stage is important because if you
move fast out of yoganidra you can feel discontented and uncomfortable. At
this stage, awareness is externalised slowly so that you can be aware of the
external location, sounds, objects and persons.
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D. Meditation
Dhyana or meditation is the prior stage of Samadhi.
Dhyana is a process of complete stability of mind.
According to Patanjali, “The concentration of chitta
(mind) on an impulse (vritti) without any divergence,
is called dhyana”. Indeed, the concentration and the
process of thinking on any subject or object is called
‘Dhyana’. The stage, when perception starts directly, is
called real Dhyanavastha. The way in which we can see
Meditation
an object directly in front of our eyes, in the same way
if we are able to clarify the subtle perceptions of mind
in front of our internal eyes, it should be assumed the stage of dhyana (meditation)
is reached. ‘To clarify the subtle perception into the sight of mind’, if this stage
is clarified, the stage of dhyana is clarified itself. For example, as in the practice
of yognidra, by naming the trees, plants, fruits, flowers, etc., it is said to clarify
by imagination only. In the beginning, we do not see anything but gradually by
creating figures in imagination, images appear one after the other. When the stage
of imagination is deep and the image of a particular object is seen, it is called the
stage of meditation. When an individual attains such concentration, it is converted
to the stage of dhyana and whatever he/she thinks or imagines in this stage, he/she
starts seeing them clearly. Dhyana is not a practice but it is a stage in which there
is a continuous dynamic consciousness without any obstruction
In fact, it is a process of change of an individual’s personality . Meditation takes
the mind from the outer realm of the objective world to the inner realm of the inner
faculty. By entering the inner world, he feels bliss. Meditation unites the mind
and the soul. It helps in reducing negative emotions and increases self-awareness.
It helps in building tolerance and patience and enhances your creativity levels.
Meditation is a panacea for stress management. It can be done by sitting on the
ground or on the mat. While performing meditation, you must feel comfortable, be
consistent and committed.
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Objective Type/Multiple Choice Questions (Carrying 1 mark)
1. Which one of the following pranayamas should be avoided during winter season?
(a) Nadi shodhana
(b) Bhastrika
(c) Sheetkari
(d) Bhramari
2. Yoganidra, the technique of stress management, is performed in:
(a) Sukhasana
(b) Shavasana
(c) Sheetkari
(d) Makarasana
3. Which one of the following asanas is helpful in managing stress?
(a) Shavasana
(b) Cat–cow pose
(c) Child Pose
(d) All of these
4. Which one of the following pranayamas is used for stress management?
(a) Sheetli
(b) Kapalbhati
(c) Bhramari
(d) All of these
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5. Which one of the following asanas is not beneficial for managing stress?
(a) Makarasana
(b) Pawanmukatasana (c) Shavasana
(d) Balasana
Short Answer Questions-I (Carrying 2 Marks)
1. Enlist pranayamas and asanas used for stress management.
2. What do you mean by active lifestyle?
3. What do you mean by stress?
4. Discuss types of stress.
5. Discuss the procedure of sheetli pranayama.
6. Discuss meditation as a means or technique for managing stress.
Short Answer Questions-II (Carrying 3 Marks)
1. How does meditation help in reducing stress?
2. What do you mean by meditation? Discuss it as a technique for managing stress.
3. Discuss nadi shodhana pranayama in detail.
4. Discuss Bhramari Pranayama in detail.
5. How yoga can be helpful in stress management? Discuss in brief.
6. Discuss the stages of yoganidra in detail.
7. Elucidate the role of yoga in reducing stress.
Short Answer Questions-III (Carrying 4 Marks)
1. Briefly explain any two pranayamas.
2. Discuss the techniques of Ujjai pranayama and sheetli pranayama.
3. What do you mean by stress? Discuss the types of stress.
Long Answer Questions (Carrying 5 Marks)
1. What do you mean by pranayama? Discuss bhastrika pranayama in detail.
2. Discuss the role of pranayamas in managing stress in detail.
3. Discuss various techniques of yoga in managing stress in detail.
4. Discuss yoganidra as a relaxation technique for stress management.
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Objective Type/Multiple Choice Answers
Physical Education and Sports for Children
with Special Needs
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4. (d) All of these
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3. (d) All of these
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Choose the correct answer.
1. (c) Sheetkari
2. (b) Shavasana
5. (b) Pawanmuktasana
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4. DISABILITY ETIQUETTES]
Disability etiquette is a set of guidelines dealing specifically with how to approach
persons with disabilities. Before knowing about disability etiquettes, it is essential
to understand certain basic things such as don’t assume that they need help. In fact,
adults with disabilities want to be treated as independent persons. Offer help only
if the person with disability seems to need it. Physical contact should be avoided.
Always speak directly to the person with a disability, not to his/her friend. Persons
with disabilities are the best judge of what they can or can’t do.
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General Disability Etiquettes
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The general disability etiquettes are stated below:
1. Always put the person first, i.e., say ‘person with disability’ rather than
‘disabled person’. Always avoid the outdated words like handicapped,
retarded, physically challenged or differently-abled. For example, refer to
‘person who are blind’ rather than ‘blind person’.
2. In case of introduction to a person with disability, it is apt to shake hands.
3. When you meet a person with a visual impairment, always identify yourself
and others who may be with you.
4. Leaning or hanging on a person’s wheelchair should always be avoided
because such act is generally considered annoying. In fact, the chair is the
part of the personal body space of the person who uses it.
5. Always listen carefully as well as attentively when you are having
conversation with a person who has difficulty in speaking. Have patience
and wait for the person to finish rather than correcting or speaking for that
person. Generally, ask short questions that require short answers.
6. When talking with a person who is on a wheelchair or a person who uses
crutches, keep yourself at eye level in front of the person to facilitate the talk.
7. To get the attention of a person who is deaf or having hearing impairment,
tap the person on the shoulder or wave your hand. You should look directly
at the person and speak clearly.
8. Never patronize person on wheelchairs by patting them on head or shoulder.
9. Always introduce yourself to persons who are blind using your name.
10. If you need to leave a person who is blind, inform him that you are leaving
and ask him if he needs anything before you leave.
11. Always avoid asking personal questions to differently-abled persons.
12. Always give additional time to person with disability to do or say something.
13. Always have conversation at a normal tone of voice. Don’t talk in high pitch
to such individuals.
14. Don’t pretend to understand if you are facing problem in doing so.
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EXERCISES
Objective Type/Multiple Choice Questions (Carrying 1 mark)
State True o False
1. Always avoid asking personal questions to an individual who is differently abled. (True/False)
Choose the correct answer
1. Which one of the following in not a disability etiquette?
(a) To listen attentively
(b) To pretend to understand
(c) To avoid leaning on the wheelchair
(d) To avoid asking personal questions.
SUPPLEMENTARY BOOK
25
Short Answer Questions (Carrying 2 Marks)
1. Discus disability etiquettes in brief.
Long Answer Questions (Carrying 5 Marks)
1. What do you mean by disability etiquettes? Mention any eight general disability etiquettes.
Objective Type/Multiple Choice Answers
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State True and False
1.True 1.
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4. LEADERSHIP THROUGH PHYSICAL ACTIVITY AND SPORT
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Leadership
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It is a well-known fact that no two individuals are alike. There is always a degree
of difference among individuals in terms of quality, aptitude, skills, etc. These
individual differences force people to adopt the path of a leader or path of followers.
Leadership has existed from the beginning of evolution of human life. This feature
can also be seen in the world of lower animals. In fact, the upliftment of a society
depends upon the quality of leadership available to it. The following definitions may
be helpful to know the actual meaning of leadership.
According to Montgomery, “The capacity and will to rally men and women to a
common purpose is called leadership.”
Maxwell “A leader is one who knows the way, goes the way
According to John C. Maxwell,
and shows the way.”
According to La-Pierre and Farnoworth, “Leadership is the behaviour that affects
the behaviour of the people more than their behaviour affects that of the leader.”
According to George R. Terry, “Leadership is the activity of influencing people to
strive willingly for group objectives”.
Leadership is the art of motivating a group of people to act towards achieving a
common goal.
In simple words, ‘leadership’ may be defined as the quality of a person to lead others
in the various facets of life.
Leadership is the ability to intentionally provide positive influences on the lives and
behaviours of others. The leaders should possess qualities that are sought for and
admired by followers. A leader must initiate an activity, under the group’s needs,
and carry the activity to completion. Thus, the leader is said to ‘give the lead’, make
acceptable suggestions, show the right path, act as a model for others and influence
people to work together in the achievement of goal.
Leadership is needed in every profession. In the field of physical education,
leadership is also required to ensure continuous growth and vitality of the
26
SARASWATI HEALTH AND PHYSICAL EDUCATION–XI
profession. It is a critical situation that leaders emerge from among students
now preparing for this profession. If leaders emerge, the profession of physical
education will expand and prosper. But if leaders do not emerge, the profession of
physical education will deteriorate or become worse. Indeed, leadership is the art of
influencing people to work together harmoniously in the achievement of professional
as well as personal goals.
Physical Activity
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In fact, physical activity is defined as any voluntary bodily movement produced by
constriction of skeletal muscles that require energy expenditure. Physical activity
can also be defined as any movement of the body that requires energy expenditure.
walking climbing stairs gardening playing any game, dancing, running, swimming,
and yoga can be considered the best examples of physical activity. According to the
department of Health and Human Services,, “Physical activity generally refers
to any movement that enhances health.
There are various types of physical activities which are stated below:
1. Aerobic Activities: Aerobic activities are beneficial for your heart and
lungs. Running, jumping, walking, swimming and cycling are the best
examples of aerobic activities.
2. Bone-strengthening Activities: These activities are beneficial for making your
bones strong. Running, walking, weight training, etc., are the best examples of
bone-strengthening activities.
3. Muscle-strengthening Activities: These activities improve strength,
power and endurance. Pull-ups, push-ups, weight training, sits-up etc., are
the best examples of such activities.
4. Stretching Activities: These activities are beneficial for improving
flexibility. Side stretches, yoga poses, pilates, bending forward, backward
and sideways, toe-touching are the best examples of stretching activities.
Sports: Sports means all forms of physical activity which, through casual or
organised participation, aim at expressing or improving physical fitness and mental
well-being, forming social relationships or obtaining results in competitions.
Sports may also be defined as any form of physical activity that contribute to
physical fitness, mental well-being and social interaction such as playing, recreation,
organized or competitive sport and indigenous sports and games. Hockey, football,
basketball, kabaddi, athletics, swimming, cricket, etc., are main examples of sports.
Those individuals who take part in such physical activities and sports get ample
opportunities to develop leadership qualities.
Qualities of a Leader
©
There are some personal as well as professional qualities which are necessary for
leadership in the field of physical education. These qualities are mentioned below.
1. Energetic: To be energetic is necessary for a leader in the field of physical education.
In fact, it is the basic requirement for this profession.
2. Friendliness and Affection: Friendliness and affection are also the
necessary qualities for a leader in this profession. These qualities are
developed through physical education programmes and Olympic Games,
especially during training as well as competitions.
SUPPLEMENTARY BOOK
27
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3. Decisiveness: A leader in the field of physical education should be decisive.
It means he should have the ability to take decisions spontaneously.
4. Technically Skilled: A leader in the field of physical education should be
technically skilled. He should be an expert in his discipline and specialisation.
5. Intelligent: A leader of physical education should have intelligence. In fact,
intelligence is the ability of an individual to find out the possible solution of
various complex problems. He/she should be able to find the simple solution
to complex problems. An intelligent leader of physical education can be a
boon to this profession.
6. Teaching Skill: A leader in this field should have a deep knowledge of various
teaching skills. Now, physical education is taught in the classroom as a subject.
So, he/she should be efficient in various teaching methods. Along with this, he/
she should be able to use body language, gestures, expressions, etc.
7. Creative: A leader in the field of physical education should be creative. Such
leaders can produce new techniques or ideas, which are needed in the field of
physical education.
8. Interest in Research: It is a significant quality of a leader in the field of
physical education. He/She should have a keen interest in research work. No
profession can be uplifted without appropriate research. In fact, this quality
is the need of the hour. Nowadays, many problems are confronting this
profession. Solutions to such problems can be sorted out through research.
9. Good Health: A leader in the field of physical education should have good
health. Such a leader can work for longer duration without any feeling of
fatigue.
10. Dedication and Determination: Dedication and determination are
vital qualities for a leader in this profession. He/She should have firm
determination. He/She should be determined to face even worst situations.
He/She should also be devoted to his profession.
11. High Motor Capacity: A leader of physical education must have high
motor fitness. For this purpose, he/she should develop all the components
of physical fitness, such as strength, speed, endurance, flexibility and
coordinative abilities.
12. Respect for Other People: A leader in this profession should respect other
people. If he/she does not respect others, he/she will not be respected.
13. Social: A leader in the field of physical education should be social. He/She
must have various social qualities like brotherhood, sympathy, cooperation,
tolerance, helping nature, patience, honesty, etc. Without these qualities, a
leader is just like an engine without petrol.
14. Logical Decision-maker: A leader of physical education should be able to
discuss the problems logically. He/She should also be a good decision-maker
at the right time. He/She should know that ‘delay in justice is injustice’.
15. Morality and Loyalty: Morality and loyalty are significant qualities of
a leader in the field of physical education. He/She should be loyal to his
followers. He/She should not forget his/her morality in any situation.
28
SARASWATI HEALTH AND PHYSICAL EDUCATION–XI
16. Good Communicator: Communication is essential and integral to positive
leadership. So, in the field of physical education a leader should be a good
communicator. A good communicator can express his/her views in a better
way. It plays a very effective role in teaching and coaching process.
EXTENSION ACTIVITY
Just think that you are the captain of your school cricket team. You have to participate in a
CBSE cluster tournament. What qualities you must have as a captain of the team? Discuss
these qualities in your class.
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Creating Leaders through Physical Education: Physical education, i.e.,
physical activities and sports play a significant role in providing leadership training to
sportspersons. However, it cannot be said that the future of physical education is very
bright. In fact, the future of physical education depends on the quality of leadership.
So, the leaders who are working in this profession need to think about these qualities.
The leaders of the future must have these qualities. The present-day leaders will have
to inculcate appropriate qualities in the students who are entering this profession.
They should not concentrate on traditional qualities. The time is changing fast, so
we should use it optimally. The present-day leaders of physical education should
adopt the right path. In fact, time is ripe to change themselves, otherwise the future
leaders will also follow in the same lines. We should not forget that they have minute
observation powers. They will go on the same downtrodden path.
Theleadersinthefieldofphysicaleducationhavebothtypesofqualities,i.e.,innatequalities
and acquired qualities. Through the programmes of physical education, the acquired
qualities can be created and developed successfully. So, leadership can be created and
developed through physical education programmes up to a large extent. Regarding
creating leaders in the field of physical education, ample opportunities are available
in a number of universities, institutes, colleges and schools.
For creating or making effective and efficient leaders in the field of physical
education, stress must be laid on the following points.
1. The foremost work in this area is to analyse which leadership skills are
already well developed and which need further development. Try to know
their current status with the help of various questions such as: Do they have
a clear plan of activities? Do they communicate instructions clearly and
encourage those they lead? Are the students that they are leading motivated,
concentrating well and making progress?
2. After that, identify the students or group of students whose leadership
skills you want to improve the most. Decide whether you want to have more
students actively involved in leadership activities or you want to give the
chance to young leaders to further improve their leadership skills. After that
observe the signs of improvement of their leadership skills in organising
various sports competitions.
3. For improving leadership skills some of the approaches mentioned below can
be used properly.
(a) Offer students a range of leadership roles such as supervising
and managing sports activities. They may be appointed captains
of different sports teams. Give various responsibilities such as
SUPPLEMENTARY BOOK
29
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membership of various committees, official duties and ground
preparation duties, supporting other students in their play, organising
festivals and assisting teachers and coaches in running clubs
and teams.
(b) Provide them with some leadership courses. Make sure that any course
you run leads to an application of the knowledge, skill and understanding
in a valuable context.
(c) Give them opportunities to continue developing their skills. Provide a
range of leadership opportunities that show progression in challenge
and complexity. In this way they can progress.
(d) Recognise the leaders by giving them a cap, top or other uniform. This
will be a force of motivation for other students.
4. It is also necessary to have faith and confidence in students. Show them that
you believe that they can improve their leadership skills.
5. Give them some rewards for showing improvement and give more
responsibilities to successful students.
6. The last but not the least step to improve leadership skills through physical
education is to start again. Make proper analysis of successes and then look
at the areas where there is scope for further improvement. Because it is a
well-known fact that there is always room for improvement.
(In
5. INTRODUCTION TO FIRST AID—PRICE
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Meaning of First Aid
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Every individual’s life and work are closely related to his environment. Man
has progressed in various fields of life such as industrialisation, mechanisation,
transport and science, etc. Therefore, this age is called an electronic age or space
age. But on the other hand, this development has created such conditions that a
person may get injured anywhere and at any time.
