Fundamental Skills (Individuals Sports) | Health and Physical Education for Class 8 PDF Download

 Page 1


4
Fundamental 
Skills
(Individual Sports)
IntroductIon 
Participation in sports improves 
qualities like self-confidence, 
self-esteem, and mental and physical 
well-being. If sports are played without 
much emphasis on competition, 
these will enable students to enjoy 
and learn more, and also help them 
to excel. The bases of fundamental 
skills of different sports have already 
been discussed in Class VII. In this 
Unit, track and field, gymnastics, 
swimming, wrestling and judo have 
been discussed in detail, along with 
some important skills required for 
these sports so that the students can 
perform better in these games.
GuIdelInes for the t eacher ? ? The teacher must familiarise the 
students with the procedure of 
performing the skills of selected 
sports, as well as, different 
phases of these skills.
? ? The teacher may procure material 
required for teaching the skills.
? ? The teacher must include a 
warm-up session of 8 to 10 
minutes before starting the class.
This Unit will help a 
teacher to:
? ? enable students 
to develop 
neuromuscular  
coordination.
? ? identify and nurture 
the talent of 
students in different 
individual sports, 
including those 
meant for Children 
With Special Needs 
(CWSN).
? ? enable students to 
learn the tactics 
and strategies of 
individual sports. 
? ? provide recreation 
to students through 
participation in 
sports.
? ? develop qualities, 
like confidence, 
self-esteem, 
illpower, physical 
and mental well-being 
in ?students.
Objectives
Unit
Page 2


4
Fundamental 
Skills
(Individual Sports)
IntroductIon 
Participation in sports improves 
qualities like self-confidence, 
self-esteem, and mental and physical 
well-being. If sports are played without 
much emphasis on competition, 
these will enable students to enjoy 
and learn more, and also help them 
to excel. The bases of fundamental 
skills of different sports have already 
been discussed in Class VII. In this 
Unit, track and field, gymnastics, 
swimming, wrestling and judo have 
been discussed in detail, along with 
some important skills required for 
these sports so that the students can 
perform better in these games.
GuIdelInes for the t eacher ? ? The teacher must familiarise the 
students with the procedure of 
performing the skills of selected 
sports, as well as, different 
phases of these skills.
? ? The teacher may procure material 
required for teaching the skills.
? ? The teacher must include a 
warm-up session of 8 to 10 
minutes before starting the class.
This Unit will help a 
teacher to:
? ? enable students 
to develop 
neuromuscular  
coordination.
? ? identify and nurture 
the talent of 
students in different 
individual sports, 
including those 
meant for Children 
With Special Needs 
(CWSN).
? ? enable students to 
learn the tactics 
and strategies of 
individual sports. 
? ? provide recreation 
to students through 
participation in 
sports.
? ? develop qualities, 
like confidence, 
self-esteem, 
illpower, physical 
and mental well-being 
in ?students.
Objectives
Unit
 
? ? The teacher may take the help of a better performer (if 
needed) for the demonstration of the skills.
? ? The students are made to practise the sub-skills or parts 
under the teacher’s supervision.
? ? During the practice session, the teacher needs to observe 
the students and make necessary corrections or changes, 
if required.
? ? The teacher must motivate the students, so that they take 
a keen interest while learning the skill.
? ? At the end of the practice session, the students need to 
participate in a cooling down session.
? ? The teacher must sum-up the lesson and clarify the doubts, 
if any, raised by the students.
? ? The teacher must also ensure the safety of the students 
during the practice session.
t Ime d uratIon and m aterIal The duration of each class for teaching different skills of 
individual sports is 45 minutes. The teacher must ensure that 
all required material are available in sufficient quantity.
IndIvIdual s ports Individual sports are track and field (running, jumping 
and throwing), gymnastics, swimming, wrestling, judo and 
taekwondo. Every event requires various fundamental skills for 
performance, which have been discussed in the Unit.
a ctIvIty 4.1: Track and field events
1. Sprints: 400–metre race
2. Jump: Triple jump 
3. Throw: Javelin throw 
Material required: Whistle, clapper, stopwatch, writing board, 
chart paper, pen, marked 200 or 400–metre track, throwing 
arena, jumping pit, measuring tape, lime powder, javelin, etc. 
Page 3


