ICSE Class 9 Syllabus 2028 Early Years Physical Activity Facilitator

ICSE
INDIAN CERTIFICATE OF
SECONDARY EDUCATION
EXAMINATION
YEAR 2028

EARLY YEARS PHYSICAL
ACTIVITY FACILITATOR
(75)

Developed by:
Research, Development and Curriculum Division (RDCD)
CISCE

January 2026
____________________________________________________________________________________________

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Council for the Indian School Certificate Examinations (CISCE)

MISSION STATEMENT

The Council for the Indian School Certificate
Examinations is committed to serving the nation's
children, through high quality educational
endeavours, empowering them to contribute towards
a humane, just and pluralistic society, promoting
introspective living, by creating exciting learning
opportunities, with a commitment to excellence.

ETHOS OF CISCE

Trust and fair play.
Minimum monitoring.
Allowing schools to evolve their own niche.
Catering to the needs of the children.
Giving freedom to experiment with new ideas
and practices.
Diversity and plurality - the basic strength for
evolution of ideas.
Schools to motivate pupils towards the
cultivation of:
Excellence - The Indian and Global
experience.
Values - Spiritual and cultural - to be the bedrock
of the educational experience.
Schools to have an 'Indian Ethos', strong roots in
the national psyche and be sensitive to national
aspirations.

EARLY YEARS PHYSICAL
ACTIVITY FACILITATOR
(Subject Code:75)

(Sector: PHYSICAL EDUCATION)

OVERVIEW
Early Years Physical Activity Facilitator works in schools (play/regular), day care centres,
apartments, and clubs to teach age-appropriate physical activities to build fundamental skills
and fitness in children up to the age of 8 years. Early Years Physical Activity Facilitator looks
after the smooth functioning of the physical activities and sports events of the school,
organization, institution, etc. Individuals should possess the knowledge and skills of safety and
management of the playing field, equipment, and tools, conduct of sports events, assessment
of student’s physical activity and report preparation.
OUTCOMES:
On completion of the course, students should be able to:
 apply effective oral and written communication skills to interact with people and
customers;
 identify the principal components of a computer system;
 demonstrate the basic skills of using a computer;
 demonstrate self-management skills;
 demonstrate the ability to provide self-analysis in context of entrepreneurial skills and
abilities;
 demonstrate the knowledge of the importance of green skills in meeting the challenges of
sustainable development and environment protection;
 demonstrate the knowledge of the importance of physical activity in child development;
 plan age-appropriate physical activities;
 execute age-appropriate exercises;
 demonstrate knowledge of child health and safety;
 assess and evaluate children;
 conduct recreational activities;
 demonstrate knowledge of maintaining records.

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Class IX
There will be one written paper of two hours duration carrying 100 marks and Internal
Assessment of Practical of 100 marks.
COURSE STRUCTURE:
PART I: THEORY – 100 MARKS
Employability Skills – 30 Marks
Unit 1: Communication Skills – I
Unit 2: Self-management Skills – I
Unit 3: Basic Information and Communication Technology Skills – I
Unit 4: Entrepreneurial Skills – I
Unit 5: Green Skills – I
Vocational Skills – 70 Marks
Unit 6: Role of Physical Education in Child Development
Unit 7: Planning Age-appropriate Physical Activities
Unit 8: Organising Age-appropriate Physical Activities
Unit 9: Health and Safety of children
PART II: INTERNAL ASSESSMENT (PRACTICAL) – 100 MARKS
Practical Work – 70 Marks
Practical Examination – 40 Marks
Practical File – 10 Marks
Viva Voce (based on Practical Examination/File) – 20 Marks
Project Work – 30 Marks
Report of Field Visit/Project – 10 Marks
Student Portfolio – 10 Marks
Viva Voce (based on Report of Field Visit/Student Portfolio/Project) – 10 Marks

