Class 8 Khel Yatra Unit 1 – Foundations of Physical Education and Well-being with easy NCERT and CBSE Notes, Solutions, Questions & Answers and Worksheet. Learn important concepts and activities with simple Class 8 Khel Yatra study material for revision and exam preparation.
Unit 1: Foundations of Physical Education and Well-being
Subject: Physical Education and Well-being | Book: Khel Yatra
Easy chapter notes, activity explanations and book-based solutions
Quick Concept Notes
Physical Education
Learning through movement, games, exercise and sports. It helps us become fit, active and disciplined.Well-being
Being healthy in body, mind and relationships. We should feel safe, respected and supported.Balance
Keeping the body steady without falling.Force
A push or pull that can change the motion of an object.Motion
Change in the position of an object with time.Gravity
The force that pulls objects towards the Earth.Conduction
Transfer of heat through direct contact.Muscles and bones
Bones give support. Muscles pull bones to produce movement. Joints allow body parts to move.Breathing and pulse
During exercise, breathing and heartbeat become faster to supply more oxygen and energy to the body.Teamwork
Working together, encouraging others and respecting different abilities.Safety rule: Warm up before exercise, follow the teacher’s instructions, use safe equipment and stop if you feel pain, dizziness or discomfort.
1. Horse Vault Race
Meaning: A race in which partners carefully vault over one another.
Easy Notes
- Students work in pairs of nearly similar height and weight.
- One student becomes the horse by bending safely.
- The other student carefully jumps over the horse.
- Partners change roles and move towards the finish line.
- Sideways jumps may be added later only under supervision.
Circle time – Good technique
Q1. Compare techniques with other students on how they crossed the vault. Discuss whose jump was more efficient and why?
Answer: A jump is efficient when it is smooth, controlled and safe. A good jumper keeps balance and clears the horse without touching it.
Q2. Discuss how better balance can be maintained by students while in the vault position.
Answer: Keep the body steady, place hands and feet carefully, look ahead and follow the teacher’s instructions.
Q3. Discuss how improving our own skills gives us a feeling of holistic happiness.
Answer: Improvement builds confidence, discipline and self-respect. It makes us feel happy in body and mind.
Q1. Compare techniques with other students on how they crossed the vault. Discuss whose jump was more efficient and why?
Answer: A jump is efficient when it is smooth, controlled and safe. A good jumper keeps balance and clears the horse without touching it.
Q2. Discuss how better balance can be maintained by students while in the vault position.
Answer: Keep the body steady, place hands and feet carefully, look ahead and follow the teacher’s instructions.
Q3. Discuss how improving our own skills gives us a feeling of holistic happiness.
Answer: Improvement builds confidence, discipline and self-respect. It makes us feel happy in body and mind.
2. Progressive Mass Drill
Meaning: A group exercise in which students perform coordinated movements together on a count of eight.
- Stand in rows with one arm’s distance between students.
- Copy the demonstrator’s movements in rhythm.
- Drills improve strength, flexibility, coordination and rhythm.
- Drum beats or objects such as balls, ropes or hoops may be used.
Circle time – Major muscles
Q1. Feel the muscles that are involved while doing the activities. Discuss how the activities can be performed in different ways and how the muscles might feel different then.
Answer: The arms, legs, shoulders and abdominal muscles work during the drill. Different movements make different muscles work harder.
Q2. Think about how synchronising actions with vocal commands or music and maintaining coordination with peers gives us a feeling of holistic pleasure.
Answer: Moving together creates unity, enjoyment and a feeling of belonging. It also improves coordination and teamwork.
Q1. Feel the muscles that are involved while doing the activities. Discuss how the activities can be performed in different ways and how the muscles might feel different then.
Answer: The arms, legs, shoulders and abdominal muscles work during the drill. Different movements make different muscles work harder.
Q2. Think about how synchronising actions with vocal commands or music and maintaining coordination with peers gives us a feeling of holistic pleasure.
Answer: Moving together creates unity, enjoyment and a feeling of belonging. It also improves coordination and teamwork.
3. Baraf Pānī
Meaning: A game that helps students understand bullying and the role of upstanders.
| Role | Meaning |
|---|---|
| Bully | A person who performs an act of bullying. |
| Target | The person who faces bullying. |
| Bystander | A person who sees bullying. |
| Upstander | A bystander who chooses to take safe action. |
- The bully chases the other players.
- A tagged victim freezes.
