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Answer no. b= 1838 (he first integrated Physical Education programme started in.
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When did the integrated physical education Programme was started in India?

Free 15 Questions 15 Marks 15 Mins The word education comes from the Latin word “Educare” which means to mold or to train, It is more concerned with the upbringing of a child to give him knowledge, skills, morals, values, by enriching his personality and by helping him in holistic development. Key Points

Integrated education includes the education of disabled children with normal children in a natural teaching-learning environment.

Integrated Education of the Disabled Children (IEDC) scheme was launched in 1974 but in India the integrated education program was started in 1987. This programme was an outcome of the National Policy of Education 1986 to provide equal access and opportunities to all children, In this program, normal children with disabled children learn and study together in the proper natural learning environment. Integration also means “mainstreaming” or “normalization” which means bringing disabled children into mainstream education. It helps to remove the inferiority complex among disabled children and gives them a chance to enjoy their school life with normal children. It ensures the social integration of disabled children and gives them the confidence to face problems and challenges with the help of peers.

Hence, it could be concluded that in India, the integrated education program was started in 1981-1990, Last updated on Dec 2, 2022 The Board of Secondary Education Odisha has released the short notice for Odisha TET (Teachers Eligibility Test) 2022. The candidates could apply online between 10th October to 19th October 2022.
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What year was physical exercise introduced as a subject in the school curriculum?

The brief history of physical education would start in just about 1820 when schools focused on gymnastics, hygiene training and care and development of the human body. By the year 1950, over 400 institutes had introduced majors in physical education.
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What is history of PE?

The Evolution of Physical Education – In 386 B.C., P.E. began in ancient Greece. Plato is the one who invented physical education, hosting classes at his school titled Akademia. He understood the importance of teaching children about physical fitness, and students began learning it at age seven.
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Who is the father of modern physical education?

Clark Hetherington known as ‘father of modern physical education’ developed four objectives: physical development. motor development. mental development.
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Who started physical education as a subject in India?

For this whole credit goes to Harry Crowe Buck. He established the Olympic movement in India. He is also called The Father of Physical Education in India.
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In what year was physical education included as an integral part of the curriculum?

History of Physical Education – It has been suggested that the history of physical education has its origins in the earliest stages of human society in the emphasis on survival skills, such as hunting and early military training. The ancient Greek tradition of the Olympic Games originated in 776 B.C. with men seeking to prove their physical prowess.29 Nov.2017.”>6 Plato included physical fitness training in his school in Greece in 386 B.C.29 Nov.2017.”>7 Modern physical education had its influences from the three countries of Germany, Sweden, and England. Friedrich Ludwig Jahn established the first gymnastic school for children in 1811 in Berlin that emphasized standards of physical strength and abilities. Swedish teacher Pehr Henrik Ling developed the Royal Gymnastic Central Institute in 1813 to advance physical conditioning, independent of Jahn’s work. This led to many European nations following with private schools for gymnastics in the 1800s.8 The early development of physical education in the United States was introduced by immigrants from Europe. The German’s system of gymnastic training utilized heavy apparatus, such as the side horse, parallel bars, and horizontal bars in the pursuit of fitness. The Swedish system of exercise promoted health through the performance of a series of prescribed movement patterns with light apparatus, such as wands and climbing ropes. The English contribution included sports and games with a system that stressed moral development through participation in physical activities. The first school in America to include physical education as an integral part of the curriculum was the Round Hill School in 1823 in Northampton, Massachusetts. Catherine Beecher, the founder of the Hartford Female Seminary, included calisthenics in her school curriculum in 1824 and was the first American to design a program of exercise for children. She advocated for daily physical education to be taught in public schools, but it wasn’t until 1855 when Cincinnati, Ohio became the first city school system to offer physical education for their children. In 1866 California became the first state to pass a law requiring exercise periods in public schools twice a day. During the 1890s and early 1900s, John Dewey, Thomas Wood, G. Stanley Hall, Edward Thorndike, and others challenged traditional education with educational reforms to include physical education. Their position supported the idea that physical education contributed to the physical well-being of children as well as to their social, emotional, and intellectual development. Training schools for physical education teachers were also established during this time. The impetus for the establishment of the physical education system in America stemmed from war when many drafted recruits in the U.S. military were not physically fit for combat during World War I. Legislation was passed to advance the quality of physical education classes throughout the country.9 During the early 1920s many states passed legislation requiring physical education in schools. During World War II, the emphasis on physical education shifted from games and sports to physical conditioning.10 The Korean War again proved that Americans were not as physically fit as they should be, and physical fitness was emphasized with new more stringent standards set within U.S. schools.29 Nov.2017.”>11 In 1953 the Kraus-Weber study found that American children were far less fit than European children.12 As a result, President Dwight D. Eisenhower established the President’s Council on Youth Fitness in 1956. President John F. Kennedy actively promoted physical fitness, and under his direction, the Council developed and promoted a curriculum to improve fitness. The Council offered a pilot program to almost a quarter of a million schoolchildren during the 1961-1962 school year that showed real progress in the number of students who could pass the physical fitness test a year later. Later administrations added new programs and awards, and the Council is now known as the President’s Council on Sports, Fitness & Nutrition,29 Nov.2017.”>13 The commitment to physical education programs has seen a decline when additional subjects and electives have taken the place of these classes. School administration budget cuts often result in physical education classes being reduced or eliminated.14 However, during the Obama administration, the national Let’s Move! Active Schools initiative was launched in 2013 to ensure that 60 minutes of physical activity a day is the norm in schools across the country. The program equipped schools with the resources and tools to increase physical education and physical activity opportunities for students.29 Nov.2017.”>15
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When was physical education made compulsory in schools?