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PART I: THEORY – 100 MARKS
Employability Skills
Unit-1: Communication Skills – I
Learning Outcome 1.1: Demonstrate knowledge of various methods of
communication

Theory Practical

1. Methods of communication:  Writing pros and cons of written, verbal,
and non-verbal communication
(i) Verbal
 Listing dos and don’ts for avoiding
(ii) Non-verbal
common body language mistakes
(iii) Visual

Learning Outcome 1.2: Identify elements of communication cycle

Theory Practical

1. Meaning of communication  Draw a diagram of communication cycle
2. Importance of communication skills  Role plays on communication process
related to the sector/job role
3. Elements of communication cycle:
(i) Sender
(ii) Ideas
(iii) Encoding
(iv) Communication channel
(v) Receiver
(vi) Decoding
(vii) Feedback
Learning Outcome 1.3: Identify the factors affecting our perspectives in
communication

Theory Practical

1. Perspectives in communication  Group discussion on factors affecting
perspectives in communication
2. Factors affecting perspectives in
communication:  Sharing of experiences on factors affecting
perspectives
(i) Visual perception
 Sharing experiences on factors affecting
(ii) Language communication at workplace
(iii) Past experience
(iv) Prejudices
(v) Feelings
(vi) Environment

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Learning Outcome 1.4: Demonstrate the knowledge of basic writing skills

Theory Practical

1. Writing skills related to the following:  Demonstration and practice of writing
sentences and paragraphs on topics related
(i) Phrases
to the subject
(ii) Kinds of sentences
(iii) Parts of sentence
(iv) Parts of speech
(v) Use of articles
(vi) Construction of a paragraph

Unit-2: Self-management Skills – I
Learning Outcome 2.1: Describe the meaning and importance of self-management

Theory Practical

1. Meaning of self-management  Identification of self-management skills
2. Positive results of self-management  Strength and weakness analysis
3. Self-management skills

Learning Outcome 2.2: Identify the factors that help in building self-confidence

Theory Practical

1. Factors that help in building self-confidence  Role play exercises on building self-
– social, cultural, and physical factors confidence
2. Self-confidence building tips – getting rid of  Use of positive metaphors/words
negative thoughts, thinking positively,
 Positive stroking on waking up and before
staying happy with small things, staying
going to bed
clean, hygienic, and smart, chatting with
positive people, etc.  Helping others and working for community

Unit-3: Basic Information and Communication Technology Skills – I
Learning Outcome 3.1: Demonstrate the knowledge of the role of Information and
Communication Technology (ICT) in day-to-day life and
workplace

Theory Practical

1. Introduction to ICT  Discussion on the role and importance of
ICT in personal life and at the workplace
2. Role and importance of ICT in personal life
and at the workplace  Preparing posters/collages for showing the
role of ICT at workplace
3. ICT in our daily life (examples)
4. ICT tools – mobile, tab, radio, TV, email,
etc.

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Learning Outcome 3.2: Identify components of basic computer system and their
functions

Theory Practical

1. Computer system – Central Processing Unit  Connecting the cables and peripherals to the
(CPU), memory, motherboard, storage Central Processing Unit
devices
 Starting and shutting down a computer
2. Hardware and software of a computer
 Group discussion on the various aspects of
system
hardware and software
3. Role and functions of Random Access
Memory (RAM) and Read-only Memory
(ROM)
4. Role and functions of Central Processing
Unit
5. Procedure for starting and shutting down a
computer

Learning Outcome 3.3: Demonstrate use of various components and peripherals of
computer system

Theory Practical

1. Peripheral devices and their uses – mouse,  Identification of various parts and
keyboard, scanner, webcam, etc. of a peripherals of a computer
computer system
 Demonstration and practice on the use of a
mouse
 Demonstration and practice on the use of a
keyboard
 Demonstration of the use of printers,
webcams, scanner, and other peripheral
devices
 Drawing a diagram of a computer system
and labelling it

