1

RANI CHANNAMMA UNIVERSITY, BELAGAVI

REVISED SYLLABUS
FOR

BACHELOR OF PHYSICAL EDUCATION

[Link]. TWO YEARS COURSE
FOUR SEMESTER CHOICE BASED CREDIT SYSTEM SCHEME

AS PER NCTE REVISED NORM AND STANDARD REGULATIONS-2014

With Effect From

2024-25
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New regulations and syllabus for the bachelor of physical education ([Link])
Under two years scheme 2024-25

Regulation- I: The Degree of Bachelor of Physical Education henceforth referred to as [Link]. Degree
in the following regulations, may be awarded to the candidate who successfully complete the course,
the course of studies and pass the examination that cover theory, teaching ability (Internship and
Practical) and practical as per the scheme and also fulfill and satisfy the regulations that govern the
[Link]., degree in Rani Channmma University, Belagavi or in the affiliated college of the Rani
Channmma University.

Regulation – II: The [Link]., Degree course shall be offered under the Faculty of Education of the
Rani Channmma University.

Regulation –III: The [Link]., degree course will be residential one.

Regulation –IV: There shall be at least 200 working days per year exclusive of admission and
examination etc. The institution shall work for a minimum of 36 hours in a week (five or six days a
week). The maximum duration of the degree programme shall be four years from the date of admission.

Regulation –V: All programmes shall run on credit system (CBCS). It is an instructional package
develops to suit the need of the student, to keep pace with the development in higher education and
quality assurance expected of it, in the light of liberalization and globalization of the higher education.

Regulation –VI: The [Link] programme consists of a number of courses, the term ‘course’ is applied
to indicate a logical part of subject matter of the programme and is invariably equivalent to the subject
matter of a “paper” in the conventional sense. The following are the various categories of courses
suggested for the [Link]. Programme.
a. Theory courses
b. Practicum
c. Teaching practices
Regulation-VII: Eligibility for Admission: Any graduate of Rani Channmma University or of any other
University recognized by the Rani Channamma University as equivalent there to who is physically fit
and satisfies any of the following conditions will be eligible for admission to [Link]., Degree Course.
a. Bachelor’s degree in any discipline with 50% marks and having at least participation in the Inter
College Inter-Zonal, District, School competition in sports and games as recognized by the AIU,
IOA, SGFI, Govt of India.
OR
b. Bachelor’s degree in Physical Education with 45% marks. (B.P.E)
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OR
c. Bachelor’s degree in any discipline with 45% marks and studied physical education as compulsory
elective subject.
OR
d. Bachelor’s degree with 45% marks and having participated in National, Inter University State
competitions or secured 1st, 2nd or 3rd position in Inter College, Inter-Zonal, District, School
competition in sports and games as recognized by the AIU, IOA, SGFI, Govt of India.
e. Bachelor’s degree with participation in international competitions or secured 1sr, 2 nd, 3rd position in
National, Inter-University competition in sports and games as recognized by the respective
federations, AIU, IOA, SGFI, Govt. of India.
f. Graduation with 45% marks and at least three years of teaching experience (for deputed in- service
candidates. i.e. trained physical Education teachers, coaches.
g. In case enough candidates with 45% marks are not coming forth for admission to [Link] course
candidates with less than 45% marks may be considered for the admission.
The relaxation of 5% percentage of marks in the qualifying examination and in the reservation of seats
for SC&ST categories shall be as per the rules of the central government, state government, whichever
is applicable.
All the candidates shall produce a medical fitness certificate issued by a competent Medical Officer.
Regulation-VIII: Selection procedure:
Admission shall be made either on the basis of marks obtained in the qualifying, entrance examination
with due weight-age for the physical fitness, proficiency in games and sports, and achievement in sports
at the college or higher level or any other selection process as per the policy of the university state
government, UT Administration as follows.
Weightage
1. Academic Performance --- 40% means 40% of the percentage of marks
obtained in Degree Examination.
2. Physical Fitness --- 30% means 30 Points.
3. Sports Achievement --- 30% means 30 Points.
Academic performance will be determined by taking 40% of the percentage of marks scored in the
qualifying degree examination.

Physical Fitness is determined on the basis of points obtained in the National Physical Fitness
Program. tests of India include the following events.

Events Max. Points

1. 100 m Run 6
2. Shot Put 7.260kg 6
3. Long Jump 6
4. High Jump 6
5. Run 200m 6
Total 30 Points
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The candidates shall participate in all the events of the fitness test and qualify for the admission for
the [Link] degree course, by securing minimum of 30% of the total points in the NPFP test. Points will
be awarded for achievement in sports as follows:

AWARD OF POINTS FOR REPRESENTATION AND ACHIEVEMENT IN SPORTS, GAMES

i) International level participation:
Representing the country ……………………………. 30 Marks

ii) National level participation: Representing the state, combined Universities team.
I. Position ……………. 25 Marks
II. Position ……………. 20 Marks
III. Position ……………. 15 Marks
Participation only ……………. 10 Marks
(For each additional place won or representation 5 marks will be added.
However total marks shall not exceed 25)

iii) All India Inter University level participation: Representing a University.

I. Position ……………. 20 Marks
II. Position ……………. 15 Marks
III. Position ……………. 12 Marks
Participation only ……………. 10 Marks
(For each additional place won or representation 4 marks will be added.
However total marks shall not exceed 20)

iv) University Inter-collegiate level participation: Representing College.

I. Position ……………. 10 Marks
II. Position ……………. 07 Marks
III. Position ……………. 05 Marks
Participation only ……………. 02 Marks, district level sports
(For each additional place won or representation 2marks will be added. However total marks shall not
exceed 10)

Note: 1. For Award of points, participation and achievement at only one level (highest) will
be considered.
2. Total points shall not exceed 30.
Points awarded to a candidate in
a. Academic performance.
b. Physical Fitness.
c. Sports achievement shall be added to a maximum 100 Points.
The total points obtained by a candidate shall be the merit of the candidate. Selection shall be made
on the basis of merit as per the rules of the university.
Regulation-IX: Medium of instruction, the medium of instruction shall be English; however, the
candidates are permitted to write the examination in either English or Kannada.
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Regulation-X:
● Attendance, candidates selected for the course shall maintain their fitness level (physically and
medically) throughout the course and actively participate in all the curricular activities, with a
75% attendance of the number of working periods (Lecture, Practicum, and Teaching Practice
taken together) each semester shall be taken as a unit for the purpose of the calculating
attendance.

● A candidate who does not fulfill the above requirement of shall not be eligible to take the
Examination in the concerned semester. A candidate, who fails to satisfy the requirement of the
attendance, shall rejoin the same semester.

Regulation-XI: Internal Assessment (Sectional): The performance of a student in each course is

evaluated in terms of percentage of marks with a provision for conversion to grade point. Evaluation for
each course shall be done by a continuous internal assessment (CIA) by the concerned course teacher
as well as by end semester examination and will be consolidated at the end of course. The components
for continuous internal assessment are;

One test 05 Marks

Seminar, Quiz 05 Marks
Assignments 05 Marks
Attendance 05 Marks
Total 20 Marks

Attendance shall be taken as a component of continuous assessment, even though the students should
have minimum 75% attendance in each course. In addition to continuous evaluation component, the end
semester examination, which will be written type examination of at least 3 hours duration, would also
form an integral component of the evaluation.

The ratio of marks to be allotted to continuous internal assessment and to end semester examination is
80:20 the evaluation of practical work, wherever applicable, will also be based on continuous internal
assessment and on the end-semester practical examination.

Regulation-XII: Appearance of Examination: Candidates on satisfactorily completing a semester

shall apply for examination in all courses of study papers prescribed for that semester.

Regulation-XIII: Scheme of Examination:

There shall be a university examination at the end of each semester. The Scheme of Examination shall
be as follows:

a) Theory: Each paper shall be valued by one examiner (Internal or External) and review system
as per university norms.
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b) Practicum: Evaluation in the specialization (game, activity) shall be done by two examiners,
one internal and one external as per the following scheme. The average of the two shall be
credited.

i) Demonstration of skill, techniques, movements 15 Marks

ii) Coaching ability 5 Marks
iii) Specialization (Coaching lesson plans) 5 Marks
iv) Teaching competency 5 Marks
Total 30 Marks

a) LEADERSHIP, CAMP, AND PICNIC:

One week Leadership-cum-Recreation Camp shall be organized by the Institution during second
semester.
The students who fail to attend the Leadership camp he/ she will not permitted to appear the
examination

b) Pattern of question paper setting shall be as per NCTE norms

Regulation XIV: Classification of Successful candidates:

A candidate shall be declared to have passed the examination and qualified as [Link].
Degree if he/she secures 40% aggregate (Internal and External together), with a minimum of 35%
in external evaluation in each of the theory papers (CC-100, CC-200, CC-300 & CC -400)separately
and each of the practical units under (PC-100, PC-200, pc-300 & pc-400)
The results of successful candidates at the end of each semester shall be declared on the basis
of Percentage of Aggregate Marks and in terms of Grade Point Average (GPA) and alpha sign grade.
The result at the end of the fourth semester shall also be classified on the basis of Percentage of
Aggregate Marks and on the basis of the Cumulative Grade Point Average (CGPA) obtained in all
the four semesters and the corresponding overall alpha sign grade. A five-point grading system,
alpha sign grade as described below shall be adopted.
First class with Distinction 70% and above (A)
First Class 60% and above but less than 70% (B)
High Second Class 55% and above but less than 60% (C)
Second Class 50% and above but less than 55% (D)
Pass Class 40% and above but less than 50% (F)

Note: - The Calculation of the Grade Point Average (GPA) in a Semester and the Cumulative Grade Point
Average (CGPA) at the end of fourth semester shall be as per the University common guidelines.
And for the rest of and other details regarding results will be as per the university regulations.

Marks, Credit Points, Grade Points , Grade and Grade Point Average :
The Class and the grade letters awarded to the candidates in each course as follows:
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Table I
Percentage of Marks Grade Points Grade Letter
70% and above, up to 100% 7.0 to 10.0 A
60% and above but less than 70% 6.0 and above and less than 7.0 B
50% and above but less than 60% 5.0 and above and less than 6.0 C
40% and above but less than 50% 4.0 and above and less than 5.0 D
Less than 40% Less than 4.0 F

Table II : As per CGPA scoring system.

Percentage of Marks CGPA Grade Letter
70% and above, up to 100% 7.0 to 10.0 A
60% and above but less than 70% 6.0 and above and less than 7.0 B
50% and above but less than 60% 5.0 and above and less than 6.0 C
Student having passed taking more than one attempt in any of the E
four semesters is considered to be graded as „E‟ (Pass Class).
She/He is not considered for any rank/class
Less than 40% Less than 4.0 F

Note: The Calculation of the Grade Point Average (GPA) in a Semester and the Cumulative Grade Point
Average (CGPA) at the end of fourth semester shall be as per the University common guidelines. And
for the rest of and other details regarding results will be as per the university regulations.

Regulation XVI: Provision for Repeaters:

A candidate is allowed to carry all the previous un cleared paper and specialization activity to the subsequent
semesters. Such of those candidates who have failed, remained absent, opt to improve marks in any one or
more papers in theory, hence forth called repeaters, shall appear, improve in such paper or papers, during
the two immediate successive examinations. The repeaters shall take the examinations as per the syllabus
and the scheme of examination in force during the subsequent appearances. A repeater will not be eligible
for award of rank.

Regulation XVII: Improvement of Results:

A candidate is allowed to apply for improvement in any theory paper of a particular semester within 30 days
from the date of announcement of results of that semester. A candidate who seeks improvement shall
surrender the marks card, provisional pass certificate of that semester. However, the marks secured in the
previous attempt shall be retained, if, the same is higher. There is no provision for improvement in internal
assessment marks. Repeaters shall not be eligible for the award of rank. (as per the University norms)
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NCTE norms and Standards:

Norms and standards for recognition of Teacher Education programme issued by National Council for
Teacher Education (NCTE) from time to time shall be adopted.

