j 04718 paper ii physical education...which of the characteristics of sports training denotes the...

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PAPER - II

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¬⁄UËˇÊÊÁÕ¸ÿÙ¢ ∑§ Á‹∞ ÁŸŒ¸‡Ê1. ß‚ ¬ÎDU ∑§ ™§¬⁄U ÁŸÿÃ SÕÊŸ ¬⁄U •¬ŸÊ ⁄UÙ‹U Ÿê’⁄U Á‹Áπ∞–2. ß‚ ¬˝‡Ÿ-¬òÊ ◊¢ ‚ÊÒ ’„ÈÁfl∑§À¬Ëÿ ¬˝‡Ÿ „Ò¥–3. ¬⁄UËˇÊÊ ¬˝Ê⁄êU÷ „ÙŸ ¬⁄U, ¬˝‡Ÿ-¬ÈÁSÃ∑§Ê •Ê¬∑§Ù Œ ŒË ¡ÊÿªË– ¬„‹U ¬UÊ°ø Á◊Ÿ≈U

•Ê¬∑§Ù ¬˝‡Ÿ-¬ÈÁSÃ∑§Ê πÙ‹Ÿ ÃÕÊ ©‚∑§Ë ÁŸêŸÁ‹ÁπÃ ¡Ê°ø ∑§ Á‹∞ ÁŒÿ¡Êÿ¢ª, Á¡‚∑§Ë ¡Ê°ø •Ê¬∑§Ù •fl‡ÿ ∑§⁄UŸË „Ò —(i) ¬˝‡Ÿ-¬ÈÁSÃ∑§Ê πÙ‹Ÿ ∑§ Á‹∞ ¬ÈÁSÃ∑§Ê ¬⁄U ‹ªË ∑§Êª¡ ∑§Ë ‚Ë‹ ∑§Ê

»§Ê«∏ ‹¢U– πÈ‹Ë „Èß¸ ÿÊ Á’ŸÊ S≈UË∑§⁄U-‚Ë‹U ∑§Ë ¬ÈÁSÃ∑§Ê SflË∑§Ê⁄U Ÿ ∑§⁄¢U–(ii) ∑§fl⁄U ¬ÎDU ¬⁄U ¿U¬ ÁŸŒ¸‡ÊÊŸÈ‚Ê⁄U ¬˝‡Ÿ-¬ÈÁSÃ∑§Ê ∑§ ¬ÎDU ÃÕÊ ¬˝‡ŸÙ¢ ∑§Ë

‚¢ÅÿÊ ∑§Ù •ë¿UË Ã⁄U„ øÒ∑§ ∑§⁄U ‹¢U Á∑§ ÿ ¬Í⁄U „Ò¢U– ŒÙ·¬ÍáÊ¸ ¬ÈÁSÃ∑§ÊÁ¡Ÿ◊¢ ¬ÎDU/¬˝‡Ÿ ∑§◊ „Ù¢ ÿÊ ŒÈ’Ê⁄UÊ •Ê ªÿ „Ù¢ ÿÊ ‚ËÁ⁄Uÿ‹U ◊¢ Ÿ „Ù¢•ÕÊ¸Ã˜ Á∑§‚Ë ÷Ë ¬˝∑§Ê⁄U ∑§Ë òÊÈÁ≈U¬ÍáÊ¸ ¬ÈÁSÃ∑§Ê SflË∑§Ê⁄U Ÿ ∑§⁄¢U ÃÕÊ©‚Ë ‚◊ÿ ©‚ ‹Uı≈UÊ∑§⁄U ©‚∑§ SÕÊŸ ¬⁄U ŒÍ‚⁄UË ‚„Ë ¬˝‡Ÿ-¬ÈÁSÃ∑§Ê ‹‹¢– U ß‚∑§ Á‹∞ •Ê¬∑§Ù ¬Ê°ø Á◊Ÿ≈U ÁŒÿ ¡Êÿ¢ª– ©‚∑§ ’ÊŒ Ÿ ÃÙ•Ê¬∑§Ë ¬˝‡Ÿ-¬ÈÁSÃ∑§Ê flÊ¬‚ ‹Ë ¡ÊÿªË •ı⁄U Ÿ „Ë •Ê¬∑§Ù •ÁÃÁ⁄UQ§‚◊ÿ ÁŒÿÊ ¡ÊÿªÊ–

(iii) ß‚ ¡Ê°ø ∑§ ’ÊŒ ¬˝‡Ÿ-¬ÈÁSÃ∑§Ê ∑§Ê Ÿ¥’⁄U OMR ¬òÊ∑§ ¬⁄U •¢Á∑§Ã ∑§⁄¢U•Uı⁄U OMR ¬òÊ∑§ ∑§Ê Ÿ¥’⁄U ß‚ ¬˝‡Ÿ-¬ÈÁSÃ∑§Ê ¬⁄U •¢Á∑§Ã ∑§⁄U Œ¢–

4. ¬˝àÿ∑§ ¬˝‡Ÿ ∑§ Á‹∞ øÊ⁄U ©ûÊ⁄U Áfl∑§À¬ (1), (2), (3) ÃÕÊ (4) ÁŒÿ ªÿ „Ò¢–•Ê¬∑§Ù ‚„Ë ©ûÊ⁄U ∑§ flÎûÊ ∑§Ù ¬Ÿ ‚ ÷⁄U∑§⁄U ∑§Ê‹Ê ∑§⁄UŸÊ „Ò ¡Ò‚Ê Á∑§ ŸËøÁŒπÊÿÊ ªÿÊ „Ò–©ŒÊ„⁄UáÊ — ¡’Á∑§ (3) ‚„Ë ©ûÊ⁄U „Ò–

5. ¬˝‡ŸÊ¥ ∑§ ©ûÊ⁄U ∑§fl‹ ¬˝‡Ÿ ¬ÈÁSÃ∑§Ê ∑§ •ãŒ⁄U ÁŒÿ ªÿ OMRU ¬òÊ∑§ ¬⁄U „Ë•¥Á∑§Ã ∑§⁄UŸ „Ò¥– ÿÁŒ •Ê¬ OMRU ¬òÊ∑§ ¬⁄U ÁŒÿ ªÿ flÎûÊ ∑§ •‹ÊflÊ Á∑§‚Ë•ãÿ SÕÊŸ ¬⁄U ©ûÊ⁄U ÁøqÊ¢Á∑§Ã ∑§⁄UÃ „Ò¥, ÃÙ ©‚∑§Ê ◊ÍÀUÿÊ¢∑§Ÿ Ÿ„Ë¢ „ÙªÊ–

6. •ãŒ⁄U ÁŒÿ ªÿ ÁŸŒ¸‡ÊÙ¢ ∑§Ù äÿÊŸ¬Ífl¸∑§ ¬…∏¢U–7. ∑§ìÊÊ ∑§Ê◊ (Rough Work) ß‚ ¬ÈÁSÃ∑§Ê ∑§ •ÁãÃ◊ ¬ÎDU ¬⁄U ∑§⁄¢U–8. ÿÁŒ •Ê¬ OMR ¬òÊ∑§ ¬⁄U ÁŸÿÃ SÕÊŸ ∑§ •‹ÊflÊ •¬ŸÊ ŸÊ◊, ⁄UÊ‹ Ÿê’⁄U,

»§ÊŸ Ÿê’⁄U ÿÊ ∑§Êß¸ ÷Ë ∞‚Ê Áøq Á¡‚‚ •Ê¬∑§Ë ¬„øÊŸ „Ê ‚∑§, •¥Á∑§Ã ∑§⁄UÃ„Ò¥ •ÕflÊ •÷Œ˝ ÷Ê·Ê ∑§Ê ¬˝ÿÊª ∑§⁄UÃ „Ò¥, ÿÊ ∑§Êß¸ •ãÿ •ŸÈÁøÃ ‚ÊœŸ ∑§Ê¬˝ÿÊª ∑§⁄UÃ „Ò¥, ¡Ò‚ Á∑§ •¥Á∑§Ã Á∑§ÿ ªÿ ©ûÊ⁄U ∑§Ê Á◊≈UÊŸÊ ÿÊ ‚»§Œ SÿÊ„Ë ‚’Œ‹ŸÊ ÃÊ ¬⁄UËˇÊÊ ∑§ Á‹ÿ •ÿÊÇÿ ÉÊÊÁ·Ã Á∑§ÿ ¡Ê ‚∑§Ã „Ò¥–

9. •Ê¬∑§Ù ¬⁄UËˇÊÊ ‚◊Ê# „ÙŸ §¬⁄U ◊Í‹ OMR ¬òÊ∑§ ÁŸ⁄UËˇÊ∑§ ◊„ÙŒÿ ∑§Ù ‹Uı≈UÊŸÊ•Êfl‡ÿ∑§ „Ò •ı⁄U ¬⁄UËˇÊÊ ‚◊ÊÁ# ∑§ ’ÊŒ ©‚ •¬Ÿ ‚ÊÕ ¬⁄UËˇÊÊ ÷flŸ ‚ ’Ê„⁄UŸ ‹∑§⁄U ¡Êÿ¢– „Ê‹Ê¥Á∑§ •Ê¬ ¬⁄UËˇÊÊ ‚◊ÊÁ# ¬⁄U ◊Í‹ ¬˝‡Ÿ-¬ÈÁSÃ∑§Ê •¬Ÿ ‚ÊÕ‹ ¡Ê ‚∑§Ã „Ò¥–

10. ∑§fl‹ ŸË‹/∑§Ê‹ ’Ê‹U åflÊßZ≈U ¬Ÿ ∑§Ê „Ë ¬˝ÿÊª ∑§⁄¢U–11. Á∑§‚Ë ÷Ë ¬˝∑§Ê⁄U ∑§Ê ‚¢ªáÊ∑§ (∑Ò§‹∑È§‹≈U⁄U) UÿÊ ‹Êª ≈U’‹ •ÊÁŒ ∑§Ê

¬˝ÿÙª flÁ¡¸Ã „Ò–12. ª‹Ã ©ûÊ⁄UÊ¥ ∑§ Á‹∞ ∑§Êß¸ Ÿ∑§Ê⁄UÊà◊∑§ •¥∑§ Ÿ„Ë¥ „Ò¥–13. ÿÁŒ •¥ª˝¡Ë ÿÊ Á„¥ŒË Áflfl⁄UáÊ ◊¥ ∑§Êß¸ Áfl‚¥ªÁÃ „Ê, ÃÊ •¥ª˝¡Ë Áflfl⁄UáÊ •¥ÁÃ◊

◊ÊŸÊ ¡Ê∞ªÊ–

OMR Sheet No. : .......................................................... (To be filled by the Candidate)

1 P.T.O.J-04718 !J-04718-PAPER-II!

J 1 84 70

2J-04718 !J-04718-PAPER-II! Paper-II

PHYSICAL EDUCATION

PAPER - II

Note : This paper contains hundred (100) objective type questions of two (2) marks each. Allquestions are compulsory.

1. Individual who have “made significant achievement in education, culture, development andpeace through sports” is awarded with :

(1) Pierre de Coubertin Medal (2) Olympic Laurel

(3) Olympic Order (4) Olympic Cup

2. The definition “Play consists of responses repeated purely for functional pleasure” is givenby :

(1) Bettelheim (2) Piaget (3) Guthrie (4) Lewin

3. Identify the disease which is referred to as Hypokinetic disease :

(1) AIDS (2) Dengue

(3) Cirrhosis of Liver (4) Rheumatic Arthritis

4. Identify the muscle protein which is not a part of thick filament :

(1) Myosin (2) C-Protein (3) Tropomyosin (4) M-Protein

5. Reynolds Number is a number that can be used to determine whether or not the flow arounda object will be turbulent or laminar. If U→ Speed of the Projectile, d→ Diameter of thesphere and V→ Viscosity of the Medium. Then Reynolds Number is calculated by :

(1) Re = Ud

V(2) Re =

Vd

U(3) Re =

UV

d(4) Re = UdV

6. Two forces that are equal in magnitude, act in opposite directions at a distance from an axisof rotation, and produces rotation with no translation is known as :

(1) Impulse (2) Impulse - Couple

(3) Force - Couple (4) Inverse Dynamics

3 Paper-IIJ-04718 !J-04718-PAPER-II!

‡ÊÊ⁄UËÁ⁄U∑§ Á‡ÊˇÊÊ

¬˝‡Ÿ¬òÊ - II

ÁŸŒ¸‡Ê — ß‚ ¬˝‡Ÿ-¬òÊ ◊¥ ‚ÊÒ (100) ’„È-Áfl∑§À¬Ëÿ ¬˝‡Ÿ „Ò¥– ¬˝àÿ∑§ ¬˝‡Ÿ ∑§ ŒÊ (2) •¥∑§ „Ò¥– ‚÷Ë ¬˝‡Ÿ •ÁŸflÊÿ ¸ „Ò¥–

1. Á¡‚ √ÿÁÄàÊ Ÿ ““π‹-∑Í§Œ ∑§ ◊Êäÿ◊ ‚ Á‡ÊˇÊÊ, ‚¥S∑Î§ÁÃ, Áfl∑§Ê‚ ÃÕÊ ‡ÊÊ¥ÁÃ ∑§ ˇÊòÊ ◊¥ ◊„ûfl¬ÍáÊ¸ ©¬‹Áéœ „ÊÁ‚‹ ∑§Ë„Ò”” ©‚ ∑§ÊÒŸ-‚Ê ¬È⁄US∑§Ê⁄U ÁŒÿÊ ¡ÊÃÊ „Ò?

