PHYSICAL EDUCATION

Chapetr-4:- Physical Education and Sports for CWSN

Q-1. What do you mean by “Disability”?
Ans.
 “Disability means inability to do work. In fact, it is the state of individual when he/she cannot work
efficiently.”
 “Disability is the reduction of functional ability to lead daily fruitful life.”
 “A disability is a reduction or lack of ability to perform an activity in the manner or within the range
considered normal for a human being” – According to WHO
 “Disability is an impairment that may be cognitive, developmental, intellectual, mental, physical,
and sensory or some combination of these. It substantially affects a person’s life activities and may
be present from birth or occur during a person’s lifetime.”
 “A disability is a functional limitation or restriction of an individual’s ability to perform an activity.”

Q-2. Briefly discuss about “Special Olympic”.

Ans.
 Special Olympics were started by “Eunice Kennedy Shriver”, sister of ‘John F. Kennedy’, the former
president of USA.
 In fact, she believed that with equal opportunities and experiences as anyone else, people with
special need could compete far more than ever thought possible.
 Owing to her efforts, the first Special Olympics were held in July, 1968 in Chicago.
 About 1000 Athletes from USA and Canada participated in one-day event, which was a jointly
venture by ‘Kennedy Foundation’ and ‘Chicago Park District’.
 In 1971, US Olympic Committee gave the Special Olympics’ official approval to use the name
‘Olympics’.
 France sent the first set of athletes from outside not America to the second games held in 1970.
 In 1972 games, 10 nations sent their athletes in Special Olympics.
 In 1988, the Special Olympics were officially organized by “International Olympic Committee”.
 In 2003, approximately 7000 athletes from 150 nations participated in 18 disciplines of Special
Olympics.

Q-3. Briefly discuss about “Paralympic Games”.

Ans.
 Paralympic Games are major international multi-sports events for the athletes with various
disabilities such as athletes with mobility disabilities: Amputations, blindness and cerebral palsy.
 Paralympic Games are held at an interval of every four years following the Olympic Games.
 These games are governed by the “International Paralympic Committee.
 The First Paralympic Games were held in Rome in 1960.
 The Paralympic word was used officially in 1988 Summer Olympic Games which were held in Seoul.
 The Winter Paralympic Games are also held after every four years.

Q-4. Briefly discuss about “Deaflympics”.

Ans.
 Earlier, the Deaflympics used to be called World Games for the Deaf.
 The Deaflympics are an ‘International Olympic Committee’ sectioned event in which deaf athletes
compete at an elite level.
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 In Deaflympics, the starter’s gun, bull horn commands or referee whistles are not used as seen in
the Olympics, the Paralympics and the Special Olympics.
 These games have been organized by the ‘International committee of Sports for the Deaf’ since the
first event.
 The Deaflympics are more than just the world’s second oldest multiple sports after Olympics.
 These are held once in four years.
 The first games held in Paris, France in 1924, were also the first ever international sporting event
for athletes with disability.
 In 1924, in Paris, only 148 athletes from 9 European countries participated in these games.
 These games were not held twice due to World War II.
 Deaflympics Winter Games started in 1949.
 From 1924 to 1965, these games were called the “International Games for the Deaf”.
 From 1966 to 1999, these games were called the “World Games for the Deaf”.
 Since 2001, these games are known as “Deaflympics”.
 The motto of Deaflympics is ‘equality through sports’ and the main purpose of Deaflympics is ‘to
provide opportunities to persons with hearing disability to participate in elite sports’.
 Till now, the Deaflympics have been hosted by 36 cities in 21 countries.