Regulation XVIII: Grievance Re-addressal committee:

The College, Department shall form a Grievance Redressal Committee for each course in each College,
Department with the course Teacher, Principal, HOD of the faculty as the members. This committee shall
solve all the grievances of the students

Regulations XIX: Miscellaneous

● Declaration of rank, gracing make up courses, etc., are as per the existing regulations in the
university.
● Any other issue, not envisaged above, shall be resolved by the Vice Chancellor in consultation
with the appropriate bodies of the university, which shall be final and binding
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SCHEME OF EXAMINATION

SEMESTER – I
Course Total Total
Code Title of the Papers Credit Hours Internal External Marks
THEORY (400)
CC-101 4 4 20 80 100
CC-102 4 4 20 80 100
CC-103 4 4 20 80 100
EC-
4 4 20 80 100
101,102
Total 16 16 80 320 400
PRACTICAL (400)
PC-101 3 6 35 40 75
PC-102 3 6 15 60 75
PC-103 3 6 25 50 75
PC-104 3 6 45 30 75
Total 12 24 120 180 300
Grand Total 28 40 200 500 700

SEMESTER – II

Course Total Total

Code Title of the Papers Credit Hours Internal External Marks
THEORY (400)
CC-201 4 4 20 80 100
CC-202 4 4 20 80 100
CC-203 4 4 20 80 100
EC-
4 4 20 80 100
201,202
Total 16 16 80 320 400
PRACTICAL (300)
PC-201 2 6 35 40 75
PC-202 2 6 15 60 75
PC-203 2 6 35 40 75
TEACHING PRACTICE (100)
TP-204 6 6 35 40 75
Total 12 24 120 180 300
Grand Total 28 40 200 500 700
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SEMESTER – III
Course Total Total
Title of the Papers Credit Internal External
Code Hours Marks
THEORY (400)
CC-301 4 4 20 80 100
CC-302 4 4 20 80 100
CC-303 4 4 20 80 100
EC-
4 4 20 80 100
301,302
Total 16 16 80 320 400
PRACTICAL (300)
PC-301 2 6 35 40 75
PC-302 2 6 15 60 75
PC-303 2 6 35 40 75
TEACHING PRACTICE (100)
TP-304 6 6 35 40 75
Total 12 24 120 180 300
Grand Total 28 40 200 500 700

SEMESTER – IV
Course Total Total
Code Title of the Papers Credit Hours Internal External Marks
THEORY (400)
CC-401 4 4 20 80 100
CC-402 4 4 20 80 100
CC-403 4 4 20 80 100
EC-
4 4 20 80 100
401,402
Total 16 16 80 320 400
PRACTICAL (200)
PC-401 3 6 25 50 75
PC-402 3 6 25 50 75
TEACHING PRACTICE (200)
TP-401 3 6 35 40 75
TP-402 3 6 35 40 75
Total 12 24 120 180 300
Grand Total 28 40 200 500 700
Great Grand Total 112 160 800 2000 2800
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DETAILS OF COURSE PATTERN AND SYLLABUS

[Link]
Choice Based Credit System
Course Structure (Scheme)
Semester – I
Paper, Marks wise summary of the credits
Part-A: Theoretical Course
Total
Course Internal External Total
Title of the Papers Hour Credit
Code Marks Marks Marks
s
CC-101 Principles of Physical Education 4 4 20 80 100
CC-102 Methods in Physical Education 4 4 20 80 100
CC-103 Anatomy and Physiology 4 4 20 80 100
Elective Course (Any One)
EC-101 Supervision and curriculum
4 4 20 80 100
EC-102 Olympic Movement
Total 16 16 80 320 400
Part –B: Practical Course
Athletics-
- 20
A) Sprints
- 20
PC-101 B) Relay 6 3 75
20 -
C) Hurdles
D) Long Distance Race 15 -
A) Kabaddi
- 30
B) Handball
PC-102 6 3 - 30 75
C) Shuttle Badminton / Table
15 -
Tennis
A) Volleyball - 30
B) Drill and marching - 20
PC-103 6 3 75
C) Circuits Training 15 -
D) Aerobic 10 -
A) Lezium - 30
B) Mass PT 20 -
PC-104 6 3 75
C) Light Apparatus 10 -
D) Weight Training 15 -
Total 24 12 120 180 300
Total Marks, Credits 40 28 200 500 700
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[Link]
Choice Based Credit System
Course Structure (Scheme)
Semester – II

Paper, Marks wise summary of the credits

Part-A: Theoretical Course
Course Total Internal External Total
Title of the Papers Credit
Code Hours Marks Marks Marks
CC-201 History of physical education 4 4 20 80 100
CC-202 Officiating and coaching 4 4 20 80 100
CC-203 Bio mechanics 4 4 20 80 100
Elective Course (Any one)
Sports Nutrition and Weight
EC-201 Management
4 4 20 80 100
EC-202 Contemporary Issues in Physical
Education fitness and wellness
Total 16 16 80 320 400
Part –B: Practical Course
Athletics-
A) High Jump - 20
PC-201 B) Broad Jump, 6 3 - 20 75
C) Triple Jump 20 -
D) Pole vault 15 -
A) Basket ball - 30
PC-202 B) Cricket 6 3 - 30 75
C) Gymnastic / Karate 15 -
A) Kho-Kho - 30
B) Throwball - 10
PC-203 C) Plyometric Training 6 3 15 - 75
D) Interval Training 10 -
E) Flag salutation 10 -
Part – C: Teaching Practices
Practice Teaching (05 lessons in
PT-204 class room teaching and 05
6 3 35 40 75
lessons in outdoor activity.
(General Lesson)
24 12 120 180 300
Total Marks, Credits 40 28 200 500 700
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[Link]
Choice Based Credit System
Course Structure (Scheme)
Semester – III

Paper, Marks wise summary of the credits

Part-A: Theoretical Course
Course Total Internal External Total
Title of the Papers Credit
Code Hours Marks Marks Marks
CC-301 Organization and administration 4 4 20 80 100
CC-302 Health Education 4 4 20 80 100
CC-303 Evaluation and measurement 4 4 20 80 100
Elective Course (Any one)
EC-301 Sports psychology and sociology
4 4 20 80 100
EC-302 Theory of sports and games
Total 16 16 80 320 400
Part –B: Practical Course
Athletics -
A) Shot-put -
20
PC-301 B) Javelin - 75
6 3 20
C)Discuss 20
D) Hammer 15 -
A) Football - 30
PC-302 B) Yoga 6 3 - 30 75
C) Softball/Netball 15 -
A) Hockey - 30
B) Wrestling - 10
PC-303 6 3 75
C) Tennikoit 15 -
D) Camp, Picnic, Hikes and tour 20 -
Part – C: Teaching Practices
Practice Teaching:
(Teaching Lesson Plans special
PT-304 lessons) 6 3 35 40 75
(out of 10 lessons 5 internal and 5
external at practicing school)
24 12 120 180 300
Total Marks, Credits 40 28 200 500 700
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[Link] Choice Based Credit System Course Structure (Scheme)

Semester – IV
Paper, Marks wise summary of the credits

Part-A: Theoretical Course

Course Total Internal External Total
Title of the Papers Credit
Code Hours Marks Marks Marks
CC-401 Yoga Education and computer application 4 4 20 80 100
CC-402 Research and statistics 4 4 20 80 100
CC-403 Sports Training 4 4 20 80 100
Elective Course (Any one)
Sports medicine physiotherapy and
EC-401
Rehabilitation 4 4 20 80 100
EC-402 Sports Management
Total 16 16 80 320 400
Part –B: Practical Course
Specialization
A) Kabaddi, B) Volley ball C) Hockey
PC-401 6 3 25 50 75
D) Yoga E) Cricket F) S-Badminton

Specialization
A) Kho-Kho B) Handball C) Football
PC-402 6 3 25 50 75
D) Basketball E) Athletics F) Table Tennis

Sports Specialization
Coaching lesson plan
PT-401 6 3 35 40 75
(Any one for PC-401 Five Coaching
lessons)
Sports Specialization
Coaching lesson plans
PT-402 6 3 35 40 75
(Any one for PC-402 Five coaching
lessons)
Total Marks, Credits 24 12 120 180 300
40 28 200 500 700
Grand Total 160 112 800 2000 2800
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B. P. Ed. – Outline of Syllabus

PART -A
SEMESTER – I
THEORY COURSES
CC-101 PRINCIPLES OF PHYSICAL EDUCATION

Objectives: After completion of the course, the students will be able to:
• Define and distinguish the meaning, scope, and aims of physical education.
• Describe the relationship between physical education and general, health, and recreation education.
• Explain growth and development stages, including heredity and gender differences.
• Analyze philosophical components and their implications for physical education.
• Identify the profession's characteristics and ethics in physical education roles.
• Summarize contributions of philosophers like Aristotle and Swami Vivekananda to physical
education.

UNIT-I INTRODUCTION
1. Meaning, definition and scope of physical education.
2. Traditional and modern concepts of physical education.
3. Aim and objectives of physical education.
4. Relationship of physical education with general education, health education and
recreation education.
5. Physical education as an art and science.

UNIT-II BIOLOGICAL FOUNDATIONS

1. Growth and development (Meaning, definition, characteristics and stages) Inter play of
heredity and environment.
2. Structural and functional differences between male and female. Body types and its
classification.
3. Principles of use and disuse.
4. Chronological, physiological and anatomical ages.
5. Reciprocal innervation and oxygen debt.
UNIT-III PHILOSOPHICAL FOUNDATIONS
1. Meaning, definition and scope of philosophy.
2. Components of philosophy (Metha Physics, Epistemology, Aesthetics and Ethics)
3. Traditional schools of philosophy and their implications in physical education and sports
4. Idealism, pragmatism, naturalism, realism
5. Great Philosophers and their contributions. Aristotle, Plato, Ramakrishna Paramahamsa,
Swami Vivekananda, Aurobindo.
UNIT- IV PHYSICAL EDUCATION AS A PROFESSION
1. Characteristics of profession in physical education.
2. Ethics of profession.
3. Intellectual honesty in physical education.
4. Physical education teacher as a coach, sports administrator, official and researcher.
5. Role and responsibilities of physical education teacher.
 16

References:
• Vastrad Basavaraj-“Shareer Shikshana Bunadigalu Hagu Shaikshanika Manovignyana”
Sowmy prakashan Bagalkot.
• Bucher, C. A. (n.d.) Foundation of physical education. St. Louis: The C.V. Mosby Co.
• Deshpande, S. H. (2014). Physical Education in Ancient India. Amravati: Degree college
of Physical education.
• Mohan, V. M. (1969). Principles of physical education. Delhi: Metropolitan Book Dep.
• Nixon, E. E. & Cozen, F.W. (1969). An introduction to physical education. Philadelphia:
• W.B. Saunders Co.
• Obertuffer, (1970). Delbert physical education. New York: Harper & Brothers Publisher.
• Sharman, J. R. (1964). Introduction to physical education. New York: A.S. Barnes & Co.
• William, J. F. (1964). The principles of physical education. Philadelphia:[Link] Co.
• [Link] - Philosophy and Principles of Physical Education Dharwad.
• Borrow Herald M- Man and Movement Principles of physical education Philadelphia
1977.
• Kamalesh M L- Foundation of Physical Education New Delhi- Metropolitan Book Dep.
2002
 17

SEMESTER – I
THEORY COURSES
CC-102 METHODS IN PHYSICAL EDUCATION

Objectives: After completion of the course, the students will be able to:
• Define the meaning, importance, and scope of teaching methods in physical education.
• Identify factors that influence the selection of methods in physical education and compare
general methods of teaching such as lectures and discussions.
• Demonstrate various methods for teaching physical activities, including command,
demonstration, and progressive methods.
• Explain the significance of presentation techniques in physical education, including personal and
technical preparation.
• Develop a lesson plan for physical education, detailing its objectives, principles, and various
parts.
• Describe different types of tournaments, their organization, and the significance of incentives
and awards in sports.

UNIT-I INTRODUCTION
1. Meaning, importance and scope of methods in physical education.
2. Factors influencing selection of methods in physical education.
3. General Methods of Teaching, Lecture, Project, Discussion and Group Directed
Practice Method.
4. Methods of teaching physical activities Command, Oral, Demonstration, Imitation
dramatization, at will, set drill whole part-whole progressive methods.
5. Methods of teaching various physical activities like- Gymnastics, calisthenics,
combatives, yoga, athletics and games.

UNIT-II PRESENTATION TECHNIQUE AND CLASS MANAGEMENT.

1. Presentation technique –meaning need and importance of presentation technique,
2. Personal and technical preparation of presentation technique
3. Steps in presentation technique
4. Meaning of Teaching Aids-Types and uses.
5. Class management – meaning of class management.
UNIT-III LESSON PLANNING
1. Meaning, need, and values of lesson plan.
2. Objectives and principles of lesson planning.
3. Types and different parts of lesson plan in physical education Different parts of lesson
plan. (General, particular and class room) preparation of lesson plan.
4. Preparation of Lesson plan.
5. Coaching Lesson
UNIT-IV TOURNAMENTS AND INCENTIVES AND AWARDS.
1. Meaning and types of tournaments.
2. Organization aspects of tournaments.
3. Procedure of drawing fixtures
4. Meaning and values of incentives and awards,
5. Types of awards in sports (Arjun Award, Rajiv Gandhi Bharat Ratna Khel Ratna Award,
Ekalavvya Dronacharya, Padmashri and Padmabhushan.
 18

Reference:
• Methods in physical education (Hariharan and Tirunarayana)
• Daugherty -G effective teaching in physical education for secondary school. (Philadelphia
[Link] co.)
• Kamlesh.M.L. “Scientfic art of physical education New-Delhi, Metropolitan Book Co.2000.
• [Link] Shikashana Vidhana Vaijinanika Tatwagalu- Dharwad. Mallasajjan-
Prakashana-1980 (in kannada)
• [Link] Shikashana mattu Vidhana “ Dharwad Shareer Shikashana Praskashana-
1986 in kannada.
• [Link] “ Shareera Shikashana Vidanagalu, Parikshegalu Hagu mapanagalu.
Somya-Prakshana, Bagalkot.
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SEMESTER – I
THEORY COURSES
CC-103 ANATOMY AND PHYSIOLOGY

Objectives: After completion of the course, the students will be able to:
• Define the concepts of anatomy and physiology and explain their relevance to physical education.
• Describe the structure and functions of cells, tissues, organs, and the major systems of the body.
• Analyze the structure and function of the skeletal, muscular, and respiratory systems, including
muscle contractions and joint types.
• Explain the mechanisms of respiration, the digestive process, and the roles of excretory organs.
• Evaluate the effects of exercise on the circulatory, digestive, and respiratory systems.
• Identify the structures and functions of the nervous and endocrine systems and assess how exercise
impacts these systems.

UNIT- I INTRODUCTION
1) Meaning of Anatomy and Physiology
2) Need for the study of Anatomy and Physiology in Physical Education
3) Structure and functions of cell
4) Types of tissues, organs and system
5) Sense organs eye, ear, skin.

