NCERT Solutions Class 7 Physical Education Chapter 1 2026-27

Teaching angle. This question is best answered by connecting the activity rules with the behaviour or value the activity builds. A complete answer should name the action first and then explain the learning behind it.

1. The unit uses games and role plays instead of only definitions.
2. The first activities develop coordination, strength, courage and teamwork.
3. The later activities discuss bullying, harassment, safety and speaking up.
4. The self-assessment helps students reflect on safety, care, bullying, harassment and emotions.
5. So the unit teaches the body, mind and social behaviour together.
6. Finally, connect the activity with well-being. The chapter expects students to see physical skill, safety, respect and emotional balance as parts of the same learning.

This wider view is important because the unit is not training students for one sport only. It is helping them become safer, kinder and more aware participants in games and class discussions.

Unit 1 teaches students to grow through safe physical activity, teamwork, self-control, respect, bullying prevention and harassment awareness.

Teaching angle. This question is best answered by connecting the activity rules with the behaviour or value the activity builds. A complete answer should name the action first and then explain the learning behind it.

1. A rectangle of about 20 by 10 metres is drawn on the playground.
2. Markers are placed at regular intervals from the centre line.
3. Students work in pairs and stand facing each other near the centre marker.
4. One student passes the ball, and the partner catches it and passes it back.
5. After a good catch and pass, both students move to the next marker.
6. The pair continues until the final marker and then passes the turn to another pair.
7. Finally, connect the activity with well-being. The chapter expects students to see physical skill, safety, respect and emotional balance as parts of the same learning.

This wider view is important because the unit is not training students for one sport only. It is helping them become safer, kinder and more aware participants in games and class discussions.

In the Ball Progression Game, pairs pass and catch a ball while moving marker by marker from the centre line to the final marker. It builds catching, passing, balance, coordination, patience and partner teamwork.

Teaching angle. This question is best answered by connecting the activity rules with the behaviour or value the activity builds. A complete answer should name the action first and then explain the learning behind it.

1. Students stand in a circle and take a throwing stance.
2. They gently feel their leg and arm muscles while thinking about the movement.
3. They notice that some muscles become tight during action while others stay softer.
4. They ask the teacher for the names of the muscles and write them down.
5. This connects physical activity with basic knowledge of the body.
6. It also teaches respect for personal boundaries when the activity is done in pairs.
7. Finally, connect the activity with well-being. The chapter expects students to see physical skill, safety, respect and emotional balance as parts of the same learning.

This wider view is important because the unit is not training students for one sport only. It is helping them become safer, kinder and more aware participants in games and class discussions.

The activity helps students identify active muscles, understand body movement and practise respectful awareness of personal boundaries.

Teaching angle. This question is best answered by connecting the activity rules with the behaviour or value the activity builds. A complete answer should name the action first and then explain the learning behind it.

1. Students form teams by holding the waist of the person in front.
2. Each team moves as a line, with the head trying to touch another team's tail.
3. The team must move quickly without breaking its own line.
4. Students need to communicate and adjust their steps together.
5. If one student rushes or stops suddenly, the whole line becomes weaker.
6. The game therefore rewards unity, rhythm, planning and trust.
7. Finally, connect the activity with well-being. The chapter expects students to see physical skill, safety, respect and emotional balance as parts of the same learning.

This wider view is important because the unit is not training students for one sport only. It is helping them become safer, kinder and more aware participants in games and class discussions.

Ghorpadiche Shepoot teaches coordinated movement, communication, team unity, fast reaction and shared responsibility.

Teaching angle. This question is best answered by connecting the activity rules with the behaviour or value the activity builds. A complete answer should name the action first and then explain the learning behind it.

1. In the game, students try to collect stones while avoiding the denner.
2. The denner's movement creates pressure because students may be touched out.
3. Students must decide when to move, when to wait and how to help each other.
4. The fear of being caught is discussed in Circle Time.
5. Students learn that the process of playing and learning matters more than only winning.
6. This makes the game a practice in courage, patience and emotional control.
7. Finally, connect the activity with well-being. The chapter expects students to see physical skill, safety, respect and emotional balance as parts of the same learning.

This wider view is important because the unit is not training students for one sport only. It is helping them become safer, kinder and more aware participants in games and class discussions.

Nalugu Rallu Ata builds mental strength by helping students face fear, make decisions, accept elimination and focus on learning.

Teaching angle. This question is best answered by connecting the activity rules with the behaviour or value the activity builds. A complete answer should name the action first and then explain the learning behind it.

1. One student plays the hawk while the others form a chain of chickens behind the mother hen.
2. The hawk tries to tag the last chicken.
3. The mother hen protects the chain by moving and blocking wisely.
4. The chickens must stay focused and hold the chain without pushing or blaming.
5. The activity asks students to discuss how different genders and abilities can strategise together.
6. The pop up reminds students that team success is more important than individual milestones.
7. Finally, connect the activity with well-being. The chapter expects students to see physical skill, safety, respect and emotional balance as parts of the same learning.

This wider view is important because the unit is not training students for one sport only. It is helping them become safer, kinder and more aware participants in games and class discussions.