Learning Outcome 3.4: Demonstrate basic computer skills

Theory Practical

1. Primary operations on a computer system –  Identification of the various input and
input, process, storage, output, output units and explanation of their
communication, networking, etc. purposes

Unit-4: Entrepreneurial Skills – I
Learning Outcome 4.1: Identify various types of business activities

Theory Practical

1. Types of businesses – service,  Prepare posters of business activities found
manufacturing, hybrid in cities/villages, using pictures

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2. Types of businesses found in our community  Discuss the various types of activities,
business activities around us generally adopted by small businesses in a
local community
 Best out of waste
 Costing of the product made from waste
 Selling of items made from waste materials
 Prepare list of businesses that provide
goods and services in exchange for money

Learning Outcome 4.2: Demonstrate the knowledge of distinguishing characteristics
of entrepreneurship

Theory Practical

1. Meaning of entrepreneurship development  Prepare charts showing advantages of
entrepreneurship over wages
2. Distinguishing characteristics of
 Group discussions on role and features of
entrepreneurship
entrepreneurship
3. Role and rewards of entrepreneurship
 Lectures/presentations by entrepreneurs on
their experiences and success stories
Identify core skills of successful
entrepreneurs

Unit-5: Green Skills – I
Learning Outcome 5.1: Demonstrate the knowledge of the factors influencing natural
resource conservation

Theory Practical

1. Introduction to the environment  Group discussion on hazards of
deteriorating environment
2. Relationship between society and
environment, ecosystem and factors causing  Prepare posters showing environment
imbalance conservation
3. Natural resource conservation  Discussion on various factors that influence
our environment
4. Environment protection and conservation

Learning Outcome 5.2: Describe the importance of green economy and green skills

Theory Practical

1. Definition of green economy  Discussion on the benefits of green skills
and importance of green economy
2. Importance of green economy
 Prepare a poster showing the importance of
green economy with the help of
newspaper/magazine cuttings

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Vocational Skills
Unit-6: Role of Physical Education in Child Development
Learning Outcome 6.1: Identify the physical and emotional needs of the children

Theory Practical

1. Domains for early childhood development –  Prepare a chart on domain for early
physical, emotional, social, communicative, childhood development
adaptive, etc.
 Prepare slide presentation on cognitive and
2. Development of fundamental motor skills – psychological well-being
gross and fine motor skills
3. Cognitive development
4. Psychosocial well-being
5. School readiness
6. Understanding child activity

Learning Outcome 6.2: Identify factors influencing physical activities

Theory Practical

1. Demographic factors (socio-economic  Group activity on demonstration of factors
status) influencing physical activities
2. Biological factors (age, weight status)  Write a paragraph on how environmental
factors influence physical activity
3. Psychological factors
4. Behavioural factors
5. Social-cultural factors
6. Environmental factors

Learning Outcome 6.3: Plan physical activities

Theory Practical

1. Identifying physical activity sessions  Prepare flow chart on sequence of planning
(everyday activities, recreational activities, cycle
sports)
 Write a lesson plan
2. Structuring physical activity sessions
3. Macro-planning
4. Meso-planning
5. Micro-planning
6. Weekly planning
7. Lesson plan

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Learning Outcome 6.4: Conduct physical activities

Theory Practical

1. Arranging play spaces  Write down brief note on the importance of
equipment for conducting physical
2. Props and equipment required for physical
activities
activity sessions
 Group discussion on conducting physical
3. Conducting physical activity sessions
activity sessions

Unit-7: Planning Age-appropriate Physical Activities
Learning Outcome 7.1: Plan activities for increasing physical strength and
coordination

Theory Practical

1. Resources required for activities  List down the activities to be planned for
everyday physical strength session
2. Planning everyday activities
 Draw a diagram of the area required for free
3. Planning recreational activities
play games and list down the equipment
4. Planning sports activities needed

