Fundamental Skills (Team Games) | Health and Physical Education for Class 8 PDF Download

 Page 1


Fundamental Skills (Team Games) 75
Fundamental 
Skills
(Team Games)
IntroductIon Team games can make a substantial 
contribution to the objectives of 
physical education, thereby, helping 
students develop qualities of team 
spirit, cooperation, taking care of one’s 
own interests, as well as, of the group. 
They also help develop group cohesion, 
leadership and followership qualities. 
Team games provide an opportunity 
for the students to apply motor skills 
in a variety of ways in order to achieve 
the goals. Through these games, the 
students learn to adapt themselves and 
assess their effectiveness in different 
situations. Skills of hockey, football, 
cricket, basketball, volleyball, kabaddi 
and kho-kho, which were not covered 
in Class VII, have been discussed in 
this Unit.
GuIdelInes for the t eacher ? ? The teacher must familiarise the 
students with the procedure of 
performing the skills of a selected 
team game, as well as, teach 
different phases of the skills as 
per the requirements of Children 
With Special Needs (CWSN) too.
The Unit will help 
a teacher to enable 
students to:
? ? understand and 
acquire various 
fundamental 
techniques of 
games.
? ? identify and 
nurture the talent 
of the students 
in games.
? ? learn the tactics 
and strategies of 
the selected team 
game.
? ? channelise 
their energy 
for achieving 
performance in 
a game.
? ? develop the 
qualities of 
followership, 
leadership, team 
spirit, cooperation 
and togetherness.
Objectives
5
Unit
Page 2


Fundamental Skills (Team Games) 75
Fundamental 
Skills
(Team Games)
IntroductIon Team games can make a substantial 
contribution to the objectives of 
physical education, thereby, helping 
students develop qualities of team 
spirit, cooperation, taking care of one’s 
own interests, as well as, of the group. 
They also help develop group cohesion, 
leadership and followership qualities. 
Team games provide an opportunity 
for the students to apply motor skills 
in a variety of ways in order to achieve 
the goals. Through these games, the 
students learn to adapt themselves and 
assess their effectiveness in different 
situations. Skills of hockey, football, 
cricket, basketball, volleyball, kabaddi 
and kho-kho, which were not covered 
in Class VII, have been discussed in 
this Unit.
GuIdelInes for the t eacher ? ? The teacher must familiarise the 
students with the procedure of 
performing the skills of a selected 
team game, as well as, teach 
different phases of the skills as 
per the requirements of Children 
With Special Needs (CWSN) too.
The Unit will help 
a teacher to enable 
students to:
? ? understand and 
acquire various 
fundamental 
techniques of 
games.
? ? identify and 
nurture the talent 
of the students 
in games.
? ? learn the tactics 
and strategies of 
the selected team 
game.
? ? channelise 
their energy 
for achieving 
performance in 
a game.
? ? develop the 
qualities of 
followership, 
leadership, team 
spirit, cooperation 
and togetherness.
Objectives
5
Unit
 
? ? The teacher must include a warm-up session of 8 to 10 
minutes before starting a sport.
? ? The teacher may take the help of a better student 
performer of that sport for demonstration.
? ? The students are made to practise the sub-skills under 
the teacher’s supervision.
? ? During the practice session, the teacher must use 
observation and correction methods.
? ? The teacher must motivate the students to take a keen 
interest in learning the skill.
? ? At the end of the teaching or practice session, the students 
must participate in a session of cooling down.
? ? At the end of the class, the teacher needs to sum-up the 
lesson and clarify the doubts, if any, raised by the students.
? ? The teacher must ensure the safety of the students during 
the practice sessions.
Depending upon the facility available for team games, the 
students have to choose a game as per their interest. In this 
Unit, only few techniques of each game are discussed as other 
techniques have been covered in the teachers’ guides developed 
for previous classes. The games and their techniques for this 
class are as follows:
Table 5.1
Games and their techniques
Games Techniques
1. Hockey  Straight flick and scoop
2. Football (a) Kicking techniques: Lofted kick and 
chip kick
(b) Trapping techniques: Thigh receives and 
chest receives
3. Cricket (a) Batting techniques: Square cut and 
out flick
(b)  Bowling techniques: Off spin and 
leg spin
(c)  Fielding techniques: Stopping and 
throwing in outfield
Page 3