4
Fundamental 
Skills
(Individual Sports)
IntroductIon 
Participation in sports improves 
qualities like self-confidence, 
self-esteem, and mental and physical 
well-being. If sports are played without 
much emphasis on competition, 
these will enable students to enjoy 
and learn more, and also help them 
to excel. The bases of fundamental 
skills of different sports have already 
been discussed in Class VII. In this 
Unit, track and field, gymnastics, 
swimming, wrestling and judo have 
been discussed in detail, along with 
some important skills required for 
these sports so that the students can 
perform better in these games.
GuIdelInes for the t eacher ? ? The teacher must familiarise the 
students with the procedure of 
performing the skills of selected 
sports, as well as, different 
phases of these skills.
? ? The teacher may procure material 
required for teaching the skills.
? ? The teacher must include a 
warm-up session of 8 to 10 
minutes before starting the class.
This Unit will help a 
teacher to:
? ? enable students 
to develop 
neuromuscular  
coordination.
? ? identify and nurture 
the talent of 
students in different 
individual sports, 
including those 
meant for Children 
With Special Needs 
(CWSN).
? ? enable students to 
learn the tactics 
and strategies of 
individual sports. 
? ? provide recreation 
to students through 
participation in 
sports.
? ? develop qualities, 
like confidence, 
self-esteem, 
illpower, physical 
and mental well-being 
in ?students.
Objectives
Unit
 
? ? The teacher may take the help of a better performer (if 
needed) for the demonstration of the skills.
? ? The students are made to practise the sub-skills or parts 
under the teacher’s supervision.
? ? During the practice session, the teacher needs to observe 
the students and make necessary corrections or changes, 
if required.
? ? The teacher must motivate the students, so that they take 
a keen interest while learning the skill.
? ? At the end of the practice session, the students need to 
participate in a cooling down session.
? ? The teacher must sum-up the lesson and clarify the doubts, 
if any, raised by the students.
? ? The teacher must also ensure the safety of the students 
during the practice session.
t Ime d uratIon and m aterIal The duration of each class for teaching different skills of 
individual sports is 45 minutes. The teacher must ensure that 
all required material are available in sufficient quantity.
IndIvIdual s ports Individual sports are track and field (running, jumping 
and throwing), gymnastics, swimming, wrestling, judo and 
taekwondo. Every event requires various fundamental skills for 
performance, which have been discussed in the Unit.
a ctIvIty 4.1: Track and field events
1. Sprints: 400–metre race
2. Jump: Triple jump 
3. Throw: Javelin throw 
Material required: Whistle, clapper, stopwatch, writing board, 
chart paper, pen, marked 200 or 400–metre track, throwing 
arena, jumping pit, measuring tape, lime powder, javelin, etc. 
54 Health and Physical Education/Teachers’ Guide — Class VIII 
Guidelines for the teacher
? ? The teacher must explain the skills with the demonstration 
of each phase step-by-step.
? ? The students must practise the movements of the skills 
in phases.
? ? The teacher needs to combine the phases in a 
progressive way.
? ? During individual phase practice, the teacher must 
identify the shortcomings and provide assistance.  
? ? The teacher must give sufficient time to the students 
to practice. 
? ? The teacher can use lead-up activity to further improve 
upon the quality of the skill.
400-metre race 
The techniques of a 400-metre race are divided into the following 
phases:
? ? Start
? ? Running
? ? Finish
Start
As per the rules, the teacher asks the students to take crouch 
start position to commence the event. The procedure of crouch 
start has already been discussed in detail in previous classes 
and can be recapitulated by the teacher.
Running
For this, the teacher directs 
the sprinter to run two curves 
and two straights (in 400m 
standard track). The start of 
the race is from the first curve 
with full stagger (full stagger is 
given because the sprinter has 
to run two curves of the track). 
Soon after leaving the starting 
block, the sprinter accelerates 
Fig. 4.1: 400-metre race
Page 4


4
Fundamental 
Skills
(Individual Sports)
IntroductIon 
Participation in sports improves 
qualities like self-confidence, 
self-esteem, and mental and physical 
well-being. If sports are played without 
much emphasis on competition, 
these will enable students to enjoy 
and learn more, and also help them 
to excel. The bases of fundamental 
skills of different sports have already 
been discussed in Class VII. In this 
Unit, track and field, gymnastics, 
swimming, wrestling and judo have 
been discussed in detail, along with 
some important skills required for 
these sports so that the students can 
perform better in these games.
GuIdelInes for the t eacher ? ? The teacher must familiarise the 
students with the procedure of 
performing the skills of selected 
sports, as well as, different 
phases of these skills.
? ? The teacher may procure material 
required for teaching the skills.
? ? The teacher must include a 
warm-up session of 8 to 10 
minutes before starting the class.
This Unit will help a 
teacher to:
? ? enable students 
to develop 
neuromuscular  
coordination.
? ? identify and nurture 
the talent of 
students in different 
individual sports, 
including those 
meant for Children 
With Special Needs 
(CWSN).
? ? enable students to 
learn the tactics 
and strategies of 
individual sports. 
? ? provide recreation 
to students through 
participation in 
sports.
? ? develop qualities, 
like confidence, 
self-esteem, 
illpower, physical 
and mental well-being 
in ?students.
Objectives
Unit
 
