CBSE | DEPARTMENT OF SKILL EDUCATION
CURRICULUM FOR SESSION 2024-2025
PHYSICAL ACTIVITY TRAINER (SUBJECT CODE - 418)
JOB ROLE: EARLY YEARS PHYSICAL ACTIVITY FACILITATOR
CLASS – IX & X
COURSE OVERVIEW
Early Years Physical Activity Facilitator works in play schools, day care centers, apartments and
clubs to teach age appropriate physical activities to build fundamental skills and fitness in children
up to the age of 8 years. Early Years Physical Activity Facilitator looks after the smooth functioning
of the physical activities and sports events of the school, organization, institute, etc. He/ She should
possess the knowledge and skills of safety and management of play field, equipment and tools,
conduction of sports events, assessment of student’s physical activity and report preparation.
COURSE OUTCOMES:
On completion of the course, students should be able to:
1. Apply effective oral and written communication skills to interact with people and
customers;
2. Identify the principal components of a computer system;
3. Demonstrate the basic skills of using computer;
4. Demonstrate self-management skills;
5. Demonstrate the ability to provide a self-analysis in context of entrepreneurial skills and
abilities;
6. Demonstrate the knowledge of the importance of green skills in meeting the challenges of
sustainable development and environment protection;
7. Demonstrate the knowledge of the importance of physical activity in child development;
8. Plan age appropriate physical activity;
9. Execute age appropriate exercise;
10. Demonstrate the knowledge of children health and safety;
11. Assess and evaluate the students;
12. Conduct recreational activities; and
13. Demonstrate the knowledge of maintaining records.
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COURSE REQUIREMENTS:
The learner should have the basic knowledge of science.
COURSE DURATION:
Class IX 200 hrs.
Class X 200 hrs.
TOTAL 400 hrs.
.
SCHEME OF UNITS
CLASS THEORY PRACTICAL TOTAL
Class IX 50 marks 50 marks 100 marks
Class X 50 marks 50 marks 100 marks
This course is a planned sequence of instructions consisting of units meant for developing
employability and vocational competencies of students of Class IX opting for skill subject along with
other education subjects.
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PHYSICAL ACTIVITY TRAINER (SUBJECT CODE - 418)
CLASS – IX (SESSION 2024-2025)
Total Marks: 100 (Theory-50 + Practical-50)
NO. OF HOURS MAX. MARKS
UNITS for Theory and for Theory and
Practical Practical
Employability Skills
Unit 1 : Communication Skills-I 13 2
Unit 2 :Self-management Skills-I 7 2
Part A
Unit 3: Information and Communication
13 2
Technology Skills-I
Unit 4 :Entrepreneurial Skills-I 10 2
Unit 5 :Green Skills-I 7 2
Total 50 10
Theory Practical
Subject Specific Skills
(In Hours) (In Hours)
Unit 1: Role of Physical education in Child
Development 24 15 10
Part B
Unit 2: Planning Age Appropriate Physical
Activity 15 24 10
Unit 3: Organizing Age Appropriate Physical
Activities 16 32 12
Unit 4: Children Health and Safety 8 16 8
Total 63 87 40
Practical Work
Part C
Practical Examination 15
Written Test 10
Viva Voce 10
Total 35
Project Work/ Field Visit
Part D
Practical File/ Student Portfolio 10
Viva Voce 05
Total 15
Grand Total 200 100
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DETAILED CURRICULUM/TOPICS FOR CLASS IX:
PART-A: EMPLOYABILITY SKILLS
S. No. Units Duration in Hours
1. Unit 1: Communication Skills-I 13
2. Unit 2: Self-management Skills-I 07
3. Unit 3: Information and Communication Technology Skills-I 13
4. Unit 4: Entrepreneurial Skills-I 10
5. Unit 5: Green Skills-I 7
TOTAL DURATION 50
Note: Detailed Curriculum/ Topics to be covered under Part A: Employability Skills
can be downloaded from CBSE website.
