Class 9 Physical Education Khel Praveen Unit 1 Evolution of Physical Education and Well-being Solutions (NCERT 2026–27)

Q: What does Class 9 Physical Education Khel Praveen Unit 1 cover?

Unit 1, Evolution of Physical Education and Well-being, covers four chapters: Physical Education and Well-being (meaning, aims, physical literacy), History and Culture of Physical Education in India, Careers in Physical Education, and Fitness and its Components (health-related and skill-related).

These Class 9 Physical Education Khel Praveen Unit 1 solutions cover Evolution of Physical Education and Well-being from the new NCF-2023 textbook (2026–27). This is the opening unit of the Class 9 Physical Education and Well-being course and bundles four chapters — the meaning and aims of physical education, its rich history and culture in India, the many careers it opens up, and the components of fitness. Below you get clear chapter-wise notes, a key-terms glossary, every textbook exercise question answered, plus extra practice, MCQs, Assertion–Reason and FAQs.

Class: 9 Subject: Physical Education & Well-being Book: Khel Praveen Unit: 1 Chapters: 1 Physical Education and Well-being · 2 History and Culture of Physical Education in India · 3 Careers in Physical Education · 4 Fitness and its Components Session: 2026–27

On this page

Unit overview
Chapter 1 — Physical Education and Well-being
Chapter 2 — History and Culture of Physical Education in India
Chapter 3 — Careers in Physical Education
Chapter 4 — Fitness and its Components
Key terms glossary
Textbook exercise solutions
Extra practice questions
MCQs & Assertion–Reason
FAQs

Unit 1 Overview

Unit 1, Evolution of Physical Education and Well-being, presents physical education as a holistic process of learning through the body — not just a games period. Chapter 1 explains its meaning, aims and objectives, and introduces physical literacy and the three movement-skill families (locomotor, non-locomotor, manipulative). Chapter 2 travels from the Vedic gurukulas, epics, Ayurvedic texts and medieval akhāḍās to colonial schooling and modern policy, alongside the global origins of physical education in Europe and America. Chapter 3 maps out diverse careers — from physiotherapist and coach to sports technologist and journalist. Chapter 4 distinguishes health-related and skill-related fitness and their components. Guided throughout by the NCF-SE 2023 and NEP 2020, the unit links daily physical activity to fitness, values, emotional balance and lifelong well-being.

Chapter 1 — Physical Education and Well-being

Physical education is not limited to a sports period; it is a process of learning through the body that trains body and mind together. The NCF-SE 2023 names the subject Physical Education and Well-being because it builds fitness and nurtures happiness, confidence, emotional balance and values like respect, fairness, honesty and co-operation.

Meaning and definitions

The chapter quotes several thinkers and bodies: Sri Aurobindo (perfection of the body as the aim of physical culture), the Central Advisory Board of Physical Education and Recreation (1959) and J.P. Thomas (1963) (education through physical activities for the total personality — body, mind and spirit), UNESCO (1978) International Charter (a fundamental right and part of lifelong learning), Charles A. Bucher (1979) (developing physically, mentally, emotionally and socially fit citizens) and NCF-SE 2023 (movements, drills, yoga, games and sports that promote mind-body wellness and sportsmanship).

Aims and objectives

The aim extends beyond fitness to building character and virtues (honesty, patience, fairness), co-operation, equality and respect for diversity, making students socially responsible and emotionally balanced. The five objective areas highlighted are physical, mental, social, emotional development and character formation. NEP 2020 makes Physical Education and Well-being a compulsory, core subject.

Physical literacy and movement skills

Physical literacy is the ability, confidence and motivation to take part in physical activities throughout life, plus an understanding of why activity matters for health. Its building blocks are three movement-skill families:

Skill type	What it is	Examples / games
Locomotor	Moving the body from one place to another; develops strength, speed, agility, endurance	Walking, jumping, leaping, hopping, skipping; Kabaddi, Kho-Kho
Non-locomotor	Movement without travelling; develops stability, flexibility, body control	Bending, stretching, twisting, balancing; yoga (Tāḍāsana, Vṛikṣhāsana)
Manipulative	Controlling objects with hands or feet; builds hand-eye coordination, timing, judgement	Throwing, catching, kicking, dribbling; Gillī-Daṇḍā, cricket, football, volleyball

Chapter 2 — History and Culture of Physical Education in India

Indian education was always holistic — in the gurukulas, students practised archery, wrestling, farm work and yoga before lessons in the Vedas and philosophy. Evidence of physical training is found in the Vedas, epics, Ayurveda and archaeology. The Charaka-saṁhitā (c. 1st–2nd century CE) praised vyāyāma (exercise) in moderation, and the Suśhruta-saṁhitā (c. 3rd–6th century CE) advised exercising only up to half one’s capacity.