UNIT- II SKELETAL, MUSCULAR AND RESPIRATORY SYSTEM

1) Structure and functions of Skeletal Smooth & Cardiac Muscles and Types of Skeletal
Muscle Contraction
2) Gross structure of bones, Classification of bones
3) Types, classification and functions of joints
4) Heart, Components of blood Blood Circulation, functions of Circulatory, System Cardiac
cycle, Cardiac Output
5) Effects of Exercises on Skeletal, muscular and Respiratory Systems

UNIT-III CIRCULATORY & DIGESTIVE SYSTEM

1) Respiratory organs, Mechanism of Respiration, Types of Respiration Exchange of gas
Vital Capacity, Oxygen Debt, Second
2) Organs of Digestive System-The Process of Digestion And Absorption
3) Excretory organs, structure of Skin & kidney
4) Urine formation, Swet glands and their functions
5) Effects of exercises on circulatory and Digestive System

UNIT-IV NERVOUS AND ENDOCRINE SYSTEM

1) Structure and Central Nervous System Medulla Oblongata
2) Autonomous, Peripheral nervous system and reflex action
3) Effects of exercises on nervous system
4) Endocrine glands and their functions
a) Pituitary b) Thyroid c) Parathyroid d) Adrenal Glands e) Islets Of Langer Han’s
5) Effects of exercise on nervous and endocrine glands
 20

References:
• Keri Venkatesh- “Shareera Rachana Shastra Hagu Shareera Kriya Shastra- Sowmya
• Gupta, A. P. (2010). Anatomy and physiology. Agra: SumitPrakashan.
• Gupta, M. and Gupta, M. C. (1980). Body and anatomical science. Delhi: Swaran Printing
Press.
• Guyton, A.C. (1996). Textbook of Medical Physiology, 9th edition. Philadelphia: W.B.
• Saunders.
• Karpovich, P. V. (n.d.). Philosophy of muscular activity. London: W.B. Saunders Co.
• Lamb, G. S. (1982). Essentials of exercise physiology. Delhi: Surjeet Publication.
• Moorthy, A. M. (2014). Anatomy physiology and health [Link]: Madalayam
• Publications.
• Morehouse, L. E. & Miller, J. (1967). Physiology of exercise. St. Louis: The C.V. Mosby
Co.
• Pearce, E. C. (1962). Anatomy and physiology for nurses. London: Faber & Faber Ltd.
• Sharma, R. D. (1979). Health and physical education, Gupta Prakashan.
• Singh, S. (1979). Anatomy of physiology and health education. Ropar: Jeet Publications.
• Anand Nadgir – Shareera shashtra haagu shareera Rachana shashtra. Dharwad.
 21

SEMESTER – I
THEORY COURSES

EC-101 CURRICULUM OF PHYSICAL EDUCATION (ELECTIVE SUBJECT)

Objectives: After completion of the course, the students will be able to:
• Identify the need and importance of curriculum development and the teacher's role in the process.
• Examine the social factors and other influences affecting curriculum development, including
personnel qualifications and facilities.
• Outline the basic principles and design factors of effective curriculum construction.
• Define the objectives of a Physical Education curriculum and its construction at different educational
stages.
• Analyze the roles and qualities required of physical education supervisors and their supervisory
structures.
• Apply guidelines for curriculum construction, including focalization, individualization, and
sequencing.
UNIT-I CONCEPT OF CURRICULUM
1) Need and importance of curriculum, curriculum development, the role of the
teacher in curriculum development.
2) Factors affecting curriculum - Social factors - Personnel qualifications – Climatic
consideration - Equipment and facilities -Time suitability
3) Basic principles of curriculum construction.
4) Curriculum design- Meaning, importance and factors of designing curriculum.
5) Principles of curriculum design and role of teachers in curriculum designing.
UNIT-II PHYSICAL EDUCATION CURRICULUM
1) The Physical Education Curriculum
2) Objectives of Physical Education Curriculum
3) Construction of phy-edn curriculum at different stages of education
4) Organizing learning experiences
5) Important activities of physical education curriculum
UNIT-III SUPERVISION
1) Supervision- Meaning, definition, importance, Scope and need
2) Origin and Development of supervision.
3) Qualities & Qualifications of physical education supervisor and duties
4) Supervisor of physical education at various levels, supervisory set up for physical
education at the state level.
5) Techniques of Supervision
UNIT-IV BASIC GUIDELINES FOR CURRICULUM CONSTRUCTION
1) Focalization, Psychological, Philosophical.
2) Socialization.
3) Individualization.
4) Sequence and operation.
5) Steps in curriculum construction.
 22

Reference:
• Barrow, H. M. (1983). Man and movement: principles of physical education. Philadelphia:
• Lea and Febiger.
• Bucher, C. A. (1986). Foundation of physical education: St. Louis: The C. V. Mosby &
Company.
• Cassidy, R. (1986). Curriculum development in physical education. New York: Harper &
Company.
• Cowell, C.C. & Hazelton, H.W. (1965). Curriculum designs in physical education.
• Englewood Cliffs: N.J. prentice Hall Inc.
• Larson, L.A. (n.d.). Curriculum foundation in physical education. Englewood Cliffs: N.J.
• Prentice Hall Inc.
• Underwood, G. L. (1983). The physical education curriculum in secondary school:
planning and [Link]: Taylor and Francis Ltd.
• Willgoose, C.E. (1979). Curriculum in physical education. 3rd Ed. Englewood Cliffs.: N.J.
Prentice Hall, Inc.
• Satish Sonkar – Curriculum of physical education -Anmol Publication New delhi.
 23

SEMESTER – I
THEORY COURSES

EC-102 OLYMPIC MOVEMENT (ELECTIVE)

Objectives: After completion of the course, the students will be able to:
• Summarize the philosophy and early history of the Olympic movement.
• Analyze the significant stages in the development of the modern Olympic movement and their
impact.
• Explain the significance of Olympic ideals, symbols, and protocols for member countries.
• Discuss the Olympic Code of Ethics and its relevance in contemporary sports.
• Differentiate between the various types of Olympic Games, including the Para Olympic, Summer,
Winter, and Youth Olympics.
• Describe the structure and functions of the International Olympic Committee and the role of national
Olympic committees.

UNIT– I ORIGIN OF OLYMPIC MOVEMENT

1. Philosophy of Olympic movement
2. The early history of the Olympic movement
3. The significant stages in the development of the modern Olympic movement
4. Educational and cultural values of Olympic movement

UNIT– II MODERN OLYMPIC GAMES

1. Significance of Olympic Ideals, Olympic Rings, Olympic Flag
2. Olympic Protocol for member countries
3. Olympic Code of Ethics
4. Olympian in action
5. Sports for All

UNIT– III DIFFERENT OLYMPIC GAMES

1. Para Olympic Games
2. Summer Olympics
3. Winter Olympics
4. Youth Olympic Games

UNIT– IV COMMITTEES OF OLYMPIC GAMES

1. International Olympic Committee - Structure and Functions
2. National Olympic committees and their role in Olympic movement
3. Olympic commission and their functions
4. Olympic medal winners of India

References:
• Osborne, M. P. (2004). Magictree house fact tracker: ancient greece and the olympics: a
nonfiction companion to magic tree house: hour of the Olympics. New York: Random House
Books for Young Readers.
• Burbank, J. M., Andranovich, G. D. &Heying Boulder, C. H. (2001). Olympic dreams:
the impact of mega-events on local politics: Lynne Rienner
 24

PART –B
Practical Courses
Semester – I
PC - 101 ATHLETICS

A) SPRINTS (25 Hours) EXTERNAL EVALUATION- 20 MARKS

• Starting techniques: Standing start, Crouch start and its variations, Proper use of blocks.
• Finishing Techniques: Run Through, Forward lunging, Shoulder Shrug.
• Ground Marking, Rules and Officiating.

B) Relays Fundamental Skills (25 Hours) EXTERNAL EVALUATION- 20 MARKS

• Various patterns of Baton Exchange.

• Understanding of Relay Zones.
• Ground Marking.
• Interpretation of Rules and Officiating.

C) Hurdles: Internal evaluation (20 marks)

• Specific conditioning exercises for hurdles
• Fundamental Skills- Starting, Clearance and Landing Techniques.
• Types of Hurdles
• Ground Marking and Officiating.
Scheme of Evaluation
Sl. No. Particulars Total Marks
1 Skills 9
2 Overall Performance 6
3 Officiating Ability 5
Total Marks 20

D) Long Distance: Internal evaluation (15 marks)

• Specific conditioning exercises
• Arm swing, stride.
• Technique and Training

Scheme of Evaluation
Sl. No. Particulars Total Marks
1 Skills 3
2 Overall Performance 8
3 Officiating Ability 4
Total Marks 15
 25

PRACTICAL PC-102
A) Kabaddi: Fundamental Skills- (External Evaluation 30 marks)

• Skills in Raiding-Touching with hand, various kicks, crossing of baulk line, Crossing of
Bonus line, Pursuing.
• Skills of Holding the Raider-Various formations, Catching from particular position,
Different catches, chain systems.
• Additional skills in raiding-Bringing the antis in to particular position, Escaping from
various holds, Techniques of escaping from chain formation, Combined formations in
offence and defense.
• Ground Marking, Rules and Officiating
• Leadup games

B) Hand Ball: (25 Hours) EXTERNAL EVALUATION- 30 MARKS

• Fundamental Skills-Catching, Throwing, Ball Control, Goal Throws-Jump Shot, Centre
Shot, Dive Shot, Reverse Shot, Dribbling-High and Low, Attack and Counter Attack, Simple
Counter Attack, Counter Attack from two wings and centre, Blocking, Goal keeping,
Defense.
• Rules and their interpretations and duties of officials.
• Leadup games
Scheme of Evaluation
Sl. No. Particulars Total Marks
1 Any three skills 12
2 Overall Performance 10
3 Officiating Ability 08
Total Marks 30

C) Shuttle Badminton / Table-tennis : Fundamental Skills INTERNAL EVALUATION (15

MARKS)

Shuttle Badminton
• Racket parts, Racket grips, Shuttle Grips.
• The basic stances.
• The basic strokes-Serves, Forehand-overhead and underarm, Backhand-overhead and
underarm.
• Drills and lead up games.
• Types of games-Singles, doubles, including mixed doubles.
• Rules and their interpretations and duties of officials.
• Leadup games
 26

Table-tennis (Internal assessment: 15 marks)

1. Skills and techniques of the game
a. Grip and Stance
b. Service
I. High toss service
ii. Forehand spin,
iii Side spin
iv. Chop or cut service
c. Offensive skills.
i. Forehand: simple push;
ii. Top spin
iii played away from the table:-counter attack.
d. Defensive skills:
i. Block- Standing near the table and blocking the ball.
ii. Chop
2. Rules of the game & their interpretation
3. Basic strategies and tactics.
4. Specific conditioning exercises
5. Lead up games
Scheme of Evaluation
Sl. No. Particulars Total Marks
1 Any three skills 6
2 Overall Performance 4
3 Officiating Ability 5
Total Marks 15

PC – 103 PRACTICALS
A) Volley ball (20 Hours) (External Evaluation 30 marks)

1. Skills and techniques of the game

[Link]
i. Underhand service ii. Tennis Service iii. Floating service
iv. Round Arm Service
[Link]
i. Over head pass ii Underhand pass
[Link]
i. Straight smash ii. Body turn smash
[Link]
i. Single block ii. Double block iii. Triple block
[Link] and dives
2. Rules of the game & their interpretation
3. Basic strategies and tactics
4. Specific conditioning exercises
5. Lead up games
 27

Scheme of Evaluation
Sl. No Particulars Total Marks
1 Any three skills 12
2 Overall Performance 10
3 Officiating Ability 08
Total Marks 30

B) Drill & Marching (25 Hours) (External Evaluation 20 marks)

1. Savadhan 14. Tej chal 27. Dhire chalmein thama
2. Vishram 15. Tham 28. Dhire chal kadam tal
3. Aramse 16. Baith jao, kare ho 29. Kadam talse age barh
4. Jiase the 17. Piche mur 30. Dhire chalse tej chal
5. Line ban 18. Dahine, Baye mur 31. Daur ke chal
6. Dahine saj 19. Adha Dahine, baye mur 32. Tej chal men kadam tal
7. Baen saj 20. Samne Salute 33. Tej kadam talse age barh
8. Samne deah 21. Ek line ban 34. Daur chal men kadam tal
9. Ginthi kar 22. Do line ban 35. Daur chal men tham
10. Saj Ja 23. Teen line ban [Link] chal men dahine mur
11. Quadam tal 24. Ginthi kar 37. Tej chal men baye mur
12. Dahine mur 25. Tartib ho 38. Tej chal men piche mur
13. Baye mur 26. Dhire chal
Scheme of Evaluation
Sl. No. Particulars Total Marks
1 Commands 08
2 Individual Performance 07
3 Group performance 05
Total Marks 20

C) CIRCUIT TRAINING (Internal Evaluation 15 marks)

Purpose
General Principles
Prescribing, Designing programme

Scheme of Evaluation
Sl. No. Particulars Total Marks
1 Performance 10
2 Viva-Voce 5
Total Marks 15

D) AEROBICS (25 Hours) (Internal Evaluation 10 marks)

1. Low impact on spot march
2. March forward and backward
3. Step at sideway
4. Step at sideways with eight counts
5. Stepping like Ai (Kannada Ai)
 28

6. Stepping like V
7. Forward step touch
8. Step touch backward
9. Grape wine
10. Grape wine with pivot
11. Mambo
12. Mambo with pivot
13. Cha-Cha-Cha
14. Raising Knees
15. Raising Hands

Scheme of Evaluation
Sl. No. Particulars Total Marks
1 Any three skills 6
2 Examiner choice (Two) 2
3 Group performance 2
Total Marks 10