In spite of good measures aimed at industrial safety and the development of safety
devices and techniques, the number of accidents is
still high in industries and specially in day-to-day
life. Indeed, there is no definite time of such injuries.
These can happen to anyone, anywhere and at any
time. Injuries usually occur in industries and on the
farm, during the repair, maintenance and operation of
vehicles of various kinds, during games and sports and
in various situations every day. These often happen
by accident, so it is impossible to anticipate the time
and place of an accident. Someone may get fractured,
another may be bitten by snake. So, it can be said that
First aid
every individual is trapped in one way or the other by
accidents. In fact, it is very difficult to get medical aid to the victims at the spot
of the accident. At that moment, some immediate possible aid is required for the
victims. So, first aid is the first help which is given to the wounded or accidental
victim before the arrival of the doctor.
30
SARASWATI HEALTH AND PHYSICAL EDUCATION–XI
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In other words, “It is an immediate and temporary care given to a victim of an
accident or sudden illness before the services of a physician is obtained.”
It can also be said that first aid is that aid which is provided to the injured in case
of an accident, injury or sudden illness. It enables the trained persons to render the
help to preserve life, promote recovery of the injury until the arrival of the doctor.
In fact, the area or field of sports and games is such a field, where getting injured is
very common. Any player can be injured during training or practice or competition.
In reality, every player becomes injured at least once during his/her sports career.
The facilities of a qualified doctor are available in national or international level
competitions but usually such facilities or services of a doctor are not available
during practice, training or competitions of normal level. The teacher of health and
physical education should also have enough knowledge of first aid so that he may
provide first aid to the players at the time of training and competitions.
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Aims and Objectives of First Aid
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Aim: The main aim of first aid is to try to save the precious life of the wounded
person or victim.
Objectives of First Aid: The following are the objectives of first aid.
1. To Preserve Life: To preserve or to save the life of the victim or wounded
person is the significant objective of first aid. However, there are limitations of
first aid but even then every possible effort is done to save the life of a wounded
person or victim with the help of first aid.
2. To Alleviate Pain and Suffering: The second important objective of first
aid is to alleviate pain and suffering of the victim or wounded person. Pain is
natural in any type of accident. Pain becomes unbearable in case of fracture
or dislocation of joint during accident. So, it is a major objective to reduce
such unbearable pain.
3. To Prevent the Condition from Worsening: Till the wounded person
or victim does not get the help of a doctor, to prevent the condition from
worsening becomes the major objective of first aid. According to this objective,
the victim’s condition should not be worsened. Generally, when first aid is
provided, the wounded or victim’s condition does not worsen while being
taken to the doctor for treatment.
4. To Promote Recovery: The main objective of first aid is to start the process
of recovery as early as possible. Sometimes, the treatment of injury is also
included in this objective.
5. To Procure Early Medical Aid: To procure early medical aid is one of the
most important objectives of first aid. In fact, there may be certain situations
where there is a dire need for medical assistance. However, the first aider
should pay attention to provide first aid to the victim or wounded person but
efforts should also be made to seek medical aid as early as possible.
PRICE Procedure: The PRICE procedure should be followed for the first 24 to
48 hours after the injury, depending on the severity. PRICE stands for: protection,
rest, ice, compression and elevation.
SUPPLEMENTARY BOOK
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1. Protection: Protect the injured area of the victim from further injury by
using a support or wearing shoes that enclose and support the feet, such as
lace-ups.
2. Rest: It is very beneficial to have as much rest as possible in the early
stages in order to allow the wound to heal. Avoid the temptation to move the
injured part in order to see if it still hurts. So, for proper treatment, reduce
the exercises and other activities completely and have complete rest.
3. Ice: Ice should be applied directly on the area of the injury as soon as possible.
It reduces bleeding and swelling by slowing down blood circulation. It also
relaxes the injured area by reducing pain. Ice should be wrapped in a wet
cloth to prevent skin burns. Ice should be applied for 5 minutes for a small
area like the wrist and for 20 minutes for a large area at a time. Application
of ice should be done 4 to 8 times a day. To avoid cold injury and frostbite, do
not apply ice for more than 20 minutes at a time. When ice is removed, the skin
should look pale. On the other hand, if the skin is red then it means ice has
been applied for too long.
4. Compression: Compression of an injured ankle, knee or wrist helps in
reducing the swelling as well as bleeding. It is best applied using a firm pad
over the site of injury with a strap around it to hold it in place. Compression
should not be applied round a whole limb. Compression should not be applied
very hard as it may hinder blood circulation.
5. Elevation: If possible, keep the injured ankle, knee, elbow or wrist elevated
on a pillow, above the level of heart to reduce swelling.
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EXERCISES
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Objective Type/Multiple Choice Questions (Carrying 1 Mark)
State True or False.
1. A leader in the field of physical education should not be decisive. (True/False)
2. A leader in the field of physical education should have high motor capacity. (True/False)
Sa
Choose the correct answer.
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1. Which one is not a quality of a good leader in the field of physical education?
(a) Morality & loyalty (b) creative
(c) Lethargic
(d) Efficient communicator
2. Which one of the following is the quality of a leader in the field of physical education?
(a) Motor capacity
(b) Creative
(c) Technical skill (d) All of the above
3. Which one of the following is not a physical activity?
(d) Reading a book
(a) Gardening
(b) Dancing
(c) Climbing
4. Which one of the following is not an objective of first aid?
(a) To preserve life
(b) To give best treatment
(a) Rest, Ice, Crutches, Elevation
(b) Rest, Intensity, Crutches, Exercise
(c) To promote recovery
5. R.I.C.E. treatment refers to
(d) To alleviate pain and suffering
(c) Rest, Ice, Compression, Elevation
32
(d) Recovery, Ice, Compression Exercise.
SARASWATI HEALTH AND PHYSICAL EDUCATION–XI
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Short Answer Questions-I (Carrying 2 Marks)
1. How can you make an effective leader in the field of physical education and sports?
2. Explain any two quality of a leader in the field of physical education.
3. Why must a good leader be social?
4. Why must a good leader be a good communicator?
5. What do you mean by First Aid?
6. Explain the procedure of P.R.I.C.E.
7. Discuss the objectives of first aid.
8. What do you mean by physical activity?
9. What do you mean by leadership?
Short Answer Questions-II (Carrying 3 Marks)
1. Describe any four qualities of a leader.
2. Explain the meaning of leadership in detail.
3. Leaders can be trained through physical education. Justify your answer.
4. What is first aid? Discuss the objectives of first aid.
5. What do you mean by first aid? Elaborate the procedure of PRICE.
Short Answer Questions-III (Carrying 4 Marks)
1. Discuss the qualities of a leader in physical education.
2. What is first aid? Discuss the objective of first aid.
3. How do physical activities and sports help in creating leaders? Explain in detail.
Long Answer Questions (Carrying 5 marks)
1. Define leadership. Explain the leadership qualities in physical education.
2. What do you mean by leadership? Discuss the process of creating or making leaders
through physical education.
3. “Physical education creates leaders/desirable qualities in students”. Justify this statement.
4. What is first aid? Discuss its objectives and procedure of PRICE in detail.
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Objective Type/Multiple Choice Answers
Test, Measurement & Evaluation
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True or False
1. False
2. True
Choose the correct answer.
1. (c) Lethargic
2. (d) All of the above
3. (d) Reading a book
4. (b) To give best treatment 5. (c) Rest, Ice, Compression, Elevation
©
6
3. CALCULATION OF BMI ,WAIST-HIP RATIO, SKIN FOLD MEASUREMENT
(3-SITE)
Calculation of Body Mass Index (BMI)
The Body Mass Index (BMI) is also known as Quetelet Index because it was invented
by Adolphe Quetelet. In fact, it is a statistical measurement which compares
an individual’s weight and height. Although, it does not actually measure the
SUPPLEMENTARY BOOK
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percentage of body fat, yet it is a very useful tool to estimate a healthy body weight
based on how tall an individual is. Indeed, it is the most widely used tool to identify
the weight problem. BMI is very easy to measure and evaluate. With the help of
BMI one can come to know whether one is underweight, normal weight, overweight
or in the category of obesity. BMI can be defined as the individual’s body weight
divided by the square of his height. BMI can be determined by using a BMI chart.
BMI helps a person to know whether he/she has a healthy weight or needs to lose
his/her body weight or needs to gain weight. Its value is measured in kg/m2.
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Calculation of BMI
BMI of any individual can be calculated with the help of the following formula:
Body Mass Index (BMI) = (Body weight)/ Height × Height
Here, the weight of an individual is measured in kilograms and the height of that
individual is considered in metres.
Measurement of weight
a)
Measurement of height
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(In
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For example, suppose an individual’s body weight is 70 kg and his/her height is
1.60 m. Now, these values are computed in the formula.
Height = 1.60 m
Body weight = 70 kg
70
70

2
 = 2.56 = 27.34 kg/m
1
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60
6
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×
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BMI = 
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Now, with the help of World Health Organisation (WHO) criteria for underweight and
obesity, an individual may come to know whether he/she is in the category of underweight,
normal weight, overweight or that of obesity. Categories and BMI are given in the
following table.
BMI
Underweight
<18.5
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Category
Normal weight
18.5–24.9
Overweight
25.0–29.9
Obesity class I
30.0–34.9
Obesity class II
35.0–39.9
Obesity class III
>40
Now, after having a glance at the above table it can be said that BMI of the
individual, which was 27.34 kg/m2, falls in the category of overweight as the weight
is more than the required or suggested range.
The BMI can be simply calculated with the help of Body Mass Index chart which is
as follows.
34
SARASWATI HEALTH AND PHYSICAL EDUCATION–XI
Body Mass Index Chart: Calculation of Body Mass Index at a Glance
Weight
in kg
Height in cms
150
cm
153
cm
156
cm
159
cm
162
cm
165
cm
168
cm
171
cm
174
cm
177
cm
180
cm
183
cm
186
cm
189
cm
192
cm
195
cm
198
cm
45 kg
20
19
18
18
17
17
16
15
15
14
14
13
13
13
12
12
11
48 kg
21
21
20
19
18
18
17
16
16
15
15
14
14
13
13
13
12
51 kg
23
22
21
20
19
19
18
17
17
16
16
15
15
14
14
13
13
54 kg
24
23
22
21
21
20
19
18
18
17
17
16
16
15
15
14
14
25
24
23
23
22
21
20
19
19
18
18
17
16
16
15
15
15
27
26
25
24
23
22
21
21
20
19
19
18
17
17
16
16
15
28
27
26
25
24
23
22
22
21
20
19
19
18
18
29
28
27
26
25
24
23
23
22
21
20
20
19
18
69 kg
31
29
28
27
26
25
24
24
23
22
21
21
20
19
32
31
30
28
27
26
26
25
24
23
22
21
21
33
32
31
30
29
28
27
26
25
24
26
22
22
35
33
32
31
30
29
28
27
26
25
24
23
36
35
33
32
31
30
29
28
27
26
25
24
36
35
33
32
31
30
29
28
27
37
36
34
33
32
31
30
29
28
38
37
36
34
33
32
31
30
40
38
37
35
34
33
32
31
19
18
18
20
20
19
18
21
20
20
19
23
22
21
21
20
23
22
21
21
26
25
24
24
23
22
21
27
26
25
24
24
23
22
29
28
27
26
25
24
24
23
30
29
28
27
26
25
24
24
a)
40
41
di
90 kg
93 kg
16
17
iv
37
39
Pr
84 kg
87 kg
17
17
23
at
78 kg
81 kg
e
72 kg
75 kg
17
18
m
63 kg
66 kg
Li
ite
d
57 kg
60 kg
43
41
39
38
37
35
34
33
32
31
30
29
28
27
26
25
24
44
42
41
39
38
36
35
34
33
32
31
30
29
28
27
26
25
26
(In
96 kg
99 kg
45
44
42
40
39
37
36
35
34
33
31
30
29
29
28
27
47
45
43
42
40
39
37
36
35
34
32
31
30
2
28
28
27
108 kg
48
46
44
43
41
40
37
36
34
33
32
31
30
29
28
28
ou
se
102 kg
105 kg
38
49
47
46
44
42
41
39
38
37
35
34
33
32
31
30
29
28
51
49
47
45
43
42
40
39
38
36
35
34
33
32
31
30
29
50
48
46
51
49
47
55
53
56
54
57
59
55
52
56
43
41
40
39
37
36
35
34
33
32
31
30
44
43
41
40
38
37
36
35
34
33
32
31
49
50
47
45
44
42
41
39
38
37
36
34
33
32
31
48
46
45
43
42
40
39
38
36
35
34
33
32
53
51
49
47
46
44
43
41
40
39
37
36
35
34
33
54
52
50
48
47
45
44
42
41
39
38
37
36
35
34
Sa
129 kg
132 kg
51
ra
123 kg
126 kg
45
46
at
52
53
sw
117 kg
120 kg
iH
111 kg
114 kg
60
58
55
53
51
50
48
46
45
43
42
40
39
38
37
36
34
61
59
57
55
53
51
49
47
46
44
43
41
40
39
37
36
35
N
ew
135 kg
138 kg
63
60
58
56
54
52
50
48
47
45
44
42
41
39
38
37
36
64
62
59
57
55
53
51
49
48
46
44
43
42
40
39
38
37
©
141 kg
144 kg
147 kg
65
63
60
58
56
54
52
50
49
47
45
44
42
41
40
39
37
150 kg
67
64
62
59
57
55
53
51
50
48
46
45
43
42
41
39
38
153 kg
68
65
63
63
58
56
54
52
51
49
47
46
44
43
42
40
39
156 kg
69
67
64
62
59
57
55
53
52
50
48
47
45
44
42
41
40
159 kg
71
68
65
63
61
58
56
54
53
51
49
47
46
45
43
42
41
162 kg
72
69
67
64
62
60
57
55
54
52
50
48
47
45
44
43
41
165 kg
73
70
68
65
63
61
58
56
54
53
51
49
48
46
45
43
42
SUPPLEMENTARY BOOK
35
168 kg
75
72
69
66
64
62
60
57
55
54
52
50
49
47
46
44
43
171 kg
76
73
70
68
65
63
61
58
56
55
53
51
49
48
46
45
44
174 kg
77
74
71
69
66
64
62
60
57
56
54
52
50
49
47
46
44
177 kg
79
76
73
70
67
65
63
61
58
56
55
53
51
50
48
47
45
180 kg
80
77
74
71
69
66
64
62
59
57
56
54
52
50
49
47
46
183 kg
81
78
75
72
70
67
65
63
60
58
56
55
53
51
50
48
47
186 kg
83
79
76
74
71
68
66
64
61
59
57
56
54
52
50
49
47
189 kg
84
81
78
75
72
69
67
65
62
60
58
56
55
53
51
50
48
85
82
79
76
73
71
68
66
63
61
59
57
55
54
52
50
49
87
83
80
77
74
72
69
67
64
62
60
58
56
55
53
51
50
ite
d
192 kg
195 kg
Pr
iv
at
e
Li
m
Precautions during Measurements
The following precautions must be taken while taking measurements of height and
body weight for calculating BMI.
1. The body weight must be taken on a reliable and perfect weighing machine.
2. While taking body weight, one must wear the minimum required clothes.
3. While measuring height one should be bare-footed and his/her body should
be in a straight position.
a)
Calculation of Waist-Hip Ratio
at
iH
ou
se
(In
di
Waist-hip ratio is defined as the measurement of waist circumference divided by
hip-circumference. For example, if an individual’s (male) waist measurement is
33 inches and the hip measurement is 44 inches, it gives a waist-hip ratio of 0.75.
It means that the individual (male) is not at health risk. In case of a male, if the
waist-hip ratio is more than 1.00, he is at the health risk. In case of female, if the
waist-hip ratio is more than 0.85, she is at the health risk. If the waist-hip ratios
exceed these ratios, they will be at a very high risk.
ra
Waist
Sa
Waist
Hip
©
N
ew
Hip
Female
sw
Male
Measurement of waist and hip
In fact, waist-hip ratio is used as a risk factor assessment tool for heart diseases,
hypertension and type II diabetes. Excess body fat is considered a risk factor for
degenerative diseases, particularly abdominal fat, and waist-hip ratio is used to
determine these risks.
Medical research has shown that people with central or visceral types of obesity
are particularly at risk of developing cardiovascular disease, stroke, etc. The
development of central and visceral obesity is believed to be caused by a change
36
SARASWATI HEALTH AND PHYSICAL EDUCATION–XI
in the body’s metabolism. Along with this, some endocrine abnormalities are also
associated with the cause of increased disease risk.
