Class 9 Physical Education Khel Praveen Unit 4 Sports for All Solutions (NCERT 2026–27)

Q: What is Class 9 Physical Education Khel Praveen Unit 4 about?

Unit 4, Sports for All, covers six chapters - Sports and Inclusivity, Sports and Disability, Disability Etiquettes, Young Athlete, Women in Sports and Age is Just a Number. It shows that sport is a fundamental right for everyone, regardless of age, gender, ability or background, and explains how to make sport inclusive.

These Class 9 Physical Education Khel Praveen Unit 4 solutions cover Sports for All from the new NCF-2023 Physical Education and Well-being textbook (2026–27). The unit groups six chapters — Sports and Inclusivity, Sports and Disability, Disability Etiquettes, Young Athlete, Women in Sports and Age is Just a Number — around one big idea: sport is a fundamental human right that must reach everyone, regardless of age, gender, ability or background. Below you will find chapter-wise notes, every textbook exercise answered, key terms, extra questions, MCQs, assertion–reason items and FAQs.

Class: 9 Subject: Physical Education & Well-being Book: Khel Praveen Unit: 4 Chapters: 12 Sports and Inclusivity, 13 Sports and Disability, 14 Disability Etiquettes, 15 Young Athlete, 16 Women in Sports, 17 Age is Just a Number Session: 2026–27

On this page

Unit overview
Chapter-wise notes (Ch 12–17)
Key terms
Textbook exercise solutions
Check Your Progress
Extra questions
MCQs & Assertion–Reason
Exam tips & common mistakes
FAQs

Unit 4 Sports for All – Overview

Unit 4, Sports for All, builds the conviction that sport is not a privilege of the few but a fundamental right for all, as stated in the 2015 UNESCO International Charter of Physical Education and the European Sports Charter. Across its six chapters the unit shows how sport can spread happiness, unity and health while breaking down barriers of gender, disability, cost, culture, age and geography. It explains the dimensions and measures of inclusiveness, how adapted sports and the Paralympic Games include persons with disabilities, the etiquette and the STEP Model for treating everyone with dignity, the special care young athletes need as they grow, the physical, psychological and social benefits of sport for women along with female-specific health topics, and finally how active living keeps older adults strong — proving that “age is just a number.” Through activities, reflections and projects, students are inspired to design inclusive games and advocate a society where sport is truly for everyone.

Chapter-wise Notes

Chapter 12 — Sports and Inclusivity

“Sports for All” is a fundamental right, not just a slogan. Everyone — regardless of age, gender, ethnicity or socio-economic background — deserves access to physical activity. The chapter values both modern competitive sport and ethnosport (traditional/indigenous games like Kabaddi, Kho-Kho, Mallakhamb), which preserve culture and identity. Sport is important from a human-rights perspective, as a social-development tool, as an ethical vision of dignity, and as a means of cultural preservation. Inclusiveness operates across five key dimensions:

Dimension	What it means
Gender Inclusiveness	Equal opportunity for all genders in play, coaching and leadership (“This Girl Can”, Korfball, mixed doubles).
Disability Inclusion	Adapted sports let persons with disabilities take part fully (Paralympics, Special Olympics).
Socio-economic Inclusion	Free or affordable facilities, equipment and coaching remove cost barriers.
Cultural & Ethnic Inclusion	Including ethnosports (Kabaddi, Kho-Kho) alongside mainstream sport draws diverse participants.
Age Inclusion	Modified rules, age-friendly equipment and non-competitive formats keep all ages playing.

Key challenges include socio-economic inequality, fewer opportunities for women, under-developed adaptive programmes, restrictive cultural attitudes and geographical limitations. Measures to promote inclusiveness: build accessible infrastructure (ramps, tactile walkways, wheelchair seating), enforce anti-discrimination policies, run grassroots and community programmes, train coaches in inclusive practice, run awareness/media campaigns, support indigenous games, and provide scholarships for underprivileged athletes.

Chapter 13 — Sports and Disability

Disability is not inability. With small changes to rules, equipment or environment — called adapted sports — everyone can take part. Disability is a condition that restricts everyday activities due to physical, sensory, intellectual or psychological impairment, and may be congenital or acquired. The WHO and the Rights of Persons with Disabilities (RPwD) Act, 2016 classify disabilities into broad categories — physical, sensory, intellectual, learning, psychosocial and multiple; the Act recognises 21 types of disabilities for support. The word Paralympic (Greek para = “beside/alongside” + Olympic) shows the Games run parallel to the Olympics; they currently include 28 sports (22 summer + 6 winter). The Paralympic movement is guided by four core values:

Value	Meaning
Courage	Doing what many think is impossible.
Determination	Pushing physical and mental limits to succeed.
Inspiration	Stories that motivate others to face challenges.
Equality	Fighting discrimination and promoting inclusion.

