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• CBSE Class 12 Physical Education Syllabus 2024-25: Updated Curriculum

Class 12 Physical Education Syllabus 2024-25 - FREE PDF Download

Class 12 Physical Education Syllabus 2024-25 offers a comprehensive guide to physical fitness, sports, and health education. This syllabus includes key topics such as Physical Fitness, Sports Psychology, Yoga, and various physical activities. It aims to promote overall well-being and enhance students' knowledge of sports science. The structured curriculum ensures balanced theoretical and practical knowledge, preparing students for exams and developing a healthy lifestyle. Download the free PDF for detailed information.

Students can check and download the revised syllabus for their CBSE Class 12 Syllabus and complete the curriculum here. Along with the details of the course content, students can also check the question paper design and evaluation scheme.

New Updations of CBSE Class 12 Physical Education Syllabus 2024-25

Inclusion of New Sports and Activities: Updated list of recognized sports and activities for practical exams.

Revised Fitness Assessment Protocols: Modified guidelines according to class 12 physical education syllabus 2024-25 for assessing physical fitness and performance.

Enhanced Focus on Mental Health: Additional topics on sports psychology and mental wellness.

Updated Yoga Module: Expanded content on advanced yoga techniques and their benefits.

New Project Work Guidelines: Physical Education class 12 syllabus 2024-25 PDF will give the information of updated criteria and topics for project work and assignments.

Revised Exam Pattern: Changes in the format and distribution of marks for theory and practical exams.

Environmental Awareness in Sports: New section on the impact of sports on the environment and sustainable practices.

First Aid and Sports Injuries: Enhanced content on first aid techniques and management of sports injuries.

CBSE Class 12 Physical Education Course Structure 2024-2025

CBSE Physical Education Class 12 Syllabus 2024 -25 Syllabus Outline

Physical Education Class 12 Syllabus Internal Assessment Scheme

Prescribed Textbooks for Class 12 Physical Education

1. Comprehensive School Health Manuals (brought out in four volumes by the Board in 2005, revised in 2010). (Available under Resources).

2. Resources for transacting PE by providing linkages across subjects at the Pre Primary, and Primary levels are already available in Physical Education Cards brought out for teachers and students. (Available under Resources).

3. PE Cards are also available for differently-abled children as PEC ability cards and also for secondary level (SPEC). (Available under Resources).

4. Life Skills Manuals for Primary, Middle, and Secondary have activities and themes for the transaction of PE across classes in age-appropriate ways. (Available under Resources).

5. Training and Resource Materials-Health and Wellness of School Going Children under the aegis of School Health Program of Ayushman Bharath (Available under Resources).

Benefits of Downloading the Physical Education Syllabus Class 12 CBSE 2024-25 Revised PDF

Comprehensive Overview: Get a complete understanding of the topics and structure of the course.

Effective Planning: Plan your study schedule efficiently with a clear resource of what to cover.

Stay Updated: Ensure you are aware of the latest updates and changes in the curriculum.

Targeted Preparation: Focus on key areas and allocate time according to the weightage of each section as mentioned in the Class 12 Physical Education syllabus PDF.

Resource Allocation: Identify and gather the necessary resources and materials for each topic in advance.

The Class 12 Physical Education Syllabus for 2024-25 provides students with a balanced education in physical fitness, sports science, and health awareness. With updated modules and enhanced focus areas, the syllabus aims to equip students with the necessary knowledge and skills for both theoretical and practical aspects of physical education. By following this curriculum, students can improve their physical and mental well-being, and excel in various sports activities. Download the FREE PDF to stay updated and prepare for the academic year.

FAQs on CBSE Class 12 Physical Education Syllabus 2024-25: Updated Curriculum

1. What is Sports Science?

Sports science is the study of the science behind sporting activities. The focus here is to help athletes maximize their performance and increase endurance. Also, the attention is on lessening the risks of an injury. Sports science helps athletes identify their strengths and weaknesses and curate their training programs accordingly. It includes Physiology, Psychology, Anatomy, Biomechanics, Biochemistry, and Biokinetics. The discipline of sporting science ensures that professionals remain at the peak of their performance for a longer time.

2. Is Physical Education Class 12 Syllabus 2024-25 tough?

No, Physical Education is the easiest subject to score in the CBSE Board examination. It can uplift your percentage and also help you understand the physics of the body and sports.

Vedantu experts suggest downloading the previous year's papers and sample papers to practice answer writing, which helps to memorize the topics for longer. You can download it from the website with solutions. Even if students have scored out of marks in practicals, all you need to do is prepare an excellent project file and perform well in your sport.

3. Why is the sports nutrition topic important in CBSE Class 12 Physical Education Syllabus 2024-25 Free PDF?

Nutrition is important for any sportsperson to gather ample energy and perform at the top level. It focuses on getting the right amount and planning the diet and meals of an athlete accordingly.

In class 12 physical education syllabus 2024-25, CBSE has included nutrition importance in the sportsmen's life. It tells you about the various vitamins and proteins that a body should consume. Sports nutrition teaches you the science of keeping good health. 

4. Can I finish the CBSE Class 12 Physical Education Syllabus 2024-25 for the board examination?

Yes, you can complete the Physical Education Syllabus Class 12 CBSE 2024-25 in a month, but it is better to study it correctly and adequately. The Physical Education subject stretches your percentage in the examination if you focus on it like a regular one. Read the NCERT textbook thoroughly and solve the given questions. After finishing NCERT, download the sample papers and previous papers from the Vedantu learning app and solve more questions to gain accuracy and revise topics.

5. What is Biomechanics in sports?

Biomechanics in sports uses detailed analysis reports to minimize the risk of injuries and improve an athlete's performance. Biomechanics in physical education helps to analyse the mechanics of human movement. It includes an in-depth analysis and estimation of human movement during any sports activity. In the very simplest way, biomechanics tells you why the human body is moving in that particular way.

6.  Is the Syllabus of Physical Education Class 12 CBSE 2024-25 released?

The revised syllabus for the Class 12 All Subjects board exam has been released by the Central Board of Secondary Education (CBSE) for the academic year 2024-25. You can get it from the official CBSE website or Vedantu’s website.

7. How many chapters are coming in the Syllabus of Physical Education Class 12 CBSE 2024-25?

The Syllabus of Physical Education Class 12 includes a total of 10 units, covering topics such as management of sporting events, yoga, physical education and sports for children with special needs, sports nutrition, test and measurement in sports, physiology, and injuries in sports, biomechanics, and sports, psychology, and sports, etc.

8. What is the subject code for physical education class 12 2024-25?

The subject code for Physical Education Class 12 for the academic year 2024-25 is 048. This applies to students enrolled in the Central Board of Secondary Education (CBSE) in India.

9. Has the physical education syllabus changed?

Yes, the physical education syllabus for Class 12 was revised for the academic year 2024-25. This applies to students enrolled in the Central Board of Secondary Education (CBSE) in India. You can find the revised syllabus of Physical Education Class 12 on Vedantu’s website.

10. What are the chapters in the Physical Education Syllabus Class 12 CBSE 2024-25?

Here are the chapters in the Physical Education Syllabus Class 12 CBSE 2024-25:

Unit 1: Introduction to Physical Education and Sports Psychology - Chapter 1: Introduction to Physical Education, Chapter 2: Importance of Physical Education and Fitness, Chapter 3: Sports Psychology

Unit 2: Training Principles and Methods - Chapter 4: Training Principles, Chapter 5: Training Methods

Unit 3: Fitness Appraisal and Assessment - Chapter 6: Fitness Appraisal, Chapter 7: Fitness Assessment

Unit 4: Physiology of Exercise and Sports, Chapter 8: Physiology of Exercise, Chapter 9: Sports Nutrition

Unit 5: Sports, Games, and Activities - Chapter 10: Athletics, Chapter 11: Gymnastics, Chapter 12: Yoga for Lifestyle Diseases, Chapter 13: Badminton, Chapter 14: Basketball, Chapter 15: Football, Chapter 16: Volleyball, Chapter 17: Handball, Chapter 18: Kho-Kho, Chapter 19: Kabaddi. 

Unit 6: Project - Chapter 20: Project

Physical education deleted syllabus class 12 PDF provides information regarding the updation and deletion of chapters.

11. Is Class 12 physical education easy?

The level of difficulty of Class 12 Physical Education can vary depending on individual students' interests, aptitude, and study habits. Some students may find it relatively easier compared to other subjects, while others may find it challenging. Consistent study, understanding of concepts, and regular practice can contribute to better performance in the subject. Physical education class 12 syllabus 2024-25 PDF download helps you with excellent preparation strategies compiled by Vedantu experts.

12. What is the Syllabus of Physical Education Class 12 CBSE 2024-25?

The syllabus in Physical Education for Class 12 typically covers various topics related to physical fitness, health, sports, exercise physiology, biomechanics, psychology, and sociology of sports and physical education. It aims to develop students' understanding of physical fitness, well-being, and the importance of leading an active lifestyle.

13. What do you mean by physical education class 12?

Physical Education Class 12 refers to the educational program designed for students in the twelfth grade that focuses on physical fitness, health, sports, and overall well-being. It includes theoretical knowledge as well as practical aspects related to sports and physical activities, aimed at promoting a healthy and active lifestyle among students.

NCERT Solutions for Class 12 Physical Education

NCERT Solutions for Class 12 Physical Education term wise split up of syllabus in PDF file format updated for academic session 2024-25, Important notes on Physical Education Class 12 (+2) and Important questions with answers in English Medium & Hindi Medium. Chapter wise Class 12 Physical Education Solutions Chapter 1. Planning in Sports Chapter 2. Sports and Nutrition Chapter 3. Yoga and Lifestyle Chapter 4. Physical Education and Sports for CWSN Chapter 5. Children and Women in Sports Chapter 6. Test and Measurement in Sports Chapter 7. Physiology and Injuries in Sports Chapter 8. Biomechanics and Sports Chapter 9. Psychology and Sports Chapter 10. Training in Sports Questions from CBSE previous year papers with 1 mark, 3 marks and 5 marks with answers according to latest CBSE Syllabus of NCERT / CBSE & Board papers solutions are now available to study online.

