So, your board examinations are around the corner, we hope that you all are working really hard to achieve the goals you all have set for your board examinations. You all must be knowing that from the year 2026-2027, your vocational subjects examinations will be started in the month of February and main subjects examinations will start in the first week of March. So, now it is important for you all to wind up with your syllabus by mid November and then devote your full time for your revision work to get better results.Class 12 Physical Education Quick Revision Notes
Now, for revision it is important that you all know about the weightage that each and every chapter will hold to make your preparations much more better. With the help of these CBSE Class 12th All Subjects Latest Blueprints, you can get the complete idea of how much weightage that particular chapter will hold and how much time you have to give to that particular chapter.
Download CBSE board exam sample papers also and match them with the papers. With the help of these CBSE Class 12th All Subjects Latest Marking Scheme 2020, you can distribute your time equally among all the subjects, because you will be able to know that how much weightage the chapter will hold and how much time you have to give to that chapter.
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CBSE Class 12 Exam Pattern 2026
Check the marking scheme of CBSE class 12 marking scheme of each subject:
| Subjects | Theory Exam | Practical Exam |
| English | 80 | 20 |
| Sociology | 80 | 20 |
| Political Science | 80 | 20 |
| Physics | 70 | 30 |
| Mathematics | 80 | 20 |
| History | 80 | 20 |
| Geography | 70 | 30 |
| Economics | 80 | 20 |
| Computer Science | 70 | 30 |
| Chemistry | 70 | 30 |
| Business Studies | 80 | 20 |
| Accountancy | 80 | 20 |
| Biology | 70 | 30 |
Class 12 Physical Education Syllabus OverviewÂ
Physical Education is one of the courses included in the CBSE Class 12 examination . The examination is summarized in the table below:
| Class 12 Physical Education Syllabus Overview | |
| Particulars | Details |
| Exam Name | Class 12 Physical Education |
| Authorized Body | CBSE |
| Exam Level | 10+2 |
| Mode | Offline |
| Examination Duration | 3 hours |
| Language | English |
| Subject Code | 048 |
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Class 12 Physical Education Syllabus Marks Distribution
The marks distribution for the CBSE Class 12 Physical Education Syllabus 2026-27 is shown in the table below:
| Class 12 Physical Education Syllabus Marks Distribution | |||
| Unit No. | Unit Name | No. of Periods | Weightage (Marks) |
| 1 | Management of Sporting Events | 15 | 05 + 04b* |
| 2 | Children and Women in Sports | 12 | 07 |
| 3 | Yoga as Preventive measure for Lifestyle Disease | 12 | 06+01 b* |
| 4 | Physical Education & Sports for (CWSN) | 13 | 04+04 b* |
| 5 | Sports & Nutrition | 12 | 07 |
| 6 | Test and Measurement in Sports | 13 | 08 |
| 7 | Physiology & Injuries in Sport | 13 | 04+04 b* |
| 8 | Biomechanics and Sports | 18 | 10 |
| 9 | Psychology and Sports | 12 | 07 |
| 10 | Training in Sports | 15 | 09 |
| Practical | Including 3 Practical | 56 | 30 |
| Total | Theory 10 + Practical 3 | 134 + 56 = 190 | Theory 70 + Practical 30 = 100 |
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Download Quick Revision Notes PHYSICAL EDUCATION class 12
Download- Physical EDucation MOst Important questions
Download PHYSICS Important Question class 12
Download CHEMISTRY Important questions Class 12
Download BIOLOGY important questions Class 12
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CBSE Class 12 Physical Education Syllabus 2026-27: Course Content
The students can take a look at the detailed course content provided below and prepare accordingly for the exams.