(1) ¬Ë•⁄U Œ ∑Í§’⁄UÁ≈UŸ ◊«U‹ (2) •Ê‹Áê¬∑§ ‹Ê⁄U‹

(3) •Ê‹Áê¬∑§ •Ê«¸U⁄U (4) •Ê‹Áê¬∑§ ∑§¬

2. ÿ„ ¬Á⁄U÷Ê·Ê Á∑§ ““π‹ ◊¥ Áfl‡ÊÈhÃ— Á∑˝§ÿÊ∑§‹Ê¬ ‚¥’¥œË •ÊŸãŒ ∑§ Á‹ÿ •ŸÈÁ∑˝§ÿÊ•Ê¥ ∑§Ë ¬ÈŸ⁄UÊflÎÁûÊ „ÊÃË „Ò–”” Á∑§‚ŸŒË „Ò?

(1) ’≈U‹„Êß◊ (2) ¬Ëª≈U (3) ªÈÕ⁄UË (4) ‹ÁflŸ

3. ©‚ ⁄UÊª ∑§Ê ÁøÁã„Ã ∑§ËÁ¡∞ Á¡‚ „Êß¬Ê∑§ÊßŸÁ≈U∑§ ⁄UÊª ∑§„Ê ¡ÊÃÊ „Ò —

(1) ∞«˜U‚ (2) «¥UªÍ

(3) Á‚⁄UÊÚÁ‚‚ •ÊÚ»§ ‹Ëfl⁄U (4) ⁄U„˜ÿÍ◊ÒÁ≈U∑§ •ÊÕ¸⁄UÊßÁ≈U‚

4. ©‚ ◊Ê¥‚¬‡ÊË ¬˝Ê≈UËŸ ∑§Ê ¬„øÊÁŸÿ ¡Ê ÁÕ∑§ Á»§‹Ê◊ã≈U ∑§Ê Á„S‚Ê Ÿ„Ë¥ „Ò —

(1) Á◊•ÊÁ‚Ÿ (2) ‚Ë - ¬˝Ê≈UËŸ (3) ≈˛UÊ¬ÊÁ◊•ÊÁ‚Ÿ (4) ∞◊ - ¬˝Ê≈UËŸ

5. ⁄UŸÊÚÀ«˜‚ ‚¥ÅÿÊ fl„ ‚¥ÅÿÊ „Ò Á¡‚∑§Ê ¬˝ÿÊª ÿ„ ÁŸœÊ¸⁄UáÊ ∑§⁄UŸ ∑§ Á‹∞ Á∑§ÿÊ ¡Ê ‚∑§ÃÊ „Ò Á∑§ Á∑§‚Ë flSÃÈ ∑§ øÊ⁄UÊ¥ •Ê⁄U¬˝flÊ„ •‡ÊÊ¥Ã ÿÊ ¬⁄UÃŒÊ⁄U „Ò ÿÊ Ÿ„Ë¥– ÿÁŒ U→ ¬˝ˇÊ¬∑§ ∑§Ë øÊ‹ „Ò, d→ ªÊ‹Ê ∑§Ê √ÿÊ‚ „Ò •ÊÒ⁄U V→ ◊Êäÿ◊ ∑§Ë‡ÿÊŸÃÊ „Ò, ÃÊ ⁄UŸÊÚÀ«˜U‚ ‚¥ÅÿÊ ∑§Ë ªáÊŸÊ Á∑§‚∑§ mÊ⁄UÊ „ÊÃË „Ò?

(1) Re = Ud

V(2) Re =

Vd

U(3) Re =

UV

d(4) Re = UdV

6. ŒÊ ’‹ ¡Ê ◊ÊòÊÊ ◊¥ ‚◊ÃÈÀÿ „Ò¥, ¬Á⁄U÷˝◊áÊ ∑§Ë œÈ⁄UË ‚ Á∑§‚Ë ŒÍ⁄UË ¬⁄U Áfl⁄UÊœË ÁŒ‡ÊÊ•Ê¥ ◊¥ ∑§Êÿ¸ ∑§⁄UÃ „Ò¥ •ÊÒ⁄U Á’ŸÊ Á∑§‚ËSÕÊŸÊãÃ⁄UáÊ ∑§ ¬Á⁄U÷˝◊áÊ ©à¬ÛÊ ∑§⁄UÃ „Ò ∑§Ê ∑§„Ê ¡ÊÃÊ „Ò —

(1) •Êflª (2) •Êflª - ÿÈÇ◊Ÿ

(3) ’‹-ÿÈÇ◊Ÿ (4) ¬˝ÁÃ‹Ê◊ ªÁÃ∑§Ë


7. Negatively accelerated learning curve is also called :

(1) Convex Curve (2) Concave - Convex Curve

(3) Concave Curve (4) Convex - Concave Curve

8. Moment to moment changes in perceived physiological activation is called :

(1) Trait anxiety (2) Cognitive state anxiety

(3) Tension (4) Somatic state anxiety

9. The ecology of teaching and learning in physical education helps to understand :

(1) Dynamics of work setting

(2) Teaching methodology

(3) Social efficiency of teacher and student

(4) Supervision methods

10. All antibodies are compounds made up of :

(1) Poly peptide chains (2) Mineral Corticords

(3) Triglycerides (4) Disacharide Chains

11. The amount of Carbohydrate to be consumed one hour prior to exercise is :

(1) 1 gram of Carbohydrate per kilogram of body weight

(2) 2 grams of Carbohydrate per kilogram of body weight

(3) 2.5 grams of Carbohydrate per kilogram of body weight

(4) 3 grams of Carbohydrate per kilogram of body weight

12. While the trainees practice a movement repeatedly and the coach constantly supervises,helps and makes corrections, the method is termed as :

(1) Task method (2) Presentation method

(3) Co-operative method (4) Observation method

13. Which of the characteristics of sports training denotes the process of scientific observation,experimentation, analysis and synthesis ?

(1) Educational process (2) Planned and Systematic process(3) Process of perfection (4) Scientific process


7. Ÿ∑§Ê⁄UÊà◊∑§ àflÁ⁄UÃ •Áœª◊ fl∑˝§ ∑§Ê ÿ„ ÷Ë ∑§„Ê ¡ÊÃÊ „Ò —(1) ©ûÊ‹ fl∑˝§ (2) •flÃ‹ - ©ûÊ‹ fl∑˝§(3) •flÃ‹ fl∑˝§ (4) ©ûÊ‹ - •flÃ‹ fl∑˝§

8. ¬˝àÿˇÊôÊÊŸÊà◊∑§ ‡ÊÊ⁄UËÁ⁄U∑§ Á∑˝§ÿÊà◊∑§ ‚Á∑˝§ÿáÊ ◊¥ ˇÊáÊ-ˇÊáÊ ¬Á⁄UflÃ¸ŸÊ¥ ∑§Ê ∑§„Ê ¡ÊÃÊ „Ò —(1) Áfl‡Ê·ÃÊ ŒÈÁ‡ø¥ÃÊ (2) ‚¥ôÊÊŸÊà◊∑§ ÁSÕÃ ŒÈÁ‡ø¥ÃÊ(3) ÃŸÊfl (4) ∑§ÊÁÿ∑§ ÁSÕÁÃ ŒÈÁ‡ø¥ÃÊ

9. ‡ÊÊ⁄UËÁ⁄U∑§ Á‡ÊˇÊÊ ◊¥ •äÿÊ¬Ÿ •ÊÒ⁄U •Áœª◊ ∑§Ë ¬ÊÁ⁄UÁSÕÁÃ∑§Ë __________‚◊¤ÊŸ ◊¥ ‚„ÊÿÃÊ ∑§⁄ÃÊ „Ò–(1) ∑§Êÿ¸ √ÿflSÕÊ ∑§ •ÊÿÊ◊(2) •äÿÊ¬Ÿ ¬˝áÊÊ‹Ë ÁflôÊÊŸ(3) Á‡ÊˇÊ∑§ •ÊÒ⁄U ¿UÊòÊ ∑§Ë ‚Ê◊ÊÁ¡∑§ ŒˇÊÃÊ(4) ¬ÿ¸flˇÊáÊ ÁflÁœ

10. ‚÷Ë ⁄UÊª¬˝ÁÃ∑§Ê⁄U∑§ __________‚ ÁŸÁ◊¸Ã ÿÊÒÁª∑§ „Ò¥–(1) ¬ÊÚÁ‹¬å≈UÊß«U ∑§«∏Ë (2) πÁŸ¡ ∑§ÊÚÁ≈¸U∑§ÊÚ«¸˜U‚(3) ≈˛UÊßÁÇ‹‚⁄UÊß«U (4) «UÊß‚Ò∑§⁄UÊß«U ∑§«∏Ë

11. •èÿÊ‚ ‚ ∞∑§ ÉÊ¥≈UÊ ¬„‹ ©¬÷Êª ∑§Ë ¡ÊŸflÊ‹Ë ∑§Ê’Ê¸„Êß«˛U≈U ∑§Ë ◊ÊòÊÊ „Ò —(1) ‡Ê⁄UË⁄U ∑§ ¬˝ÁÃ Á∑§‹Ê fl¡Ÿ ¬⁄U 1 ª˝Ê◊ ∑§Ê’Ê¸„Êß«˛˛≈U(2) ‡Ê⁄UË⁄U ∑§ ¬˝ÁÃ Á∑§‹Ê fl¡Ÿ ¬⁄U 2 ª˝Ê◊ ∑§Ê’Ê¸„Êß«˛U≈U(3) ‡Ê⁄UË⁄U ∑§ ¬˝ÁÃ Á∑§‹Ê fl¡Ÿ ¬⁄U 2.5 ª˝Ê◊ ∑§Ê’Ê¸„Êß«˛U≈U(4) ‡Ê⁄UË⁄U ∑§ ¬˝ÁÃ Á∑§‹Ê fl¡Ÿ ¬⁄U 3 ª˝Ê◊ ∑§Ê’Ê¸„Êß«˛U≈U

12. ¡’ ∑§Êß¸ ¬˝Á‡ÊˇÊÈ Á∑§‚Ë ‚¥ø‹Ÿ ∑§Ê ’Ê⁄U-’Ê⁄U •èÿÊ‚ ∑§⁄UÃÊ „Ò •ÊÒ⁄U ∑§Êø ÁŸ⁄¥UÃ⁄U ¬ÿ¸flˇÊáÊ ∑§⁄UÃÊ „Ò, ‚„ÊÿÃÊ ∑§⁄UÃÊ „Ò•ÊÒ⁄U òÊÈÁ≈U ‚ÈœÊ⁄U ∑§⁄UÃÊ „Ò, ÃÊ ß‚ ÁflÁœ ∑§Ê ∑§„Ê ¡ÊÃÊ „Ò —(1) ∑§Êÿ¸ ÁflÁœ (2) ¬˝SÃÈÃË∑§⁄UáÊ ÁflÁœ(3) ‚„ÿÊª ÁflÁœ (4) •fl‹Ê∑§Ÿ ÁflÁœ

13. π‹∑Í§Œ ¬˝Á‡ÊˇÊáÊ ∑§Ë ∑§ÊÒŸ-‚Ë Áfl‡Ê·ÃÊ flÒôÊÊÁŸ∑§ •fl‹Ê∑§Ÿ, ¬˝ÿÊª, Áfl‡‹·áÊ •ÊÒ⁄U ‚¥‡‹·áÊ ∑§Ë ¬˝Á∑˝§ÿÊ ∑§Ê ÁŸÁŒ¸c≈U∑§⁄UÃÊ „Ò?(1) ‡ÊÒÁˇÊ∑§ ¬˝Á∑˝§ÿÊ (2) ÁŸÿÊÁ¡Ã •ÊÒ⁄U √ÿflÁSÕÃ ¬˝Á∑˝§ÿÊ(3) ¬ÍáÊ¸ÃÊ ∑§Ë ¬˝Á∑˝§ÿÊ (4) flÒôÊÊÁŸ∑§ ¬˝Á∑˝§ÿÊ


14. Hypotheses in qualitative research studies usually :

(1) Are never used

(2) Are often generated as the data are collected, interpreted and analysed

(3) Are always selected after the research study has been completed

(4) Are very specific and stated prior to beginning the study

15. A type of sampling used in qualitative research that involves selecting cases that disconfirmthe researcher’s expectations and generalizations is referred to as :

(1) Extreme - case sampling (2) Negative- case sampling

(3) Critical - case sampling (4) Typical - case sampling

16. Which evaluation promotes high levels of learning among all the students and pinpointsareas where further development and learning are needed ?