Q-5. List out year and venue of the “Summer Special Olympic” held so far.
Ans.
Year Venue Year Venue
1968 Chicago 1999 Chapel Hill, Durham and Raleigh
1970 Chicago 2003 Dublin
1972 Los Angeles 2007 Shanghai
1975 Mount Pleasant 2011 Athens
1979 Brockport 2015 Los Angeles
1983 Baton Rouge 2019 Abu Dhabi
1987 North Dame and South Bend 2023 Berlin
1991 Minneapolis and Saint Paul 2027 Perth (Scheduled)
1995 New Haven

Q-6. List out year and venue of the “Summer Deaflympics” held so far.
Ans.
Games Year Host City Country
I. 1924 Paris France
II. 1928 Amsterdam Netherlands
III. 1931 Nuremberg Germany
IV. 1935 London Great Britain
V. 1939 Stockholm Sweden
VI. 1949 Copenhagen Denmark
VII. 1953 Brussels Belgium
VIII. 1957 Milan Italy
IX. 1961 Helsinki Finland
X. 1965 Washington DC United States
XI. 1969 Belgrade Yugoslavia
XII. 1973 Malmo Sweden
XIII. 1977 Bucharest Romania
XIV. 1981 Koln West Germany
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XV. 1985 Los Angeles United States
XVI. 1989 Christchurch New Zealand
XVII. 1993 Sofia Bulgaria
XVIII. 1997 Copenhagen Denmark
XIX. 2001 Rome Italy
XX. 2005 Melbourne Australia
XXI. 2009 Taipei Chinese Taipei
XXII. 2013 Sofia Bulgaria
XXIII. 2017 Samsun Turkey
XXIV. 2021 Caxias do Sul Brazil
XXV. 2025 Tokyo Japan

Q-7. List out year and venue of the “Winter Deaflympics” held so far.
Ans.
Games Year Host City Country
I. 1949 Seefeld Austria
II. 1953 Oslo Norway
III. 1955 Oberammergau Germany
IV. 1959 Montana-Vennala Switzerland
V. 1963 Are Sweden
VI. 1967 Berchtesgaden West Germany
VII. 1971 Adelboden Switzerland
VIII. 1975 Lake Placid United States
IX. 1979 Meribel France
X. 1983 Madonna di Campiglio Italy
XI. 1987 Oslo Norway
XII. 1991 Banff Canada
XIII. 1995 Yllas Finland
XIV. 1999 Davos Switzerland
XV. 2003 Sundsvall Sweden
XVI. 2007 Salt Lake City United States
XVII. 2011 Vysoke Tarty, Slovakia Slovakia
XVIII. 2015 Khanty- Mansiysk Russia
XIX. 2019 Sondrio Italy
XX. 2024 Ankara Turkey

Q-8. Discuss about logo/symbol and flame of Special Olympics.

Ans.
 Logo/Symbol of Special Olympics:-
 The Special Olympics logo is based on the sculpture “Joy and Happiness to all the Children
of the World”.
 The logo is a symbol of growth, confidence and joy among children and adults with
disabilities who are learning coordination, mastering skills, participating in competitions and
preparing themselves for richer and more productive lives.
 Flame of Special Olympics:-
 The “Flame of Hope” is the name given to the torch that is carried to and lit at Special
Olympic Games.

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Q-9. List out the games and sports included in Special Olympics.
Ans.
No. Games/Sports No. Games/Sports
1 Athletics (Track and Field) 17 Kayaking
2 Badminton 18 Netball
3 Basketball 19 Power lifting
4 Bocce 20 Roller Skating
5 Bowling 21 Sailing
6 Cricket 22 Snowboarding
7 Cycling 23 Snowshoe running
8 Equestrian 24 Skiing: Alpine & Cross Country
9 Figure Skating 25 Softball
10 Floor ball 26 Speed Skating: Short track
11 Floor Hockey 27 Swimming: Pool & Open-water
12 Football 28 Table Tennis
13 Golf 29 Tennis
14 Gymnastics 30 Triathlon
15 Handball 31 Volleyball
16 Judo

Q-10. . List out the sports included in summer and Winter Deaflympics.
Ans.
 Sports in Summer Deaflympics:-
No. Sports No. Sports
1 Athletics (Track and Field) 11 Orienteering
2 Badminton 12 Shooting
3 Basketball 13 Swimming
4 Beach Volleyball 14 Table Tennis
5 Bowling 15 Taekwondo
6 Cycling Road 16 Tennis
7 Football 17 Volleyball
8 Handball 18 Water Polo
9 Judo 19 Wrestling Freestyle
10 Karate 20 Wrestling Greco-Roman