PRACTICAL PC –104

A. Lezium (25 Hours) (External Evaluation 30 marks)

Hindi Series Ghati Series N.D.S Series

Char Avaj Ath avaj Dahine bayen hath ki harakat
Gaj Bel Kadam tal Dahine bayen paon ki harakat
Ek jagahe Age paon Age ki harakat
Adi lagav Piche paon Jhukna harakat
Do rukh Pavitra Age ki jukhna harakat
Ghum Jao Kudan Pavitra Harakat Bharatmata
Sher dhaj Adha chakra Chakkar aur baithane uthane ki harkat
Age Phalang Hool Age ki Morchal
Piche phalang Choumukhi morchal

Scheme of Evaluation
Sl. No. Particulars Total Marks
1 Individual performance 10
2 Group Performance 15
3 Examiner Choice 5
Total Marks 30
 29

B. Mass P T (Internal Evaluation 20 marks)

N. F.C Mass P T tables 1,2 and Sitting
Scheme of Evaluation
Sl. No. Particulars Total Marks
1 Any three skills 6
2 Examiner choice (Two) 6
3 Group performance 8
Total Marks 20

C. Light-Apparatus Drills (Internal Evaluation 10marks)

Scheme of Evaluation
Sl. No. Particulars Total Marks
1 Any three skills 6
2 Examiner choice (Two) 2
3 Group performance 2
Total Marks 10

1. Dumbbells BARODA SERIES Ref: O.P.A. Page 131 onwards

i. Upper Niche thok ii. Age-Piche thok iii. Kamar zook thok
iv. Baye dahine thok v. Peth Ghutan thok vi. Adanga thok
vii. Adanga Age viii. Adanga baaju
ix. Adanga baaju x. Chauper thok
1. Hoops Exercise No. 1 to exercise No. 10
3. Wands Ref: Handbook of Physical Activities
a. Hindi Series:
i. Kamar zuk ii. Peeth hath baith jao iii. Kukh ani
iv. Pav patak ek v. Pav patak do vi. Tirche hool ek
vii. Tirche hool do viii. Shirghum nath ix. Kamar kas
x. Kamar kas do xi. Pachpeher kukh

D. WEIGHT TRAINING (Internal Evaluation 15 marks)

Purpose
General Principles
Prescribing, Designing programme
Scheme of Evaluation
Sl. No. Particulars Total Marks
1 Performance 10
2 Viva-Voce 5
Total Marks 15
 30

SEMESTER – II
PART - A
THEORY COURSES

CC-201 HISTORY OF PHYSICAL EDUCATION, RECREATION AND CAMPING

Objectives: After completion of the course, the students will be able to:
• Describe the historical development of physical education in India from the Indus Valley to the post-
independence period.
• Explain the significance of the Olympic movement and its contributions to modern sports.
• Identify key figures and their contributions to physical education and sports in history.
• Discuss the various national and international sports competitions and their impact on athletics.
• Define recreation and its objectives, and analyze different types of recreational activities.
• Evaluate the importance of camping in physical education, including site selection and program
organization.

UNIT- I – HISTORICAL DEVELOPMENT OF PHYSICAL EDUCATION IN INDIA

1. Indus Valley Civilization Period. (3250 BC – 2500 BC) Vedic Period (2500 BC – 600
BC) Early Hindu Period (600 BC – 320 AD) and Later Hindu Period (320 AD – 1000
AD)
2. Medieval Period (1000 AD – 1757 AD) British Period (Before 1947)
3. Physical Education in India (After 1947) Contribution of Akhadas and Vyayamshala
Y.M.C.A. and its contributions.
4. Physical education in Sparta and Athens
5. Greek Festivals, Great philosophers of Greek.

UNIT-II OLYMPIC MOVEMENT

1. Origin and development of ancient and modern Olympic Games
2. Contributions of [Link].
3. Significance of Olympic ideals, Olympic rings, Olympic flags.
4. National and International Olympic Committee.
5. Paralympics, Summer Olympics, Winter Olympics and Youth Olympic Games.
UNIT-III CONTRIBUTIONS, SCHEMES NATIONAL AND INTERNATIONAL COMPETITIONS
1. John Basedow, Gutsmath, Adolph Spice,
2. Franz Nectagal, Fredric Ludwig John, Carle Daim, Per Henric Ling and Nails Buck.
3. Sports Authority of India (SAI) S.G.F.I and N.P.F.P.
4. Asian games, Commonwealth Games, Davis cup, Thomas cup, and World cups.
5. Ranji, IPL, Wimbledon, Pro Kabaddi, ISL, P.B.L.
UNIT-IV RECREATION AND CAMPING
1. Meaning, definition and objectives of Recreation
2. Agencies offering recreation and types of recreational activities
3. Meaning, need scope and significance of camping in physical education
4. Types of camps, leadership and supervision in camping.
5. Selection and layout of camp site, programmes and activities, organizational set up of camp,
camp fire.
 30

Reference:
• [Link] “History of physical education,” recreation and camping (Kannada
version)
• Osborne, M. P. (2004). Magictree house fact tracker: ancient Greece and the Olympics:
a nonfiction Companion to magic tree house: hour of the Olympics. New York: Random
House Books for Young Readers.
• Burbank, J. M., and ranovich, G. D. & Heying Boulder, C. H. (2001). Olympic dreams:
the impact of mega-events on local politics: Lynne Rienner
• Deshpande S H Physical Education in Ancient India 2014 Amaravathi
 31

SEMESTER – II
THEORY COURSES
CC-202 OFFICIATING AND COACHING

Objectives: After completion of the course, the students will be able to:
• Define officiating and coaching, and explain their importance in sports.
• Identify the principles and objectives of effective coaching philosophy.
• Analyze the duties of officials before, during, and after a game.
• Discuss the ethical considerations and required qualities of sports officials.
• Evaluate the responsibilities of a coach and strategies for effective coaching programs.
• Describe the general rules of various sports events and the technical requirements for track and field.

UNIT-I INTRODUCTION OF OFFICIATING AND COACHING

1. Meaning and importance of officiating and coaching.
2. Aim and objectives, principles and development of coaching philosophy.
3. Relation of official and coach with management, players and spectators.
4. Measures of improving the standard of officiating and coaching.
5. Training of sports officials.

UNIT-II DUTIES OF AN OFFICIAL

1. Duties of official in general, pre, during and post game.
2. Philosophy of officiating.
3. Mechanics of officiating, position, signals and movement etc.
4. Ethics of officiating.
5. Qualities and qualifications of Official

UNIT-III COACH AS AN ADVISOR

1. Duties of coach before the game, during the game and after the game.
2. Strategies for successful coaching programme.
3. Responsibilities of a coach on and off the field.
4. Psychology of competition and coaching.
5. Qualities and qualifications of a coach

UNIT-IV RULES AND REGULATIONS OF SPORTS EVENTS

1. General rules of games and sports.
2. Integrity and values of sports.
3. Characteristics of standard track and Types of surfaces.
4. Calculation and marking of various events.
5. Technical equipment’s for track and field events
Reference Books:
• Bunn, J. W. (1968). The art of officiating sports. Englewood cliffs N.J. Prentice Hall.
• Bunn, J. W. (1972). Scientific principles of coaching. Englewood cliffs N. J. Prentice Hall.
• Dyson, G. H. (1963). The mechanics of athletics. London: University of London Press Ltd.
• Dyson, G. H. (1963). The mechanics of Athletics. London: University of London Press Ltd.
• Lawther, J.D. (1965). Psychology of coaching. New York: Pre. Hall.
• Singer, R. N. (1972). Coaching, athletic & psychology. New York: M.C. Graw Hill.
 32

SEMESTER – II
THEORY COURSES
CC-203 BIOMECHANICS
Objectives: After completion of the course, the students will be able to:
• Define kinesiology and sports biomechanics, and explain their importance to physical education
professionals.
• Identify and describe fundamental movements and key terminology in kinesiology.
• Differentiate between linear and angular kinematics, including concepts like distance, speed, and
acceleration.
• Analyze the principles of force and levers and their application in sports activities.
• Discuss Newton's laws of motion and examine their relevance to athletic performance.
• Apply biomechanical principles to specific sports actions, such as the broad jump and shot put.
UNIT – I INTRODUCTION TO KINESIOLOGY AND SPORTS BIOMECHANICS
1. Meaning and Definition of Kinesiology and Sports Biomechanics
2. Importance of Kinesiology and Sports Biomechanics to Physical Education Teacher,
Athletes and Coaches.
3. Terminology of Fundamental Movements
4. Fundamental concepts of following terms – Axes and Planes, Centre of Gravity,
Equilibrium, Line of Gravity

UNIT – II FUNDAMENTAL CONCEPTS OF KINETICS – KINEMETICS

1. Fundamental concepts of following terms- Angle of Pull, All or None Law, Reciprocal
Innervation
2. Linear Kinematics – Distance and Displacement, speed and velocity, Acceleration
3. Angular kinematics – Angular Distance and Displacement, Angular Speed and velocity,
Angular Acceleration.
4. Linear Kinetics – Inertia, Mass, Momentum, Friction.
5. Angular Kinetics – Moment of inertia, Couple, Stability.

UNIT – III MECHANICAL CONCEPTS

1. Force - Meaning, definition, types and its application to sports activities
2. Lever - Meaning, definition, types and its application to human body.
3. Motion – Meaning, definition, types and its application to sports activities.
4. Newton’s Laws of motions
5. Projectile – Factors influencing projectile trajectory.

UNIT – IV BIO MECHNICAL APPLICATIONS

1. Bio mechanical application to broad Jump, start in sprint and shot-put.
2. Bio mechanical application to football, hockey and volleyball.
3. The neuron basis of movement.
4. The central nervous system.
5. General characteristics of the sensory motor system.

Reference:
• Vastrad Basavaraj- “Sports Biomechanices”
• Bunn, J. W. (1972). Scientific principles of coaching. Englewood Cliffs, N.J.:
PrenticeHall Inc.
• Hay, J. G. & Reid, J. G. (1982). The anatomical and mechanical basis of human motion.
Englewood Cliffs, N.J.: prentice Hall Inc.
• Hay, J. G. & Reid, J. G. (1988). Anatomy, mechanics and human motion.
EnglewoodCliffs, N.J.: prentice Hall Inc.
• Hay, J. G. (1970). The biomechanics of sports techniques. Englewood Cliffs, N.J.:Prentice Hall, Inc.
 33

SEMESTER – II
THEORY COURSES

EC-201 SPORTS NUTRITION AND WEIGHT MANAGEMENT (ELECTIVE)

Objectives: After completion of the course, the students will be able to:
• Define sports nutrition and outline its basic guidelines.
• Explain the role of carbohydrates, proteins, and fats in energy metabolism.
• Discuss the significance of hydration and daily caloric requirements in sports nutrition.
• Identify factors affecting weight management and analyze common myths related to obesity.
• Evaluate the health risks associated with obesity and propose solutions for effective weight
management.
• Design a balanced diet and exercise plan for weight management in children.

UNIT – I INTRODUCTION
1. Meaning and Definition of Sports Nutrition.
2. Basic Nutrition guidelines.
3. Role of nutrition in sports.
4. Factors to be considered in developing nutrition plan.
5. The components of sports diet.
UNIT – II NUTRIENTS: INGESTION TO ENERGY METABOLISM
1. Carbohydrates, Protein, Fat – Meaning, classification and its functions.
2. Role of carbohydrates, Fat and Protein during exercise.
3. Vitamins, Minerals, Water – Meaning, classification and its functions.
4. Role of hydration during exercise, water balance,
5. Nutrition – daily caloric requirement and expenditure.
UNIT – III NUTRITION AND WEIGHT MANAGEMENT
1. Meaning of weight management Concept of weight management in modern era.
2. Factors affecting weight management and values of weight management.
3. Concept of BMI (Body Mass Index), Myth of Spot Reduction,
Dieting versus exercise for weight control, Common Myths about Weight Loss.
4. Obesity – Definition, meaning and types of obesity, hazards of obasity
5. Health Risks Associated with Obesity, Causes and Solutions for Overcoming Obesity.
UNIT – IV STEPS OF PLANNING OF WEIGHT MANAGEMENT
1. Balanced diet for Indian School Children,
2. Maintaining a Healthy Lifestyle
3. Weight management program for sporty child,
4. Role of diet and exercise in weight Management,
5. Design of diet plan and exercise schedule for weight gain and loss

References:
• Bessesen, D. H. (2008). Update on obesity. J ClinEndocrinolMetab.93(6), 2027-2034.
• Butryn, M.L.,Phelan, S &Hill, J. O.(2007) Consistent self-monitoring of weight: a key component
of successful weight loss maintenance. Obesity(Silver Spring). 15(12), 3091-3096.
• Chu, S.Y. & Kim, L. J. (2007). Maternal obesity and risk of stillbirth: a Meta analysis.
ObstetGynecol, 197(3), 223-228.
• DeMaria, E. J. (2007). Bariatric surgery for morbid obesity. N Engl J Med,356(21), 2176-2183.
• Dixon, J.B., O'Brien, P.E., Playfair, J. (n.d.). Adjustable gastric banding and conventional Therapy
for type 2 diabetes: a randomized controlled trial. JAMA. 299(3), 316-323.
 34

SEMESTER – II
THEORY COURSES

EC-202 CONTEMPORARY ISSUES IN PHYSICAL EDUCATION, FITNESS AND

WELLNESS (ELECTIVE)

Objectives: After completion of the course, the students will be able to:
• Define physical education, fitness, and wellness, and explain their aims and relevance.
• Identify types of fitness and discuss the impact of modern lifestyles on health.
• Explain the principles of exercise programs, including aerobic and anaerobic exercises.
• Describe safety precautions in various settings.
• Outline first aid procedures for common injuries.
• Discuss the prevention and management of hypo-kinetic diseases related to modern lifestyles.

