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2. Physical Education
 Kids, as well as adults, benefit from regular exercise. Health benefits
from regular exercise include: stronger muscles and bones,
increased coordination and energy, and decreased risk of
developing chronic diseases such as type 2 diabetes. For most kids,
exercise means being physically active during play, recess, and
physical education class, also known as P.E. Physical education
contributes to each child's total growth and development.
 Physical education is a course taught in school that focuses on
developing physical fitness and the ability to perform and enjoy day-
to-day physical activities with ease. Kids also develop skills
necessary to participate in a wide range of activities, such as soccer,
basketball, or swimming. Regular physical education classes
prepare kids to be physically and mentally active, fit, and healthy into
adulthood. An effective physical education program should include
engaging lessons, trained P.E. teachers, adequate instructional
periods, and student evaluation.

3. Aims and objectives of Physical
Education
 i) To develop the organic systems of the body;
 It is recognized that our feelings, emotions, thoughts and achievements
are influenced to a considerable extent by the physiological process of
the body. The development of the organic vigor is dependent on a wide
selection of activities and so conducted that the normal functions of the
body are developed and improved.
 (ii) To develop euro-muscular co-ordination or skill;
 A good deal of physical activities helps the individu-als and groups to
develop certain skill, which gives satisfaction and happiness in a variety
of ways during leisure times. Being physically illiterate many people do
not know how to enjoy their leisure and become unhappy and
maladjusted. Individual and group play activities enable people to give
wholesome expression to their innate desires and interests,

5. THE CENTRAL ADVISORY BOARD OF
EDUCATION
 2. Origin of the Board:
 The idea that there should be a central
Advisory Board of Education was first put
forward by the Calcutta University
Commission (1917-19) which felt "that the
Government of India could perform an
invaluable function by defining the general
aims of educational policy, by giving
advice and assistance to local
governments and to the development of
educational ideas in the various provinces,
and also elsewhere than in India." Almost
simultaneously the Government of India
Act, 1919 decided to make education
mainly a provincial and a transferred
subject and to limit the `control' of the
Central Government over it to the
minimum. This fundamental decision
changed the character of the Government
of India from that of an executive to an
advisory authority; and consequently, the
Secretariat Procedure Committee set up to
implement the Government of India Act,
1919, observed that, in future
 Revival and Reconstitution of the board:
 For the next twelve years, there was no Central
body to advise the Government of India in
educational matters. However, a feeling of
regret at the discontinuance of the Board began
to grow, especially after the Report of Hartog
Committee (1928) which observed that the
divorce between the Government of India and
education had been unfortunate. consequently,
the present Central Advisory Board of Education
was revived in 1935.

6. All India Council for Sports
 The Minister of State (Independent Charge) for Youth Affairs & Sports, Shri
Sarbananda Sonowal has said that the Government of India has recently constituted
All India Council of Sports (AICS) headed by Prof V.K. Malhotra as its President in the
rank of Minister of State. The Council is an advisory body for the Ministry of Youth
Affairs and Sports. The salient aims & objectives of the Council are as follows:
 · popularising sports amongst the youth as a way of life;
 · increasing outreach of sports to rural and tribal areas, and areas affected by Left
Wing Extremism (LWE), North East and Jammu
 & Kashmir;
 · matters relating to promotion of inclusiveness in sports with special focus on
women, differently-abled, tribals, etc.;
 · preventing drug abuse in sports, fraud of age and sexual harassment of women in
sports;
 · early identification of sports talent and nurturing of the identified talent; and
 · integration of sports in educational curriculum in schools,
 colleges and universities.

7. Netaji Subhas National Institute of
Sports
Netaji Subhas National Institute of Sports commonly known as National
Institute of Sports (NIS), is the Academic Wing of the
Sports Authority of India (SAI) and Asia's largest Sports Institute located in
city of Patiala.
 History
 Founded in 7 MAY 1961, the Institute was renamed as Netaji Subhas
National Institute of Sports in January 1973,it is merged with SAI in 1987.[1]
Spread over 268 acres, NIS is housed in the Old Moti Bagh Palace of the
erstwhile royal family of Patiala State, which was purchased by
Government of India after Indian Independence.[1]
 Memorabilia
 Today, several items of sports memorabilia, like a hass (doughnut-shaped
exercise disc), weighing 95 kg, used by The Great Gama, for squats, and
Major Dhyan Chand's gold medal from the 1928 Amsterdam Olympics, and
PT Usha 1986 Seoul Asiad shoes, are housed at the National Institute of
Sports Museum.[2]

8. Sports Authority of India
 The Sports Authority of India (SAI) (Hindi: ) is an apex National Sports
body set up in 1984 by the Ministry of Youth Affairs and Sports, Government
of India for broad basing and bringing excellence in sports across India. It has
9 Regional Centres which are located at Bengaluru, Gandhinagar,
Chandigarh,Kolkata, Imphal, Guwahati, Bhopal, Mumbai,Lucknow and
Sonepat;and two Academic institutions viz. Netaji Subhash National Institute
of Sports(NS NIS), Patiala and Laxmibai National College of Physical
Education (LNCPE),Thiruvananthapuram (Kerala). Through NS NIS Patiala
and some of the regional centres at Bengaluru, Kolkata and
Thiruvananthapuram SAI offers a variety of courses in sports coaching and
sports medicine and SAI LNCPE, Thiruvananthapuram conducts graduate
and post-graduate courses in physical education.
 SAI ACADEMIES AND REGIONAL CENTRES :

10. Concept of integrated physical education
 Physical education has great relevance with other academic
subjects. It is easy and practical form of education done by
motor activities, moreover, it develops good health. The
activities of physical education can also be used in other
academic subjects for better learning and understanding. This
is upcoming trend, where basic form of education has to be
provided through physical activities.
Integration of physical education with languages like alphabet
learning, 'B' for - ball to bounce, 'C' for - catch to perform and so
on.
Integration with sciences like Laws of motion with football
activity, etc.

11. Principles of Integated physical education
 Principles of Integrated Physical Education:
1. The lesson plans for different grades should be
prepared in consultation with the other subject teachers.
2. The activities and games of integrated physical
education should be according to the needs and
capabilities of children.
3. The activities and games of integrated physical
education in the lesson plans should be interesting, as
interest is the best motivation for learning. The activities
and programmes planned should do the greatest good
to the individual and to society.

13. Concept of adapted physical
education
 Adapted physical education (APE) is the art and science of developing,
implementing, and monitoring a carefully designed physical education
instructional program for a learner with a disability, based on a
comprehensive assessment, to give the learner the skills necessary for a
lifetime of rich leisure, recreation, and sport experiences to enhance
physical fitness and wellness.[1]
Adapted physical education generally refers
to school-based programs for students ages 3–21.
 Federal law mandates that physical education be provided to students with
disabilities. Physical Education is defined as the development of physical
and motor skills, fundamental motor skills and patterns, skills in aquatics,
dance and individual and group games and sports; including intramural and
lifetime sports.[2]

14. Principles of Adapted Physical Education
 Principles and Methods of Adapted Physical Education &
Recreation, Twelfth Edition provides students with the up-to-
date knowledge and skills necessary to develop, implement,
and monitor physical education programs for students at
various levels of ability. Written in an accessible style, the
Twelfth Edition begins with a general overview of the field of
adapted physical education and then delves into key
techniques and the needs of specific populations. Carefully
reviewed to ensure readability, applicability, and overall quality,
this text is designed to equip adapted and traditional physical
educators with the tools necessary to successfully address
student needs in the physical education setting.

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