Overview
This unit introduces and explains the essential terminology used in Class 9 Physical Education. It covers words and phrases that describe health, fitness components, methods of training, energy systems, movement vocabulary, injury care, testing and the principles that guide safe and effective exercise. Learning precise terminology helps students understand instructions in practical classes, follow training plans, read questions in examinations accurately and communicate clearly about performance and safety. The unit links words to observable actions, tests and simple diagrams so students can identify which term applies in different situations. Emphasis is on both health-related and skill-related components, training methods appropriate for adolescents, basic anatomy and movement terms, and how to prevent and respond to common sports injuries. By mastering this vocabulary, learners can set realistic personal goals, measure progress, and participate responsibly in games, fitness sessions and team activities. This knowledge is also useful beyond school—good fitness language supports lifelong healthy habits, helps in choosing recreational activities, and prepares students for more advanced study in physical education and sports sciences.
Learning Objectives
- Define and explain key physical education terms used at secondary school level.
- Differentiate between health-related and skill-related components of fitness.
- Describe basic training principles and how they guide exercise planning.
- Identify common types of exercise and state when each is used.
- Explain measures and tests used to assess different fitness components.
- Apply terminology to simple practical tasks and classroom activities.
- Interpret diagrams that illustrate relationships among fitness components.
Topics in this chapter
15 topics · tap a topic title to jump straight to it.
Health, Fitness and Wellness
Health
Fitness
Wellness
These three ideas interact: good wellness habits support health, which enables regular physical activity needed to build fitness. Regular activity supports mental wellness by reducing anxiety and improving mood. Schools should therefore teach habits and activities that combine all three: structured PE lessons to build fitness, classroom lessons on health choices, and group activities to strengthen social connections.
Practical classroom tasks include keeping simple logs of sleep, food and activity; comparing how different habits affect energy and performance; and linking fitness test results with lifestyle actions. Students should learn to set realistic goals in all three areas—improving a test score (fitness), changing a habit such as bedtime (health) and building a social routine like joining a club (wellness). Understanding and using these terms helps pupils describe their experiences accurately, make sensible plans and explain progress in both practical lessons and written exams.
- A student who sleeps well and eats breakfast performs better in PE (health supporting fitness).
- Joining a football team improves fitness through training and wellness through social bonds.
- Body Mass Index (BMI) = weight (kg) / height (m)²
Health-Related Components of Fitness
Health-related components of fitness are measurable qualities that support good health and allow people to carry out daily activities. The main components are cardiovascular endurance, muscular strength, muscular endurance, flexibility and body composition. These components are important for safety, performance and lifelong activity.
Cardiovascular endurance
Muscular strength
Muscular endurance
Flexibility
Body composition
Teachers should plan lessons that include exercises targeting each health-related component across the term: aerobic sessions for endurance, resistance exercises for strength and endurance, stretching for flexibility, and education on diet and activity for healthy body composition. Regular measurement and feedback help students set achievable goals and track progress while encouraging lifelong healthy habits.
- Cardiovascular: 12-minute Cooper run to assess endurance and plan improvement.
- Muscular endurance: number of sit-ups in one minute used to set targets for abdominal fitness.
- BMI = weight (kg) / height (m)²
Skill-Related Components of Fitness
Skill-related components of fitness are those that help a person perform well in sport and skilled activities. They are often called motor abilities and include agility, balance, coordination, power, speed and reaction time. These qualities are particularly important in games, athletics and activities requiring precise and fast movements.
Agility
Balance
Coordination
Power
Speed
Reaction time
Teachers should integrate skill-related training with games so students learn to apply these qualities under realistic conditions. Development in these areas is enhanced by varied practice, good technique, strength training and consistent repetition. Assessments can be formal (timed tests) or observational, with emphasis on improvement and transfer to sport skills.
- Agility drill: cone weave timed to measure how quickly a student changes direction.