Learning Outcome 7.2: Plan activities for developing cognitive skills

Theory Practical

1. Cognitive skills – reading, writing,  Prepare posters for the dancing and singing
numeracy, etc. activity
2. Activities to be organized – games, singing, Discuss the various activities to develop
dancing cognitive skills

Learning Outcome 7.3: Manage class

Theory Practical

1. Designing a timetable  Prepare a timetable for the physical activity
class
2. Understanding the duration of activities as
per learning outcomes  Discussion on setting time duration for
different activities

Unit-8: Organizing Age-appropriate Physical Activities
Learning Outcome 8.1: Identify games for everyday activities

Theory Practical

1. Fitness activities  Identification of games appropriate for
different classes and list them down
2. Specific sports training
 Discussion on selection of games for school
3. Sports periods
4. Games

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Learning Outcome 8.2: Organize sports activities

Theory Practical

1. Sports days  Prepare a poster for the invitation of sports
day and explain about the sequence of
2. Summer camp
games
3. Winter camp
 Prepare list of activities that can be
4. Tournaments conducted for the parents and staff and
discuss in the class
5. Mass drills and display
6. Programs for parents and staff

Unit-9: Health and Safety of Children
Learning Outcome 9.1: Demonstrate the knowledge of child health care and habits

Theory Practical

1. Child health  Prepare a chart on macro and
micronutrients
2. Factors influencing child health and hygiene
 Prepare a poster on development of mental
3. General nutrition
health
Group discussion on factors influencing
child health

Learning Outcome 9.2: Describe the various aspects of safety management and
emergency response

Theory Practical

1. Storage facility for the equipment  Draw a diagram of the storage area for
equipment
2. Safe acts and safety measures in playground
 List down the safety aspects for the use of
3. Safety aspects related to use of equipment
equipment
4. Basic first aid and emergency response
 Prepare a chart on PRICE-R with relative
5. Exit protocol pictures

PART II: INTERNAL ASSESSMENT (PRACTICAL) – 100 MARKS
To be assessed internally by the school.
For guidelines for Internal Assessment refer to Class X.

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Class X
There will be one written paper of two hours duration carrying 100 marks and Internal
Assessment of Practical of 100 marks.
COURSE STRUCTURE:
PART I: THEORY – 100 MARKS
Employability Skills – 30 Marks
Unit 1: Communication Skills – II
Unit 2: Self-management Skills – II
Unit 3: Basic Information and Communication Technology Skills – II
Unit 4: Entrepreneurial Skills – II
Unit 5: Green Skills – II
Vocational Skills – 70 Marks
Unit 6: Roles and Responsibilities of Early Years Physical Activity Facilitator
Unit 7: Assessment and Evaluation of Students
Unit 8: Free Play
Unit 9: Monitoring and Inventory Management
PART II: INTERNAL ASSESSMENT (PRACTICAL) – 100 MARKS
Practical Work – 70 Marks
Practical Examination – 40 Marks
Practical File – 10 Marks
Viva Voce (based on Practical Examination/File) – 20 Marks
Project Work – 30 Marks
Report of Field Visit/Project – 10 Marks
Student Portfolio – 10 Marks
Viva Voce (based on Report of Field Visit/Student Portfolio/Project) – 10 Marks

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PART I: THEORY – 100 MARKS
Employability Skills
Unit-1: Communication Skills – II
Learning Outcome 1.1: Demonstrate knowledge of various methods of
communication

Theory Practical

1. Methods of communication:  Writing pros and cons of written, verbal,
and non-verbal communication
(i) Verbal
 Listing dos and don’ts for avoiding
(ii) Non-verbal
common body language mistakes
(iii) Visual

Learning Outcome 1.2: Provide descriptive and specific feedback

Theory Practical

1. Communication cycle and importance of  Constructing sentences for providing
feedback descriptive and specific feedback
2. Meaning and importance of feedback
3. Descriptive feedback – written comments or
conversations
4. Specific and non-specific feedback