? ? The teacher may take the help of a better performer (if 
needed) for the demonstration of the skills.
? ? The students are made to practise the sub-skills or parts 
under the teacher’s supervision.
? ? During the practice session, the teacher needs to observe 
the students and make necessary corrections or changes, 
if required.
? ? The teacher must motivate the students, so that they take 
a keen interest while learning the skill.
? ? At the end of the practice session, the students need to 
participate in a cooling down session.
? ? The teacher must sum-up the lesson and clarify the doubts, 
if any, raised by the students.
? ? The teacher must also ensure the safety of the students 
during the practice session.
t Ime d uratIon and m aterIal The duration of each class for teaching different skills of 
individual sports is 45 minutes. The teacher must ensure that 
all required material are available in sufficient quantity.
IndIvIdual s ports Individual sports are track and field (running, jumping 
and throwing), gymnastics, swimming, wrestling, judo and 
taekwondo. Every event requires various fundamental skills for 
performance, which have been discussed in the Unit.
a ctIvIty 4.1: Track and field events
1. Sprints: 400–metre race
2. Jump: Triple jump 
3. Throw: Javelin throw 
Material required: Whistle, clapper, stopwatch, writing board, 
chart paper, pen, marked 200 or 400–metre track, throwing 
arena, jumping pit, measuring tape, lime powder, javelin, etc. 
54 Health and Physical Education/Teachers’ Guide — Class VIII 
Guidelines for the teacher
? ? The teacher must explain the skills with the demonstration 
of each phase step-by-step.
? ? The students must practise the movements of the skills 
in phases.
? ? The teacher needs to combine the phases in a 
progressive way.
? ? During individual phase practice, the teacher must 
identify the shortcomings and provide assistance.  
? ? The teacher must give sufficient time to the students 
to practice. 
? ? The teacher can use lead-up activity to further improve 
upon the quality of the skill.
400-metre race 
The techniques of a 400-metre race are divided into the following 
phases:
? ? Start
? ? Running
? ? Finish
Start
As per the rules, the teacher asks the students to take crouch 
start position to commence the event. The procedure of crouch 
start has already been discussed in detail in previous classes 
and can be recapitulated by the teacher.
Running
For this, the teacher directs 
the sprinter to run two curves 
and two straights (in 400m 
standard track). The start of 
the race is from the first curve 
with full stagger (full stagger is 
given because the sprinter has 
to run two curves of the track). 
Soon after leaving the starting 
block, the sprinter accelerates 
Fig. 4.1: 400-metre race
 
and attains speed (Fig. 4.1). After covering the first curve, the 
sprinter maintains the pace and runs the first straight and 
second curve, maintaining inward inclination of the body. 
Thereafter, the person enters the second straight and runs the 
second remaining straight at one’s best speed. 
Finish
For finishing, the teacher motivates the sprinter to adopt any 
one of the following techniques:
1. Run through
2. Shoulder shrug
3. Dip
The techniques of the above mentioned styles of finishing 
the race have already been discussed in Class VII and can be 
recapitulated by the teacher.
Triple jump
The teacher explains the techniques of ‘triple jump’. The teacher 
may demonstrate it also. The techniques of triple jump can be 
divided as follows (Fig. 4.2):
1. Approach run
2. Hopping
3. Stepping
4. Jumping and landing
Fig. 4.2: Triple jump
Page 5


4
Fundamental 
Skills
(Individual Sports)
IntroductIon 
Participation in sports improves 
qualities like self-confidence, 
self-esteem, and mental and physical 
well-being. If sports are played without 
much emphasis on competition, 
these will enable students to enjoy 
and learn more, and also help them 
to excel. The bases of fundamental 
skills of different sports have already 
been discussed in Class VII. In this 
Unit, track and field, gymnastics, 
swimming, wrestling and judo have 
been discussed in detail, along with 
some important skills required for 
these sports so that the students can 
perform better in these games.
GuIdelInes for the t eacher ? ? The teacher must familiarise the 
students with the procedure of 
performing the skills of selected 
sports, as well as, different 
phases of these skills.
? ? The teacher may procure material 
required for teaching the skills.
? ? The teacher must include a 
warm-up session of 8 to 10 
minutes before starting the class.
This Unit will help a 
teacher to:
? ? enable students 
to develop 
neuromuscular  
coordination.
? ? identify and nurture 
the talent of 
students in different 
individual sports, 
including those 
meant for Children 
With Special Needs 
(CWSN).
? ? enable students to 
learn the tactics 
and strategies of 
individual sports. 
? ? provide recreation 
to students through 
participation in 
sports.
? ? develop qualities, 
like confidence, 
self-esteem, 
illpower, physical 
and mental well-being 
in ?students.
Objectives
Unit
 