Fundamental Skills (Team Games) 75
Fundamental 
Skills
(Team Games)
IntroductIon Team games can make a substantial 
contribution to the objectives of 
physical education, thereby, helping 
students develop qualities of team 
spirit, cooperation, taking care of one’s 
own interests, as well as, of the group. 
They also help develop group cohesion, 
leadership and followership qualities. 
Team games provide an opportunity 
for the students to apply motor skills 
in a variety of ways in order to achieve 
the goals. Through these games, the 
students learn to adapt themselves and 
assess their effectiveness in different 
situations. Skills of hockey, football, 
cricket, basketball, volleyball, kabaddi 
and kho-kho, which were not covered 
in Class VII, have been discussed in 
this Unit.
GuIdelInes for the t eacher ? ? The teacher must familiarise the 
students with the procedure of 
performing the skills of a selected 
team game, as well as, teach 
different phases of the skills as 
per the requirements of Children 
With Special Needs (CWSN) too.
The Unit will help 
a teacher to enable 
students to:
? ? understand and 
acquire various 
fundamental 
techniques of 
games.
? ? identify and 
nurture the talent 
of the students 
in games.
? ? learn the tactics 
and strategies of 
the selected team 
game.
? ? channelise 
their energy 
for achieving 
performance in 
a game.
? ? develop the 
qualities of 
followership, 
leadership, team 
spirit, cooperation 
and togetherness.
Objectives
5
Unit
 
? ? The teacher must include a warm-up session of 8 to 10 
minutes before starting a sport.
? ? The teacher may take the help of a better student 
performer of that sport for demonstration.
? ? The students are made to practise the sub-skills under 
the teacher’s supervision.
? ? During the practice session, the teacher must use 
observation and correction methods.
? ? The teacher must motivate the students to take a keen 
interest in learning the skill.
? ? At the end of the teaching or practice session, the students 
must participate in a session of cooling down.
? ? At the end of the class, the teacher needs to sum-up the 
lesson and clarify the doubts, if any, raised by the students.
? ? The teacher must ensure the safety of the students during 
the practice sessions.
Depending upon the facility available for team games, the 
students have to choose a game as per their interest. In this 
Unit, only few techniques of each game are discussed as other 
techniques have been covered in the teachers’ guides developed 
for previous classes. The games and their techniques for this 
class are as follows:
Table 5.1
Games and their techniques
Games Techniques
1. Hockey  Straight flick and scoop
2. Football (a) Kicking techniques: Lofted kick and 
chip kick
(b) Trapping techniques: Thigh receives and 
chest receives
3. Cricket (a) Batting techniques: Square cut and 
out flick
(b)  Bowling techniques: Off spin and 
leg spin
(c)  Fielding techniques: Stopping and 
throwing in outfield
 
4. Basketball (a) Passing techniques: Chest pass and 
bounce pass
(b) Dribbling techniques: Cross dribble
(c) Shooting techniques: Layup shot
5. Volleyball Tennis serve, spiking and blocking
6. Kabaddi (a) Raiding techniques: Foot touch, sudden 
leg thrust 
(b)  Catching techniques: Ankle hold and 
wrist hold
7. Kho-Kho (a)  Chasing techniques: Early kho, late kho
(b) Running techniques: Ring play, double 
zig-zag
8. Table Tennis  
9. Taekwondo
10. Relay races
     (track and field)
Games 5.1: Hockey
It is one of the most popular games in India. The Indian 
hockey team has won many medals in various international 
tournaments, such as Olympic Games, World Cup, Asian 
Games, etc. This game includes dribbling, hitting, passing and 
stopping techniques. 
Material required: Marked field, hockey stick, hockey ball, 
markers, cones, charts, writing boards and safety equipment
Number of players: 11 field players in each team, including one 
goalkeeper
Guidelines for the teacher
? ? The teacher has to explain the skill with the demonstration 
of each phase.
? ? The students need to practise the movement of the hockey 
stick in each phase with and without a ball.
Page 4