Gidhada Gudkavan teaches protection, quick strategy, inclusion, teamwork, focus and the value of working for each other.

Teaching angle. This question is best answered by connecting the activity rules with the behaviour or value the activity builds. A complete answer should name the action first and then explain the learning behind it.

1. The activity uses a kho-kho setting and assigns roles such as bully, target, bystander and up-stander.
2. Students observe how teasing, pushing, anger and silence affect others.
3. The target shows how bullying can make someone feel hurt, afraid or isolated.
4. Bystanders learn that doing nothing can make the situation worse.
5. Up-standers practise speaking up and helping stop bullying.
6. The Circle Time questions help students think about feelings, causes and better choices.
7. Finally, connect the activity with well-being. The chapter expects students to see physical skill, safety, respect and emotional balance as parts of the same learning.

This wider view is important because the unit is not training students for one sport only. It is helping them become safer, kinder and more aware participants in games and class discussions.

It is included because physical education must build safe, respectful and supportive play spaces where bullying is identified and stopped.

Teaching angle. This question is best answered by connecting the activity rules with the behaviour or value the activity builds. A complete answer should name the action first and then explain the learning behind it.

1. Students work in groups of seven to eight and enact hypothetical scenarios.
2. The scenarios may involve uncomfortable comments, inappropriate touching, poking or peer pressure.
3. Students take roles such as offender and victim so they can understand different situations.
4. After the skit, they discuss what was challenging and how they would respond in real life.
5. The teacher must keep the setting safe, sensitive and hypothetical.
6. Students also learn about good touch, bad touch, reporting and seeking help.
7. Finally, connect the activity with well-being. The chapter expects students to see physical skill, safety, respect and emotional balance as parts of the same learning.

This wider view is important because the unit is not training students for one sport only. It is helping them become safer, kinder and more aware participants in games and class discussions.

Students should learn to recognise harassment, respond with confidence, report unsafe behaviour and help build a respectful culture.

Teaching angle. This question is best answered by connecting the activity rules with the behaviour or value the activity builds. A complete answer should name the action first and then explain the learning behind it.

1. The student reads the five statements about safety on the ground.
2. The lowest level says the games could be safer.
3. The middle level says most games are safe.
4. The highest level says unsafe games should be changed to make them safe.
5. A student should tick the statement that matches their honest view.
6. The goal is to notice safety problems and help improve the game, not to hide them.
7. Finally, connect the activity with well-being. The chapter expects students to see physical skill, safety, respect and emotional balance as parts of the same learning.

This wider view is important because the unit is not training students for one sport only. It is helping them become safer, kinder and more aware participants in games and class discussions.

The self-assessment should be used honestly to judge playground safety and to decide how games can be made safer.

Teaching angle. This question is best answered by connecting the activity rules with the behaviour or value the activity builds. A complete answer should name the action first and then explain the learning behind it.

1. The scale begins with a student who prefers to play alone.
2. It then moves to playing sometimes with classmates.
3. The higher levels show regular group play.
4. The best response explains why group play is useful.
5. Playing with others helps students understand cooperation, sharing, turn taking and inclusion.
6. The assessment therefore links enjoyment with social learning.
7. Finally, connect the activity with well-being. The chapter expects students to see physical skill, safety, respect and emotional balance as parts of the same learning.

This wider view is important because the unit is not training students for one sport only. It is helping them become safer, kinder and more aware participants in games and class discussions.

It teaches that group play is valuable because it helps students understand others and learn the benefits of cooperation.

Teaching angle. This question is best answered by connecting the activity rules with the behaviour or value the activity builds. A complete answer should name the action first and then explain the learning behind it.

1. The bullying scale moves from not noticing bullying to identifying it and standing against it.
2. The harassment scale moves from not noticing harassment to identifying it and standing against it.
3. Both scales value sympathy for the victim.
4. Both scales also value speaking up when something wrong happens.
5. The student should use the scales to see whether they are silent, aware or active.
6. The aim is to become a person who can identify wrong behaviour and seek help safely.
7. Finally, connect the activity with well-being. The chapter expects students to see physical skill, safety, respect and emotional balance as parts of the same learning.

This wider view is important because the unit is not training students for one sport only. It is helping them become safer, kinder and more aware participants in games and class discussions.

They guide students to identify bullying and harassment, support victims, speak up and take safe action when such behaviour happens.

Teaching angle. This question is best answered by connecting the activity rules with the behaviour or value the activity builds. A complete answer should name the action first and then explain the learning behind it.

1. The first level says the student finds it difficult to control emotions.
2. The next levels show frustration becoming less frequent and recovery becoming quicker.
3. The higher level says the student can stay calm during the game.
4. The strongest level says the student can stay calm and help others calm down.
5. This matters because games can create pressure, winning, losing and disagreement.
6. A good player manages feelings and protects the group's well-being.
7. Finally, connect the activity with well-being. The chapter expects students to see physical skill, safety, respect and emotional balance as parts of the same learning.

This wider view is important because the unit is not training students for one sport only. It is helping them become safer, kinder and more aware participants in games and class discussions.

The assessment asks students to improve calmness, quick recovery from frustration and the ability to help others settle down.