(1) Formative evaluation (2) Summative evaluation

(3) Subjective evaluation (4) Objective evaluation

17. If we have a test of 50 items with mean of 30 and standard deviation of 6, what will be thereliability of the test using Kuder Richardson Method ?

(1) 0.70 (2) 0.82 (3) 0.68 (4) 0.78

18. The primary focus of supervision must watch :

(1) Learning Situation (2) Maintenance of Records

(3) Activity Programme (4) Competition Programme

19. The Intramural Programmes are an excellent grounds for :

(1) Student Recreation (2) Basic Instructional Work

(3) Talent Identification (4) Skill Development

20. “Play” Theories are :

(a) Catharsis Theory (b) Attribution Theory

(c) Psycho-analytic Theory (d) Social Learning Theory

Code :

(1) (a), (c) (2) (b), (d) (3) (a), (b) (4) (c), (d)


14. ªÈáÊÊà◊∑§ ‡ÊÊœ •äÿÿŸÊ¥ ◊¥ ‚Ê◊ÊãÿÃ— ¬˝ÊÄ∑§À¬ŸÊ —(1) ∑§÷Ë ¬˝ÿÊª Ÿ„Ë¥ Á∑§∞ ¡ÊÃ–(2) ’„ÈœÊ ‚ÎÁ¡Ã Á∑§∞ ¡ÊÃ „Ò¥ ÄÿÊ¥Á∑§ •Ê¥∑§«∏Ê¥ ∑§Ê ‚¥ª˝„áÊ, √ÿÊÅÿÊ •ÊÒ⁄U Áfl‡‹·áÊ Á∑§ÿÊ ¡ÊÃÊ „Ò–(3) ‡ÊÊœ •äÿÿŸ ¬Í⁄UÊ „ÊŸ ∑§ ¬‡øÊÃ˜ ‚ŒÒfl øÈŸ ¡ÊÃ „Ò¥–(4) •àÿãÃ „Ë ÁflÁ‡Êc≈ „ÊÃ „Ò¥ •ÊÒ⁄U •äÿÿŸ ¬˝Ê⁄Uê÷ ∑§⁄UŸ ‚ ¬„‹ ’ÃÊ∞ ¡ÊÃ „Ò¥–

15. ªÈáÊÊà◊∑§ ‡ÊÊœ ◊¥ ¬˝ÿÈÄàÊ ∞∑§ ¬˝∑§Ê⁄ ∑§Ê ¬˝ÁÃøÿŸ Á¡‚◊¥ ©Ÿ ◊Ê◊‹Ê¥ ∑§Ê øÿŸ ‡ÊÊÁ◊‹ „ÊÃÊ „Ò ¡Ê ‡ÊÊœ∑§ûÊÊ¸ ∑§Ë•Ê‡ÊÊ•Ê¥ •ÊÒ⁄U ‚Ê◊ÊãÿË∑§⁄UáÊ ∑§Ë ¬ÈÁc≈ Ÿ„Ë¥ ∑§⁄UÃ „Ò ∑§Ê ∑§„Ê ¡ÊÃÊ „Ò —(1) •ÁÃ‡Êÿ - ◊Ê◊‹Ê ¬˝ÁÃøÿŸ (2) Ÿ∑§Ê⁄UÊà◊∑§ - ◊Ê◊‹Ê ¬˝ÁÃøÿŸ(3) •Ê‹ÊøŸÊà◊∑§ - ◊Ê◊‹Ê ¬˝ÁÃøÿŸ (4) ‹ÊˇÊÁáÊ∑§ - ◊Ê◊‹Ê ¬˝ÁÃøÿŸ

16. ∑§ÊÒŸ-‚Ê ◊ÍÀÿÊ¥∑§Ÿ ‚÷Ë ¿UÊòÊÊ¥ ∑§ ’Ëø ‚ËπŸ ∑§ ©ìÊ SÃ⁄UÊ¥ ∑§Ê ’…∏ÊflÊ ŒÃÊ „Ò ÃÕÊ ©Ÿ ̌ ÊòÊÊ¥ ∑§Ê ß¥ÁªÃ ∑§⁄UÃÊ „Ò¥ ¡„Ê° •ÊÒ⁄UÁfl∑§Ê‚ ÃÕÊ ‚ËπŸ ∑§Ë •Êfl‡ÿ∑§ÃÊ „Ò?(1) ⁄UøŸÊà◊∑§ ◊ÍÀÿÊ¥∑§Ÿ (2) ‚¥∑§Á‹Ã ◊ÍÀÿÊ¥∑§Ÿ(3) Áfl·ÿÁŸc∆U ◊ÍÀÿÊ¥∑§Ÿ (4) flSÃÈÁŸc∆U ◊ÍÀÿÊ¥∑§Ÿ

17. ÿÁŒ „◊¥ 50 ◊ŒÊ¥ ∑§Ê ¬⁄UËˇÊáÊ ∑§⁄UŸÊ „Ò Á¡‚∑§Ê ◊Êäÿ 30 •ÊÒ⁄U ◊ÊŸ∑§ Áflø‹Ÿ 6 „Ò, ∑È§Œ⁄U Á⁄Uø«¸U‚Ÿ ¬hÁÃ ∑§Ê ¬˝ÿÊª∑§⁄UÃ „È∞ ¬⁄UËˇÊáÊ ∑§Ë Áfl‡fl‚ŸËÿÃÊ ÄÿÊ „ÊªË?(1) 0.70 (2) 0.82 (3) 0.68 (4) 0.78

18. ¬ÿ¸flˇÊáÊ ∑§Ê ¬˝ÊÕÁ◊∑§ äÿÊŸ __________ ŒπŸÊ „ÊªÊ–(1) ‚ËπŸ ∑§Ë ÁSÕÁÃ (2) Á⁄U∑§ÊÚ«UÊZ ∑§Ê ⁄Uπ-⁄UπÊfl(3) ∑§Êÿ¸∑§‹Ê¬ ∑§Êÿ¸∑˝§◊ (4) ¬˝ÁÃÿÊÁªÃÊ ∑§Êÿ¸∑˝§◊

19. •¥Ã—¬˝ÊøË⁄U ∑§Êÿ¸∑˝§◊ __________ ∑§ Á‹∞ ©à∑Î§c≈U •ÊœÊ⁄U „Ò¥–(1) ¿UÊòÊ ◊ŸÊ⁄¥U¡Ÿ (2) ◊Í‹ •ŸÈŒ‡ÊÊà◊∑§ ∑§Êÿ¸(3) ¬˝ÁÃ÷Ê ¬„øÊŸ (4) ∑§ÊÒ‡Ê‹ Áfl∑§Ê‚

20. ““å‹”” Á‚hÊãÃ „Ò¥ —(a) Áfl⁄UøŸ Á‚hÊãÃ (b) ªÈáÊ⁄UÊ¬áÊ Á‚hÊãÃ(c) ◊ŸÊÁfl‡‹·áÊÊà◊∑§ Á‚hÊãÃ (d) ‚Ê◊ÊÁ¡∑§ •Áœª◊ Á‚hÊãÃ∑Í§≈U —(1) (a), (c) (2) (b), (d) (3) (a), (b) (4) (c), (d)


21. Which of the following are correct ?

(a) First Winter Olympic were organised in 1928 at Chamonix, France

(b) Concept of Youth Olympic Games was given by Johann Rosenzopf in 1998

(c) Ist Winter Youth Olympic were conduced in 2012, Innsbruck (Austria)

(d) Ist Summer Youth Olympic were conduced in 2008, Singapore

Code :

(1) (a), (b) and (c) (2) (b) and (c)

(3) (a), (c) and (d) (4) (a), (b), (c) and (d)

22. Identify from the followings which are thermotherapy modalities :

(a) Commercial gel (b) Hydrocolator Packs

(c) Ultrasound (d) Vibration

(e) TENS (f) Diathermy

Find the correct answer from the code given below :

(1) (a), (c), (e) (2) (b), (d), (f) (3) (a), (e), (f) (4) (b), (c), (f)

23. Pulmonary ventilation of a person, irrespective of gender, depending on :

(a) Vital capacity

(b) Tidal volume

(c) Heart rate

(d) Respiratory rate

(e) Stroke volume


(1) (a), (d) (2) (b), (d) (3) (c), (e) (4) (b), (c)


21. ÁŸêŸÁ‹ÁπÃ ◊¥ ‚ ∑§ÊÒŸ ‚„Ë „Ò?

(a) ¬„‹Ê ‡ÊËÃ∑§Ê‹ËŸ •Ê‹Áê¬∑§ π‹Ê¥ ∑§Ê •ÊÿÊ¡Ÿ fl·¸ 1928 ◊¥ ø◊ÊÁŸÄ‚, »˝§Ê¥‚ ◊¥ „È•Ê ÕÊ–

(b) ÿÈflÊ •Ê‹Áê¬∑§ ∑§Ë •flœÊ⁄UáÊÊ fl·¸ 1998 ◊¥ ¡Ê„ÊãŸ ⁄UÊ¡Ÿ¡Ê»§ Ÿ ŒË ÕË–

(c) ¬„‹Ê ‡ÊËÃ∑§Ê‹ËŸ ÿÈflÊ •Ê‹Áê¬∑§ π‹Ê¥ (Áfl¥≈U⁄U ÿÍÕ •Ê‹Áê¬∑§) fl·¸ 2012 ◊¥ ßã‚’˝∑§ (•ÊÁS≈˛UÿÊ) ◊¥•ÊÿÊÁ¡Ã Á∑§ÿÊ ªÿÊ ÕÊ–

(d) ¬˝Õ◊ ª˝Ëc◊ ∑§Ê‹ËŸ ÿÈflÊ •Ê‹Áê¬∑§ π‹Ê¥ ∑§Ê •ÊÿÊ¡Ÿ fl·¸ 2008 ◊¥ Á‚¥ªÊ¬È⁄U ◊¥ „È•Ê ÕÊ–

∑Í§≈UU —

(1) (a), (b) •ÊÒ⁄U (c) (2) (b) •ÊÒ⁄U (c)

(3) (a), (c) •ÊÒ⁄U (d) (4) (a), (b), (c) •ÊÒ⁄U (d)

22. ÁŸêŸÁ‹ÁπÃ ◊¥ ‚ Õ◊Ê¸ÁÕ⁄ÒU¬Ë ¬˝ÁflÁœÿÊ¥ ∑§Ë ¬„øÊŸ ∑§ËÁ¡∞ —

(a) flÊÁáÊÁíÿ∑§ ¡‹ (b) „Êß«˛UÊ∑§Ê‹≈U⁄U ¬Ò∑˜§‚

(c) •À≈˛UÊ‚Ê©ã«U (d) S¬ãŒŸ

(e) ≈UË.ß¸.∞Ÿ.∞‚. (f) «UÊÿÊÕ◊Ë¸

ÁŸêŸÁ‹ÁπÃ ∑Í§≈U ‚ ‚„Ë ©ûÊ⁄U ∑§Ê ¬ÃÊ ‹ªÊßÿ¥ —

(1) (a), (c), (e) (2) (b), (d), (f) (3) (a), (e), (f) (4) (b), (c), (f)

23. Á∑§‚Ë √ÿÁÄàÊ ∑§Ê »È§ç»È§‚Ëÿ ‚¥flÊÃŸ Á‹¥ª ∑§ ÁŸ⁄U¬ˇÊ __________ ¬⁄U ÁŸ÷¸⁄U ∑§⁄UÃÊ „Ò–

(a) ◊„àfl¬ÍáÊ¸ ˇÊ◊ÃÊ

(b) íflÊ⁄UËÿ ¬Á⁄U◊ÊáÊ

(c) NŒÿ ªÁÃ

(d) ‡flÊÚ‚ ªÁÃ

(e) •ÊÉÊÊÃ ¬Á⁄U◊ÊáÊ

ÁŸêŸÁ‹ÁπÃ ∑Í§≈ ‚ ‚„Ë ©ûÊ⁄U ∑§Ê ¬ÃÊ ‹ªÊßÿ–

(1) (a), (d) (2) (b), (d) (3) (c), (e) (4) (b), (c)


24. Which of the followings are correct ?

(a) The sciatic nerve is the largest and longest nerve in the human body.

(b) Lateral movements of the femur are facilitated by lateral tilt of the pelvis toward theopposite side.

(c) The hamstrings contribute to both hip extension and knee flexion.