| Unit No. | Unit Name & Topics | Specific Learning Objectives | Suggested Teaching Learning process | Learning Outcomes With specific competencies |
|---|---|---|---|---|
| Unit 1 | Management of Sporting Events 1. Functions of Sports Events Management (Planning, Organising, Staffing, Directing & Controlling) 2. Various Committees & their Responsibiliti es (pre; during & post) 3. Fixtures and their Procedures – Knock- Out (Bye & Seeding) & League (Staircase, Cyclic, Tabular method) and Combination tournaments 4. Intramural & Extramural tournaments – Meaning, Objectives & Its Significance 5. Community sports program (Sports Day, Health Run, Run for Fun, Run for a Specific Cause, & Run for Unity) | · To make the students understand the need and meaning of planning in sports, committees, and their responsibilities for conducting the sports event or tournament. · To teach them about the different types of tournaments and the detailed procedure of drawing fixtures for Knock Out, League Tournaments, and Combination tournaments. · To make the students understand the need for The meaning and significance of intramural and extramural tournaments · To teach them about the different types of community sports and their importance in our society. | · Lecture-based instruction, · Technology-based learning, · Group learning, · Individual learning, · Inquiry-based learning, · Kinesthetic learning, · Game-based learning and · Expeditionary learning. | After completing the unit, the students will be able to: * Describe the functions of Sports Event management * Classify the committees and their responsibilities in the sports event * Differentiate the different types of tournaments. * Prepare fixtures of knockout, league & combination. * Distinguish between intramural and extramural sports events * Design and prepare different types of community |
| Unit 2 | Children & Women in Sports 1. Exercise Guidelines of the WHO for different age groups. 2. Common postural deformities- knock knees, flat foot, round shoulders, Lordosis, Kyphosis, Scoliosis, and bow legs and their respective corrective measures. 3. Women’s participation in Sports- Physical, Psychological , and social benefits. 4. Special consideration (menarche and menstrual dysfunction) 5. Female athlete triad (osteoporosis, amenorrhea, eating disorders | · To make students understand the exercise guidelines of the WHO for different age groups · To make students aware of the common postural deformities · To make students aware of women’s sports participation in India and about the special conditions of women · To make students understand menarche and menstrual dysfunction among women athletes. · To make them understand about female athlete triad. | · Lecture-based instruction, · Technology-based learning, · Group learning, · Individual learning, · Inquiry-based learning, · Kinesthetic learning, · Game-based learning and · Expeditionary learning | After completing the unit, the students will be able to: · Differentiate exercise guidelines for different stages of growth and development. · Classify common postural deformities and identify corrective measures. · Recognise the role and importance of sports participation of women in India. · Identify special considerations relate to menarche and menstrual dysfunction. · Express female athlete triad according to eating disorders |
| Unit 3 | Yoga as a Preventive Measure for Lifestyle Disease 1. Obesity: Procedure, Benefits & Contraindicati ons for Tadasana, Katichakrasan a, Pavanmuktas ana, Matsayasana, Halasana, Pachimottans ana, Ardha – Matsyendrasa na, Dhanurasana, Ushtrasana, Suryabedhan pranayama 2. Diabetes:. Procedure, Benefits & Contraindicati ons for Katichakrasan a, Pavanmuktas ana,Bh ujangasana, Shalabhasana ,Dhanurasana Supta- vajarasana, Paschimottan asan-a, Ardha- Mastendrasan a, Mandukasana , | · To make students understand the main lifestyle diseases – Obesity, Hypertension, Diabetes, Back Pain and Asthma. · To teach about different Asanas in detail, which can help as a preventive measure for those Lifestyle Diseases. | · Lecture-based instruction, · Technology-based learning, · Group learning, · Individual learning, · Inquiry-based learning, · Kinesthetic learning, · Game-based learning and · Expeditionary learning. | After completing the unit, the students will be able to: * Identify the asanas beneficial for different ailments and health problems. * Recognise the importance of various asanas for preventive measures of obesity, diabetes, asthma, hypertension, back pain and arthritis * Describe the procedure for performing a variety of asanas for maximal benefits. * Distinguish the contraindications associated with performing different asanas. * Outline the role of yogic management for various health benefits and preventive measures. |
| Gomukasana, Yogmudra, Ushtrasana, Kapalabhati 3. Asthma: Procedure, Benefits & Contraindicat ions for Tadasana, Urdhwahasto ttansan a, UttanManduk asan- a, Bhujangasana , Dhanurasana, Ushtrasana, Vakrasana, Kapalbhati, Gomukhasana Matsyaasana, Anuloma- Viloma 4. Hypertension : Procedure, Benefits & Contraindicati ons for Tadasana, Katichakransa n, Uttanpadasan a, Ardha Halasana, Sarala Matyasana, Gomukhasana , UttanManduka san-a, Vakrasana, Bhujangasana , Makarasana, Shavasana, | ||||