Research also shows that people with ‘apple-shaped’ bodies (with more weight
around waist) face more health risk than those with the ‘pear-shaped’ bodies i.e.,
they carry more weight around their hips.
ite
d
Administration
To determine if you have a healthy waist-hip ratio or not, use a measuring tape to
measure the circumference of your hips at the widest part of your buttocks. After
that, measure your waist, just above the belly button. For determining the waist-hip
ratio, compute the measurements as given in the following equation:
 Waist circumference 

 Hip circumference 
m
Waist-hip ratio = 
Pr
Degree of Health Risk
Waist-Hip Ratio (Females)
≥ 1.0
≤ 0.70
0.70–0.85
>0.85
Very low
Low
Moderate
Very low
Low
Moderate
25 to <30
Low
Moderate
High
Low
Moderate
High
30 to <35
Moderate
High
Very high
Moderate
High
Very high
35 to <40
High
Very high
Very high
High
Very high
Very high
≥ 40
Very high
Very high
Very high
Very high
Very high
Very high
iH
ou
(In
20 to <25
di
0.85–1.0
se
<0.85
a)
Waist-Hip Ratio (Males)
BMI
iv
at
e
Li
The measurements can be taken in inches or centimetres.
The degree of health risk can be estimated in a better way by using BMI along with
the waist-hip ratio. Following table may be helpful to know the degree of health risk.
at
Measurement of Skinfolds (3-Site)
©
N
ew
Sa
ra
sw
Skinfold thicknesses are also called ‘fatfold thicknesses’. In fact, these are the
thicknesses of double folds of skin and subcutaneous adipose tissues at specific
sites on the body. Skinfolds provide general fat accumulation in the body. The
body fat at different sites of our body is measured with the help of skinfold caliper.
It is very important to take the measurement at the correct site. That is why the
site for measurement should be marked accurately before taking measurements.
Even then, it is not easy to take correct measurements because the compressibility
of skin adipose tissues differs with the criteria of age, hydration, size, etc. The
measurements should be taken on the right side of the body. After locating the site,
mark it with a pen or a marking pencil. Try to grasp the skinfold firmly with the
thumb and index finger of your left hand and pull the skinfold away from the body.
The skinfold should have parallel sides.
Procedures for Fixing Marks for Skinfold Measurements
For taking accurate anthropometric measurements, the marking for skinfold
measurement should be proper. So, for proper marking for skinfold measurements,
the following procedures should be taken into consideration.
SUPPLEMENTARY BOOK
37
se
(In
di
a)
Pr
iv
at
e
Li
m
ite
d
1. Arm (Triceps): The adult or child should stand up straight and sideways to
you. His arms should be relaxed and legs should be slightly apart. His right
elbow should be bent at 90° with palm facing upward. Place the measuring
tape with its zero mark just under the acromion process and extend the tape
to the pointed part of the elbow. Measure the length and find the mid-point
and mark it with a pen or a pencil. This is the point or mark from where
skinfold measurement is to be done with the help of skinfold calipers.
2. Subscapula: Find out the exact location of scapula. The skinfold site is just
below the inferior angle of scapula. Mark a line close to and just below the
apex point of scapula. Cross the line at the apex.
3. Suprailiac: While standing to the right side of the subject, palpate the hip
area for the right iliac crest mark a horizontal line at the high point of the
iliac crest and then cross the line to indicate the midaxillary line of the body.
4. Abdomen: The abdominal muscles of the subject should be relaxed and
take normal breath. If any movement of the abdomen interferes with
measurement, then the subject may be told to hold the breath after the end
of expiration. Try to locate the point for skinfold, i.e., 3 cm to the right of and
1 cm below midpoint of the umbilicus. Mark this point with a pen or a pencil.
5. Thigh. The child/adult, whose measurement is to be taken, is made to sit
in a chair, with back completely straight. After that mark a horizontal line
just at the superior edge of the kneecap. Keep the zero end of the tape at
the inguinal crease, which is easily located in sitting position. Extend the
measuring tape to the kneecap. Then mark a point at the midpoint of the
thigh for skinfold measurement.
©
N
ew
Sa
ra
sw
at
iH
ou
Procedures for Skinfold Measurements
1. Triceps Skinfold: First of all, ensure that the adult’s or child’s right
arm is hanging loosely. Stand behind the subject and pull a vertical
skinfold about half an inch about the already marked site, with the
thumb and index finger pointing downward centering the mark. Keep
the skinfold caliper perpendicular to the length of the fold, centering
the mark. Then release the caliper and note the reading on the dial
after approximately four seconds. Record the measurement to the
nearest millimetres.
2. Subscapula Skinfold. After locating the marked point, pull a skinfold
about ½ inch above and to the left of the already marked point. Then keep
the caliper perpendicular to the length of the fold. Release the caliper and
note the measurement on the dial approximately after four seconds while
the fingers continue to hold the skinfold.
3. Suprailiac Skinfold: The individual, whose measurement is to be taken,
should stand straight with feet joined together and arms relaxed. Pull
a diagonal skinfold about ½ inch above the already marked point, with
the thumb and the index finger pointing downward. Keep the skinfold
caliper perpendicular to the length of the fold centering the mark.
Then release the caliper and note the measurement on the dial approximately
after four seconds. The fingers should continue to hold the skinfold.
38
SARASWATI HEALTH AND PHYSICAL EDUCATION–XI
at
e
Li
m
ite
d
4. Abdomen Skinfold: First of all, locate the point
which was marked earlier. Then pull a horizontal
skinfold, approximately ½ inch to the left of
the marked point. After that place the caliper
perpendicular to the length of the fold centering the
mark. Then release the caliper and note the reading
on the dial approximately after four seconds while
the fingers continue to hold the skinfold.
5. Thigh Skinfold. The subject (adult/child) is made
to stand with weight on the left leg and right leg
forward and knee slightly bent. Then grip a fold
Correct placement of caliper
about ½ inch above the point marked earlier on the
mid thigh. Then keep the skinfold caliper perpendicular to the length of the
fold, centering the mark. After that, release the caliper and note the reading
on the dial after approximately four seconds. The fingers must continue to
hold the skin while taking the reading.
Pr
iv
4. SOMATOTYPES OR BODY TYPES (ENDOMORPHY, MESOMORPHY
AND ECTOMORPHY)
©
N
ew
Sa
ra
sw
at
iH
ou
se
(In
di
a)
It is a fact that no two persons are alike. There are various types of individual
differences among them. Even some twins are not alike. They are different from
each other in various ways. It has also been observed that even physically, people
are different. Some are tall and some are short, some are fat and some are thin
or skinny. Owing to such differences, it is a very difficult, intricate and complex
task to classify individuals. No doubt, there are individual differences but even
then there are similarities in various characteristics of those individuals. On this
basis of similar traits, some of the psychologists have made endeavours to classify
them. Not only, have they tried to classify the individuals physically but they have
tried to classify them mentally and practically. We are also well aware that there
are various types of physical activities, games and sports. In fact, different types
of characteristics are required in different types of activities, games and sports.
Each and every individual cannot reach at the apex level in each game. Thus,
the classification of students becomes more important for a teacher in the field of
physical education because he/she can then teach various physical activities, games
and sports in a better and effective way to the students only after having the proper
classification on the basis of physical, mental and practical aspects.
The classification of individuals by various psychologists on the basis of physical,
mental and practical characters is stated below.
Classification by Hippocrates
Hippocrates was a famous physician of Greece. He classified individuals into four
main groups, which are stated below.
1. Phlegmatic: This type of individuals are usually weak. They are idle,
passive, lethargic and spiritless. These individuals perform work very slowly.
2. Sanguine: These individuals are physically fit and powerful. They lead a
healthy life and always remain elated and happy. They remain active and
SUPPLEMENTARY BOOK
39
perform any work quickly. They have optimistic views about life. Due to
courage and enthusiasm, they perform intricate jobs easily.
3. Choleric: These individuals have a very aggressive behaviour. They are
physically strong and powerful, but emotionally weak. They have high
aspirations and are hard workers. Usually, such persons get worked-up over
small matters.
4. Melancholic: These persons are physically and mentally weak. Their point
of view towards life is pensive and pessimistic. Such people are analytic and
practise contemplation.
ite
d
Classification by Ernest Kretschmer
iH
ou
se
(In
di
a)
Pr
iv
at
e
Li
m
Ernest Kretschmer’s classification of individuals is based on three main body
types, which are mentioned below.
1. Pyknic: These individuals are short statured with a round head and face.
They are stocky and fatty. They enjoy sedentary lifestyle and remain happy.
Indeed, they are happy-go-lucky. These people tend to interact with other
persons easily.
2. Asthenic: They are tall enough and slim. They have weak body structure.
They are self-centered. Hence, they talk less to other individuals. They
hesitate to go into the crowd. They want to lead a lonely life. They criticise
other persons but can’t bear their own criticism. They have less number of
friends. They are intelligent and their behaviour is completely introvert.
3. Athletic: These individuals have broad shoulders, strong body structure
and powerful muscles. They are active and agile. They are both powerful
and intelligent. Such individuals believe not in words but in action. They
have balanced physical and mental development. They have a keen interest
in physical activity, games and sports.
at
Classification by William Herbert Sheldon
©
N
ew
Sa
ra
sw
In fact, the success of an athlete or a
sportsperson comes from a combination of
athletic ability and physique or body build.
W H Sheldon classified the somatotype or
body type of individuals into the following
categories which are stated subsequently.
1. Endomorph: These individuals have
short arms and legs. They have rounded
physique. Their limbs seem to be
shorter because there is a lot of deposits
of adipose tissues. The upper parts of
Ectomorph
arms and legs are significantly thicker Endomorph Mesomorph
than the lower parts. It is hard for them
Type of individuals
to lose weight. They have soft body.
They have underdeveloped muscles. They have a capacity for high fat storage
and become fat easily. In fact, they are more inclined to become obese. They
40
SARASWATI HEALTH AND PHYSICAL EDUCATION–XI
se
(In
di
a)
Pr
iv
at
e
Li
m
ite
d
have pear-shaped body. Their excessive mass hinders their ability to compete
in sports. In fact, sports require high level of agility or speed. Sports and
games, which require strength like weightlifting and power-lifting are most
suitable for endomorphs.
2. Mesomorph: Mesomorphs are categorised as in-between the other two body
types and are generally described as muscular. They have athletic physique
and balanced body composition. They are able to increase their muscle size
quickly and easily. They have well-developed rectangular-shaped body.
They have thick bones and muscles. Their chest and shoulders are larger
and broader in comparison to their waistline. They are physically capable of
doing a lot of activities and tend to be athletically aggressive. Generally, they
store fat evenly all over their bodies but they can become overweight if they
lead sedentary lifestyle and take high calorie diet. They can excel in such
sports which require great strength, short bursts of energy and lots of power
because they have enough strength, agility and speed. These characteristics
make them strong contenders to be the top sportspersons in any sports.
3. Ectomorph: The individuals who have an ectomorph body are usually
referred to as slim persons because their muscles and limbs are elongated.
They have weak constitution of body and usually face great difficulties in
gaining weight. They have flat chests and have less muscle mass. The lack
of muscle mass creates the impression that they are taller than they really
are. They do not have a lot of strength but they dominate the endurance
sports because their body type is naturally suited to perform wonderfully in
endurance activities. They have a quick metabolism to burn fat. They also
have a tendency to stick with what they do best. Their light body constitution
makes them suited for aerobic activities like gymnastics.
ou
Measuring Somatotype or Body Type
©
N
ew
Sa
ra
sw
at
iH
Somatotype or body type is measured by using Health-Carter measurement system
in which ratings for endomorphy, mesomorphy and ectomorphy are calculated
using various anthropometric measurements. In each of the three categories
an individual is usually classified on a scale of 1 to 7. 1 is the minimum rating
and 7 is the maximum rating. These three numbers together give a body type or
somatotype number in which endomorphy scores first, then mesomorphy and finally
ectomorphy. The scores may be plotted in a shield diagram. As a matter of fact, all
the individuals or sportspersons are made up of three extreme body types. So, we
are partly endomormph, partly mesomorph and partly ectomorph. Using a score of
1 to 7, we can grade our bodies on each of the extreme body types. For example, 272
means: 2 (low endomorphy); 7 (high mesomorphy) and 2 (low ectomorphy). In this
way, we can compare our body type with that of other sportspersons or individuals.
The body type number 475 may be better for a footballer, whereas, 173 may be
better for a good body builder. On the basis of the body type chart, the teachers of
physical education can come to know about the traits of students, which ultimately
helps in the selection of games and sports for them.
Generally, no amount of exercise can change a short limbed individual into a long
limbed one, because the characteristics, such as the width of the hips and shoulders
is unchangeable. The body type cannot be changed in the sense that an endomorph
SUPPLEMENTARY BOOK
41
will always have a greater tendency to put on weight in comparison to a mesomorph
or ectomorph. However, minor changes are possible which usually depend on calorie
intake, fat intake and regular exercise.
171 Extreme Mesomorph
Gymnast
Sprinter
Rugby league player
Tennis player
Weight lifters
USA footballers
Wrestlers
Sumo wrestlers
ite
d
Rugby union 2nd row player
High jumper
711 Extreme endomorph
Li
m
117 Extreme ectomorph
at
iv
Body type or somatotype chart
e
Somatotype Chart: Athlete Averages
Pr
5. MEASUREMENT OF HEALTH-RELATED FITNESS
©
N
ew
Sa
ra
sw
at
iH
ou
se
(In
di
a)
Health-related fitness in an important component of physical education programme.
A well-designed fitness assessment provides students, teachers and parents with
the necessary information to design a proper programme of fitness for each student.
In fact, there are five components of health-related fitness. Before learning the
procedure/method of measuring of various components of health-related fitness, it
would be better to know about these components in brief.
1. Cardiovascular Endurance: It is the ability to exercise the entire body for
long period of time. It requires a strong heart, healthy lungs and clear blood
vessels to supply the body with oxygen. This is an important component of
fitness because it impacts other components of fitness. There are various
tests to measure the cardiovascular endurance such as VO2 Max Test,
Endurance Run/Walk (1 mile), 1 mile Rockport Walk Test, Harvard Step
Test, 1 km Run (IPFT), 1.6 km Run, 12-Minute Cooper Test, etc.
2. Muscular Strength: It is the amount of force a muscle or muscle groups can
exert. There are various tests to measure muscular strength. For example,
partial push up, weight-lifting with heavy weights with few repetitions, pullups, partial curl up, modified push-ups, etc.
3. Muscular Endurance: It is the ability to use the muscles, which are
attached to the bones, several times even without getting tired. In other
words, it can be said that it is the ability of muscles to perform repeated
exercise for long duration without fatigue. There are various tests to measure
muscular endurance such as push ups, sit ups, pull ups, running on a
treadmill, etc.
4. Flexibility: It is the range of motion of joints. Individuals with good
flexibility have fewer sore and injured muscles. There are various tests for
flexibility. For example, Sit and Reach Test, Modified Sit and Reach Test,
42
SARASWATI HEALTH AND PHYSICAL EDUCATION–XI
V-sit Test, Toe Touch Test, Floor Touch Test, Back Stretch Test and Modified
Thomas Test.
5. Body Composition: It is one of the major components of health-related
fitness. Body composition is the percentage of lean body mass, i.e., bones,
tendons, muscles, water, ligaments, organs, etc., in comparison to body fat.
Body composition can be measured by using an instrument called calipers,
a specialised scale or it can be calculated by using body mass index (BMI)
which uses height and weight to determine the BMI.
ite
d
To measure health-related fitness, the description of various tests are
mentioned below.
Li
e
at
a)
Pr
iv
Harvard Step Test is a cardiovascular fitness test.
It is also called Aerobic Fitness Test. It was developed
by Brouha and others in 1943. It is used to measure
cardiovascular fitness or aerobic fitness by checking the
recovery rate.
Equipment Required. A gym bench or box of 20 inches
high for men and 16 inches for women, a stopwatch and
cadence tape.
m
Harvard Step Test
©
N
ew
Sa
ra
sw
at
iH
ou
se
(In
di
Procedure
The athlete stands in front of the bench or box. On the
Harvard step test
command ‘Go’ the athlete steps up and down on the bench
or box at a rate of 30 steps per minute (one second up one second down) for 5 minutes
(150 steps). Stopwatch is switched on simultaneously at the start of the stepping.
After that the athlete sits down immediately after completion of the test, i.e., after
5 minutes. The total number of heartbeats are counted between 1 to 1.5 minutes
after completion of the last step. The heartbeats are counted for 30 seconds period.
Again, the heartbeats are noted for 30 seconds after the finishing of the test. After
that, for the third time, the heartbeats are noted after 3 minutes of completion of
the test for 30 seconds period. The same foot must start the step up each time, and
an erect posture must be assumed on the bench.