 Sports in Winter Deaflympics:-

No. Sports No. Sports

1 Alpine Skiing 4 Ice Hockey
2 Cross Country Skiing 5 Snowboard
3 Curling

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Q-11. Discuss about Opening and Closing Ceremony of Paralympics Games.
Ans.
 Opening Ceremony:-
 The opening ceremony begins with the hoisting of the host country’s flag and rendition of
its national anthem.
 After the national anthem, the athletes come for March past into the stadium grouped
according to their nations.
 All the nations enter in the stadium alphabetically according to the host country’s chosen
language.
 However, the host country’s athletes enter last into the stadium.
 After that, host nation presents its culture in the form of music, dance and singing, etc.
 Formal opening of the games is announced.
 At last, Paralympics torch is brought into the stadium and passed on until it reaches to the
final torch bearer who finally lights the Paralympic flame.
 Closing Ceremony:-
 After the conclusion of all the sports events, the closing ceremony begins.
 Flag bearers from each participating country enter the stadium, followed by the athletes
who enter together without any national distinction.
 The Paralympics flag is taken down.
 The games are officially closed and the Paralympic flame is extinguished.

Q-12. What do you mean by classification and divisioning in sports?

Ans.
 Classification:-
 Classification is a process of grouping related to Paralympics and Para-athletes.
 The Classification process provides categories to athletes or sportspersons based on
different types of disabilities.
 Divisioning:-
 Divisioning is a process of grouping related to Special Olympics.
 It is a performance based system of grouping of athletes or sportspersons.
 It is based on their level of skills.
 Special Olympics uses ‘Divisioning’ to structure competitions so that athletes compete with
other athletes of similar ability in equitable divisions.
 All these athletes of all ability levels are encouraged to participate in Special Olympics.

Q-13. What do you mean by International Paralympic Committee?

Ans.
 It is a global governing body of the Paralympic movement.
 The International Paralympic Committee organizes the summer and winter Paralympics Games.
 It also serves as the International Federation for nine sports, for which it supervises and
coordinates the world championship and other competitions.
 Its vision is ‘to enable Paralympic athletes to achieve sporting excellence and inspire and excite the
world’.
 It was established on 22 September, 1989 and its headquarter is in Bonn, Germany.
 Its main aim is to develop sports opportunities for all the people with impairment from the
beginner to the elite level.

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Q-14. What are the categories of Disability?
Ans.
 The International Paralympic Committee has established 10 disability categories including physical,
Visual and intellectual impairment.
 Athletes with one of these disabilities can participate in the Paralympic Games through not every
sport can allow for every disability category.
 Physical impairment or disability includes impaired muscles power, impaired passive range of
movement, loss of limbs, leg length difference, short stature, etc.
 Visual impairment includes impairment of one or more component of visual system.
 Intellectual Disability includes impairment significant impairment of intellectual functioning.
 The Paralympic Committee mainly serves athletes with physical and visual impairment whereas
intellectual disability has been added to some Paralympics Games.

Categories Impairment
F 11 to 13 Visual Impairment
F 20 Intellectual Impairment
F 40 to 41 Short Stature
F 42 to 44 Leg Impairment
F 31 to 34 Wheelchair for athletes with movement disorder
(For Throwing Events)
F 51 to 57 Wheelchair events with lower body impairment
(For Throwing Events)
T 33 to 34 Wheelchair for athletes with movement disorder
(For Running events)
T 51 to 54 Wheelchair events with lower body impairment
(For Running Events)

Q-15. Discuss eligible impairments in Paralympics for classification.

Ans.
 Impairment in Paralympics can be divided into 10 eligible impairment types including physical
impairment, visual impairment and intellectual impairment.
 These impairment which are as under, must be permanent in nature.

