CBSE Class 9 Syllabus 2027 Physical Education & Well Being

FOR CBSE CLASS 9 SYLLABUS EXAM PREPARATION

CBSE Class 9 Syllabus
2027
Question Paper
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CBSE Class 9 Syllabus 2027 Question Paper
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Physical Education, Well Being

Notes · Sample Papers · Previous Year Papers · Mock Tests

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Physical Education and Well-being
Grade 9
Session 2026-27
Max. Marks: 100 Time: 3:00 Hours
Theory: 20 Marks, Practical: 80 Marks

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Introduction
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Physical Education and Well-being is an essential component of holistic education that promotes
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balanced development of physical, mental, emotional, and social dimensions of learners. In the
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present era of rapid technological advancement, academic pressure and sedentary lifestyles, the

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subject plays a critical role in nurturing healthy habits, physical literacy, emotional resilience, and
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positive social behaviour among students. It prepares learners not only for physical fitness but
also for meaningful participation in society as confident, responsible, and ethical individuals.

The scope of Physical Education and Well-being extends beyond sports and physical exercise. It
encompasses fitness management, movement skills, emotional regulation, teamwork, leadership,
value-based living and holistic well-being. Structured physical activities, games, and reflective
practices develop essential life skills, such as self-discipline, perseverance, cooperation, empathy,
decision-making, and critical thinking. These skills contribute to the overall well-being, and
support lifelong engagement in healthy and active lifestyles.
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With increasing societal emphasis on excellence in holistic health, fitness and sports, Physical
Education and Well-being addresses contemporary challenges, such as lifestyle-related diseases,
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mental stress, social inequality, and exclusion. The subject promotes values of fairness,

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inclusivity, gender equality, respect for diversity, ethical conduct, and social responsibility. It
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encourages students to develop self-awareness, regulate emotions, and build healthy
relationships, thereby contributing to personal and social well-being.

Nature of the Subject
Physical Education and Well-being is a dynamic, experiential, and value-oriented subject that
plays a vital role in the holistic development of learners. It recognises movement as a powerful
medium for learning and self-expression.

The subject is interdisciplinary, drawing on knowledge from the biological sciences, psychology,
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sociology, health sciences, technology, and environmental studies. Learners explore how

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physical activity influences body systems, mental processes, behaviour and social interactions,

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connecting theory with practice through active participation, observation and reflection.

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abilities, interests, genders, and cultural backgrounds. It promotes
participation for all, including children with disabilities and special needs. Through games and
sports, students learn ethical behaviour, fair play, discipline, perseverance, humility in success,
and grace in defeat, while also developing confidence, self-esteem, and emotional intelligence
essential for personal and academic success.

Physical Education serves as a vehicle for character building, providing opportunities for self-
regulation, goal setting, critical thinking, and problem-solving in real-life situations. The pedagogy
is learner-centric and inclusive, with learning taking place through direct participation, inquiry,
discussion, and reflection. Activity based learning, project work, discovery-oriented approaches,
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and collaborative practices enable students to connect theoretical knowledge with real-life
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experiences.

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Nature of Knowledge in this Subject
Knowledge in Physical Education and Well-being is experiential, applied, interdisciplinary, and
transformative. Unlike purely theoretical subjects, collaboration in Physical Education is based on
learning through movement, practice, thinking about one’s actions, and learning with others.
Knowledge is constructed through doing, observing, analysing, and reflecting on physical activity
experiences, thereby enabling learners to internalise concepts meaningfully and apply them in
real-life contexts.

The knowledge acquired is dynamic and evolving, and is continuously influenced by
advancements in sports science, health research, digital technologies, and changing societal
needs. The nature of knowledge encompasses four interconnected dimensions:

• Conceptual Knowledge: This includes understanding the principles of health, physical fitness,
movement, wellness, nutrition, behaviour, and human body systems. Learners gain insights into
growth and development, physiological responses to exercise, injury prevention, mental well-
being, and the relationship between physical activity and overall health. Conceptual knowledge
provides the scientific and theoretical foundation necessary for
informed decision-making regarding lifestyle and fitness.