Fundamental Skills (Team Games) 75
Fundamental 
Skills
(Team Games)
IntroductIon Team games can make a substantial 
contribution to the objectives of 
physical education, thereby, helping 
students develop qualities of team 
spirit, cooperation, taking care of one’s 
own interests, as well as, of the group. 
They also help develop group cohesion, 
leadership and followership qualities. 
Team games provide an opportunity 
for the students to apply motor skills 
in a variety of ways in order to achieve 
the goals. Through these games, the 
students learn to adapt themselves and 
assess their effectiveness in different 
situations. Skills of hockey, football, 
cricket, basketball, volleyball, kabaddi 
and kho-kho, which were not covered 
in Class VII, have been discussed in 
this Unit.
GuIdelInes for the t eacher ? ? The teacher must familiarise the 
students with the procedure of 
performing the skills of a selected 
team game, as well as, teach 
different phases of the skills as 
per the requirements of Children 
With Special Needs (CWSN) too.
The Unit will help 
a teacher to enable 
students to:
? ? understand and 
acquire various 
fundamental 
techniques of 
games.
? ? identify and 
nurture the talent 
of the students 
in games.
? ? learn the tactics 
and strategies of 
the selected team 
game.
? ? channelise 
their energy 
for achieving 
performance in 
a game.
? ? develop the 
qualities of 
followership, 
leadership, team 
spirit, cooperation 
and togetherness.
Objectives
5
Unit
 
? ? The teacher must include a warm-up session of 8 to 10 
minutes before starting a sport.
? ? The teacher may take the help of a better student 
performer of that sport for demonstration.
? ? The students are made to practise the sub-skills under 
the teacher’s supervision.
? ? During the practice session, the teacher must use 
observation and correction methods.
? ? The teacher must motivate the students to take a keen 
interest in learning the skill.
? ? At the end of the teaching or practice session, the students 
must participate in a session of cooling down.
? ? At the end of the class, the teacher needs to sum-up the 
lesson and clarify the doubts, if any, raised by the students.
? ? The teacher must ensure the safety of the students during 
the practice sessions.
Depending upon the facility available for team games, the 
students have to choose a game as per their interest. In this 
Unit, only few techniques of each game are discussed as other 
techniques have been covered in the teachers’ guides developed 
for previous classes. The games and their techniques for this 
class are as follows:
Table 5.1
Games and their techniques
Games Techniques
1. Hockey  Straight flick and scoop
2. Football (a) Kicking techniques: Lofted kick and 
chip kick
(b) Trapping techniques: Thigh receives and 
chest receives
3. Cricket (a) Batting techniques: Square cut and 
out flick
(b)  Bowling techniques: Off spin and 
leg spin
(c)  Fielding techniques: Stopping and 
throwing in outfield
 
4. Basketball (a) Passing techniques: Chest pass and 
bounce pass
(b) Dribbling techniques: Cross dribble
(c) Shooting techniques: Layup shot
5. Volleyball Tennis serve, spiking and blocking
6. Kabaddi (a) Raiding techniques: Foot touch, sudden 
leg thrust 
(b)  Catching techniques: Ankle hold and 
wrist hold
7. Kho-Kho (a)  Chasing techniques: Early kho, late kho
(b) Running techniques: Ring play, double 
zig-zag
8. Table Tennis  
9. Taekwondo
10. Relay races
     (track and field)
Games 5.1: Hockey
It is one of the most popular games in India. The Indian 
hockey team has won many medals in various international 
tournaments, such as Olympic Games, World Cup, Asian 
Games, etc. This game includes dribbling, hitting, passing and 
stopping techniques. 
Material required: Marked field, hockey stick, hockey ball, 
markers, cones, charts, writing boards and safety equipment
Number of players: 11 field players in each team, including one 
goalkeeper
Guidelines for the teacher
? ? The teacher has to explain the skill with the demonstration 
of each phase.
? ? The students need to practise the movement of the hockey 
stick in each phase with and without a ball.
 