- A bystander can unfreeze the victim with a reassuring sentence such as “You are not alone.”
- The upstander can tag the bully and say, “Stop, that’s not okay!”
- Roles should be changed so everyone participates.
Circle time – Role of upstanders
Q1. Discuss how you felt while playing each role.
Answer: The bully may feel powerful, the victim may feel worried, the bystander may feel unsure, and the upstander may feel brave and responsible. These feelings help us understand others.
Q2. Discuss how upstanders can help stop bullying in real life.
Answer: They can support the victim, speak up safely, tell a trusted adult, avoid joining the bully and help the victim reach a safe place.
Q1. Discuss how you felt while playing each role.
Answer: The bully may feel powerful, the victim may feel worried, the bystander may feel unsure, and the upstander may feel brave and responsible. These feelings help us understand others.
Q2. Discuss how upstanders can help stop bullying in real life.
Answer: They can support the victim, speak up safely, tell a trusted adult, avoid joining the bully and help the victim reach a safe place.
4. Chār Tālī
Meaning: A game that teaches alertness and society’s role in stopping harassment.
- Mark the starting, warning, danger and finish lines.
- One group is the Aggressor and the other is Society.
- The victim stands at the finish line with their back towards the group.
- Aggressors move when the victim is not looking.
- After four claps, the victim turns around.
- Society members may distract aggressors without touching them.
- The aim of Society is to protect the victim and stop the aggressors.
Circle time – Role of society
Q1. Discuss how Society can help the victims from the aggressors.
Answer: Society can support the victim, call for help, report the incident, create awareness and stand together against harassment.
Q2. Discuss how it felt as a society member to fail in helping the victim.
Answer: A person may feel sad, helpless or responsible. The experience teaches us to stay alert and seek help early.
Q1. Discuss how Society can help the victims from the aggressors.
Answer: Society can support the victim, call for help, report the incident, create awareness and stand together against harassment.
Q2. Discuss how it felt as a society member to fail in helping the victim.
Answer: A person may feel sad, helpless or responsible. The experience teaches us to stay alert and seek help early.
5. Conduction Relay
Meaning: A relay that demonstrates heat transfer by direct contact.
- Two teams stand about 20 metres apart.
- Team A holds an object and completes galloping, hopping, duck walking and sprinting.
- The object is passed to Team B.
- Team B feels the heat of the object and later holds it with a towel or handkerchief.
- Wood, plastic and metal objects can be compared.
Key idea: Heat moves from a hotter object to a colder object by direct contact. A towel reduces direct contact and slows heat transfer.
Circle time – Heat transfer: conduction
Q1. Discuss what happened at each station and how heat was transferred (or was not transferred) when objects were wrapped in towels or exposed directly to the skin.
Answer: Direct skin contact allows heat to transfer more easily. A towel acts as an insulator and reduces the rate of heat transfer.
Q1. Discuss what happened at each station and how heat was transferred (or was not transferred) when objects were wrapped in towels or exposed directly to the skin.
Answer: Direct skin contact allows heat to transfer more easily. A towel acts as an insulator and reduces the rate of heat transfer.
6. Motion-in-Action Relay
Meaning: A relay that demonstrates linear, rotational and projectile motion.
| Motion | Example | Measurement |
|---|---|---|
| Linear motion | Running along a straight path | Time in seconds; distance in metres or centimetres |
| Rotational motion | Spinning around a cone | Time in seconds |
| Projectile motion | Throwing a ball | Distance in metres or centimetres |
Units: SI uses metre (m) for distance and second (s) for time. CGS uses centimetre (cm) for distance; time remains seconds (s).
Points: First team: 5 points. Second team: 3 points. Last team: 1 point.
Circle time – Motion, unit system and gravity
Q1. How did your speed affect the time you took to run?
Answer: For the same distance, greater speed usually means less time.
Q2. Did you feel dizzy? Discuss among yourselves about the reasons for dizziness. How did your spinning speed affect your time?
Answer: Spinning can disturb the balance system in the inner ear and cause dizziness. Faster spinning may make dizziness stronger. Stop and inform the teacher if you feel unwell.
Q3. How far did the ball go? How did the angle of your throw affect the distance?
Answer: The distance depends on the force and angle of the throw. A suitable angle can make the ball travel farther.
Q1. How did your speed affect the time you took to run?
Answer: For the same distance, greater speed usually means less time.