Class 12 Physical Education Chapters for First Term Exam 2024-25

Chapter 1: Planning in Sports

Chapter 2: Sports and Nutrition

Chapter 5: Children and Women in Sports

Chapter 6: Test and Measurement in Sports

Chapter 8: Biomechanics and Sports

Class 12 Physical Education Chapters for Second Term Exam 2024-25

Chapter 3: Yoga and Lifestyle

• Chapter 4: Physical Education and Sports for CWSN

Chapter 7: Physiology and Injuries in Sports

Chapter 9: Psychology and Sports

Chapter 10: Training in Sports

NCERT Solutions for Class 12 Physical Education with notes and important questions in PDF file format to free download are given below for new academic year 2024-25. Download NCERT Books and CBSE Class 12 Solutions apps based on new CBSE Syllabus. Ask your doubts related to NIOS board or CBSE, through Discussion Forum and reply to your friends and other users.

• Revision Notes & Study Material English Medium
• Revision Notes & Study Material Hindi Medium
• Very Short Answer Questions
• Short Answer Questions
• Long Answer Type Questions

Chapter 4: Physical Education and Sports for CWSN (Children with Special Needs–Divyang)

New questions of each chapter is now added for new academic session 2024-25. If you require the questions of any particular chapter or want give any suggestion, please specify through “DISCUSSION FORUM“, we will upload more questions. Download NCERT Solutions 2024-25 based on latest NCERT Books following the current CBSE Syllabus .

Ask your doubts related to NIOS or CBSE Board and share your knowledge with your friends and other users through Discussion Forum.

Explore the Following Sports :

• Yoga in Physical Education
• Basketball in Physical Education
• Cricket in Physical Education
• Football in Physical Education
• Handball in Physical Education
• Hockey in Physical Education
• Kabaddi in Physical Education
• Kho-Kho in Physical Education
• Volleyball in Physical Education
• The Body Mass Index – BMI
• History of Games and Events

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• CBSE Class 12
• CBSE Class 12 Syllabus
• Class 12 Physical Education Syllabus

CBSE Syllabus for Class 12 Physical Education 2023-24 PDF Download

CBSE Class 12 Physical Education syllabus  for the academic year 2023-24 has been released by the CBSE board on their official website. Download the CBSE Syllabus for Class 12 Physical Education from the PDF link provided below. The syllabus will help students score maximum marks in their examinations as the question papers are created based on the syllabus prescribed by the CBSE board. The CBSE class 12 Syllabus for Hindi 2023-24 will not have major changes compared to the 2022-23 syllabus. Therefore, students can familiarise themselves with concepts and start learning to perform well in their academics. 

Students can directly access the  CBSE Class 12 Syllabus  for the academic year 2023-24 by clicking on the link below. The syllabus will help students to know the course structure easily, and they can prepare themselves accordingly. Along with the topics, the syllabus also provides the marking scheme and the time duration for each section. 

CBSE Syllabus for Class 12 Physical Education 2023-2024

Students can download the latest released CBSE Class 12 Physical Education Syllabus PDF from the link below. Going through the syllabus will help students know the topics they will study in Physical Education during the academic year.

CBSE Class 12 Physical Education Syllabus 2023-24 PDF

Cbse class 12 physical education syllabus: course structure 2023-24.

Theory Maximum Marks 70

Students can also check out the CBSE Syllabus for classes 1 to 12 from one place.

CBSE Class 12 Physical Education Syllabus: Practical Syllabus 2023-24

Unit-wise CBSE Class 12 Physical Education Syllabus 2023-24

Below you will find the unit-wise CBSE syllabus for Class 12 Physical Education for students.

Unit I Management of Sporting Events

• Functions of Sports Events Management (Planning, Organising, Staffing, Directing & Controlling)
• Various Committees & their Responsibilities (pre; during & post)
• Fixtures and its Procedures – Knock-Out (Bye & Seeding) & League (Staircase, Cyclic, Tabular method) and Combination tournaments
• Intramural & Extramural tournaments – Meaning, Objectives & Its Significance
• Community sports program (Sports Day, Health Run, Run for Fun, Run for Specific Cause & Run for Unity)

Unit II Children & Women in Sports

• Exercise guidelines of WHO for different age groups.
• Common Postural Deformities – Knock Knee; Bow Legs; Flat Foot; Round Shoulders; Lordosis, Kyphosis, and Scoliosis and their respective corrective measures
• Women’s participation in Sports – Physical, Psychological, and social benefits.
• Special consideration (Menarche & Menstrual Dysfunction)
• Female Athletes Triad (Osteoporosis, Amenorrhea, Eating Disorders)

Unit III Yoga as Preventive measure for Lifestyle Disease

• Obesity: Procedure, Benefits & Contraindications for Tadasana, Katichakrasana, Pavanmuktasana, Matsayasana, Halasana, Pachimottansana, Ardha – Matsyendrasana, Dhanurasana, Ushtrasana, Suryabedhan pranayama.
• Diabetes: Procedure, Benefits & Contraindications for Katichakrasana, Pavanmuktasana,Bhujangasana, Shalabhasana, Dhanurasana, Supta-vajarasana, Paschimottanasana, Ardha-Mastendrasana, Mandukasana, Gomukasana, Yogmudra, Ushtrasana, Kapalabhati.
• Asthma: Procedure, Benefits & Contraindications for Tadasana, Urdhwahastottansana, UttanMandukasana, Bhujangasana, Dhanurasana, Ushtrasana, Vakrasana, Kapalbhati, Gomukhasana Matsyaasana, Anuloma-Viloma.
• Hypertension: Procedure, Benefits & Contraindications for Tadasana, Katichakransan, Uttanpadasana, Ardha Halasana, Sarala Matyasana, Gomukhasana, UttanMandukasana, Vakrasana, Bhujangasana, Makarasana, Shavasana, Nadishodhanapranayam, Sitlipranayam.
• Back Pain and Arthritis: Procedure, Benefits & Contraindications of Tadasan, Urdhawahastootansana, Ardh-Chakrasana, Ushtrasana, Vakrasana, Sarala Maysyendrsana, Bhujandgasana, Gomukhasana, Bhadrasana, Makarasana, NadiShodhana pranayama

Unit IV Physical Education & Sports for CWSN (Children With Special Needs – Divyang)

• Organizations promoting Disability Sports (Special Olympics; Paralympics; Deaflympics)
• Concept of Classification and Divisioning in Sports.
• Concept of Inclusion in sports, its need, and Implementation;
• Advantages of Physical Activities for children with special needs.
• Strategies to make Physical Activities assessable for children with special needs.

Unit V Sports & Nutrition

• Concept of balanced diet and nutrition
• Macro and Micro Nutrients: Food sources & functions
• Nutritive & Non-Nutritive Components of Diet
• Eating for Weight control – A Healthy Weight, The Pitfalls of Dieting, Food Intolerance, and Food Myths
• Importance of Diet in Sports-Pre, During and Post competition Requirements

Unit VI Test & Measurement in Sports

• Fitness Test – SAI Khelo India Fitness Test in school: Age group 5-8 yrs/ class 1-3: BMI, Flamingo Balance Test, Plate Tapping Test Age group 9-18yrs/ class 4-12: BMI, 50mt Speed test, 600mt Run/Walk, Sit & Reach flexibility test, Strength Test (Abdominal Partial Curl Up, Push-Ups for boys, Modified Push-Ups for girls).
• Measurement of CardioVascular Fitness – Harvard Step Test – Duration of the Exercise in Seconds x100/5.5 X Pulse count of 1-1.5 Min after Exercise.
• Computing Basal Metabolic Rate (BMR)
• Rikli & Jones – Senior Citizen Fitness Test I. Chair Stand Test for lower body strength II. Arm Curl Test for upper body strength III. Chair Sit & Reach Test for lower body flexibility IV. Back Scratch Test for upper body flexibility V. Eight Foot Up & Go Test for agility VI. Six Minute Walk Test for Aerobic Endurance
• Johnsen – Methney Test of Motor Educability (Front Roll, Roll, Jumping Half-Turn, Jumping fullturn

Unit VII Physiology & Injuries in Sports

• The physiological factor determining component of Physical Fitness
• Effect of exercise on the Muscular System
• Effect of exercise on Cardio-Respiratory System
• Physiological changes due to aging
• Sports injuries: Classification (Soft Tissue Injuries:(Abrasion, Contusion, Laceration, Incision, Sprain & Strain) Bone & Joint Injuries: (Dislocation, Fractures: Stress Fracture, Green Stick, Communicated, Transverse Oblique & Impacted)

Unit VIII Biomechanics & Sports

• Newton’s Law of Motion & its application in sports
• Types of Levers and their application in Sports
• Equilibrium – Dynamic & Static and Centre of Gravity and its application in sports
• Friction & Sports
• Projectile in Sports

Unit IX Psychology & Sports

• Personality; its definition & types (Jung Classification & Big Five Theory)
• Motivation, its type & techniques.
• Exercise Adherence: Reasons, Benefits & Strategies for Enhancing it
• Meaning, Concept & Types of Aggressions in Sports
• Psychological Attributes in Sports – Self Esteem, Mental Imagery, Self-Talk, Goal Setting

Unit X Training in Sports

• Concept of Talent Identification and Talent Development in Sports
• Introduction to Sports Training Cycle – Micro, Meso, Macro Cycle.
• Types & Method to Develop – Strength, Endurance and Speed
• Types & Method to Develop – Flexibility and Coordinative Ability
• Circuit Training – Introduction & its importance

Frequently Asked Questions on CBSE Syllabus for Class 12 Physical Education 2023-24

How many units are there in the cbse syllabus for class 12 physical education, what is the marks distribution in the cbse syllabus for class 12 physical education, can i rely on the cbse syllabus for class 12 physical education for exam preparation.