– Posted On: 05 DEC 2019 5:50PM by PIB Delhi As per the National Curriculum Framework, 2005, Health and Physical Education is a Compulsory subject from Class I to X. In this regard, National Council of Educational Research and Training (NCERT) has brought out material for Class VI, VII and VIII as Teachers Guide and for Class IX Textbooks on Health and Physical Education (HPE).

1. In addition, Central Board of Secondary Examination (CBSE) has introduced a streamlined and well designed Health and Physical Education (HPE) Program to mainstream health and physical education in schools for students of class I – XII.
2. CBSE has made Health and Physical Education compulsory in all classes from I-XII.

The Board has directed schools to keep one period of HPE for classes I-XII each day. All students from these classes are compulsorily required to participate in at least two sports activities as per their interest and capability and this has been included in the eligibility criteria to appear in Board Examinations of classes X and XII,

• The Department of School Education and Literacy in co-ordination with Department of Sports, is organising activities on ‘‘Fit India Movement-Fit India School” in schools to inculcate physical activity and sports into daily life of students.
• Department of School Education and Literacy has launched an Integrated Scheme for School Education-Samagra Shiksha, with effect from 1st April, 2018.

Realizing the need for holistic development of children, under the Samagra Shiksha, Sports and Physical Education component has been introduced for the first time for encouragement of Sports, Physical activities, Yoga, Co-curricular activities etc. in all States and UTs including NCT of Delhi.

Further, majority of schools including Government schools in NCT of Delhi are affiliated to CBSE and the HPE programme is compulsory for all CBSE affiliated schools. University Grants Commission (UGC) has also prepared guidelines for institutional fitness plan. These guidelines encourage higher educational institutions to adopt policies and practices towards fitness and well being of students and staff.

The indicative guidelines inter-alia suggest denoting minimum one hour per day on fitness activities. This information was given by the Union Minister for Human Resource Development, Dr. Ramesh Pokhriyal ‘Nishank’ in a written reply in the Rajya Sabha today.
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Who introduced P.E in schools?

Early Physical Education The father of our more modern physical education classes is Friedrich Jahn, who was a teacher in the early 1800s who began teaching a program of outdoor physical education activities for students in the secondary schools where he taught.
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What was physical education called in 1800s?

Answer: In the 1800s, P.E focused on gymnastics, hygiene and taking are of the human body. Although much of the end goals are the same, the way they get to these has changed substantially.P.E. has often been a great divider of pupils; those that are good at sport, and those that are not.
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Why is the history of physical education important?

The physical education discipline has had a long development, incorporating concepts learned and appreciated from ancient and modern Olympics, exercise and training, physical activity and sport, and the history of physical education itself. Nevertheless, it continues to evolve as educators improve their instructional methods, medical experts discover better ways for people to exercise, and technological advances offer new ways to train and improve the human body for all types of physical activity.