Code :

(1) (a) and (b) are correct (2) (b) and (c) are correct

(3) (a) and (c) are correct (4) (a), (b) and (c) are correct

25. Which of the following is/are correct ?

(a) Moment of force is the force multiplied by the perpendicular distance between the lineof action of the force and the axis of rotation.

(b) Tuberosities and condyles near joint axes decreases the lever arms of muscle.

(c) The radial tuberosity and capitulum of the humerus increase the mechanical advantage.

Code :

(1) (a) and (b) are correct (2) (b) and (c) are correct

(3) (a) and (c) are correct (4) (a), (b) and (c) are correct

26. Personal factors of state anxiety are :

(a) Cognitive appraisal (b) Competition

(c) Expectation (d) Coping style

Code :

(1) (a), (b), (c) (2) (b), (c), (d) (3) (a), (c), (d) (4) (c), (d), (a)


24. ÁŸêŸÁ‹ÁπÃ ◊¥ ‚ ∑§ÊÒŸ-‚ ‚„Ë „Ò¥?

(a) ◊ÊŸfl ‡Ê⁄UË⁄U ◊¥ Á‚ÿÊÁ≈U∑§ SŸÊÿÈ ‚’‚ ’«∏Ë •ÊÒ⁄U ‹¥’Ë SŸÊÿÈ „Ò¥–

(b) »§Ë◊⁄UU ∑§Ë ¬ÊÁ‡¸fl∑§ ªÁÃ Áfl¬⁄UËÃ ÁŒ‡ÊÊ ∑§ üÊÊÊÁáÊ ∑§ ¬ÊÁ‡¸fl∑§ ¤ÊÈ∑§Êfl ∑§ ∑§Ê⁄UáÊ ‚ÈÁflœÊ¡Ÿ∑§ „ÊÃÊ „Ò–

(c) „ÒÁêS≈˛¥UÇ‚ ∑Í§À„Ê ÁflSÃÊ⁄U •ÊÒ⁄U ÉÊÈ≈UŸÊ •Ê∑È¥§øŸ ŒÊŸÊ¥ ◊¥ ‚„ÊÿÃÊ ∑§⁄UÃ „Ò¥–

∑Í§≈U —

(1) (a) •ÊÒ⁄U (b) ‚„Ë „Ò¥– (2) (b) •ÊÒ⁄U (c) ‚„Ë „Ò¥–

(3) (a) •ÊÒ⁄U (c) ‚„Ë „Ò¥– (4) (a), (b) •ÊÒ⁄U (c) ‚„Ë „Ò¥–

25. ÁŸêŸÁ‹ÁπÃ ◊¥ ‚ ∑§ÊÒŸ-‚Ê ‚„Ë „Ò?

(a) ’‹ ∑§Ê ‚¥flª fl„ ’‹ „Ò ¡Ê ’‹ ∑§ ∑§Êÿ¸ ∑§Ë ⁄UπÊ •ÊÒ⁄U ¬Á⁄U÷˝◊áÊ ∑§Ë œÈ⁄UË ∑§ ’Ëø •Á÷‹ê’ ŒÍ⁄UË ‚ ªÈÁáÊÃ„ÊÃÊ „Ò–

(b) íflÊß¥≈U ∞Ä‚‚ ∑§ ‚◊Ë¬ ≈˜UÿÍ’⁄UÊ‚Êß≈UË¡ •ÊÒ⁄U ∑§ÊÚã«UÊßÀ‚ ◊Ê¥‚¬‡ÊË ∑§ ©ûÊÊ‹∑§ ÷È¡Ê•Ê¥ ∑§Ê ∑§◊ ∑§⁄UÃ „Ò¥–

(c) sÍ◊⁄U‚ ∑§Ê ∑Ò§Á¬≈ÈU‹◊ •ÊÒ⁄U ⁄UÁ«Uÿ‹ ≈KÍ’⁄UÊÁ‚≈UË ÿÊ¥ÁòÊ∑§Ë ‹Ê÷ ◊¥ flÎÁh ∑§⁄UÃ „Ò¥–

∑Í§≈U —

(1) (a) •ÊÒ⁄U (b) ‚„Ë „Ò¥– (2) (b) •ÊÒ⁄U (c) ‚„Ë „Ò¥–

(3) (a) •ÊÒ⁄U (c) ‚„Ë „Ò¥– (4) (a), (b) •ÊÒ⁄U (c) ‚„Ë „Ò¥–

26. ŒÈÁ‡ø¥ÃÊ ∑§Ë ÁSÕÁÃ ∑§ √ÿÁÄàÊªÃ ∑§Ê⁄U∑§ „Ò¥ —

(a) ‚¥ôÊÊŸÊà◊∑§ ◊ÍÀÿÊ¥∑§Ÿ (b) ¬˝ÁÃÿÊÁªÃÊ

(c) ¬˝àÿÊ‡ÊÊ (d) ‚Ê◊ŸÊ ∑§⁄U ‚∑§Ÿ ∑§Ë ‡ÊÒ‹Ë

∑Í§≈U —

(1) (a), (b), (c) (2) (b), (c), (d) (3) (a), (c), (d) (4) (c), (d), (a)


27. Carron has identified two basic ways for conceptualizing the leadership process :

(a) Social System (b) Influence System

(c) Power System (d) Emergence of Leader

Code :

(1) (b), (c) (2) (a), (d) (3) (a), (b) (4) (c), (d)

28. Primarily Teaching/Learning in physical education can be viewed by three interactive tasksystems :

(a) Student- social system (b) Organisational task system

(c) Instructional task system (d) Evaluation task system

Code :

(1) (b), (d), (c) (2) (b), (c), (a)

(3) (a), (b), (d) (4) (a), (d), (c)

29. Carbohydrate loading requires :

(a) Manipulation in diet

(b) Heavy exercise

(c) Dehydration

(d) Starvation

(e) Niacin Intake

Code :

(1) (a), (b), (c) (2) (b), (c), (e) (3) (b), (d), (e) (4) (a), (b), (d)


27. ∑Ò§⁄UŸ Ÿ ŸÃÎàfl ¬˝Á∑˝§ÿÊ ∑§Ë •flœÊ⁄UáÊÊ ÃÒÿÊ⁄U ∑§⁄UŸ ∑§ Á‹∞ ŒÊ ’ÈÁŸÿÊŒË Ã⁄UË∑§Ê¥ ∑§Ë ¬„øÊŸ ∑§Ë „Ò —

(a) ‚Ê◊ÊÁ¡∑§ ¬˝áÊÊ‹Ë (b) ¬˝÷Êfl ¬˝áÊÊ‹Ë

(c) ‡ÊÁÄàÊ ¬˝áÊÊ‹Ë (d) ŸÃÊ ∑§Ê ¬˝ÊŒÈ÷Ê¸fl

∑Í§≈U —

(1) (b), (c) (2) (a), (d) (3) (a), (b) (4) (c), (d)

28. ‡ÊÊ⁄UËÁ⁄U∑§ Á‡ÊˇÊÊ ◊¥ •äÿÊ¬Ÿ/•Áœª◊ ∑§Ê ◊ÈÅÿ M§¬ ‚ ÃËŸ •ãÃÁ∑˝¸§ÿÊà◊∑§ ∑§Êÿ¸ ∑§ M§¬ ◊¥ ŒπÊ ¡Ê ‚∑§ÃÊ „Ò —

(a) ¿UÊòÊ-‚Ê◊ÊÁ¡∑§ ¬˝áÊÊ‹Ë (b) ‚¥ª∆UŸÊà◊∑§ ∑§Êÿ¸ ¬˝áÊÊ‹Ë

(c) •ŸÈŒ‡ÊÊà◊∑§ ∑§Êÿ¸ ¬˝áÊÊ‹Ë (d) ◊ÍÀÿÊ¥∑§Ÿ ∑§Êÿ¸ ¬˝áÊÊ‹Ë

∑Í§≈U —

(1) (b), (d), (c) (2) (b), (c), (a)

(3) (a), (b), (d) (4) (a), (d), (c)

29. ∑§Ê’Ê¸„Êß«˛U≈U ÷⁄UáÊ ∑§ Á‹∞ •Êfl‡ÿ∑§ÃÊ „ÊÃË „Ò¥ —

(a) •Ê„Ê⁄U ◊¥ »§⁄U-’Œ‹

(b) ∑§Á∆UŸ •èÿÊ‚

(c) ÁŸ¡¸‹Ë∑§⁄UáÊ

(d) ÷Èπ◊⁄UË

(e) ÁŸÿÊÁ‚Ÿ ª˝„áÊ

∑Í§≈U —

(1) (a), (b), (c) (2) (b), (c), (e) (3) (b), (d), (e) (4) (a), (b), (d)


30. Find the water soluble vitamins from the followings :

(a) Vitamin A

(b) Vitamin B

(c) Vitamin K

(d) Vitamin D

(e) Vitamin C


(1) (a), (b), (c) (2) (b), (e) (3) (b), (c) (4) (b), (d), (c)

31. Find out the correct combination of the significant changes that occur due to firstmetamorphosis.

(a) Arms and legs become longer.

(b) Basic movements are refined.

(c) Good emotional control develops.

(d) Gain in height.

(e) Coupling ability of simple movements is acquired.

Code :

(1) (a), (b), (c), (e) (2) (a), (b), (d), (e)

(3) (b), (c), (d), (e) (4) (a), (c), (d), (e)

32. Find the correct combination of the principles of tactical preparation from the code givenbelow :

(a) Creative self effort

(b) Formulation of a non-modifiable tactical plan

(c) Evaluation and assessment

(d) Observation and perception of task

(e) Unity of theory and practice

Code :

(1) (a), (b), (c), (e) (2) (a), (b), (c), (d)

(3) (a), (c), (d), (e) (4) (b), (c), (d), (e)


30. ÁŸêŸÁ‹πÃ ◊¥ ‚ ¡‹ ◊¥ ÉÊÈ‹Ÿ‡ÊË‹ Áfl≈UÊÁ◊ŸÊ¥ ∑§Ê ¬ÃÊ ‹ªÊßÿ —

(a) Áfl≈UÊÁ◊Ÿ ∞

(b) Áfl≈UÊÁ◊Ÿ ’Ë

(c) Áfl≈UÊÁ◊Ÿ ∑§

(d) Áfl≈UÊÁ◊Ÿ «UË

(e) Áfl≈UÊÁ◊Ÿ ‚Ë

ŸËø ÁŒ∞ ª∞ ∑Í§≈U ‚ ‚„Ë ©ûÊ⁄U ∑§Ê ¬ÃÊ ‹ªÊßÿ —(1) (a), (b), (c) (2) (b), (e) (3) (b), (c) (4) (b), (d), (c)

31. ¬„‹ M§¬ÊãÃ⁄UáÊ ∑§ ∑§Ê⁄UáÊ „ÊŸ flÊ‹ ◊„àfl¬ÍáÊ¸ ¬Á⁄UflÃ¸ŸÊ¥ ∑§Ê ‚„Ë ‚¥ÿÊ¡Ÿ ¬ÃÊ ‹ªÊßÿ —

(a) ÷È¡Ê •ÊÒ⁄U ¬Ò⁄U ‹¥’ „Ê ¡ÊÃ „Ò¥–

(b) ’ÈÁŸÿÊŒË ªÁÃ ¬Á⁄Uc∑Î§Ã „Ê ¡ÊÃ „Ò¥–

(c) •ë¿U ‚¥flªÊà◊∑§ ÁŸÿ¥òÊáÊ ∑§Ê Áfl∑§Ê‚ „ÊÃÊ „Ò–

(d) ™°§øÊß¸ ’…∏ÃË „Ò–

(e) ‚ÊœÊ⁄UáÊ ªÁÃÿÊ¥ ∑§Ë ‚¥ÿÊ¡Ÿ ˇÊ◊ÃÊ •Á¡¸Ã ∑§Ë ¡ÊÃË „Ò–

∑Í§≈U —

(1) (a), (b), (c), (e) (2) (a), (b), (d), (e)

(3) (b), (c), (d), (e) (4) (a), (c), (d), (e)

32. ÁŸêŸÁ‹ÁπÃ ∑Í§≈U ◊¥ ‚ ⁄UáÊŸËÁÃ∑§ ÃÒÿÊ⁄UË ∑§ Á‚hÊãÃÊ¥ ∑§Ê ‚„Ë ‚¥ÿÊ¡Ÿ ¬ÃÊ ‹ªÊßÿ —

(a) ⁄UøŸÊà◊∑§ •Êà◊-¬˝ÿÊ‚

(b) •¬Á⁄UflÃ¸ŸËÿ ⁄UáÊŸËÁÃ∑§ ÿÊ¡ŸÊ ∑§Ê ÁŸ◊Ê¸áÊ

(c) ◊ÍÀÿÊ¥∑§Ÿ •ÊÒ⁄U ÁŸœÊ¸⁄UáÊ

(d) ∑§Êÿ¸ ∑§Ê •fl‹Ê∑§Ÿ •ÊÒ⁄U ¬˝àÿˇÊ ôÊÊŸ

(e) Á‚hÊãÃ •ÊÒ⁄U √ÿfl„Ê⁄U ∑§Ë ∞∑§ÃÊ

∑Í§≈U —

(1) (a), (b), (c), (e) (2) (a), (b), (c), (d)

(3) (a), (c), (d), (e) (4) (b), (c), (d), (e)


33. The specially important components of case study research designs are :

(a) A study’s questions

(b) Analytic generalization

(c) It’s unit(s) of analysis

(d) The criteria for interpreting the finding

Code :

(1) (a), (b) and (c) (2) (b), (c) and (d)

(3) (c), (d) and (a) (4) (d), (a) and (b)

34. In which of the following case study designs does the researcher focus his/her primary intereston understanding something more general than the particular case ?