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plz provid answer sheet for class 12 and marking sch also

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• Physical Education /

Physical Education Class 12 Revised Syllabus 2020-21

• Updated on  
• Dec 17, 2020

The most favourite sixth additional subject of all time is “ Physical Education ”. But Physical Education is way more than just a subject. It is a discipline which aims to impart the knowledge importance of maintaining physical fitness which is a very essential habit to develop at an early age. Thus, it becomes vital to study and follow such a beneficial subject in class 12th. To start a career in Health and Physical Education and opt for courses like Bachelor of Physical Education after class 12th. It is mandatory for students to opt for this subject as a compulsory subject in class 12th. Here is a complete guide of Physical Education class 12 syllabus revised in 2020-21.

This Blog Includes:

Physical education class 12 syllabus 2020-21, deleted sections in class 12 physical education 2020-21, unit 1: planning in sports , unit 2: sports and nutrition, unit 3: yoga and lifestyle, unit 4: physical education & sports for cwsn (children with special needs – divyang), unit 5: children and women in sports   , unit 6: test and measurement, unit 7: physiology and injuries in sports, unit 8: biomechanics & sports , unit 9: psychology & sports , unit 10: training in sports, practicals in class 12 physical education [30 marks], class 12 physical education study materials .

Due to the ongoing pandemic, the Education minister of India, Ramesh Pokhriyal announced 30% deduction in Class 9 – Class 12 syllabus. Here is the latest revised Class 12 Physical Education syllabus 2020-21:

Here are the topics and sections deleted in revised Class 12 Physical Education 2020-21:

• Unit 1: Intramural & Extramural – Meaning, Objectives & Its Significance; Specific Sports Programme (Sports Day, Health Run, Run For Fun, Run For Specific Cause & Run For Unity)
• Unit 3: Back Pain: Tadasana, Ardh Matsyendrasana, Vakrasana, Shalabhasana, Bhujangasana
• Unit 4: Advantage of Physical Activities for children with special needs
• Unit 5 : Special consideration (Menarch & Menstrual Dysfunction); Female Athletes Triad (Oestoperosis, Amenoria, Eating Disorders)
• Unit 6 : General Motor Fitness–Barrow three-item general motor ability (Standing Broad Jump, Zig Zag Run, Medicine Ball Put – For Boys: 03 Kg & For Girls: 01Kg)
• Unit 7 : Physiological changes due to ageing
• Unit 8 : Friction & Sports
• Unit 9 : Exercise Adherence; Reasons to Exercise, Benefits of Exercise; Strategies for Enhancing Adherence to Exercise
• Unit 10: Circuit Training – Introduction & its importance

Deleted Sections from Practical of Class 12 Physical Education

Practical from Record File: Procedure of carrying out the fitness tests of Senior Citizens of 5 elderly members from your family.

Class 12 Physical Education Theory Topics Explained [70 Marks]

CBSE has released the latest exam structure and syllabus for Physical Education class 12. Let us study each unit with respective topics in detail: 

The essential topics covered in this unit include meaning and objective of planning; committees & its responsibilities (pre, during and post); tournament – knock out, Round Robin or league & combination; procedure to draw fixture – knock out (bye and seeding) & league (staircase & cyclic).

The major topics incorporated in this section of Physical Education class 12 syllabus are nutritive and non-nutritive components of diet; eating for weight control – the pitfalls of dieting, a healthy weight, food intolerance and food myths; balanced diet and nutrition – macro and micronutrients.

Asanas as preventive measures; Diabetes – benefits, procedure, contraindications for Bhujangasana , Paschimottasana , Ardh Matsyendrasna , Pavam Muktasna , Pachimottasana ; Asthma – benefits, procedure, contraindication for Sukhasana , Gomukhasana , Chakrasana , Matsyasana , Bhujangasana , Parvatasana ; Obesity – contraindications for Vajrasana , Trikonasana , Ardha Matsyendrasana , procedure and benefits are the important segments covered in this unit.

Have a look at our blog on career in Sports Journalism .

Unit 4 of the Physical Education class 12 syllabus provides an insight into the different types of disorder (ADHD, SPD, ODD, OCD, ASD), their nature and causes; disability etiquettes; strategies to make physical activities assessable for children with special need; different kinds of disability, their nature and causes (intellectual disability, physical disability, cognitive disability).

Read our blog to explore the major special education courses offered by universities and colleges worldwide. 

In the fifth unit, Physical Education students will get to learn about the exercise guidelines at different stages of growth and development; sports participation of women in India; motor development and factors affecting it; common postural deformities – Flat Foot, Round Shoulders, Knock Knee, Lordosis, Bow Legs, Kyphosis Scoliosis and their corrective measures.

Motor Fitness Tests – run/walk, sit/reach, partial curl up, modified push-ups, push up, standing broad jump; Measurement of Cardio-vascular Fitness – Rocksport Test/Harvard Step Test; Rikli and Jones – Senior Citizen Test are the mandatory topics in the Physical Education class 12 syllabus.

Don’t forget to read our blog on pursuing a career in Sports .

This unit of Physical Education class 12 incorporates the intricate knowledge of the physiological factors determining the component of physical fitness; effect of exercise on the muscular system and cardio-respiratory system; first aid – aims and objectives; sports injuries: classification (soft tissue injuries, bone and joint injuries like dislocation, abrasion, sprain and strain); causes and prevention treatment.

Here students will learn about the meaning and importance of Biomechanics in sports; Newton’s Law of Motion and its application in sports; types of movements (extension, abduction, flexion and adduction). You will also get to explore the changing trends and career in Physical Education .

Major topics under this unit of Physical Education class 12 syllabus include the types and techniques of motivation; personality, its definitions and types – traits & types (Jung Classification & Sheldon); Big Five theory. Studying such topics will help you lay a strong foundation to build a career in Sports Management .

The last unit of Physical Education has been also reduced in the Class 12 syllabus for 2020-21 and here are the final topics in Unit 10 of Class 10 Physical Education syllabus:

• Strength: Types, Meaning, Isometric, Isotonic and Isokinetic methods to improve strength
• Endurance: Meaning, Types, Training methods to develop endurance: Continuous, Fartlek and Interval Training
• Speed: Types, Meaning, Methods to improve speed, i.e. Acceleration Run and Pace Run
• Flexibility: Meaning, Types, Methods to improve flexibility
• Coordinative Abilities: Meaning and types

Note: Students are requested to check the gender-based and overall specifications of the tests on the official website .

Here are the major test practicals in Class 12 physical education syllabus revised for 2020-21:

• Physical Fitness Test : 6 Marks
• Bocce & Unified Basketball [CW SN (Children With Special Needs – Divyang)]
• Yogic Practices: 7 Marks
• Fitness tests administration for all items
• Procedure for Asanas, Benefits & Contraindication for any two Asanas for each lifestyle disease
• Take any game of your choice from the list above. Then, make a labelled diagram of field & equipment (Rules, Terminologies & Skills)
• Viva Voce (Sports/Yoga and Health/Games): 5 Marks

Since a number of students of physical education as their 5th or 6th subject in 12th standard, there are many leading publication houses which provide comprehensive guides for the subject. To help you in acquiring the best study material for physical education class 12, here are some of the popular books available- 

• Health and Physical Education by Vishvas Publications ( Buy Here )
• Dr VK Sharma Health and Physical Book ( Buy Here )
• Mainstreaming Health and Physical Education by Vishvas Publications ( Buy Here )
• APC Introduction to Physical and Health Education class 12 ( Buy Here )

Now that you are familiar with the Physical Education class 12 syllabus, start your preparation now! Want to know about the career opportunities in this field, talk to us at Leverage Edu . Our AI-tool can help you identify the right career option and the best university to kick-start your overseas education.

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Class 12 Physical Education Syllabus

Know the important aspects of the Class 12 Physical Education Syllabus, including its structure, project work, division of marks, and examination pattern.

December 5, 2023

Table of Contents

Class 12 Physical Education Syllabus: For the academic year 2023–2024, the Class 12 Physical Education Syllabus has been revised to meet the Central Board of Secondary Education (CBSE) guidelines. This revised syllabus consists of ten units covering a wide range of subjects including sports nutrition, sports physiology and injuries, sports psychology, sports training, sports intended toward children with special needs, yoga, physical education, sports, and sports organization.

Physical Education is recognized as a subject in Class 12 and is a useful supplement to improve overall academic performance. It is thought to have significantly increased the total percentage. Students interested in learning more about the CBSE Class 12 Physical Education Syllabus for 2023–2024 may refer to the complete syllabus included on this page.

Class 12 Physical Education Syllabus Overview

Physical Education is one of the courses included in the CBSE Class 12 examination . The examination is summarized in the table below:

Class 12 Physical Education Syllabus Marks Distribution

The marks distribution for the CBSE Class 12 Physical Education Syllabus 2023-2024 is shown in the table below:

Note: B* are concept-based questions for visually impaired children, such as the tactile diagram, data interpretation, and case study.