1. Impaired muscle power:-

 Reduced force generated by muscles or muscle groups, may occur in one limb or the lower
half of the body.
 Examples may include spinal cord injury, muscular dystrophy, post-polio syndrome and
spina bifida.
2. Impaired passive range of movement:-
 Athletes with impaired range of movement have a limitation or restriction or a lack of
passive movement in one or more joints.
 Examples include arthrogryposis or contracture resulting from chronic joint immobilization
or trauma affecting a joint.
3. Loss of Limbs:-
 Athletes with limb deficiency have total or partial absence of bones or joints as a
consequence of trauma, illness or congenital limb deficiency.

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4. Leg length difference:-
 Athletes may have a difference in the length of their legs due to a disturbance in limb
growth or as a result of trauma.
5. Short stature:-
 Athletes with short stature have a reduced length in the bones of the lower limbs and trunk.
 Examples may include achondroplasia, growth hormone dysfunction and osteogenesis
imperfect.
6. Hypertonia:-
 Athletes with Hypertonia have abnormal increase in muscles tension and reduce ability of a
muscle to stretch caused by damaged to the central nervous system.
 Examples include cerebral palsy, traumatic brain injury and stroke.
7. Ataxia:-
 Athletes with ataxia have lack of coordination of muscle movements. These caused by
damage to the central nervous system.
 Examples include cerebral palsy, traumatic brain injury, stroke and multiple sclerosis.
8. Athetosis:-
 Athletes with Athetosis have continual slow involuntary movements.
 Examples include cerebral palsy, traumatic brain injury and stroke.
9. Visual Impairment:-
 Athletes with impaired vision have reduced or no vision caused by damaged to the eye
structure, optical nerve or optical pathways or visual cortex of the brain.
 Examples include retinitis pigmentosa and diabetic retinopathy.
10. Intellectual Impairment:-
 Athletes with an intellectual impairment have a restriction or limitation in intellectual
functioning and adaptive behaviour which affects conceptual, social and practical adaptive
skills required for everyday life.
 This impairment must be present before the age of 18.

Q-16. Briefly mention divisioning in Special Olympics.

Ans.
 The unique difference that sets Special Olympics competitions apart from those of the other sports
competitions is that athletes of all ability levels are encouraged to participate and every athlete is
recognized her/his performance.
 Competitions are structured so that athletes compete against similar ability athletes in equitable
divisions.
 Indeed, athletes are matched with others of the same gender, about the same age and most
significantly of about the same competitive ability.
 The following process is undertaken for divisioning for Special Olympics:
Step 1: Divide athletes by Gender: Male and Female.
Step 2: Dive athletes by Age. Divide male and female into the following age group:
Individual Sports Team Sports
8 to 11 years 15 year and above
12 to 15 years 16 to 21 years
16 to 21 years 22 year and above
22 to 29 years
30 year and above

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Step 3: Divide athletes by their skill ability scores which are recorded by a committee through
preliminary and at the site of events.

Q-17. What do you mean by Inclusive Education?

Ans.
 The term ‘Inclusion’ is used in the field of education that is why it is called inclusive Education.
 Inclusive Education means normal students and special needs students learn while sharing the
same physical space and interacting socially and academically.
 It brings all students together in one classroom and community.
 In Inclusive Education, students with special needs spend most of their time with non-special needs
students.
 It is also including in sports and physical education.
 Inclusion in physical education and sports is related to the students with disabilities to participate
in all the activities.

Q-18. Discuss briefly need and importance of Inclusive Education.

Ans.
1. For Self Esteem:-
 Each and Every individual has self-esteem.
 It may be seen that differently able individuals are less strong.
 Research studies conducted in this field indicate that after inclusion in a regular school the
students with disabilities have shown improvements in self-confidence.
 They display qualities of self-efficacy.
2. For Better Social Skills and Communication:-
 Inclusive Education provides ample opportunities to have better social relations among
students with disabilities and without disabilities.
 Social Skills are learnt properly through observation and imitation.
 Students with disabilities get a better understanding of the world around them and they
feel exhilarated about being part of the regular community.
 A number of Case studies show that children with autism demonstrate change in their social
behaviour while being with other children without disabilities.
3. Greater Sensitivity:-
 It is usually observed that students without disabilities become more sensitive by learning
along with students with special needs.
 They understand how word can hurt.
 They practice patience and learn empathy.
4. For Better Understanding of Strengths and Weaknesses:-
 Students with or without special needs in inclusive schools learn that each and every
individual has strengths as well as weaknesses.
 They learn to appreciate these differences.
5. For Better Sense of Belongingness:-
 Inclusive Education is essential for having a better sense of belongingness among students
with and without special needs.
 It teaches the value of another human being-no matter what that person looks or sounds
like.
 Students with special needs enjoy the feeling of belongingness, being loved, having
relationship and friendship with students without special needs.