PART-B – SUBJECT SPECIFIC SKILLS
• Unit 1: Role of Physical Education in Child Development
• Unit 2: Planning Age Appropriate Physical Activity
• Unit 3: Organising Age Appropriate Physical Activities
• Unit 4: Children Health and Safety
UNIT-1: ROLE OF PHYSICAL EDUCATION IN CHILD DEVELOPMENT
LEARNING
THEORY PRACTICAL
OUTCOME
1. Identify the 1. Domains for Early Childhood 1. Prepare chart on domain
physical and Development - Physical, Emotional, for early childhood
emotional needs Social, Communicative, Adaptive, etc. development
of the children 2. Development of fundamental motor 2. Prepare slide
skills – gross and fine motor skills presentation on cognitive
3. Cognitive development and psychological
4. Psychosocial wellbeing wellbeing
5. School readiness
6. Understanding child activity
2. Identify factors 1. Demographic factors (socio- 1. Group activity on
influencing economic status) demonstration of factors
physical activities 2. Biological factors (age, weight influencing physical
status) activities
3. Psychological factors 2. Write a paragraph on
4. Behavioural factors how Environmental
5. Social-cultural factors factors influence
6. Environmental factors physical activity
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LEARNING
THEORY PRACTICAL
OUTCOME
3. Plan physical 1. Identifying physical activity sessions 1. Prepare flow chart on
activities (everyday activities, recreational sequence of planning
activities, sport) cycle.
2. Structuring physical activity sessions 2. Write a lesson plan
3. Macro-planning
4. Meso-planning
5. Micro-planning
6. Weekly Planning
7. Lesson plan
4. Conduct physical 1. Arranging play spaces 1. Write down brief note on
activities 2. Props and equipment required for the importance of
physical activity sessions equipment for conducting
3. Conducting physical activity physical activities
sessions 2. Group discussion on
conducting Physical
Activity sessions
UNIT 2: PLANNING AGE APPROPRIATE PHYSICAL ACTIVITY
LEARNING OUTCOME THEORY PRACTICAL
1. Plan activities for 1. Resources required for 1. List down the activities to be
increasing activities planned for everyday physical
physical strength 2. Planning everyday activities strength session
and coordination 3. Planning recreational 2. Draw the diagram of area
activities required for free play games
4. Planning sport activities and list down
the equipment needed
2. Plan activities for 1. Cognitive skills – Reading, 1. Prepare poster for the dancing
developing cognitive Writing, Numeracy, etc. and singing activity
skills 2. Activities to be 2. Discuss the various activities to
organized – Games, Singing, cognitive skills
Dancing
3. Manage class 1. Designing time table 1. Prepare a time table for the
2. Understanding Duration of physical activity class
activities as per learning 2. Discussion on setting time
outcomes duration for different
activities
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UNIT 3: ORGANIZING AGE APPROPRIATE PHYSICAL ACTIVITIES
LEARNING
THEORY PRACTICAL
OUTCOMES
1. Identify games for 1. Fitness Activities 1. Identification of games appropriate
everyday 2. Specific sports training for different classes and list them
activities 3. Sports periods down
4. Games 2. Discussion on selection of games
for school
2. Organize sport 1. Sports days 1. Prepare a poster for the invitation
activities 2. Summer camp of sports day and explain about
3. Winter camp the sequence of games
4. Tournaments 2. Prepare list of activities that can
5. Mass drills and display be conducted for the parents and
6. Programs for staff and discuss in the class
parents and staff
UNIT 4: CHILDREN HEALTH AND SAFETY