Calculation of the Score. The athlete’s fitness index score is calculated with the
help of the following formula.
Fitness index score = (100 × test duration in seconds) divided by (2 × sum of
heartbeats in recovery periods).
For example, if the total test duration was 300 seconds and the number of
heartbeats between 1 to 1.5 minutes was 90, between 2 to 2.5 minutes was 80
and between 3 to 3.5 minutes was 70 then the fitness index score will be:
100 × 300
= 62.5
2 × 240
(Here, the sum of the heartbeats is 90 + 80 + 70 = 240 which are counted for 30 seconds
each time i.e., between 1 and 1.5 min, 2 and 2.5 min and 3 and 3.5 min after completion
of the test.)
SUPPLEMENTARY BOOK
43
Fitness Index Score
Male
Rating
Female
> 90.0
> 86.0
Excellent
80.0–90.0
76.0–85.9
Good/Above average
65.0–79.9
61.0–75.9
Average
55.0–64.9
50.0–60.9
Below average
< 55
< 50
Poor
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Push Ups
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Purpose: To test or measure the upper body strength and endurance.
Equipment Required: A floor mat and a
paper to record basic information such as
age, gender and total number of push ups
performed.
Procedure: After proper warming up, ask
the subject to take position. In a push up
position hands and toes should touch the
mat/floor. Hands should be shoulder-width
apart. The upper body and legs should be
Push Ups
in a straight line. Elbows should be fully
extended keeping the back and the knees
straight, the subject lowers the upper body so that elbows may bend to 90 degrees
or chest may touch the mat/floor, then returns back to the starting position with
the arms extended. This is one repetition. The same action is repeated and the test
continues until exhaustion or until the subject can do more in rhythm. Count the
total number of push ups performed.
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Modified Push Ups
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A modified version of the test is used for girls.
Purpose: To measure the upper body strength and endurance.
Equipment Required: A mat and paper to record the basic information such as
age, gender and a total number of push ups performed.
Procedure: After proper warming up, the subject is asked to take the starting
position for modified push ups. In a modified push up position, hands and knees
should touch the mat/floor. Both the hands should be shoulder-width apart and
elbows fully extended. The body from the knees, to the hips and to the shoulders
should be in a straight line. While keeping this position, the subject should lower
her upper body, so that elbows may bend to 90 degrees. Then the subject returns
back to the starting position. This is one repetition. The same action is repeated and
the test continues until exhaustion or until she can do no more in rhythm. Count
the total number of modified push ups for the record.
44
SARASWATI HEALTH AND PHYSICAL EDUCATION–XI
Push Up Test Norms for Men
Age
17-19
20-29
30-39
40-49
50-59
60-65
>56
>47
>41
>34
>31
>30
Good
47-56
39-47
34-41
28-34
25-31
24-30
Above average
35-46
30-39
25-33
21-28
18-24
17-23
Excellent
19-34
17-29
13-24
11-20
9-17
6-16
11-18
10-16
8-12
6-10
5-8
3-5
Poor
4-10
4-9
2-7
1-5
1-4
1-2
Very Poor
<4
<4
<2
0
0
0
40-49
>35
>36
>37
>31
Good
27-35
30-36
30-37
25-31
Above average
21-27
23-29
22-30
Average
11-20
12-22
10-21
Below average
6-10
7-11
5-9
Poor
2-5
2-6
Very Poor
0-1
0-1
>25
>23
21-25
19-23
18-24
15-20
13-18
8-17
7-14
5-12
4-7
3-6
2-4
1-4
1-3
1-2
1
0
0
0
0
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Partial Curl Up
60-65
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Excellent
50-59
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30-39
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20-29
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(In
Age
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Push Up Test Norms for Women
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Average
Below average
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Purpose: To test the muscular strength and endurance of abdominal muscles. In
fact, strong abdominal muscles are significant for maintaining good posture, hip
alignment and in preventing low back pain.
Equipment Required: A flat clean and cushioned surface, recording sheet and
pen.
Procedure: First of all, the complete test procedure is explained to the subject.
After that the subject lies in supine position on cushioned surface. The knees should
be flexed and feet should be 12 inches from the buttocks. Both the feet should be
slightly apart. The arms are extended and are rested on thighs. The head should
be in neutral position. This is the starting position. Then, the subject curls up with
a slow controlled movement, until his/her shoulders come off the cushioned surface
or mat two inches then back down again. One complete curl-up is completed every
three seconds. These are continued until the subject feels unable to maintain the
rhythm. There should not be any pause in the up or down position. It should be a
continuous process.
Scoring: Record the total number of partial curl ups. Curl up should not be counted
if the shoulders are not raised up by 2 inches.
Advantages
1. This test is simple and quick to perform.
2. It requires minimum equipment.
3. A number of subjects/students may be tested at a time.
SUPPLEMENTARY BOOK
45
Sit and Reach
Sit and reach test was developed first time
by Wells and Dillon in 1952.
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This test is widely used as a normal test to
assess flexibility.
Purpose: The sit-and-reach test is a
significant test to measure the flexibility
of hip region including the lower back and
hamstring muscles. Generally, it is noted
Sit-and-reach test
that owing to the lack of flexibility in this
region, there is a greater risk of injury. It is also entangled with lumbar lordosis
and lower back pain.
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Equipment Required: Sit-and-reach box or a makeshift ruler and a box may be
used in which the zero mark can be adjusted for each individual according to their
sitting reach level because there is a variation of lengths of individual’s arms and
legs.
Procedure: First of all, shoes and socks should be removed. Then sit down on the
floor with legs stretched out straight ahead. The soles of the feet should be kept
flat against the box. Both the knees should be locked and pressed flat to the floor.
An assistant may hold the knees down. Palms should be facing downwards. Hands
should be on the top of each other or side by side. The individual, whose flexibility
is to be measured tries to extend his both hands forward along the measuring line
on the box as far as he can extend. His fingertips of both hands should remain equal
and at the same level. He should not jerk or bounce to reach maximum distance.
He should hold the full reach position for two seconds and the score (distance)
should be recorded. Generally, in such test, warm-up is not allowed, however, the
best results can be attained after suitable warm-up. In case of a sliding ruler or a
makeshift ruler, the zero mark should be at the fingertips. If it is not available or
simple marking is there then zero mark should be 9 inches before the feet.
Scoring: The score is recorded to the nearest centimetre or half inch based on the
distance reached by the fingertips of both hands.
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Advantages
1. It is a simple test to know the flexibility.
2. It is an easy test to perform.
©
Disadvantages: This test is good for flexibility of joints of lower back and
hamstrings and not related to the flexibility of other joints of the body.
Body Mass Index (BMI)
BMI stands for Body Mass Index. It is used to measure body composition. BMI is
calculated by taking a person’s weight and dividing by height. For example, if your
height in 1.7 metres and your body weight is 65 kg, then your BMI will be:
65
65
=
=
= 22.5 kg/m2
2
2.89
(1.70)
46
SARASWATI HEALTH AND PHYSICAL EDUCATION–XI
Equipment Required. Scales and stadiometer for measuring weight and height.
Procedure. BMI is calculated from body weight (W) and height (H).
W
BMI
Categories
BMI = (H × H) where W = body weight in
< 18.5
Underweight
kilograms and H = height in metres. The
18.5–24.9
Normal weight
higher the score usually indicates higher levels
25.0–29.9
Overweight
of body fat.
Obesity Class I
35.0–39.9
Obesity Class II
40.0–49.9
Obesity Class III
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30.0–34.9
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Scoring: With the help of the following table,
the BMI rating can be determined. It is the
BMI classification system of World Health
Organisation. For males and females the
rating scale is the same.
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EXTENSION ACTIVITY
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Being a student of physical education, it becomes your foremost responsibility to be well
aware about the significance of health-related fitness. Keeping that in point of view, prepare
your profile of health-related fitness as per the below given format:
Name/Class/Roll No. ................................
a)
Name of the test Item
di
• Sit and Reach Test
(In
• BMI
se
• Sit Ups
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• Push Ups/Modified Push Up
• Flamingo Balance Test
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! ? !
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• Harvard Step Test
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EXERCISES
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Objective Type/Multiple Choice Questions (Carrying 1 Mark)
Give one word answers.
1. What is the formula for calculating BMI?
2. What is the formula for calculating waist-hip ratio?
3. If an individual’s BMI is in between 25.0–29.9 in which category of WHO he/she will be
placed?
4. By whom the Sit-and-Reach Test was developed first time?
5. Which test was developed by Brouha and others in 1943?
Fill in the blanks.
1. The individuals, who have an ................................. body, are usually referred to as slim
persons because their muscles and limbs are elongated.
2. ......................is the ability to exercise the entire body for long periods of time.
SUPPLEMENTARY BOOK
47
3. There are............................components of health-related fitness.
4. Test, measurement and........................are essential to get the knowledge about the
progress in sports.
5. The Sit-and-Reach Test was first developed by........................in 1952.
6. ...........................is the amount of force a muscle or muscle groups can exert.
7. Sit-and-Reach Test is used to measure the........................of an individual.
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State True or False.
1. Body composition is the % of lean body mass in comparison to body fat. (True/False)
2. Body Mass Index is used to know the body composition. (True/False)
3. The range for obesity class-II condition given by WHO is 30.0–34.9 (True/False)
4. Hippocrates was a famous physician of Germany. (True/False)
5. Harvard Step Test is used to measure the speed of an individual. (True/False)
Choose the correct answer.
1. Which one of the following categories is not classified by Hippocrates?
(a) Sanguine
(b) Phlegmatic
(c) Asthenic
(d) Choleric
2. Sheldon classified the body type of individuals into the following categories
(a) Pyknic
(b) Asthenic
(c) Athletic
(d) None of these
3. Test, measurement and evaluation are significant for
(a) For getting knowledge about the progress
(b) For knowing the abilities and capacities
(c) For research and experimentation
(d) All of the above
4. By whom the Sit-and-Reach Test was developed?
(a) Wells and Dillon
(b) Brouha and others
(c) Guilford and Murphy
(d) None of these
5. In the following, which is not the component of health-related fitness?
(a) Flexibility
(b)
Speed
(c) Muscular endurance (d) Muscular strength
6. In which unit the value of BMI is measured?
(a) pound/foot2
(b) kg/m2
(c) gm/cm2
(d) None of these
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7. Which one of the formula is used to measure BMI?
Weight
Weight
(Height)2
(a) Height
(b)
(c)
(d)
Weight
Height
(Height)2
Weight
8. How many categories of BMI are given by World Health Organization?
(a) 3
(b) 4
(c) 5
(d) 6
9. Hippocrates was a famous physician of which country?
(a) Germany
(b) France
(c) Greece
(d) Italy
10. What is the height of bench used by women for Harvard Step Test?
(a) 12 inch
(b) 14 inch
(c) 16 inch
(d) 18 inch
11. What is the range of healthy body mass index according to WHO?
(a) 18.5-24.9
(b) 25-29.9
(c) 30-34.9
(d) 35-39.9
12. Waist-Hip Ratio is calculated by:
(a) multiplying waist by hip measurement
(b) dividing waist by hip measurement
(c) subtracting waist from hip measurement (d) adding hip to waist measurement
48
SARASWATI HEALTH AND PHYSICAL EDUCATION–XI
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13. Given below are the two statements labelled Assertion (A) and Reason (R).
Assertion (A): The Body mass Index is also known as Quetelet Index because it was
invented by Adolphe Quetelet.
Reason (R):
With the help of BMI, it is to know whether one is underweight, normal
weight, overweight or in the category of obesity.
In the context of the above two statements, which one of the following is correct?
(a) Both (A) and (R) are true and (R) is the correct explanation of (A).
(b) Both (A) and (R) are true, but (R) is not the correct explanation of (A).
(c) (A) is true, but (R) is false.
(d) (A) is false, but (R) is true.
14. The word ‘Meso’ in Mesomorph is related to:
(a) Fat
(b) Lean
(c) Muscular
(d) None of these
15. The test duration for the Harvard Step Test is ................
(a) 2 minutes
(b) 3 minutes
(c) 4 minutes
(d) 5 minutes
16. Rohit’s height is 5 feet 1 inch measured with the help of stadiometer. The 5 feet 1 inch
is an example of ................
(a) test
(b) measurement
(c) evaluation
(d) assessment
17. Skin fold technique is used to measure ...............
(a) weight
(b) girth measurement
(c) over fatness
(d) fat percentage
18. Which one of the following body type person is good for weight lifting?
(a) Endomorph
(b) Ectomorph
(d) None of the above
(c) Mesomorph
19. What is the full form of B.M.I?
(a) Body Mass Index
(b) Body Management Index
(c) Body Motivational Index
(d) Boxing Management of India
20. Which one of the formula is used to calculate the waist-hip ratio of an individual?
Circumference of Hip
Circumference of Waist
(b)
(a)
Circumference of Waist
Circumference of Hip
Circumference of Waist
Circumference of Hip × 100
(c)
(d)
2
Circumference of Waist
(Circumference of Hip)
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21. If a male’s waist circumference measurement is 33 inches and hip circumference
measurement is 44 inches. What will be his waist-hip ratio?
(a) 0.60
(b) 0.75
(c) 0.68
(d) 0.64
22. What is the height of the bench or box used by men for Harvard Step Test?
(a) 16 inch
(b) 18 inch
(c) 20 inch
(d) 22 inch
23. Sit and Reach Test was developed by Wells and Dillon in ...................
(a) 1948
(b) 1950
(c) 1952
(d) 1954
24. Body Mass Index is used to measure ............
(a) bone density
(b) muscle mass
(c) body composition (d) All of these
25. Push Ups test is used to measure .................
(a) upper body strength and endurance
(b) flexibility
(c) cardiovascular fitness
(d) strength and endurance of
abdominal muscles
26. Which test was developed by Brouha and others?
(a) Sit and Reach Test
(b) Partial Curl Up Test
(c) Push Ups
(d) Harvard Step Test
SUPPLEMENTARY BOOK
49
27. Which one of the following categories of body type is classified by Ernest Kretschmer?
(a) Pyknic
(b) Phlegmatic
(c) Choleric
(d) Mesomorph
28. Which test was invented by Adolphe Quetelet?
(a) Cardiovascular Fitness Test
(b) Body Mass Index
(c) Partial Curl Up Test
(d) Sit and Reach Test
29. What is the range of an individual who falls in the category of obesity class-II according
to the criteria of WHO?
(a) > 40
(b) 30.0 - 34.9
(c) 25.0 - 29.9
(d) 35.0 - 39.9
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Short Answer Questions-I (Carrying 2 Marks)
1.
2.
3.
4.
a)
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Discuss the classification of individuals by Hippocrates in brief.
Discuss the procedure of Partial Curl Up Test.
Discuss the procedure of modified push ups test for girls.
Rajkumar is a student of 11th class. His body weight is 70 kg and height is 1.60 m.
Calculate his BMI. Also state the category in which he falls.
5. Calculate the waist-hip ratio of Raju whose waist circumference is 30 inches and hip
circumference is 44 inches. State whether he is having a healthy Waist-Hip Ratio or not?
Also state the healthy WHR for men and women according to WHO?
6. Calculate the waist-hip ratio of a female whose waist measurement is 38 inches and her
hip circumference 40 inches. State if she is at health risk?
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(In
What do you mean by test, measurement and evaluation?
Define test, measurement and evaluation.
What do you mean by Body Mass Index? Explain the categories of BMI.
What do you mean by Waist-Hip Ratio?
What are the traits of endomorphs?
Explain in brief the traits of mesomorphs.
Discuss the traits of ectomorphs.
How will you measure the somatotypes? Explain the procedure in brief.
Discuss the procedure of measurement of Body Mass Index.
Briefly discuss about partial curl up.
Given below is the BMI data of school’s health check-up.
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1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
di
Short Answer Questions-II (Carrying 3 Marks)
50
18.5–24.9
< 18.5
25–29.9
30–34.9
SARASWATI HEALTH AND PHYSICAL EDUCATION–XI
On the basis of the above data; answer the following questions:
A. In which category does the major students’ population fall into?
(a) Obese
(b) Normal weight
(c) Under-weight
(d) Over-weight
B. The school has to develop an activity-based program to decrease the number of
which category?
(a)
(b)
(c)
(d)
(c)
(d)
(a)
(b)
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C. Which category is related to underweight?
m
12. Given below is the BMI data of school’s health check-up.
Li
600
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[Graphical representation of students’ BMI]
iv
a)
Pr
400
di
300
(In
No. of Students
at
500
se
200
> 40
35–39.9
30–34.9
25–29.9
18.5–24.9
sw
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< 18.5
iH
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100
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On the basis of the above data; answer the following questions:
A. In which category does the maximum number of students fall into?
(a) Over-weight
(b) Under-weight
(c) Normal weight
(d) Obese Class III
(e) Obese Class I
(f) Obese Class II
B. Which categories stated below require regular physical exercise to reduce their values
of BMI?