The chapter also lists the 10 eligible impairment types recognised by the Paralympic organisation: impaired muscle power, impaired passive range of movement, limb deficiency, leg-length difference, short stature, muscle tension (hypertonia), uncoordinated movements (ataxia), involuntary movements (athetosis), visual impairment and intellectual impairment (which must be present before age 18). Barriers include inaccessible playgrounds, costly equipment, transport difficulties, limited awareness and weak social support.

Chapter 14 — Disability Etiquettes: Respecting Everyone with Dignity

Etiquette means good manners and the right way of behaving. Disability etiquette means treating persons with disabilities with respect and kindness — without pity or overprotection — seeing them as individuals first. General principles: be respectful, be inclusive, ask before helping, use preferred (often person-first) language, and never stare, point or joke. Specific guidelines apply to wheelchair users (don’t push without permission; speak directly to the person), people with visual impairment (identify yourself; offer your arm, don’t grab), hearing loss (face them, speak clearly, don’t shout), speech difficulties (be patient, don’t finish sentences), cognitive/developmental disabilities (use simple language, allow extra time) and invisible disabilities (don’t question if it’s “real”). The STEP Model adapts any activity so everyone can join by changing four things:

Letter	Element	Example adaptation
S	Space	Smaller play area, flat safe surface, less noise.
T	Task	Simplify rules, break into steps, allow extra time.
E	Equipment	Bigger/softer balls, bright or sound-enabled objects, lightweight gear.
P	People	Pair a strong student with one needing support; smaller groups.

The STEP Model promotes inclusion and equality, builds confidence, encourages participation, develops empathy and teamwork, improves learning outcomes, keeps activities safe and accessible, and prepares students for an inclusive society.

Chapter 15 — Young Athlete

Quoting Swami Vivekananda (“You will be nearer to heaven through football than through the study of the Gītā”), this chapter stresses that a strong body supports a strong mind. Youth participation in sport is rising; early play improves fitness, teamwork and confidence, but intense training can cause injuries and reveal conditions like asthma, heart defects or Type 1 diabetes. Young athletes need monitored health, proper warm-up and rest, injury prevention and balanced nutrition. Because children grow at different speeds, aerobic (heart-lung) and anaerobic (short-burst power) capacity both improve with growth and training; before puberty boys and girls have similar strength, but after puberty boys gain more muscle mass. To create a level playing field, some sports group players by weight categories rather than age alone. Early specialisation (focusing on one sport too young) risks overuse injuries, burnout, social isolation and stunted development; experts recommend playing multiple sports, including free play, balancing training (not more weekly hours than the child’s age), avoiding overtraining and ensuring safety.

Chapter 16 — Women in Sports

Women’s participation in sport has risen steadily, supported by schemes like Khelo India and the National Sports Talent Search Scheme; the Constitution of India guarantees gender equality. Challenges remain — unequal pay, less media coverage and limited leadership roles — yet both the Indian Olympic Association and the Indian Paralympic Committee are currently led by women, and upcoming Olympic Games are expected to have around 49% women participants. Sport gives women physical benefits (prevents lifestyle diseases, strengthens bones against osteoporosis, improves muscle tone, heart-lung health and weight control), psychological benefits (stress management, emotional control, confidence, leadership) and social benefits (communication, teamwork, coordination, social inclusion). The chapter covers female-specific health topics:

Topic	Key facts
Menarche	First menstrual period, usually between ages 8 and 15; affected by genetics, nutrition, activity and environment.
Menstruation	Monthly shedding of uterine lining; periods last 3–7 days; cycle every 21–35 days; menopause at about 45–55 years.
Menstrual disorders	PMS, amenorrhea (primary/secondary), dysmenorrhea, menorrhagia, polymenorrhea, oligomenorrhea, metrorrhagia, postmenopausal bleeding.
Female Athlete Triad	Described by ACSM in 1992: (1) low energy availability, (2) menstrual dysfunction, (3) low bone mineral density.

A common myth that girls should not exercise during periods is corrected: light exercise often eases cramps and lifts mood, and even Olympic champions compete during menstruation. What matters is comfort, hygiene and listening to one’s body.