Class 12 Physical Education Syllabus Unit1: Management of Sporting Events

Functions of Sports Events Management:

• Controlling

Various Committees & their Responsibilities: 

• During event

Fixtures and their Procedures: 

• KnockOut (Bye & Seeding)
• League (Staircase, Cyclic, Tabular method)
• Combination tournaments

Intramural & Extramural Tournaments: 

• Significance
• Community Sports Program: 
• Run for Fun
• Run for Specific Cause
• Run for Unity 

Class 12 Physical Education Syllabus Unit 2: Children & Women in Sports

Exercise Guidelines by WHO for Different Age Groups

Common Postural Deformities and Their Corrective Measures:

• Knock Knees
• Round Shoulders

Women’s Participation in Sports: 

• Physical Benefits
• Psychological Benefits
• Social Benefits

Special Considerations:

• Menstrual Dysfunction

Female Athlete Triad:

• Osteoporosis
• Eating Disorders

Class 12 Physical Education Syllabus Unit 3: Yoga as Preventive Measure for Lifestyle Disease

Procedure, Benefits & Contraindications for:

• Katichakrasana
• Pavanmuktasana
• Matsayasana
• Pachimottansana
• Ardha–Matsyendrasana
• Dhanurasana
• Suryabedhan Pranayama
• Bhujangasana
• Shalabhasana
• Supta–Vajarasana
• Paschimottanasana
• Mandukasana
• Kapalabhati
• Urdhwahastottanasana
• UttanMandukasana
• Gomukhasana
• Anuloma–Viloma

Hypertension: 

• Uttanpadasana
• Ardha Halasana
• Sarala Matsyasana
• Nadi–shodhana Pranayama
• Sitli Pranayama

Back Pain and Arthritis: 

• Urdhawahastootasana
• ArdhChakrasana
• Sarala Matsyendrasana
• Nadi Shodhana Pranayama 

Class 12 Physical Education Syllabus Unit 4: Physical Education and Sports for CWSN (Children with Special Needs – Divyang)

Organizations Promoting Disability Sports: 

• Special Olympics
• Paralympics
• Deaflympics

Concept of Classification and Divisioning in Sports. 

Concept of Inclusion in Sports: 

• Implementation

Advantages of Physical Activities for Children with Special Needs. 

Strategies to Make Physical Activities Accessible for Children with Special Needs. 

Class 12 Physical Education Syllabus Unit 5: Sports & Nutrition

Concept of Balanced Diet and Nutrition.

Macro and Micro Nutrients: 

• Food Sources & Functions.
• Nutritive & Non-Nutritive Components of Diet.

Eating for Weight Control: 

• A Healthy Weight
• The Pitfalls of Dieting
• Food Intolerance

Importance of Diet in Sports: 

Pre, During, and Post Competition Requirements.

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Class 12 Physical Education Syllabus Unit 6: Test & Measurement in Sports

Fitness Test – SAI Khelo India: 

Age Group 5-8 years/Class 1-3:

• Flamingo Balance Test
• Plate Tapping Test

Age Group 9-18 years/Class 4-12:

• 50mt Speed Test
• 600mt Run/Walk
• Sit & Reach Flexibility Test
• Strength Test (Partial Abdominal Curl Up, Push-Ups for boys, Modified Push-Ups for girls)

Measurement of Cardio-Vascular Fitness – Harvard Step Test: 

• Duration of the Exercise in Seconds x 100 / 5.5 x Pulse Count of 1-1.5 Min after Exercise.

Computing Basal Metabolic Rate (BMR). 

Rikli & Jones – Senior Citizen Fitness Test: 

• Chair Stand Test for Lower Body Strength
• Arm Curl Test for Upper Body Strength
• Chair Sit & Reach Test for Lower Body Flexibility
• Back Scratch Test for Upper Body Flexibility
• Eight Foot Up & Go Test for Agility
• Six-Minute Walk Test for Aerobic Endurance

Johnsen – Methney Test of Motor Educability: 

• Jumping Half-Turn
• Jumping Full-Turn 

Class 12 Physical Education Syllabus Unit 7: Physiology & Injuries in Sport

Physiological Factors Determining Components of Physical Fitness. 

Effect of Exercise on the Muscular System. 

Effect of Exercise on the CardioRespiratory System. 

Physiological Changes Due to Aging.

Sports Injuries Classification: 

Soft Tissue Injuries:

• Sprain & Strain

Bone & Joint Injuries:

• Dislocation
• Fractures (Green Stick, Comminuted, Transverse Oblique, Impacted)

Class 12 Physical Education Syllabus Unit 8: Biomechanics and Sports

Newton’s Law of Motion & Its Application in Sports. 

Types of Levers and Their Application in Sports. 

Equilibrium – Dynamic & Static, and Centre of Gravity: 

• Application in Sports.

Friction & Its Relation to Sports. 

Projectile in Sports. 

Class 12 Physical Education Syllabus Unit 9: Psychology and Sports

Personality:

• Definition & Types (Jung Classification & Big Five Theory).

Motivation: 

• Types & Techniques.

Exercise Adherence:

• Reasons, Benefits & Strategies for Enhancing It.

Aggression in Sports: 

• Meaning, Concept & Types.

Psychological Attributes in Sports: 

• Self-Esteem, Mental Imagery, Self-Talk, Goal Setting. 

Class 12 Physical Education Syllabus Unit 10: Training in Sports

Concept of Talent Identification and Talent Development in Sports.

Introduction to Sports Training Cycle: 

• Micro, Meso, Macro Cycle.

Types & Methods to Develop:

• Strength, Endurance, and Speed.

Types & Methods to Develop: 

• Flexibility and Coordinative Ability.

Circuit Training:

• Introduction & Its Importance.

Class 12 Physical Education Syllabus FAQs

The maximum marks for the Class 12 Physical Education exam are 70.

Sufficient preparation in around 30-45 days is generally considered enough for Physical Education Class 12.

The average marks in Physical Education Class 12 may vary, but aiming for above 90% is considered excellent.

Physical Education is considered a scoring subject in Class 12 board exams due to its theoretical nature and defined syllabus.

Yes, marks in Physical Education are added to the overall board exam results in Class 12.

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Physical Education Class 12

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Get Notes, Past Year Questions and Sample Paper Solutions for all chapters of Physical Education!

The chapters and subtopics in Physical Education Class 12 are

• Chapter 1 Management of Sporting Events
• Chapter 2 Sports and Nutrition
• Chapter 3 Yoga and Lifestyle
• Chapter 4 Physical Education and Sports for CWSN – Children with Special Need s : Divyangs
• Chapter 5 Children and Women in Sports
• Chapter 6 Test and Measurement in Sports
• Chapter 7 Physiology and Injuries in Sports
• Chapter 8 Biomechanics and Sports
• Chapter 9 Psychology and Sports
• Chapter 10 Training in Sports

All this is mapped with the latest CBSE Syllabus for Board Exams in 2022.

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Class 12 Physical Education Notes Chapter 4 Physical Education and Sports for CWSN

January 18, 2024 by Kalyan

CBSE Class 12 Physical Education Notes Chapter 4 Physical Education and Sports for CWSN – Children with Special Needs : Divyangs is part of Physical Education Class 12 Notes for Quick Revision. Here we have given NCERT Physical Education Class 12 Notes Chapter 4 Physical Education and Sports for CWSN – Children with Special Needs : Divyangs.

Physical Education Class 12 Notes Chapter 4 Physical Education and Sports for CWSN – Children with Special Needs : Divyangs

4.1 Concept of Disability and Disorder Disability and disorder are two separate terms that stand for different types of physical and mental conditions.

Concept of Disability The term disability means any kind of impairment or permanent reduction in physical or mental capacity. The reduction can be related to any kind of physical loss, mental illness, intellectual impairment or reduction in the use of sense organs. This may be present from birth or occur during a person’s lifetime. This affects a person’s participation in different areas of life and reduces the full use of body structures and functions. Definition – “A disability is defined as a condition or function judged to be significantly impaired relative to the usual standard of an individual or group,”

Concept of Disorder Disorder is any ailment that disturbs the health of a person, hinders a person’s performance and diminishes his/her efficiency. Disorder grows inside a person, they are small in the beginning but may become serious and grow into a disability. There are many kinds of disorders like mental disorder, neurological disorder, hyper activity disorder, eating disorder, addiction disorder, attention disorder etc. Definition – “Disorder can be defined as a blip in the usual functioning of a person.”

4.2 Types of Disability, Its Causes and Nature Disability is conceptualised as being a multidimensional experience as it may affect the organs and body parts which hampers a person’s life in many ways.

Types of Disability There are three types of disabilities which are as follows

[i] Cognitive Disability The nature of this disability is mental since cognitive domain is related to using mental abilities and achieving results from it. It is related to impairments in intellectual functioning and adaptive behaviour. Intellectual functioning means person’s ability to plan, comprehend and reason while adaptive behaviour refers to applying social and practical skills in everyday life. Children suffering from dyslexia, learning difficulties, speech disorders, problem in solving math calculations, short span of attention and short of memory are said to have cognitive disability. Causes of cognitive disability are as follows

• Cognitive impairment may be present at birth and may be genetic or chromosomal or result from complications of pregnancy.
• Chromosomal abnormalities such as Down syndrome, fragile X syndrome.
• Genetic abnormalities such as phenylketonuria, Hunter syndrome etc.
• Prenatal drug and infections and exposure to alcohol.
• Lack of oxygen during labour pain or birth.

[ii] Intellectual Disability The nature of this disability is also mental since the intellectual domain is related to using the capacity of the mind. It is a disability characterised by significant limitations in both intellectual functioning and in adaptive behaviour. This is characterised by low intelligence quotient score (under 70) and significant problems in the ways learners adapt to new situations. It is different from cognitive because cognitive is a broad concept while intellectual disability is specific in nature. Causes of intellectual disability are as follows

• Genetic Conditions These include things like Down syndrome and fragile X syndrome.
• Problems during Pregnancy This can interfere with fetal brain development.
• Alcohol or Drug Use may also cause intellectual disability.
• Problems during Childbirth Like if a baby is deprived of oxygen during childbirth or born extremely premature.
• Illness or Injury Infection like meningitis, whooping cough or measles can lead to intellectual disability. Extreme malnutrition, infections in the brain, exposure to toxic substances such as lead, and severe neglect or abuse can also cause it.

[iii] Physical Disability The nature of this disability is physical since it relates to physical functioning of the body parts including sense organs. This refers to the limitation on a person’s physical functioning, mobility, dexterity or stamina. This includes upper or lower limb loss, poor manual dexterity, visual impairment, hearing loss or disability in coordination with different organs of the body. Apart from these, respiratory disorders, epilepsy and sleep disorders are also considered physical disability. Causes of physical disability are as follows

• Illnesses like cancer, heart attack or diabetes cause the majority of long-term disabilities.
• Back pain, injuries and arthritis are also significant causes.
• Lifestyle choices and personal behaviour that lead to obesity are also becoming major contributing factors.
• Musculoskeletal disorders also cause disabilities. Examples include spine/joint disorders, fibromytis etc.
• Genetic causes like gene inheritance can cause this disability.