(a) Intrinsic case study (b) Instrumental case study

(c) Collective case study (d) Retrospective case study

Code :

(1) (a) and (b) (2) (b) and (c) (3) (c) and (d) (4) (d) and (a)

35. Which of the following is concerned with knowledge test ?

(a) Discrimination index (b) Difficulty rating

(c) Composite scores (d) Response quality

Code :

(1) (a), (b), (c) (2) (a), (c), (d)

(3) (a), (b), (d) (4) (a), (b), (c), (d)


33. ∑§‚ S≈U«UË ‡ÊÊœ Á«U¡ÊßŸ ∑§ Áfl‡Ê· M§¬ ‚ ◊„àfl¬ÍáÊ¸ ÉÊ≈U∑§ „Ò¥ —

(a) •äÿÿŸ ∑§ ¬˝‡Ÿ

(b) Áfl‡‹·áÊÊà◊∑§ ‚Ê◊ÊãÿË∑§⁄UáÊ

(c) Áfl‡‹·áÊ ∑§Ë ∞∑§ ß∑§Êß¸

(d) ÁŸc∑§·¸ ∑§Ë √ÿÊÅÿÊ ∑§ Á‹∞ ◊ÊŸŒ¥«U

∑Í§≈U —

(1) (a), (b) •ÊÒ⁄U (c) (2) (b), (c) •ÊÒ⁄U (d)

(3) (c), (d) •ÊÒ⁄U (a) (4) (d), (a) •ÊÒ⁄U (b)

34. ÁŸêŸÁ‹ÁπÃ Á∑§‚ ∑§‚ S≈U«UË Á«U¡ÊßŸ ◊¥ ‡ÊÊœ∑§ûÊÊ¸ Á∑§‚Ë Áfl‡Ê· ∑§‚ ∑§Ë ÃÈ‹ŸÊ ◊¥ ∑È§¿U •Áœ∑§ ‚Ê◊Êãÿ ∑§Ê ‚◊¤ÊŸ◊¥ •¬ŸË ¬˝Ê⁄UÁê÷∑§ L§Áø ∑§Ê ∑§ÁãŒ˝Ã ∑§⁄UÃÊ „Ò?

(a) ◊Í‹÷ÍÃ ∑§‚ S≈U«UË (b) ‚„Êÿ∑§ ∑§‚ S≈U«UË

(c) ‚Ê◊ÍÁ„∑§ ∑§‚ S≈U«UË (d) ÷ÍÃ‹ˇÊË ∑§‚ S≈U«UË

∑Í§≈U —

(1) (a) •ÊÒ⁄U (b) (2) (b) •ÊÒ⁄U (c) (3) (c) •ÊÒ⁄U (d) (4) (d) •ÊÒ⁄U (a)

35. ÁŸêŸ ◊¥ ‚ ∑§ÊÒŸ-‚Ê ôÊÊŸ ¬⁄UËˇÊáÊ ‚ ‚¥’¥ÁœÃ „Ò?

(a) Áfl÷Œ ‚Íø∑§Ê¥∑§ (b) ∑§Á∆UŸÊß¸ ⁄UÁ≈¥Uª

(c) ‚Áê◊üÊ •¥∑§ (d) ¬˝àÿÈûÊ⁄U ªÈáÊflûÊÊ

∑Í§≈U —

(1) (a), (b), (c) (2) (a), (c), (d)

(3) (a), (b), (d) (4) (a), (b), (c), (d)


36. Which are the items of Scott Motor Ability Test Battery-2 ?

(a) Dash (b) Basketball throw

(c) Obstacle Race (d) Wall Pass

(e) Broad Jump

Code :

(1) (b), (c), (d), (e) (2) (a), (b), (c), (e)

(3) (b), (c), (e) (4) (b), (c), (d)

37. Find out correct combination of Management Ways of Communication :

(a) Audio Visual Communication

(b) Electric/Wire Communication

(c) Indirect Communication

(d) Oral Communication

(e) Written Communication

Code :

(1) (d), (e), (a), (b) (2) (a), (b), (c), (d), (e)

(3) (e), (d), (c), (b) (4) (b), (c), (d), (e), (a)

38. Find out correct combination of Decision Making in the Management using the code givenbelow :

(a) Determine the need to make decision

(b) Select the best alternative

(c) Establish criteria to be applied

(d) List alternative choices

(e) Assign priorities for each of the criteria

(f) Implement the choice and evaluate its effectiveness

Code :

(1) (f), (d), (e), (c), (a) and (b) (2) (a), (c), (e), (d), (b) and (f)

(3) (d), (e), (f), (c), (a) and (b) (4) (c), (d), (a), (e), (b) and (f)


36. S∑§Ê≈U ªÊ◊∑§ ÿÊÇÿÃÊ ¬⁄UËˇÊáÊ ’Ò≈U⁄UË-2 ∑§ ◊Œ ∑§ÊÒŸ ‚ „Ò¥?

(a) »§⁄UÊ¸≈UÊ («ÒU‡Ê) (b) ’ÊS∑§≈U’Ê‹ »¥§∑§ŸÊ

(c) ’ÊœÊ-ŒÊÒ«∏ (d) ŒËflÊ⁄U ¬Ê‚

(e) ‹¥’Ë ∑Í§Œ

∑Í§≈U —

(1) (b), (c), (d), (e) (2) (a), (b), (c), (e)

(3) (b), (c), (e) (4) (b), (c), (d)

37. ¬˝’ãœŸ ◊¥ ‚¥øÊ⁄U ∑§ Ã⁄UË∑§Ê¥ ∑§Ê ‚„Ë ‚¥ÿÊ¡Ÿ ¬ÃÊ ‹ªÊßÿ —

(a) üÊ√ÿ ŒÎ‡ÿ ‚¥øÊ⁄U

(b) ß‹ÒÁÄ≈˛U∑§/flÊÿ⁄U ‚¥øÊ⁄U

(c) •¬˝àÿˇÊ ‚¥øÊ⁄U

(d) ◊ÊÒÁπ∑§ ‚¥øÊ⁄U

(e) Á‹ÁπÃ ‚¥øÊ⁄U

∑Í§≈U —

(1) (d), (e), (a), (b) (2) (a), (b), (c), (d), (e)

(3) (e), (d), (c), (b) (4) (b), (c), (d), (e), (a)

38. ÁŸêŸÁ‹ÁπÃ ∑Í§≈ ∑§Ê ¬˝ÿÊª ∑§⁄UÃ „È∞ ¬˝’ãœŸ ◊¥ ÁŸáÊ¸ÿ ∑§⁄UŸ ∑§ ‚„Ë ‚¥ÿÊ¡Ÿ ∑§Ê ¬ÃÊ ‹ªÊßÿ —

(a) ÁŸáÊ¸ÿ ∑§⁄UŸ ∑§Ë •Êfl‡ÿ∑§ÃÊ ∑§Ê ÁŸœÊ¸⁄UáÊ

(b) ‚flÊ¸ûÊ◊ Áfl∑§À¬ ∑§Ê øÿŸ

(c) ‹ÊªÍ Á∑§∞ ¡ÊŸ flÊ‹ ◊ÊŸŒ¥«U SÕÊÁ¬Ã ∑§⁄UŸÊ

(d) Áfl∑§À¬Ê¥ ∑§Ë ‚ÍøË ’ŸÊŸÊ

(e) ¬˝àÿ∑§ ◊ÊŸŒ¥«U ∑§Ê ¬˝ÊÕÁ◊∑§ÃÊ ¬˝ŒÊŸ ∑§⁄UŸÊ

(f) Áfl∑§À¬ ∑§Ê ‹ÊªÍ ∑§⁄UŸÊ •ÊÒ⁄U ß‚∑§Ë ¬˝÷Êfl∑§ÊÁ⁄UÃÊ ∑§Ê ◊ÍÀÿÊ¥∑§Ÿ ∑§⁄UŸÊ

∑Í§≈U —

(1) (f), (d), (e), (c), (a) •ÊÒ⁄U (b) (2) (a), (c), (e), (d), (b) •ÊÒ⁄U (f)

(3) (d), (e), (f), (c), (a) •ÊÒ⁄U (b) (4) (c), (d), (a), (e), (b) •ÊÒ⁄U (f)


39. Arrange the following Women Events introduced in the Olympics from the first to last in asequence :

(a) Cycling (Track Events) (b) Basketball

(c) Weightlifting (d) Boxing

Code :

(1) (a), (c), (b), (d) (2) (b), (a), (c), (d)

(3) (a), (b), (d), (c) (4) (b), (c), (a), (d)

40. Find the correct sequence of nerve impulse transmission, from the code given below :

(a) Depolarization (b) Release of Acetyl choline

(c) Stimulus (d) Action Potential

(e) Spike Potential

Code :

(1) (d), (c), (a), (e), (b) (2) (c), (a), (d), (b), (e)

(3) (c), (d), (a), (e), (b) (4) (d), (a), (c), (b), (e)

41. Find the correct sequence from the code given below :

(a) Compression (b) Stabilization (c) Ice (d) Rest

(e) Elevation

Code :

(1) (c), (a), (d), (b), (e) (2) (d), (c), (a), (e), (b)

(3) (c), (a), (e), (b), (d) (4) (d), (a), (c), (e), (b)


39. •Ê‹Áê¬∑§ ◊¥ ‡ÊÈM§ Á∑§∞ ª∞ ÁŸêŸÁ‹ÁπÃ ◊Á„‹Ê S¬œÊ¸•Ê¥ ∑§Ê ¬„‹ ‚ •¥ÁÃ◊ ∑§ ∑˝§◊ ◊¥ √ÿflÁSÕÃ ∑§ËÁ¡∞ —

(a) ‚ÊßÁÄ‹¥ª (≈Ò˛U∑§ S¬œÊ¸) (b) ’ÊS∑§≈U’ÊÚ‹

(c) ÷Ê⁄UÊûÊÊ‹Ÿ (d) ◊ÈÄ∑§’Ê¡Ë

∑Í§≈U —

(1) (a), (c), (b), (d) (2) (b), (a), (c), (d)

(3) (a), (b), (d), (c) (4) (b), (c), (a), (d)

40. ŸËø ÁŒ∞ ª∞ ∑Í§≈U ◊¥ ‚ ‚„Ë ∑˝§◊ ∑§Ê øÈÁŸ∞ —

(a) •œ˝ÈfláÊ (Á«U¬Ê‹Ê⁄UÊß¡‡ÊŸ) (b) ∞Á‚≈UÊß‹ ∑§ÊÁ‹Ÿ ∑§Ë ÁŸÿ¸ÈÁÄàÊ

(c) ©Œ˜ŒË¬Ÿ (ÁS≈U◊È‹‚) (d) ∞Ä‡ÊŸ ¬Ê≈UÁã‡Êÿ‹

(e) S¬Êß∑§ ¬Ê≈UÁã‡Êÿ‹

∑Í§≈U —

(1) (d), (c), (a), (e), (b) (2) (c), (a), (d), (b), (e)

(3) (c), (d), (a), (e), (b) (4) (d), (a), (c), (b), (e)

41. ŸËø ÁŒÿ ªÿ ∑Í§≈U ‚ ‚„Ë ∑˝§◊ ∑§Ê øÈÁŸÿ —

(a) ‚¥¬Ë«Ÿ (∑§ê¬˝‡ÊŸ) (b) SÕÊÿË∑§⁄UáÊ (c) ’»¸§ (d) ÁflüÊÊ◊

(e) ©ÛÊÿŸ

∑Í§≈U —

(1) (c), (a), (d), (b), (e) (2) (d), (c), (a), (e), (b)

(3) (c), (a), (e), (b), (d) (4) (d), (a), (c), (e), (b)


42. Find the correct sequence of periods in the Gait Cycle of walking :

(a) Terminal Swing (b) Pre-Swing

(c) Initial Contact (d) Initial Swing

(e) Loading Response (f) Mid Stance

(g) Terminal Stance (h) Mid Swing

Code :