Chapter 17 — Age is Just a Number

The chapter opens with Fauja Singh, the “Turbaned Tornado,” who began serious training at 89, ran his first marathon in 2000, and at 100 (in 2011) became the first centenarian to complete a full marathon, retiring at 101. His life proves age is not a barrier to fitness. As people grow older, muscle strength, balance and energy gradually decline, raising the risk of heart disease, diabetes, obesity and weak bones — but regular physical activity slows these changes, so exercise is called “the best medicine for ageing.” Healthy ageing means living an active, independent, meaningful life. Benefits of activity for older adults include a stronger heart and circulation, healthier lungs, better diabetes control, stronger joints and bones, prevention of falls (e.g. the Otago Exercise Programme), and improved mental and emotional health. Safety tips: consult a doctor first, start slowly, warm up and cool down, stay hydrated, avoid high-impact exercise and stay consistent. Much decline blamed on ageing is actually due to sedentary lifestyles, not age itself.

Key Terms

Term	Meaning
Sports for All	The principle that sport is a fundamental right accessible to everyone, regardless of background.
Inclusiveness	Ensuring everyone, whatever their ability, gender, age or status, can participate in and benefit from sport.
Ethnosport	Traditional and indigenous games such as Kabaddi, Kho-Kho and Mallakhamb.
Adapted sports	Sports modified in rules, equipment or environment so persons with disabilities can take part.
RPwD Act, 2016	Rights of Persons with Disabilities Act recognising 21 types of disabilities for support in India.
Paralympic Games	International Games held parallel to the Olympics for elite athletes with disabilities (28 sports).
Disability etiquette	Correct, respectful ways of behaving with persons who have disabilities.
STEP Model	Inclusion framework adapting Space, Task, Equipment and People.
Aerobic capacity	How well the heart and lungs supply oxygen during sustained activity.
Anaerobic capacity	Ability to produce short bursts of power, e.g. sprinting or jumping.
Early specialisation	Focusing intensively on a single sport from a very young age.
Weight categories	Grouping athletes by body weight to make competition fair and safe.
Menarche	A girl’s first menstrual period, usually between ages 8 and 15.
Female Athlete Triad	Low energy availability, menstrual dysfunction and low bone mineral density occurring together.
Osteoporosis	A condition of weak, fragile bones due to low bone density.
Healthy ageing	Staying physically fit, mentally alert and emotionally well as one grows older.

Textbook Exercise Solutions

Chapter 12 — Exercises

1. Name any four dimensions of inclusiveness in sports.

ANSWER Any four of the five dimensions: (i) Gender inclusiveness, (ii) Disability inclusion, (iii) Socio-economic inclusion, (iv) Cultural and ethnic inclusion, and (v) Age inclusion.

2. Give two examples of ethnosport gaining popularity.

ANSWER Kabaddi and Kho-Kho are two traditional Indian ethnosports gaining popularity. Both are low-cost, need little equipment and allow people from varied social and economic backgrounds to participate, which is why they have spread through grassroots programmes and professional leagues. (Mallakhamb and wrestling are also acceptable examples.)

3. Are grassroots sports programmes important? Discuss with your peers.

ANSWER Yes, grassroots programmes are very important. Held at community or school level, they let women, children and excluded groups play without fear of judgement, spot talent early, build a sports culture and make participation affordable and local. Street-sports events, school competitions and community tournaments make play more inclusive and accessible, turning sport from a privilege into an opportunity for all. (Discuss real local examples with your peers.)

Chapter 13 — Exercises

1. Name the five broad categories of disabilities as recognised by the WHO and RPwD Act, 2016.

ANSWER The five broad categories are: (i) Physical disabilities, (ii) Sensory disabilities, (iii) Intellectual disabilities, (iv) Learning disabilities, and (v) Psychosocial disabilities. (Multiple disabilities — a combination of these — form a further category.)

2. What are adapted sports? How many sports are currently included in the Paralympic Games?

ANSWER Adapted sports are sports modified in their rules, equipment or playing environment so that persons with disabilities can take part fully and safely, making activities welcoming for all. At present the Paralympic Games include 28 sports — 22 summer sports and 6 winter sports — adapted to suit athletes with different types of disabilities.

3. Are accessible playgrounds important for inclusion? Justify.

ANSWER Yes. Accessible playgrounds with ramps, rails, flat surfaces and adapted equipment let children with disabilities, the elderly and everyone else play together. Without them, many people are simply shut out, which is a major barrier to participation. Accessible spaces ensure equal opportunity, safety and a sense of belonging, making “Sports for All” a reality rather than a slogan.