? ? The teacher must combine the 
phases in a progressive way.
? ?During individual phase 
practice, the teacher needs to 
use observation and correction 
method to provide assistance.
? ? The teacher must give sufficient 
time to the students to practise.
? ? The teacher can use lead-up 
activity to further improve the 
quality of skill.
Straight flick
Under this game, the teacher will focus 
on straight flick and scoop. Straight 
flick is required to pass the ball to 
the partner. For effective learning, 
the teacher divides the technique into 
two phases.
Phase 1 (Gripping the stick)
Place the hockey stick diagonally 
at the waist level. First, slide 
your right hand about 1 foot 
below the top end. Now, place 
your left hand about 1–2 inches 
over the right hand in over land 
grip (Fig. 5.2).
Phase 2 (Stance)
The teacher asks the students to stand with the feet equal 
to shoulder width apart, the left shoulder pointing in the direction 
of flick. 
Phase 3 (Execution)
The teacher demonstrates the position of the ball in the middle 
of stance, beginning by placing the stick behind the ball and 
transferring the body weight to the back foot. Roll the ball forward 
Fig. 5.2: Basic grip
(b)
(a)
Fig. 5.1(a–b): Straight flick
Page 5


Fundamental Skills (Team Games) 75
Fundamental 
Skills
(Team Games)
IntroductIon Team games can make a substantial 
contribution to the objectives of 
physical education, thereby, helping 
students develop qualities of team 
spirit, cooperation, taking care of one’s 
own interests, as well as, of the group. 
They also help develop group cohesion, 
leadership and followership qualities. 
Team games provide an opportunity 
for the students to apply motor skills 
in a variety of ways in order to achieve 
the goals. Through these games, the 
students learn to adapt themselves and 
assess their effectiveness in different 
situations. Skills of hockey, football, 
cricket, basketball, volleyball, kabaddi 
and kho-kho, which were not covered 
in Class VII, have been discussed in 
this Unit.
GuIdelInes for the t eacher ? ? The teacher must familiarise the 
students with the procedure of 
performing the skills of a selected 
team game, as well as, teach 
different phases of the skills as 
per the requirements of Children 
With Special Needs (CWSN) too.
The Unit will help 
a teacher to enable 
students to:
? ? understand and 
acquire various 
fundamental 
techniques of 
games.
? ? identify and 
nurture the talent 
of the students 
in games.
? ? learn the tactics 
and strategies of 
the selected team 
game.
? ? channelise 
their energy 
for achieving 
performance in 
a game.
? ? develop the 
qualities of 
followership, 
leadership, team 
spirit, cooperation 
and togetherness.
Objectives
5
Unit
 
? ? The teacher must include a warm-up session of 8 to 10 
minutes before starting a sport.
? ? The teacher may take the help of a better student 
performer of that sport for demonstration.
? ? The students are made to practise the sub-skills under 
the teacher’s supervision.
? ? During the practice session, the teacher must use 
observation and correction methods.
? ? The teacher must motivate the students to take a keen 
interest in learning the skill.
? ? At the end of the teaching or practice session, the students 
must participate in a session of cooling down.
? ? At the end of the class, the teacher needs to sum-up the 
lesson and clarify the doubts, if any, raised by the students.
? ? The teacher must ensure the safety of the students during 
the practice sessions.
Depending upon the facility available for team games, the 
students have to choose a game as per their interest. In this 
Unit, only few techniques of each game are discussed as other 
techniques have been covered in the teachers’ guides developed 
for previous classes. The games and their techniques for this 
class are as follows:
Table 5.1
Games and their techniques
Games Techniques
1. Hockey  Straight flick and scoop
2. Football (a) Kicking techniques: Lofted kick and 
chip kick
(b) Trapping techniques: Thigh receives and 
chest receives
3. Cricket (a) Batting techniques: Square cut and 
out flick
(b)  Bowling techniques: Off spin and 
leg spin
(c)  Fielding techniques: Stopping and 
throwing in outfield
 