Evolution timeline (ancient to medieval)

Period / date	Source & contribution
Vedic Period	Ṛigveda describes chariot races and wrestling; Atharvaveda has mantras about bows and arrows; Yajurveda highlights archery and Dhanurveda
Epics	Rāmāyaṇa and Mahābhārata depict martial training (archery, mace, chariot)
1st–2nd century CE	Charaka-saṁhitā highlights exercise benefits
4th century BCE	Arthaśhāstra (Kauṭilya) describes military training and discipline
3rd–6th century CE	Suśhruta-saṁhitā emphasises moderate exercise
12th century CE	Mānasollāsa (King Someśhvara III) first mentions Mallakhamb
13th century CE	Malla-purāṇa describes 16 wrestling exercises
1854	Wood’s Despatch focuses on literary subjects (no physical education)
1882	Hunter Commission recommends native games, gymnastics and drills
1914	Hanuman Vyayam Prasarak Mandal (HVPM) founded in Amravati
1920	Harry Crowe Buck starts YMCA College of Physical Education, Madras — first professional PE institute in India

Independent India to present (policy milestones)

Year	Milestone
1948	Tara Chand Committee — National Cadet Corps (NCC) founded
1950	Central Advisory Board on Physical Education created
1957	Lakshmibai College of Physical Education, Gwalior founded
1961	National Institute of Sports (NIS) founded
1964	Kothari Commission — PE as an essential part of general education
1986	National Policy on Education — 8–10% of teaching time for physical and health education
2005	NCF — sports and yoga as part of learning; daily physical activity
2020	NEP — fitness, yoga and sports as part of the core curriculum
2022	NCF-FS — PE vital for holistic child development
2023	NCF-SE — Health and Physical Education as a curricular area at the Secondary Stage (till Grade 10)

Globally, the term “physical education” first appeared in English in 1748. GutsMuths (Germany, Gymnastics for Youth, 1793), Friedrich Ludwig Jahn (Turnen, 1816), Per Henrik Ling (Swedish gymnastics) and Charles Beck (first US school gymnasium, 1825) shaped modern physical education in Europe and America. In India, the Sargent Report (1944) made physical education compulsory in schools.

Chapter 3 — Careers in Physical Education

A sports event is a team effort — PE teacher, coach, doctor, announcer, camera person. Physical education opens doors far beyond playing: teaching, coaching, science, fitness, media and management. The chapter groups careers into categories:

Category	Role	Description	Qualification
Therapeutic Modality	Physiotherapist	Injury treatment and recovery	BPT + specialisation
	Sports Nutritionist	Plans diet for performance and recovery	B.Sc./M.Sc. Nutrition
	Sports Psychologist	Improves mental strength and focus	Degree in Sports Psychology
	Sports Biomechanist	Analyses movement and technique	Degree in Biomechanics
	Exercise/Sports Physiologist	Studies body response to training	Degree in Exercise Physiology
Teaching and Coaching	School PE Teacher	Guides fitness, games, yoga, healthy habits	NCTE-approved PE programme
	College/University PE Teacher	Teaches sports science, trains professionals	NCTE-approved qualification
	Sports Coach	Trains athletes and teams	B.P.Ed/M.P.Ed + coaching certificates
Fitness and Wellness	Fitness Trainer	Guides workouts, designs fitness plans	Certificate/Diploma
	Yoga Practices	Teaches yoga and meditation	Diploma/Certificate in Yoga
	Aerobics/Zumba/Pilates Instructor	Leads group fitness classes	Short-term certification
Emerging Careers	Esports Coach/Fitness Expert	Trains gamers’ fitness and reflexes	Gaming + fitness knowledge
	Adventure Sports Guide	Leads trekking, rafting, climbing	Training from adventure institutes
	Sports Technologist	Develops wearables and tech in training	Technology + Sports Science
	Para-Sports Trainer	Trains differently-abled athletes	PE + adaptive sports certification
Sports Management & Media	Sports Event Manager	Organises tournaments and events	Degree/Diploma in Sports Management
	Sports Administrator	Manages sports bodies and policies	Degree/Diploma in Sports Management
	Sports Journalist/Commentator	Reports and comments on sports	Journalism/Media Management degree or diploma
	Sports Data Analyst	Analyses performance data	Statistics/CS/Sports Science
	Sports Engineer	Develops sports equipment and technology	Engineering + specialisation