Chapter 14 — Exercises

1. List any four general principles of disability etiquette.

ANSWER Any four of: (i) Be respectful — treat everyone with dignity; (ii) Be inclusive — don’t assume what people can or cannot do from appearance; (iii) Ask before helping — never assume help is needed; (iv) Use preferred language (often person-first, e.g. “person with a disability”); (v) Don’t stare, point or make jokes about someone’s disability.

2. How does the STEP Model promote inclusion?

ANSWER The STEP Model adapts four parts of any activity — Space, Task, Equipment and People — so that everyone, with or without disabilities, can take part. By making the play area suitable, simplifying tasks, modifying equipment and grouping people supportively, it allows joint participation, builds confidence, encourages everyone to join in, develops empathy and teamwork, makes activities safe and accessible and improves learning outcomes — thereby promoting genuine inclusion.

3. How can overprotecting someone make them feel uncomfortable?

ANSWER Overprotecting a person with a disability — helping without asking, doing things for them or treating them as fragile — can make them feel pitied, dependent and “different” rather than respected as a capable individual. It takes away their independence and confidence. People with disabilities want to be seen as individuals first; the right approach is to ask before helping and respect their abilities and choices.

Chapter 15 — Exercises

1. Why are weight categories used in some sports?

ANSWER Because children of the same age can differ greatly in height, strength and build, matching only by age can create unfair and unsafe contests. Grouping players by weight categories — common in rugby and combat sports — ensures athletes compete against others of similar size and strength, making competition fairer and lowering the risk of injury.

2. How does puberty affect strength and muscle development?

ANSWER Before puberty, boys and girls have quite similar strength levels. During and after puberty, hormonal changes cause boys to gain more muscle mass, which increases their overall strength and power, while both aerobic and anaerobic capacity improve with growth and training in all young athletes.

3. Do students of the same age differ in height and strength?

ANSWER Yes. Students of the same age can look very different in height, strength and build because everyone grows and matures at their own pace. An early-maturing 13-year-old may be much taller and stronger than a late-maturing one of the same age. In sport this can create unequal, sometimes unsafe competition, which is why grouping by weight or skill is often fairer than grouping by age alone.

Chapter 17 — Exercises

1. List five benefits of regular physical activity for older adults.

ANSWER Five benefits: (i) a stronger heart and better circulation with controlled blood pressure and cholesterol; (ii) healthier lungs and better breathing capacity; (iii) better diabetes control and improved insulin use; (iv) stronger, more flexible joints and bones, reducing arthritis and osteoporosis; (v) better mental and emotional health — improved mood, memory and lower risk of dementia. (Prevention of falls is a further benefit.)

2. How does exercise help in preventing heart disease and diabetes?

ANSWER Exercise strengthens the heart and improves blood flow, helping to control blood pressure and cholesterol and reducing the risk of stroke and heart disease. For diabetes, physical activity helps control blood sugar levels and makes the body use insulin more efficiently, which can prevent type 2 diabetes and reduce the need for medicines.

3. Exercise is called “the best medicine for ageing”. Justify your answer.

ANSWER Regular physical activity slows the natural decline of muscle strength, balance, bone density and energy that comes with age, lowering the risk of heart disease, diabetes, obesity and weak bones. It strengthens the body, sharpens the mind, lifts mood and helps prevent falls, allowing older adults to live longer, healthier and more independent lives. Since much of the decline blamed on ageing is actually caused by inactivity, staying active acts like a medicine — hence “the best medicine for ageing.”

Check Your Progress

Answer in brief

1. Suggest three ways your school can promote inclusiveness in sports.

ANSWER (i) Build accessible facilities — ramps, flat playgrounds and adapted equipment; (ii) organise mixed, non-competitive and grassroots events so all genders, abilities and backgrounds can play without judgement; (iii) include ethnosports like Kabaddi and Kho-Kho and train teachers in inclusive practice, with scholarships or free gear for needy students.

2. Design one inclusive game and explain how it ensures teamwork and fairness.

ANSWER Example — “Blindfold Pass”: players form mixed teams; in each round one player is blindfolded and must roll a soft, bright, sound-enabled ball to a partner who guides them only by voice. Rules: every member must take a turn, no pushing, points are scored by teamwork not speed. It ensures fairness because all players face the same condition and the equipment suits visual needs, and it builds teamwork because success depends on clear communication and trust between partners. (Any well-justified inclusive game is acceptable.)