Nowing the heritage of physical education allows educators to understand why instruction and curriculum has evolved and how it will continue to change. Through the study of the historical perspective of physical education, students learn why present practices have emerged and why they may change with new knowledge.

Understanding a historical perspective of physical education provides adults with the ability to predict future best practices in the discipline and personal best practices for lifelong health and wellness. Teaching about historical perspectives in physical education can be divided into four areas of focus: the discipline of physical education itself, exercise and training, sports, and the Olympics.

• Each of these areas has contributed to the curricular development of physical education instruction.
• Additionally, the history or social studies curriculum at each grade level can be enhanced through physical education history.
• Journal of Physical Education, Recreation & Dance, American Alliance for Health, Physical Education, Recreation and Dance (AAHPERD), 1900 Association Drive, Reston, VA 20191.

Tel: 800-213-7193, ext.493 (Toll Free).
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What is the history of physical education in India?

Development of Health, Sports and Physical Education in India Physical education plays a key role in the development of a student’s life. It helps in developing students’ competence and confidence, and helps them to take part in a wide range of physical activities that are crucial to their lives— both in and out of school.

1. The importance of physical education programs is to help students to develop a wide range of skills as well as gives them the ability to use tactics, strategies, and newer ideas to perform successfully both at home and school.
2. In India it is considered that Health and Physical Education must continue to be a compulsory subject from the primary, to the secondary stages, and as an optional subject at the higher secondary stage.

However, it needs to be given equal status with other subjects, a status that is not being given at present. To transact the curriculum effectively, it is essential to ensure that the minimum essential physical space and equipment are available in every school and that doctors and medical personnel visit the school regularly.

1. A typical day at in an Indian School begins with all the students marching on the school grounds followed by regular callisthenics.
2. Two classes of physical training periods are compulsory for each student every week.
3. Apart from learning the intricacies of various games, sports and physical education, the students develop physical stamina essential to life.

We also believe in the motto, “A school which plays together, stays together.” Many welfares are obtainable from physical education and there are a few schools that have managed to strike the balance between academics and physical fitness. Schools in India that provides physical education of all-around growth and sports from an early age have understood the importance and that sports help in the development of bones and muscles.

It also helps to keep you active, healthy, fit and prevents obesity. So, keeping in mind Indian scholars and researchers focused on physical education. Historical point of view physical education starts after 1820 when a school concentrates on gymnastics, hygiene training care and development of the human body.

In the year 1950, over 400 institutes of physical education had introduced. In the time of the Vedic Period, common sports in India were archery, horse riding, hunting, military fights and chariot-race. Physical activity was not for pleasure, but was preparation for war.

• Yoga began in the Vedic Period.
• Pranayama being an example.
• Pranayama is a breath control exercise.
• In the Epic Period, Indian manipulation can be found in the Ramayana and Mahabharata developed during the period.
• Both Mahabharata and Ramayana reveal that this is the period of great disturbance and wars.

They promoted mind gaming like “dice” and “chess”. Physical Education was a compulsory during that time. Archery, javelin, animal fights, wrestling were the main physical activities of Epic period. Nalanda Period was a great learning period, where perceiving education was the different corners of the world.

1. In this period physical education was at its peak, students studied physical education for keeping physically and mentally strong and also maintained good health.
2. It was the duty of everybody to perform Pranayama and Suryanamaskar every morning without any exception, during the whole year.
3. In the Rajput Period, the main sports were hunting, swimming and animal fighting.

During the Muslim period, animal fighting was very popular The growth and development of physical education in India in Modern times goes to pre-Independence days.Y.M.C.A College of physical education Madras established in 1920, by Mr H.C Buck. Since this college was working to promote and systematized physical education in India.

In the year 1914 Vaidya brothers established Sir Hanuman Vyayam Prasarak Mandal in Amaravati. This college was established with the sole purpose of the development of physical education in India. In Modern India, the development of physical education was at its top. Govt. of India founded the Tarachand committee in the year 1948.

Ministry of education, Govt. of India, established the central advisory board of physical education in 1954, meanwhile in the same year All India Council of sport was established with the express purpose of suggesting the development of physical education.

1. The founder of the National Discipline Scheme was General Bhonsle.
2. He developed National Discipline Scheme in the year 1954, he was deputy minister of the Rehabilitation centre.
3. Lakshmibai College of physical education played a special role in the development of physical education in India, which was opened in 1957.