Learning Outcome 1.3: Apply measures to overcome barriers in communication

Theory Practical

1. Barriers to effective communication – types  Enlisting barriers to effective
and factors communication
2. Measures to overcome barriers in effective  Applying measures to overcome barriers in
communication communication

Learning Outcome 1.4: Apply principles of communication

Theory Practical

1. Principles of effective communication  Constructing sentences that convey all facts
required by the receiver
2. 7Cs of effective communication
 Expressing in a manner that shows respect
to the receiver of the message
 Exercises and games on applying 7Cs of
effective communication

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Learning Outcome 1.5: Demonstrate basic writing skills

Theory Practical

1. Writing skills related to the following:  Demonstration and practice of writing
(i) Sentence sentences and paragraphs on topics related
to the subject
(ii) Phrase
(iii) Kinds of Sentences
(iv) Parts of Sentence
(v) Parts of Speech
(vi) Articles
(vii) Construction of a paragraph

Unit-2: Self-management Skills – II
Learning Outcome 2.1: Apply stress management techniques

Theory Practical

1. Meaning and importance of stress  Exercises on stress management techniques
management – yoga, meditation, physical exercises
2. Stress management techniques – physical  Preparing a write-up on an essay on
exercise, yoga, meditation experiences during a holiday trip
3. Enjoying going to vacations and holidays
with family and friends
4. Taking nature walks

Learning Outcome 2.2: Demonstrate the ability to work independently

Theory Practical

1. Importance of the ability to work  Demonstration on working independently
independently on goals
2. Describe the types of self-awareness  Planning of an activity
3. Describe the meaning of self-motivation and  Executing tasks in a specific period, with no
self-regulation help or directives
 Demonstration on the qualities required for
working independently

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Unit-3: Basic Information and Communication Technology Skills – II
Learning Outcome 3.1: Distinguish between different operating systems

Theory Practical

1. Classes of operating systems  Identification of taskbar, icons, menu, etc.
2. Menu, icons, and taskbar on the desktop  Demonstration and practice of creating,
renaming, and deleting files and folders,
3. File concept, file operations, file
saving files in folders and sub-folders,
organization, directory structures, and file-
restoring files and folders from recycle bin
system structures
4. Creating and managing files and folders

Learning Outcome 3.2: Apply basic skills for care and maintenance of computer

Theory Practical

1. Importance and need of care and  Demonstration of the procedures to be
maintenance of a computer followed for cleaning, care and
maintenance of hardware and software
2. Cleaning computer components
3. Preparing maintenance schedule
4. Protecting computer against viruses
5. Scanning and cleaning viruses and
removing SPAM files, temporary files, and
folders

Unit-4: Entrepreneurial Skills – II
Learning Outcome 4.1: List the characteristics of a successful entrepreneur

Theory Practical

1. Entrepreneurship and society  Writing a note on entrepreneurship as a
career option
2. Qualities and functions of an entrepreneur
 Collecting success stories of first generation
3. Role and importance of an entrepreneur
and local entrepreneurs
4. Myth about entrepreneurship
 Listing the entrepreneurial qualities –
5. Entrepreneurship as a career option analysis of strength and weaknesses
 Group discussion of self-qualities that
students feel are needed to become
successful entrepreneurs
 Collect information and related data for a
business
 Making a plan in team for setting up a
business

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Unit-5: Green Skills – II
Learning Outcome 5.1: Demonstrate the knowledge of importance, problems and
solutions related to sustainable development

Theory Practical

1. Definition of sustainable development  Identify the problem related to sustainable
development in the community
2. Importance of sustainable development
 Group discussion on the importance of
3. Problems related to sustainable development
respecting and conserving indigenous
knowledge and cultural heritage
 Discussion on the responsibilities and
benefits of environmental citizenship,
including the conservation and protection of
environmental values
 Preparing models on rainwater harvesting,
drip/sprinkler irrigation, vermin-compost,
solar energy, solar cooker, etc.
Vocational Skills
Unit-6: Roles and Responsibilities of Early Years Physical Activity
Facilitator
Learning Outcome 6.1: Identify roles and responsibilities of a physical activity
facilitator