UNIT – I CONCEPT OF PHYSICAL EDUCATION AND FITNESS

1. Definition, Aim and Objectives of Physical Education, Fitness and Wellness
2. Importance and Scope of fitness and wellness
3. Modern concept of Physical fitness and Wellness
4. Physical Education and its Relevance in Inter Disciplinary Context.
5. Concept of positive health

UNIT – II FITNESS, WELLNESS AND LIFESTYLE

1. Fitness – Types of Fitness and Components of Fitness
2. Understanding of Wellness
3. Modern Lifestyle and Hypo kinetic Diseases – Prevention and Management
4. Physical Activity and Health Benefits
5. Benefits of regular physical exercise

UNIT – III PRINCIPLES OF EXERCISE PROGRAM

1. Meaning of Fitness development – aerobic and anaerobic exercises
2. Exercises and Heart rate Zones for various aerobic exercise intensities
3. Concept of free weight Vs Machine, Sets and Repetition etc.
4. Concept of designing different fitness training program for different age group.
5. Advanced equipment’s and devices for physical fitness development

UNIT – IV SAFETY EDUCATION AND FITNESS PROMOTION

1. Health and Safety in Daily Life
2. Safety precautions at school, playground, gymnasium and swimming pool
3. First Aid and Emergency Care
4. Common Injuries and their Management
5. Modern Life Style and Hypo-kinetic Disease –Prevention and Management

References:
• Difiore, J. (1998). Complete guide to postnatal fitness. London: A & C Black,.
• Giam, C.K & The, K.C. (1994). Sport medicine exercise and fitness. Singapore: P.G.
Medical Book.
• Mcglynn, G., (1993). Dynamics of fitness. Madison: W.C.B Brown.
• Sharkey, B. J. (1990). Physiology of fitness, Human Kinetics Book.
 35

PART- B
Semester – II
PC- 201 PRACTICALS

ATHLETICS
A. High Jump 25-Hours (External Evaluation 20-Marks)
A. Skills and techniques:
1. The approach and check mark
2. The take-off
3. Clearing the bar – Straddle Roll
4. Landing- Roll for straddle
B. Teaching stages
C. Specific conditioning exercises

B. Long Jump (25-Hours -External Evaluation 20-Marks)

A. Skills and techniques
1. The approach run and the stride plan
2. The take off
3. Action in air: Sail and hang
4. Landing – Collapse
B. Teaching stages
C. Specific conditioning exercises
C. Triple Jump (25-Hours -Internal Evaluation 20-Marks)
A. Skills and techniques
1. The approach run and the stride plan
2. The take off
3. Action in air : Sail and hang
4. Landing – Collapse
B. Teaching stages
C. Specific conditioning exercises

Scheme of Evaluation
Particulars Marks
01 Skills 9
02 Overall Performance 6
03 Officiating Ability 5
Total 20

D. Pole vault (25-Hours -Internal Evaluation 15-Marks)

A. Skills and techniques
1. Grip 2. Carry 3. The approach run and the stride plat
4. Pole Balance. 5. The take-off 6. Action in the air
7. Clearance of the bar 8. Landing
 36

B. Teaching stages
C. Specific conditioning exercises
Scheme of Evaluation
Sl. No. Particulars Total Marks
1 Skills 3
2 Overall Performance 8
3 Officiating Ability 4
Total Marks 15

PC – 202 PRACTICALS

A. Basketball (External Evaluation 30 marks)

1. Skills and techniques of the game
a. Player’s stance: Offensive and defensive
b. Ball handling (holding the ball)
c. Passing:
i. Chest pass
ii Two hand over head pass.
iii Two hand back pass.
iv Bounce pass: Two, one handed bounce pass.
v Hang pass.
vi. Passing the ball on the move.
d. Dribbling:
i. Low ii. High iii. Medium
a. Progressing with the ball.
b. Stopping:
i. Stride stop ii. Jump stop
c. Pivoting.
d. Shooting.
i. Set shot ii. Lay-up-shot
iii. Jump shot iv. Hook shot
e. Basic strategies and tactics.
i. Defensive- Zone and man to man
ii Offensive- Screen and pivot [Link]
Screening and Rolling.
2. Rules of the game & their interpretation.
3. Basic strategies and tactics
4. Specific conditioning exercises
5. Lead up games.

Scheme of Evaluation
[Link]. Particulars Total Marks
1 Any three skills 15
2 Overall Performance 10
3 Officiating Ability 5
Total Marks 30
 37

B. Cricket (20 Hours) (External 30 marks)

1. Skills and techniques of the game
a. Fielding
i. Ground fielding ii. Catching a fly ball
iii. Slip fielding. Iv. Wicket keeping
b. Bowling
i. The grips run up, delivery and follow through ii. Length and line
iii. Medium pace bowling iv. Spin: Off spin and Leg spin
c. Batting
i. The Grip, Stance, back lift and straight bat swing
ii. Forward play: Forward defense and drives
iii. Back foot play: Back foot defense and drives
iv. Running between wickets
2. Rules of the game and their interpretations.
3. Basic strategies and tactics.
4. Specific conditioning exercises.

Scheme of Evaluation
Sl. No. Particulars Total Marks
1 Any three skills 15
2 Overall Performance 10
3 Officiating Ability 5
TOTAL 30

C. Gymnastics / Karate (Internal Evaluation 15 marks)

Gymnastics
I. Skills of the sport
A. MEN
FLOOR EXERCISE:
i Forward roll; ii. Backward roll;
iii. Cartwheel; iv. Drive and roll;
v. Standing forward roll; vi. Hand stand
B. WOMEN
FLOOR EXERCISES:
i. Forward roll; ii. Backward roll;
[Link]; iv. Standing forward roll;
v. Split sitting –front and back; vi. Drive roll, vii. Hand stand
Karate:
1) Stance
2) Punch (Down, Middle and Face level)
3) Blocks (Upper Hand, Lower Hand, Side kick block, Semi circle kick blocks, open
hand block. Left hand and Right hand upper block)
4) Kicks (Straight, Side and Semi Circle)
5) Alternate Blocks and Punches
 38

6) Officiating
Scheme of Evaluation
Sl. No. Particulars Total Marks
1 Performances 10
2 Viva-voce 05
Total Marks 15

PC – 203 PRACTICALS

A. Kho-Kho (20Hours) (External Evaluation 30 marks)

1 Skills and techniques of the game
A. Offensive Skills
i. How to sit in a square
ii. Giving Kho – proximal and distal methods
iii. Pole turning – 5 upturn, 4 up turn, 3 up turn
iv. Running to pole – 3rd Kho, Direct attack, and Turning
v. Moving on cross lane – Biped Quadruped & Combination
vi. Pole dive – Three step, Two step and One step pole dive
vii. Flat dive – sitting dive
viii. Ankle tap
ix. Diagonal attack
x. Attack on after pole turning
B. Defensive Skills
i. Single Chain – Variations 6th, 7th & 8th Direct Attack
ii. Double Chain – 3-6 up
iii. 1-3, 3-1 Chain
iv. Standing at the post
v. Shifting at the post
vi. Ring Game – Short ring, Medium ring, Long ring
vii. Pole avoiding
viii. Counter attack for fake Kho
ix. Entries
2. Rules of the game and their interpretations
3. Basic strategies and tactics
4. Specific conditioning exercises
5. Lead up games

Scheme of Evaluation
Sl. No. Particulars Total Marks
1 Any three skills 15
2 Overall Performance 10
3 Officiating Ability 05
TOTAL 30
 39

B. Throw ball (External Evaluation 10- Marks)

1. Skills and techniques of the game
I. Service-Side-arm: Spinning-Jump
II. Offensive: Throwing –Jump shot, Placement, Spinning.
III. Defensive: Catching – Double hand catching, Single hand catch
2 Rules of the game & their interpretation
3 Basic strategies and tactics
4 Specific conditioning exercises
5 Lead up games

Scheme of Evaluation
[Link]. Particulars Total Marks
1 Any three skills 6
2 Overall Performance 2
3 Officiating Ability 2
Total Marks 10

C. Plyo metric Training (Internal 15-marks)

a. Purpose
b. General Principles
c. Prescribing, Designing programme

Scheme of Evaluation
Sl. No. Particulars Total Marks
1 Performances 10
2 Viva-voce 05
Total Marks 15

D. Interval Training. (Internal 10-marks)

a. Purpose
b. General Principles
c. Prescribing, Designing programme
Scheme of Evaluation
Sl. No. Particulars Total Marks
1 Performances 06
2 Viva-voce 04
Total Marks 10

E. Flag Salutation & Ceremonial Parade (Internal 10 Marks)

A batch of 20 to 25 student teachers, under the supervision of a teacher educator will plan and
prepare a programme of events to celebrate one of the national celebrations such as ‘Independence
Day’, ‘Republic Day’, etc. Communicate the same to all through invitation, circulars, etc.
. Hold rehearsal’s for practice.
. Prepare the podium, flag staff, P-A system etc for the purpose
. Conduct the actual function.
 40

Assessment:
1. The components taken in to consideration are: participation, involvement,
Quality of work, attitude towards participation in the associated activities
and programme.
2. The assessment will be made in scores separately and single Grade will
be given as indicated below.
A- Excellent: B- Very Good; C- Good; D- Satisfactory; E- Poor.

Scheme of Evaluation
Sl. No. Particulars Total Marks
1 Performances 06
2 Viva-voce 04
Total Marks 10

PT-204 Practical (Teaching Ability)

GENERAL LESSONS
Module 1: Preparation

A. Model General Lessons by Method Masters (within the College)

Teacher Educators (Method Masters) of the teacher education college will plan one or two
model lessons and engage model classes for the benefit of student teachers. At the same
time, they will subject themselves to review by his , her colleagues. While doing so the
student teachers will be sensitized to the component skills (micro teaching skills) ofteaching
physical activity that may be identified by the college.
B. Micro Teaching Lessons (within the Training Institution)
Each student teacher may select some activity skills of his choice and plan micro-teaching
lessons emphasizing on one of the micro teaching skills at a time. He then will engage his
peers to teach and uses the micro teaching skill. His peers then will comment on the micro
teaching skill that was used, based on which the student teacher will have an opportunityto
refine that particular skill. Examples of micro teaching skills may be:
- Motivating the learner to learn a given activity
- Demonstration (mastery over the skill to be learnt)
- Explanation
- Class management
- Error identification
- Correction etc.

Module 2: Student Teaching

Upon mastering the micro teaching skills the student teacher will plan and teach 07 general
lessons as follows and 03 Classroom lesson plan in Physical Education & Sports.

Lesson in Free Hand Exercises 2

Lessons in Light Apparatus 3
Lessons in Drill & Marching 2
Lessons in Lezium and Rhythmic 3
 41

Module 3: Student Observation of lessons

Each student teacher, during the course of block teaching will observe ten (10) lessons of
his, her peers. She/he will keenly observe each of the micro teaching skills and record his, her
personal comments and ways to refine the skills.

Internal Assessment:
- Teacher Educators (Method Masters) will observe five (5) lessons and record their
observations along with their grading as follows.
5 – Excellent; 4 – Very Good; 3 – Good; 2 – Satisfactory;1 – Poor
- The remaining five (5) lessons will be graded as follows:
3 – Excellent; 2 – Good; 1 – Satisfactory;
- Five (5) best recorded Student observations will be awarded 2 marks each
- Internal marks will be compiled for an aggregate of 50 marks as follows:

For a total of five (5) best official observations by Method Masters’

3 marks x 5 lessons 15
For remaining Five (5) best lessons
2 marks x 5 lessons 10
Student Observations2 marks x 5 observations 10
Total marks 35

External-40-marks
Scheme of External Evaluation (1-Lesson)
1 Particulars Marks
2 Preparation: Lesson plan, Personal and 15
technical preparations, Mastery over the
skill to be learnt
3 Learning Activity 10
4 Practice Activity 5
5 Recreation Activity 5
6 Evaluation & Conclusion 5
Total Marks 40
 42

SEMESTER – III
PART - A
THEORY COURSES

CC-301 ORGANIZATION AND ADMINISTRATION IN PHYSICAL EDUCATION.

Objectives: After completion of the course, the students will be able to:
• Define organization and administration in physical education, and explain their importance and principles.
• Identify types of facilities and describe equipment management in physical education.
• Explain office management functions and discuss the maintenance of various registers.
• Describe the organization structure for athletic meets and identify the duties of committees.
• Discuss intramural and extramural competitions.
• Evaluate the effectiveness of competitions.
UNIT-I INTRODUCTION
1. Meaning and importance of organization and administration in physical education
2. Need and scope of organization in physical education
3. Basic principles of organization
4. Schemes of organization for physical education at various levels
5. Time table meaning and principles of preparing time table in physical education

UNIT-II FACILITIES
1. Facilities and equipment management, types of facilities, infrastructure, indoor, outdoor
2. Care of school building, gymnasium, swimming pool, playfields and play grounds
3. Equipment- need, importance.
4. Purchase and care of sports equipments
5. Disposal of unserviceable sports materials.

UNIT-III OFFICE MANAGEMENT, RECORD, REGISTER AND BUDGET.

1. Meaning definition, functions and kinds of office management.
2. Maintenance of attendance register, stock register, cash register, physical efficiency
record
3. Issue register and medical exam register
4. Meaning and importance of budget making
5. Criteria of a good budget, sources of income, expenditure, preparation of budget.