In the year 1958 sports and youth welfare department was opened. In the year 1960 Koul Kapoor committee was deputed to Rome Olympics, and the National Institute of sports of Patiala was established in 1961 at Moti Bagh. In 1965 new venture called as National Fitness corps was set up.

In 1970 Rural-sports tournament scheme was launched National sports championship for women were started by Govt. of India in the year 1975. So, we can say that the main development of physical education has happend in the modern time in Indian history. And the importance of physical education for every section of people in the modern society is set on the, Optimum development of child’s physical growth, Intellectual development, Emotional development, Social development, Personal development, Character building, Physical fitness, Development as a disciplined citizen of the country, Neuromuscular development, Cultural development, Developing leadership qualities, Healthy and safe environment, Development of national integration and Better international understanding.

In this 21 st century, COVID-19 has affected the lives of nearly every person around the world. The difference between personal or professional lives has narrowed due to work-from-home. People have also been pondering over a vital concern being at home, i.e., the importance of their health and fitness.

1. The sudden lockdown badly affected people’s life style, mental and physical health.
2. Since the onset of this disease, people been confined to their homes, which has not only resulted in various psychological health issues but also challenged their physical fitness and health.
3. But nowadays Physical Education activity classes are given in online.

Educators need to be trained in a web-based environment before their online teaching. It is not easy to conduct online practical classes. The practical exercises, or activities, including yoga, dance sports, swimming, and aerobic dance, are today happening on web-based modes: video or real-time lecture.

1. The study physical education and sports is not a discussion of performance, technique or records but to look at some of the unexpressed assumptions held by the general population about physical education and sports.
2. Sport generally has been looked at as a diversion from the division of everyday life.

Regular exercises and playing games help the body and mind to deal with the lifestyle. Disease, such as stress, strain, worry, anxiety and tension. The need and importance of physical education may be understood in several ways which describe the different kinds of requirements for various sections of society.
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Who is the father of modern education in India?

Who is the father of modern legal education in India? Answer at BYJU’S IAS Neelakanta Ramakrishna Madhava Menon is considered by many as the father of modern legal education in India. He was an Indian civil servant, lawyer and legal educator. He is the founder of the National Law Universities system. Further Reading: : Who is the father of modern legal education in India? Answer at BYJU’S IAS
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What is the name of First Physical Education College in India *?

History – The YMCA Madras was started in 1920 and it started its academic operation from the year 1931, as a first Physical Education college of South Asia with two academic programmes, ‘Certificate in Physical Education’ and ‘Diploma in Physical Education’ affiliated to the University of Madras,
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In which country did physical education started?

Sports in ancient times – One of the oldest recorded forms of sports was bull-leaping in the Greek island of Crete, where slaves jumped over the horns of a bull. The ancient Greeks were lovers of sport and taught it to their children at school. The main activities were wrestling, running, jumping, discus and javelin, ball games, gymnastics, and riding as well as military skills.

Sporting competitions took place regularly as part of religious festivals. It was also in Greece that the Olympic Games started in 776 BC and were linked to religious festivals. Each athlete had to take part in all the events. Many of the sports were linked to the training given to soldiers, and many such as discus and javelin are still in the modern Olympic Games.

Roman sports were influenced by the Greeks, but they added their own emphasis. Chariot racing and gladiator fights were held at large sporting events. Individuals or teams of men would fight animals or each other to death. The Roman Games were big occasions, usually paid for by the emperor, making them popular with the people.

1. The gladiator fights were extremely violent and were normally done by slaves and prisoners.
2. Roman sporting activities also included animal hunts, wrestling, running, boxing, pentathlon (which consisted of running, jumping, discus, spear throwing, and wrestling) and pancratium, which was a combination of wrestling, boxing, and martial arts.

The competitors were called athletae and trained full time as professionals. They became celebrities in the Roman society and enjoyed many privileges.
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What is integrated education system?

What is integrated education? – Integrated education is a system in which students from different backgrounds learn together. It is an inclusive process that focuses on inclusion and equality. From differently-abled students to those from economically disadvantaged backgrounds, everyone comes together for a more meaningful experience.

To encourage community education. To make provisions for educating children with diverse social and cultural needs. To provide equal opportunities to every student. To identify the potential in differently-abled children and develop the same from an early age. Address the needs of physically and mentally handicapped students with specially designed provisions. To provide a holistic education system that promotes acceptance and removes any insecurities.