Theory Practical

1. Job description of an Early Years Physical  Discussion on the methods of inculcating
Activity Facilitator discipline in students
2. Qualities of a good teacher  Group discussion on pros and cons of mass
drill
 Discussion on the importance of talent
identification in sports

Learning Outcome 6.2: Describe the various activities to be conducted by the physical
activity facilitator

Theory Practical

1. Conducting basketball and volleyball skill
development sessions
2. Altering the programs to meet the
participant turn-out and skill level
3. Arranging facilities and equipment for
performing risk management checks on the
facility
4. Dealing with customers and answering
questions
5. Established rules and regulations and

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etiquette guidelines
6. Ensuring the completion of all
administrative paperwork activity plans, and
participant feedback
7. Responding to situations requiring conflict
resolution and emergency incidents,
including first aid or CPR

Unit-7: Assessment and Evaluation of Students
Learning Outcome 7.1: Describe the various types and tools of assessment

Theory Practical

1. Meaning of assessment and evaluation  Prepare a chart on the difference between
assessment and evaluation
2. Diagnostic assessment
 Classroom discussion on which of the
3. Skill assessment
assessments is better – formative or
4. Assessment tools and processes summative

Learning Outcome 7.2: Prepare assessment report and provide feedback

Theory Practical

1. Preparation of report  Slide presentation on steps of report
preparation and feedback
(i) Information identification
(ii) Analysis of report
(iii) Conclusion and recommendation
(iv) Revise your report
(v) Providing feedback
2. Steps of documenting feedback
(i) Objectives of feedback

Unit-8: Free play
Learning Outcome 8.1: Describe the importance and purpose of free play

Theory Practical

1. Free play  Write a paragraph on importance of free
play in student’s life
2. Components of free play
 Make a chart of factors influencing free
3. Importance of free play in student’s life
play
4. Factors influencing recreational activities

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Learning Outcome 8.2: Organize free play activities

Theory Practical

1. Objective of activity  Group discussion on importance of
categorization and grouping in recreational
2. Selection of suitable free play activity
activities
3. Categorisation and division of groups
 Prepare a speech on equipment selection in
4. Area selection free play activity
5. Equipment selection
6. Organisation of free play activities

Learning Outcome 8.3: Demonstrate the knowledge of rehabilitation through free
play

Theory Practical

1. Role of free play in rehabilitation  Prepare a pie chart on rehabilitation through
free play
2. Heterogeneous to homogeneous group
3. Selection of suitable free play activity
4. Session timing and timetable
5. Recording data of each session

Unit-9: Monitoring and Inventory Management
Learning Outcome 9.1: Describe the process of inventory management

Theory Practical

1. Importance of periodic inventory check  Write a paragraph about importance of
listing the equipment
2. Process of maintaining inventory
 Prepare a flowchart on the steps of listing
the equipment

Learning Outcome 9.2: Manage props and equipment

Theory Practical

1. Report of listed equipment  Prepare a report of equipment in school
sports storeroom
2. Estimation of fund for new equipment
 Prepare a report of sports equipment
3. Estimation of money for repair of equipment
4. Monetary report of equipment purchased and
repaired