UNIT-IV ORGANIZATION OF COMPETITION

2. Organization structure of athletic meet.
3. Duties of various committees
4. Sports events intramurals and extramural competitions
5. Conducting competition in co-curricular activities
6. Evaluation of competitions
 43

References:
• KOPPAD.S.G. “shareera shikshana sanghatane hagu adalita”
• Broyles, F. J. & Rober, H. D. (1979). Administration of sports, Athletic programme: A Managerial
Approach.
New York: Prentice hall Inc.
• Bucher, C. A. (1983). Administration of Physical Education and Athletic
[Link]. Lolis: The C.V. Hosby Co.
• Kozman, H.C. Cassidly, R. & Jackson, C. (1960) Methods in Physical Education. London: W.B.
Saunders Co.
• Pandy, L.K. (1977). Methods in Physical [Link]: Metropolitan Book Depo.
• Sharma, V.M. & Tiwari, R.H.: (1979). Teaching Methods in Physical Education.
Amaravati: Shakti Publication.
• Thomas, J. P. (1967). Organization & administration of Physical Education. Madras: Gyanodayal
Press.
• Tirunarayanan, C. &Hariharan, S. (1969). Methods in Physical [Link]: South
 44

SEMESTER – III
THEORY COURSES
CC-302 HEALTH EDUCATION AND ENVIRONMENTAL STUDIES

Objectives: After completion of the course, the students will be able to:
• Define health and health education, and explain their importance.
• Identify common diseases and describe health organizations and school health services.
• Explain environmental studies and analyze pollution's impact and school roles in conservation.
• Discuss safety education and describe safety precautions for various settings.
• Define mental health issues and explain the importance of first aid for emergencies.

UNIT-I (INTRODUCTION) HEALTH EDUCATION.

1. Meaning of health.
2. Meaning and definition of health education.
3. Need and scope of health education.
4. Factors affecting health.
5. Aim and objectives of health education.
UNIT-II COMMUNITY HEALTH ORGANIZATION AND COMMON HEALTH PROBLEM.
1. Communicable and non-communicable diseases - Communicable diseases- Mumps,
Malaria, H1N1, Chikungunya, Covid19, Ebolo, Dengue Fever, Small Fox. Non-
communicable diseases- B.P, Diabetes, Heart disease, Cancer, Paralysis.
2. Health organization and agencies .Private, voluntary and government agencies World
Health Organization.
3. School health services, health instruction method, supervision of school environment.
4. Personal health and hygiene.
5. Values of personal health, Care of skin, ear and eyes.

UNIT-III ENVIRONMENTAL STUDIES

1. Meaning, Definition, scope and importance and history of environmental studies.
2. Water resources, land resources.
3. Air, water, soil, noise, thermal pollution, Govt. policies, role of pollution control board.
4. Celebration of various days in relation with environment.
5. Role of school in environmental conservation and sustainable development.

UNIT-IV SAFETY EDUCATION HEALTH PROBLEMS AND FIRST AID.

1. Meaning and importance of safety education.
2. Safety precautions at home, road, school and play ground.
3. Personal effects of alcohol –smoking narcotic, drugs and tobacco.
4. Meaning of mental health and emotional health problem. Adolescent mental problem,
prevention of mental illness.
5. Meaning and importance of first aid, first aid during emergencies, shock , unconsciousness
bleeding, poisoning, burns, drowning, fractures, dislocation, dog, snake and insects bites.

References:
• Vastrad Basavaraj and Keri Venkatesh – “ Arogya Shikkshan Hagu Shareere Shikshan”
• Agrawal, K.C. (2001). Environmental [Link]: Nidhi publishers Ltd.
• Frank, H. &Walter, H., (1976). Turners school health education. Saint Louis: The C.V.
Mosby Company.
• Nemir, A. (n.d.). The school health education. New York:Harber and Brothers.
• Odum, E.P. (1971). Fundamental of ecology. U.S.A.: W.B. Saunders Co.
 45

SEMESTER – III
THEORY COURSES
CC-303 EVALUATION IN PHYSICAL EDUCATION

Objectives: After completion of the course, the students will be able to:
• Define test, measurement, and evaluation in physical education and explain their importance and
principles.
• Identify general physical fitness tests for speed, agility, endurance, flexibility, and strength, and describe
specific fitness tests like N P F P and AAHPER.
• Explain sports skills tests for various sports, including badminton, basketball, volleyball, hockey, and
football.
• Define knowledge tests and explain their types, importance, and application in physical education.
• Create structured response tests and develop a blueprint for knowledge assessments in physical education.

UNIT -I INTRODUCTION
1. Meaning of test, measurement and evaluation in physical education. Need and
importance.
2. Principles of evaluation.
3. Criteria of a good test.
4. Classification of tests.
5. Administration of test, advance preparation, duties during test and duties after testing.

UNIT-II PHYSICAL FITNESS TEST

1. General physical fitness test , a) Speed b) Agility c) Endurance d) Flexibility e) Strength
2. N P F P Tests
3. Barrow Physical Efficiency Test
4. AAHPER youth fitness test
5. JCR test

UNIT-III SPORTS SKILLS TESTS

1. Badminton- French Stalter, miller wall valley
2. Johnson’s basketball test, knox basketball test
3. Russel Lange and Brady volley ball test
4. Harbansing hockey test
5. Mc Donald Football Test, Mott and Lokharst Table Tennis Test

UNIT-IV KNOWLEDGE TEST

1. Meaning and definition of knowledge test.
2. Need and importance of knowledge test.
3. Types of knowledge tests.
4. Structured response (True-False-Matching the following, multiple choice) test, Use of
knowledge test in physical education
5. Blue print
 46
References:
• Vastrad Basavaraj and Pujar Hanamant-“Shareer Shishanada Pareekishgallu Hagu
Mapanagalu, Kriya sashodhane Hagu Sankhya Shastra”
• Bangsbo, J. (1994). Fitness training in football: A scientific approach. Bagsvaerd,
• Barron, H. M., &Mchee, R. (1997). A practical approach to measurement in physical
education. Philadelphia: Lea and Febiger.
• Barron, H.M. &Mchee, R. (1997). A Practical approach to measurement in physical
education. Philadelphia: Lea and Febiger.
• Kansal, D.K. (1996). Test and measurement in sports and physical education. New Delhi:
• Mathews, D.K., (1973). Measurement in physical education, Philadelphia:
 47

SEMESTER – III
THEORY COURSES
EC-301 SPORTS PSYCHOLOGY AND SOCIOLOGY (ELECTIVE)

Objectives: After completion of the course, the students will be able to:
• Define the scope of educational and sports psychology and explain its relationship with other sports
sciences.
• Identify individual differences and analyze human behavior in sports and physical education.
• Explain learning theories, personality, and motivation, and analyze their effects on sports
performance.
• Evaluate competition's psychological aspects and assess behavior during different competition
phases.
• Examine the role of physical education in socialization and analyze cultural influences on sports.

UNIT -I: INTRODUCTION

1. Meaning, Importance and scope of Educational and Sports Psychology
2. Contents of sports psychology
3. Types and nature of individual differences
4. Psycho-sociological aspects of Human behavior in relation to physical education and
sports.
5. Relationship of sports psychology with other sports sciences

UNIT-II: SPORTS PSYCHOLOGY

1. Nature of learning, theories of learning, laws of learning, Plateau in Learning; & transfer
of training
2. Meaning and definition of personality, characteristics of personality,
3. Dimensions of personality, Personality and Sports performance
4. Nature of motivation: Factors influencing motivation; Motivation and techniques and its
impact on sports performance.
5. Aggression and Sports, Meaning and nature of anxiety, Kinds of anxiety
Meaning and nature of stress; Types of stress, Anxiety, Stress, Arousal and their effects on
sports performance

UNIT-III: PSYCHOLOGICAL ASPECTS

1. Meaning and definition of competitions
2. Psychological aspects and sociological consequences of competitions.
3. Determination of competitive behavior.
4. Characteristics of pre, during and post competition states.
5. Sports competition as a preparation for life.

UNIT-IV SOCIAL ASPECTS AND SPORTS PERFORMANCE

1. Orthodoxy, customs tradition and physical education
2. Festivals and Physical Education
3. Socialization through Physical Education
4. Social Group life, Social conglomeration.
5. Culture-Features of culture, Importance of culture. Effects of culture on people’s life style.
 48

References:
• Ball, D. W. & Loy, J. W. (1975). Sport and social order; Contribution to the sociology
[Link]: Addison Wesley Publishing Co., Inc.
• Blair, J.& Simpson, R. (1962). Educational psychology, New York:McMillan Co.
• Cratty, B. J. (1968). Psychology and physical activity. Eaglewood Cliffs. Prentice Hall.
• Kamlesh, M.L. (1998). Psychology inphysical education and sport. New
Delhi:Metropolitan
• Book [Link], J. W., Kenyon, G. S. & McPherson, B. D. (1978). Sport and social system.
London:Addison Wesley Publishing Company Inc.
• Loy, J. W., Kenyon, G. S. & McPherson, B. D. (1981). Sports culture and
[Link]:Lea &Febiger.
• Mathur, S.S., (1962). Educational psychology. [Link].
• Skinnner, C. E., (1984.). Education psychology. New Delhi: Prentice Hall of India.
• William, F. O.&Meyer, F. N. (1979). A handbook of sociology. New Delhi: Eurasia
Publishing House Pvt Ltd.
 49

SEMESTER – III
THEORY COURSES
EC-302 THEORY OF SPORTS AND GAMES (ELECTIVE)
Objectives: After completion of the course, the students will be able to:
• Describe the history, development, and ground preparation of specialized games and sports.
• Explain the scientific principles of motion, force, and equilibrium in sports and apply them to coaching.
• Identify the components of physical fitness such as speed, strength, endurance, flexibility, and
coordination, and analyze their application to specific sports.
• Demonstrate the concepts of conditioning, warming up, and weight training for optimal performance
in games and sports.
• Evaluate techniques, tactics, and strategies in both offensive and defensive play, and create training
sessions for skill acquisition.

UNIT-I GENERAL INTRODUCTION OF SPECILIAZED GAMES AND SPORTS

1. Athletics, Badminton, Basketball, Cricket, Football, Gymnastic, Hockey, Handball,
Kabaddi, Kho-Kho, Tennis, Volleyball and Yoga.
2. History and development of the Game and Sports
3. Ground preparation, dimensions and marking
4. Standard equipment and their specifications
5. Ethics of sports and sportsmanship

UNIT-II SCIENTIFIC PRINCIPLES OF COACHING: (PARTICULAR SPORTS AND

GAME SPECIFIC)
1. Motion – Types of motion and Displacement, Speed, Velocity, Acceleration, Distance
and Newton’s Law of motions.
2. Force – Friction, Centripetal and Centrifugal force, Principles of force.
3. Equilibrium and its types, Lever and its types
4. Sports Training – Aims, Principles and characteristics.
5. Training load – Components, Principles of load, Over Load (causes and symptoms).

UNIT-III PHYSICAL FITNESS COMPONENTS: (PARTICULAR SPORTS AND GAME

SPECIFIC)
1. Speed and its types
2. Strength and its types
3. Endurance and its types
4. Flexibility and its types
5. Coordinative ability and its types

UNIT-IV CONDITIONING EXERCISES AND WARMING UP.

1. Concept of Conditioning and warming up.
2. Role of weight training in games and sports.
3. Teaching of fundamental skill & their mastery (technique, tactic and different phases of
skill acquisition).
4. Recreational and Lead up games
5. Strategy – Offence and defense, Principles of offence and defense.

References:
Bunn, J. W. (1968). The art of officiating sports. Englewood cliffs N.J. Prentice Hall.
Bunn, J. W. (1972). Scientific principles of coaching. Englewood cliffs N. J. Prentice Hall.
Dyson, G. H. (1963). The mechanics of athletics. London: University of London Press Ltd.
Lawther, J.D. (1965). Psychology of coaching. New York: Pre. Hall.
Singer, R. N. (1972). Coaching, athletic & [Link] York: M.C. Graw Hill.
 4
10

Semester – III
PART- B
PC-301 -PRACTICALS
ATHLETICS

A. Throws- Shot-put (25 HOURS External Evaluation 20-Marks)

1. Skills and techniques

• O’Brain style
a. Hand hold and placement of shot.
b. Stance
c. Initial swing
d. The ‘T’ and the crouch
e. The glide across the circle
f. The Release and Recovery
• Discoput Method
a. Hand hold and placement of shot
b. Stance
c. Turns
d. The Release and Recovery
2. Teaching stages for shot-put
3. Specific conditioning exercises for shot put.
4. Recent records at the national and international levels.

Scheme of Evaluation
Sl. No. Particulars Total Marks
1 Skills 10
2 Overall Performances 5
3 Officiating ability 5
Total Marks 20

B. Javelin throw (25 HOURS External Evaluation 20-Marks)

1. Skills and techniques
i. The grip (Hand hold) a) American, b) Pen hold c) Spanish
ii. The carry a) low b) medium c) high
iii. The approach run and checkmarks
iv. Withdrawal
v. The release and recovery.

2. Teaching stages for javelin throw

3. Specific conditioning exercises for javelin throw
4. Recent records at the international and national levels.
 4
11

C. Discuss Throw (25 HOURS Internal Evaluation 20-Marks)

1. Skills and techniques

1. The hand holds (Grip) and spin
2. Stance
3. The initial swing
4. The turn
5. The release
6. The recovery.
2. Teaching stages for discuss throw
3. Specific conditioning exercises for discuss throw
4. . Recent records at the national and international levels.

Scheme of Evaluation
Particulars Marks
01 Skills 10
02 Overall Performance 5
03 Officiating Ability 5
Total 20

D. Hammer Throw (25 HOURS Internal Evaluation 15- Marks)

1. Skills and techniques
1. The hand hold (Grip) and spin
2. Stance
3. The swing
4. The turn
5. The release
6. The recovery.
2. Teaching stages for discuss throw
3. Specific conditioning exercises for discuss throw
4. . Recent records at the national and international levels.