4.3 Types of Disorder, Its Causes and Nature A disorder is referred to as a disturbance in physical or mental health or functions that causes dysfunction. Some types of disorder are discussed below

ADHD [Attention Deficit’ Hyperactivity Disorder] The nature of this disorder is related to . behavioural changes or disorders. About 10% of school going kids suffer from ADHD, Boys are more suspectible to this disorder than girls. The common symptoms of this disorder are hyperactivity, trouble focusing on a task, very short span of attention and missing details. . Children with ADHD may understand what’s expected of them but have trouble following the instructions required to complete the task. ‘ Young children mostly act in this way when they are excited or anxious but the difference with ADHD is that these symptoms are present over a longer period of time and take place in different settings. The ADHD disorder affects a child’s academic performance as well as social behaviour. Causes of ADHD are .

• Genes and Heredity Genetic inheritance and abnormalities in genes may cause this disorder.
• Brain Injury and Epilepsy Children who have had traumatic brain injuries or who have epilepsy can often have ADHD-like symptoms.
• Environmental Causes Prenatal exposure to smoke, exposure to high levels of lead as a toddler and preschooler is possible contributor.

SPD [Sensory Processing Disorder] This is a condition in which the brain has trouble in receiving and responding to information that comes in through the senses. The SPD is related to mental nature. There the sensory inputs are not organised by the brain in an appropriate manner. The common symptoms are showing heightened reactivity to sound, touch or movement. Under-reactive in certain situations example not noticing when name is called, lethargic, disinterested, poor motor skills, lack of attention, impulsive behaviours etc. The SPD interferes with the children’s normal everyday functioning. They also have delayed communication and social skills. SPD also impacts on a person’s ability to interact with different environments. Causes of SPD are as follows

• Genetic or hereditary factors such as having a family history of autism, SPD.
• Have been understimulated during critical periods of neurological development.
• Have been exposed to variety of environmental toxins.
• Have food allergies.
• Having developmental delays and other , neurological disorders.

ASD [Autism Spectrum Disorder] The nature of this disorder is related to mental illness which then changes the behaviour. It is a complex .developmental disorder that affects normal brain development. The symptoms of ASD are difficulty in communication and interaction with people. They also have repetitive behaviour patterns like flicking a light switch repeatedly, smelling everything, flipping objects etc.

Children with ASD also have sensory sensitivities such as not using eye contact, confused by language, repeating a word etc. Here the brain does not function in the typical’way due to which they face developmental challenges.. Children and adults with ASD do not acquire good social skills and face many behavioural problems. They often stare at a particular person or object, like a few foods, get over excited by certain sounds etc. Causes of ASD are as follows

• ASD can be the result of heredity factors, genetic differences and genetic mutations.
• It can also cause through abnormal mechanisms of brain development and other neurobiological factors.
• Environmental factors related to exposure to drugs, toxins like lead, insecticides, hydrocarbons and dietary factors may cause ASD.

ODD [Oppositional Defiant Disorder] The nature of this disorder is related to social behaviours. This behaviour disorder usually takes place in early teens. Apart from teens, ODD also affects young children especially boys. In children it begins from the age of 8 years. About 2-16% of children are affected by ODD. The main symptoms of ODD are similar patterns of anger, irritable mood, saying hateful things, flaring up at trivial matters, seeking revenge etc.

Here children in their early teens try to defy authority every now and then, they express their defiance by arguing, disobeying, talking back to parents, teachers and other adults. Though this type of behaviour is normally seen among all the teenagers but the difference in ODD is that the behaviour lasts more than 6 months and is excessive in comparison to other children of the same age. This kind of behaviour often disrupts the child’s normal daily activities and hampers academic performance. Causes of ODD are as follows

• Genetics A child’s natural disposition or temperament and possible neurobiological differences in the way nerves and the brain function may cause ODD.
• Environment Problems with parenting that may involve a lack of supervision, inconsistent or harsh discipline, or abuse or neglect also cause ODD.

OCD (Obsessive Compulsive Disorder] The nature of this disorder is related to mental illness. This usually takes place in people of middle ages. Males and females both are equally affected by OCD. About 15-20% of the people experience OCD in mild forms. The symptoms of this disorder are people doing repetative behaviours, performing routine tasks over an over again or having certain thoughts repeatedly.

Some examples of this type of disorder are frequent or excessive hand washing, counting to things repeatedly, checking if a door is locked again and again. These activities occur to such a degree that it affects a person’s life negatively. The OCD can become serious and may cause other problems related to mental illness. Causes of OCD are as follows

• Familial Disorder The disorder may run in the family, therefore close relatives of people with OCD are likely to develop it.
• Behavioural Causes The behavioural theory suggests that people with OCD associate certain objects or situations with fear and learn to avoid those things or learn to perform rituals in order to help reduce the fear or the stress related to that situation.
• Cognitive Causes This happens when people misinterpret their thoughts like the feeling of dirty hands even when they are cleaned many times.
• Environmental Causes This means stressful situation present in the environment such as within the family or society that triggers OCD in people.

4.4 Disability Etiquettes Disability etiquettes is a set of guidelines to deal with the people facing physical or mental disabilities. It was started as a clinical play on existing rule sheets, written for non-disabled audiences that were seen as demeaning by civil rights activists in 1970s. The term serves to communicate people with disabilities more respectfully in all types of situations. It refers to educate people regarding disabilities. It involves treating people with disabilities with respect and care, and try to bring them into a normal life.

Disability Etiquettes in General

• Always respect the dignity of a disabled person, individuality and desire for independence.
• Treat a person with disability in the same manner and with the same respect and courtesy as with others.
• Speak directly to the person rather than through the friend, attendant or sign-language interpreter who may also be present.
• Never speak about the person as if they are invisible, can’t understand what is being said. .
• Don’t put people with a disability on a pedestal or talk to them in demeaning terms.

Disability Etiquette Guidelines

[i] ill Persons with Speech Difficulties

• Give attention to the person who has difficulty in speaking.
• Keep manner to encourage rather than correcting.
• Give extra time for the conversation and be patient.
• If you have difficulty in understanding, don’t pretend that you do. Repeat as much as you do understand.

[ii] Person with Hearing Loss

• Get the person’s attention with a wave of the hand, or a tap on the shoulder. Speak clearly and slowly, but without exaggerating your lip movements or shouting.
• Many persons with hearing loss read lips. Place yourself facing the light source and keep hands, cigarettes and food away from your mouth when talking in order to provide a clear view of your face.
• When an interpreter accompanies a person, direct your remarks to the person rather than to the interpreter.
• Look directly at the person and speak expressively.
• Use sign language if you and the person are both familiar with it.

[iii] Persons with Vision Loss

• When enter the room, indicate who is there. Let the person know when leaving the room.
• When talking to a person with a visual impairment, begin to identifying yourself by name and that you are speaking to them.
• When offering your assistance, do not grab the person’s cane or arm.
• If you are walking with a person who is blind, offer your arm for him/her to hold.
• Walk at the norma! pace. It is helpful to speak casually and naturally about the environment, objects and buildings you are passing as you walk.
• Not all visually impaired people read Braille. Ask the person what alternative format they prefer.

(iv) Persons with Cognitive / Language Impairments

• Use a calm voice and be comfortable. Use simple and short sentences.
• Do not argue with the person.
• Treat each person as an individual with talents and abilities deserving of respect and dignity.
• Give extra time for the person to process what: you are saying and to respond. Look for signs of stress and/Or confusion:

The rules of etiquettes and good manners to deal with people with disabilities are generally the same as the rules for good etiquettes in society. These guidelines address.specific issues which frequently arise for people with disabilities; Since everyone is different, these guidelines only hold true for most individuals most of the time.

4.5 Advantage of Physical Activity for Children with Special Needs Physical Activity According to the Department of Health and Human Services, USA, physical activity generally refers to movement that enhances health. It means the movement of the body that uses energy. Walking, running, dancing, swimming, yoga and gardening are a few examples of physical activity. For health benefits, physical activity should be moderate or vigorous intensity. Exercise is a type of physical activity that’s planned and structured. Lifting weights, taking an aerobics class and playing on a sports team are examples of exercise.

Advantage of Physical Activity for Children with Special Needs Regular physical activity is good for everyone but it’s particularly important for children with special needs. These are most important for their growth and development. There are numbers of advantages of physical activities. These are as follows

• It strengthens the heart muscle thereby improving cardiovascular efficiency, lung efficiency and exercise endurance. This helps in controlling repetative behaviours among disabled children.
• Besides improving fitness, physical activity develops social relationships with other children, teammates and teachers.
• This brings positive changes in the social behaviour of these children.
• It helps to improve energy level in the body. Regular physical activity often makes children more energetic, allows them to become active.
• It regulates blood pressure, cholesterol level and diabetes. Physical activity reduces stress level.
• It helps to control weight. The children with disabilities are not physically active or may have deficit of calories, which takes fat away and lowers weight and regular exercises help in regulating weight.
• Physical activities help in improving muscle strength, coordination and flexibility among disabled children.
• This also improves motor skills, brings better balance and body awareness which is lacking in these children.
• Physical exercise finds an outlet to channelise the physical energy which helps these children to cope with stress, anxiety and depression.
• Physical activity enhances the metabolism of brain in the children. It leads to cognitive improvement in children with special needs allowing them to acquire new skills, learn new things and focus on specific goals.
• Physical activity decreases anxiety, reduces depression, and improves mood and outlook in children. In addition, their
• quality of sleep is also improved.