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PART II: INTERNAL ASSESSMENT (PRACTICAL) – 100 MARKS
Practical Work
• Practical Examination – 40 Marks
• Practical File – 10 Marks
• Viva Voce (based on Practical Examination/File) – 20 Marks
The Practical Work allows candidates to demonstrate that they have knowledge and
understanding of performing a task. This will include the hands-on Practical Examination and
viva-voce. In addition, candidates will be required to maintain a practical file of the work done
throughout the year.
Candidates will be required to perform any two practicals selected by the external examiner. The
two practicals selected by the external examiner will be from different units of the syllabus.
Project Work
• Report of Field Visit/Project – 10 Marks
• Student Portfolio – 10 Marks
• Viva Voce (based on Report of Field Visit/Student Portfolio/Project) – 10 Marks
Project Work aims at assessing the practical skills of candidates over a certain period of time.
This includes report of field visits, project undertaken, student portfolio along with viva-voce.
Candidates are required to have completed one project on a topic of their choice from any
topic/allied aspect covered in the syllabus. The project may include case study (example, study
of a local industry/business), survey, model making, poster making/creation of audio-visual
aids, interview of an entrepreneur from the local industry, etc.
Candidates should maintain record of the field visits undertaken during the year. This should
include subject-specific information obtained from the experts/observations made during the
field visits.
The student portfolio is a compilation of work done by the candidate throughout the year, and
may include reports, articles, photos of products prepared by the candidate in relation to the
unit of competency.
EVALUATION
The practical and project work is to be evaluated by the subject teacher and by an External
Examiner. The External Examiner shall be nominated by the Head of the school and may be a
teacher from the faculty, but not teaching the subject in the relevant section/class.
The Internal Examiner and the External Examiner will assess the candidate’s work
independently.

Award of Marks (100 Marks)

Subject Teacher (Internal Examiner) 50 marks

External Examiner 50 marks

The total marks obtained out of 100 are to be sent to the CISCE by the Head of the school.
The Head of the school will be responsible for the online entry of marks on the CISCE’s
CAREERS portal by the due date.

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Teaching-learning Activities
For effective transaction of the subject content a combination of classroom activities, practical
work and field visits/educational tours are to be used by the teacher.
Special emphasis should be laid on occupational safety, health and hygiene while conducting
the teaching-learning activities.
Classroom Activities
Classroom activities, including, interactive lecture sessions followed by discussions should be
conducted by the subject teachers, using a variety of instructional or teaching aids, such as
audio-video materials, colour slides, charts, diagrams, models, exhibits, hand-outs, online
teaching materials, etc.
Practical Work
Practical work may include but not be limited to hands-on training, simulated training, role
play, case-based studies, exercises, etc. Equipment and supplies should be provided to enhance
hands-on learning experience of students. Only trained personnel should teach specialized
techniques.
Field Visits/Educational Tours
Students should be taken for field visits to give them an opportunity to interact with experts
and to expose them to the various tools, equipment, materials, procedures, and operations in
the workplace. During field visits, students should obtain subject-specific information from the
experts or make a record of the activities observed.
A checklist of observations to be made by the students during the field visits should be
developed by the teachers for systematic collection of information by the students on the
various aspects.
For example, a visit may be organised to a stadium with latest machines and equipment. During
the visit, students should obtain the following information from the owner or the supervisor or
the officer in-charge of the stadium or playing field:

• Location of the playing field and playground
• Different areas of the playing field and indoor play areas
• Locker and safety facilities
• Number of physical activities organised
• Storage area for tools and equipment
In a year, at least 3 field visits/educational tours should be organised for the students to expose
them to the activities in the workplace. Schools may identify different opportunities for field
visits within a short distance from the school and make necessary arrangements for the same.

List of Equipment and Materials
Only basic tools, equipment and accessories should be procured by the school so that the
routine tasks can be performed by the students regularly for practice and for acquiring adequate
practical experience. A set of weight plates, bars, and other weights with one cable machine
may be procured for training and regular field visits should be organized to provide
opportunities to the students/trainees for observation and hands-on practice.

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Teacher Qualifications
The suggestive qualifications and minimum competencies for the subject teacher are as
follows:
• Post-graduation in Physical Education from a recognized Institute/University, with at least
1 year work/teaching experience
• Effective communication skills (oral and written)
• Basic computing skills
• Technical competencies

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