(a)
(b)
(c)
(d)
(e)
(f)
C. In which category the minimum students fall into?
(a) Over-weight
(b) Under weight
(c) Normal weight
(d) Obese Class III
(e) Obese Class II
(f) Obese Class II
SUPPLEMENTARY BOOK
51
13. A waist-hip ratio test was conducted in a school for boys to know about the students
who are at health risk. The data related to the waist-hip ratio of students is given below.
0.96–1.0
(a)
(c)
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(b)
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> 1.0
On the basis of the above data; answer the following questions:
A. In which category does the maximum strength of students fall into?
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< 0.95
Pr
B. Which category of students are art at a high risk of health?
(a)
(c)
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a)
(b)
(b)
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(a)
(In
C. Which category is related to moderate risk of health?
(c)
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14. The Harvard Step Test was conducted to know the cardiovascular fitness of students
(boys) of a school. The data related to cardiovascular fitness of students is given below.
> 90.0
80.0–90.0
65.0–79.9
55.0–64.9
< 55
On the basis of the above data; answer the following questions:
A. In which category does the maximum strength of students fall into?
(a) Excellent
(b) Good/Above average(c)
Average
(d) Below average
(e) Poor
52
SARASWATI HEALTH AND PHYSICAL EDUCATION–XI
B. Which category of students has maximum cardiovascular fitness?
(a)
(b)
(c)
(d)
(e)
C. Which category of students does direly need physical activity based programme to
develop their cardiovascular/aerobic fitness?
(a)
(b)
(c)
(d)
(e)
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15. During a health related fitness check up at a school it was noted that the BMI of Raj,
a student of class X, was 35.84 kg/m2. Along this, his cardiovascular/aerobic fitness
was also less than 50. He was advised to take part in physical activities by his physical
education teacher to get rid off these health related problems.
Based on this case, answer the following questions:
A. In which category of BMI does Raj fall into?
(a) Under weight
(b) Normal weight
(c) Over weight
(d) Obesity Class I
(e) Obesity Class II
(f) Obesity Class III
B. If you are a physical education teacher, which one of the following physical activities
you will advise to him?
(a) Acceleration Runs
(b) Weight Training
(c) Jogging, brisk walking or slow running at moderate speed for more than 30
minutes daily.
(d) Pace Runs
C. If the height of Raj is 1.54 m, what will be his body weight?
(a) 65 kg
(b) 75 kg
(c) 85 kg
(d) 92 kg
16. Observe the picture given below and answer the following questions:
©
A. The test shown in the above picture is conducted to check the .................... fitness.
(a) muscular
(b) cardiovascular
(c) respiratory
(d) skeletal
B. The height of the bench used in the above picture is .................... cm for women.
(a) 45
(b) 50
(c) 40
(d) 55
C. The test shown in the picture is developed by ....................
(a) Brouha
(b) Sheldon
(c) Adolphe Quetelet (d) Cooper
Short Answer Questions-III (Carrying 4 Marks)
1. Elucidate the procedure for fixing marks for skinfold measurements.
2. Discuss the procedure for skinfold measurement.
SUPPLEMENTARY BOOK
53
Long Answer Questions (Carrying 5 Marks)
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Objective Type/Multiple Choice Answers
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1. What do you mean by test, measurement and evaluation? Elucidate the importance of
test, measurement and evaluation in the field of sports.
2. What do you mean by Body Mass Index? Explain the procedure of calculation of BMI.
3. Explain in detail the somatotypes.
4. Elucidate the Harvard Step Test to measure the cardio-vascular fitness.
5. To measure the upper body strength and endurance of boys and girls, discuss push ups
and modified push ups respectively.
6. To measure the health-related fitness, explain the Harvard Step Test and Body Mass Index.
7. What do you mean by skinfold measurement. Discuss the procedure for skinfold
measurements in detail.
One word answers
1.
BMI =
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(In
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Waist circumference
Body weight
2.Waist-Hip Ratio =
Hip circumference
(Height × Height)
3. In Overweight category
4. Wells and Dillon
5. Harvard Step Test
Fill in the blanks
1. ectomorph
2. Cardiovascular endurance 3. Five
4. evaluation
5. Wells and Dillon
6. Muscular strength
7. flexibility
True or False
1. True
2. True
3. False
4. False
5. False
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Correct answers
1. (c) Asthenic
2. (d) None of these
3. (d) All of the above
4. (a) Wells and Dillon
5. (b) Speed
6. (b) kg/m2
Weight
7. (c)
8. (d) 6
9. (c) Greece
(Height)2
10. (c) 16 inch
11. (a) 18.5—24.9
12. (b) dividing waist by hip measurement
13. (a) Both (A) and (R) are true and (R) is the correct explanation of (A).
14. (c) Muscular
15. (d) 5 minutes
16. (b) measurement
17. (d) fat percentage
18. (a) Endomorph
19. (a) Body Mass Index
Circumference of Waist
21. (b) 0.75
22. (c) 20 inch
20. (a)
Circumference of Hip
23. (c) 1952
24. (c) Body composition
25. (a) upper body strength and endurance
26. (d) Harvard Step Test
27. (a) Pyknic
28. (b) Body Mass Index
29. (d) 35.0 - 39.9
54
SARASWATI HEALTH AND PHYSICAL EDUCATION–XI
CHAPTER
7
Fundamentals of Anatomy, Physiology in Sports
3. PROPERTIES AND FUNCTIONS OF MUSCLES
Properties of Muscles
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Muscle cells are also called muscle fibres. These are the basic units of our muscles.
Human beings have three types of muscles, i.e., skeletal muscles, smooth muscles
and cardiac muscles. Skeletal muscles are called voluntary muscles because these
muscles are under our conscious control, whereas, smooth muscles are called
involuntary muscle because these are not under our control. These muscles are
found in the walls of our blood vessels and in our hollow visceral organs such as
stomach, urinary bladder and respiratory passages. Cardiac muscles are found in
the heart. In fact, these muscles form the walls of the heart. Cardiac muscle cells
are striated as skeletal muscle cells but cardiac muscles are not voluntary. In fact,
muscles have some specific properties that enable them to perform various
functions. These properties are stated below.
1. Excitability: Excitability refers
to the ability to activate muscles, Contractility
thereby causing them to contract.
If the excitability of the muscle
is greater, its force, velocity and
Excitability
endurance properties will be
greater. As a matter of fact, a
muscle is excited by the release Extensibility
of calcium into the cell, which
acts as the trigger for contraction.
Elasticity
Adinosine triphosphate (ATP)
works by increasing and sustaining
the amount of calcium available
Properties of muscle
to the muscles, which boosts
muscular excitability. For example, in case of a weightlifter, he/she will lift
more weight and produce a greater number of repetitions per set.
2. Contractility: Contractility is the ability of the muscle to shorten forcibly
when it is stimulated adequately.
3. Elasticity: Elasticity is the ability of the muscle tissue to return to its normal
resting length and shape after being stretched. If the muscle tissue does not
have elasticity, it would remain at its stretched length.
4. Extensibility: Extensibility is the ability of muscle to be stretched or
extended. In fact, muscle fibres shorten while contracting, but they can be
stretched, even beyond their resting length when relaxed. If muscle tissue
could not stretch, you would not have the mobility or range of motion you
have.
Functions of Muscles
Muscular system is just like a machine which converts chemical energy into
mechanical energy. We know that there are three types of muscles in our body,
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viz., skeletal, smooth and cardiac. Each type of muscle performs specific function in
our body. Along with this, there are two types of skeletal muscle fibres in a human
body, namely, red fibres and white fibres. They are also called slow twitch fibres
and fast twitch fibres, respectively. These fibres also have different functions. The
various types of muscles and fibres perform the following functions.
1. Muscle contractions usually carry out one of the two things—either they
maintain a posture or they cause movement.
2. Skeletal muscles provide the force for movement of the skeletal system. These
muscles perform movements at our will.
3. Cardiac muscles perform pumping action of the heart.
4. Smooth muscles are concerned with the movements of internal organs, such
as those of the stomach, intestines, visceral and blood vessels.
5. The two types of skeletal muscle fibres, i.e., slow twitch fibres and fast twitch
fibres perform different types of functions. Slow twitch fibres contract at a
slow rate. These fibres play a vital role in endurance activities or aerobic
activities, such as in cross country race or long distance races. The fast twitch
fibres contract at a fast rate. These fibres produce explosive power. These
fibres perform fast repetitive contractions. These fibres are usually at work
in 100 m race or sprint races, high jump, weightlifting, basketball, football,
etc. These fibres play a vital role while performing anaerobic activities.
6. Muscles also provide shape to the human body.
7. Some muscles help in increasing the range of movements.
8. Big muscles provide protection to the bones.
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Fill in the blanks.
1. ......................... muscles provide the force for movement of the skeletal system.
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2. .......................... muscles perform pumping action of the heart.
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State True or False.
1. Big muscles do not provide protection to the bones. (True/False)
Choose the correct answer.
1. What is the approximate weight of the human heart?
(a) 200 g
(b) 300 g
(c) 400 g
2. Out of the following, which is the property of muscles?
(a) Excitability
(b) Contractility
(c) Elasticity
(d) None of these
(d) All of the above
Short Answer Questions-I (Carrying 3 Marks)
1. Discuss the functions of muscles.
2. Elaborate the properties of muscles.
Long Answer Questions (Carrying 5 Marks)
1. Discuss the functions and properties of muscles.
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Objective Type/Multiple Choice Answers
Fill in the blanks
1. Skeletal
State True or False
1. True
Correct Answer
1. (d) All the these
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Fundamentals of Kinesiology and
Biomechanics in Sports
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2. (d) All of the above
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2. Cardiac
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Sports biomechanics is traditionally divided into the study of kinetics and
kinematics. These two terms are frequently used synonymously to deal with the
motion of the objects but even then there are some differences between these two
terms.
Kinematics is the study of description of motion while kinetics is the study of
explanation of motion. In kinematics, the focus is on the motion of the object, while
kinetics focuses on the cause of motion dealing with the question ‘Why?’
Kinetics is the study of the cause of motion, namely forces and torques, for
example, forces between the feet and the ground when jumping.
Kinematics is the study of movement regarding the time taken to carry out
the activity. Kinetics is the study of forces that act on the body, while, kinematics
is the study of the movements produced in the body.
Kinetics is focused on understanding the cause of different types of motions of
an object, such as rotational motion in which the object experiences force or torque.
Kinematics explains in terms, such as acceleration, velocity and position of
objects. For example, in the study of golf swing, kinematics focuses on details of the
swing ‘motion’ such as the shape of the club-head path, positions of the body and
club at various swing events, velocities of the body parts and club and the timing
of slow-down of the body for speed-up of the club. To describe the swing motion
accurately, it is essential to measure it accurately. That is why measurement of the
motion is one of the main aspects of kinematics. Basic kinematic quantities include
time, position, displacement (distance), velocity (speed) and acceleration. Some
other examples are: throwing a ball in vertical motion, moving objects in horizontal
motion and shooting a bullet from a gun (projectile motion).
Kinetics focuses on the causes of motion acting on the body: forces for the
linear motion and moments of force (torque) for the angular motion. For example,
there are largely two different forces acting on the club, i.e., the grip force exerted
by the hands to the grip and the gravity (weight of the club). Since the weight of
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the club remains the same during swing, the grip force is the main factor that
influences club’s linear motion. Another example is, when you spin a top, it rotates
in circular motion. In such a case, you apply energy on the top and that converts
the top’s stored energy into kinetic energy.
EXTRA EDGE
Differences between Kinetics and Kinematics
Kinetics
Kinematics
1. It deals with objects solely in terms of their
position, velocity or acceleration.
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1. It deals with forces and motion only.
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2. It helps you to figure out how forces 2. It helps you to understand how an object
moves through space but not why it moves
affect motion.
or how the motion was initiated.
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3. In case of kinetics, a body that has no 3. In case of kinematics, an object that is not
being affected by a force will just continue
force acting upon it will not move at all.
moving at its current velocity (unless acted
upon by another force).
a)
4. It takes into consideration the forces 4. It does not take into consideration the forces
explicitly.
explicitly.
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5. The mass of the object is taken into 5. The mass of the object is not taken into
consideration.
consideration.
6. It is also called the geometry of motion.
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6. It is also called dynamics.
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Objective Type/Multiple Choice Questions (Carrying 1 Mark)
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1. Which one of the following is an example of kinetics?
(a) Throwing a ball in vertical motion
(b) Moving objects like car in horizontal motion
(c) Shooting a bullet from gun in projectile motion
(d) Torque
2. Kinetics deals with ................ of objects
(a) forces and motion
(b) position of objects and velocity
(c) forces and velocity
(d) position of objects and acceleration
3. Kinetics is used in ..........
(a) chemistry
(b) biology
(c) chemistry and biology
(d) mechanics
4. Kinematics analyses motion in terms of ..........
(a) Velocity
(b) Time
(c) Displacement
(d) All of the above
5. Sport biomechanics is traditionally divided into the areas of ..........
(a) Kinematics
(b) Kinetics
(c) both ‘a’ & ‘b’
(d) Geometry
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SARASWATI HEALTH AND PHYSICAL EDUCATION–XI
Short Answer Questions-I (Carrying 2 Marks)
1. What do you mean by kinetics?
2. What do you mean by kinematics?
3. What is the main difference between kinetics and kinematics?
Objective Type/Multiple Choice Answers
Choose the correct answer.
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Psychology and Sports
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3. (c) Chemistry and biology
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2. (a) Forces and motion
5. (c) both ‘a’ & ‘b’
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4. (d) All of the above
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Short Answer Questions-II (Carrying 3 Marks)
1. Elucidate the concept of kinetics and kinematics.
Long Answer Questions (Carrying 5 Marks)
1. Define kinetics and kinematics and differentiate between them explicitly.
(In
2. DEVELOPMENTAL CHARACTERISTICS AT DIFFERENT STAGES OF
DEVELOPMENT
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First
rst of all, it is really essential for all of us to know—what are the meaning
of growth and development? Generally, growth and development are used
synonymously. If we try to understand the meaning of growth and development,
we come to know that there is hardly any specific difference. But the reality is that
there is a clear-cut difference between the two words. As a matter of fact, growth
means the growth of physical organs whether it is in shape, size, height or weight,
whereas development has a detailed meaning in itself. In fact, growth is a part of
development. The development does not mean only growth but it is more than that.
According to Hurlock, “Development is not limited to growing larger instead it
consists of a progressive series of changes of an orderly, coherent type towards the
goal of maturity.”
In fact, growth is related to the change in size, weight and height of any individual,
whereas development is related to the changes in all aspects of an individual such
as physical development, mental development, social development, emotional
development, motor development, etc. Growth is limited up to a certain age.
Generally, after maturity growth does not take place, whereas the process of
development is a long process, which continues throughout the life. It appears that
the direction and pattern of growth and development of children approximately
remain the same. But in reality the growth and development of every child take
place according to his own schedule. It means every child has his own pattern of
growth and development. During the different stages of growth, various changes
related to physical, mental, social, emotional and motor development take place.
For ease of understanding the stages of growth and development can be classified
into the following stages along with their characteristics.
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Infancy
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The stage from birth to the end of 2 years of age is called infancy. At this stage, the
grasping power of an infant’s brain becomes very fast. His/her power of memory also
increases. His/her thinking ability also increases. He/she understands the language
clearly and speaks accordingly. His/her capability to know new words increases.
He/she starts understanding the simple conversation of adults. At this stage, the
curiosity drive of the child also increases. They try to ask various questions and are
easily satisfied by the answers of elder persons.
Children are emotional at this stage but they do not have their control over emotions.
They usually exhibit or display their emotions through motor skill activities. In
daily life, they forget their emotions such as sorrow and happiness, after some
time. At this stage, the behaviour of children depends upon imaginations. They
keep themselves busy in such activities in which they can use their imaginations.
They like to listen or watch the fairy tale stories. At this stage, they learn activities
related to motor skill such as walking, running, jumping, catching, throwing, etc. In
this way, they start using their physical organs, internal organs and sensory organs
in a balanced way. Social sentiments and emotions related to self-love become strong
in them. They do, what they like and leave aside what they don’t like.
a)
Childhood
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Childhood stage begins from the 3rd year and ends by the end of the 12th year.
At this stage, the children are able to have enough control on their muscles. Their
development becomes very fast during the first three years and later on, i.e., till 12th
year their development becomes strong and vigorous. At this stage, children spend
most of their time playing. Their neuro-muscular coordination becomes efficient
enough. At this stage, the concentration power of the children increases, but they
cannot concentrate for a long time. Their thinking ability increases at a faster rate.
Their power of memory, logic, thinking and decision-making increases remarkably.