4.6 Strategies to Make Physical Activities Accessible for Children with Special Need The various strategies or ways by which physical activities can be made accessible for children with special needs are as follows

• Inclusive Classrooms It means development of education laws in such a way that children with special needs get education within the normal classrooms along with other children so that they are well accepted in society.
• Assistive Technology It refers to creating devices, tools or equipments that help children with special needs to participate in learning activities like bigger balls, balls with bells, balls attached to strings to bring it back to the students etc.
• Adaptive Physical Education Depending on student’s disability, a separate, adaptive class or modifications within a game, changing the rules of the game or sport to some extent can help the students in a big way.
• Creating Specific Environment Students with special needs can be provided with specific play area with special requirements as needed by them. Loud music, glaring lights often cannot be tolerated by these children, so a lot of natural lighting should be there.
• Positive Behaviour In physical education classes, teachers should show positive behaviour and healthy interactions and prevent negative behaviours. The method is to “Prevent, Teach, Reinforce”. This means class material taught through positive interactions, lesson reinforced by referring back to behavioural expectations and evaluating progress.
• Focus on Creative Games Instead of competitive games and physical activities, the strategy is to develop creative games. This helps in team building and cooperation and prevents unnecessary competition and boosts the confidence of these children.
• Accomodations and Modification Since the individual needs of the children with special needs ard different^ it is essential for . the teachers to modify the teaching strategies in order to accommodate the children with disabilities. Therefore constant modification and accommodation is required.
• Professional Courses Developing more professional courses and teacher certification programs for teaching physical education to children with special needs is essential to popularise the adaptive physical education programme.

We hope the given CBSE Class 12 Physical Education Notes Chapter 4 Physical Education and Sports for CWSN – Children with Special Needs : Divyangs will help you. If you have any query regarding NCERT Physical Education Class 12 Notes Chapter 4 Physical Education and Sports for CWSN – Children with Special Needs : Divyangs, drop a comment below and we will get back to you at the earliest.

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Physical Education Project On Kho Kho For Class 12 CBSE

Table of Contents

Introduction

Kho Kho, a beloved gem within India’s rich cultural tapestry, encapsulates the essence of our heritage. This traditional Indian sport, deeply rooted in history, seamlessly weaves speed, agility, teamwork, and strategic brilliance into an exhilarating game. As we embark on this journey, our mission is to unravel the captivating narrative of Kho Kho, exploring its historical significance, intricate rules, nuanced techniques, and the myriad benefits it bestows upon its players.

Historical Background

Kho Kho, often referred to as the “Game of Chasers,” is a traditional Indian sport with a rich and storied history. Its origins can be traced back to the state of Maharashtra in western India, where it was known by various names like “Lingorcha” or “Run Chase.” While the exact timeline of its inception remains uncertain, Kho Kho has been a part of India’s cultural heritage for centuries.

The Evolutionary Tale

Kho Kho’s journey through time is a testament to its enduring popularity. In its nascent days, it served as a simple pastime for rural communities, played amidst sprawling fields devoid of standardized regulations. As its prominence surged, formal rules and guidelines took shape, ensuring fairness and consistency in play.

A Glimpse into Ancient Chronicles

References to Kho Kho can be unearthed in several ancient Indian texts, underscoring its significance in traditional Indian society. The Mahabharata, the epic of epics, even hints at a game resembling Kho Kho, with tales of Lord Krishna and his companions engaging in similar pursuits during their youth.

Cultural Resonance

Kho Kho’s historical relevance transcends the realm of sports. It mirrors the cherished values of physical prowess, agility, and teamwork entrenched in Indian culture for centuries. Its inclusion in cultural festivities and events is a testament to its timeless allure.

Objective of the Game

The Heart of Kho Kho

At its core, Kho Kho beckons teams to tag all their opponents swiftly while evading tags themselves. This seemingly straightforward objective lies at the crux of the game, birthing numerous virtues:

• Team Unity: Kho Kho dances to the rhythm of teamwork, where coordination and collaboration reign supreme. Players must synchronize their efforts strategically to tag opponents with finesse. Effective communication within the team is the cornerstone of success.
• Strategic Symphony: To attain this objective, teams orchestrate an intricate symphony of tactics. Chasers join forces to encircle and tag opponents, while defenders employ nimble evasion techniques. Strategy unfolds through swift decision-making, anticipation of adversary movements, and adaptability on the field.
• Peak Physical Condition: Pursuing this objective mandates peak physical fitness, agility, and speed. Players must be in prime form to pursue opponents relentlessly and evade being tagged themselves.
• Mental Agility: Beyond physical prowess, Kho Kho nurtures mental acumen. Players sharpen their concentration, focus, and quick thinking as they analyze the field, decipher opponents’ maneuvers, and make lightning-quick decisions.

In summation, Kho Kho’s historical lineage and its quest for efficient tagging make it a culturally significant sport that champions teamwork, strategic prowess, physical fitness, and mental astuteness. Its enduring popularity, not only in India but also beyond its borders, is a testament to its timeless charisma.

Rules and Regulations

The Playing Arena

Kho Kho finds its battleground on the rectangular expanse known as the “Khokho court.” This court spans 29 meters (94 feet) in length and 16 meters (52 feet) in width.

The Team Composition

In this game of finesse, each team assembles a formidable squad of 12 players, but only 9 warriors grace the field at any given moment. Teams alternate roles between being the agile “chasers” and the elusive “defenders” during the match.

The Clock Ticks

A standard Kho Kho bout unfolds over two innings, each bearing a temporal signature of 7 minutes. At halftime, the teams exchange their roles, with the chasers donning the defenders’ mantle and vice versa.

The Art of ‘Out’ and ‘In’

Chasers, akin to skilled hunters, endeavor to tag defenders within a fixed timeframe, often around 30 seconds. A defender, once touched by a chaser or making contact with the boundary lines, faces the dreaded declaration of ‘out.’ These ousted defenders then assume their position in a designated area called the “anti” until their turn to chase arrives. The objective for the defending team is to master the art of evasion, aiming to elude the clutches of chasers for the entirety of their 7-minute vigil.

The Roles Defined

• Chasers : Chasers, functioning in pairs, serve as the offensive arm of the team. They are charged with the exhilarating task of tagging defenders swiftly and efficiently. Agility, swiftness, and strategic acumen are their trusty companions. The success of chasers hinges on seamless communication and harmonious coordination.
• Defenders : Defenders, on the other hand, become the elusive shadows, using a repertoire of evasion techniques like quick turns, agile dodges, and smart teamwork to avoid the touch of the chasers. Agility, evasive prowess, and field awareness are their weapons in this riveting game of cat and mouse.

The Laws of the Game

In the tapestry of Kho Kho, fouls and penalties are woven into the fabric of play. Committing certain infractions can lead to a player’s ignominious declaration of ‘out.’ These infractions may include prematurely crossing the centerline, encroaching upon the boundary lines, or failing to tag opponents within the stipulated time. Penalties, too, have their place, often resulting in the opposing team receiving points or additional time to revel in the game.

Techniques and Skills

Speed and Agility: The hallmark of Kho Kho, speed, and agility are virtues revered by both chasers and defenders. Chasers employ them to pounce on opponents swiftly, while defenders embrace them to evade their pursuers.

Quick Decision-Making : Kho Kho unfurls at a blistering pace, demanding players to make lightning-quick decisions. The split-second choice between tagging, dodging, or changing course shapes the course of the game.

Teamwork : The symphony of teamwork resonates through every Kho Kho match, with chasers harmonizing their movements to ensnare defenders effectively.

Dodging : Defenders, akin to skilled matadors, rely on dodging techniques to elude tags. This entails lightning-fast movements, abrupt direction changes, and sudden halts.

Tagging : The delicate art of tagging is the chaser’s forte. Precision and speed are their allies, often utilizing the edge of their hands or nimble finger touches to claim their quarry.

Strategizing : Kho Kho is more than mere physicality; it’s a cerebral battle. Teams craft intricate strategies, encompassing maneuvers like encirclement or spatial division to outwit their opponents on the field.

Equipment Required

Minimalist Gear

Kho Kho revels in its simplicity when it comes to gear. Its unpretentious requirements open the doors to enthusiasts from all walks of life. Here’s a glimpse of the elemental equipment necessary to partake in the Kho Kho saga:

The Field of Dreams

The canvas for Kho Kho’s drama unfurls on a plain rectangular field, devoid of complexity. The field spans 29 meters (94 feet) in length and 16 meters (52 feet) in width, meticulously marked with boundary lines and a central divider, bifurcating it into two equal halves.

The Sentinel Poles

Guarding the corners of this rectangular canvas are the sentinel poles. These poles serve as the tangible proof of a completed run when touched by the players.

Benefits of Playing Kho Kho

• The Bounty of Kho Kho

Physical Bounties:

• Elevated Fitness : Kho Kho stands as a formidable fitness mentor, sculpting bodies into well-rounded specimens. Cardiovascular endurance, muscular might, and the grace of flexibility are its gifts, all born from the ballet of rapid moves and artful dodges.
• Agility Mastery : The sport’s capricious twists and turns bestow upon its practitioners the gift of agility, the ability to dance through life’s obstacles with finesse.
• Stamina Surge : In the crucible of Kho Kho, stamina is forged. The game’s relentless tempo fosters enduring endurance, forging players into stamina stalwarts. 2. Mental Treasures:
• Concentration Zenith : Kho Kho, the mental crucible, hones concentration. To track the elusive opponents, to decipher their strategies, and to react with precision, players are plunged into the depths of unwavering focus.
• Quick-Witted Brilliance : The game demands quick thinking, a nimble mind that adapts to shifting circumstances and fashions decisions in the blink of an eye. It’s mental agility incarnate.
• Decision-Making Prowess : Kho Kho is the arena of decisions, where players must choose between tagging an adversary, executing a nimble dodge, or passing the baton to a teammate. Sound decision-making is its hallmark.