- Coordination drill: bouncing and catching a ball while walking through cones to build hand-eye coordination.
Aerobic and Anaerobic Exercise and Energy Systems
Physical activity uses different energy systems depending on intensity and duration. Knowing these systems helps in planning training and understanding how the body produces energy during exercise. The three main systems are the ATP-PC (phosphagen) system, the anaerobic glycolytic system and the aerobic system.
The ATP-PC system
The anaerobic glycolytic system
The aerobic system
Many sports require combinations of systems. For example, a basketball match involves a primarily aerobic base for continuous movement, interspersed with anaerobic bursts of sprinting and jumps supported by the ATP-PC and glycolytic systems. Training should therefore include a mix: build an aerobic base with continuous training to improve recovery and endurance, then add interval sessions to develop anaerobic capacity and short maximal efforts to enhance ATP-PC power and explosiveness.
Fuel matters: carbohydrates are important for high-intensity and anaerobic work; fats support longer, lower-intensity aerobic work. Eating carbohydrates before and after intense training helps performance and recovery. Rest, hydration and sleep also influence how well each system performs and recovers. Teachers should plan sessions appropriate to students’ age and fitness, emphasise gradual progression and explain why different exercises feel different depending on which energy system is dominant.
- ATP-PC example: a 6–8 second maximal sprint to reach a ball.
- Aerobic example: a 30–45 minute steady cycle to build endurance and recovery capacity.
Principles of Training and Program Design
Principles of training guide how to plan safe and effective exercise programs. The main principles include overload, progression, specificity, reversibility, variation, individuality and recovery. These principles help students and teachers design plans that lead to steady improvement while reducing injury risk and burnout.
Overload
Progression
Specificity
Reversibility
Variation
Individuality
Recovery
- Progression: increase jogging time by 10% per week to build aerobic endurance safely.
- Specificity: practice throwing mechanics to improve performance in javelin or ball sports.
Warm-up, Cool-down and Recovery
Warm-up, cool-down and recovery are essential elements surrounding any training or game session. They prepare the body and mind for exercise, reduce injury risk, and support adaptation and performance. Each phase has practical steps and physiological reasons which students should understand and apply.
The warm-up increases heart rate, blood flow and muscle temperature and prepares the nervous system for action. A structured warm-up typically includes three stages. First, general aerobic activity such as light jogging or skipping for 5–10 minutes raises whole-body circulation. Second, dynamic mobility exercises—leg swings, arm circles, hip openers—move joints through their ranges to prepare connective tissues without causing fatigue. Third, sport-specific drills at gradually increasing intensity rehearse movement patterns and technique (for example, short accelerations, ball handling or shadow practice). This staged approach improves coordination, reaction time and readiness while reducing muscle stiffness.
Cool-down helps the body return to rest and supports recovery. It begins with 5–10 minutes of low-intensity activity—walking or gentle jogging—to slowly lower heart rate and facilitate removal of metabolic waste products. After this, static stretching is performed: holding stretches for 15–30 seconds targets key muscle groups and helps maintain or improve flexibility. The cool-down can include breathing exercises and light hydration or a small carbohydrate snack to aid glycogen restoration after intense sessions.
Recovery extends beyond the immediate cool-down. It includes adequate sleep, balanced nutrition (carbohydrates for refuelling, protein for repair), active recovery days with light activity, and planned rest. For high-intensity or anaerobic sessions, longer recovery periods and proper spacing of similar workouts are needed to allow neural and muscular systems to recover. Overtraining results from insufficient recovery and causes persistent fatigue and performance decline.
Practical safety points: never skip warm-up before intense training; tailor warm-ups to the sport and weather (longer warm-up in cold conditions); teach correct stretching technique—avoid bouncing stretches; and monitor for signs of poor recovery, such as lingering soreness, mood changes or sleep problems. Teachers should model routines, supervise technique, and instruct students to report pain that feels abnormal. Regular use of warm-up and cool-down promotes consistent attendance, better learning of skills and fewer injuries.