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What is full integration education?

(7.2) What do the terms “mainstreaming”, “integration”, “full inclusion”, and “reverse mainstreaming” mean? None of these terms appear or are defined in federal or state statutes. They are terms that have been developed by educators to describe various ways of meeting the LRE requirements of special education law.

• As a result, different educational agencies (school districts, Special Education Local Planning Areas (SELPAs), or county offices) may have somewhat different definitions of these terms.
• The definitions below are the most commonly used.
• However, when discussing these terms with educators, make sure that you and the educator agree on the meaning of the term.

Mainstreaming refers to placement of a student with disabilities into ongoing activities of regular classrooms so that the child receives education with nondisabled peers — even if special education staff must provide supplementary resource services.

• Integration includes mainstreaming into regular classes and access to, inclusion, and participation in the activities of the total school environment.
• Integration combines placement in public schools with ongoing structured and non-structured opportunities to interact with nondisabled, age-appropriate peers.

A student with severe disabilities should be able to participate in many general school activities such as lunch, assemblies, clubs, dances or recess. The student should also be able to participate in selected activities in regular classes such as art, music, or computers.

The student should also be able to participate in regular academic subjects in regular classes if appropriate curriculum modifications are made and adequate support is provided. The student should be able to use the same facilities as nondisabled students including hallways, restrooms, libraries, cafeterias and gymnasiums.

Integration can refer to integration of a special education student into a regular education classroom in the same sense as in “mainstreaming.” However, “integration” also refers to placement of students in special education classes located on integrated school sites (that is, sites that have both special and regular education classes).

• An “integrated” placement includes systematic efforts to maximize interaction between the student with disabilities and nondisabled peers.
• Full inclusion refers to the total integration of a student with disabilities into the regular education program with special support.
• In full inclusion, the student’s primary placement is in the regular education class.

The student has no additional assignment to any special class for students with disabilities. Thus, the student with disabilities is actually a member of the regular education class. She is not being integrated or mainstreamed into the regular education class from a special day class.

• The student need not be in the class 100% of the time, but can leave the class to receive related services such as speech or physical therapy.
• For a proposed list of characteristics of a “Full Inclusion” approach to integrated special education programming, see Indicators of Fully Inclusive Programs for Students with Disabilities, Appendices Section, Reverse mainstreaming refers to the practice of giving opportunities to interact with nondisabled peers to a student who is placed in a self-contained or segregated classroom (or school) or who lives and attends school at a state hospital.

It brings nondisabled students to a self-contained classroom, segregated site or to state hospital classrooms for periods of time to work with or tutor students with disabilities. School districts should not attempt to fulfill the LRE mandate by using reverse mainstreaming exclusively.

They should make systematic efforts to get students with disabilities out of special classrooms and into the school’s integrated environments. Reverse mainstreaming alone is an artificial means of integration. The Individualized Education Program (IEP) team should consider placements that encourage more natural interaction with nondisabled peers.

Special and regular educators must make innovative and systematic efforts to promote positive interactions between students with disabilities (both with severe disability and with learning disability) and their nondisabled peers. : (7.2) What do the terms “mainstreaming”, “integration”, “full inclusion”, and “reverse mainstreaming” mean?
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What is the integration of education?

Integration refers to exceptional students being partially taught in a mainstream classroom. Activities are adapted so the student can ‘fit in’ with their mainstream peers while learning skills that may be better practiced in a room with more age-appropriate peers.
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What is integrated physical education class 11?

Integrated physical education is a modern and comprehensive concept that provides opportunities for students to transfer learning from one sub-discipline to another. It develops complete discipline to ensure all-around development of the student’s personality.
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In what year was physical education included as an integral part of the curriculum?