Till the end of this stage, they learn to control their emotions. Emotionally, they
become stable and optimistic. They also learn to control their behaviour. In
childhood, they do not like any question on their self-esteem and self-respect.
During this stage, social qualities develop in them very quickly. They like to play
with children of their age. They are able to adjust their behaviour in the society,
owing to the appropriate development of social qualities.
At this stage, children are more courageous, imaginative, resourceful and
adventurous. They usually blindly follow the persons whom they admire. They like
to copy the deeds and actions of their famous heroes about whom they hear, read
or watch. At this stage, they have the best motor learning ability.
Adolescence
Adolescence is a stage of complex changes, which begins after childhood and ends
before adulthood. Generally, it is supposed that the adolescent stage begins from
13 years and remains till 19 years. During this stage, the growth of adolescents
becomes spontaneous. The different characteristics of this stage are depicted below.
1. Physical Characteristics: At this stage, the growth becomes very fast. In
adolescent period, many physical changes take place spontaneously. The
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development of internal and external sexual organs begins. Many physical
changes take place in girls and boys from the very beginning of this stage.
During the period of 13 to 14 years, various changes can be seen, especially in
girls. The voice of girls becomes soft, sweet and light. Moustaches and beards
start appearing on the face of boys. Generally, the height, weight, bones,
muscle power and other physical organs of boys and girls begin to mature. As
adolescents do not have a complete knowledge about such physical changes,
they become restless, impatient, worried and upset naturally.
2. Mental Characteristics: Physical and mental growth go hand in hand, but
it is not applicable for all the adolescents. It has been seen in case of some
adolescents that they lag behind in mental growth in the earlier stages, though
they achieve physical maturity much earlier. In fact, they achieve mental growth
later on, when they are able to go into the depth of things. Adolescents become
interested in viewing and reading thrilling novels and stories, imaginative
stories and cartoons and fictions. During adolescence, the ability to criticise and
take decision, and the eagerness or curiosity for novel thoughts and ideals are
developed. They are curious to know more and more about the people, places
and principles. They demand self-respect, dignity and self-independence.
At this stage, they remain under stress and tension. They become worried.
Some are unable to adjust with other people. They have high aspirations. They
also indulge in day-dreaming. They remain mentally absent in the classes and
also at home. At this stage, they are neither children nor adults. Sometimes,
their behaviour become aggressive. They themselves do not know what to do
and where to go for guidance as well as directions or advice in the matters of
their personal needs. As a matter of fact, they need a healthy environment,
proper guidance and a sense of direction.
3. Emotional Characteristics: The life of an adolescent is full of emotions.
Under the influence of such emotions, he/she performs such uphill tasks,
which seem to be impossible in the beginning. Ross says, “The adolescent
lives an intensely emotional life in which we can see once more the rhythm of
positive and negative phases of behaviour in his constant alternation between
intense excitement and deep depression.” Sometimes, the adolescents become
so hyper that they feel themselves at the top of the world and sometimes,
they find themselves in the state of deep disappointment. Usually, they are
at an emotional variance. Sometimes, they fly high in world of day dreaming
and imaginations while at other times they feel themselves like a bird whose
wings have been clipped. They are unable to have proper control over their
emotions such as anger, love, greed, hate, jealousy, etc. They cannot bear
disrespect and disgrace. Sometimes, they do not even like the suggestion or
guidance given by someone.
4. Social Characteristics: Usually, the adolescents adopt a way, which is
selected by them but the society creates various obstacles in their way. In
such a condition, the adolescents revolt against the traditions and customs
of the society. During this stage, friends are very important to them. They
exchange their views, knowledge and experiences with one another. They
always long for leadership and specific recognition in the society. They try
to present themselves better than others. They have interest to participate
in recreational activities, viz., picnic, dancing, music, trekking, hiking,
mountaineering, sports, etc. By participating in such activities they develop
socially acceptable qualities.
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5. Motor Characteristics: Motor
coordination tends to improve
during this stage. Improvement
is also seen in coordinative
abilities which result in better
motor learning abilities. There is
a rapid development of maximum
strength and explosive strength
in boys as compared to girls.
The performance in various
sports improves at a faster
rate during this stage with
continuous participation and
regular exercise.
HEIGHT AND AGE
Adulthood
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Stages of development
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Generally, adulthood begins around 20 years of age. It consists of early, middle and
late stages. Each stage has its own characteristics:
1. Physical Development: Early adulthood usually remains from 20 years to
40 years. In this stage, our maturation is complete. However, our height and
body weight may increase slightly. In this stage, our physical abilities are at
their apex, including muscular strength, reaction time and sensory abilities.
Most of the athletes remain at the top during this stage. Women may gain
additional weight owing to child bearing. Middle adulthood begins from 40
years to 60 years of age. There is a gradual physical decline. Our skin loses
some elasticity and wrinkles are usually seen on face. By this time, visuality
decreases up to some extent. Women may feel slow decline in fertility as
they approach towards menopause. Both genders tend to gain weight. Most
probably abdominal fat increases among males. Hair begins to turn grey
during this stage. Later adulthood begins after 60 years of age. During this
stage, skin continues to lose its elasticity. Reaction time usually begins to
slow down further. Muscular strength also decreases. Sensory organs like
eyes, ears, nose, tongue, etc., begin to decline their capacities to smell, taste,
hearing and vision significantly. Our brain may also no longer function at
optimum level. It may lead to problems like loss of memory, dementia and
Alzheimer’s disease.
2. Cognitive Development: During adulthood, there are numerous changes
in cognitive development. As a matter of fact, cognitive development during
adulthood is a complex, ever changing process that may be even more active
than cognitive development in infancy and early childhood. Our cognitive
abilities remain steady during early and middle adulthood. However, in late
adulthood we may begin to observe a decline in another area of our cognitive
abilities, i.e., information processing abilities, reasoning and memory. These
processes become slower. A person, who engages in mentally and physically
stimulating activities feel less cognitive decline. They are not likely to face
dementia.
3. Social Development: Adults begin to focus on building stronger relationships.
They are concerned with building their careers, raising children and engaging
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in other activities. They are also concerned with caring for others and try to
make the world a better place. They start behaving in a mature manner. In late
adulthood, it is common that certain social needs increase requiring increased
practical support to manage the demands of every day life due to decreased
physical and cognitive capabilities. Greater emotional support is required to
cope with segregation. They have fewer social ties and are more likely to be
living alone and engage in fewer social activities.
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3. INTRODUCTION TO PSYCHOLOGICAL ATTRIBUTES—ATTENTION,
RESILIENCE, MENTAL TOUGHNESS
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Physiological attributes are the specific characteristics of a person that influence
their behavior and thought. These attributes are very significant to consider when
trying to understand the reason for someone’s behavior. Here, our main concern is
about the psychological attributes of sportspersons or athletes such as attention,
resilience and mental toughness. These psychological attributes play a very effective
role in sports performance. These attributes are described below.
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(A) Attention
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Attention in the field of games and sports is extremely important aspect of mental
preparation for competition. That is why the term “attention” is very common in
the field of sports and athletes do consider that it is very significant for sports
performance. Along this, it is said that in sports, nothing can be more important
than paying attention to the object at hand.
Attention is the ability of an athlete / sportsperson to keep on task. It is
usually called focus or concentration. In fact, attention involves focusing mental
efforts on relevant environmental cues and maintaining that attention. The most
popular model of attention in the field of sport was developed by Robert Neideffer
in 1976. He proposed the dimensions of attention:
A. Direction Dimension
B. Width Dimension
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(A) Direction Dimension: It is further divided into External Attention Focus and
Internal Attention Focus.
(i) External Attention Focus: External attention focus is when an athlete’s
attention is directed outward either to an object or to an opponent’s
movements. An example of external attention focus may be in tennis, the
crowd must be silent when the players are playing and if they are not, the
player may not be able to focus on the game and their performance may be
hindered.
(ii) Internal Attention Focus: This is when an athlete’s / sportsperson’s focus
is directed to their personal thoughts and feelings. An example of internal
attention focus is when a gymnast is mentally preparing before doing a flip.
(B) Width Dimension: It is divided into Broad Attention Focus and Narrow
Attention Focus.
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(i) Broad Attention Focus: Broad attention focus allows an athlete to perceive
various things simultaneously. Indeed, this type of attention focus is very
important in sports where an athlete / sportsperson has to be aware of several
things at a time because the situation is persistently changing. For example,
when a basketball player is dribbling a ball down the court, their environment
is persistently changing. Another example may be, when batting in cricket,
the batter needs to watch the ball, look the gaps in the field to know where to
try and play the shot in order to make maximum runs.
(ii) Narrow Attention Focus: It occurs when an athlete/sportsperson have
a small amount of information to take in. An example of narrow attention
focus is in a 100 m sprint as the athlete is only focusing on himself like
staying in the right line and make sure he gets a good start.
Consequently, both the width dimension and direction dimension need to be
considered when commenting or reviewing an athlete’s performance.
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(B) Resilience
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Resilience in sports psychology is the main factor of sports activities because the
sports performance largely depends upon resiliency of concerned athlete. Resilience
can be defined as the bouncing back of an individual from any traumatic experience
or disturbances. Resilience is the ability to cope mentally or emotionally with a
crisis or to return to pre-crisis status quickly. Resilience exists when the person
uses mental process and behaviours in promoting personal assets and protecting self
from negative effects of stressors. In simple words, resilience exists in individuals
who develop psychological and behavioural capabilities that allow them to remain
calm during crisis and to move on from the incident without long term negative
consequences. In other words, ‘Resilience’ is defined as the capacity to recover from
difficult life events.
Most people think of resilience as the ability to bend but not to break, bounce
back, and perhaps even grow in the face of adverse life experiences.
American Psychological Association defines resilience as “the process of
adapting well in the face of adversity, trauma, tragedy, threats or even significant
sources of stress”.
Resilience can be defined as the ability or tendency to bounce back. In fact,
resilience relates to the ability to bounce back and also to work on copying under
pressure. A resilient performer will look at each task and perform to his maximum
to achieve the end goal. Resilience is a characteristic that performers can use to
build self confidence with the use of mental skills. A good example of resilience
is from tennis where players / performers fight back from 2 sets down during the
tournaments or competitions.
Types of Resilience
There are the following types of resilience, each of which can influence person’s
ability to cope with various forms of stress.
1. Physical Resilience: Physical resilience refers to how our body deals with
change and recovers from demands, injuries in sports and illnesses.
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2. Mental Resilience: Mental resilience refers to a person’s ability to adapt to
change and uncertainty. People who have this type of resilience are flexible
and remain calm during the time of crisis.
3. Emotional Resilience: Emotional resilience regulates emotions during the
times of stress. Resilient persons are well-aware of their emotional reactions
and tend to be in touch with their inner life.
4. Social Resilience: Social resilience involves the ability of groups to recover
from difficult situations. It involves individuals connecting with others and
working together to eradicate or solve problems that affect people both
individually and collectively.
Factors that Help in Building Resilience
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As resilience is very important for athletes/ sportspersons in enhancing their sports
performance, it is essential to have resilience. There are various factors that help
in building resilience. These are stated below.
1. Social support: Social support is helpful in building resilience. It may
include family, friends, community and other organisations.
2. Self-esteem: Self-esteem plays an effective role in building resilience. It can
save off feelings of helplessness in the face of adversity.
3. Communication skills: Communication skills help in seeking people’s
support, mobilize resources and take action.
4. Self-talk: Self-talk also helps athletes to concentrate better. They have more
resiliency.
5. Confidence in one’s strength and abilities: If athletes have ample
confidence in their strength and abilities, they definitely have resiliency.
6. Ability to manage strong impulses and feelings: Athletes tend to be
more resilient if they have ability to manage strong impulses and feelings.
7. By developing a growth mindset: By developing growth mindset, athletes
may be more resilient.
8. Managing Stress : Building healthy stress management habits is an
effective way to enhance overall resilience.
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(C) Mental Toughness
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Mental toughness is a concept that has emerged from the field of sports psychology.
Due to its significant role in enhancing performance in sports it has, taken up a
permanent place in the sports world. Usually, it is observed that athletes make
great efforts to be mentally tough and even coaches seek recruits who appear to have
a tough mindset. But the question still remains: What does it mean to have mental
toughness in sports and games? Mental toughness is a measure of an individual’s
ability to be resilient, have confidence, remain competitive and overcome adversity
in their life.
In fact, mental toughness refers to an athlete’s ability to persist in the face of
challenges mistakes and failure. “Mental toughness” is frequently used to refer
to any set of positive attributes that helps an individual to cope with difficult
situations.
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According to Jones, Hanton and Connaughton, mental toughness is “Having
the natural or developed psychological edge that enables you to: generally, cope
better than your opponents with the many demands (competition, training, lifestyle)
that sport places on a performer; specially, be more consistent and better than
your opponents in remaining detemined, focused, confident and in control under
pressure”.
According to Bedard-Thom, “Mental toughness is a psychological resource that
helps you to achieve challenging goals when faced with stress that puts your success
in doubt.”
The skill of mental toughness is easiest to learn as a child or during adolescence.
The sooner one learns how to remain mentally tough, the easier sports and life will
become.
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There are the following benefits of mental toughness for athletes / sportspersons:
1. Increased Positivity: Athletes with good mental toughness remain positive
in every situation. Remaining positive greatly improves sports performance.
2. Improves Motivation: Motivation plays a vital role in increasing sports
performance. Mental toughness improves motivation. Indeed, cultivating
mental toughness helps an athlete to remain motivated and working in the
direction of your goal which you want to accomplish.
3. Better Resilience: When you proceed to accomplish your goal, some
setbacks are almost guaranteed. When you are in such a situation, mental
toughness enhances your ability to be resilient in the face of adversity.
4. Improved self-belief: Developing high levels of mental toughness
strengthens our mindset and keep self doubts away. When self-belief its
improved it becomes easy for athletes to give better performance in sports.
5. Improves the ability to face criticism: It is but natural for every
individual to face criticism in our life. After having improved mental
toughness, criticism will become neutral. It will not hinder your attention.
Consequently, you can accomplish your goal easily.
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Characteristics of on individual who have mental toughness
1. Resilient in every situation.
2. Having an ability to bounce back from defeat.
3. Intrinsically and extrinsically motivated.
4. Fully confident.
5. Committed to excellence.
6. Having strong desire and willingness to achieve goal.
7. Well organised.
8. Persistent as well as determined.
9. Having attention to detail.
10. Having the ability to expend their energy on things that enhance sports
performance.
11. Remain persistent despite failures.
12. Able to pursue excellence, not perfection.
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13. Having concern with their talents and abilities.
14. Don’t make excuses but try to find solution.
15. Having strong focus on goal.
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EXERCISES
Objective Type/Multiple Choice Questions (Carrying 1 Mark)
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Give one Word answers.
1. What is that stage which begins from birth to the end of 2 years?
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1. The stage from birth to the end of..................... years of age is called infancy.
2. Childhood stage begins from the 3rd year and ends by the end of the..................... year.
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1. The life of an adolescent is full of emotions. (True/False)
Choose the correct answer.
1. “Adolescence is the period of great stress and strain, storm and strife.” Whose statement
is it?
(a) Watson
(b) Crow and Crow
(c) Clarke and Clarke
(d) None of the above
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2. The stage of infancy is for the age group.
(a) 0-2 years
(b) 3-5 years
(c) 6-8 years
(d) 9-12 years
3. Early adulthood remains from 20–40
(a) 20-40 years
(b) 40-65 years
(c) 65 years & above (d) None of these
4. Which one of the following is not a psychological attribute?
(a) Attention
(b) Motivation
(c) Resilience
(d) Mental Toughness
5. An individual’s ability to bounce back in the face of adversity is referred to as:
(b) Resilience
(c) Anxiety
(d) Self-confidence
(a) Stressor
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1. What is attention?
2. What is broad attention focus?
3. What is resilience?
4. What do you mean by mental toughness?
Short Answer Questions-II (Carrying 3 Marks)
1. Elaborate the developmental characteristics during infancy.
2. Describe the developmental characteristics during childhood.
3. Discuss the developmental characteristics of adulthood.
4. Discuss any six factors that help in building resilience.
5. Discus the types of resilience.
6. Discuss the dimensions of attention.
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3. (a) 20-40 years
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One word answer
1. Infancy
Fill in the blanks
1. 2 years
2. 12th year
State True or False
1. True
Correct Answer
1. (d) None of the above
2. (a) 0-2 years
4. (b) Motivation
5. (b) Resilience
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Objective Type/Multiple Choice Answers
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Long Answer Questions (Carrying 5 Marks)
1. Explain the developmental characteristics of adolescence.
2. Discuss the developmental characteristics of infancy and childhood stages.
3. Discuss the developmental characteristics of adolescence in detail.
4. Elucidate the developmental characteristics of childhood and adulthood in detail.
5. What do you mean by attention? Discuss the dimensions of attention.
6. What is resilience? Discuss the types of resilience.
7. What is mental toughness? Explain the benefits of mental toughness for athletes.
8. Discuss the role of various psychological attributes which enhance sports performance.
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3. WARMING-UP AND LIMBERING DOWN
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Meaning of Warming-up
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Warming-up is usually performed to do an activity in most refined and efficient way.