- Warm-up: 5 minutes jogging, dynamic leg swings, mobility drills and three short accelerations before sprint work.
- Cool-down: 5–10 minutes walking followed by static hamstring and calf stretches held for 20–30 seconds each.
Training Methods: Continuous, Interval, Circuit, Fartlek and Plyometrics
Different training methods serve distinct goals. Choosing the right method depends on the component of fitness targeted, students’ age and available time and equipment. Below are common methods used in schools, how they are organised, and what they develop.
Continuous training
Interval training
Circuit training
Fartlek
Plyometrics
Combining methods across a term yields balanced development: continuous work for aerobic base, interval and fartlek for speed-endurance, circuits for general conditioning and safe plyometrics for power. Teachers should match methods to learning objectives, vary sessions to maintain motivation and ensure warm-up, cool-down and recovery are included to keep training safe and effective.
- Circuit example: 8 stations of 40 seconds work and 20 seconds transition to build general fitness and muscular endurance.
- Interval example: 6 x 200 m at high intensity with 90 seconds rest to develop speed-endurance.
Flexibility, Mobility and Movement Terminology
Flexibility and mobility are essential for safe and efficient movement. Though often used interchangeably, they describe different qualities: flexibility refers to the passive range of motion of a joint or muscle length, while mobility describes the ability to move actively and control that range. Mobility therefore includes strength, coordination and stability as well as flexibility.
Types of flexibility: static flexibility is achieved by holding a stretch for 15–30 seconds and is best performed after exercise when muscles are warm. Dynamic flexibility involves controlled movements through the range—leg swings, arm circles and spinal rotations—and is best used in warm-ups since it prepares muscles and joints for movement at speed. Proprioceptive neuromuscular facilitation (PNF) is an advanced stretching method combining contraction and relaxation to increase range, used with care and supervision.
Mobility training combines movement and activation: exercises such as walking lunges with torso twist, shoulder dislocations using a band, and ankle mobility drills improve joint function and control. Mobility is particularly important for joints used in sport—hips, shoulders, spine and ankles—because limited mobility can alter movement patterns and increase injury risk. For example, poor hip mobility can lead to excessive low-back movement during squats, increasing strain.
Movement terminology allows precise feedback and understanding. Essential terms include flexion (decreasing joint angle), extension (increasing angle), abduction (movement away from midline), adduction (movement toward midline), supination/pronation (forearm rotation), dorsiflexion/plantarflexion (ankle movements), medial/lateral rotation and circumduction. Teachers should use these terms with demonstrations so students connect language to physical action; for instance, telling someone to avoid excessive lumbar extension explains how to protect the lower back during lifts.
Training guidelines: always warm up before mobility work, progress gradually, avoid ballistic (bouncy) stretching that can cause microtrauma, and pair mobility with strengthening exercises that stabilise the joint at newly gained ranges. Regular practice—short daily mobility routines—often produces better long-term gains than infrequent long sessions. Teachers can use the sit-and-reach test to monitor changes in hamstring flexibility and apply simple mobility screens to find joints needing attention. Emphasise function: mobility should improve the quality of movement in sport and daily life, not just passive range on a test.
- Static stretch: hold hamstring stretch for 20–30 seconds after exercise to improve flexibility.
- Mobility drill: walking lunges with arm reach to improve hip mobility and thoracic rotation while maintaining balance.
Muscular Strength and Endurance Training
Muscular strength and muscular endurance are distinct but related qualities. Strength is the maximal force a muscle can exert in a single effort; endurance is the ability to sustain repeated contractions over time. Both are important for sports and daily life: strength helps with powerful actions like jumping and lifting, while endurance helps maintain performance throughout a match or long task.