History of Physical Education – It has been suggested that the history of physical education has its origins in the earliest stages of human society in the emphasis on survival skills, such as hunting and early military training. The ancient Greek tradition of the Olympic Games originated in 776 B.C. with men seeking to prove their physical prowess.29 Nov.2017.”>6 Plato included physical fitness training in his school in Greece in 386 B.C.29 Nov.2017.”>7 Modern physical education had its influences from the three countries of Germany, Sweden, and England. Friedrich Ludwig Jahn established the first gymnastic school for children in 1811 in Berlin that emphasized standards of physical strength and abilities. Swedish teacher Pehr Henrik Ling developed the Royal Gymnastic Central Institute in 1813 to advance physical conditioning, independent of Jahn’s work. This led to many European nations following with private schools for gymnastics in the 1800s.8 The early development of physical education in the United States was introduced by immigrants from Europe. The German’s system of gymnastic training utilized heavy apparatus, such as the side horse, parallel bars, and horizontal bars in the pursuit of fitness. The Swedish system of exercise promoted health through the performance of a series of prescribed movement patterns with light apparatus, such as wands and climbing ropes. The English contribution included sports and games with a system that stressed moral development through participation in physical activities. The first school in America to include physical education as an integral part of the curriculum was the Round Hill School in 1823 in Northampton, Massachusetts. Catherine Beecher, the founder of the Hartford Female Seminary, included calisthenics in her school curriculum in 1824 and was the first American to design a program of exercise for children. She advocated for daily physical education to be taught in public schools, but it wasn’t until 1855 when Cincinnati, Ohio became the first city school system to offer physical education for their children. In 1866 California became the first state to pass a law requiring exercise periods in public schools twice a day. During the 1890s and early 1900s, John Dewey, Thomas Wood, G. Stanley Hall, Edward Thorndike, and others challenged traditional education with educational reforms to include physical education. Their position supported the idea that physical education contributed to the physical well-being of children as well as to their social, emotional, and intellectual development. Training schools for physical education teachers were also established during this time. The impetus for the establishment of the physical education system in America stemmed from war when many drafted recruits in the U.S. military were not physically fit for combat during World War I. Legislation was passed to advance the quality of physical education classes throughout the country.9 During the early 1920s many states passed legislation requiring physical education in schools. During World War II, the emphasis on physical education shifted from games and sports to physical conditioning.10 The Korean War again proved that Americans were not as physically fit as they should be, and physical fitness was emphasized with new more stringent standards set within U.S. schools.29 Nov.2017.”>11 In 1953 the Kraus-Weber study found that American children were far less fit than European children.12 As a result, President Dwight D. Eisenhower established the President’s Council on Youth Fitness in 1956. President John F. Kennedy actively promoted physical fitness, and under his direction, the Council developed and promoted a curriculum to improve fitness. The Council offered a pilot program to almost a quarter of a million schoolchildren during the 1961-1962 school year that showed real progress in the number of students who could pass the physical fitness test a year later. Later administrations added new programs and awards, and the Council is now known as the President’s Council on Sports, Fitness & Nutrition,29 Nov.2017.”>13 The commitment to physical education programs has seen a decline when additional subjects and electives have taken the place of these classes. School administration budget cuts often result in physical education classes being reduced or eliminated.14 However, during the Obama administration, the national Let’s Move! Active Schools initiative was launched in 2013 to ensure that 60 minutes of physical activity a day is the norm in schools across the country. The program equipped schools with the resources and tools to increase physical education and physical activity opportunities for students.29 Nov.2017.”>15
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When was the National physical Efficiency Programme started?

Union Minister of State (Independent Charge) Youth Affairs & Sports Shri Ajay Maken today unveiled the Exposure Draft on National Physical Fitness Programme (NPFP), for school children. Recognizing Physical Fitness as the underlying paradigm core for social as well as the economic well being of the nation, the programme aims at ensuring Physical Fitness amongst all school children by putting into place a system that would assess and ascertain a child’s physical fitness from class V onwards.

1. It would entail the formulation of a scientific programme and criteria to first motivate and encourage school going children of both sexes to be physically fit and concurrently evaluate their fitness.
2. It has to be realized that the scheme needs to be motivational rather than coercive and to obtain this, the achievement of fitness by a child as to be rewarded in a manner similar to reward for academic achievement, Shri Maken elaborated.

After a comprehensive exercise that involved development of universally applicable standards by studying, juxtaposing and extra collating various existing models like that of Sports Authority of India, Army and Paramilitary Organisations as also concurrently running methods of the State Governments of Haryana and Kerala.

Six basic components of physical fitness have been evolved; they are: (i) Cardio respiratory endurance, (ii) Muscular strength, (iii) Muscular endurance, (iv) Flexibility, (v) Explosive Strength, and (vi) Body composition (percentage of body fat). Periodicity of testing The fitness tests need to be executed at least two times in a year i.e., in the month of June and January of academic session, which will provide an idea regarding present status as well as improvement of physical fitness during academic session of the student.