LEARNING OUTCOMES THEORY PRACTICAL
1. Demonstrate the 1. Child health 1. Prepare a chart on Macro
knowledge of child health 2. Factors influencing and Micro nutrition
care and habits child health and 2. Prepare poster on
hygiene development of mental
3. General Nutrition health
3. Group discussion on factors
influencing child health
2. Describe the various 1. Storage facility for the 1. Draw the diagram of storage
aspects of safety equipment are of equipment
management and 2. Safe acts and safety 2. List down the safety aspects
emergency response measures in for the use of equipment
playground 3. Prepare a chart on PRICE-R
3. Safety aspects related with relative pictures
to use of equipment
4. Basic First Aid and
response to emergency
5. Exit protocol
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PHYSICAL ACTIVITY TRAINER (SUBJECT CODE - 418)
CLASS – X (SESSION 2024-2025)
Total Marks: 100 (Theory-50 + Practical-50)
NO. OF HOURS MAX. MARKS
UNITS for Theory and for Theory and
Practical Practical
Employability Skills
Unit 1: Communication Skills-II 13 2
Unit 2: Self-management Skills-II 7 2
Part A
Unit 3: Information and Communication
13 2
Technology Skills-II
Unit 4: Entrepreneurial Skills-II 10 2
Unit 5: Green Skills-II 7 2
Total 50 10
Subject Specific Skills Theory Practical Total
Unit 1: Roles and Responsibilities of Early Years 16 16 10
Physical Activity Facilitator
Part B
Unit 2: Assessment and Evaluation of Students 11 21 10
Unit 3: Free-play 15 24 10
Unit 4: Monitoring and Inventory Management 15 32 10
Total 57 93 40
Practical Work
Part C
Practical Examination 15
Written Test 10
Viva Voce 10
Total 35
Project Work/Field Visit
Part D
Practical File/ Student Portfolio 10
Viva Voce 05
Total 15
Total 200 100
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DETAILED CURRICULUM/TOPICS FOR CLASS X
Part-A: EMPLOYABILITY SKILLS
S. No. Units Duration in Hours
1. Unit 1: Communication Skills-II 13
2. Unit 2: Self-management Skills-II 7
3. Unit 3: Information and Communication Technology Skills-II 13
4. Unit 4: Entrepreneurial Skills-II 10
5. Unit 5: Green Skills-II 7
TOTAL DURATION 50
Note: Detailed Curriculum/ Topics to be covered under Part A: Employability Skills
can be downloaded from CBSE website.
Part-B – SUBJECT SPECIFIC SKILLS
• Unit 1: Role and Functions of Early Years Physical Activity Facilitator
• Unit 2: Assessment and Evaluation of Students
• Unit 3: Free-play
• Unit 4: Monitoring and Inventory Management
UNIT 1: ROLES AND RESPONSIBILITIES OF EARLY YEARS PHYSICAL ACTIVITY
FACILITATOR
LEARNING
THEORY PRACTICAL
OUTCOME
1. Identify roles and 1. Job description of an earlyyears 1. Discussion on the
responsibilities of a physical activity facilitator methods ofdiscipline
physical activity 2. Qualities of a goodteacher inculcation in students
facilitator 2. Group discussion on pros
andcons of mass drill
3. Discussion on the
importance of talent
identification in sports.
2. Describe the 1. Conducting basketball and volleyball
various activities to skill developmentsessions
be conducted by 2. Altering the programs to meet the
the physical activity participant turn out and skill level.
facilitator 3. Arranging facilities and equipment for
performing riskmanagement checks
on the facility.
4. Dealing with customers and
answering questions.
5. Established rules and regulations and
etiquetteguidelines
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LEARNING
THEORY PRACTICAL
OUTCOME
6. Ensuring the completion of all
administrative paperwork activity
plans, and participant feedback.
7. Responding to situations requiring
conflict resolutionand emergency
incidents, including first aid or CPR.