Training for strength typically uses higher resistance and lower repetitions. For school settings, safe approaches include body-weight exercises (push-ups, squats, lunges), partner resistance drills and light external loads under supervision. Focus on correct technique, joint alignment and breathing. Strength gains in beginners are largely neural at first—better muscle recruitment and coordination—before visible muscle size increases.
Muscular endurance training uses lower resistance and higher repetitions, or time-based sets (e.g., 40 seconds work per station in a circuit). Activities such as circuit training, cycling or repeated calisthenics build endurance by improving muscle oxidative capacity and resistance to fatigue. Endurance training supports sustained skill performance and posture over time.
Programming combines both qualities: a weekly plan might include two resistance sessions—one emphasising strength (fewer reps, higher difficulty) and one emphasising endurance (more reps, faster pace). Recovery is critical: muscles need rest to repair and adapt. Nutrition—adequate calories, carbohydrates and protein—supports training responses, especially during growth in adolescence.
Testing strength and endurance: endurance tests include push-ups or sit-ups in one minute, while strength assessment might use maximal repetition at a safe submaximal load or handgrip dynamometry where available. Tests should be administered fairly with standard warm-up and consistent conditions to ensure reliability. Teachers should interpret results constructively, setting progressive and achievable targets and focusing on improving technique and consistency rather than only absolute numbers.
- Strength: 3 sets of 6–8 controlled push-ups using correct technique with adequate rest between sets.
- Endurance: circuit of body-weight exercises with 30–45 seconds work per station repeated twice to build muscular endurance.
Speed, Reaction Time and Agility Training
Speed, reaction time and agility are critical for many sports. Speed is the capacity to move quickly in a straight line; reaction time is how fast you respond to a stimulus; agility is the ability to change direction quickly and effectively. Training these qualities improves performance in ball sports, athletics and activities requiring quick decision-making.
Speed training addresses technique, strength and neuromuscular coordination. Key elements include sprint mechanics (arm action, posture, knee lift), acceleration drills and maximal speed work. Sessions often include short sprints (10–60 m), resisted runs (parachute or sled) and overspeed drills (downhill or assisted sprints) with careful supervision. Proper warm-up and progressive loading reduce injury risk, especially hamstring strains which are common in sprinters.
Reaction time drills involve responding to visual or auditory cues. Simple tests include ruler-drop catch or reaction to a whistle. Training can include partner drills where signals are unpredictable, light-based systems where available, or small-sided games that force quick decision-making. Improving reaction time also includes mental skills—focus, anticipation and reading opponents—which reduce cognitive delay before movement.
Agility training combines braking, direction change and re-acceleration. Drills such as cone circuits, ladder work and shuttle runs develop footwork, body lean and balance needed for rapid direction changes. Plyometric exercises reduce ground contact time and increase explosive power used during directional transitions. Coaches teach proper deceleration technique—using hips, absorbing force through bent knees and controlling the centre of gravity—to reduce injury risk.
Testing uses timed sprints for speed, ruler-drop or electronic systems for reaction time, and T-tests or shuttle runs for agility. Training should be specific: practise the types of movements and reactions seen in the sport. Adequate recovery between maximal sprints and high-intensity agility work is crucial as these sessions are neurologically demanding. Combining technical work, strength training and sport-specific drills develops durable speed, sharp reaction and effective agility important for game situations.
- Speed drill: 6 x 30 m sprints at 90% effort with full recovery to build acceleration and top speed.
- Reaction drill: partner provides random visual cue; athlete moves to touch cone as fast as possible to improve choice reaction time.
Posture, Body Mechanics and Movement Safety
Posture means the alignment of body parts in sitting, standing or moving. Good posture keeps joints in safe positions and allows muscles to work efficiently. Body mechanics are the techniques we use to perform tasks—lifting, carrying, pushing—so that the body is protected from injury and energy is used efficiently.
Correct standing posture features a neutral spine with natural curves, shoulders level, pelvis neutral and the head balanced over the shoulders. Poor postural habits such as forward head carriage, rounded shoulders and excessive lumbar arch place uneven load on muscles and joints, which over time may cause pain and reduce athletic performance. Teaching posture helps students understand why technique in exercises and daily activities matters.