Q2. Did you feel dizzy? Discuss among yourselves about the reasons for dizziness. How did your spinning speed affect your time?
Answer: Spinning can disturb the balance system in the inner ear and cause dizziness. Faster spinning may make dizziness stronger. Stop and inform the teacher if you feel unwell.
Q3. How far did the ball go? How did the angle of your throw affect the distance?
Answer: The distance depends on the force and angle of the throw. A suitable angle can make the ball travel farther.
7. Breathing in Action
Meaning: An activity showing how breathing and pulse change during exercise.
| Stage | Activity |
|---|---|
| Baseline | Sit quietly for one minute and count breaths and heartbeats. |
| Zone 1: Low intensity | Walk in place or jog lightly for two minutes. |
| Zone 2: Medium intensity | Do moderate jumping jacks or fast jogging for one minute. |
| Zone 3: High intensity | Sprint 30 metres or do burpees for 30 seconds. |
| Recovery | Sit quietly and observe pulse recovery for three minutes. |
Sample Recording Chart
| Activity | Breathing rate (breaths/min) | Pulse rate (beats/min) |
|---|---|---|
| Resting baseline | ________ | ________ |
| Zone 1: Low intensity | ________ | ________ |
| Zone 2: Medium intensity | ________ | ________ |
| Zone 3: High intensity | ________ | ________ |
| Recovery after 3 minutes | ________ | ________ |
Circle time – Breathing, energy production and teamwork
Q1. Discuss and relate how breathing pattern changes according to different activities like running, swimming, or playing different sports.
Answer: Breathing becomes faster and deeper during demanding activities because muscles need more oxygen. The rate depends on the activity and its intensity.
Q1. Discuss and relate how breathing pattern changes according to different activities like running, swimming, or playing different sports.
Answer: Breathing becomes faster and deeper during demanding activities because muscles need more oxygen. The rate depends on the activity and its intensity.
8. Flex and React Challenge
Meaning: An activity that develops flexibility and neuromuscular coordination.
- Catch a lightly thrown ball during a hamstring stretch.
- Touch a cone when instructed during a lunge stretch.
- Points are awarded for flexibility, quick responses and smooth coordination.
- Correct body position is more important than speed.
Circle time – Neuromuscular coordination
Q1. Discuss how human bodies rely on neuromuscular control in sports as well as in activities of daily living.
Answer: The brain sends messages through nerves to muscles. This helps us walk, run, catch, balance, write and perform sports movements accurately.
Q1. Discuss how human bodies rely on neuromuscular control in sports as well as in activities of daily living.
Answer: The brain sends messages through nerves to muscles. This helps us walk, run, catch, balance, write and perform sports movements accurately.
9. Move Like a Machine
Meaning: An activity that explains how bones, muscles and joints work together.
| Station | Movement | What it shows |
|---|---|---|
| 1 | Bicep curls | Flexion and extension |
| 2 | Squat jumps | Jumping and safe landing |
| 3 | Push-ups or band pulls | Push-and-pull actions |
| 4 | One-leg balance | Balance and body control |
Circle time – Musculoskeletal system
Q1. Use a musculoskeletal diagram to review the roles of key muscles and bones in each activity.
Answer: Bones provide a framework, joints allow movement and muscles pull the bones. Arms work during curls and push-ups; legs and hips work during jumps and balance.
Q1. Use a musculoskeletal diagram to review the roles of key muscles and bones in each activity.
Answer: Bones provide a framework, joints allow movement and muscles pull the bones. Arms work during curls and push-ups; legs and hips work during jumps and balance.
10. Adapt and Achieve
Meaning: An activity showing how the body adjusts to strength, endurance, flexibility and recovery training.
| Station | Activity | Learning |
|---|---|---|
| Strength | Push-ups, squats or resistance-band pulls | Muscles and bones become stronger. |
| Endurance | Jogging, jumping jacks or skipping | Muscles learn to work for longer. |
| Flexibility | Forward bends, lunges and shoulder reaches | Range of movement improves. |
| Recovery | Deep breathing and light stretching | Rest helps repair and recovery. |
Circle time – Musculoskeletal adaptations
Q1. Discuss and understand how the musculoskeletal system adapts to strength, endurance, and flexibility training.
Answer: Resistance makes muscles and bones stronger. Repeated activity improves stamina. Stretching improves flexibility. Rest allows the body to repair and recover.
Q2. Discuss and relate the adaptations to daily life (carrying groceries for strength, walking long distances for endurance, etc.).