3. Social Riches:

• Teamwork Elegance : The soul of Kho Kho rests in teamwork, where harmony and communication among players form the cornerstone. It nurtures a sense of belonging and orchestrates the symphony of cooperation.
• Sportsmanship Etiquette : On Kho Kho’s stage, values of sportsmanship and fair play take center stage. Players learn to respect rivals and officials, an invaluable lesson transcending the game.
• Social Weave : Beyond the boundaries, Kho Kho fosters social interaction and the weaving of friendships. Teammates and opponents unite, painting the canvas of camaraderie.

Kho Kho Tournaments

Premier tournaments:.

• Senior Nationals : The Senior National Kho Kho Championship is the crown jewel in the realm of Indian Kho Kho. Teams hailing from diverse states converge, vying for the coveted national title. This event not only showcases the finest talent but also serves as a crucible for the evolution of the sport.
• Junior Nationals : Akin to its senior counterpart, the Junior Nationals offers young Kho Kho prodigies a platform to shine. As they weave their magic on the field, this championship acts as a stepping stone for the stars of tomorrow.
• Inter-School Showdowns : The grassroots of talent often find their nourishment in the fertile grounds of inter-school Kho Kho competitions. These events provide budding talents with the first taste of competitive Kho Kho and set the stage for their future journeys.

The Icons of Kho Kho:

• Nasreen Khan : Revered as the “Queen of Kho Kho,” Nasreen Khan is an iconic figure in the annals of Indian Kho Kho. Her legacy transcends her playing career, as she has also assumed the mantle of a coach, shaping the destinies of aspiring athletes and contributing significantly to the sport’s proliferation.
• Sunil Dhul : Sunil Dhul’s name reverberates through the Kho Kho universe. Renowned for his extraordinary skills and contributions, he stands as a testament to the heights that Kho Kho players can achieve.

On the Global Stage:

• International Recognition : While Kho Kho may be primarily celebrated on Indian soil, some players have ventured onto the international stage, donning the national colors with pride. These athletes have not only represented India in international competitions but have also showcased the flair and finesse of Kho Kho to the world.

Promotion and Preservation

• Cultural Tapestry : Kho Kho is more than just a game; it’s a vibrant thread woven into the intricate tapestry of India’s cultural heritage. It mirrors a tradition steeped in physical fitness, agility, and the beauty of teamwork, underscoring the need to cherish and preserve it.
• Wellness Crusade : The promotion of Kho Kho is a potent tool in our arsenal to combat the rising tide of sedentary lifestyles. Encouraging participation in this sport translates into a healthier society, as it beckons individuals to embrace physical activity and reap the rewards of fitness.
• Guardians of Tradition : Preserving Kho Kho isn’t just about safeguarding a sport; it’s about upholding the cultural diversity and heritage that define India. By nurturing this traditional gem, we ensure that the chapters of our history remain vibrant and accessible for generations to come.

Cultivating the Youth’s Passion

• Curriculum Integration : Schools and colleges serve as incubators for passion. By incorporating Kho Kho into the physical education curriculum, educational institutions can expose students to the joys of the sport from a young age, planting the seeds of love and appreciation.
• Community Engagement : Local tournaments are the lifeblood of any sport. Communities can take the initiative to organize Kho Kho tournaments, transforming open spaces into arenas of excitement. This not only engages the youth but also fosters a sense of community and camaraderie.
• Awareness Unleashed : Knowledge is a catalyst for interest. Conducting awareness campaigns, both in schools and communities, about the historical significance and myriad benefits of Kho Kho can ignite the spark of curiosity in the hearts of the younger generation.
• Skill Sculptors : The road to excellence is paved with practice. Offering training programs and coaching facilities for budding Kho Kho players can help hone their skills, turning them into formidable athletes ready to carry the legacy forward.
• Legends Enshrined : Heroes are the embodiment of inspiration. Recognizing and celebrating the achievements of Kho Kho legends not only pays homage to their dedication but also serves as a beacon for the youth, guiding them towards their own aspirations.

In summation, Kho Kho stands as a living testament to India’s cultural legacy, transcending the boundaries of a mere sport. It embodies the virtues of physical prowess, agility, teamwork, and the spirit of sportsmanship. The echoes of its grandeur resound through celebrated events such as the Senior Nationals and Junior Nationals, while iconic figures like Nasreen Khan and Sunil Dhul etch indelible marks on its canvas.

The imperative of promoting and preserving traditional Indian sports like Kho Kho cannot be overstated. These endeavors safeguard our cultural diversity and champion a society that champions health and activity. By enmeshing Kho Kho into educational curricula, igniting the fervor of local tournaments, and illuminating its manifold benefits, we beckon the youth to embrace Kho Kho, anchoring it firmly in our cultural tapestry for generations yet unborn.

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ISC Physical Education Specimen Paper 2024 (PDF) – CISCE Class 12 Physical Education Sample Paper

Isc board class 12 physical education sample paper 2024-25: this article will provide insights into the isc class 12 physical education sample paper and the answer key. keep reading the article to know..

Instructions to Candidates

• You are allowed an additional 15 minutes for only reading the question paper.
• You must NOT start writing during reading time.
• This question paper has nine printed pages and fifteen questions.
• There are three sections in the paper: A, B and C. Internal choices have been provided in one question in Section B and one question in Section C.
• Section A consists of one question having fifteen sub-parts of one mark
• each. Attempt all questions.
• Section B consists of five questions of five marks each. Attempt all questions.
• Section C consists of nine questions of five marks each. Attempt all questions on any two games in this section.
• The intended marks for questions are given in brackets [ ].

ISC Board Class 12 Physical Education Sample Paper 2024-25

This is the one section of the sample paper and if the students need the full sample paper, then they can download the free PDF from the link below.

CHECK: ISC Board Class 12 Physical Education Sample Paper 2024-25

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The physical school environment

The brief explores how physical education facilities – that is, land, buildings, and furniture for education – can affect learning processes and what measures can be undertaken to create the optimal conditions for learners and teachers’ achievement and well-being.

Target 4.a of the Sustainable Development Goal 4 on inclusive and equitable quality education calls for the international community to ‘build and upgrade education facilities that are child, disability and gender sensitive and provide safe, non-violent, inclusive and effective learning environments for all’.  Proposed indicators include water, sanitation, and hygiene (WASH), electricity, and ICT access, as well as access to adapted infrastructure and materials for learners with disabilities (UNESCO, 2016) . Spaces that are safe and healthy have been found to positively affect pupil’s academic outcomes (Barrett et al., 2019) . Given the sizeable budget allocated to physical facilities, around 10–25 per cent of educational expenditures, it is crucial that funds are well spent and that school locations and facilities support access to education and an environment conducive to learning (Beynon, 1997) . The COVID-19 pandemic showed that poor-quality infrastructure (e.g. lack of ventilation) can exacerbate COVID-19 transmission in a school setting (USAID, 2020) . School infrastructure is, therefore, high on the agenda as governments prepare for school reopening. 

What we know

School location.

Schools are an integral part of a community and are best located close to the learners they serve. The need to travel long distances to school can have a negative impact on enrolment and retention (especially among girls and disabled children), as well as attendance and performance. For example, studies have found that students living less than 1 km from their school perform statistically better than those who walk further (Theunynck, 2009) .

School size

Evidence on the impact of school size on learning is mixed. Studies from the USA suggest that smaller schools may contribute to better student outcomes as learners, teachers, and parents see themselves as part of a community (Barrett et al., 2019) , while in India small schools with fewer facilities and a lack of specialist teachers may be resulting in lower outcomes (Rolleston and Moore, 2018) . Data from Senegal showed that school size had no effect on student performance in the early grades, but that attending a large school had adverse effects on student performance by the fourth grade. This may be due to the fact that fourth graders have spent more time in the education system whereas, at the start of the learning process, schools have not yet left their mark on younger learners, whose learning is shaped more by family environment (Koussihouede, 2020) . Barrett et al. (2019) also point to the drawbacks of large schools, citing higher transportation costs, higher administrative overheads, lower graduation rates, higher absenteeism, higher rates of vandalism, and lower teacher satisfaction.

School premises

An ‘inviting physical environment that ensures the safety and health of learners’ helps to enhance the quality of learning (UIS, 2012: 38) . Learning assessment data from Latin America shows a clear relationship between school infrastructure and learning even after controlling the socioeconomic level of the families. The two categories that are most clearly associated with learning outcomes are pedagogical and academic spaces, and connection to services (electricity, telephone, and Internet) (UNESCO Santiago Office and IDB, 2017) .

The quality of infrastructure affects enrolment and completion rates, and it is an important aspect in parents’ satisfaction with and perception of school quality (Gershberg, 2014) . There is evidence to suggest that school construction projects can help raise motivation among students and teachers and improve parental engagement, which subsequently leads to improved academic achievement (Neilson and Zimmerman, 2011) . Well-designed schools can increase the productivity of school staff and cut financial waste on unnecessary services and maintenance (RIBA, 2016) .

Although the literature does not show a strong relationship between students’ exam results and their satisfaction with the condition of school facilities, some studies have demonstrated convincing links between student outcomes and specific aspects of classroom infrastructure in OECD countries (Barrett et al., 2019) . Table 1 summarizes the evidence gathered from the literature.

a. Classroom features that are strongly related to their use. Source: Barrett et al., 2019: 28.

Outside of the classroom, learners need access to adequate outdoor space for organized physical education and sports, as well as for play during break times (UIS, 2012) . Physical activity and recreation have a significant impact on child development and the physical and mental health of learners (Barrett et al., 2019) .

WASH facilities

Schools are one of the most successful and cost-effective resources for targeting children and communities with key health and hygiene interventions (WHO, 2004) . Basic services such as water, sanitation, waste disposal, electricity, and communications also help ensure that children and teachers attend school and remain healthy there (Barrett et al., 2019) . Inadequate WASH facilities affect boys and girls in different ways, and this may contribute to unequal learning opportunities. Specifically, lack of sanitary facilities may mean that female students but also female teachers are absent from school during menstruation (WHO, 2009; Gershberg, 2014) .