• Practical Knowledge: Practical knowledge is developed through hands-on participation and
skill acquisition. It involves learning and refining motor skills, sport-specific techniques,
movement patterns, game rules and strategies, and safe practices during physical activity.
Students also acquire essential life skills, such as First Aid, Basic Life Support (BLS),
Cardiopulmonary Resuscitation (CPR), and safety protocols, enabling them to respond
responsibly in emergencies and promote a safe supporting environment.

Reflective Knowledge: Reflective knowledge enables learners to evaluate their physical,
emotional, and behavioural responses during and after physical activities. Through self-
assessment, fitness tracking and reflective journals, students analyse their strengths, limitations,
habits, and attitudes. This dimension also fosters awareness of ethical conduct, fair play,
inclusivity, respect, discipline and value formation, supporting character development and
emotional intelligence.

• Social Knowledge: Social knowledge focuses on understanding the role of physical activity like
sports in society. Learners explore how sports contribute to nation-building, cultural identity,
community engagement, and global harmony. This includes the responsible and meaningful use
of leisure time, the promotion of gender equity and equality, the inclusion of persons with
disabilities, accountability, affordability, and the appreciation of diversity. Students also learn
about teamwork, leadership, cooperation, and citizenship through shared physical experiences.

Knowledge of Physical Education and Well-being empowers learners to develop lifelong healthy
behaviours, ethical values, social responsibility, and self-confidence. It supports holistic growth by
integrating physical competence with mental awareness, emotional balance, and social sensitivity,
preparing students to lead active, healthy, and purposeful lives in a rapidly changing world.

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Physical Education and Well-being
Grade 9 (Session 2026-27)

Max. Marks: 100 Time: 3:00 Hours
Theory: 20 Marks, Practical: 80 Marks

Curricular Goals Competencies
Learning Standard 1
CG-1 Demonstrates C1.1 Exhibits proficiency in all movement and motor skills
a high level of required to participate and excel in at least one sport,
competence in the yoga or any other physical activity (team, dual,
understanding individual).
of movement
concepts, strategies, C1.2 Explains the role of rhythmic drills to improve their game.
and principles, while C1.3 Exhibits the ability to use complex movement concepts
engaging and principles to develop and refine their games or
and performing in sports skills.
physical activities,
including sports and C1.4 Exhibits and explains the manipulation of space and
dance. equipment in the context of a game.
C1.5 Applies knowledge and understanding of movements, and
skills to develop a physical activity plan for themselves,
follow a routine and assess independently.
CG-2 Exhibits C2.1 Reflects upon their and others’ behaviour before, during
sensitivity and and after the physical activity in the long term. This may
learns to include different but related behaviours, including
manipulate emotional state of mind, physical fitness, fatigue, fair play,
their personal biases, and personal interests.
and social
behaviour C2.2 Articulates the importance of emotional and mental
towards support to others, as well as, improving performance
themselves and encouraging others to perform by analysing the
and others. behaviour of student when someone is emotionally or
physically hurt, and how their support may improve
others’ performance.
C2.3 Modifies and creates new games and rules that are more
inclusive in nature.
C2.4 Creates and applies safety rules, protocols for physical
activity, and visualises how they can be applied outside the
field as well.
C2.5 Demonstrates fairness and responsible behaviour in
tough contexts and situations.
C2.6 Exhibits modesty after an exceptional performance,
accepts defeat gracefully and enjoys the game.
CG-3 Demonstrates C3.1 Designs and uses multiple strategies in a game and can
social sensitivity and make new strategic moves in challenging game situations
mental engagement (for example, a student’s plan A and B, both failed and
in physical activity strategise a plan C during the game).
and game situations.
C3.2 Understands and deals with their and others’ emotions, and
the thinking process during the game.
C3.3 Demonstrates calmness and courage in difficult situations,
and is able to calm their teammates.
C3.4 Regulates the intensity in different situations.

