CBSE Class 9 Physical Education & Well-being Syllabus 2026-27

Physical Education and Well-being Grade 9 Session 2026-27

Max. Marks: 100

Time: 3:00 Hours

Theory: 20 Marks, Practical: 80 Marks

Introduction

Physical Education and Well-being is an essential component of holistic education that promotes balanced development of physical, mental, emotional, and social dimensions of learners. In the present era of rapid technological advancement, academic pressure and sedentary lifestyles, the subject plays a critical role in nurturing healthy habits, physical literacy, emotional resilience, and positive social behaviour among students. It prepares learners not only for physical fitness but also for meaningful participation in society as confident, responsible, and ethical individuals.

The scope of Physical Education and Well-being extends beyond sports and physical exercise. It encompasses fitness management, movement skills, emotional regulation, teamwork, leadership, value-based living and holistic well-being. Structured physical activities, games, and reflective practices develop essential life skills, such as self-discipline, perseverance, cooperation, empathy, decision-making, and critical thinking. These skills contribute to the overall well-being, and support lifelong engagement in healthy and active lifestyles.

With increasing societal emphasis on excellence in holistic health, fitness and sports, Physical Education and Well-being addresses contemporary challenges, such as lifestyle-related diseases, mental stress, social inequality, and exclusion. The subject promotes values of fairness, inclusivity, gender equality, respect for diversity, ethical conduct, and social responsibility. It encourages students to develop self-awareness, regulate emotions, and build healthy relationships, thereby contributing to personal and social well-being.

Nature of the Subject

Physical Education and Well-being is a dynamic, experiential, and value-oriented subject that plays a vital role in the holistic development of learners. It recognises movement as a powerful medium for learning and self-expression.

The subject is interdisciplinary, drawing on knowledge from the biological sciences, psychology, sociology, health sciences, technology, and environmental studies. Learners explore how physical activity influences body systems, mental processes, behaviour and social interactions, connecting theory with practice through active participation, observation and reflection.

Physical Education and Well-being is an inclusive and learner-centric subject, catering to diverse abilities, interests, genders, and cultural backgrounds. It promotes equity, accessibility, and participation for all, including children with disabilities and special needs. Through games and sports, students learn ethical behaviour, fair play, discipline, perseverance, humility in success, and grace in defeat, while also developing confidence, self-esteem, and emotional intelligence essential for personal and academic success.

Physical Education serves as a vehicle for character building, providing opportunities for self- regulation, goal setting, critical thinking, and problem-solving in real-life situations. The pedagogy is learner-centric and inclusive, with learning taking place through direct participation, inquiry, discussion, and reflection. Activity based learning, project work, discovery-oriented approaches, and collaborative practices enable students to connect theoretical knowledge with real-life experiences.

Nature of Knowledge in this Subject

Knowledge in Physical Education and Well-being is experiential, applied, interdisciplinary, and transformative. Unlike purely theoretical subjects, collaboration in Physical Education is based on learning through movement, practice, thinking about one's actions, and learning with others. Knowledge is constructed through doing, observing, analysing, and reflecting on physical activity experiences, thereby enabling learners to internalise concepts meaningfully and apply them in real-life contexts.

The knowledge acquired is dynamic and evolving, and is continuously influenced by advancements in sports science, health research, digital technologies, and changing societal needs. The nature of knowledge encompasses four interconnected dimensions:

• Conceptual Knowledge: This includes understanding the principles of health, physical fitness,

movement, wellness, nutrition, behaviour, and human body systems. Learners gain insights into growth and development, physiological responses to exercise, injury prevention, mental well- being, and the relationship between physical activity and overall health. Conceptual knowledge provides the scientific and theoretical foundation necessary for informed decision-making regarding lifestyle and fitness.

• Practical Knowledge: Practical knowledge is developed through hands-on participation and

skill acquisition. It involves learning and refining motor skills, sport-specific techniques, movement patterns, game rules and strategies, and safe practices during physical activity. Students also acquire essential life skills, such as First Aid, Basic Life Support (BLS), Cardiopulmonary Resuscitation (CPR), and safety protocols, enabling them to respond responsibly in emergencies and promote a safe supporting environment.

Reflective Knowledge: Reflective knowledge enables learners to evaluate their physical, emotional, and behavioural responses during and after physical activities. Through self- assessment, fitness tracking and reflective journals, students analyse their strengths, limitations, habits, and attitudes. This dimension also fosters awareness of ethical conduct, fair play, inclusivity, respect, discipline and value formation, supporting character development and emotional intelligence.

• Social Knowledge: Social knowledge focuses on understanding the role of physical activity like

sports in society. Learners explore how sports contribute to nation-building, cultural identity, community engagement, and global harmony. This includes the responsible and meaningful use of leisure time, the promotion of gender equity and equality, the inclusion of persons with disabilities, accountability, affordability, and the appreciation of diversity. Students also learn about teamwork, leadership, cooperation, and citizenship through shared physical experiences.