Chapter 4 — Fitness and its Components

Fitness is the ability of the body to work efficiently, stay healthy and perform daily activities without getting tired. People are “fit in different ways” — speed, endurance, balance and flexibility all count. There are two main types: health-related and skill-related fitness.

Health-related fitness components

Component	Meaning & example
Cardiovascular Endurance	Heart and lungs supplying oxygen during activity; jogging, skipping, long-distance running
Muscular Strength	A muscle overcoming resistance; lifting, push-ups, holding a yoga posture
Muscular Endurance	Muscles working long without tiring; repeated sit-ups, holding Vṛikṣhāsana, cycling
Flexibility	Joints moving through full range; forward bends, hamstring stretches, dance
Body Composition	Proportion of fat, muscle and bone; maintained by balanced diet and activity

Skill-related fitness components

Component	Meaning & example
Speed	Moving from one point to another quickly; sprint, relay, catching a bus
Agility	Changing direction quickly while balanced; dodging in Kho-Kho, badminton footwork
Balance	Maintaining body position still or moving; Vṛikṣhāsana, standing in a moving bus
Coordination	Using body parts smoothly together; hand-eye in catching, foot-eye in kicking
Power	Strength + speed for explosive movement; high jump in volleyball, javelin throw
Reaction Time	How quickly one responds to a signal; starting on a whistle, catching in cricket

Key Terms Glossary

Term	Meaning
Physical Education and Well-being	NCF-SE 2023 name for the subject; learning through the body that builds fitness plus happiness, values and emotional balance
Physical Literacy	The ability, confidence and motivation to take part in physical activities throughout life
Locomotor skills	Movements that take the body from place to place (running, jumping, hopping)
Non-locomotor skills	Movements done in place (bending, stretching, balancing)
Manipulative skills	Skills controlling objects with hands or feet (throwing, catching, dribbling)
Vyāyāma	Physical exercise in Ayurveda; beneficial activity done in moderation
Gurukula	Ancient Indian residential school where physical training preceded study
Mallakhamb	Indian sport of acrobatic poses on a wooden pole; first mentioned in the Mānasollāsa
Akhāḍā	Traditional wrestling school where daṇḍs (push-ups) and baiṭhaks (squats) were practised
Kalaripayaṭṭu	Systematic South Indian martial art focusing on flexibility, balance and weapon training
NCF-SE 2023	National Curriculum Framework for School Education that names and frames the subject
NEP 2020	National Education Policy that makes PE a compulsory, core subject
Health-related fitness	Fitness that maintains health and prevents disease (endurance, strength, flexibility, body composition)
Skill-related fitness	Fitness that aids performance in games (speed, agility, balance, coordination, power, reaction time)
Body Composition	The proportion of fat, muscle and bone in the body
Reaction Time	The time taken to respond to a signal or stimulus
Power	A combination of strength and speed used for explosive movements

Textbook Exercise Solutions

All questions below are reproduced verbatim from the NCERT Khel Praveen textbook (Unit 1); the answers are original and exam-ready.

Chapter 1 — Exercises

1. At the Middle and Preparatory stages, you have played traditional games. Discuss how these games helped you to attain the objectives of physical education.

ANSWER Traditional games like Kabaddi, Kho-Kho and Gillī-Daṇḍā supported every objective of physical education at once. Physically, running, dodging and striking built speed, agility, strength and stamina. Mentally, planning chases and reading an opponent sharpened focus, strategy and quick decision-making. Socially, playing in teams taught co-operation, communication and respect for rules. Emotionally, learning to accept defeat calmly and celebrate wins with humility built resilience, while shared play developed honesty, fairness and discipline — the qualities that form good character. (Share your own examples of games you played.)

