WBCHSE HS Health and Physical Education study plan
WBCHSE HS Health and Physical Education · Give each week a clear focus.
8 weeks · About 6 hours per week
Growth, Development and Physical Fitness & Sports Training, Conditioning and Fitness Components
Define growth, development and maturation, and tabulate at least six differences between growth and development with one physical-education example each.
List the components of physical fitness (health-related and skill-related) and match each component to one simple field test such as sit-and-reach, 12-minute run, or shuttle run.
Explain the principles of sports training - overload, progression, specificity, reversibility, recovery and individual difference - and state one practical consequence of violating each.
Describe the training methods used for strength, endurance, speed and flexibility, and note the load, repetition and rest pattern typical of each.
Draw a one-page comparison chart linking each fitness component to the training method that best develops it.
Your checkpoint
A hand-drawn two-page chart: page one compares growth versus development and lists fitness components with their field tests; page two maps each training method to the fitness component it develops, with load and rest values written in.
Sports Training, Conditioning and Fitness Components & Growth, Development and Physical Fitness
Design a four-week conditioning plan for a school-level athlete, applying progressive overload and stating warm-up, main session and cool-down for each week.
Calculate and interpret a training heart rate range using the Karvonen method for a 16-year-old with a resting pulse you measure yourself.
Explain the meaning and purpose of warming up and cooling down, and list three physiological reasons for each.
Distinguish between active and passive recovery, and between isotonic, isometric and isokinetic muscle contraction, giving one sporting example of each.
Identify at least five common training errors (for example, sudden load increase, no rest day, ignoring flexibility) and the injury risk each creates.
Your checkpoint
A written four-week conditioning plan for one named sport, including a warm-up and cool-down for every session and a worked Karvonen calculation showing target heart rate at 60% and 80% intensity.
Exercise Physiology and Effects of Exercise on Body Systems & Growth, Development and Physical Fitness
Trace the path of blood through the heart and name the changes exercise produces in heart rate, stroke volume, cardiac output and blood pressure.
Compare the mechanics of breathing at rest and during exercise, and define tidal volume, vital capacity and oxygen debt in your own words.
Describe the immediate, short-term and long-term effects of exercise on the muscular, skeletal, respiratory and circulatory systems in a four-column table.
Explain the role of the nervous system in muscle contraction and the difference between slow-twitch and fast-twitch fibres.
Relate the concept of second wind and oxygen debt to fatigue during a middle-distance run.
Your checkpoint
A labelled diagram of the heart and lungs with a written table of at least twelve exercise effects (three per body system), each marked as short-term or long-term.
Nutrition, Diet and Balanced Diet & Communicable and Non-Communicable Diseases, Health Hygiene
Define a balanced diet and classify foods into the five or six standard groups, naming two local Bengali foods in each group.
State the functions, deficiency diseases and chief sources of carbohydrates, proteins, fats, vitamins A, B-complex, C and D, calcium, iron and iodine.
Calculate the approximate calorie and protein requirement of a 17-year-old student using a standard body-weight formula, and justify the extra energy needed by an athlete.
Explain the meaning of health hygiene and list personal, food and environmental hygiene practices relevant to a school hostel.
Describe the mode of spread and two prevention measures each for tuberculosis, malaria, dengue and typhoid.
Your checkpoint
A one-day balanced diet menu for a 17-year-old athlete with a nutrient-wise breakdown (energy, protein, fat, vitamins, minerals) and a separate half-page hygiene and disease-prevention checklist for a school hostel.
Communicable and Non-Communicable Diseases, Health Hygiene & First Aid, Safety and Injury Management
Distinguish communicable from non-communicable diseases and classify at least ten named diseases into the two groups with their causative agents.
Explain risk factors, warning signs and prevention of diabetes, hypertension, obesity and coronary heart disease.
Demonstrate in writing the first-aid steps for bleeding, burns, fracture, sprain, drowning, heat stroke and snake bite, in correct order.
Describe how to assess an unconscious casualty - response, airway, breathing, circulation - and when to call emergency services.
Explain the PRICE protocol for soft-tissue injury and state what must NOT be done in the first 48 hours.
Your checkpoint
A first-aid card set of eight conditions, each card giving recognition signs, step-by-step action, and the one action that would be harmful; plus a disease classification table of ten diseases with causative agent and prevention.
Rules, Officiating and Fundamental Skills of Games and Sports & First Aid, Safety and Injury Management
State the playing area dimensions, number of players, duration and scoring method for cricket, football, volleyball and kabaddi.
List the key duties of the referee, umpire or scorer in at least three games and describe two signals used by each official.
Describe the fundamental skills of each of those four games and name one drill for teaching each skill to beginners.
Explain the safety rules of each game (protective equipment, fouls, restart procedures) and link two of them to injury prevention.
Draw to scale the court or field markings of football and volleyball from memory.
Your checkpoint
Two to-scale court diagrams (football and volleyball) plus a four-game comparison sheet covering players, duration, scoring, official's duties and two signals per official.
Foundations and Meaning of Health and Physical Education & Yoga, Relaxation and Lifestyle Diseases
Define health, physical education and physical fitness, and explain the relationship between physical education and general education.
Summarise the aims and objectives of physical education - physical, mental, social, emotional and moral development - with one example activity for each.
Explain the eight limbs of yoga and the meaning of asana, pranayama and meditation.
Describe the procedure, benefits and contraindications of at least six asanas, including two for back pain and two for stress.
Define lifestyle diseases and explain how regular yoga and physical activity reduce the risk of obesity, diabetes and hypertension.
Your checkpoint
A yoga practice sheet of six asanas (procedure, benefits, contraindications, one breathing instruction each) followed by a half-page note linking lifestyle disease risk to inactivity, with at least three cited reasons.
Sports Psychology, Sociology and Ethics in Sports & Foundations and Meaning of Health and Physical Education & Yoga, Relaxation and Lifestyle Diseases
Define sports psychology and explain how motivation, anxiety, arousal, attention and confidence affect performance, using one sporting example for each.
Distinguish intrinsic from extrinsic motivation and describe two techniques for managing pre-competition anxiety.
Explain the role of sports in social integration, discipline and character building, and discuss two ethical issues such as doping and fair play.
Revise the whole syllabus by rewriting your own summary notes for every domain and self-testing with at least 60 practice questions.
Complete two full-length timed mock papers under exam conditions and review every wrong answer against the source topic.
Your checkpoint
Two completed timed mock papers with a correction log listing every error, its domain, and the corrected fact; plus a one-page ethics and psychology summary sheet.
Milestones
Week 2: Can state all fitness components, their field tests and the training method for each without notes, and can calculate a target heart rate range correctly for any given age and resting pulse.
Week 4: Can name the function, source and deficiency disease of every major nutrient, and can list mode of spread plus two prevention measures for at least four communicable diseases - scoring 80% or more on a 20-question self-test.
Week 6: Can reproduce football and volleyball court dimensions and markings from memory, and can write correct first-aid steps for all eight emergency conditions in the right order.
Week 8: Both timed mock papers completed within the allowed time, with the correction log showing fewer repeated errors in the second paper than the first.