Answer: Strength helps us carry bags, endurance helps us walk long distances, and flexibility helps us bend, reach and move comfortably.
Q1. Discuss and understand how the musculoskeletal system adapts to strength, endurance, and flexibility training.
Answer: Resistance makes muscles and bones stronger. Repeated activity improves stamina. Stretching improves flexibility. Rest allows the body to repair and recover.
Q2. Discuss and relate the adaptations to daily life (carrying groceries for strength, walking long distances for endurance, etc.).
Answer: Strength helps us carry bags, endurance helps us walk long distances, and flexibility helps us bend, reach and move comfortably.
Self-Assessment
Read each statement and tick the most suitable response for you. Use 1 to 5 as your personal reflection scale.
| Area | Reflection statement | Rating 1–5 |
|---|---|---|
| Appreciation for teammates | I can identify the strengths and weaknesses of my teammates. | ____ |
| Appreciation for teammates | I encourage my teammates to overcome their weaknesses. | ____ |
| Appreciation for teammates | I appreciate my teammates when they overcome their weaknesses. | ____ |
| Appreciation for teammates | I understand that all the members of my team are different with specific set of skills. | ____ |
| Appreciation for teammates | I believe that team members should be distinct as well as similar for better functioning of the team. | ____ |
| Overcome Bullying | I stand up against bullying but sometimes ignore it. | ____ |
| Overcome Bullying | I stand against bullying but hesitate in some situations. | ____ |
| Overcome Bullying | I stand against bullying confidently and assertively. | ____ |
| Overcome Bullying | I stand against bullying confidently and assertively and actively seek help from trusted individuals if I see it happening. | ____ |
| Overcome Bullying | I stand against bullying despite any challenges because I feel bad about the victim. | ____ |
| Overcome Harassment | I stand up against harassment but sometimes ignore it. | ____ |
| Overcome Harassment | I stand against harassment but hesitate in some situations. | ____ |
| Overcome Harassment | I stand against harassment confidently and assertively. | ____ |
| Overcome Harassment | I stand against harassment confidently and assertively and actively seek help from trusted individuals if I see it happening. | ____ |
| Overcome Harassment | I stand against harassment despite any challenges because I feel bad about the victim. | ____ |
| Concepts of Physics | I can identify the concepts of physics which are involved in the activity. | ____ |
| Concepts of Physics | I can understand the concepts of physics which are involved in the activity but struggle with application. | ____ |
| Concepts of Physics | I can use force, pressure and many other concepts of physics. | ____ |
| Concepts of Physics | I can use force, pressure and many other concepts of physics while playing to enhance my efficiency. | ____ |
| Concepts of Physics | I respect the opinions of others, actively listen, and try to make contribution to group discussions on scientific topics. | ____ |
| Concept of Biology | I am able to demonstrate a deep understanding and accurate application of biological principles. | ____ |
| Concept of Biology | I am able to grasp biological concepts correctly with minor errors. | ____ |
| Concept of Biology | I show a basic understanding but struggle with application. | ____ |
| Concept of Biology | I have limited understanding and often apply concepts incorrectly. | ____ |
| Concept of Biology | I respect the opinions of others, actively listen, and try to contribute to group discussions on scientific topics. | ____ |
| Understanding Muscles | I am able to identify the major muscles involved in the activity with minor mistakes. | ____ |
| Understanding Muscles | I am able to identify major muscles involved in the activity correctly. | ____ |
| Understanding Muscles | I am able to identify major muscles involved in the activity and note down some of the muscles. | ____ |
| Understanding Muscles | I am able to distinguish the muscles which are involved in the activity and identify their position in the body. | ____ |
| Understanding Muscles | I am able to recognise muscle-related difficulties of my classmates and report it to a trusted adult. | ____ |
Remember These Points
- Exercise should be enjoyable, safe and suitable for our ability.
- Warm-up prepares the body; cool-down helps it return to rest.
- Bullying and harassment should be reported to a trusted adult.
- Teamwork means helping, listening to and respecting others.
- Force, motion, gravity and conduction can be understood through games.
- Breathing and pulse rate usually increase during physical activity.
- Muscles, bones, joints, nerves, lungs and the heart work together during exercise.
- Personal improvement is more important than unhealthy competition.
Practice important questions and revision exercises from this unit with this easy Class 8 Khel Yatra worksheet for unit 1. It is useful for learning, revision, practice and exam preparation.
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