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CG-4 Plans personal C4.1
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Sets multiple physical activity and fitness goals, such
physical fitness as improving multiple shots or their overall match
goals independently performance.
and monitors them.
C4.2 Assesses their progress in terms of efforts, processes,
and outcomes.
C4.3 Prepares, plans, and schedules their exercises and warm-
ups in consultation with their teacher to get maximum
benefits.
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CG-5 Learns about C5.1 Illustrates the role of physical education for positive social

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the value of interaction, while discussing physical activity throughout
physical activity for
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history and culture.
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e Examines the role of physical activity in improving self- a
health, enjoyment,
challenge,
as C5.2
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expression, and
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confidence and self-esteem.
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social interaction.
C5.3 Appreciates the aesthetic appeal of a performance,
such as someone’s classy straight drive, a beautiful free
kick, an
effortless smashing of the ball, a well-placed drop shot, or
a speedy smash.
C5.4 Expresses self through dance, gymnastics, or any physical
activity.
CG-6 Assesses C6.1 Examines the role of different factors which affect growth
their growth and and development, such as heredity, immediate
development.
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environment, diet, diseases, state of mind and physical
activity.
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C6.2 Analyses the m
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relationship of nutrition, physical activity,

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and mental with skeletal health, muscles, strength,

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endurance, flexibility and agility.
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Classifies the common injuries of bones and
muscles, and describes the protocol for seeking
medical help for
themselves and others when needed like providing first-aid
in such situations.
C6.4 Outlines and challenges the societal beliefs and taboos
associated with different aspects of growth, and
development in the adolescent age.

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CG-7 Learns about C7.1 Charts the various tournaments at international, national, state,

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tournaments at the district and block levels.
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international,

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national, state,
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Describes the participation criteria and rules of tournaments.
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district, and block

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in tournaments.

C7.4 Explains the different forms and procedures for participating in
tournaments.

Learning Standard 2
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CG-1 Demonstrates C1.1 Exhibits all movements and motor skills required to
competence in the participate and play in at least one sport, yoga or any
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understanding
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of movement C1.2 Exhibits the ability to use complex movement concepts
concepts, strategies and principles to develop and refine one’s game and
and principles, while sports skills.
engaging in and
performing physical C1.3 Applies knowledge and understanding of movements,
activities, including and skills to develop their own physical activity plan,
sports. follows a routine and assesses independently.

CG-2 Exhibits C2.1 Reflects upon their and others’ behaviour before,
sensitivity and learns during, and after the physical activity. This may include
to regulate their different but related behaviours, including emotional
personal and social state of mind, physical fitness, fatigue, fair play, biases,
behaviour towards and personal interests.
themselves and others.
C2.2 Articulates the importance of a team member’s
support to improve performance in the game, by
analysing the behaviour of students when someone
is emotionally or physically hurt, and how their
support may enhance the performance of others.
C2.3 Modifies and creates new games and rules that are
more inclusive in nature.
C2.4 Creates and applies safety rules and protocols for
physical activity and visualises how they can be applied
outside the field as well.
C2.5 Demonstrates fairness and responsible behaviour in
tough contexts and situations.
C2.6 Exhibits modesty after an exceptional performance,
accepts defeat gracefully, and enjoys the game.
CG-3 Demonstrates C3.1 Designs and executes multiple strategies for the game.
social sensitivity and
mental engagement in
physical activity and C3.2 Understands and deals with their and others’ emotions,
game situations. and the thinking process during the game.
C3.3 Demonstrates calmness and courage in difficult
situations, and can calm their teammates.

CG-4 Learns to C4.1 Discusses activities that bring personal satisfaction
connect physical
activity with health,
enjoyment, challenge,
expression, and C4.2 Identifies diverse cultures with special reference to dance,
social interaction. physical activity, local games and spaces to interact.

CG-5 Learns about C5.1 Charts the various tournaments at international, national, state,
tournaments at the district and block levels.
international,
national, state,
district and block C5.2 Describes the participation criteria and rules of the tournament.
levels.

C5.3 Summarises the support structure or organisational structure to
participate in tournaments.

C5.4 Explains the different forms and procedures for participating in
tournaments.

