Loading...

Physical Education

Building a Robust Mind and Body

HXLS firmly believes that Physical Education (PE) is a significant indicator of the robustness of spirit. The lessons learnt on playfields are as enduring as those learnt in classrooms. The goal is to help students pick up lifetime skills such as inclusiveness, attentiveness, respect, authenticity, excellence, working in teams, conflict resolution, sharing, handling success and failure, decision making, appreciation, etc., through physical education activities. Students are actually taught these skills through problem-solving activities, debriefing on a daily basis, assessments based on these parameters, and age appropriate levels of interventions by trained professionals.

With the perfect blend of PE-based multi-disciplinary curriculum (National Association for Sport and Physical Education (NASPE),USA; Cambridge and Teaching Games for Understanding (TGfU),UK;  Central Board of Secondary Education (CBSE)), we believe in educating students through physical activities on the basis of the following criteria:

  • Participation in physical fitness activities on a regular basis during school as well as beyond
  • Physical demonstration of motor skills and movement patterns
  • Understanding, maintaining and developing fitness concepts, leading to a health enhancing lifestyle
  • What to do, how to do it and when to do it – with increased appreciation of the game and tactical knowledge
  • Encourage enjoyment in physical activity by providing learners with an opportunity to take part in a range of physical activities and develop an understanding of effective and safe physical performance
  • Cognition and understandings about movement concepts, strategies and tactics of the application and learning of these skills
  • Development of responsible personal and social behaviour that respects self and others in physical activity settings
  • Valuing physical activity for health, enjoyment, challenge, self-expression and/or social interaction

Skill appropriateness of activities and expectations drive the vertically aligned curriculum. Grades 1-3 undergoes 135 minutes of PE in the six-day cycle; Grades 4- 5 300 minutes; Grades 6-8 180 minutes; Grades 9 -12 120 minutes.

Through the year, Grades 1 through 3 work on improving their gross motor skills as well as improving their coordination, balance, and manipulative techniques through units of walk/jog/run, jumping, throwing/catching, hitting (with or without equipment), and manipulating an object (dribbling, etc.) along with gymnastics (as the base for picking up the kinaesthetic sense). Grades 4 through 10 rotate through nine physical activity units through the year that are designed to expose them to different skills in the nine different activities including swimming and track and field. This lays the basis for teaching lifetime skills such as team building and establishing social norms in groups. Grades 11 and 12 choose one activity for a year, where they hone the skills that they have picked up through the years in areas of their own interests, as well as improve their knowledge about various aspects in physical education.