3. How do sports help persons with disabilities in building their confidence and independence?

ANSWER Through adapted sports, persons with disabilities develop fitness, skills and a sense of achievement that build self-belief. Playing with others gives friendship, belonging and recognition, breaking stereotypes about disability. Mastering movement and decisions on the field fosters independence, discipline and mental strength, proving that disability is not inability.

4. What barriers commonly prevent persons with disabilities from participating in sports?

ANSWER Common barriers include a lack of accessible playgrounds, the high cost of specialised equipment, difficulty in transportation, limited knowledge of opportunities, a shortage of adaptive programmes, and weak social support, along with health concerns, pain and the risk of injury.

5. What changes in “Equipment” can help students with visual impairments participate in games?

ANSWER Using the Equipment element of the STEP Model: provide sound-enabled balls (with bells or beepers), bright, high-contrast colours for easy visibility of any usable vision, larger and softer balls that are easier to track and catch, tactile boundary markers, and lightweight gear that is simple to handle.

6. How can pairing students (People component of STEP) encourage teamwork and empathy?

ANSWER Pairing a stronger or more able student with one who needs more support (a “buddy system”) means success depends on cooperation, not individual dominance. The supporting student learns patience, communication and understanding of others’ needs (empathy), while the supported student gains confidence and inclusion — together strengthening teamwork.

7. Do you agree or disagree with early specialisation in sports? Justify your answer.

ANSWER I largely disagree with early specialisation. Focusing on one sport too young risks overuse injuries, burnout, social isolation, overdependence on coaches and even stunted development. Children benefit far more from playing multiple sports and free play, which build balanced skills, fitness and confidence; in fact many top athletes specialised only in their teens. A child should explore widely first and specialise later, with balanced training and proper rest. (A reasoned opposite view is also accepted.)

8. Compare the benefits and risks of competitive sports for young athletes.

ANSWER Benefits: improved fitness, teamwork, discipline, confidence and the chance to compete at high levels. Risks: injuries from intense training, the first appearance of conditions like asthma, heart defects or Type 1 diabetes, plus stress and burnout. The key is balance — monitored health, proper warm-up and rest, injury prevention and good nutrition — so young athletes enjoy the benefits while the risks are managed.

9. What lifestyle changes can help prevent menstrual disorders in young athletes?

ANSWER Maintaining a healthy body weight (neither under- nor over-weight), eating a proper balanced diet with enough energy to match training, managing stress and anxiety, avoiding sudden extreme changes in training load, getting adequate rest and sleep, and seeking professional guidance for any irregularity. Ensuring energy intake meets the demands of exercise also helps prevent the Female Athlete Triad.

10. Suggest a safe weekly exercise plan for a 65-year-old person, and what precautions should older adults follow while exercising?

ANSWER Sample weekly plan: brisk walking or cycling 20–30 minutes on about 5 days; gentle yoga or stretching 2–3 days for flexibility; light resistance/strength work 2 days; and balance exercises (e.g. Otago-style) a few times a week to prevent falls, with rest days as needed. Precautions: consult a doctor before starting (especially with heart or joint problems), warm up and cool down, start slowly and increase gradually, stay hydrated, wear comfortable shoes, avoid very heavy or high-impact exercise, and exercise regularly rather than occasionally.

11. How can families encourage older members to stay active?

ANSWER Families can walk, do yoga or play simple games together, set easy daily routines and gentle goals, praise small efforts, provide a safe and supportive environment, encourage social activities like gardening or meeting friends, help with doctor visits, and remind elders that staying active keeps them independent, healthy and connected.

Answer the following in detail

1. How is sports a tool for peace and equality? Explain.

ANSWER Sport brings people together regardless of caste, religion, gender, ability or background, replacing differences with shared effort and enjoyment. As a social-development tool it nurtures teamwork, self-esteem and cross-cultural dialogue, serving as an instrument for peace and inclusion. Treating sport as a basic right democratises access and challenges exclusion, so no child is barred because of gender, caste or disability. Through fair play, mutual respect and equal opportunity — on accessible grounds and under anti-discrimination rules — sport builds bridges between communities, promotes equality and fosters a culture of harmony and respect.