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6. Higher Academic Achievement:-
 Inclusive education is beneficial for the students with special needs because research
studies conducted in this field show that these students have done academically well than
in exclusive education.
7. For Improvement in Motor Skills:-
 Inclusion in physical education is needed for improvement in motor skills of students with
disabilities.
 Their movements become efficient and refined. Even level of fitness is also improved up to
some extent.
8. For Friendship and Socialization:-
 Students with and without intellectual disabilities will have ample opportunities for positive
social interactions and the development of long-lasting friendships.
 In this way, inclusive sports play a vital role in developing friendship and socialization
among the students with and without intellectual disabilities.
9. For Meaningful Inclusion:-
 In inclusive sports, each student will be an active participant and have a valuable role on a
team or in sports for fitness activity.
10. For Skill Development:-
 In unified sports or inclusive sports, students will enhance their overall physical fitness and
develop specific sports skills that enable them to participate in the sports with greater
proficiency.
11. For Personal Growth:-
 In inclusive sports, students with and without intellectual disabilities will benefits from
physical and mental challenges by participating in a variety of sports and games.
12. For Promoting Tolerance and Reducing Bullying:-
 In unified sports, students with and without intellectual disabilities learn and play side-by-
side.
 AS a result, there are fewer chances of bullying, teasing and other acts of intolerance.
13. For Improving Physical Fitness:-
 Inclusive sports provide ample opportunities to the students with and without intellectual
disabilities for improving physical fitness.
 Hence, inclusive education as well as inclusive sports is essential for overall development of
students with and without intellectual disabilities.

Q-19. Explain implementation of Inclusive Education in India in brief.

Ans.
1. Right to Education:-
 The Right to Education is to be effective in all states so that every child receives education
and through inclusion, addressing children with special needs is also taken care of.
2. Training to Teachers:-
 Teachers, especially in rural areas, are to be trained well so they are equipped with the
required to teach children with special needs in an inclusive system of education.
 Workshop to be conducted to keep them abreast of the recent developments in inclusive
education.
3. Regular Analysis:-
 Regular analysis of schools, curriculum and amenities are to be done to develop a support
team to give access to the regular curriculum methods t children with difficulties in
learning.

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4. Select Parents as Resources:-
 Parents should be taken as a resource and be involved in decision making process to
enhance their child’s learning.
 They are to be made partners in the education so that a collaborated effort would result in
effective inclusive education.
5. Proper Implementation:-
 For proper implementation of inclusive education in school, the differently able students
should be treated equally as normal students.
 In fact, the differently abled students should not be looked at sympathetically but they
recognized by their talents, capabilities and abilities.
6. Enroll Children in Regular School:-
 To enroll children with special needs in regular schools requires a lot of adjustments in
terms of classrooms, transport facilities and educational materials.
 Materials should be provided based on needs of the students so that they are able to learn
along with their regular peers.
7. Examination System and Periodic Evaluation:-
 A Suitable examination system and periodic evaluation of children with special needs to be
in place to meet challenges and changing trends in special education.
8. Develop Good Relationship:-
 Sincere efforts should be made to develop good relations between families of students
with disabilities and without disabilities.
 In this way, both types of students will also develop good relations among themselves.
9. Students related Materials:-
 Students related materials like uniform, books, stationery, transport allowance, stipend for
girls, boarding and lodging facilities, therapeutic services, teaching and learning materials,
assistive devices, etc…, should be provided to students with special needs by the schools.
10. Flexible:-
 Inclusive education should be flexible.
 The flexibility in this field should be reflected in the teaching methods and materials
provided to the students with disabilities.