UNIT 2: ASSESSMENT AND EVALUATION OF STUDENTS
LEARNING
THEORY PRACTICAL
OUTCOME
1. Describe the various 1. Meaning of assessment and 1. Prepare a chart on difference
types and tools of evaluation between assessment and
assessment 2. Diagnostic assessment evaluation
3. Skill assessment 2. Classroom discussion on
4. Assessment tools and processes which of the assessment is
better formative or summative
2. Prepare 1. Preparation of report 1. Slide presentation on stepsof
assessment • Information identification report preparation and
report and provide • Analysis of report feedback
feedback • Conclusion andrecommendation
• Revise your report
• Providing feedback
2. Steps of documenting feedback
• Objectives of feedback
UNIT 3: FREE-PLAY
LEARNING
THEORY PRACTICAL
OUTCOME
1. Describe the 1. Free play 1. Write a paragraph on
importance and 2. Components of free play importance of free play
purpose of free- 3. Importance of free play instudent’s students life
play life 2. Make a chart of factors
4. Factors influencing recreational influencing
activities free play
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LEARNING
THEORY PRACTICAL
OUTCOME
2. Organize 1. Objective of activity 1. Group discussion on
Free-play 2. Selection of suitable free play importance of categorization
activities activity and grouping in recreational
3. Categorization and deviation of activities
groups 2. Prepare a speech on
4. Area selection equipment selection in free
5. Equipment selection play activity
6. Organization of free play activities
3. Demonstrate the 1. Role of free-play in rehabilitation 1. Prepare a pie chart on
knowledge of 2. Heterogeneous to homogeneous rehabilitation through free
rehabilitation group play
through free-play 3. Selection of suitable free play
activity
4. Session timing and time table
5. Recording data ofeach session
UNIT 4: MONITORING AND INVENTORY MANAGEMENT
LEARNING
THEORY PRACTICAL
OUTCOME
1. Describe the 1. Importance of periodic inventory 1. Write a paragraph about
process of inventory check importance of listing the
management 2. Process of maintaining inventory equipment
2. Prepare a flowchart on the
steps of Listing the equipment
2. Manage props 1. Report of listed equipment 1. Prepare a report ofequipment
and equipment 2. Estimation of fund for new in schoolsports store room
equipment 2. Prepare a report ofsports
3. Estimation of money for repairing equipment
of equipment
4. Monetary report of equipment
purchased and repaired
LIST OF EQUIPMENT AND SUPPORT MATERIAL:
The tools, equipment and materials required for training are quite expensive, therefore only basic
tools, equipment and accessories should be procured by the Institution so that the routine tasks
can be performed by the students regularly for practice and acquiring adequate practical
experience. A set of weight plates, bars and other weights with one cable machine may be
procured for training and regular field visits should be organized to provide opportunities to the
students/trainees for observation and hands-on practice.
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TEACHER’S/TRAINER’S QUALIFICATION AND GUIDELINES:
Qualification and other requirements for appointment of vocational teachers/trainers on contractual
basis should be decided by the State/UT. The suggestive qualifications and minimum
competencies for the vocational teacher should be as follows:
QUALIFICATION MINIMUM COMPETENCIES AGE LIMIT
Post-graduation in Physical
Effective communication skills 18-37 years (as on Jan. 01
Education from a recognized
(oral and written) (year).
Institute /University, with at least1
Basic computing skills. Age relaxation to be provided
year work/ teaching experience
as per Govt. rules.
Vocational Teachers/Trainers form the backbone of Vocational Education being imparted as an
integral part of Samagra Shiksha. They are directly involved in teaching of vocational subjects and
also serve as a link between the industry and the schools for arranging industry visits, On-the-Job
Training (OJT) and placement. These guidelines have been prepared with an aim to help and guide
the States in engaging quality Vocational Teachers/Trainers in the schools. Various parameters that
need to be looked into while engaging the Vocational Teachers/Trainers are modeand procedure of
selection of Vocational Teachers/Trainers, Educational Qualifications, Industry Experience, and
Certification/Accreditation. The State may engage Vocational Teachers/Trainers inschools approved
under the component of Vocationalisation of Secondary and Higher Secondary Education under
RMSA in the following ways:
(i) directly as per the prescribed qualifications and industry experience suggested by the PSS Central
Institute of Vocational Education (PSSCIVE), NCERT or the respective Sector Skill Council (SSC)
OR
(ii) through accredited Vocational Training Providers accredited under the National Quality
Assurance Framework (NQAF*) approved by the National Skill Qualification Committee on
21.07.2016. If the State is engaging Vocational Teachers/Trainers through the Vocational Training
Provider (VTP), it should ensure that VTP should have been accredited at NQAF Level 2 or higher.
* The National Quality Assurance Framework (NQAF) provides the benchmarks or quality criteria
which the different organizations involved in education and training must meet in order to be
accredited by competent bodies to provide government-funded education and training/skills
activities. This is applicable to all organizations offering NSQF-compliant qualifications.
The educational qualifications required for being a Vocational Teacher/Trainer for a particular job
role are clearly mentioned in the curriculum for the particular NSQF compliant job role. The State
should ensure that teachers / trainers deployed in the schools have relevant technical competencies
for the NSQF qualification being delivered. The Vocational Teachers/Trainers preferably should be
certified by the concerned Sector Skill Council for the particular Qualification Pack/Job role which he
will be teaching. Copies of relevant certificates and/or record of experience of the teacher/trainer in
the industry should be kept as record.