(1) (c), (g), (f), (b), (d), (h), (e), (a) (2) (c), (e), (f), (g), (b), (d), (h), (a)

(3) (c), (f), (e), (g), (b), (h), (d), (a) (4) (c), (g), (e), (f), (h), (d), (b), (a)

43. Arrange the following articulating surfaces of various joint of body from top to bottom if aperson is standing in anatomical position :

(a) Acetabulum (b) Glenoid Cavity

(c) Medial and Lateral Condyle (d) Trochlear Notch

Code :

(1) (a), (d), (b), (c) (2) (b), (d), (a), (c)

(3) (b), (a), (c), (d) (4) (a), (b), (c), (d)

44. Find the correct chronological order of theories from the code given below :

(a) Life Cycle Theory of Leadership

(b) Two Factor Theory of Aggression

(c) Need Achievement Theory of Motivation

(d) Reversal Theory of Anxiety

Code :

(1) (c), (d), (b), (a) (2) (a), (b), (d), (c)

(3) (b), (c), (a), (d) (4) (d), (a), (c), (b)


42. ø‹Ÿ ∑§ ª≈U ø∑˝§ ◊¥ •flÁœÿÊ¥ ∑§Ê ‚„Ë ∑˝§◊ ¬ÃÊ ∑§ËÁ¡∞ —

(a) ≈UÁ◊¸Ÿ‹ ÁSfl¥ª (b) ¬˝Ë-ÁSfl¥ª

(c) ßÁŸÁ‡Êÿ‹ ∑§Ê¥ ≈ÒUÄ≈U (d) ßÁŸÁ‡Êÿ‹ ÁSfl¥ª

(e) ‹ÊÁ«¥Uª Á⁄US¬Ê¥‚ (f) Á◊«U S≈UÊ¥‚

(g) ≈UÁ◊¸Ÿ‹ S≈UÊ¥‚ (h) Á◊«U ÁSfl¥ª

∑Í§≈U —

(1) (c), (g), (f), (b), (d), (h), (e), (a) (2) (c), (e), (f), (g), (b), (d), (h), (a)

(3) (c), (f), (e), (g), (b), (h), (d), (a) (4) (c), (g), (e), (f), (h), (d), (b), (a)

43. ÿÁŒ ∞∑§ √ÿÁÄàÊ ‡Ê⁄UË⁄U ⁄UøŸÊ ◊ÈŒ˝Ê ◊¥ π«∏Ê „Ò ÃÊ ÁflÁ÷ÛÊ ¡Ê«∏ ∑§ ÁŸêŸÁ‹ÁπÃ ‚ÈS¬c≈U ‚Ã„Ê¥ ∑§Ê ‡Ê⁄UË⁄U ◊¥ ™§¬⁄U ‚ ŸËø∑§Ë •Ê⁄U ∑§ ∑˝§◊ ◊¥ √ÿflÁSÕÃ ∑§ËÁ¡∞ —

(a) ∞‚≈UéÿÈ‹◊ (b) Ç‹ŸÊß«U ∑§Áfl≈UË

(c) Á◊Á«Uÿ‹ •ÊÒ⁄U ‹Ò≈U⁄U‹ ∑§ÊÚã«UÊß‹ (d) ≈˛UÊÚøÁ‹ÿ⁄U ŸÊÚø

∑Í§≈U —

(1) (a), (d), (b), (c) (2) (b), (d), (a), (c)

(3) (b), (a), (c), (d) (4) (a), (b), (c), (d)

44. ŸËø ÁŒ∞ ª∞ ∑Í§≈U ◊¥ ‚ Á‚hÊãÃÊ¥ ∑§ ‚„Ë ∑§Ê‹∑˝§◊ ∑§Ê øÈÁŸ∞ —

(a) ŸÃÎàfl ∑§Ê ¡ËflŸ-ø∑˝§ Á‚hÊãÃ

(b) •Ê∑˝§◊áÊ ∑§Ê ŒÊ ∑§Ê⁄U∑§ Á‚hÊãÃ

(c) ¬˝⁄UáÊÊ ∑§Ê •Êfl‡ÿ∑§ÃÊ ©¬‹Áéœ Á‚hÊãÃ

(d) ŒÈÁ‡ø¥ÃÊ ∑§Ê ©à∑˝§◊áÊ Á‚hÊãÃ

∑Í§≈U —

(1) (c), (d), (b), (a) (2) (a), (b), (d), (c)

(3) (b), (c), (a), (d) (4) (d), (a), (c), (b)


45. A model curriculum to acquire significant outcome for students, needs properconceptualization. Arrange the following in sequential order :

(a) Define the goal for instructional practices.

(b) Assess how instructional practices and organisational conditions can help/hinderachievement of outcome.

(c) Develop a clear programme vision.

(d) Develop the curriculum plan.

Code :

(1) (c), (a), (b), (d) (2) (a), (b), (c), (d)

(3) (b), (d), (a), (c) (4) (b), (c), (d), (a)

46. Find out the correct chronological sequence of four distinct phases of public health from thecode given below :

(a) Social engineering phase (b) Disease control phase

(c) Health for all phase (d) Health promotional phase

Code :

(1) (b), (d), (a), (c) (2) (d), (b), (a), (c)

(3) (c), (b), (d), (a) (4) (a), (b), (d), (c)

47. Arrange the objectives of a School Health Programme in right sequential order and select thecorrect answers from the code given below :

(a) Prevention of disease.

(b) Early diagnosis and treatment.

(c) Awakening health consciousness in students and staff.

(d) The provision of healthful school environment.

Code :

(1) (d), (b), (c), (a) (2) (d), (c), (a), (b)

(3) (a), (d), (b), (c) (4) (c), (d), (a), (b)


45. ¿UÊòÊÊ¥ ∑§ Á‹∞ ◊„àfl¬ÍáÊ¸ ¬Á⁄UáÊÊ◊ ¬˝ÊåàÊ ∑§⁄UŸ „ÃÈ •ÊŒ‡Ê¸ ¬Ê∆˜Uÿ∑˝§◊ ∑§ ‚◊ÈÁøÃ •flœÊ⁄UáÊÊ ÁŸ◊Ê¸áÊ ∑§Ë •Êfl‡ÿ∑§ÃÊ „ÊÃË„Ò– ÁŸêŸÁ‹ÁπÃ ∑§Ê ∑˝§◊ÊŸÈ‚Ê⁄U √ÿflÁSÕÃ ∑§ËÁ¡∞ —

(a) •ŸÈŒ‡ÊÊà◊∑§ √ÿfl„Ê⁄UÊ¥ ∑§ ‹ˇÿ ¬Á⁄U÷ÊÁ·Ã ∑§⁄UŸÊ–

(b) ◊ÍÀÿÊ¥∑§Ÿ ∑§⁄UŸÊ Á∑§ Á∑§‚ Ã⁄U„ •ŸÈŒ‡ÊÊà◊∑§ √ÿfl„Ê⁄U •ÊÒ⁄U ‚¥ª∆UŸÊà◊∑§ Œ‡ÊÊ∞° ¬Á⁄UáÊÊ◊ ¬˝ÊåàÊ ∑§⁄UŸ ◊¥ ‚„Êÿ∑§/’Êœ∑§ „Ê ‚∑§ÃË „Ò¥–

(c) ∞∑§ S¬c≈U ∑§Êÿ¸∑˝§◊ ŒÎÁc≈U ∑§Ê Áfl∑§Ê‚ ∑§⁄UŸÊ–

(d) ¬Ê∆˜Uÿ∑˝§◊ ÿÊ¡ŸÊ ∑§Ê Áfl∑§Ê‚ ∑§⁄UŸÊ–

∑Í§≈U —

(1) (c), (a), (b), (d) (2) (a), (b), (c), (d)

(3) (b), (d), (a), (c) (4) (b), (c), (d), (a)

46. ÁŸêŸÁ‹ÁπÃ ∑Í§≈U ◊¥ ‚ ‹Ê∑§ SflÊSâÿ ∑§ øÊ⁄U ÁflÁ‡Êc≈U ø⁄UáÊÊ¥ ∑§Ê ‚„Ë ∑§Ê‹∑˝§Á◊∑§ ∑˝§◊ ¬ÃÊ ‹ªÊßÿ —

(a) ‚Ê◊ÊÁ¡∑§ ß¥¡ËÁŸÿÁ⁄¥Uª ø⁄UáÊ (b) ⁄UÊª ÁŸÿ¥òÊáÊ ø⁄UáÊ

(c) ‚’∑§ Á‹∞ SflÊSâÿ ø⁄UáÊ (d) SflÊSâÿ ‚¥flœ¸ŸÊà◊∑§ ø⁄UáÊ

∑Í§≈U —

(1) (b), (d), (a), (c) (2) (d), (b), (a), (c)

(3) (c), (b), (d), (a) (4) (a), (b), (d), (c)

47. S∑Í§‹ SflÊSâÿ ∑§Êÿ¸∑˝§◊Ê¥ ∑§ ©Œ˜‡ÿÊ¥ ∑§Ê ‚„Ë ∑˝§◊ ◊¥ √ÿflÁSÕÃ ∑§Á⁄Uÿ •ÊÒ⁄U ÁŸêŸÁ‹ÁπÃ ∑Í§≈U ◊¥ ‚ ‚„Ë ©ûÊ⁄U øÈÁŸÿ —

(a) ⁄UÊª ‚ ’øÊfl–

(b) ‡ÊËÉÊ˝ ÁŸM§¬áÊ •ÊÒ⁄U ©¬øÊ⁄U–

(c) ÁfllÊÁÕ¸ÿÊ¥ •ÊÒ⁄U ∑§◊¸øÊÁ⁄UÿÊ¥ ◊¥ SflÊSâÿ øÃŸÊ ¡Êª˝Ã ∑§⁄UŸÊ–

(d) SflÊSâÿ¬˝Œ ÁfllÊ‹ÿ flÊÃÊfl⁄UáÊ ∑§Ë √ÿflSÕÊ–

∑Í§≈U —

(1) (d), (b), (c), (a) (2) (d), (c), (a), (b)

(3) (a), (d), (b), (c) (4) (c), (d), (a), (b)


48. Find the correct sequence of the steps for the formulation of an Yearly Plan :

(a) Determination of goal and sub-goals

(b) Determination of periods and meso-cycles

(c) Determination of load dynamics and indices

(d) Performance prognosis and determination of performance structure

(e) Determination of dates of tests, controls, competitions

Code :

(1) (a), (d), (c), (b), (e) (2) (d), (a), (b), (e), (c)

(3) (a), (b), (c), (d), (e) (4) (e), (a), (c), (b), (d)

49. Find the correct sequence from the code given below :

(a) Efferent process

(b) Action of the concerned muscles

(c) Forming of movement programme

(d) Execution of movement starts

(e) Afference process

Code :

(1) (a), (c), (b), (e), (d) (2) (c), (a), (b), (d), (e)

(3) (b), (c), (d), (e), (a) (4) (c), (b), (d), (e), (a)

50. Arrange the following anthropometric landmarks in a sequence from top to bottom when aperson is standing in anatomical position from the code given below :

(a) Styloid Process (b) Tragion

(c) Medial Malleolus (d) Xiphoid Process

Code :

(1) (d), (b), (c), (a) (2) (d), (b), (a), (c)

(3) (b), (d), (c), (a) (4) (b), (d), (a), (c)


48. flÊÁ·¸∑§ ÿÊ¡ŸÊ ÃÒÿÊ⁄U ∑§⁄UŸ ∑§ Á‹∞ ø⁄UáÊÊ¥ ∑§Ê ‚„Ë ∑˝§◊ ¬ÃÊ ‹ªÊßÿ —

(a) ‹ˇÿ •ÊÒ⁄U ©¬‹ˇÿ ∑§Ê ÁŸœÊ¸⁄UáÊ

(b) •flÁœÿÊ¥ •ÊÒ⁄U ◊äÿ-ø∑˝§Ê¥ ∑§Ê ÁŸœÊ¸⁄UáÊ

(c) ÷Ê⁄U ªÁÃ∑§Ë •ÊÒ⁄U ‚Íø∑§Ê¥∑§Ê¥ ∑§Ê ÁŸœÊ¸⁄UáÊ

(d) ¬˝Œ‡Ê¸Ÿ ¬ÍflÊ¸ŸÈ◊ÊŸ •ÊÒ⁄U ¬˝Œ‡Ê¸Ÿ ‚¥⁄UøŸÊ ∑§Ê ÁŸœÊ¸⁄UáÊ

(e) ¬⁄UËˇÊáÊÊ¥, ÁŸÿ¥òÊáÊÊ¥, ¬˝ÁÃÿÊÁªÃÊ•Ê¥ ∑§Ë ÁÃÁÕÿÊ¥ ∑§Ê ÁŸœÊ¸⁄UáÊ

∑Í§≈U —

(1) (a), (d), (c), (b), (e) (2) (d), (a), (b), (e), (c)

(3) (a), (b), (c), (d), (e) (4) (e), (a), (c), (b), (d)

49. ŸËø ÁŒ∞ ª∞ ∑Í§≈U ◊¥ ‚ ‚„Ë ∑˝§◊ ∑§Ê øÈÁŸ∞ —

(a) •¬flÊ„Ë ¬˝Á∑˝§ÿÊ

(b) ‚¥’¥ÁœÃ ◊Ê¥‚¬Á‡ÊÿÊ¥ ∑§Ë Á∑˝§ÿÊ

(c) ‚¥ø‹Ÿ ∑§Êÿ¸∑˝§◊ ∑§Ê ÁŸ◊Ê¸áÊ

(d) ‚¥ø‹Ÿ ∑§Ê Á∑˝§ÿÊãflÿŸ •Ê⁄Uê÷ „ÊÃÊ „Ò

(e) •Á÷flÊ„Ë ¬˝Á∑˝§ÿÊ

∑Í§≈U —

(1) (a), (c), (b), (e), (d) (2) (c), (a), (b), (d), (e)

(3) (b), (c), (d), (e), (a) (4) (c), (b), (d), (e), (a)

50. ÁŸêŸÁ‹ÁπÃ ∑Í§≈U ◊¥ ‚ ™§¬⁄U ‚ ŸËø ÁŒ∞ ª∞ ◊ÊŸflÁ◊ÁÃ Áøã„Ê¥ ∑§Ê √ÿflÁSÕÃ ∑§ËÁ¡∞ ¡’ ∞∑§ ‡Ê⁄UË⁄U ⁄UøŸÊ ∑§ •ŸÈM§¬ÁSÕÁÃ ◊¥ π«∏Ê „Ò?