Body mechanics principles include keeping a wide base of support, bending at the hips and knees when lifting, keeping loads close to the body, engaging the core to stabilise the trunk and avoiding twisting under load. For example, when lifting a heavy mat, squat down by bending knees and hips with the back straight, hold the mat close and stand up using the legs—not by bending the back. These rules protect the spine and distribute effort through stronger leg muscles.
Movement safety also includes planning and environment: appropriate footwear, level playing surfaces, removing hazards from the practice area and using protective equipment like helmets or pads when needed. In teaching skills with impact—like jumping or tackling—focus on landing mechanics: soft knees, weight on forefoot moving to midfoot, and knees tracking in line with toes. Controlled landings reduce impact on joints and lower injury risk.
Improving posture involves strengthening weak muscles (upper back and core) and stretching tight muscles (chest and hip flexors). Exercises include planks, rows, glute bridges and chest-opening stretches. Use simple screening and mirror feedback so students can see and correct alignment. Emphasise habit formation: good posture during class, at desks and in sport yields long-term benefits for health and performance. Combining posture education, correct mechanics and safe practice reduces injuries and helps students move with confidence and efficiency.
- Lifting technique: bend knees, keep the back straight and lift by extending legs rather than bending the back.
- Posture exercise: wall slides to strengthen upper back and improve shoulder alignment.
Injury Prevention, First Aid and Related Terms
Knowing basic injury terms and first-aid steps helps students respond safely to minor incidents and understand when to seek adult or medical help. Common injury terms and immediate care strategies are part of responsible participation in physical activity.
Common injury types: a strainspraincontusionabrasionfracturedislocation
Immediate care for many soft-tissue injuries uses the RICE
Other first-aid terms include immobilisationshockCPR
Prevention is equally important: use proper warm-up and cool-down, practice progressive loading to avoid overload, wear protective equipment (helmets, mouthguards, pads), maintain safe playing surfaces and teach correct technique. Screening for previous injuries and modifying activities for affected students reduces re-injury risk. Teachers should instruct students on simple first-aid responses—how to apply an ice pack, how to support an injured limb, and basic wound care—and emphasise reporting injuries early. Regular reinforcement of safety practices creates a culture that minimises accidents and supports quick, effective responses when they occur.
- Applying RICE to a rolled ankle: stop activity (Rest), apply ice for 10–15 minutes, wrap with elastic bandage (Compression), and keep the foot elevated.
- Wearing a helmet while cycling to prevent head injury and reduce severity of harm in case of a fall.
Tests, Measurement and Evaluation Terms
Testing and measurement are tools for tracking progress, setting targets and planning training. Understanding testing terms ensures fair and meaningful results. Important terms include reliability, validity, norms, criterion-referenced standards and percentile rank.
ReliabilityValidity
NormsCriterion-referencedPercentile
Common school tests: 12-minute Cooper run or multi-stage shuttle run for cardiovascular endurance; 50 m sprint for speed; sit-and-reach for flexibility; push-up and sit-up tests for muscular endurance; shuttle run or T-test for agility. Ensure standardized procedures: similar warm-up, same equipment, identical instructions and consistent timing methods. Record results in a simple table and track changes over time; repeated measures under consistent conditions produce meaningful trends.
Evaluation should be formative and supportive: focus on personal improvement, set SMART goals, and use results to tailor training. Percentile ranks and norms are useful but must be applied sensitively, as children develop at different rates. Use criterion-referenced standards for safety decisions (e.g., ensuring minimum fitness to participate in certain activities). Teaching students how to interpret their own results builds self-awareness and encourages responsibility for training.
- Reliability example: performing the same sprint test twice under identical conditions and obtaining similar times.
- Validity example: using the 12-minute run to measure aerobic endurance rather than a flexibility test.