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To ensure the quality of the Vocational Teachers/Trainers, the State should ensure that a
standardized procedure for selection of Vocational Teachers/Trainers is followed. The selection
procedure should consist of the following:
(i) Written test for the technical/domain specific knowledge related to the sector;
(ii) Interview for assessing the knowledge, interests and aptitude of trainer through a panel
ofexperts from the field and state representatives; and
(iii) Practical test/mock test in classroom/workshop/laboratory. In case of appointment
throughVTPs, the selection may be done based on the above procedure by a committee
having representatives of both the State Government and the VTP. The State should
ensure thatthe Vocational Teachers/Trainers who are recruited should undergo induction
training of 20 days for understanding the scheme, NSQF framework and Vocational
Pedagogy before being deployed in the schools. The State should ensure that the
existing trainers undergoin-service training of 5 days every year to make them aware of
the relevant and new techniques/approaches in their sector and understand the latest
trends and policy reforms in vocational education. The Head Master/Principal of the
school where the scheme is being implemented should facilitate and ensure that the
Vocational Teachers/Trainers:
a) Prepare session plans and deliver sessions which have a clear and relevantpurpose
and which engage the students;
b) Deliver education and training activities to students, based on the curriculum to
achieve the learning outcomes;
c) Make effective use of learning aids and ICT tools during the classroom sessions;
d) Engage students in learning activities, which include a mix of different
methodologies, such as project based work, team work, practical and simulation
based learning experiences;
e) Work with the institution’s management to organize skill demonstrations, site visits,
on- job trainings, and presentations for students in cooperation with industry,
enterprises and other workplaces;
f) Identify the weaknesses of students and assist them in upgradation of competency;
g) Cater to different learning styles and level of ability of students;
h) Assess the learning needs and abilities, when working with students with different
abilities
i) Identify any additional support the student may need and help to make special
arrangements for that support;
j) Provide placement assistance
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Assessment and evaluation of Vocational Teachers/Trainers is very critical for making them
awareof their performance and for suggesting corrective actions. The States/UTs should ensure
that the performance of the Vocational Teachers/Trainers is appraised annually. Performance
based appraisal in relation to certain pre-established criteria and objectives should be done
periodically to ensure the quality of the Vocational Teachers/Trainers. Following parameters
may be considered during the appraisal process:
1. Participation in guidance and counselling activities conducted at Institutional, District
and State level;
2. Adoption of innovative teaching and training methods;
3. Improvement in result of vocational students of Class X or Class XII;
4. Continuous up gradation of knowledge and skills related to the vocational pedagogy,
communication skills and vocational subject;
5. Membership of professional society at District, State, Regional, National and
Internationallevel;
6. Development of teaching-learning materials in the subject area;
7. Efforts made in developing linkages with the Industry/Establishments;
8. Efforts made towards involving the local community in Vocational Education;
9. Publication of papers in National and International Journals;
10. Organization of activities for promotion of vocational subjects;
11. Involvement in placement of students /student support services.
CAREER OPPORTUNITIES
Students who successfully complete their Vocational Training in Physical Education and Sports
would be skilled to work as:
• Assistant to a Physical Education Teacher teaching age-appropriate physical
activity inschool
• Assistant to any coach teaching children age appropriate sports in a sports academy
• Member of a sports management team
• Assistant to venue operation manager in stadiums – groundmen, equipment manager,
etc.
• As a referee, umpire at the district level tournaments
• Yoga Instructor, Fitness trainer in gyms by doing a short additional certification course
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CAREER PROGRESSION AND HIGHER EDUCATION VERTICAL INTEGRATION OF
THE COURSE:
SKILL COURSE
- (Early Years) Physical Activity Trainer (Instructor)
- NSQF Level 2 (CLASS IX - X)
SKILL COURSE
- (Primary Years) Physical Activity Trainer (Instructor)
- NSQF Level 4 (CLASS XI - XII)
• PGT/TGT - School
BPED, MPED offered by UGC
• HOD Sports - School
MPED with NET • Lecturer / Reader in college
MPED/MPHIL, PHD with NET • Professor / Associate professor
PHD, SPORTS SCIENCE • Exercise Scientist
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