2. Analyse how sports contribute to happiness, togetherness, and good health in society.

ANSWER Happiness: play, movement and achievement release feel-good hormones and create joy and pride. Togetherness: shared movement, laughter, teamwork and community events bond people across backgrounds, building belonging and reducing social isolation. Good health: regular activity improves fitness, heart-lung function, bone and muscle strength and weight control, and reduces lifestyle diseases like diabetes and high blood pressure, while also easing stress and lifting mood. Together these effects make sport a powerful force for a happier, more united and healthier society for people of every age and ability.

3. Compare the Olympic and Paralympic Games in terms of values and opportunities.

ANSWER Both Games celebrate excellence, fairness and pride; athletes train hard, follow strict qualification rules and aim for personal bests and medals, and the Paralympics run parallel to the Olympics. The Paralympic movement is guided by four special values — Courage, Determination, Inspiration and Equality. In terms of opportunity, the Paralympics give athletes with disabilities the same chance to pursue ambitions, dream of medals, train rigorously, qualify by merit and showcase excellence to the world, providing an environment of dignity and inclusion. Thus the two Games share the same spirit of elite competition while the Paralympics additionally break stereotypes and promote inclusion for athletes with disabilities.

4. Which barrier do you think hinders participation the most—financial, infrastructural, or social? Justify your answer.

ANSWER All three barriers matter, but financial barriers are often the most decisive: without money for equipment, coaching, travel and fees, talented people simply cannot start, even where facilities or goodwill exist. Financial limits also worsen infrastructural and social gaps. That is why measures like scholarships, free equipment, reduced fees and travel allowances are vital. (A justified case for infrastructural or social barriers is equally acceptable — e.g. that even free programmes fail without accessible grounds, or that societal attitudes keep women and persons with disabilities away regardless of cost.)

5. Compare general etiquette and disability etiquette. Are they different or interconnected?

ANSWER General etiquette is basic courteous behaviour toward everyone — saying thank you, listening, respecting space and dignity. Disability etiquette applies these same principles specifically to interactions with persons with disabilities — asking before helping, speaking directly to the person, using preferred language and not staring or pitying. They are interconnected, not opposed: disability etiquette is general etiquette applied with extra awareness and sensitivity. Both rest on the same foundation of respect, inclusion and seeing every person as an individual first.

6. Analyse how the STEP Model improves participation and learning outcomes.

ANSWER By adapting Space (safer, simpler environments), Task (simplified rules, smaller steps, extra time), Equipment (bigger, brighter, sound-enabled, lightweight) and People (supportive pairings, smaller groups), the STEP Model removes barriers so that every student can take part. Greater participation follows because activities feel achievable and safe, which builds confidence and motivation. Learning outcomes improve because step-by-step tasks and suitable tools make concepts and skills easier and faster to grasp, while teamwork and empathy among students deepen understanding — preparing them for an inclusive society.

7. Do you think awareness about disability etiquette should be compulsory in schools? Justify your answer.

ANSWER Yes, it should be compulsory. Teaching disability etiquette early helps students treat classmates with disabilities with respect rather than pity or avoidance, making schools genuinely inclusive. It builds empathy, prevents bullying and exclusion, and equips all children to live and work in a diverse society. Just as we teach general manners, teaching disability etiquette ensures everyone feels confident, equal and included — a benefit that lasts well beyond school. (A reasoned alternative view may also be presented.)

8. Why is enjoyment and participation more important than early success?

ANSWER For young athletes, enjoyment and participation keep the love of sport alive and develop balanced fitness, social skills and confidence over the long term. Chasing early success through early specialisation and overtraining risks injuries, burnout, social isolation and loss of interest, often ending a promising journey too soon. Children who play many sports and have fun usually keep improving and frequently outperform those pushed too hard too young. Lifelong participation, health and happiness matter far more than winning early.

9. Design a weekly fitness routine suitable for adolescent girls focusing on health and safety.

ANSWER Sample week: aerobic activity (brisk walking, jogging, cycling or a sport) about 30 minutes on 4–5 days; muscle and bone-strengthening exercises (bodyweight work, light resistance) 2–3 days to support bone density; flexibility and yoga 2–3 days; and at least one rest/active-recovery day. Health and safety: always warm up and cool down, stay hydrated, eat a balanced diet with enough energy and calcium to avoid the Female Athlete Triad, get adequate sleep, continue light activity during periods if comfortable, and avoid sudden overtraining — adjusting intensity to how the body feels.