? ? The teacher may take the help of a better performer (if 
needed) for the demonstration of the skills.
? ? The students are made to practise the sub-skills or parts 
under the teacher’s supervision.
? ? During the practice session, the teacher needs to observe 
the students and make necessary corrections or changes, 
if required.
? ? The teacher must motivate the students, so that they take 
a keen interest while learning the skill.
? ? At the end of the practice session, the students need to 
participate in a cooling down session.
? ? The teacher must sum-up the lesson and clarify the doubts, 
if any, raised by the students.
? ? The teacher must also ensure the safety of the students 
during the practice session.
t Ime d uratIon and m aterIal The duration of each class for teaching different skills of 
individual sports is 45 minutes. The teacher must ensure that 
all required material are available in sufficient quantity.
IndIvIdual s ports Individual sports are track and field (running, jumping 
and throwing), gymnastics, swimming, wrestling, judo and 
taekwondo. Every event requires various fundamental skills for 
performance, which have been discussed in the Unit.
a ctIvIty 4.1: Track and field events
1. Sprints: 400–metre race
2. Jump: Triple jump 
3. Throw: Javelin throw 
Material required: Whistle, clapper, stopwatch, writing board, 
chart paper, pen, marked 200 or 400–metre track, throwing 
arena, jumping pit, measuring tape, lime powder, javelin, etc. 
54 Health and Physical Education/Teachers’ Guide — Class VIII 
Guidelines for the teacher
? ? The teacher must explain the skills with the demonstration 
of each phase step-by-step.
? ? The students must practise the movements of the skills 
in phases.
? ? The teacher needs to combine the phases in a 
progressive way.
? ? During individual phase practice, the teacher must 
identify the shortcomings and provide assistance.  
? ? The teacher must give sufficient time to the students 
to practice. 
? ? The teacher can use lead-up activity to further improve 
upon the quality of the skill.
400-metre race 
The techniques of a 400-metre race are divided into the following 
phases:
? ? Start
? ? Running
? ? Finish
Start
As per the rules, the teacher asks the students to take crouch 
start position to commence the event. The procedure of crouch 
start has already been discussed in detail in previous classes 
and can be recapitulated by the teacher.
Running
For this, the teacher directs 
the sprinter to run two curves 
and two straights (in 400m 
standard track). The start of 
the race is from the first curve 
with full stagger (full stagger is 
given because the sprinter has 
to run two curves of the track). 
Soon after leaving the starting 
block, the sprinter accelerates 
Fig. 4.1: 400-metre race
 
and attains speed (Fig. 4.1). After covering the first curve, the 
sprinter maintains the pace and runs the first straight and 
second curve, maintaining inward inclination of the body. 
Thereafter, the person enters the second straight and runs the 
second remaining straight at one’s best speed. 
Finish
For finishing, the teacher motivates the sprinter to adopt any 
one of the following techniques:
1. Run through
2. Shoulder shrug
3. Dip
The techniques of the above mentioned styles of finishing 
the race have already been discussed in Class VII and can be 
recapitulated by the teacher.
Triple jump
The teacher explains the techniques of ‘triple jump’. The teacher 
may demonstrate it also. The techniques of triple jump can be 
divided as follows (Fig. 4.2):
1. Approach run
2. Hopping
3. Stepping
4. Jumping and landing
Fig. 4.2: Triple jump
56 Health and Physical Education/Teachers’ Guide — Class VIII 
Approach run
The teacher explains that the length of the approach distance 
varies from 35 to 40 metre. The main task of this phase is to 
produce optimum horizontal velocity and prepare for accurate 
or effective first take-off from the board.
Hopping
The teacher explains that the important point to remember is 
to take-off and land on the same foot. The teacher explains 
that this is the shortest phase. It is more difficult as the same 
leg must hold the body weight and accelerate it again. Take-off 
is an explosive action and to perform this phase effectively, 
stretching and swinging movements need to be coordinated. 
Landing is done on the flat part of the foot.  
Stepping
After finishing the step phase, a student has to land on the 
opposite leg (called step) and take-off from the opposite leg again 
further to land in the jumping pit.
Jumping and landing
If the jumper is in the flight for the third jump, one will not be 
able to bring the legs too far in the front as is done in long jump. 
As soon as both the feet, which are kept together, touch the 
landing pit, the jumper flexes the knees, and simultaneously, 
swings both the arms forward to take the body ahead of the 
landing mark.
Javelin throw
The teacher explains the following technical phases of javelin 
throw as shown in Fig. 4.3 and Fig. 4.4.
1. Grip and stance
2. Javelin carry and approach
3. Withdrawal 
4. Impulse stride  
5. Throwing stride       
6. Release
7. Recovery (reverse)