It is a short-term activity and it is done prior to any competition or training. It helps
the sportsperson to prepare physically, mentally and physiologically for any type
of training or competition. In fact, it is necessary to prepare those muscles, which
are involved in that specific activity, sport or game. If proper warming-up is done,
muscles become ready to respond efficiently. It is a process in which muscles are
warmed-up by running, jogging and indulging in some free hand exercises prior to
the training or competition. This preparation before competition or training is called
warming-up. The following definitions may help to know more about warming-up.
1. “Warming-up is a practice in itself.”
2. “Warming-up is done to tone up the body so as to meet the ensuing activity.”
3. “Warming-up consists of a series of preparatory exercises either before a
training session or competition.”
4. “Warming-up is a process of heating the whole body by running and
performing exercises prior to the activity or competition.”
5. “Warming-up is a preliminary exercise of physical and mental preparation
for a strenuous exertion.”
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6. “Warming-up is a process by which human machine is brought to a condition
at which it safely responds to the nerves impulses of the person for quick and
efficient action.”
7. De Vries concludes in his research study that warming-up increases
temperature of blood; and muscles improve the performance.
8. Hill says that “if normal temperature of body is decreased slightly, the
reaction time will be increased, contractile time will also be increased and
extension of muscles will be less and if body temperature is increased than
normal temperature, then contractile force and speed of muscles will be
increased.”
It can be concluded that warming-up includes certain exercises, which are
performed
med before training or competition to prepare well physically, mentally and
psychologically.
Research scholars and physical educationists are divided on the issue of warmingup. Some of them hold the opinion that warming-up before performing an activity
is not essential. They advocate that warming-up before an activity is useless and
further aver that it is merely a wastage of energy as well as time. They also say that
warming-up lays obstacles in the way of peak performance. The number of persons
who think along these lines is very limited. But on the other hand, there are a
number of scholars and physical educators who are of the opinion that warming-up
prior to an activity, game or sport is essential. They say that warming-up is valuable
in many ways but indiscriminate warming-up is wastage of energy. Warming-up
should be specific to the activity being performed. It can be easily observed that if
proper warming-up is not done before competition or training, the muscles are torn
and damaged. It further leads to temporary or permanent inefficiency and disability.
Such incidents usually occur at play fields. For example, if we take part in triple
jump without warm-up, we may face serious injury, such as ankle injury, knee
injury or leg injury, etc. Most often, it is also observed that all the players of football,
hockey, basketball, handball, tennis, badminton, etc., perform some exercises for
getting warmed-up before the start of the game. This shows that warming-up helps
in the beginning stages of their respective games. It is also seen that if a basketball
player tries to shoot the ball in the ring without proper warming-up, he/she may
miss the target. Indeed, warming-up reduces the chances of making mistakes in
the game. Therefore, most of the scholars and physical educators are in favour of
intensive warming-up before participating in any event, game or sports. It enhances
the performance of the sportspersons.
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Types of Warming-up
There are following types of warming-up.
Passive Warming-up
The main aim of passive warming-up is to increase the body temperature without
performing any physical activity. In passive warming-up, the body temperature is
increased usually by external means such as by wearing heavy uniform, massage,
hot water, steam, sunlight, hot drinks, etc. Performing passive warm-up by these
means is beneficial because there is no expenditure of energy in the process of
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warming-up. However, active warming-up is necessary for getting good results
along with passive warm-up.
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Active Warming-up
In active warming-up, a sportsman takes part in various physical activities.
These activities increase his/her working efficiency. Muscles are toned-up. The
temperature of body increases up to the required level. Jogging and stretching
exercises are included in such type of warming-up.
There are two types of active warming-up, viz., general warming-up and specific
warming-up. These are described below.
1. General Warming-up: General warming-up is usually performed
in all types of activities. This type of warming-up includes jogging,
running, jumping, stretching, calisthenics, striding, wind sprints
and other general exercises. It increases coordinative abilities, and
flexibility of muscles and joints. It also improves muscle tone. The
duration of general warming-up depends upon the nature of work
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to be performed.
2. Calisthenic exercises
3. Jogging
Specific exercises of warming-up
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2. Specific Warming-up: In specific warming-up, exercises are done with
implements. Special exercises are performed which have direct relationship
with the activity to be done. These specific exercises are performed after
the activities of general warming-up. Specific type of warming-up differs
from activity to activity or game to game. For example, a sprinter may
take few starts and run for short distance before the actual competition.
A basketball player may practise for lay-up shots or free throws before the
competition. This type of warming-up improves the coordinative abilities. In
fact, in specific warming-up, the main stress is laid down on the practice of
various skills to be performed in the game. The exercises, which are usually
performed in specific warming-up, are described according to specific game.
(a)
((a
a)) Cricket: Bowling, catching, batting, fielding, etc.
((b) Badminton: Forward, sideways, backward bending, body twisting
exercises, etc.
(c) Basketball: Dribbling, shooting, lay up shots, shuttle run, dodging, free
throws, etc.
(d) Lawn Tennis: Wall, service practice, passing shots, knocking, etc.
(e) Shot Put: Shifting the shot from left hand to right hand and vice versa,
standing throws, putting the shot with both hands, gliding practice with
or without shot, etc.
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(f ) Hockey: Dribbling, rotation of stick, stopping the ball with stick, short
passes, long hits, scoop, etc.
Methods of Warming-up
There are following methods of warming-up which are generally used.
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General Method
General method of warming-up consists of following sequences and points:
1. Jogging: Every athlete should perform jogging or slow running for 5 to 10
minutes to increase the body temperature. For young ones it may be for 3
to 5 minutes. Jogging should be started out slowly and then gradually the
speed should be increased to its completion.
2. Simple Exercises: After jogging, simple exercises should be done from
relaxed position. The exercises should be performed from simple to complex.
It means that simple exercises should be done first and complex exercises
afterwards.
3. Striding: It means covering a distance with long strides. These strides are long,
i.e., the steps should be stretched out but not too much. Knees should go high,
body should lean forward and arms should be in running position. The distance
of running should not be more than 50 metres. Four to eight repetitions can
be performed.
4. Stretching Exercises: Stretching is one of the most critical parts of warmup and of an athlete’s performance. A more flexible muscle is stronger and
healthier. A stronger and healthier muscle responds better to exercise and
activities and helps in preventing athletic injuries.
5. Wind Sprints: This is the last part of warming-up. It is usually done
with spikes on. In wind sprints, the distance of 25 to 30 m may be covered.
There can be 4 to 8 repetitions depending on age, sex and experience of the
sportsperson.
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Warming-up with Warm Water
Warm-up with warm water is usually done in developed countries. Taking shower
is also used for getting prepared for swimming, synchronized swimming, waterpolo
and diving.
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Warm-up through Massage
This method is an old method of warm up. It was used in India by wrestlers to get
warmed up. This method of massage was good for curing some injuries of muscles.
However, it is not applicable now.
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By Hot Drinks
Some people take a cup of tea or coffee and get themselves warmed-up, but it is not
considered a good method. As a matter of fact, it has been discarded on the basis of
scientific experiments.
Through Sunbath
The body can be properly warmed-up through a sunbath up to some extent, but in
most of the sports this method of warming-up is not usually applied.
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Through Steambath
The body can be warmed-up through a steambath. Energy can be saved through
steambathing but this method of warming-up is not used frequently.
Importance of Warming-up
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Most of the eminent educationists and exercise physiologists are of the opinion that
warming-up is essential for attaining better performance in the field of sports and
games. The importance of warming-up are described below.
1. Increases the Body Temperature: A proper warming-up increases the
body and muscle temperature. So, it is beneficial for sportspersons. Research
studies show that if the muscles have been slightly warmed-up just before the
activity, the performance is improved. Failure to warm-up before vigorous
activity may lead to tearing of muscle fibres. In fact, if the muscle is warmedup, the speed with which the muscle contracts and relaxes and the force of
contraction are all increased.
2. Decreases the Viscosity of Muscles: Warming-up decreases the viscosity
of muscles. Research studies indicate that if a previously inactive muscle is
stimulated repeatedly, the first few contractions are often small and irregular
and relaxation is incomplete. After this, the contractions become stronger and
relaxation is complete. It occurs due to a decrease in the viscosity of muscles.
Hence, the rate of muscular contraction and relaxation becomes faster and
efficient. The chances of injury or wear and tear of muscles and ligaments
are reduced.
3. Increases the Speed of Nerve Impulses: Warming-up increases the
speed of nerve impulses, which improves and sharpens the reaction time of
sportspersons. Improvement in reaction time is beneficial almost always in
all of the games and sports.
4. Decreases the Resistance in Muscle Capillaries: Research studies also
reveal that warming-up decreases the resistance in muscle capillaries.
5. Increases the Speed of Transfer of Oxygen and Fuel to Tissues: A
proper warming-up increases the speed of transfer of oxygen and fuel to
tissues. It occurs due to the enhancement of blood flow through the muscles
by dilating the small blood vessels.This improves the functional condition of
muscle by increasing its oxygen supply.
6. Increases Metabolic Rate: Warming-up increases the metabolic rate which
ultimately enhances energy level. In fact, the metabolic rate increases due
to rise in core temperature. If there is an increase in temperature by 0.5°C,
the metabolic rate increases by 7 per cent. If the metabolic rate is higher,
there will be higher production of energy.
7. Reduces Anxiety and Tension: Warm-up is very useful in reducing the
anxiety and tension of sportspersons, especially at the time of competition.
It is also advantageous as it helps to increase the motivational levels of
sportsperson.
8. Enhances Cooling Efficiency: After warming-up, the body is able to
activate certain mechanisms, which allow it to cool during physical exertion.
It means that the sportsperson will not get overly warmed-up early at the
time of practice or competition.
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9. Reduces the Blood Lactic Acid: Research studies indicate that the
heart rate and the consumption of oxygen are directly related to muscle
temperature. The higher the temperature, the higher is the consumption of
oxygen and heart rate and, thus, the blood lactic acid is reduced.
10. Avoids Injury: Several scholars claim that failure to warm-up may lead to
tearing of muscles. Morehouse and Miller also support this idea. Muscles
remain toned up after proper warming-up whereas without proper warmingup, muscles are loosened. Without proper warming-up, muscles may cramp
more frequently. Thus, the danger of injury is reduced when an athlete or
sportsperson is completely warmed-up which increases the speed with which
he/she is able to react. Injury is a common phenomenon in those who do not
perform adequate warming-up before training period or competition.
11. Increases the Speed of Muscles: Speed of muscles increases after
warming-up. Many scholars advocate that tearing of muscle fibres is common
without adequate warming-up. Hamola, a physiologist found that ‘‘Pulled
muscle occurs in the relaxed fibres, those are antagonistic to the contracting
fibres.” This happens because the relaxed fibres do not respond to the pull
suddenly placed on them by the rapidly contracting muscles.
12. Increases Flexibility: Warming-up increases flexibility but, if proper
warming-up is not done, then body will be less flexible. After warming-up,
we can exert the force up to maximum reach (distance).
13. Increases Strength: Warming-up increases strength whereas local heating
does not increase strength rather it decreases the strength. There are many
studies that indicate that strength can be increased up to some extent by
proper warming-up.
14. Increases Endurance: Some eminent physiologists hold the opinion that
warming-up does not increase endurance and speed. But, on the other hand,
authentic research studies indicate that certain type of warming-up increases
both speed as well as endurance. Thompson found in his study that formal
warming-up exercises improved swimming endurance. Mangel concluded
that vigorous warming-up improved performance in the one mile run. So we
can enhance the endurance if we do proper warming-up prior to training.
15. Increases Explosive Power: Some well-reputed psychologists connote that
warming-up increases explosive power. It is a well-known fact that warm-up
increases speed and strength. Due to this fact, it can be averred that warmup enhances explosive power because explosive power depends upon speed
and strength.
16. Improves Specific Skills: If specific warming-up is done, then the
sportsperson or player gets warmed-up through fundamental exercises.
There are some basic skills of a specific game. Using such type of warmingup, skills can be improved a lot.
17. Improves Neuro-muscular Coordination: Warming-up improves neuromuscular coordination. If a basketball player wants to shoot the ball in the
ring without warming-up, there will be more chances of missing, but, after
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warming-up, his/her neuro-muscular coordination will be improved and will
lead to more accuracy.
18. Improves the Level of Performance: Owing to some physiological
changes, after a complete warming-up, it has been observed that it improves
the level of performance. All the muscles involved exert maximum force with
the highest speed. This is applicable only after a complete warming-up.
19. Warming-up Decreases Reaction Time: After a thorough warming-up,
reaction time can be decreased up to some extent, because muscles contract
with fast speed. Neuro-muscular coordination also plays an important role
in decreasing reaction time.
20. Warming-up Brings Second Wind More Readily: Second wind results
from adjustment of the body systems to the additional demands placed on
them as a result of increased activity. When second wind is reached, the
supply catches up with increased demands. That is why, after proper warmup, second wind comes easily and promptly and sometimes athletes do not
feel it.
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Guiding Principles of Warming-up
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A systematic way of doing things usually increases efficiency. In warming-up,
there are also some vital principles which guide the athletes or sportspersons in
the way of achieving best results. Following are the guiding principles which help
the sportspersons in innumerable ways.
1. Simple to Complex: A sportsperson should follow the principle of ‘simple to
complex’. It means that warming-up should be started with simple running
or simple exercise or simple activity and should proceed towards complex one
or tough one. A sportsman should not perform too tough or complex activities
for warming-up, otherwise it will cause fatigue which will certainly hinder
in presenting better performance.
2. Exercise for All the Parts of Body: According to this principle, all the
parts of the body should be exercised. It means that we should perform such
exercises which exercise all our body parts. We should not spare any body
part whether it is of upper limbs or it is of lower limbs. For example, if we
want to throw Javelin, then we should not merely do the exercise of arms
but we should exercise all the parts of the body.
3. Stretching and Loosening Exercises Should Be Included: In a
warming-up programme, stretching as well as loosening exercises should
be included. These exercises avoid injuries and increase flexibility. After
performing such exercises, we can exert force up to a maximum range.
4. Intensive Enough to Increase Body Temperature: Warming-up should be
intensive enough to increase the body temperature. Intensive warming-up is
beneficial for well-conditioned athletes. This should always be kept in mind
that we should not feel fatigue in warming-up stage itself.
5. Warming-up Should Be According to Age and Sex: Warming-up is
usually done for 20 to 30 minutes but it should be based on age and gender.
For example, warming-up for low age-group girls should not be for longer
duration and intensity should be less in comparison to boys of same agegroup. Male athletes require more duration for warming-up whereas female
athletes require less duration.
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6. Warming-up Should Be According to the Activity or Sports: It is the
most important point to note that warming-up should be according to the type
of activity or type of sports. For example, chess requires a deep concentration
and alertness instead of physical power. It is of no use to jog and do general
exercises and striding work. So it is better to have concentration exercises
before training programme or competition. But sprinters need more warmingup than long distance runners.
7. Concerned Movements of Game Should Be Included: Warming-up
should include movements that are common to the performance. For
example, runner should include running and hurdler should include
hurdling.
8. Warming-up Should Be Done at Exact Time: To achieve better
performance, warming-up should be performed at accurate time so that one
is able to recover from the temporary fatigue caused by warming-up. So, it
is better to start warming-up 15 to 20 minutes prior to the competition and
should be finished 5 minutes prior to performance. Well-conditioned athletes
may take more time for warming-up but, if a college-level athlete (not wellconditioned) takes the same time as the well-conditioned athlete, he/she will
be completely exhausted.
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Meaning of Limbering Down
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Cooling
oling down/limbering down is also called warming-down. To bring the body
in normal state after any competition or training is called cooling down. Cooling
down allows the body to transit gradually from an exertional state to a resting or
near-resting state. In fact, cooling down is a necessary activity after training or
competition. It involves a specific procedure to bring the body to a normal position.
So, after any workout of training or competition, we should not stop the movements
of our body immediately. For appropriate cooling down, we should perform jogging
as well as walking for 5 to 10 minutes. This will help in decreasing the body
temperature and removing the waste products from the working muscles. After that,
static stretching exercises should be performed for 5 to 10 minutes. Static stretches
are more appropriate to cool down as they help muscles to relax, and muscle fibres
to realign and also re-establish their normal range of movement. You should stretch
all the major muscle groups which you have used during the training or competition.