- Percentile rank = (number of scores below the score / total number of scores) × 100
Skill, Technique, Tactics, Practice Types and Motor Learning
Skill learning involves understanding and practising several concepts: skill, technique, tactics, practice types and motor learning principles. Together they explain how a beginner becomes a competent performer and how practice should be organised for long-term improvement.
SkillTechnique
Tactics
Practice types include blocked practicerandom practicewhole practicepart practice
Motor learning concepts: retentiontransferknowledge of resultsknowledge of performance
Design practice sessions progressively: start with demonstrations and part practice to teach technique, move to whole practice to integrate components, then use random, game-like drills to build decision-making and transfer. Encourage reflection: students describing what they did and why helps consolidate learning. Applying these ideas produces efficient, enjoyable and effective practice environments where skills transfer to actual performance.
- Blocked practice: 20 consecutive free-throw attempts to develop shooting technique.
- Random practice: mixing dribbling, passing and shooting in a circuit to replicate match conditions and improve adaptability.
Terminology for Movement Direction and Practical Communication
Precise movement language helps students understand corrections and describe actions in written answers. Teachers use directional and action terms to give clear instructions and improve safety and performance.
Important directional terms: anteriorposteriormediallateral (away from the midline). Joint actions include flexionextension (increasing the angle, e.g., straightening the elbow), abduction (moving a limb away from the body's midline, e.g., raising the arm sideways), and adduction (bringing it back toward the midline).
Other useful movement terms: supination and pronation describe rotations of the forearm or foot; dorsiflexion (raising the toes toward the shin) and plantarflexion (pointing the toes) refer to ankle actions. Rotationcircumduction
Practical classroom steps: demonstrate movements slowly, use mirror or partner feedback, and label body parts during warm-ups so learners connect terms to sensations. For exam practice, students should learn to describe a movement with correct joint actions—for example, "during the squat descent, hip flexion and knee flexion occur; on rising, hip extension and knee extension occur." Diagrams of stick figures with arrows showing motion help visual learners. Regular use of correct terminology improves communication, helps in injury prevention by identifying unsafe positions, and boosts accuracy in assessments where precise language is rewarded.
- Abduction example: raising the arm sideways away from the body during a star-jump.
- Flexion example: bending the knee during the lowering phase of a squat.
Key Concepts
- Health
- A state of complete physical, mental and social well-being, not merely absence of disease.
- Fitness
- Ability to perform daily tasks and physical activities without undue fatigue.
- Wellness
- Active process of making choices for a healthy and fulfilling life across physical, mental and social domains.
- Aerobic Exercise
- Continuous activity using oxygen to produce energy for sustained effort.
- Anaerobic Exercise
- Short, high-intensity activity producing energy without oxygen from muscle stores.
- Overload
- Doing more work than the body is used to in order to stimulate adaptation.
- Specificity
- Training effect is specific to the type of activity performed.
- Reversibility
- Loss of fitness gains when training stops or reduces.
- Flexibility
- Range of motion available at a joint or series of joints.
- Agility
- Ability to change direction quickly and accurately.
- Coordination
- Harmonious use of body parts to produce smooth, efficient movement.
- Reaction Time
- Interval between a stimulus and the start of a response.
- Power
- Ability to exert force rapidly; strength combined with speed.
- BMI
- Body Mass Index, a measure of body composition using weight and height.
- RICE
- First-aid method for soft-tissue injuries: Rest, Ice, Compression, Elevation.
- Mobility
- Ability to actively move a joint through its range with control and strength.
- Circuit Training
- A sequence of exercise stations performed in order to target multiple fitness components.
- Plyometrics
- Explosive exercises that develop power through rapid muscle lengthening and shortening cycles.