10. How can awareness about the Female Athlete Triad prevent long-term health problems?

ANSWER The Female Athlete Triad links low energy availability, menstrual dysfunction and low bone mineral density. Awareness helps girls and coaches recognise early warning signs — fatigue, weight loss, missed periods, stress fractures — and act before harm becomes permanent. By ensuring enough nutrition to match training, avoiding extreme dieting, monitoring menstrual health and seeking professional guidance, athletes can prevent long-term problems such as osteoporosis, repeated stress fractures and lasting hormonal or fertility issues, protecting both performance and lifelong health.

11. Do you think age limits should exist in all sports? Justify your answer.

ANSWER Age limits make sense in some contexts — for safety in high-impact or professional sport, and to protect growing children from overtraining — but they should not exist in all sports. Inspiring figures like Fauja Singh, who ran marathons past 100, show that with the right care older people can stay highly active. For recreation and fitness, sport should welcome every age; grouping by weight, skill or development is often fairer than rigid age limits. (A reasoned opposite view is acceptable.)

12. Compare the benefits of sports for young people and older adults.

ANSWER For young people: sport builds fitness, coordination, teamwork, discipline, confidence and social skills during the key growth years, and lays a foundation of healthy habits. For older adults: sport slows age-related decline — strengthening the heart, lungs, joints and bones, controlling diabetes and weight, preventing falls and boosting mood and memory — helping them stay independent. Common to both: better physical and mental health, happiness, social connection and a higher quality of life — showing sport benefits people at every stage, “from children to centenarians.”

Extra Questions

Short Answer Questions

Q1. Which two global charters describe physical education and sport as a fundamental right?

ANSWERThe 2015 UNESCO International Charter of Physical Education, Physical Activity and Sport, and the European Sports Charter.

Q2. What does the word “Paralympic” mean?

ANSWERIt comes from the Greek para (“beside/alongside”) + Olympic, showing the Games are held parallel to the Olympic Games for athletes with disabilities.

Q3. How many types of disabilities are recognised under the RPwD Act, 2016?

ANSWERTwenty-one (21) types of disabilities are recognised for support under the Act.

Q4. What do the four letters of the STEP Model stand for?

ANSWERS = Space, T = Task, E = Equipment, P = People.

Q5. Who was Fauja Singh and why is he famous?

ANSWERA British Sikh marathon runner of Indian origin, the “Turbaned Tornado,” who at 100 became the first centenarian to complete a full marathon, proving age is not a barrier to fitness.

Long Answer Questions

Q1. Describe the measures that can be taken to promote inclusiveness in sports.

ANSWERKey measures include: developing accessible infrastructure (ramps, tactile walkways, wheelchair-accessible seating, gender-neutral restrooms); enforcing equal-opportunity and anti-discrimination policies; promoting grassroots and community-level programmes where excluded groups can play freely; giving coaches and officials inclusive training to prevent bias; running awareness and media campaigns featuring women, para-athletes and diverse backgrounds; supporting traditional and indigenous games like Kabaddi and Kho-Kho; and providing financial assistance, scholarships, free equipment and travel allowances for underprivileged athletes. Together these break down barriers of cost, gender, disability, culture and geography, making sport truly for all.

Q2. Explain the physical, psychological and social benefits of sports for women.

ANSWERPhysical: regular sport prevents lifestyle diseases (diabetes, high blood pressure, obesity), strengthens bones against osteoporosis, improves muscle tone, posture, heart and lung health and helps control weight. Psychological: activity releases endorphins that manage stress, improves emotional control and composure, builds confidence and self-esteem and develops leadership through teamwork and decision-making. Social: sport improves communication, teaches teamwork and cooperation, builds coordination and healthy relationships, and promotes social inclusion by bringing women of different backgrounds together. Beyond health, sport offers women freedom, empowerment and a way to challenge stereotypes.

Q3. Discuss why early specialisation in one sport can be harmful for young athletes, and what experts recommend instead.

ANSWERSpecialising in a single sport too young can cause overuse injuries from repeating the same movements, burnout and loss of interest, social isolation, overdependence on coaches or parents, and even stunted growth or delayed development. The pressure can rob children of the joy of play and time for rest and other skills. Experts therefore recommend playing multiple sports before choosing one, including unstructured free play to build coordination naturally, balancing training (not more weekly hours than the child’s age), avoiding overtraining, building strength safely under supervision and keeping athletes free from pressure or abuse. Many top athletes specialised only in their teens and performed better for it.