2. From the given options, circle the word which you think is appropriate for physical literacy, and discuss with your peers. Movement, skills, nutrition, fitness, confidence, sleep cycle, motivation, knowledge of health, rules, values

ANSWER Physical literacy is defined by the ability, confidence and motivation to be active, with an understanding of why activity matters. So the most appropriate words to circle are movement, skills, fitness, confidence, motivation and knowledge of health. Nutrition, sleep cycle, rules and values support a healthy active life but are not the core elements of physical literacy itself. (Discuss your choices with peers.)

3. A student is skilled in football but avoids trying any new sport. According to you, which component of physical literacy might they need to develop? Discuss with your peer, parents and teachers.

ANSWER The student already has physical ability, so what they most need to develop is confidence and motivation to try unfamiliar activities. Fear of looking inexperienced in a new sport often holds skilled players back. Building motivation — by starting with low-pressure, fun versions of new games, setting small goals and getting encouragement from peers and teachers — would round out their physical literacy and help them stay active in many activities for life. (Discuss with your peers, parents and teachers.)

Chapter 2 — Exercises

1. From the given options select words which according to you are promoted by the Charaka-saṁhitā? Discuss with your peers. Heaviness and sleepiness, exercise and rest, lightness of body, faster breathing, hunger and thirst, fatigue and recovery

ANSWER The Charaka-saṁhitā praises moderate exercise and a balance between activity and rest. The words it promotes are exercise and rest, lightness of body and fatigue and recovery. It does not promote heaviness and sleepiness, hunger and thirst, or faster breathing — these are signs of either inactivity or over-exertion, both of which the text warns against. (Discuss with your peers.)

2. On a map of India, encircle any state or region and name the games played there. Do they have different names across the country? Discuss how geographic terrain impacts the type of sport played in a particular region.

ANSWER Encircle a region and list its games — for example, Maharashtra (Kabaddi, Mallakhamb, Āṭyā-Pāṭyā), Kerala (Kalaripayaṭṭu, boat racing), Punjab/Haryana (Kabaddi, wrestling) or the North-East (archery, indigenous races). Many games do have different regional names; Kabaddi, for instance, is called Hu-Tu-Tu, Chedugudu or Sadugudu in different states. Terrain shapes sport: hilly regions favour climbing and archery, river areas favour boat racing and swimming, while open plains suit running games like Kho-Kho and Kabaddi. (Complete this on a map with your own region.)

3. Write a list of shlokas from various epics and Saṃhitā which mention physical activities or physical culture.

ANSWER Examples drawn from the unit and Indian texts include: the Charaka-saṁhitā (Sūtra-sthāna 7.32) “Lāghavaṁ karma-sāmarthyaṁ sthairyaṁ duḥkha-sahiṣhṇutā…” on the benefits of exercise; the Charaka-saṁhitā (Sūtra-sthāna 7.31) “Śharīra-cheṣhṭā yā cheṣhṭā sthairyārthā balavardhinī…” defining vyāyāma; Kālidāsa’s Kumāra-sambhavam “Śharīram-ādyaṁ khalu dharma-sādhanam” (the body is the foremost instrument of duty); and the Kaṭhopaniṣhad “Nāyamātmā balahīnena labhyo…” (the self cannot be attained by the weak). The Ṛigveda (chariot races, wrestling), Yajurveda (archery) and the Rāmāyaṇa and Mahābhārata (martial training) also describe physical culture. (Add more shlokas you find with your teacher’s help.)

Chapter 3 — Exercises

1. Name any four professions who not only help people earn a living but also contribute to a healthy and balanced society. Write what you think of their roles.

ANSWER Four such professions from physical education are: (i) Physiotherapist — treats injuries and restores movement, keeping people active and pain-free; (ii) School PE Teacher — guides students in fitness, games and healthy habits, shaping lifelong wellness; (iii) Sports Nutritionist — plans balanced diets that improve performance, recovery and public health. (iv) Yoga instructor — teaches yoga and meditation that reduce stress and improve flexibility and calmness. Each earns a livelihood while making the community healthier, more disciplined and emotionally balanced. (Your own four valid examples are accepted.)

2. Discuss with your peers and teachers the different career options students can choose based on the subjects they study.

ANSWER School subjects act as pathways into PE careers. Biology leads to physiotherapy, exercise physiology and sports nutrition; Physics/Mathematics to sports biomechanics and sports engineering; Computer Science/Statistics to sports data analysis and sports technology. Languages and media studies open the way to sports journalism and commentary, while Economics/Business suits sports management and administration. Studying Physical Education itself leads to coaching, teaching and fitness training. (Discuss with your peers and teachers.)