Practice Questions
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Define fitness and explain two differences between health and fitness. / फिटनेस को परिभाषित कीजिए और स्वास्थ्य और फिटनेस में दो अन्तर बताइए।
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Fitness is the ability to perform daily tasks and physical activities without undue fatigue. Differences: (1) Health refers to overall physical, mental and social well-being, while fitness refers specifically to physical capability; (2) A person may be sport-fit yet have poor health habits (e.g., poor diet or sleep), whereas good health does not always guarantee high performance in specific physical tasks. / फिटनेस का मतलब है बिना अत्यधिक थकान के दैनिक कार्य और शारीरिक गतिविधियाँ करने की क्षमता। अंतर: (1) स्वास्थ्य संपूर्ण शारीरिक, मानसिक और सामाजिक कल्याण दर्शाता है, जबकि फिटनेस केवल शारीरिक क्षमता है; (2) कोई व्यक्ति खेल के लिए फिट हो सकता है पर उसकी जीवनशैली खराब हो सकती है, जबकि अच्छा स्वास्थ्य हमेशा उच्च खेल प्रदर्शन का आश्वासन नहीं देता।
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What is specificity in training and give one example of its application. / प्रशिक्षण में स्पेसिफिसिटी क्या है और इसका एक उदाहरण दीजिए।
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Specificity means training adaptations are specific to the type of exercise performed. Example: practising sprint starts and short accelerations to improve sprint performance rather than only doing long slow distance runs. / स्पेसिफिसिटी का अर्थ है कि प्रशिक्षण से होने वाले परिवर्तन उस विशेष प्रकार की गतिविधि के अनुसार होते हैं। उदाहरण: स्प्रिंट प्रदर्शन सुधारने के लिए स्प्रिंट स्टार्ट्स और शॉर्ट एक्सीलेरेशन का अभ्यास करना बजाय केवल लंबे धीमे रन करने के।
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List five health-related components of fitness and name a simple school test for each. / फिटनेस के पाँच health-related घटक सूचीबद्ध कीजिए और प्रत्येक के लिए एक साधारण स्कूल टेस्ट बताइए।
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Cardiovascular endurance — 12-minute run or step test; Muscular strength — handgrip test or safe maximal lift where available; Muscular endurance — push-up or sit-up test in time; Flexibility — sit-and-reach test; Body composition — BMI calculation or skinfold measurement where possible. / कार्डियोवैस्कुलर सहनशीलता — 12 मिनट रन या स्टेप टेस्ट; मांसपेशीय शक्ति — हैंडग्रिप टेस्ट या जहाँ संभव हो सुरक्षित अधिकतम उठान; मांसपेशीय सहनशीलता — पुश-अप या सिट-अप टेस्ट (नियत समय में); लचक — सिट-एंड-रीच टेस्ट; बॉडी कंपोजीशन — BMI गणना या स्किनफोल्ड मापन जहाँ संभव हो।
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Explain the difference between aerobic and anaerobic exercise with one sporting example of each. / एरोबिक और एनेरॉबिक व्यायाम में अंतर समझाइए और प्रत्येक का एक-एक खेल उदाहरण दीजिए।
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Aerobic exercise uses oxygen for sustained energy production, suitable for longer moderate-intensity activity (example: 30-minute steady run). Anaerobic exercise produces energy without oxygen for short high-intensity bursts (example: 50 m sprint). Many sports combine both systems. / एरोबिक व्यायाम ऑक्सीजन का उपयोग करके दीर्घकालिक मध्यम-तीव्रता वाली गतिविधियों के लिए ऊर्जा प्रदान करता है (उदाहरण: 30 मिनट की सतत दौड़)। एनेरॉबिक व्यायाम बिना ऑक्सीजन के अल्पकालिक उच्च-तीव्रता वाले प्रयासों के लिए ऊर्जा देता है (उदाहरण: 50 मीटर स्प्रिन्ट)। कई खेल दोनों ऊर्जा प्रणालियों का संयोजन करते हैं।
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What is RICE and when is it applied? / RICE क्या है और यह किस स्थिति में लागू किया जाता है?