Q-20. Discuss the advantages of physical activities for CWSN in details.

Ans.
1. Physical Improvement:-
 Children, who suffer from cognitive disabilities, are most likely to suffer from physical
impairment as well.
 These children have substantial problems with motor skill in hopping, jogging, etc.
 Involvement of physical activities can help these individuals to develop fundamental motor
and physical fitness skills.
 These activities improve the levels of well-being and physical health.
 Physical activities help children with disabilities to fight back against problems such as
obesity and other lifestyle diseases.
 In fact, physical activities help in maintaining healthier bone density and better overall
fitness.
2. Mental Improvement:-
 Physical activities are not only good for a child’s body but these are beneficial for their mind
too.
 In fact, physical activities improve general mood and wellness of children with special
needs.
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3. Self-Esteem:-
 Physical activities are beneficial for children with special needs because such activities
develop a sense of self-esteem and self-confidence.
 As a matter a fact, interaction and involvement with other students in physical activities
help to give children a sense of accomplishment and confidences.
4. Reduce the level of Anxiety, Stress and Depression:-
 Physical activities may help in reducing the level of anxiety, stress and depression of
children with disabilities.
5. Cognitive Benefits:-
 Physical activities lead to cognitive skill improvement in children with disabilities.
 These activities allow them to discover and access strengths that cannot be challenged in
the classroom setting.
6. Improved Social Interaction:-
 Physical activities provide ample opportunities for improving social interaction among
children with special needs.
 Social relations are developed during involvement in physical activities.
7. Better Emotional and Psychological Health:-
 Physical activities are beneficial for children with special needs because such activities
improve emotional and psychological health.
8. Reduce Risk of Health Complications:-
 Physical activities are beneficial for children with special needs because activities reduce or
decrease the risk of various health complications like high blood pressure, diabetes and at
the same time improve appetite and quality of sleep.

Q-21. Discuss the strategies to make physical activities accessible for CWSN in brief.
Ans.
1. Medical Check-up:-
 It is essential to have a medical check-up of all the children with special needs or with
various disabilities.
 Because without medical check-up, the teachers of physical education cannot come to
know about the type of disability the child is facing.
 Indeed, if we really want to make physical activities accessible for the children with special
needs, we need to understand the type of disabilities of the children.
2. Physical Activities must be based on Interests of Children:-
 Physical activities must be based on the interests, aptitudes, abilities, previous experience
and limitations of children with special needs.
 So, the teachers of physical education should have a deep knowledge of limitations,
interests and aptitudes of children.
 After that physical activities can be made accessible for children with special needs more
easily.
3. Equipment related to Physical Activities should be according to the needs of children:-
 The equipment or objects related to physical activities should be according to the needs of
children.
 This equipment should vary in size, shape, colour and weight.
 This equipment should be according to the capability and the level of children.
 So, various type of equipment must be provided to children with special needs.
4. Specific Environment should be Provided:-
 The area of physical activities should be limited as movement capabilities of children with
special needs are limited.
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 Specially, in case of children who have autism, they must be provided specific playing area
because they may need some time to relax.
 Light and sound are also vital for making good environment for such children.
5. A Variety of different instructional strategies should be used:-
 For performing various types of physical activities, a variety of different instructional
strategies such as verbal, visual and peer teaching should be used.
 It can give children the opportunity to start learning on their own and become more
independent.
6. Rules should be modified according to needs of children with Disabilities:-
 In the beginning, rules of the physical activities should be simple but later on these rules
can be modified according to the needs of the children.
 They can be provided extra attempt or time to perform a physical activity.
 They can also be given additional resting time before doing the next physical activity.
7. Children’s previous experience must be taken into consideration:-
 For making physical activities more accessible for children with special needs, the
concerned teacher of physical education should have comprehensive understanding and
knowledge of children’s previous experience about physical activities.

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