Activity: Talk to a teacher or sports professional about how their subject choices led to their career, and note one new option you had not considered.

3. You have learned about different careers in sports. Which sports professional do you admire the most? Why do you like them and how do they inspire you?

ANSWER This is a personal reflection, so any genuine, well-explained choice is correct. A strong answer names a real professional — for example a favourite coach, physiotherapist or athlete — and explains what they do and why you admire them, such as their discipline, dedication or the way they help others. It then connects to how they inspire you: perhaps to practise regularly, stay disciplined, recover from setbacks, or consider that career yourself. (Write about your own admired professional.)

Reflection task: Choose a suitable role for yourself in your school team based on your interest and capacity, and write why it fits you.

Chapter 4 — Exercises

1. From the word given below, underline the ones related to health-related fitness and encircle the ones related to skill-related fitness. Body Composition, flexibility, cardiovascular endurance, balance, muscular strength, muscular endurance, speed, agility, power, coordination and reaction time

ANSWER Health-related (underline): Body Composition, Flexibility, Cardiovascular Endurance, Muscular Strength, Muscular Endurance. Skill-related (encircle): Balance, Speed, Agility, Power, Coordination, Reaction Time.

2. Combine strength, flexibility, and endurance exercises into a simple 15-minute routine. Write one benefit of each type of exercise.

ANSWER A sample 15-minute routine: 0–3 min warm-up (jogging in place, arm circles); 3–7 min strength — push-ups and squats; 7–11 min flexibility — forward bend, hamstring and shoulder stretches, Tāḍāsana; 11–14 min endurance — skipping rope or spot running; 14–15 min cool-down (slow breathing). Benefits: strength exercises build muscle power for lifting and pushing; flexibility exercises improve range of motion and prevent injury; endurance exercises strengthen the heart and lungs so you can stay active longer without tiring. (Adjust the routine to your own level under a teacher’s guidance.)

3. Calculate your Body Mass Index (BMI) and identify which category you fall into based on the World Health Organisation guidelines.

ANSWER BMI is calculated as weight (kg) ÷ height² (m²). For example, a person of 50 kg and 1.6 m: BMI = 50 ÷ (1.6 × 1.6) = 50 ÷ 2.56 = 19.5, which falls in the normal range. WHO adult categories: Underweight below 18.5, Normal 18.5–24.9, Overweight 25.0–29.9, Obese 30.0 and above. (Use your own height and weight; school-age students should compare with age-and-sex BMI-for-age charts under a teacher’s guidance.)

Check Your Progress — Answer in brief

1. A student has adequate knowledge of fitness but lacks motivation to attend PE classes. Which domain of physical literacy needs improvement? Suggest one strategy to help increase motivation.

ANSWER The domain that needs improvement is motivation (the interest and drive to stay active). A useful strategy is to set small, enjoyable goals and let the student choose activities they like — for example joining a fun team game with friends or tracking small daily improvements — so success builds the motivation to keep coming back.

2. Explain how physical literacy is connected to overall wellness (physical, mental, emotional, and social health).

ANSWER Physical literacy keeps a person active for life, and that activity supports every dimension of wellness. Physically it builds fitness and prevents lifestyle diseases; mentally it sharpens focus and reduces stress; emotionally it builds confidence, self-esteem and resilience; and socially it develops teamwork, leadership and co-operation through shared play. Thus physical literacy is the foundation of holistic well-being.

3. Write about any two indigenous sports of India and explain how each is played.

ANSWER Kabaddi: two teams take turns sending a “raider” into the opponents’ half to tag defenders and return to their own half on a single breath; defenders try to hold the raider back. It builds breath control, agility and strength. Kho-Kho: a chasing game in which seated team members spring up to chase opponents when tapped and told “Kho”, while the chased team dodges to avoid being tagged. It develops speed, agility and quick decision-making.

4. Name any four sports played worldwide today that originated or were played in India from ancient times.

ANSWER Four such sports are Kabaddi, Kho-Kho, Yoga (now practised globally) and Badminton, whose modern form developed from the game “Poona” played in Pune in the 1860s. (Wrestling/Mallakhamb are also accepted.)

5. Construct a simple weekly fitness plan including exercises, rest, and healthy food to improve physical and mental well-being.