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RICE stands for Rest, Ice, Compression and Elevation. It is applied immediately after soft-tissue injuries such as sprains and strains to reduce pain and swelling and to limit further damage until professional help is available. / RICE का अर्थ है Rest (आराम), Ice (बर्फ), Compression (संपीड़न) और Elevation (ऊँचाई पर उठाना)। इसे आमतौर पर मोच और खिंचाव जैसी सॉफ्ट-टिशू चोटों के तुरंत बाद दर्द और सूजन कम करने और आगे की चोट से बचाने के लिए प्रयोग किया जाता है।
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Describe two differences between blocked practice and random practice. / ब्लॉक्ड प्रैक्टिस और रैंडम प्रैक्टिस में दो अंतर बताइए।
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Blocked practice repeats the same skill many times in sequence and helps beginners build technique and confidence quickly. Random practice mixes a variety of skills in changing order and better develops adaptability, decision-making and transfer to real game situations. / ब्लॉक्ड प्रैक्टिस में एक ही कौशल को बार-बार दोहराया जाता है जो शुरुआती को तकनीक और आत्मविश्वास जल्दी देता है। रैंडम प्रैक्टिस में विभिन्न कौशल बदलते क्रम में होते हैं जो अनुकूलन क्षमता, निर्णय लेने और वास्तविक खेल परिस्थितियों में ट्रांसफर को बेहतर बनाते हैं।
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A student performs 20 push-ups in one minute. Which component of fitness is being tested and why? / एक छात्र एक मिनट में 20 पुश-अप करता है। कौन सा फिटनेस घटक परखा जा रहा है और क्यों?
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This tests muscular endurance because the measure shows how many repeated muscle contractions the upper body can perform over a period without fatigue. It reflects the ability to sustain muscular effort rather than maximal single effort. / यह मांसपेशीय सहनशीलता की जाँच करता है क्योंकि यह एक निर्दिष्ट समय में ऊपरी शरीर कितनी बार मांसपेशीय संकुचन कर सकता है बिना थके यह दर्शाता है। यह अधिकतम एकल प्रयास की बजाय दीर्घकालिक शक्ति क्षमता को मापता है।
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Explain why warm-up reduces injury risk. / बताइए कि वार्म-अप से चोट का खतरा कैसे कम होता है।
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Warm-up increases blood flow, raises muscle temperature and improves joint range of motion. It also prepares the nervous system, improving coordination and reaction time. These changes make muscles and connective tissues more elastic and responsive, reducing the chance of strains, tears and other injuries. / वार्म-अप रक्त प्रवाह बढ़ाता है, मांसपेशियों का तापमान बढ़ाता है और जोड़ों की गतिशीलता सुधारता है। यह तंत्रिका तंत्र को भी सक्रिय करता है जिससे समन्वय और प्रतिक्रिया समय बेहतर होते हैं। ये परिवर्तन मांसपेशियों और संयोजी ऊतकों को अधिक लचीला और प्रतिक्रियाशील बनाते हैं, जिससे मोच और आंसू जैसी चोटों का जोखिम घटता है।
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What does BMI indicate and how is it calculated? / BMI क्या दर्शाता है और इसे कैसे गणना किया जाता है?
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BMI (Body Mass Index) provides a simple estimate of body composition based on weight relative to height; it is used to screen for underweight, overweight or obesity but does not directly measure body fat. Calculation: BMI = weight (kg) ÷ height (m)². / BMI (बॉडी मास इंडेक्स) वजन और कद के अनुपात पर आधारित शरीर संरचना का एक साधारण अनुमान देता है; यह अंडरवेट, ओवरवेट या मोटापे के लिए स्क्रीन करने में सहायक है, परन्तु सीधे शरीर वसा का माप नहीं है। गणना: BMI = वजन (किग्रा) ÷ ऊँचाई (मीटर)²।