Health And Physical Education Class 11 Dr Vk Sharma Pdf Download

This program provides students with an understanding of the acute and chronic physiological responses to exercise, sport, and fitness modes. Students will apply this knowledge to design and implement physical fitness programs for the healthy and those with controlled disease.

Other hypotheses that have been proposed to explain the beneficial effects of physical activity on mental health include distraction, self-efficacy, and social interaction.4 While structured group programs can be effective for individuals with serious mental illness, lifestyle changes that focus on the accumulation and increase of moderate-intensity activity throughout the day may be the most appropriate for most patients.1 Interestingly, adherence to physical activity interventions in psychiatric patients appears to be comparable to that in the general population.

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Exercise improves mental health by reducing anxiety, depression, and negative mood and by improving self-esteem and cognitive function.2 Exercise has also been found to alleviate symptoms such as low self-esteem and social withdrawal.3 Exercise is especially important in patients with schizophrenia since these patients are already vulnerable to obesity and also because of the additional risk of weight gain associated with antipsychotic treatment, especially with the atypical antipsychotics. Patients suffering from schizophrenia who participated in a 3-month physical conditioning program showed improvements in weight control and reported increased fitness levels, exercise tolerance, reduced blood pressure levels, increased perceived energy levels, and increased upper body and hand grip strength levels.5 Thirty minutes of exercise of moderate intensity, such as brisk walking for 3 days a week, is sufficient for these health benefits. Moreover, these 30 minutes need not to be continuous; three 10-minute walks are believed to be as equally useful as one 30-minute walk.

Ball, J., Ogletree, R., Jurkowski, Asunda, P., & Miller, K. (2014). Diffusion of innovation elements that influence the adoption and diffusion of distance education in health. American Journal of Health Studies, 29(3), 240-246.

Bice, M. & Ball, J. (2015, March). Relations between physical activity, mindfulness, and mental health outcomes. Poster presentation at the 2015 Society of Health and Physical Educators National Conference in Seattle, Wash.

Maljak, K., Ball, J., Thomas, E., & Hilton, C. (2021). A qualitative assessment of K-12 physical education teaching strategies for female students guided by self determination theory. IAHPERD Illinois Journal, 87(1), 18-25.

Varela, M. & Maljak, K. (2020). The influence of culturally relevant curriculum and student engagement in physical education. SPACE: Student Perspectives About Civic Engagement, 4(1). Retrieved May 5, 2020, from

Ball, J., Maljak, K., Bice, M., Valley, J., & Parry, T. (2019). Exploring the relationship between self-determination theory and physical education teachers meeting recommended weekly physical activity minutes. The Physical Educator, 76(5), 1306-1318.

Background: Physical education (PE) classes provide opportunities for children to be active. This study examined the associations between specific environmental characteristics (teacher characteristics; class size, duration and location; and lesson context) and elementary school-aged children's moderate-to-vigorous activity (MVPA) during PE.

The most robust evidence was found for physical health domain and academic achievement. The contributions of physical education interventions on affective or social domains outcomes were evaluated in a few systematic reviews, with mixed evidence for some outcomes.

Physical education, often abbreviated to Phys. Ed. or PE, is a subject taught in schools around the world. PE is taught during primary and secondary education and encourages psychomotor, cognitive, and affective learning through physical activity and movement exploration to promote health and physical fitness.[1] When taught correctly and in a positive manner, children and teens can receive a storm of health benefits. These include reduced metabolic disease risk, improved cardiorespiratory fitness, and better mental health.[2] In addition, PE classes can produce positive effects on students' behavior and academic performance.[3] Research has shown that there is a positive correlation between brain development and exercising.[4] Researchers in 2007 found a profound gain in English Arts standardized test scores among students who had 56 hours of physical education in a year, compared to those who had 28 hours of physical education a year.[5]

A highly effective physical education program aims to develop physical literacy through the acquisition of skills, knowledge, physical fitness, and confidence.[7] Physical education curricula promote healthy development of children, encourage interest in physical activity and sport, improve learning of health and physical education concepts, and accommodate for differences in student populations to ensure that every child receives health benefits.[8] These core principles are implemented through sport participation, sports skill development, knowledge of physical fitness and health, as well as mental health and social adaptation.[8]

Physical education curriculum at the secondary level includes a variety of team and individual sports, as well as leisure activities. Some examples of physical activities include basketball, soccer, volleyball, track and field, badminton, tennis, walking, cycling, and swimming.[9] Chess is another activity that is included in the PE curriculum in some parts of the world. Chess helps students to develop their cognitive thinking skills and improves focus, while also teaching about sportsmanship and fair play.[9] Gymnastics and wrestling activities offer additional opportunities for students to improve the different areas of physical fitness including flexibility, strength, aerobic endurance, balance, and coordination.[9] Additional activities in PE include football, netball, hockey, rounders, cricket, four square, racing, and numerous other children's games. Physical education also teaches nutrition, healthy habits, and individuality of needs.[10]

These goals can be achieved in a variety of ways. National, state, and local guidelines often dictate which standards must be taught in regards to physical education. These standards determine what content is covered, the qualifications educators must meet, and the textbooks and materials which must be used. These various standards include teaching sports education, or the use of sports as exercise; fitness education, relating to overall health and fitness; and movement education, which deals with movement in a non-sport context.[12]

These approaches and curricula are based on pioneers in PE, namely, Francois Delsarte, Liselott Diem, and Rudolf von Laban, who, in the 1800s focused on using a child's ability to use their body for self-expression. This, in combination with approaches in the 1960s, (which featured the use of the body, spatial awareness, effort, and relationships) gave birth to the modern teaching of physical education.[13]

Recent research has also explored the role of physical education for moral development in support of social inclusion and social justice agendas,[14] where it is under-researched, especially in the context of disability, and the social inclusion of disabled people.[15]

Many physical education classes utilize technology to assist their pupils in effective exercise. One of the most affordable and popular tools is a simple video recorder. With this, students record themselves, and, upon playback, can see mistakes they are making in activities like throwing or swinging.[16] Studies show that students find this more effective than having someone try to explain what they are doing wrong, and then trying to correct it.[16]

Other technologies that can be used in a physical education setting include video projectors and GPS systems. Gaming systems and their associated games, such as the Kinect, Wii, and Wii Fit can also be used. Projectors are used to show students proper form or how to play certain games. GPS systems can be used to get students active in an outdoor setting, and active exergames[clarification needed] can be used by teachers to show students a good way to stay fit in and out of a classroom setting.[21] Exergames, or digital games that require the use of physical movement to participate, can be used as a tool to encourage physical activity and health in young children.[22]

Beyond traditional tools, recent AI advancements are introducing new methods for personalizing physical education, especially for adolescents. AI applications like adaptive coaching are starting to show promise in enhancing student motivation and program effectiveness in physical education settings.[24]

According to the World Health Organization (WHO), it is suggested that young children should be participating in 60-minutes of exercise per day at least 3 times per week in order to maintain a healthy body.[25] This 60-minute recommendation can be achieved by completing different forms of physical activity, including participation in physical education programs at school.[26] A majority of children around the world participate in Physical Education programs in general education settings.[27] According to data collected from a worldwide survey, 79% of countries require legal implementation of PE in school programming.[27] Physical education programming can vary all over the world.

In the Philippines, P.E. is mandatory for all years in school, unless the school gives the option for a student to do the Leaving Certificate Vocational Programme instead for their fifth and sixth year. Some schools have integrated martial arts training into their physical education curriculum.[28][29][30][31][32] ff782bc1db