ANSWER A balanced week: Mon — jogging + push-ups; Tue — yoga and stretching; Wed — a team game (Kabaddi/football); Thu — rest or a light walk; Fri — skipping + squats; Sat — cycling or swimming; Sun — full rest with meditation. Pair this with healthy food — fruits, vegetables, whole grains, pulses, milk and plenty of water, avoiding junk food — and 7–8 hours of sleep. Activity improves fitness while rest, diet and sleep support recovery and a calm, focused mind. (Adapt to your own routine.)

6. Design a school day routine that combines exercise, healthy meals, and study breaks. Explain how this routine helps you stay energetic and focused.

ANSWER A sample day: early-morning stretching or a short jog; a healthy breakfast (milk, fruit, whole grains); study blocks of about 40 minutes with 5–10 minute active breaks; a balanced lunch; an evening of outdoor play or sport; light dinner and early sleep. Morning exercise boosts energy and oxygen flow, healthy meals provide steady fuel, and short active breaks refresh the mind between study sessions — together keeping you alert, focused and free from fatigue. (Adjust timings to your own school schedule.)

Check Your Progress — Answer the following in detail

1. How can participating in team sports improve both the physical and social aspects of physical literacy?

ANSWER Physically, team sports demand running, jumping, dodging, throwing and catching, which develop locomotor, non-locomotor and manipulative skills together with strength, speed, agility and endurance — the ability and fitness side of physical literacy. Regular play also builds confidence in one’s own movement. Socially, team sports require communication, co-operation and trust. Players learn to follow rules, share responsibility, lead and support teammates, accept victory humbly and handle defeat gracefully. This nurtures fairness, empathy and respect for diversity — the social maturity that makes a physically literate person able to stay active with others throughout life.

2. Create a flowchart from the prehistoric till ancient period with changes in the philosophy of physical education.

ANSWER A flowchart of the changing philosophy: Prehistoric (Bhimbetka rock art) → physical activity for survival (hunting, climbing, group movement) → Sindhu-Sarasvatī civilisation → activity tied to daily work and cleanliness (farming, the Great Bath) → Vedic period → strength and skill valued for warfare and ritual discipline (Ṛigveda chariot races, Yajurveda) → Upaniṣhads → a spiritual meaning (“the self cannot be attained by the weak”). → Epic period → organised training in gurukulas (archery, mace, chariot) linked to moral values → Ayurveda (Charaka, Suśhruta) → a scientific, health-based view of vyāyāma done in moderation. The philosophy thus evolved from survival, to daily duty, to warfare and ritual, to spiritual strength, and finally to systematic, health-conscious training. (Draw this as boxes joined by arrows.)

3. Do you think skill-related fitness is useful only for athletes? Justify your answer.

ANSWER No, skill-related fitness is useful for everyone, not only athletes. Although players use speed, agility, balance, coordination, power and reaction time in sport, every person uses them daily. For example, balance helps when standing in a moving bus or climbing stairs; agility and reaction time help when avoiding obstacles or stopping a bicycle quickly; coordination is used while writing, cutting vegetables or using a computer; and power helps in lifting a bag or rising from the floor. These skills keep all of us active, independent and confident, so skill-related fitness benefits everyone.

4. Compare two favourite sports that you play and explain which components of fitness are most important for each.

ANSWER Comparing football and badminton: football most needs cardiovascular endurance (continuous running), muscular strength and power (kicking, sprinting) and coordination (foot-eye control), with agility for dribbling past opponents. Badminton most needs agility and reaction time (quick footwork and fast responses to the shuttle), coordination (hand-eye for accurate strokes) and speed, with flexibility for reaching wide shots. Both share coordination and agility, but football leans more on endurance and power while badminton leans on reaction time and quick agility. (Compare your own two favourite sports.)

5. Design a one-week fitness plan for yourself or your family that includes both health-related and skill-related components under the guidance of a physical education teacher. Explain your choices.

ANSWER A balanced week mixing both: Mon — jogging (cardiovascular endurance) + agility-ladder drills; Tue — push-ups/squats (muscular strength) + balance poses; Wed — a team game like Kho-Kho (speed, agility, coordination); Thu — yoga and stretching (flexibility) + light walk; Fri — skipping (muscular endurance) + reaction-time games; Sat — cycling or swimming (endurance) + a sport you enjoy; Sun — rest and meditation. Why: the health-related days build heart-lung fitness, strength, flexibility and a healthy body composition, while the skill-related drills sharpen speed, agility, balance, coordination, power and reaction time. Rest days allow recovery. Doing this under a PE teacher ensures correct technique and a level-appropriate load. (Adapt the plan to your family’s needs.)