MCQs & Assertion–Reason

1. According to the UNESCO Charter, the practice of physical education and sport is:

(a) a luxury (b) a fundamental right for all (c) only for athletes (d) optional

2. Which of these is an example of an ethnosport?

(a) Tennis (b) Swimming (c) Kabaddi (d) Golf

3. The RPwD Act, 2016 recognises how many types of disabilities?

(a) 10 (b) 16 (c) 21 (d) 28

4. The Paralympic Games currently include how many sports?

(a) 22 (b) 26 (c) 28 (d) 30

5. In the STEP Model, “E” stands for:

(a) Energy (b) Equipment (c) Environment (d) Effort

6. Which is NOT one of the four core values of the Paralympic movement?

(a) Courage (b) Determination (c) Wealth (d) Equality

7. Grouping athletes by weight rather than age alone is used mainly to:

(a) save time (b) make competition fair and safer (c) reduce costs (d) increase the crowd

8. The Female Athlete Triad was first described by the ACSM in:

9. Menarche, a girl’s first menstrual period, usually occurs between the ages of:

(a) 5 and 7 (b) 8 and 15 (c) 16 and 20 (d) 20 and 25

10. Fauja Singh became the first centenarian to complete a full marathon at the age of:

(a) 89 (b) 95 (c) 100 (d) 101

Answer key: 1-(b), 2-(c), 3-(c), 4-(c), 5-(b), 6-(c), 7-(b), 8-(b), 9-(b), 10-(c).

For each Assertion–Reason question, choose: (A) Both true and the Reason correctly explains the Assertion; (B) Both true but the Reason is not the correct explanation; (C) Assertion true, Reason false; (D) Assertion false, Reason true.

A-R 1. Assertion: Adapted sports allow persons with disabilities to participate fully.

Reason: Adapted sports change rules, equipment or the playing environment to suit different needs.

A-R 2. Assertion: We should always push a wheelchair user to help them move faster.

Reason: Disability etiquette says never push someone’s wheelchair without permission.

A-R 3. Assertion: Exercise is called “the best medicine for ageing.”

Reason: Regular activity slows age-related decline and helps older adults live longer, healthier, independent lives.

A-R 4. Assertion: Girls should completely avoid all exercise during menstruation.

Reason: Light exercise often reduces cramps and improves mood, and even Olympic champions compete during periods.

A-R 5. Assertion: Early specialisation in one sport is always the safest path for a child.

Reason: Training too much too young can cause overuse injuries, burnout and stunted development.

Answer key: 1-(A), 2-(D), 3-(A), 4-(D), 5-(D).

Exam Tips & Common Mistakes

How to score full marks in this unit

Learn the lists exactly: the five dimensions of inclusiveness, the five broad categories of disability, the four STEP letters, the four Paralympic values and the three parts of the Female Athlete Triad. Quote precise facts — 21 RPwD disabilities, 28 Paralympic sports, menarche at 8–15, cycle 21–35 days, ACSM 1992, Fauja Singh at 100. For “design”/”reflection” tasks, give a clear personal answer with justification. In etiquette answers, always stress “ask before helping” and “speak directly to the person.”

Common mistakes to avoid

Confusing the 10 eligible impairment types (Paralympics) with the five broad categories of disability or the 21 RPwD types — keep them separate.
Writing that the Paralympics have 22 sports — it is 28 (22 summer + 6 winter).
Saying “disabled person” when person-first language (“person with a disability”) is usually preferred.
Claiming girls must avoid exercise during periods — light exercise is in fact often helpful.
Treating early specialisation as wholly good — remember its serious risks.
Forgetting that overprotecting someone is also disrespectful, not just helpful.

Frequently Asked Questions

What is Class 9 Physical Education Khel Praveen Unit 4 about?

Unit 4, Sports for All, covers six chapters — Sports and Inclusivity, Sports and Disability, Disability Etiquettes, Young Athlete, Women in Sports and Age is Just a Number. It shows that sport is a fundamental right for everyone, regardless of age, gender, ability or background, and explains how to make sport inclusive.

How many disabilities are recognised under the RPwD Act, 2016?

The Rights of Persons with Disabilities Act, 2016 recognises 21 types of disabilities for support, while the WHO and the Act group disabilities into broad categories such as physical, sensory, intellectual, learning and psychosocial.

What is the STEP Model in Khel Praveen Unit 4?

The STEP Model makes activities inclusive by adapting four things: Space, Task, Equipment and People. It lets everyone, including persons with disabilities, take part, building confidence, teamwork and better learning outcomes.

Note: All exercise and “Check Your Progress” questions are reproduced verbatim from the NCERT Khel Praveen textbook (2026–27); the answers, notes, MCQs, assertion–reason items and FAQs are original and expert-checked.

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