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Development of Competencies and Learning Outcomes
Content organisation and learning outcomes for developing competencies in Grade 9.
Units T: Unit Outline/Key Concepts Learning Outcomes
Theory
P: Practical
Unit 1 • Definition, Meaning, Aims Competencies developed in this unit:
Development of and Objectives of Physical C5.1, C5.3, C6.1, C6.2, C4.1, C4.3
Physical Culture in Education Students will be able to:
India • History and Culture of • Explain the meaning and evolution of
Physical Education and Physical Education.
4 Hours Sports in India • Appreciate traditional games and
(T: 4 hrs) • Introduction to Physical their cultural value.
Literacy • Identify diverse careers in physical
• Career Prospects education and sports.

Unit 2 • Meaning and Difference Competencies developed in this unit:
Between Health, Physical C6.1, C6.2, C1.1, C2.1, C2.4
Health, Fitness Fitness and Wellness Students will be able to:
and Wellness 6 • Components of Health- • Differentiate between health,
Hours related Fitness fitness, and wellness.
(T: 2 hrs, P: 4 hrs) • Components of Skills- • Identify health-related and skills-
related Fitness related fitness components.
• Dimensions of Wellness. • Adopt daily routines promoting
• First-Aid, Basic Life Skills hygiene and wellness.
(BLS) and CPR • Demonstrate First-Aid and CPR.

Unit 3 Sciences and • Introduction to Body Competencies developed in this unit:
Sports Systems C6.1, C6.2, C1.3, C6.3
• Skeletal System: Types of Students will be able to:
10 Hours Bones, Major Joints, and • Describe body systems involved in
(T: 6 hrs, P: 4 hrs) Functions in Movement movement.
• Muscular System: • Relate exercise to physiological
Voluntary and Involuntary changes.
Muscles • Demonstrate understanding of growth
• Introduction to and development stages.
Circulatory and
Respiratory Systems
during Exercise
• Growth and Development
Unit 4 Technology • Digital Literacy: Do’s and Competencies developed in this unit:
Integration Don’ts, Data Handling and C1.5, C1.3, C3.1
Interpreting Results Students will be able to:
4 Hours • Application of
• Use technology to assess fitness and
(T: 1 hrs, P: 3 hrs) Technology in Sports performance.
• Wearables in Sports
• Interpret data for performance
Competitions, enhancement.
Trainings and Projects

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Unit 5 • Meaning of
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Competencies developed in this unit:
Inclusiveness in Physical C2.3, C2.1, C2.2, C5.1
Sports for All Education and Sports. Students will be able to:
6 Hours • Introduction to Disability
• Describe the concept of
and Types (intellectual, inclusivity in sports.
(T: 3 hrs, P: 3 hrs) physical, sensory)
• Show sensitivity to disabilities and
• Disability Etiquette and
gender equality.
STEP Model • Participate in community sports
• Women’s Participation in
programmes.
Sports
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• Master Athlete

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• Community Sports and

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Khelo India Movement
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Unit 6 Olympic
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• Olympism: Concept and
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Competencies developed in this unit:
C5.1, C2.5, C2.6
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Movement Olympic Values
(Excellence, Friendship Students will be able to:
6 Hours and Respect) • Explain the evolution of the
(T: 2 hrs, P: 4 hrs) • Olympic Value
Olympic Movement.
Education: Joy of Effort,
• Apply Olympic values in daily life and
Fair Play, Respect for sports.
Others, Pursuit of
Excellence, Balance
Among Body, Will and
Mind
• Ancient and Modern
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Olympics.
• Olympics: Symbols,

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Motto, Flag, Oath, and
Anthem

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• Yoga for Holistic
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Unit 7 Competencies developed in this unit:
Yoga a
Health and Well-being
• Yoga for Health
C1.1, C6.2, C2.2, C3.3, C5.2
Students will be able to:
14 Hours • Adolescent Age and • Demonstrate selected yoga
Hormonal Balance
(T: 3 hrs, P: 11 hrs) • Yoga for Personal asanas and pranayama.
Excellence • Understand yoga’s role in holistic health
• Memory and Concentration and well-being.

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Confidence/ Self-Esteem related to emotional

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• Leadership and being.
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• Practice yogas
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Responsibility

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for self-development.