6. Justify the importance of the subjects that you have studied till now, and explain how these subjects serve as pathways that guide students toward different career opportunities in the field of physical education or sports.

ANSWER Every school subject builds skills that lead into a PE or sports career. Biology teaches anatomy and the body’s response to exercise — the foundation for physiotherapy, exercise physiology and sports nutrition. Physics and Mathematics explain force, motion and measurement, leading to sports biomechanics and sports engineering. Computer Science and Statistics enable sports data analysis and sports technology (wearables). Languages and media develop the communication needed for sports journalism, commentary and administration, while Economics and Business studies support sports management and event organisation. Studying Physical Education and Well-being directly opens coaching, teaching and fitness-training careers. Thus the subjects we study now are not isolated — together they form pathways guiding students toward the wide world of careers in physical education and sport. (Relate this to the subjects you personally study.)

Extra Practice Questions

Short Answer Type Questions

Q1. Define physical education in your own words.

ANSWERPhysical education is the process of learning through the body — using movement, games, yoga and sport to develop fitness, knowledge, values and the total personality (body, mind and spirit).

Q2. What are the three types of movement skills under physical literacy?

ANSWERLocomotor (moving from place to place), non-locomotor (movement done in place) and manipulative (controlling objects with hands or feet).

Q3. Which ancient text first mentions Mallakhamb, and what is it?

ANSWERThe Mānasollāsa (12th century CE) by King Someśhvara III; Mallakhamb is an Indian sport of performing acrobatic poses on a wooden pole, improving strength, balance and flexibility.

Q4. Name the first professional institute for physical education in India and its founder.

ANSWERThe YMCA College of Physical Education, Madras (1920), started by the American educator Harry Crowe Buck.

Q5. Differentiate between muscular strength and muscular endurance with one example each.

ANSWERMuscular strength is a muscle overcoming resistance once (e.g. lifting a heavy weight), while muscular endurance is muscles working repeatedly for long without tiring (e.g. doing many sit-ups).

Long Answer Type Questions

Q1. Explain the aims and objectives of physical education according to the NCF-SE 2023.

ANSWERThe aim of physical education goes beyond fitness to building character and virtues such as honesty, patience and fairness, and to making students socially responsible, emotionally balanced and ready to contribute to the nation. The NCF-SE 2023 says it should nurture mind-body wellness, resilience, empathy, co-operation and fair play. Its objectives span five areas — physical development (strength, stamina, skill), mental development (focus, strategy), social development (teamwork, respect for diversity), emotional development (handling wins and losses) and character formation (discipline, honesty). Together these prepare a well-rounded, healthy and value-driven citizen.

Q2. Trace the development of physical education in India from the Vedic period to modern policy.

ANSWERIn the Vedic period the Ṛigveda described chariot races and wrestling and the Yajurveda highlighted archery. The epics depicted martial training in gurukulas, while Ayurvedic texts (Charaka, Suśhruta) advised moderate vyāyāma. The medieval period saw the Malla-purāṇa’s wrestling exercises, the Mānasollāsa’s Mallakhamb, akhāḍās and kalaripayaṭṭu. Under colonial rule Wood’s Despatch (1854) ignored physical education, but the Hunter Commission (1882), HVPM (1914), the YMCA College (1920) and the Sargent Report (1944) gradually established it. After independence, the NCC (1948), NIS (1961), Kothari Commission (1964), National Policy on Education (1986), NEP 2020 and NCF-SE 2023 firmly placed fitness, yoga and sport within the core school curriculum.

Q3. Distinguish between health-related and skill-related fitness, listing the components of each.

ANSWERHealth-related fitness maintains good health, prevents disease and supports daily activity, and matters for everyone whether or not they play sport. Its components are cardiovascular endurance, muscular strength, muscular endurance, flexibility and body composition. Skill-related fitness improves performance in games and quick movement; its components are speed, agility, balance, coordination, power and reaction time. While skill-related fitness aids athletes most directly, both types are vital for students because health-related fitness keeps the body well and skill-related fitness keeps it active, independent and confident in everyday life.