Scheme of Evaluation
Particulars Marks
01 Skills 3
02 Overall Performance 8
03 Officiating Ability 4
Total 15
 50

PC. 302 PRACTICALS

A. Football (External Evaluation 30 marks)

1. Skills and techniques of the game
a. Dribbling and running with the ball.
b. The kick:
i. Low kick (Low drive), ii. Lofted kick (High drive),
iii. Full and half volley
c. The pass:
i. With inside of the foot, ii. With outside of the foot,
iii. Passing the ball on the move and weaving.
d. Trapping the ball:
i. With sole of the foot, ii. With thigh,
iii. With chest
e. Heading.
f. Tackling
g. Throw- in
h. Goal keeping.
2. Rules of the game & their interpretation
3. Basic strategies and tactics.
4. Specific conditioning exercises.
5. Lead up games.

Scheme of Evaluation
[Link]. Particulars Total Marks
1 Any three skills 15
2 Overall Performance 10
3 Officiating Ability 05
Total Marks 30

B. Yoga:, Asana & Pranayama. (25 Hours) (External Evaluation 30 marks)

1. Asanas
Padmasana, Trikonasana, Veerabhadrasana, Padahastasana, Vrikshasana, Tolasana,
Utthita Padmasana, Parvatasana, Yogamudrasana, Shalabhasana, Parshvakonasana,
Ardha Chakrasana, Ushtrasana, Ardha Matsendrasana, Gomukhasana,
Pashchimottanasana, Matsyasana, Sarvangasana,Dhanurasana, Kukkutasana,
Halasana, Navasana, Chakrasana, Vajrasana, Bakasana, Supta Veerasana,
Bhujangasana, Paripurna Navasana, Simhasana, Mayurasana,
2. Pranayama
Anuloma Viloma Pranayam, Suryanuloma, Chandranuloma, Chandrabhedhana and
Suryabedhana pranayam, Nadi Shodha pranayam, Ujjayi Pranayam, Sheetali,
Sheetakari, Kapalabhati, Bhramari
 51

3. Mudras
Chinmudra, Chinmayamudra, Adimudra, Brahmamudra, Nasikamudra,
Shanmukhamudra

4. Suryanamaskara.
A) 10 Counts
B) 12 Counts

Scheme of Evaluation
Sl No Particulars Total
1 Candidate’s Choice 15
2 Examiner’s Choice 10
3 Viva-voce 5
Total Marks 30

C. Softball / Netball ( Internal Evaluation 15 marks )

SOFTBALL
1. Skills and techniques of the game.
A. Catching – Basic fielding positions, moving to the ball
1. Catching ground ball, scooping the ball
B. Throwing
1. Grip-Overhead throw-Body position –Arm Action, release, follow
through
2. Long throws –Crow hop –long bounce throw
3. Quick throw- Shortened wind up – on the, side arm, under hand toss,
glove toss, backhand flip.

C. Pitching Styles- windmill and sling shot

1. The Grip
2. Stance
3. Release
4. Leg drive
5. Follow through
D. Hitting
1. Grip
2. Stance
3. Stride
4. Swing
5. Contact
6. Follow through
E. Bunting and Slap hitting
1. Stance
2. Hand position
 52

3. Bunt angle
4. Contact position
5. Right-handed sneaky bunt
6. Left hand drag bunt
7. Squeeze bunt
F. Base Running
1. Lead off
2. Sliding bent leg
3. Pop up slide
4. Hook slide
2. Rules of the game & their interpretation
3. Basic strategies and tactics
4. Specific conditioning exercises
5. Lead up games.

Netball
1. Skills and techniques of the game
1. Playing the ball
2. Passing the distance
3. Foot work
4. Catching-Two-handed and One-handed catches
a. Throwing
Chest pass, Straight shoulder pass, High shoulder pass, Bounce pass, Under arm pass
b. Getting free
c. Marching
d. Intercepting
e. Scoring a Goal
f. Taking a shot at goal
g. Penalties
h. The free pass
i. The penalty passes or shot
j. The throw in
k. The throw-up
2. Rules of the game & their interpretation
3. Basic strategies and tactics
4. Specific conditioning exercises
5. Lead up games

Scheme of Evaluation
[Link]. Particulars Total Marks
1 Performances 10
2 Viva-voce 5
Total Marks 15
 53

C -303 Practicals

A. Hockey ( External Evaluation 30 MARKS )

1. Skills and techniques of the game
a. Stance b. The Grip
c. Pushing and stopping d. Hitting
e. Scooping f. Dribbling
g. Tackling h. Flick
i Goal keeping [Link]
k. The volley Positional play
2. Rules of the game & their interpretation
3. Basic strategies and tactics.
4. Specific conditioning exercises.
5. Lead up games

Scheme of Evaluation
[Link]. Particulars Total Marks
1 Any three skills 15
2 Overall Performance 10
3 Officiating Ability 05
Total Marks 30

B. Wrestling (External Evaluation 10- Marks)

1. Skills and Techniques
a. Stance- Square and Diagonal
b. Take Downs-
i. Leg tackles, iv. Heel pick-up
ii. Leg drive v. Head drag,
iii. Double arm drag
c. Go-behind-
i. Short arm drag,
d. Take down from behind-
Nelson Series
e. Break-down from behind-
i. Standing escape
f. Reverses and escapes-
i. Switch
2. Basic strategies and tactics.
3. Specific conditioning exercises
4. Lead up activities
Scheme of Evaluation
[Link]. Particulars Total Marks
1 Any three skills 6
2 Overall Performance 2
3 Officiating Ability 2
Total Marks 10
 54

C) Tennikoit (Internal Evaluation -15 Marks)

• Stance
• Grip
• Service
• Shots
• Collection/ Receiving
• Returning
• Placement
• Rules of the game & their interpretation
Scheme of Evaluation
[Link]. Particulars Total Marks
1 Any three skills 6
2 Overall Performance 5
3 Officiating Ability 4
Total Marks 15

D) Hikes, Picnics, Camping and Tour (7 days) (Internal Evaluation -20 marks)
A batch of 20 to 25 student teachers, under the supervision of a teacher educator will plan and
prepare programme for a picnic, hike.
. Visit and inspect the spot for suitability.
. Communicate the same to all through invitation, circulars, etc.
. Arrange for transportation of food, men and material.
. Execute the planned programme of picnic, hike
Assessment:
1. The components taken into consideration are participation, involvement, and
Attitude towards participation in the associated activities and programme.
2. The assessment will be made in scores separately and single Grade will be
Given as indicated below:
A- Excellent: B-Very Good: C-Good: D- Satisfactory; E- Poor

PT – 304 Practical (Teaching Ability) PARTICULAR LESSONS

Module 1: Preparation
A. Model Particular Lessons by Method masters (within the College) Teacher Educators
(Method Masters) of the teacher education college will plan one or two model particular
lessons and engage model classes for the benefit of student teachers. At the same time,
they will subject themselves to review by his, her colleagues. While doing so the student
teachers will be once again sensitized to the component skills (micro teaching skills) of
teaching physical activity that may be identified by the college, as was done in the case
of general lesson.
B. Review of Micro Teaching Skills (within the Training Institution)
 55

Module 2: Student Teaching

Upon reviewing the micro teaching skills, the student teacher will plan and teach 10
particular lessons as follow.
Lessons in the Track and Field 4
Lessons in the Team Games 6
10
Module 3: Student Observation of lessons.
Each student teacher, during the course of block teaching will observe ten (10) lessons of
his, her peers. He, she will keenly observe each of the micro teaching skills and record his,
her personal comments and ways to refine the skills.

Internal Assessment:
Teacher Educators (Method Masters) will observe five (5) lessons and record their
observations along with their grading as follows.
5 – Excellent: 4 – Very Good; 3 – Good; 2- Satisfactory; 1-Poor.
. The remaining seven (7) lessons will be graded as follows:
3- Excellent; 2-Good; and 1-Satisfactory;
. Five (5) best recorded Student observations will be awarded 2 marks each
. Internal marks will be compiled for an aggregate of 50 marks as follows:
For a total of five (5) best official observations by Method Masters
3 marks x 5 lessons 15
2 marks x 5 lessons 10
Student Observation 2 marks x 5 observation 10
Total Marks 35
External -40 Marks
Scheme of External Evaluation (1-Lesson)
Particulars Marks
Preparation: Lesson plan, Personal and technical preparation,
1 15
Mastery over the skill to be learnt
2 Learning Activity 10
3 Practice Activity 5
4 Recreation Activity 5
5 Evaluation & Conclusion 5
Total Marks 40
 56

SEMESTER – IV
THEORY COURSES
PART-A
CC-401 YOGA EDUCATION & COMPUTER APPLICATION

Objectives: After completion of the course, the students will be able to:
• Define yoga, its aim, objectives, and relevance in physical education and sports.
• Explain key principles of yoga from Upanishads, Bhagavadgita, and the Yoga Sutras.
• Identify components of Astanga yoga and demonstrate asanas and Suryanamaskar.
• Analyze the effects of pranayama, postures, bandhas, mudras, and kriyas on the body.
• Recognize computer components and apply MS Word, Excel, and PowerPoint.
• Evaluate the need and scope of the internet and differentiate between types of networks.
UNIT-I INTRODUCTION
1. Meaning and definition of yoga
2. Aim and objectives of yoga
3. Yoga in Early Upanishads
4. The Yoga Sutra, general considerations
5. Need and importance of yoga in physical Education and sports
UNIT-II FOUNDATION OF YOGA
1. Yoga in Bhagavadgita, Karma yoga, Raja yoga, Jnana yoga, Bhakti yoga
2. The Astanga yoga- Yama, Niyama, Asana, Pranayama, Pratyahara, Dharana, Dhyana and
Samadhi
3. Asanas
4. Suryanamaskar
5. Benefits of asanas

UNIT-III EFFECTS AND INFLUENCE OF YOGA

1. Meaning of Pranayama
2. Effects of Pranayama on various systems of the body
3. Influence of relative, meditative posture on various systems of the body
4. Types of Bandhas and Mudras
5. Types of Kriyas

UNIT-IV INTRODUCTION TO COMPUTER

1. Meaning and Importance of computer application in physical education
2. Components of computer, Characteristics of computer
3. Parts of Computer
4. Introduction to MS word, Excel and PowerPoint.
5. Meaning need & scope of internet, types of networks and work of Internet.

References:
• [Link] “Yoga”
• Brown, F. Y. (2000). How to use yoga. Delhi: Sports Publication.
• Gharote, M. L. &Ganguly, H. (1988). Teaching methods for yogic [Link]:
Kaixydahmoe.
• Rajjan, S. M. (1985). Yoga strengthening of relaxation for sports man. New Delhi:Allied
Publishers.
• Shankar,G.(1998). Holistic approach of yoga. New Delhi: Aditya Publishers.
• Shekar,K. C. (2003). Yoga for health. Delhi: Khel Sahitya Kendra.
 57

SEMESTER – IV
THEORY COURSES
CC-402 RESEARCH IN PHYSICAL EDUCATION & ELEMENTARY STATISTICS

Objectives: After completion of the course, the students will be able to:
• Define research, its need, nature, scope, and importance in physical education.
• Identify the qualities and qualifications required for a research scholar and the types of research.
• Outline the steps of educational research and the process of preparing a research proposal.
• Explain the significance of surveying related literature and the process of selecting research problems
and hypotheses.
• Analyze various statistical tools such as measures of central tendency, variability, and the normal
probability curve for research in physical education.
• Evaluate research reports using statistical analysis and sampling methods to draw meaningful
conclusions.

UNIT- I INTRODUCTION
1) Meaning and definitions of Research
2) Need, Nature, Scope and importance of Research in Physical education
3) Qualities and Qualifications of a Research Scholar
4) Types of Research
5) Steps of Educational Research

UNIT-II RESEARCH PROPOSAL AND REPORT

1) Research Proposal
2) Preparation of Research Proposal
3) Meaning and need of Sampling
4) Meaning, Need of Model Research Report
5) Steps of Model Research Report

UNIT-III SURVEY OF RELATED LITERATURE

1) Need of Surveying related literature
2) Literature’s Sources, Library Readings
3) Research problem, Meaning Locations & Criteria of selection of problems
4) Limitations & Delimitations.
5) Meaning and types of hypotheses

UNIT - IV BASIC STATISTICAL ANALYSIS

1) Meaning, definition and Need of Statistics in Physical education.
2) Frequency table
3) Measures of central tendency, Mean, Median & Mode, Meaning, Definition Importance,
Advantages & disadvantages. Calculation of Mean, Median & Mode from grouped &
ungrouped data
4) Measures of Variability-Meaning, definitions of Range, Quartile, Average and standard
deviation, Calculations from grouped & ungrouped data, Merits, demerits and uses of
variability
5) Normal Probability Curve-Meaning, definition Characteristics. Skewnes Kurtosis- Types
and Calculation of Skewness and Kurtosis
 58

References:

• [Link]- “Research Methods in Physical and Sports”

• [Link]- “Shareera Shikshanadalhi Samshodhane”
• Best, J.W. (1963). Research in education. U.S.A.: Prentice Hall.
• Bompa, T. O. &Haff, G. G. (2009). Periodization: theory and methodology of training, 5th
ed. Champaign, IL: Human Kinetics.
• Brown, L. E., &Ferrigno, V. A. (2005). Training for speed, agility and quickness, 2nd ed.
Champaign, IL: Human Kinetics.
• Brown, L.E. & Miller, J., (2005). How the training work. In: Training Speed, Agility, and
Quickness. Brown, L.E. &Ferrigno, V.A &Ferrigno, V.A., eds. Champaign, IL: Human
Kinetics.
• Carl, E. K., & Daniel, D. A. (1969). Modern principles of athletes training. St. Louis: St.
Louis’s Mosby Company.
• Clark, H. H., & Clark, D. H. (1975). Research process in physical education. Englewood
cliffs,New Jersey: Prentice Hall, Inc.
• Garrett, H.E. (1981). Statistics in psychology and education. New York: VakilsFeffer and
Simon Ltd.
• Oyster, C. K., Hanten, W. P., & Llorens, L. A. (1987). Introduction to research: A guide
for the health science professional. Landon: J.B. Lippincott Company.
• Thomas, J.R., & Nelson J.K. (2005). Research method in physical activity. U.S.A:
Champaign, IL: Human Kinetics Books.
• Thomas, J.R., Nelson, J.K. & Silverman, S.J. (2011). Research method in physical activity.
U.S.A: Champaign, IL: Human Kinetics Books.
• Uppal, A. K. (1990). Physical fitness: how to develop. New Delhi: Friends Publication.
• Verma, J. P. (2000). A text book on sports statistics. Gwalior: Venus Publications.
 59

SEMESTER – IV
THEORY COURSES
CC-403 SPORTS TRAINING

Objectives: After completion of the course, the students will be able to:
• Define the meaning, aims, objectives, and principles of sports training.
• Classify different systems of sports training from basic to high-performance levels.
• Design a training program incorporating periodization and effective session planning.
• Explain the significance of warming up, cooling down, and their role in enhancing performance.
• Analyze the development of key training components: strength, speed, endurance, coordination, and
flexibility.
• Evaluate the training process, including managing training load, technical and tactical training, and
talent identification.