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and confidence.
focus

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Unit 8 • Hockey Competencies developed in
Sports • Basketball this unit: C1.1, C1.3
• Judo Students will be able to:
40 Hours • Wrestling Demonstrate fundamental
(P: 40 hrs) • Kalaripayattu skills of the given sports.
• Thang Ta
• Gatka
• Malkambh
• Swimming
• Archery
• Taekwondo
• Cricket
• Gymnastic
• Yogasana

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Assessment
Assessment in Physical Education and Well-being is continuous, comprehensive, competency-
based, and learner-centric. It focuses on assessing not only physical performance but also
conceptual understanding, effort, participation, reflection, values, and social behaviour.
Assessment practices align with the principles of assessment for learning, assessment as
learning, and assessment of learning, as recommended by the NEP 2020.

Formative Assessment
Formative assessment is integrated into daily teaching-learning processes to provide regular
feedback and support students’ growth.
• Classroom oral responses and concept checks: Short question answer sessions, quizzes,
and discussions are conducted after lessons to assess the understanding of concepts related to
health, fitness, body systems, wellness, and sports ethics.
• Reflection journal or wellness diary: Students can maintain a wellness diary to document
daily physical activity, sleep patterns, posture, hydration, nutritional habits, and emotional states.
This will help them assess their self-awareness, consistency, and
reflective abilities.
• Peer and self-assessment: After games and physical activity sessions, students can assess
themselves and their peers based on their participation, cooperation, effort, fair play, and
teamwork. This will encourage the values of responsibility, empathy, and honest reflection among
them.
• Case study and discussion-based assessment: Students can participate in discussions and
case studies, such as — How traditional games promote mental health and social well-being?,
allowing assessment of critical thinking, communication skills, and application of concepts among
them.

Summative Assessment
Summative assessment evaluates the overall learning outcomes at the end of a unit or term. It
can be done in three ways:
• Pen and paper test: to assess the conceptual clarity related to definitions, principles,
terminology, and factual knowledge, comparison of various practices, its benefits and impact on
their holistic health and well-being. Application of practices in real-life situations related to
wellness, lifestyle choices, injury prevention or ethical behaviour.
• Project work: to assess inquiry, research, creativity, collaboration, application of concepts,
interdisciplinary learning, and community-based learning. Projects may include field visits,
interviews, surveys, reports, presentations, or digital submissions.
• Demonstration: Physical education is about health, fitness, well-being and developing basic
and advanced skills in sports and games. Measurement of fitness parameters and demonstration
of various skills is an important part of physical education and well-being competencies.
Summative assessment of practical demonstration can be done through the rubrics defined in the
textbook at the end of each unit.

Textbook
The NCF-SE 2023 aligned new textbook of Physical Education and Well-being for Grade 9
developed by the NCERT.

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Physical Education and Well-being
Grade 9
Session 2026-27
Max. Marks: 100
Time: 3:00 Hours
Theory: 20 Marks, Practical: 80 Marks

Assessment Criteria
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Theory (20 Marks)
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Project & Sports File (40 marks)

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(40 Marks)
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Every unit contains 2 1. Prepare a report of visit to any 1. Fundamental Skills
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 5 skills @ 6 marks
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marks one of the following:

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(MCQs/Objective/Short  Open tournament/ competition each = 30 Marks
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Answer) (of any game/sports
mentioned in CBSE
(Any 5 fundamental
skills to be
2 Marks × 8 Units= 16 Marks Games) demonstrated at the
 Gymnasium/ Fitness Centre time of practical)
Viva= 4 Marks  Stadium
 Sports Institution 2. Advanced Skill
(5 marks)  1 skill @10 marks =
10 Marks
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2. The student will prepare a file
on the sports/ game chosen by demonstrated at the

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him/ her covering following time of practical)
aspects:
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 History of the game/sports
(200 words) Note:(of any game/
 Terminology of the sports mentioned in
game/sports (any 5) CBSE Games)
 Fundamental skills of the
game/ sports (any 5)
 Rules of the game/ sport (any
5)
 Ground/ Court/ Field
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specification
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awardees of the game/ sports

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 Name of national/ international
tournaments/ competitions of
the game/ sports (any 3)
(30 marks)

3. Sports Participation
 Intramural/Extramural
(5 Marks)
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