| Nadi- shodhanapran ayam, Sitlipranayam 5. Back Pain and Arthritis: Procedure, Benefits & Contraindica tions of Tadasan, Urdhawahast ootansana, Ardh- Chakrasana, Ushtrasana, Vakrasana, Sarala Maysyendrsa na, Bhujangasan a, Gomukhasan a, Bhadrasana, Makarasana, Nadi- Shodhana pranayama. | ||||
| Unit 4 | Physical Education and Sports for CWSN (Children with Special Needs – Divyang) 1. Organisations promoting Disability Sports (Special Olympics, Paralympics, Deaflympics) 2. Concept of Classification and Division in Sports. 3. Concept of Inclusion in sports, its need, and Implementation; 4. Advantages of Physical Activities for children with special needs. 5. Strategies to make Physical Activities accessible for children with special needs. | · To make students understand the concept of Disability and Disorder. · To teach students about the types of disabilities & disorders, their causes, and their nature. · To make them aware of Disability Etiquette. · To make the students understand the advantages of physical activity for CWSN. · To make the students aware of different strategies for making physical activity accessible for Children with Special Needs | § Lecture-based instruction, § Technology-based learning, § Group learning, § Individual learning, § Inquiry-based learning, § Kinesthetic learning, § Game-based learning and · Expeditionary learning | After completing the unit, the students will be able to: * Value the advantages of physical activities for children with special needs * Differentiate between methods of categorisation in sports for CWSN * Understand concepts and the importance of inclusion in sports * Create advantages for Children with Special Needs through Physical Activities * Strategies for physical activities accessible for children with special needs |
| Unit 5 | Sports & Nutrition 1. Concept of balanced diet and nutrition 2. Macro and Micro Nutrients: Food sources & functions 3. Nutritive & Non-Nutritive Components of Diet 4. Eating for Weight Control – A Healthy Weight, The Pitfalls of Dieting, Food Intolerance, and Food Myths 5. Importance of Diet in Sports- Pre, During and Post Competition Requirements | · To make the students understand the importance of a balanced diet · To clear the concept of Nutrition – Micro & Macro nutrients, Nutritive & non- Nutritive Components of diet · To make them aware of eating for weight loss and the results of the pitfalls of dieting. · To understand food intolerance & food myths | · Lecture-based instruction, · Technology-based learning, · Group learning, · Individual learning, · Inquiry-based learning, · Kinesthetic learning, · Game-based · learning and · Expeditionary learning. | After completing the unit, the students will be able to: * Understand the concept of a balanced diet and nutrition. Classify Nutritive and Non-Nutritive components of the Diet * Identify the ways to maintain a healthy weight * Know about foods commonly causing food intolerance * Recognise the pitfalls of dieting and food myths |
| Unit 6 | Test & Measurement in Sports 1. Fitness Test – SAI Khelo India Fitness Test in school: | · To make students understand and conduct SAI KHELO INDIA Fitness Test and to make students understand and conduct the General Motor Fitness Test | · Lecture-based instruction, · Technology-based learning, · Group learning, · Individual learning, · Inquiry-based learning, · Kinesthetic | After completing the unit, the students will be able to: * Perform SAI Khelo India Fitness Test in school [Age group 5-8 |
| Age group 5-8 years/ class 1-3: BMI, Flamingo Balance Test, Plate Tapping Test Age group 9- 18yrs/ class 4-12: BMI, 50 m Speed test, 600 m Run/Walk, Sit & Reach flexibility test, Strength Test (Partial Abdominal Curl Up, Push-Ups for boys, Modified Push-Ups for girls). 2. Measurement of Cardio-Vascular Fitness – Harvard Step Test – Duration of the Exercise in Seconds x100/5.5 X Pulse count of 1-1.5 Min after Exercise 3. Computing Basal Metabolic Rate (BMR) 4. Rikli & Jones – Senior Citizen Fitness Test o Chair Stand Test for lower body strength o Arm Curl Test for upper body strength | · To help students determine their physical fitness Index through the Harvard Step Test/Rockport Test · To help students calculate Basal Metabolic Rate (BMR) · To measure the fitness level of Senior Citizens through the Rikli and Jones Senior Citizen Fitness Test. | learning, · Game-based learning and Expeditionary learning | years/ (class 1- 3) and Age group 9-18yrs/ (class 4-12) * Determine physical fitness Index through Harvard Step Test/Rockport Test * Compute Basal Metabolic Rate (BMR) * Describe the procedure of Rikli and Jones – Senior Citizen Fitness Test | |
| o Chair Sit & Reach Test for lower body flexibility o Back Scratch Test for upper body flexibility o Eight Foot Up & Go Test for agility o Six-Minute Walk Test for Aerobic Endurance | ||||
| 5. Johnsen – Methney Test of Motor Educability (Front Roll, Roll, Jumping Half-Turn, Jumping full- turn | ||||