4. Basketball (a) Passing techniques: Chest pass and 
bounce pass
(b) Dribbling techniques: Cross dribble
(c) Shooting techniques: Layup shot
5. Volleyball Tennis serve, spiking and blocking
6. Kabaddi (a) Raiding techniques: Foot touch, sudden 
leg thrust 
(b)  Catching techniques: Ankle hold and 
wrist hold
7. Kho-Kho (a)  Chasing techniques: Early kho, late kho
(b) Running techniques: Ring play, double 
zig-zag
8. Table Tennis  
9. Taekwondo
10. Relay races
     (track and field)
Games 5.1: Hockey
It is one of the most popular games in India. The Indian 
hockey team has won many medals in various international 
tournaments, such as Olympic Games, World Cup, Asian 
Games, etc. This game includes dribbling, hitting, passing and 
stopping techniques. 
Material required: Marked field, hockey stick, hockey ball, 
markers, cones, charts, writing boards and safety equipment
Number of players: 11 field players in each team, including one 
goalkeeper
Guidelines for the teacher
? ? The teacher has to explain the skill with the demonstration 
of each phase.
? ? The students need to practise the movement of the hockey 
stick in each phase with and without a ball.
 
? ? The teacher must combine the 
phases in a progressive way.
? ?During individual phase 
practice, the teacher needs to 
use observation and correction 
method to provide assistance.
? ? The teacher must give sufficient 
time to the students to practise.
? ? The teacher can use lead-up 
activity to further improve the 
quality of skill.
Straight flick
Under this game, the teacher will focus 
on straight flick and scoop. Straight 
flick is required to pass the ball to 
the partner. For effective learning, 
the teacher divides the technique into 
two phases.
Phase 1 (Gripping the stick)
Place the hockey stick diagonally 
at the waist level. First, slide 
your right hand about 1 foot 
below the top end. Now, place 
your left hand about 1–2 inches 
over the right hand in over land 
grip (Fig. 5.2).
Phase 2 (Stance)
The teacher asks the students to stand with the feet equal 
to shoulder width apart, the left shoulder pointing in the direction 
of flick. 
Phase 3 (Execution)
The teacher demonstrates the position of the ball in the middle 
of stance, beginning by placing the stick behind the ball and 
transferring the body weight to the back foot. Roll the ball forward 
Fig. 5.2: Basic grip
(b)
(a)
Fig. 5.1(a–b): Straight flick
 
with the stick to start the shot, transferring weight to the front 
foot. Push the ball in a straight line into the air. In the final 
stage, follow by wrapping the stick round below the left shoulder 
[Fig. 5.1(a–b)].
Scoop 
Scoop is an essential technique to pass the ball to the partner 
through flight or air. For effective teaching, the teacher divides 
the skill or technique into two phases.
Phase 1 (Gripping the stick)
Place the hockey stick diagonally at the 
waist level. First stick your right hand 
about 1 foot below the top end. Now, 
place your left hand about 1–2 inches 
over the right hand in over land grip. 
Phase 2 (Stance)
The teacher asks the students to stand 
with feet at shoulder width apart, the 
left shoulder pointing at the direction 
of the scoop.
Phase 3 (Execution)
The teacher demonstrates the final 
movement, which includes the position 
of the ball in the line of left foot, 
beginning by placing the stick behind 
and under the ball by rotating the wrist 
and dropping the stick backward. Push 
the right hand forward and left hand 
backward, and transfer the body weight 
forward in the direction of the ball. In the 
final stage, follow through by wrapping 
the stick and moving in the line of the 
ball [Fig. 5.3(a–b)].
Fig. 5.3(a–b): Scoop
(a)
(b)