Equity and inclusion

Equity issues are an important factor in the relationship among school location, facilities, premises, and student outcomes. The following findings emerged from the literature:

• Schools located in areas with good quality-of-life factors (e.g. higher pay, educated population) may attract and retain more qualified and motivated teachers (Gagnon, 2015) .
• In general, older school buildings and those in poor condition are located in the poorest areas (Barrett et al., 2019) .
• Overcrowded school buildings and heat exposure have been found to have a negative impact on student performance, especially for students from minority and financially disadvantaged backgrounds (Earthman, 2002; Park et al., 2020) .
• The effects of small schools (better attendance, higher graduation rates, greater engagement in extracurricular activities) may be more beneficial to children from disadvantaged backgrounds (Barrett et al., 2019) .
• Accessibility to school (transportation, well-maintained pavements) and in school (wide doors and corridors, adjusted toilets) is still a challenge worldwide (Education International Research, 2018) . The ‘physical “place” of the classroom’ can be improved to support learners with disabilities through the provision of clearly written texts, facilitating the use of assistive devices and adaptive learning resources. Space can be re-organized by moving learners with visual and physical disabilities to the front of the classroom so they can see and hear the teacher (Miles, Westbrook, and Croft, 2018: 79) . Flexible, age-appropriate learning spaces have the potential to improve academic outcomes for all learners (Barrett et al., 2019) .

Condition of school infrastructure

In Africa, the rapid expansion in access to education has surpassed the growth trend in primary school classrooms, often resulting in overcrowded classrooms (Theunynck, 2009) . This is further aggravated by the general poor quality, durability, and functionality of the existing infrastructure that requires renovation. However, poor learning conditions do not only affect developing countries. Environmental conditions in elementary schools (in terms of thermal and air quality) are often inadequate in developed countries (Wargocki and Wyon, 2013 in Barrett et al., 2019) .

Lack of facilities

Many schools lack the basic services necessary to guarantee a safe and healthy environment for learning. In Africa and Latin America, a high proportion of students attend schools with inadequate facilities (e.g. no potable water, lack of working sanitary facilities, broken or missing school furniture) (Theunynck, 2009; UIS, 2012b; UNESCO Santiago Office and IDB, 2017) . For instance, in Latin America, only one-quarter of third graders attend schools that met the infrastructure sufficiency criteria of the study (UNESCO Santiago Office and IDB, 2017) .

Inadequate resource allocation

Beyond budget constraints, ‘the problems of poor infrastructure are often exacerbated by an inefficient and inequitable distribution of construction resource’ (Theunynck, 2009: 10) . In some countries, overcrowded classrooms coexist with underutilized spaces (Theunynck, 2009; Barrett et al., 2019) . This can be partly explained by the high centralization of infrastructure planning, which cannot always accurately assess the actual needs at the local level (Theunynck, 2009; Gershberg, 2014) .

Policy and planning

School design.

In areas that are prone to natural disasters, schools should develop disaster preparedness plans that are reviewed on a regular basis (UIS, 2012a) . Other physical factors to consider for creating an optimal teaching and learning environment include: learner-to-classroom ratios, appropriate furniture for learner comfort, noise levels, heating and ventilation, sex-segregated toilets or latrines, and adequate lighting (Beynon, 1997; Neilson and Zimmerman, 2011; UIS, 2012a; UNESCO et al., 2020) . The COVID-19 pandemic has emphasized the need for adequate WASH facilities and classroom arrangements that facilitate social distancing (UNESCO et al., 2020; Furlani and Tibério Cardoso, 2021) .

It is also important to go beyond health and safety minimum standards and create spaces conducive to participatory learning methodologies. Although its impact on learning remains to be documented, school design can help build a connection between schools and the wider community if conceived in accordance with local climatic and cultural environments (UIS, 2012a; Barrett et al., 2019) .

Infrastructure planning

In areas facing budget constraints, cost-effectiveness analysis can help guide decisions regarding the construction or renovation of classrooms depending on their impact on the quality of learning (Jenkins and Zeinali, 2015) . Steps to create quality learning environments include an audit of the current state of affairs in schools, the development of a plan with specific baseline standards and indicators for reaching them, and a cost evaluation (Theunynck, 2009; UIS, 2012a) . Using up-to-date information on the condition of school infrastructure and adopting a participatory approach (involving parents and communities) are critical elements for successful infrastructure planning (UIS, 2012a; UNESCO Santiago Office and IDB, 2017) .

Access to school places

Maintaining reasonable travel distances implies increasing the number of schools and reducing their size rather than fewer and larger schools (Theunynck, 2009; Barrett et al., 2019) . This means that smaller schools should be locally distributed according to the density of demand (Barrett et al., 2019) .

Improving equity in access

Simple solutions exist when working towards better inclusion of children with physical disabilities, provided that they are incorporated in the school design and planning process (Theunynck, 2009) . These include building ramps, widening door openings, minimizing stairs, attention to topography, etc.

Maintenance of buildings

Consistently maintaining and bringing the necessary improvements to the existing infrastructure can result in a good-quality educational environment in buildings of any age. Additionally, attention to infrastructure sustainability can help accommodate future demographic or pedagogic changes (Barrett et al., 2019) . In this regard, Gershberg (2014) suggests that in developing countries, the decentralization of the education infrastructure can ensure more efficient maintenance.

Plans and policies

• Lao PDR: School construction guidelines (2009)
• Togo: Stratégie nationale du MEPSA en matière de constructions scolaires du primaire (2009)
• Beynon, J. 1997. Physical Facilities for Education: What Planners Need to Know.   Paris: IIEP-UNESCO.
• UNICEF. 2009. Child-Friendly Schools Manual.  New York: UNICEF.
• UNESCO; UNICEF; World Bank; WFP. 2020. Framework for Reopening Schools.
• WHO. 2009.   Water, Sanitation and Hygiene Standards for Schools in Low-cost Settings. Geneva: WHO.

Barrett, P.; Treves, A.; Shmis, T.; Ambasz, D.; Ustinova, M. 2019. The Impact of School Infrastructure on Learning: A Synthesis of the Evidence. Washington, DC: World Bank.

Beynon, J. 1997. Physical Facilities for Education: What Planners Need to Know. Fundamentals of Educational Planning 57. Paris: IIEP-UNESCO.

Earthman, G.I. 2002. ‘School facility conditions and student academic achievement’. Williams Watch Series: Investigating the Claims of Williams v. State of California. Los Angeles: UCLA’s Institute for Democracy, Education, and Access.

Education International Research. 2018. Are We There Yet? Education Unions Assess the Bumpy Road to Inclusive Education. Brussels: Education International.

Furlani, S.; Tibério Cardoso, G. 2021. ‘Rethinking post-Covid-19 school design in Brazil: Adaptation strategies for public schools PEE-12 FNDE’. In: Strategic Design Research Journal , April 2021.

Gagnon, D.J. 2015. ‘School location and teacher supply: Understanding the distribution of teacher effects’. In: Current Issues in Education, 18(3) : 15.

Gershberg, A.I. 2014. ‘Educational infrastructure, school construction & decentralization in developing countries: Key issues for an understudied area’. Working paper 14–12. Atlanta: International Center for Public Policy.

Jenkins, G.P.; Zeinali, A. 2015. ‘Cost-effective infrastructure choices in education: Location, build or repair’. In: South African Journal of Economic and Management Sciences, 18(1): 70–83.

Koussihouede, O. 2020. ‘School size and student performance’. IIEP Learning Portal, 9 September 2020.

Miles, S.; Westbrook, J.; Croft, A. 2018. ‘Inclusions and exclusions in rural Tanzanian primary schools: Material barriers, teacher agency and disability equality’. In: Social Inclusion, 6(1): 73–81.

Neilson, C.; Zimmerman, S. 2011. ‘The effect of school construction on test scores, school enrollment, and home prices’. IZA DP No. 6106. Discussion Paper Series. Bonn: Institute for the Study of Labor (IZA).

Park, R.J.; Goodman, J.; Hurwitz, M.; Smith, J. 2020. ‘Heat and learning’ . In: American Economic Journal: Economic Policy, 12(2) : 306–39.

RIBA (Royal Institute of British Architects). 2016. Better Spaces for Learning. London: RIBA.

Rolleston, C.; Moore, R. 2018. Young Lives School Survey, 2016–17: Value-added analysis in India.  Oxford: Young Lives.

Theunynck, S. 2009. School Construction Strategies for Universal Primary Education in Africa: Should Communities Be Empowered to Build Their Schools? Washington, DC: The World Bank.

UIS (UNESCO Institute for Statistics). 2012a. A place to learn: Lessons from research on learning environments. Technical paper 9. Montreal: UIS.

UIS (UNESCO Institute for Statistics). 2012b. School and teaching resources in Sub-Saharan Africa: Analysis of the 2011 UIS Regional Data Collection on Education. UIS Information Bulletin 9. Montreal: UIS.

UNESCO. 2016. Education 2030: Incheon Declaration and Framework for Action for the Implementation of Sustainable Development Goal 4: Ensure Inclusive and Equitable Quality Education and Promote Lifelong Learning .   Paris: UNESCO.

UNESCO Santiago Office; IDB (Inter-American Development Bank). 2017. Sufficiency, Equity and Effectiveness of School Infrastructure in Latin America According to TERCE . Santiago: UNESCO Office Santiago and Regional Bureau for Education in Latin America and the Caribbean; IDB.

UNESCO; UNICEF; World Bank; World Food Programme. 2020. Framework for reopening schools.  Paris : UNESCO

USAID (United States Agency for International Development). 2020. COVID-19 and Education: Initial Insights for Preparedness, Planning and Response. Washington, DC: USAID.

WHO (World Health Organization). 2004. The physical school environment: An essential component of a health-promoting school. Information series on school health document. Geneva: WHO.

WHO (World Health Organization). 2009. Water, Sanitation and Hygiene Standards for Schools in Low-Cost Settings.  Geneva: WHO.

Related information

• Why education infrastructure matters for learning
• Child-friendly school (CFS)
• Learning environment
• School facilities