UNIT – I INTRODUCTION TO SPORTS TRAINING

1. Meaning and Definition of Sports Training.
2. Aim and Objective of Sports Training.
3. Principles of Sports Training.
4. Importance of sports training
5. System of Sports Training – Basic Performance, Good Performance and High.
Performance Training.

UNIT – II TRAINING PROGRAMMING AND WARMING UP

1. Periodization – Meaning and types of Periodization
2. Aim and Content of Periods – Preparatory, Competition, Transitional etc.
3. Planning – Training session
4. Meaning and Significance of warming up, types of warming up.
5. General guidelines to govern the warming up programme, duration, components of
warming up and cooling down.

UNIT – III TRAINING COMPONENTS

1. Strength – Meaning and Methods of Strength Development
2. Speed – Meaning and Methods of Speed Development
3. Endurance - Meaning and Methods of Endurance Development
4. Coordination – Meaning and Methods of coordination Development
5. Flexibility – Meaning and Methods of Flexibility Development
UNIT – IV TRAINING PROCESS
1. Training Load- Definition and Types of Training Load
2. Principles of Intensity and Volume of stimulus
3. Technical Training – Meaning and Methods of Technical Training
4. Tactical Training – Meaning and Methods of Tactical Training
5. Talent Identification and Development

Reference:
• Dick, W. F. (1980). Sports training [Link]: Lepus Books.
• Harre, D.(1982).Principles of sports [Link]: Sporulated.
• Jensen, R. C.& Fisher, A.G. (1979). Scientific basis of athletic conditioning. Philadelphia:
Lea and Fibiger, 2ndEdn.
• Matvyew, L.P. (1981). Fundamental of sports training. Moscow: Progress Publishers.
• Singh, H. (1984).Sports training, general theory and [Link]: NSNIS.
• Uppal, A.K., (1999). Sports [Link] Delhi: Friends Publication.
 60

SEMESTER – IV
THEORY COURSES

EC-401 SPORTS MEDICINE, PHYSIOTHERAPY AND REHABILITATION

(ELECTIVE)

Objectives: After completion of the course, the students will be able to:
• Understand the meaning, aims, and objectives of sports medicine and the role of injury prevention and
rehabilitation in physical education.
• Learn the principles and importance of physiotherapy, including electrotherapy and ultrasonic
treatments.
• Explore hydrotherapy techniques such as cryotherapy, steam baths, and their therapeutic applications.
• Study the history, classification, and physiological effects of massage therapy in sports.
• Gain knowledge of therapeutic exercises, their classification, and application for joint mobility and
rehabilitation.
• Understand the concept of posture, its importance, causes of bad posture, and methods to maintain
ideal posture.
UNIT-I: SPORTS MEDICINE:
1. Sports Medicine: Meaning, Definition, Aim, Objectives.
2. Athletes Care and Rehabilitation: Contribution of Physical Education Teachers and
Coaches.
3. Need and Importance of the study of sports injuries in the field of Physical Education
4. Prevention of injuries in sports – Common sports injuries.
5. First Aid - Treatment - Laceration – Blisters – Contusion - Strain – Sprain – Fracture
Dislocation and Cramps – Bandages – Types of Bandages.

UNIT-II: PHYSIOTHERAPY
1. Meaning and Definitions
2. Guiding principles of physiotherapy, Importance of physiotherapy,
3. Introduction and demonstration of treatments
4. Electrotherapy – infrared rays –Ultraviolet rays –short wave diathermy
5. Utrasonic rays.

UNIT-III: HYDROTHERAPY:
1. Introduction and demonstration of treatments of Cry therapy.
2. Thermo therapy, Contrast Bath, Whirlpool Bath – Steam Bath
3. Sauna Bath – Hot Water Fomentation
4. Massage: History of Massage – Classification of Manipulation (Swedish System)
Physiological Effect of Massage.
5. Musical therapy

UNIT-IV: THERAPEUTIC EXERCISE AND POSTURE

1. Definition and Scope – Principles of Therapeutic Exercise
2. Classification, Effects and uses of Therapeutic exercise – Passive Movements Active
Movements
3. Application of the therapeutic exercise: Free Mobility Exercise – Shoulder, Elbow – Wrist
and Finger Joints– Hips, Knee, Ankle and Foot joints – Trunk. Head and Neck exercises.
4. Meaning and Values of posture causes of bad posture.
5. Ideal posture and advantages of good posture, deformities of posture.
 61

References:
• Vastrad Basavaraj and Venkatesh R. “Anwayika Daihika Shikshana Mattu Kreeda
Gayangallu”
• Christine, M. D., (1999). Physiology of sports and [Link]: Human Kinetics.
• Conley, M. (2000). Bioenergetics of exercise training. In T.R. Baechle, & R.W. Earle,
(Eds.),
• Essentials of Strength Training and Conditioning (pp. 73-90). Champaign, IL: Human
Kinetics.
• David, R. M. (2005). Drugs in sports, (4th Ed). Routledge Taylor and Francis Group.
• Hunter, M. D. (1979). A dictionary for physical educators. In H. M. Borrow & R. McGee,
(Eds.), A Practical approach to measurement in Physical Education (pp. 573-74).
Philadelphia: Lea &Febiger.
• Jeyaprakash, C. S., Sports Medicine, J.P. Brothers Pub., New Delhi, 2003.
• Khanna, G.L., (1990). Exercise physiology & sports medicine. Delhi:Lucky Enterprises.
• Mathew, D.K. & Fox, E.L, (1971). Physiological basis of physical education and athletics.
Philadelphia:W.B. Saunders Co.
• Pandey, P.K., (1987). Outline of sports medicine, New Delhi: J.P. Brothers Pub.
• Williams, J. G. P. (1962). Sports medicine. London: Edward Arnold Ltd.
 62

SEMESTER – IV
THEORY COURSES
EC-402 SPORTS MANAGEMENT (ELECTIVE)

Objectives: After completion of the course, the students will be able to:
• Understand the core principles and concepts of sports management.
• Learn the qualities and competencies needed for effective sports leadership.
• Explore leadership forms and their impact on organizational performance.
• Develop skills in planning and managing sports programs in educational institutions.
• Gain insights into sports journalism, ethics, and reporting.
• Master the principles of directing and controlling in sports management.

UNIT-I INTRODUCTION
1. Principles of Sports management.
2. Progressive concept of Sports Management.
3. The purpose and scope of Sports Management.
4. Qualities and competencies required for the Sports Manager.
5. Event Management in physical education and sports.

UNIT-II LEADERSHIP
1. Meaning and Definition of leadership
2. Forms of Leadership
3. Qualities of administrative leader.
4. Preparation of administrative leader.
5. Leadership and Organizational performance.

UNIT-III PLANNING AND JOURNALISM

1. Sports Management in Schools, Colleges and Universities.
2. Factors affecting planning
3. Planning a school or college sports programme.
4. Sports journalism - meaning and definition, ethics of journalism. Sports ethics &
sportsmanship
5. Reporting of sports events, national and international sports news agencies

UNIT-IV DIRECTING AND CONTROLLING

2. Meaning, definition and signification of directing.
3. Characteristics and principles of directing.
4. Meaning, definition and signification of controlling.
5. Characteristics and principles of controlling.
6. Controlling a school, college and university sports programme.
 63

REFERENCES:
• Dr: Sharma. Chakaraborty; Sports Management
• Ashton, D. (1968). Administration of physical education for women. New York: The
Ronal PressCl.
• Bucher, C.A. Administration of physical education and athletic programme. 7th Edition, St.
Louis: The C.V. Mosby Co.
• Daugherty, G. & Woods, J.B. (1976). Physical education and intramural programmes,
Organization and administration. Philadelphia U.S.A.: W.B. Sounders Cp.
• Earl, F. Z, & Gary, W. B. (1963). Management competency development in sports
andphysical Education. Philadelphia: W. Lea and Fibiger.
• Koppad S.G. Shareera Sanghatane haagu Aadalitha- Soumya Prakashana.
• Varma A.K. (1993) Journalism in India -From Earliest Times of the Present Period, -
Sterling Publication [Link]
 64

Semester – IV
PART- B

SYLLABUS OF PRACTICALS (Part I)

PC – 401 SPECIALIZATION-I
KABADDI, VOLLETBALL, HOCKEY, YOGA, CRICKET, BADMINTON. (ANY ONE).

PC – 402 SPECIALIZATION-II
KHO-KHO, HANDBALL, FOOTBALL, BASKETBALL, ATHLETICS, TABLE-TENNIS.
(ANY ONE)
1) RECORD BOOK
a) Origin and History
b) Ground and Equipments
c) Skills
d) Rules and Regulations
e) Officiating
f) Tournaments and Awards
2) COACHING ABILITY
a) Skills
b) Performance
c) Demonstration
d) Test
3) Officiating and Viva Voce
a) Duties and Responsibilities of Officials.
b) Viva Voce

Scheme of Evaluation (Internal)

[Link]. Particulars Total Marks
1 Preparation of Book 10
2 Coaching ability 5
3 Viva-voce 5
4 Officiating Ability 5
Total Marks 25

Scheme of Evaluation (External)

[Link]. Particulars Total Marks
1 Preparation of Book 10
2 Overall Performance and 30
Coaching Ability
3 Viva voce 10
Total Marks 50
 65

TP- 401 AND TP- 402 INTERNSHIP TEACHING PRACTICE

TP – 401 Sports Specialization: KABADDI, VOLLETBALL, HOCKEY, YOGA, CRICKET,

BADMINTON. (ANY ONE).
(4 internal lessons at practicing school and 1 final external lesson on the students of practicing
school as a sports specialization of any discipline mentioned above.)

TP- 402 Games Specialization: KHO-KHO, HANDBALL, FOOTBALL, BASKETBALL,

ATHLETICS, TABLE-TENNIS. (ANY ONE)

(4 internal lessons at practicing school and 1 final external lesson on the students of practicing
school as a games specialization of any discipline mentioned above.)

Internal Assessment:
Teacher Educators (Method Masters) will observe all lessons and record their observations along
with their grading as follows.
5 – Excellent: 4 – Very Good; 3 – Good; 2- Satisfactory; 1-Poor.
Two best recorded Student observations will be awarded 2.5 marks each. Internal marks will be
compiled for an aggregate of 25 marks as follows:
For a total of five (5) official observations by Method Masters
5 marks x 4 lessons 20
2.5 marks x 2 lessons 05
Total Marks 25

Scheme of External Evaluation (1-Lesson)

1 Particulars Marks
2 Preparation: Lesson plan, Personal and 15
technical preparation, Masteryover the
skill to be learnt
3 Learning Activity 05
4 Practice Activity 05
5 Recreation Activity 05
6 Evaluation & Conclusion 10
Total Marks 40
 66

RANI CHANNAMMA UNIVERSITY, BELAGAVI

Proposed model Question Paper for Two years [Link] Course
2024-25 on words
Paper

Time 3 Hours Max marks:80

Instructions:
1) Section A. 1) Answer ten questions
2) Section B. 2) Answer four questions
3) Section C. 3) Answer four questions

Section A
Answer any ten of the following questions each answer shall not exceed 4 to 5
lines. 2x10
ಈ ಕೆಳಕಂಡ ಪ್ರಶ್ೆೆಗಳಲ್ಲಿ ಯಾವುದಾದರೂ ಹತ್ತಕೆೆ 4 ರಂದ 5 ಸಾಲು ಮೀರದಂತೆ ಉತ್ತರಸಿರ.

1)
2)
3)
4)
5)
6)
7)
8)
9)
10)
11)
12)
 67

Section B

Answer any four of the following questions each answer shall not exceed one
page 5X4=20

ಈ ಕೆಳಗಿನ ಯಾವುದಾದರೂ ನಾಲೆಕೆೆ ಒಂದು ಪ್ುಟ ಮೀರದಂತೆ ಉತ್ತರಸಿರ.

Question No: 13
14
15
16
17
18

Section C

Answer any four of the following questions each answer shall not exceed three
pages 10X4=40

ಈ ಕೆಳಗಿನ ಯಾವುದಾದರೂ ನಾಲೆಕೆೆ ಮೂರು ಪ್ುಟ ಮೀರದಂತೆ ಉತ್ತರಸಿರ.

Question No: 19
20
21
22
23
24