MCQs & Assertion–Reason

1. The NCF-SE 2023 names the subject as:

(a) Games and Drill (b) Physical Education and Well-being (c) Sports Training (d) Health Science

2. Physical literacy is best described as the ability, confidence and:

(a) wealth to play (b) equipment to train (c) motivation to be active for life (d) speed of an athlete

3. Walking, jumping and skipping are examples of:

(a) manipulative skills (b) non-locomotor skills (c) locomotor skills (d) reaction time

4. Which ancient text first mentions Mallakhamb?

(a) Malla-purāṇa (b) Mānasollāsa (c) Arthaśhāstra (d) Ṛigveda

5. The term “physical education” first appeared in English in the year:

6. The first professional institute for physical education in India was started by:

(a) Per Henrik Ling (b) Harry Crowe Buck (c) Friedrich Jahn (d) Charles Beck

7. Which of these is a health-related fitness component?

(a) Agility (b) Reaction time (c) Cardiovascular endurance (d) Power

8. The ability to change direction quickly while maintaining balance is called:

(a) speed (b) agility (c) flexibility (d) endurance

9. A physiotherapist typically qualifies with:

(a) B.P.Ed only (b) BPT + specialisation (c) B.Sc. Nutrition (d) a journalism degree

10. According to Ayurveda, vyāyāma (exercise) should always be done:

(a) to complete exhaustion (b) in moderation (c) only at night (d) without rest

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

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: Physical education is more than a games period.

Reason: It is a process of learning through the body that trains the body and mind together.

A-R 2. Assertion: Yoga predominantly uses non-locomotor skills.

Reason: In postures like Tāḍāsana, learners stay balanced and focused without moving from their position.

A-R 3. Assertion: Skill-related fitness is useful only for athletes.

Reason: Balance, agility and coordination are used in everyday tasks by every person.

A-R 4. Assertion: The Charaka-saṁhitā recommends exercising to complete exhaustion.

Reason: Ancient Indian texts advise that exercise should be done in moderation, up to about half one’s capacity.

A-R 5. Assertion: NEP 2020 makes Physical Education and Well-being a compulsory core subject.

Reason: This ensures adequate time and attention is given to physical education in schools.

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

Exam Tips for Unit 1

Memorise the timeline dates with a “source → contribution” pair (e.g. 1914 → HVPM Amravati, 1920 → YMCA Madras, 1944 → Sargent Report). For fitness questions, always sort components into the two buckets — health-related (endurance, strength, muscular endurance, flexibility, body composition) versus skill-related (speed, agility, balance, coordination, power, reaction time). Define physical literacy using its three words: ability, confidence, motivation. Use the textbook’s own examples (Kabaddi, Vṛikṣhāsana, the puri-free everyday situations) to show you have read the chapters, and quote one shloka source for the Indian-heritage questions.

Common Mistakes to Avoid

Confusing locomotor (travel) with non-locomotor (in place) skills — remember yoga is non-locomotor.
Putting balance, agility or reaction time under health-related fitness — they are skill-related.
Saying exercise should be maximal — Ayurveda clearly advises moderation.
Mixing up the dates — HVPM is 1914, the YMCA College is 1920, the Sargent Report is 1944.
Thinking PE careers are only about playing — they include science, media, management and technology.
Listing physical literacy as just “fitness” — it also needs confidence and motivation.

Frequently Asked Questions

What does Class 9 Physical Education Khel Praveen Unit 1 cover?

Unit 1, Evolution of Physical Education and Well-being, covers four chapters: Physical Education and Well-being (meaning, aims, physical literacy), History and Culture of Physical Education in India, Careers in Physical Education, and Fitness and its Components (health-related and skill-related).

What is physical literacy in Class 9 Khel Praveen?

Physical literacy is the ability, confidence and motivation to take part in physical activities throughout life, along with an understanding of why activity matters for health. Its building blocks are locomotor, non-locomotor and manipulative movement skills.

What is the difference between health-related and skill-related fitness?

Health-related fitness maintains health and prevents disease and includes cardiovascular endurance, muscular strength, muscular endurance, flexibility and body composition. Skill-related fitness improves sports performance and includes speed, agility, balance, coordination, power and reaction time.

All questions are reproduced from the official NCERT Khel Praveen (Class 9 Physical Education and Well-being) textbook for 2026–27; the answers, notes, MCQs and tips are original and expert-checked.

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