(a) S≈UÊß‹ÊÚß«U ¬˝Ê‚‚ (b) ≈˛UÁ¡•ÊÚŸ

(c) Á◊Á«Uÿ‹ ◊ÒÁ‹•Ê‹‚ (d) Á¡»§Êß«U ¬˝Ê‚‚

∑Í§≈U —

(1) (d), (b), (c), (a) (2) (d), (b), (a), (c)

(3) (b), (d), (c), (a) (4) (b), (d), (a), (c)


51. Sequentially arrange the components of care and maintenance of equipment using the codegiven below :

(a) Checking (b) Cleaning (c) Counting (d) Repairing

(e) Dusting

Code :

(1) (b), (c), (d), (a) and (e) (2) (a), (b), (c), (d) and (e)

(3) (a), (c), (e), (b) and (d) (4) (c), (d), (e), (a) and (b)

52. Arrange in sequential order of Principles of Effective Budgeting.

(a) Be prepared early. (b) Be Flexible.

(c) Be Realistic. (d) Be easily Understood.

(e) Be based on Program Objectives.

Code :

(1) (e), (c), (b), (a), (d) (2) (d), (c), (a), (b), (e)

(3) (b), (c), (d), (e), (a) (4) (a), (b), (c), (e), (d)

53. Which are the purposes of Measurement and Evaluation ?

(a) Prediction (b) Motivation

(c) Achievement (d) Diagnosis

Code :

(1) (a), (b), (c) (2) (a), (c), (d)

(3) (b), (c), (d) (4) (a), (b), (c), (d)


51. ÁŸêŸÁ‹ÁπÃ ∑Í§≈U ∑§Ê ¬˝ÿÊª ∑§⁄UÃ „È∞ ©¬∑§⁄UáÊÊ¥ ∑§Ê äÿÊŸ ⁄UπŸ ÃÕÊ ©Ÿ∑§ •ŸÈ⁄UˇÊáÊ ∑§ ÉÊ≈U∑§Ê¥ ∑§Ê ∑˝§◊ÊŸÈ‚Ê⁄U √ÿflÁSÕÃ∑§ËÁ¡∞ —

(a) ¡Ê°ø (b) ‚»§Êß¸ (c) ÁªŸÃË (d) ◊⁄Uê◊Ã

(e) œÍ‹ ¤ÊÊ«∏ŸÊ

∑Í§≈U —

(1) (b), (c), (d), (a) •ÊÒ⁄U (e) (2) (a), (b), (c), (d) •ÊÒ⁄U (e)

(3) (a), (c), (e), (b) •ÊÒ⁄U (d) (4) (c), (d), (e), (a) •ÊÒ⁄U (b)

52. ¬˝÷ÊflË ’¡≈U ÁŸ◊Ê¸áÊ ∑§ Á‚hÊãÃÊ¥ ∑§Ê ∑˝§◊ÊŸÈ‚Ê⁄U √ÿflÁSÕÃ ∑§ËÁ¡∞ —

(a) ¬„‹ ÃÒÿÊ⁄U ⁄U„¥– (b) ‹øË‹Ê ’Ÿ¥–

(c) ÿÕÊÕ¸flÊŒË ’Ÿ¥– (d) ‚„¡ ‚◊¤ÊŸ ÿÊÇÿ „Ê¥–

(e) ∑§Êÿ¸∑˝§◊ ©g‡ÿÊ¥ ¬⁄U •ÊœÊÁ⁄UÃ „Ê¥–

∑Í§≈U —

(1) (e), (c), (b), (a), (d) (2) (d), (c), (a), (b), (e)

(3) (b), (c), (d), (e), (a) (4) (a), (b), (c), (e), (d)

53. ◊Ê¬Ÿ fl ◊ÍÀÿÊ¥∑§Ÿ ∑§ ©g‡ÿ ∑§ÊÒŸ-‚ „Ò¥?

(a) ¬ÍflÊ¸ŸÈ◊ÊŸ (b) •Á÷¬˝⁄UáÊÊ

(c) ©¬‹Áéœ (d) ÁŸŒÊŸ

∑Í§≈U —

(1) (a), (b), (c) (2) (a), (c), (d)

(3) (b), (c), (d) (4) (a), (b), (c), (d)


54. Find the hierarchical arrangement from simple to complex in the cognitive domain from thecode given below :

(a) Synthesis (b) Analysis

(c) Knowledge (d) Evaluation

(e) Application (f) Comprehension

Code :

(1) (c), (f), (e), (a), (b), (d)

(2) (c), (f), (b), (e), (a), (d)

(3) (c), (f), (e), (b), (a), (d)

(4) (c), (f), (b), (a), (e), (d)

55. Given below are two statements, one labelled as Assertion (A) and the other labelled asReason (R) :

Assertion (A) : Oriention should neither be too long nor too short but “adequate”.

Reason (R) : Teaching technique orientation is a “get set” position in sprint run.

In the context of the above statements, which one of the following is true ?

(1) Both (A) and (R) are true and (R) is the correct explanation of (A).

(2) Both (A) and (R) are true, but (R) is not the correct explanation of (A).

(3) (A) is true, but (R) is false.

(4) (A) is false, but (R) is true.


Assertion (A) : Maintaining a crouched position in 100 m start is costly in terms of muscularenergy requirement due to the force-length relationship of muscle and theincreased joint movements. But Biomechanicaly it has advantage.

Reason (R) : Balance is enhanced by increasing the size of the base of support in thedirection of the disturbing force.







54. ‚¥ôÊÊŸÊà◊∑§ ˇÊòÊ ◊¥ ‚⁄U‹ ‚ ¡Á≈U‹ ∑§Ë •Ê⁄U ŸËø ÁŒÿ ªÿ ∑Í§≈U ◊¥ ‚ üÊáÊË∑˝§◊ ◊¥ √ÿflÁSÕÃ ∑§ËÁ¡ÿ —

(a) ‚¥‡‹·áÊ (b) Áfl‡‹·áÊ

(c) ôÊÊŸ (d) ◊ÍÀÿÊ¥∑§Ÿ

(e) •ŸÈ¬˝ÿÊª (f) ’Êœ

∑Í§≈U —

(1) (c), (f), (e), (a), (b), (d)

(2) (c), (f), (b), (e), (a), (d)

(3) (c), (f), (e), (b), (a), (d)

(4) (c), (f), (b), (a), (e), (d)

55. ŸËø ŒÊ ∑§ÕŸ ÁŒ∞ ª∞ „Ò¥, ∞∑§ ∑§Ê •Á÷∑§ÕŸ (A) •ÊÒ⁄U ŒÍ‚⁄U ∑§Ê Ã∑¸§ (R) ∑§„Ê ªÿÊ „Ò —

•Á÷∑§ÕŸ (A) : •Á÷ÁflãÿÊ‚ ∑§Ê Ÿ ÃÊ ’„ÈÃ ŒËÉÊ¸ •ÊÒ⁄U Ÿ „Ë ’„ÈÃ ‹ÉÊÈ „ÊŸÊ øÊÁ„∞ •Á¬ÃÈ “¬ÿÊ¸åàÊ” „ÊŸÊ øÊÁ„∞–

Ã∑¸§ (R) : •äÿÊ¬Ÿ Ã∑§ŸË∑§ •Á÷ÁflãÿÊ‚ ÁS¬˝¥≈U ŒÊÒ«∏ ◊¥ ∞∑§ ““ª≈U ‚≈U”” ∑§Ë ÁSÕÁÃ „ÊÃË „Ò–

©¬⁄UÊÄàÊ ∑§ÕŸÊ¥ ∑§ ‚¥Œ÷¸ ◊¥ ÁŸêŸÁ‹ÁπÃ ◊¥ ‚ ∑§ÊÒŸ‚Ê ‚„Ë „Ò?

(1) (A) •ÊÒ⁄U (R) ŒÊŸÊ¥ ‚„Ë „Ò¥ •ÊÒ⁄U (R), (A) ∑§Ê ‚„Ë S¬c≈UË∑§⁄UáÊ „Ò–

(2) (A) •ÊÒ⁄U (R) ŒÊŸÊ¥ ‚„Ë „Ò¥, ¬⁄¥UÃÈU (R), (A) ∑§Ê ‚„Ë S¬c≈UË∑§⁄UáÊ Ÿ„Ë¥ „Ò–

(3) (A) ‚„Ë „Ò, ¬⁄¥UÃÈ (R) ª‹Ã „Ò–

(4) (A) ª‹Ã „Ò, ¬⁄¥UÃÈ (R) ‚„Ë „Ò–

56. ŸËø ŒÊ ∑§ÕŸ ÁŒ∞ ª∞ „Ò¥, ∞∑§ ∑§Ê •Á÷∑§ÕŸ (A) •ÊÒ⁄U ŒÍ‚⁄U ∑§Ê Ã∑¸§ (R) ∑§„Ê ªÿÊ „Ò–

•Á÷∑§ÕŸ (A) : 100 ◊Ë≈U⁄U ◊¥ ¤ÊÈ∑§Ë „Èß¸ ÁSÕÁÃ, ◊Ê¥‚¬‡ÊË ∑§Ë ’‹-‹¥’Êß¸ ‚¥’¥œ •ÊÒ⁄U ’…∏ „È∞ ¡Ê«∏ ‚¥ø‹Ÿ ∑§∑§Ê⁄UáÊ ◊Ê¥‚¬‡ÊËÿ ™§¡Ê¸ •Êfl‡ÿ∑§ÃÊ ∑§Ë ŒÎÁc≈U ‚ •flSÕÊ •Áœ∑§ πøË¸‹Ë „ÊÃË „Ò Á∑¥§ÃÈ ¡ÒflÿÊ¥ÁòÊ∑§Ë ŒÎÁc≈U ‚ ÿ„ ‹Ê÷¬˝Œ „Ò–

Ã∑¸§ (R) : øÊ‹∑§ ’‹ ∑§Ë ÁŒ‡ÊÊ ◊¥ •ÊœÊ⁄U ∑§ •Ê∑§Ê⁄U ◊¥ flÎÁh ‚¥ÃÈ‹Ÿ ∑§Ê ’…∏Ê ŒÃÊ „Ò–


(1) (A) ∞fl¥ (R) ŒÊŸÊ¥ ‚„Ë „Ò¥ •ÊÒ⁄U (R), (A) ∑§Ë ‚„Ë √ÿÊÅÿÊ „Ò–

(2) (A) ∞fl¥ (R) ŒÊŸÊ¥ ‚„Ë „Ò¥, ‹Á∑§Ÿ (R), (A) ∑§Ë ‚„Ë √ÿÊÅÿÊ Ÿ„Ë¥ „Ò–

(3) (A) ‚„Ë „Ò, ‹Á∑§Ÿ (R) ª‹Ã „Ò–

(4) (A) ª‹Ã „Ò, ‹Á∑§Ÿ (R) ‚„Ë „Ò–



Assertion (A) : Of vital importance to the success of any testing programme is the attitudewith which the students approach the tests.

Reason (R) : The physical educator should seek to capitalize on the positive motivatingproperties that are generally inherent in physical performance tests.







Assertion (A) : Management is a process of “Performing or accomplishing things”.