The stretches should be held for 10 to 20 seconds. The repetition of stretch should
be done at least 2 to 3 times.
Major Stretching Exercises of Muscles for Limbering Down
The major static stretching exercises, which are significant for appropriate cooling
down, are mentioned below.
1. Hamstrings: Lying on your back, raise and straighten one leg directly above
hips. Holding the calf or thigh, press the heel towards ceiling as you pull the
leg back towards the chest. After that, do the same stretch with the next leg.
2. Chest: Standing straight, interlace fingers behind your back. As you
straighten out your arms, lift your chin towards the ceiling.
3. Glutes: Lying on your back, cross right leg over bent left knee. Then bring
the left knee to chest, holding onto the back of your thigh, gently pressing
right knee wide. Then do the same stretch by changing the position of legs.
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4. Quadriceps: Lying on your right side, pull left leg into left glute, feeling the
stretch in front of the thigh. After that repeat with right leg.
5. Triceps/Shoulders. Take one arm overhead, bend at elbow joint and extend
palm down the centre of your back, gently pulling elbow with opposite hand.
Take the same arm across the chest gently pulling at the elbow joint, to extend
through the shoulder. Then do it again by changing the position of arms.
Importance of Limbering Down
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As warming-up is essential before training or competition, cooling down or limbering
down is also equally essential to bring the body back to the normal position after
training or competition. In simple words, it can be said that the cooling down is as
important as the warming up. However, it is usually ignored by sportspersons. As
a matter of fact, cooling down should not be underestimated at the end of workout.
Its advantages are mentioned below.
1. Body Temperature becomes Normal: During high intensity and
strenuous training or competition, the body temperature increases more
than 160° Fahrenheit. Appropriate cooling down helps in reducing the body
temperature.
2. Proper Removal of Waste Products: When a sportsperson undergoes
training or takes part in competition, the waste products such as lactic
acid, uric acid, phosphate, sulphates, chlorides, carbon dioxide, etc., are
accumulated in his body. Due to more accumulation of these waste products
in the body, muscles cannot work efficiently. Proper cooling down reduces the
accumulation of such waste products swiftly from the muscles appropriately.
3. Decrease in Tension: During training or competition muscles remain under
tension. Proper cooling down decreases the muscular tension. They tend to
relax. Along with this, mental tension is also reduced up to some extent after
performing an appropriate limber/cooling down.
4. Reduces the Chances of Dizziness or Fainting: The most significant
function of appropriate cooling down is to reduce the chances of dizziness or
fainting. As a matter of fact, strenuous exercise causes the blood vessels in
the legs to expand, bringing more blood into the legs and feet. When exercise
is stopped spontaneously without taking time to cool down or limber down,
the heart rate slows abruptly and that blood can pool in the lower body
(legs and feet), causing dizziness or fainting. The risk is greater for serious
athletes whose heart rates slow down faster and whose veins can hold more
blood. Proper cooling down reduces the heart rate slowly and blood does not
pool in the legs and feet. It continues to flow back to the heart through veins
and consequently such process reduces the chances of dizziness or fainting.
5. Supply of Oxygen: During strenuous training, there is a lack in the amount
of oxygen in comparison to resting position. Appropriate cooling down helps
in supplying the blood and oxygen to muscles, restoring them to the position
they were in before performing training. Thus, recovery becomes fast.
6. Decrease in the Level of Adrenaline in the Blood: During warming-up
and training, the level of adrenaline in the blood is enhanced, which increases
the speed of blood flow. Proper cooling down decreases the level of adrenaline
in the blood, which ultimately normalises the blood flow in the body.
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7. Muscles do not Remain Stiff: By performing cooling down properly,
muscles do not remain stiff but get relaxed speedily. Muscle fibres become
straight again and muscles come to normal position as they were prior to
warming-up and training. If proper cooling down is not performed, muscles
become stiff.
8. Heart Rate Returns to Initial Stage: After performing cooling down after
strenuous work out or competition, the heart rate does not return to its initial
stage immediately but it definitely takes some time. In fact, the heart rate must
come to initial or normal stage approximately after 30 beats. However, the
normalisation of heart rate depends on the physical condition of the sportsperson
and the sports activity in which he/she was involved. In such a condition, the
total duration of cooling down should be enhanced and more static stretching
exercises should be included in the cooling down process.
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4. CONCEPT OF SKILL, TECHNIQUE, TACTICS AND STRATEGIES
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Meaning of Skill
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A skill is the ability to perform a whole movement.
Skill can be defined as the automatisation of motor
action. Skill denotes the level of effectiveness with
which a movement or motor action can be performed.
Skillful movements are made possible by highly
advanced control and regulation processes of motor
coordination. A skill can also be defined as any action
that is learnt for a purpose and is needed to take part
in activities. There are various skills such as shooting
in basketball, serving in badminton squash or tennis,
passing, overhead kick in football.
Classification of Skill
There are a number of sports activities and each
A skill (serving) in badminton
activity requires a set of skills. Owing to many
characteristics of skills, it is really difficult to classify them. As a matter of fact,
skills cannot be classified in a clear-cut way. So they are placed on a continuum.
Generally, there are the following skills.
1. Open Skills: The skills that are not under control and are unpredictable
are classified as open skills. Sports such as football, hockey, badminton,
lawn tennis, etc., involve open skills. For example, in badminton, performing
any skill may be affected by many different circumstances such as your
opponent’s position on the court.
2. Closed Skills: Closed skills take place in a stable, predictable environment
and the performer knows explicitly what to do and when to do. These skills
have clear beginning and end. For example, ‘free throw’ in basketball and
‘serving’ in squash or tennis.
3. Simple Skills: The skills that do not require large amounts of coordination,
timing and decision making are simple skills. These skills have limited
physical demand and may not be dangerous. These skills are straightforward, easy to learn and not difficult to perform. For example, ‘chest pass’,
‘under arm serve’, ‘push pass’, ‘straight jump’ and ‘flick service’ in badminton.
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4. Complex Skills: The skills that require large amount of coordination timing
and quick thought process are called complex skills. They require more
concentration. They are more difficult to perform. They may be dangerous.
For example, ‘handspring’ in gymnastics, ‘lay-up shot’ in basketball,
‘overhead kick’ in football and ‘smash’ in badminton.
5. Gross Skills: The skills, which involve large muscle movements and do not
have precise movements are called gross skills. These skills include many
fundamental patterns such as walking, running and jumping. The best
example of such skills is putting the shot.
6. Fine Skills: These skills include complex precise movements using small
muscle groups. A high level of hand-eye coordination is required while
performing these skills. A snooker shot and playing the piano are appropriate
examples of fine skills.
7. Discrete Skills: These skills are brief and have a clear-cut beginning and
end. The penalty flick in hockey is an example of discrete skills.
8. Serial Skills: These skills are a group of discrete skills which are performed
in serial to make a complex movement such as the sequence of skills for the
triple jump.
9. Continuous Skills: These skills have no obvious beginning and end. The end
of one cycle of movement is the beginning of the next and the skill is repeated
like a cycle. Swimming, running and cycling are examples of continuous
skills.
10. Individual Skills: Individual skills are the skills that are performed in
isolation such as high jump, long jump, etc.
11. Coactive Skills: Coactive skills are those skills which are performed at the
same time as others but without direct confrontation such as swimming,
running, etc.
12. Interactive Skills: Interactive skills are those skills where other
participants or performers are directly involved such as football, netball,
hand ball, basketball, etc.
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Meaning of Technique
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Techniques are the basic movements of any
sport or event. For example, a block start in
a 100 metre race is a technique. A number
of techniques are combined into a pattern of
movement in triple jump (running and then
hop, step and jump phases). In fact, a technique
is the way of performing a skill.
When developing a skill, a performer will
attempt to improve the aspects of his technique.
A skill can be performed by using more than
one technique. For example, if serving is a skill
in badminton, the techniques are high serve
and flick serve.
A technique involves scientific and economical
methods adopted to achieve top performance Technique—the way of performing a skill
in sports competitions. Sportspersons select different techniques of a skill on the
following basis.
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SARASWATI HEALTH AND PHYSICAL EDUCATION–XI
They prefer the technique which suits to their level, they select the technique that
gives them most success and they also select that technique which is best at a given
time and place and is within the rules. Following examples are the most suitable
examples of different techniques for performing a skill.
Skill–Shooting in Basketball Technique
1. Layup Shot: Layup shot is used when there is no defender between you and
the basket.
2. Jump Shot:Jump shot is used to elevate yourself above a defender standing
in front of you to stop you from getting closer to the basket.
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Meaning of Style
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A style is an individual’s expression of technique in motor action. No two
sportspersons are alike in different factors which determine motor action. Therefore,
each sportsperson due to his/her specific or particular psychic, physical and biological
capacities realises the technique in a different way. It is called his/her style.
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Meaning of Tactics
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Tactics is an essential skill in any game or sports which allows an athlete or player
or team to develop their skills and allows the talent to be effectively utilised to the
best possible advantage. In fact, tactics are more simple steps or actions which are
taken to accomplish the goal of the strategy.
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Definitions of Tactics
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Tactics may be defined as the method or pre-planned strategy by which one can win
the opponent player in a game. It can be an individual or a team.
Tactics are actions and decisions, which are taken with a short term focus.
Tactics is a game plan made before the start or during the game to play against
opponent players’ weakness to own strength. Tactics is the actual realisation of
strategy into practice.
Tactics is a procedure or set of manoeuvres engaged in to accomplish an aim
or goal. Tactics are specific actions, sequences of actions, and schedules you use to
fill your strategy.
Tactics are means by which athletes / players try to outwit an opponent,
athletes/ players.
Indeed, tactics are the decisions and actions of players and performers used to
gain advantage in the game, or competition, e.g., serving to an opponent player’s
weak side, dummy pass in football. Tactics may change depending on the game
conditions, opponent player’s actions and time in the game / season. Along with this,
sometimes, the last minute changes in tactics can also be decided before an event.
It means that usually tactics have to be adapted quickly in response to a changing
competitive environment.
If tactics are to be used before the sport event or game, these tactics must be
fully researched in order to implement effectively. For this purpose, watching videos
of the opponents in competition /games can become beneficial.
For example, in 5000 m or 10,000 m race, the athlete needs to think each stage
of the race and the pace at which he/she can run it. In case the athlete does not have.
a strong finish, he/she may want to improve his/her race pace to try and break away
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from those athletes who have a strong finish. If, on the day of competition, he/she
is unable to break away then he/she may need to rethink his/her tactics.
If tactics are to be used during the game/competition then the performer needs
to understand the tactical options in a sports and also execute the appropriate or
suitable tactics at the appropriate time during the game / competition. Tactics are
based on the athlete’s/ team’s ability to be well aware about the situation, acquired
knowledge, decision making skills and strengths and weaknesses. The effective
implementation of tactics must include the appropriate use of skill and technique
in a specific situation.
Strategies: Strategy is the overall plan for successful participation in a
competition. In other words, it is the plan of action designed to achieve a long term
goal. Strategy is fundamentally laying down the goal and preparing a perfect plan
to accomplish that goal. As a matter of fact, this is something like accomplishing the
goal or win the match as well as making a plan to achieve this, such as developing
a athlete’s strength and selecting the right players.
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Importance of Strategy in Sports
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Strategy plays a significant role in sports. Its importance is described below.
1. Sports Performance: If a team has good strategy then there will be
improvements in players’ performance. They will be more confident about
what is expected from them during the competition. They will be fully
motivated to put their best effort in the competition.
2. Responsibility: A good strategy is beneficial to improve motivation of
players. After that each player of the team begins to feel responsible or
accountable for the team. They start to feel responsibility to other player’s
outcomes.
3. Analysis: By a complete analysis of the past performances, the team will
become more aware of what to improve next time or the best tactics for
forthcoming competition.
4. Synchronicity: Strategising is the best way to improve team’s synchronicity.
In this way, all the members of the team have same goal. Having the same
focus and final goal, all the players feel united and try to accomplish the final
goal.
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EXERCISES
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Objective Type/Multiple Choice Questions (Carrying 1 Mark)
Give one word answers.
1. Which type of warming up increases the body temperature without performing any
physical activity?
2. What should be done before training or competitions to prevent sports injuries?
3. In which activity body temperature becomes normal?
Fill in the blanks.
1. ...........................is the basic form of preparation of sportsmen.
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SARASWATI HEALTH AND PHYSICAL EDUCATION–XI
2. ...........................decreases the viscosity of muscles.
3. ........................increases the speed of transfer of oxygen and fuel to tissues.
Limbering down
(i)
Ability to perform a whole movement.
(q)
Warming up
(ii)
Precise movements using small muscle groups.
(r)
Skill
(iii)
Muscles do not remain stiff.
(s)
Fine skills
(iv)
Decreases the viscosity of muscles.
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State True or False.
1. Warming up increases metabolic rate. (True/False)
2. Limbering down helps in removal of waste products. (True/False)
Choose the correct answer.
1. Which is not the importance of limbering down?
(a) Reduces the chances of dizziness or fainting
(b) Decrease in the level of adrenaline in the blood
(c) Increases the tension in muscles
(d) Removes the waste products
2. Which one of the following is importance of warming up?
(a) Increases body temperature
(b) Increases metabolic rate
(c) Avoids injury
(d) All of the above
3. “Warming up increases temperature of blood, and muscles improve the performance.”
Whose statement is it?
(a) Hill
(b) De Vries
(d) Harre
(c) Martin
4. In which activity body temperature becomes normal?
(a) Warming up
(b) Passive warming up
(c) Cooling down
(d) None of these
5. Which activity is performed before doing sports training and participating in sports
competition?
(a) Technique
(b) Skill
(c) Warming up
(d) Limbering down
6. In which activity does the body temperature become normal?
(a) Warming up
(b) Sports training
(c) Running
(d) Limbering down
7. In volleyball, smashing is required to score a point. Smashing is a:
(a) technique
(b) skill
(c) style
(d) tactic
8. Match List-I with List-II and select the correct answer from the code given below:
Code
(a)
(p) - (i), (q) - (ii), (r) - (iii), (s) - (iv)
(b)
(p) - (iv), (q) - (iii), (r) - (ii), (s) - (i)
(c)
(p) - (ii), (q) - (i), (r) - (iv), (s) - (iii)
(d)
(p) - (iii), (q) - (iv), (r) - (i), (s) - (ii)
9. Warming up is performed:
(a) To lower heat in body
(b) �o decrease the metabolic rate
(c) To reduce the temperature of the body
(d) To increase oxygen supply to all the muscles of the body
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10. Serving in badminton is a ..................
(a) style
(b) technique
(c) skill
(d) training
11. Which one of the following is not the importance of warming up?
(a) Increases body temperature
(b) Increases the viscosity of muscles
(c) Increases the speed of nerve impulses
(d) Increases metabolic rate
Answer the Following Questions-I (2 marks each)
1. Identify the below given images of fine skill, gross skill, closed skill and open skill and
write the names of the skills:
(b)
(c)
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(d)
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Clarify the meaning of technique.
Clarify the meaning of limbering down.
Differentiate between general warming up and specific warming up.
What do you mean by tactics?
What do you mean by strategy?
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Short Answer Questions-I (Carrying 3 Marks)
1. Discuss the major stretching exercises of muscles for limbering down.
2. What do you mean by technique and style?
3. Explain the types of warming-up in detail.
4. Explain the methods of warming-up in detail.
5. Describe the major stretching exercises of muscles for limbering down.
6. Explain the technique in detail.
7. Describe about any three skills in detail.
8. What do you mean by strategy? Explain the strategy in sports.
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Long Answer Questions (Carrying 5 Marks)
1. Define warming up. Explain the types of warming-up.
2. What do you mean by warming-up? Enumerate the methods of warming-up in detail.
3. Elucidate the importance of warming-up in detail.
4. What do you mean by limbering down? Explain the importance of limbering.
5. What do you mean by skill? Elucidate in detail the classification of skills.
6. What do you mean by warming-up? Elucidate the guiding principles of warming-up in
detail.
7. Warming up gives strong acceleration to body, to perform at its best. Keeping this in point of
view, justify the statement.
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Objective Type/Multiple Choice Answers
Objective Type/Multiple Choice Questions
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3 . (b) De Vries
10. (c) Skill
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One word answers
1 . Passive warming up
2. Warming up
3 . Cooling down/limbering down
Fill in the blanks
1 . Sports training
2. Warming up
True or False
1 . True
2. True
Correct answers
1. (c) Increases the tension in muscles
2. (d) All of the above
4. (c) Cooling down
5. (c) Warming up
6 . (d) Limbering down
7 . (b) skill
8. (d) (p) - (iii), (q) - (iv), (r) - (i), (s) - (ii)
9 . (d) To increase oxygen supply to all the muscles of the body
1 1 . (b) Increases the viscosity of muscles
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