| Unit 7 | Physiology & Injuries in Sport 1. Physiological factors determining components of physical fitness 2. Effect of Exercise on the Muscular System 3. Effect of Exercise on the Cardio-Respiratory System 4. Physiological changes due to ageing | · Understanding the physiological factors determining the · Components of physical fitness. · Learning the effects of exercises on the Muscular system. · Learning the effects of exercises on the Cardiovascular system. · Learning the effects of exercises on the Respiratory system. | · Lecture-based instruction, · Technology-based learning, · Group learning, · Individual learning, · Inquiry-based learning, · Kinesthetic learning, · Game-based learning and · Expeditionary learning | After completing the unit, the students will be able to: * Recognise the physiological factors determining the components of physical fitness. * Comprehend the effects of exercise on the Muscular system and cardiorespiratory systems. * Figure out the physiological changes due to ageing |
| 5. Sports injuries: Classification (Soft Tissue Injuries – Abrasion, Contusion, Laceration, Incision, Sprain & Strain Bone & Joint Injuries – Dislocation, Fractures – Green Stick, Comminuted, Transverse Oblique & Impacted) | · Learning the changes caused due to aging. · Understanding the Sports Injuries (Classification, Causes, and Prevention) · Understanding the Aims & Objectives of First Aid · Understanding the Management of Injuries | · Classify sports injuries with its Management. | ||
| Unit 8 | Biomecha nics and Sports 1. Newton’s Law of Motion & its application in sports 2. Types of Levers and their application in Sports. 3. Equilibrium – Dynamic & Static and Centre of Gravity and its application in sports 4. Friction & Sports 5. Projectile in Sports | · Understanding Newton’s Laws of Motion and their Application in Sports. · Make students understand the lever and its application in sports. · Make students understand the concept of Equilibrium and its application in sports. · Understanding Friction in Sports. · Understanding the concept of Projectile in sports. | · Lecture-based instruction, · Technology- based learning, · Group learning, · Individual learning, · Inquiry-based learning, · Kinesthetic learning, · Game-based learning and · Expeditionary learning | After completing the unit, the students will be able to: * Understand Newton’s Law of Motion and its application in sports * Recognize the concept of Equilibrium and its application in sports. * Know about the Centre of Gravity and will be able to apply it in sports * Define Friction and application in sports. * Understand the concept of Projectile in sports. |
| Unit 9 | Psychology and Sports 1. Personality; its definition & types (Jung Classification & Big Five Theory) 2. Motivation, its type & techniques. 3. Exercise Adherence: Reasons, Benefits & Strategies for Enhancing it 4. Meaning, Concept & Types of Aggression s in Sports 5. Psychological Attributes in Sports – Self- Esteem, Mental Imagery, Self- Talk, Goal Setting | · To make students understand Personality & its classifications. · To make students understand motivation and its techniques. · To make students about Exercise Adherence and Strategies for enhancing Adherence to Exercise. · To make them aware of Aggression in sports and types. · To make students understand Psychological Attributes in Sports. | · Lecture-based instruction, · Technolo gy-based learning, · Group learning, · Individual learning, · Inquiry-based learning, · Kinesthetic learning, · Game-based learning and · Expeditionary learning | After completing the unit, the students will be able to: * Classify different types of personality and their relationship with sports performance. * Recognise the concept of motivation and identify various types of motivation. * Identify various reasons to exercise, its associated benefits and strategies to promote exercise adherence. * Differentiate between different types of aggression in sports. * Explain various psychological attributes in sports. |
| Unit 10 | Training in Sports 1. Concept of Talent Identification and Talent Development in Sports | · Making the students understand the concept of talent identification and the methods in sports · Making the students understand sports | · Lecture-based instruction, · Technology-based learning, Group learning, · Individual learning, · Inquiry-based learning, | After completing the unit, the students will be able to: · understand the concept of talent identification and methods used |
| 2. Introduction to Sports Training Cycle – Micro, Meso, Macro Cycle. 3. Types & Methods to Develop – Strength, Endurance, and Speed. 4. Types & Methods to Develop – Flexibility and Coordinative Ability. 5. Circuit Training – Introduction & its importance | training and the different cycle in sports training. · Making the students understand different types & methods of strengths, · endurance, and speed. · Making the students understand different types & methods of flexibility and · coordinative ability. · Making the students understand Circuit training and its importance | · kinesthetic learning, · Game-based learning and · Expeditionary learning | for talent development in sports. · Understand sports training and the different cycles used in the training process. · Understand different types & methods to develop strength, endurance, and speed in sports training . · Understand different types & methods to develop flexibility and coordinative ability. · Understand Circuit training and its importance |