Knowledge of Physical Education and Well-being empowers learners to develop lifelong healthy behaviours, ethical values, social responsibility, and self-confidence. It supports holistic growth by integrating physical competence with mental awareness, emotional balance, and social sensitivity, preparing students to lead active, healthy, and purposeful lives in a rapidly changing world.

Physical Education and Well-being Grade 9 (Session 2026-27)

Max. Marks: 100

Theory: 20 Marks, Practical: 80 Marks

Time: 3:00 Hours

Curricular Goals Competencies

Learning Standard 1

CG-1 Demonstrates C1.1 Exhibits proficiency in all movement and motor skills

a high level of required to participate and excel in at least one sport,

competence in the yoga or any other physical activity (team, dual, understanding individual). of movement concepts, strategies, C1.2 Explains the role of rhythmic drills to improve their game.

and principles, while C1.3 Exhibits the ability to use complex movement concepts

engaging and principles to develop and refine their games or

and performing in sports skills. physical activities, including sports and C1.4 Exhibits and explains the manipulation of space and

dance. equipment in the context of a game. C1.5 Applies knowledge and understanding of movements, and

skills to develop a physical activity plan for themselves,

follow a routine and assess independently. CG-2 Exhibits C2.1 Reflects upon their and others' behaviour before, during

sensitivity and and after the physical activity in the long term. This may

learns to include different but related behaviours, including

manipulate emotional state of mind, physical fitness, fatigue, fair play,

their personal biases, and personal interests. and social behaviour C2.2 Articulates the importance of emotional and mental

towards support to others, as well as, improving performance

themselves and encouraging others to perform by analysing the

and others. behaviour of student when someone is emotionally or

physically hurt, and how their support may improve

others' performance.

C2.3 Modifies and creates new games and rules that are more

inclusive in nature.

C2.4 Creates and applies safety rules, protocols for physical

activity, and visualises how they can be applied outside the

field as well. C2.5 Demonstrates fairness and responsible behaviour in

tough contexts and situations.

C2.6 Exhibits modesty after an exceptional performance,

accepts defeat gracefully and enjoys the game. CG-3 Demonstrates C3.1 Designs and uses multiple strategies in a game and can

social sensitivity and make new strategic moves in challenging game situations

mental engagement (for example, a student's plan A and B, both failed and

in physical activity strategise a plan C during the game). and game situations. C3.2 Understands and deals with their and others' emotions, and

the thinking process during the game. C3.3 Demonstrates calmness and courage in difficult situations,

and is able to calm their teammates. C3.4 Regulates the intensity in different situations.

CG-4 Plans personal C4.1 Sets multiple physical activity and fitness goals, such physical fitness as improving multiple shots or their overall match goals independently performance. and monitors them. C4.2 Assesses their progress in terms of efforts, processes,

and outcomes. C4.3 Prepares, plans, and schedules their exercises and warm-

ups in consultation with their teacher to get maximum

benefits. CG-5 Learns about C5.1 Illustrates the role of physical education for positive social

the value of interaction, while discussing physical activity throughout

physical activity for history and culture. health, enjoyment, challenge, C5.2 Examines the role of physical activity in improving self-

expression, and confidence and self-esteem. social interaction. C5.3 Appreciates the aesthetic appeal of a performance, such as someone's classy straight drive, a beautiful free

kick, an effortless smashing of the ball, a well-placed drop shot, or

a speedy smash.

C5.4 Expresses self through dance, gymnastics, or any physical

activity. CG-6 Assesses C6.1 Examines the role of different factors which affect growth

their growth and and development, such as heredity, immediate development. environment, diet, diseases, state of mind and physical

activity. C6.2 Analyses the relationship of nutrition, physical activity, and mental health with skeletal health, muscles, strength,

endurance, flexibility and agility.

C6.3 Classifies the common injuries of bones and muscles, and describes the protocol for seeking medical help for themselves and others when needed like providing first-aid

in such situations.

C6.4 Outlines and challenges the societal beliefs and taboos

associated with different aspects of growth, and development in the adolescent age. CG-7 Learns about C7.1 Charts the various tournaments at international, national, state,

tournaments at the district and block levels. international, national, state, district, and block C7.2 Describes the participation criteria and rules of tournaments. levels. C7.3 Summarises the support or organisational structures to participate

in tournaments. C7.4 Explains the different forms and procedures for participating in

tournaments.

Learning Standard 2

CG-1 Demonstrates C1.1 Exhibits all movements and motor skills required to

competence in the participate and play in at least one sport, yoga or any

understanding other physical activity (team, dual, individual).