Haryana BSEH Secondary Physical Education common mistakes
Haryana BSEH Secondary Physical Education · Understand the traps and how to avoid them.
Writing the aim of physical education as 'to make students physically fit' only, and stopping there, when the question asks for aims and objectives together.
Candidates memorise one short line from a guidebook and treat aims (broad, lifelong) and objectives (specific, measurable outcomes) as synonyms, so they lose the second half of the marks.
What to do instead
Prepare a two-tier answer: aims in 3-4 broad statements (all-round development, physical efficiency, social and emotional growth, lifelong active living) and objectives as specific behavioural outcomes (developing strength, endurance, flexibility, neuromuscular coordination, sports skills, safety habits, leadership). In the exam, write two clearly headed sections and give one example under each objective.
Describing growth and development as the same process, and giving only height and weight as examples of development.
The terms are used interchangeably in everyday speech, and textbook diagrams of growth charts dominate revision, so the qualitative side of development is ignored.
What to do instead
Fix the distinction in one line each: growth is quantitative, measurable increase in body size (height, weight, girth); development is qualitative, progressive change in function and skill (motor coordination, language, social behaviour, reasoning). Learn the stages (infancy, early childhood, later childhood, adolescence, adulthood) with two changes at each stage, and mention the principles: continuity, orderly sequence, individual rate differences, and interaction of heredity and environment.
Treating physical fitness as only 'ability to do work' and omitting the health-related versus skill-related component split, or listing the components without defining them.
The definition is short and easy to reproduce, so candidates stop at it and never learn the component taxonomy that most questions actually test.
What to do instead
Memorise the two-group list with a one-line definition and a test for each: health-related (cardiovascular endurance, muscular strength, muscular endurance, flexibility, body composition) and skill-related (speed, agility, balance, coordination, power, reaction time). Attach a test name to each, e.g. 12-minute run/walk for endurance, sit-and-reach for flexibility, shuttle run for agility, standing broad jump for power.
Attributing the modern Olympic Games to ancient Greece without naming Pierre de Coubertin, 1896 Athens, or the four-year cycle, and confusing Summer and Winter Games facts.
The Olympic Movement is taught as a story rather than as a set of dated facts, so candidates remember the mood and lose the names, years and numbers that carry the marks.
What to do instead
Build a dated fact sheet: ancient Olympics origin 776 BC at Olympia, abolished AD 393; modern revival by Pierre de Coubertin, first modern Games Athens 1896, IOC founded 1894; Winter Games from 1924; motto Citius, Altius, Fortius - Communiter; rings symbolising five continents; Olympic values. Also learn India's hockey golds and named Indian medallists so you can answer both factual and descriptive parts.
Mixing up the Major Dhyan Chand Khel Ratna, the Arjuna Award and the Dronacharya Award, and naming the wrong sport for a famous awardee.
All three are sports honours announced together and revision lists often group them without stating the criterion that separates them, so candidates assign the wrong award to a person.
What to do instead
Learn each award by its criterion, not just its name: Khel Ratna for outstanding performance over a period (highest sporting honour), Arjuna for consistent outstanding performance, Dronacharya for coaches, Dhyan Chand for lifetime achievement in sports, Tenzing Norgay for adventure. Then make a small table of 6-8 well-known awardees with award, year and sport, and check that you can state the criterion when asked 'why'.
Giving generic rules for games instead of the exact numbers - court dimensions, number of players, duration, scoring, and rotation rules - and confusing volleyball rotation with basketball positions.
Candidates revise game rules by watching matches rather than from a written list of measurements, so the numbers blur under exam pressure.
What to do instead
For each game on the syllabus, write a one-page card with: court/field dimensions, number of players and substitutes, match duration and intervals, scoring method, key fouls, and 4-5 technical terms (e.g. volleyball: 18x9 m court, 6 players, rotation clockwise on winning service, libero, spike, block; basketball: 28x15 m, 5 players, 24-second shot clock, dribbling, pivot). Test yourself by drawing the court from memory with measurements labelled.
Describing an asana as 'good for health' without naming the correct Sanskrit name, the position type, the contraindication, and the lifestyle disease it addresses.
Yoga answers are written from general awareness, and candidates cannot link specific asanas to specific conditions such as obesity, diabetes, hypertension or asthma.
What to do instead
Make a three-column chart: asana (with correct Sanskrit name and English meaning), type (standing, sitting, prone, supine, meditative), and benefit plus caution. Learn a small set precisely - Vajrasana, Bhujangasana, Paschimottanasana, Halasana, Ardha Matsyendrasana, Shavasana, Tadasana, Trikonasana - and pair each lifestyle disease with two suitable asanas and one caution (e.g. avoid Halasana with neck or blood-pressure problems). Also learn the difference between asana, pranayama and meditation, and the yama-niyama basics.
Answering first-aid questions with 'call a doctor' or 'give medicine' instead of the recognised sequence, and confusing a sprain with a fracture or applying heat to a fresh injury.
First aid is learned from films and general advice rather than from the standard protocol, so the order of steps and the no-heat rule for acute injuries are missed.
What to do instead
Memorise the sequence and the acronyms: primary survey (check response, airway, breathing, circulation), then RICE for soft-tissue injury - Rest, Ice, Compression, Elevation - in the first 24-48 hours, no heat, no massage, no running it off. Learn to distinguish sprain (ligament, joint, swelling, still movable) from fracture (bone, deformity, inability to bear weight) and from strain (muscle). Add specific actions for bleeding (direct pressure), fainting (supine, legs raised), heat exhaustion (shade, fluids, cooling) and suspected fracture (immobilise, do not realign).
Writing a diet answer as a list of 'eat healthy food' items without energy values, the balanced-diet food groups, or a link between nutrition and performance and deficiency disease.
Candidates know nutrition labels from advertising, not from the food-group and energy framework, so answers lack the numbers and categories that earn marks.
What to do instead
Learn the five food groups with one example each (cereals and grains, pulses and legumes, milk and meat, fruits and vegetables, fats and sugars), the energy value of carbohydrate, protein and fat (4, 4, 9 kcal per gram), and the role of water, minerals and vitamins. Pair deficiencies with diseases (iron-anaemia, vitamin A-night blindness, vitamin D-rickets, iodine-goitre, protein-energy malnutrition-kwashiorkor and marasmus). For athletes, state pre-competition timing and hydration rules rather than only naming foods.
Leaving training-principle and career questions at the level of naming a principle or a job title, without explaining overload, progression, specificity, reversibility, or the actual qualification route for a career in physical education.
These topics appear descriptive, so candidates write short answers; they also do not know the real course and eligibility structure, so career answers stay vague.
What to do instead
For training, define each principle and give a concrete example of applying it (progressive overload by increasing load 5-10% after adaptation; specificity by training the energy system and muscles used in the sport; reversibility by detraining when training stops). Include the FITT idea and the difference between warming up and conditioning. For careers, learn the actual routes - B.P.Ed./D.P.Ed. and M.P.Ed., eligibility, and roles such as school physical education teacher, coach, fitness trainer, sports nutritionist, physiotherapist, sports journalist, sports administrator - with the qualification and one duty for each.