Marking and Grading The National Physical Fitness Programme envisages that every school going child studying in class V and above, should be evaluated on the above mentioned six components of physical fitness by being made to participate and compete in the enumerated eight measurable fitness tests.

The student’s performance is accordingly graded and fed into the child’s ‘Assessment Card’ and the school’s ‘Fitness Assessment Forms’ as designed by the Lakshmibai National University for Physical Education (LNUPE), Gwalior. Subsequent collection & collation from across the schools shall be done at the level of the District and grades allotted to every child on the basis of percentile system for marking & grading.

The students shall undergo these eight tests on two pre-determined dates in the months of January and June every year. While the conduct of these tests and their evaluation could be done by suitably trained internal personnel/staff during the child’s non Board years, the same shall be entrusted to external observers/examiners in the years in which the child is taking his class X/XII Board exams.

The enabling administrative provisions as also implementing manpower shall be provided by the concerned State Governments as enumerated. The scores/grades achieved by every child shall be enumerated in print on standardised ‘Assessment Cards and Fitness Assessment Forms’ prepared by LNUPE, Gwalior. After collection and collation of data at the district level, the same shall be linked to the Central Server administered by the LNUPE through the Core Application Software (CAS) supplemented by System Integrators.

Setting up of a Knowledge Resource Centre is of paramount importance, as its role will be very critical in working out and developing age specific, gender specific and region specific physical fitness parameters, collection and analysis of data with regard to physical fitness standards and re-working of the physical fitness norms, if necessary on the basis of data collated during implementation and the initial few years.

1. The Knowledge Centre will be set up at Gwalior within the premises of the LNUPE, so that it can have close linkages with the University, which has already done a lot of work in this field.
2. Apart from being the data base, the Knowledge Centre will be a research and development unit for working out physical fitness norms, suggesting fitness modules, giving its suggestions for implementing agencies for effective implementation of the programme.

Motivation and Rewards The top 10 percentage of gender wise performers in each district in the battery of tests indicated above shall be given an additional 3% to the percentage obtained by him/her in academic disciplines. Subsequently, performers between top 10 to 20 percentage will get additional 2.5 %, performers between 20 to 30 percentage will get 2%, between 30 to 40 percentage will get 1.5% and between 40 to 50 percentage will get additional 1% weightage in their marking which may be converted into grades as per prevalent norms.

In India the concept of nation-wide implementation of Physical Fitness programme was initiated during 1959 and the then Ministry of Education and Social Welfare, Govt. of India had developed a test battery “National Physical Efficiency Drive” (NPED) for inculcating awareness of Physical fitness among the people.

The level of physical efficiency was then assessed and graded by awarding “Star system” (i.e.3 stars, 2 stars etc.) However, the programme was discontinued as it was based on inappropriate and inaccurate assessment of physical fitness norms. This scheme of grading should be revived by providing for giving 5 STARS to the children amongst the top 10 percent, 4 STARS to the next 10 percent and so on in a descending order.

In the present proposal marks and grades are linked to the academic performance and fruits thereof. It is felt that if fitness level is linked to academic excellence; it will motivate the students and the parents alike, to strive for it. Care has also been taken to ensure that an over-riding pan Indian or even state-wide standard is not adopted in working out the grading system.

By adopting a district specific percentile system, it is ensured that unfair advantage is not given to any region or district in the country. It is proposed that six National Physical Fitness Awards may be constituted and awarded by the President of India at the Annual National Sports Day function.

• The awards may be in the category of Best Performing State, District and School as also for the State, District and School that has improved the most during the last one year.
• CONSULTATIONS WITH STAKE HOLDERS The above draft exposure will be available in public domain for comments and suggestions from general public as well as stake holders for the next 30 days.

Consultations with the State Governments, Ministry of Human Resource Development and other stake holders will be undertaken, thereafter a committee of experts comprising representatives from the field of education, health and sports will be constituted to look into the suggestions and points that emerge out of discussion with stakeholders before finalizing the National Physical Fitness Programme for the School Children.
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What is the need of integrated physical education class 11?

Integrated physical education is a modern and comprehensive concept which provides opportunities for students to transfer learning from one sub-discipline to another to develop complete discipline to ensure all round development of the student’s personality.
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