Reason (R) : An ingenious way of dealing with human beings is an art of humanengineering.







Assertion (A) : Validity of Physical Fitness tests is determined using composite scores of allthe test items in the battery as the performance criterion.

Reason (R) : While establishing the validity, the test items should also be correlated toeliminate duplication.







57. ŸËø ŒÊ ∑§ÕŸ ÁŒ∞ ª∞ „Ò, ∞∑§ •Á÷∑§ÕŸ (A) „Ò •ÊÒ⁄U ŒÍ‚⁄UÊ Ã∑¸§ (R) „Ò —•Á÷∑§ÕŸ (A) : Á∑§‚Ë ÷Ë ¬⁄UËˇÊáÊ ∑§Êÿ¸∑˝§◊ ∑§Ë ‚»§‹ÃÊ ∑§ Á‹∞ ¿UÊòÊÊ¥ ∑§Ê ¬⁄UËˇÊáÊÊ¥ ∑§ ¬˝ÁÃ ŒÎÁc≈U∑§ÊáÊ •àÿãÃ

◊„àfl¬ÍáÊ¸ „ÊÃÊ „Ò–Ã∑¸§ (R) : ‡ÊÊ⁄UËÁ⁄U∑§ Á‡ÊˇÊ∑§ ∑§Ê ©Ÿ ‚∑§Ê⁄UÊà◊∑§ ¬˝⁄U∑§ ªÈáÊÊ¥ ∑§Ê ‹Ê÷ ©∆UÊŸÊ øÊÁ„∞ ¡Ê ‚Ê◊ÊãÿÃÿÊ ‡ÊÊ⁄UËÁ⁄U∑§

¬˝Œ‡Ê¸Ÿ ¬⁄UËˇÊáÊÊ¥ ◊¥ •¥ÃÁŸ¸Á„Ã „ÊÃ „Ò¥–©¬ÿÈ¸ÄàÊ ∑§ÕŸÊ¥ ∑§ ‚¥Œ÷¸ ◊¥ ÁŸêŸÁ‹ÁπÃ ◊¥ ∑§ÊÒŸ-‚Ê ‚„Ë „Ò?(1) (A) ∞fl¥ (R) ŒÊŸÊ¥ ‚„Ë „Ò¥ •ÊÒ⁄U (R), (A) ∑§Ë ‚„Ë √ÿÊÅÿÊ „Ò–(2) (A) ∞fl¥ (R) ŒÊŸÊ¥ ‚„Ë „Ò, ‹Á∑§Ÿ (R), (A) ∑§Ë ‚„Ë √ÿÊÅÿÊ Ÿ„Ë¥ „Ò–(3) (A) ‚„Ë „Ò, ‹Á∑§Ÿ (R) ª‹Ã „Ò–(4) (A) ª‹Ã „Ò, ‹Á∑§Ÿ (R) ‚„Ë „Ò–

58. ŸËø ŒÊ ∑§ÕŸ ÁŒ∞ ª∞ „Ò¥, ∞∑§ ∑§Ê •Á÷∑§ÕŸ (A) •ÊÒ⁄U ŒÍ‚⁄U ∑§Ê Ã∑¸§ (R) ∑§„Ê ªÿÊ „Ò —•Á÷∑§ÕŸ (A) : ¬˝’ãœŸ øË¡Ê¥ ∑§Ê ‚ê¬ÛÊ ∑§⁄UŸ ÿÊ ¬Í⁄UÊ ∑§⁄UŸ ∑§Ë ¬˝Á∑˝§ÿÊ „Ò–Ã∑¸§ (R) : ◊ŸÈcÿ ∑§ ‚ÊÕ ÁŸ¬≈UŸ ∑§Ê Áfl‹ˇÊáÊ Ã⁄UË∑§Ê ◊ÊŸfl •Á÷ÿÊ¥ÁòÊ∑§Ê ∑§Ë ∑§‹Ê „Ò–©¬ÿÈ¸ÄàÊ ∑§ÕŸÊ¥ ∑§ ‚¥Œ÷¸ ◊¥ ÁŸêŸÁ‹ÁπÃ ◊¥ ∑§ÊÒŸ-‚Ê ‚„Ë „Ò?(1) (A) •ÊÒ⁄U (R) ŒÊŸÊ¥ ‚„Ë „Ò¥ •ÊÒ⁄U (A) ∑§Ê (R) ‚„Ë S¬c≈UË∑§⁄UáÊ „Ò–(2) (A) •ÊÒ⁄U (R) ŒÊŸÊ¥ ‚„Ë „Ò¥, ¬⁄¥UÃÈU (A) ∑§Ê (R) ‚„Ë S¬c≈UË∑§⁄UáÊ Ÿ„Ë¥ „Ò–(3) (A) ‚„Ë „Ò, ¬⁄¥UÃÈ (R) ª‹Ã „Ò–(4) (A) ª‹Ã „Ò, ¬⁄¥UÃÈ (R) ‚„Ë „Ò–

59. ŸËø ŒÊ ∑§ÕŸ ÁŒ∞ ª∞ „Ò¥, ∞∑§ •Á÷∑§ÕŸ (A) „Ò •ÊÒ⁄U ŒÍ‚⁄UÊ Ã∑¸§ (R) „Ò —•Á÷∑§ÕŸ (A) : ‡ÊÊ⁄UËÁ⁄U∑§ SflSÕÃÊ ¬⁄UËˇÊáÊÊ¥ ∑§Ë flÒœÃÊ ¬˝Œ‡Ê¸Ÿ ◊ÊŸŒá«U ∑§ M§¬ ◊¥ ’Ò≈U⁄UË ◊¥ ‚÷Ë ¬⁄UËˇÊáÊ ◊ŒÊ¥ ∑§

‚¥ÿÈÄàÊ •¥∑§Ê¥ ∑§Ê ¬˝ÿÈÄàÊ ∑§⁄U ÁŸœÊ¸Á⁄UÃ ∑§Ë ¡ÊÃË „Ò–Ã∑¸§ (R) : flÒœÃÊ SÕÊÁ¬Ã ∑§⁄UÃ „È∞ ¬⁄UËˇÊáÊ ◊ŒÊ¥ ∑§Ê ÷Ë ŒÊ„⁄UË∑§⁄UáÊ Áfl‹ÊÁ¬Ã ∑§⁄UŸ ∑§ Á‹∞ ‚„‚¥’¥ÁœÃ

∑§⁄UŸÊ øÊÁ„∞–©¬ÿÈ¸ÄàÊ ∑§ÕŸÊ¥ ∑§ ‚¥Œ÷¸ ◊¥ ÁŸêŸÁ‹ÁπÃ ◊¥ ∑§ÊÒŸ-‚Ê ‚„Ë „Ò?(1) (A) ∞fl¥ (R) ŒÊŸÊ¥ ‚„Ë „Ò¥ •ÊÒ⁄U (R), (A) ∑§Ë ‚„Ë √ÿÊÅÿÊ „Ò–(2) (A) ∞fl¥ (R) ŒÊŸÊ¥ ‚„Ë „Ò¥, ‹Á∑§Ÿ (R), (A) ∑§Ë ‚„Ë √ÿÊÅÿÊ Ÿ„Ë¥ „Ò–(3) (A) ‚„Ë „Ò, ‹Á∑§Ÿ (R) ª‹Ã „Ò–(4) (A) ª‹Ã „Ò, ‹Á∑§Ÿ (R) ‚„Ë „Ò–



Assertion (A) : When the tester is interested in obtaining the reliability of multiple trials orthe objectivity of a test with more than two judges, Inter class correlationcoefficient by Analysis of variance is applied.

Reason (R) : Product moment correlation does not permit through examination of thedifferent sources of variability on multiple trials.







Assertion (A) : In applied research problems should be directed towards issues thatultimately prove useful to practitioners.

Reason (R) : The scientists should look not just at the effects that they observe but try tofind the causes underlying them.







Assertion (A) : Some historians also test theory against their evidence and use theory as abasis for generalization.

Reason (R) : Generalization are large, synthetic statements that offer a historian’s senseof multiple pieces of evidence.







60. ŸËø ŒÊ ∑§ÕŸ ÁŒ∞ ª∞ „Ò, ∞∑ §•Á÷∑§ÕŸ (A) „Ò •ÊÒ⁄U ŒÍ‚⁄UÊ Ã∑¸§ (R) „Ò —•Á÷∑§ÕŸ (A) : ¡’ ∞∑§ ¬⁄UËˇÊ∑§ ∑§Ë •Ÿ∑§ ¬⁄UËˇÊáÊÊ¥ ∑§Ë Áfl‡fl‚ŸËÿÃÊ ¬˝ÊåàÊ ∑§⁄UŸ ÿÊ ŒÊ ‚ •Áœ∑§ ÁŸáÊ¸ÿ∑§Ê¥

∑§ ‚ÊÕ ¬⁄UËˇÊáÊ ∑§Ë flSÃÈÁŸc∆UÃÊ ◊¥ M§Áø „Ò, ¬˝‚⁄UáÊ Áfl‡‹·áÊ mÊ⁄UÊ •¥Ã⁄U-üÊáÊË ‚„‚¥’¥œ ªÈáÊÊ¥∑§∑§Ê ¬˝ÿÊª Á∑§ÿÊ ¡ÊÃÊ „Ò–

Ã∑¸§ (R) : ¬˝Ê«UUÄ≈U ◊Ê◊¥≈U ‚„‚¥’¥œ •Ÿ∑§ ¬⁄UËˇÊáÊÊ¥ ¬⁄U ¬Á⁄UflÁÃ¸ÃÊ ∑§ ÁflÁ÷ÛÊ dÊÃÊ¥ ∑§Ë ‚¥ê¬ÍáÊ¸ ¬⁄UËˇÊáÊ ∑§◊Êäÿ◊ ‚ •ŸÈ◊ÁÃ Ÿ„Ë¥ ŒÃÊ „Ò–

©¬ÿÈ¸ÄàÊ ∑§ÕŸÊ¥ ∑§ ‚¥Œ÷¸ ◊¥ ÁŸêŸÁ‹ÁπÃ ◊¥ ‚ ∑§ÊÒŸ-‚Ê ‚„Ë „Ò?(1) (A) ∞fl¥ (R) ŒÊŸÊ¥ ‚„Ë „Ò¥ •ÊÒ⁄U (R), (A) ∑§Ë ‚„Ë √ÿÊÅÿÊ „Ò–(2) (A) ∞fl¥ (R) ŒÊŸÊ¥ ‚„Ë „Ò¥, ‹Á∑§Ÿ (R), (A) ∑§Ë ‚„Ë √ÿÊÅÿÊ Ÿ„Ë¥ „Ò–(3) (A) ‚„Ë „Ò, ‹Á∑§Ÿ (R) ª‹Ã „Ò–(4) (A) ª‹Ã „Ò, ‹Á∑§Ÿ (R) ‚„Ë „Ò–

61. ŸËø ŒÊ ∑§ÕŸ ÁŒ∞ ª∞ „Ò¥, ∞∑§ ∑§Ê •Á÷∑§ÕŸ (A) •ÊÒ⁄U ŒÍ‚⁄U Ã∑¸§ (R) ∑§„Ê ªÿÊ „Ò¥ —•Á÷∑§ÕŸ (A) : •ŸÈ¬˝ÿÈÄàÊ ‡ÊÊœ ◊¥ ‚◊SÿÊ∞¥ ◊ÈgÊ¥ ∑§Ë ÁŒ‡ÊÊ ◊¥ „ÊŸÊ øÊÁ„∞ ¡Ê •¥ÃÃ— ¬Ò˝ÁÄ≈U‚ ∑§⁄UŸ flÊ‹Ê¥ ∑§ Á‹∞

©¬ÿÊªË Á‚h „ÊÃÊ „Ò–Ã∑¸§ (R) : flÒôÊÊÁŸ∑§Ê¥ ∑§Ê ¡Ê fl •fl‹Ê∑§Ÿ ∑§⁄UÃ „Ò¥ ∑§ ¬˝÷ÊflÊ¥ ∑§Ê „Ë Ÿ„Ë¥ ŒπŸÊ øÊÁ„∞ •Á¬ÃÈ ©Ÿ∑§ ◊Í‹

∑§Ê⁄UáÊÊ¥ ∑§Ê ¬ÃÊ ‹ªÊŸ ∑§Ê ¬˝ÿàŸ ÷Ë ∑§⁄UŸÊ øÊÁ„∞–©¬ÿÈ¸ÄàÊ ∑§ÕŸÊ¥ ∑§ ‚¥Œ÷¸ ◊¥ ÁŸêŸÁ‹ÁπÃ ◊¥ ∑§ÊÒŸ-‚Ê ‚„Ë „Ò?(1) (A) •ÊÒ⁄U (R) ŒÊŸÊ¥ ‚„Ë „Ò¥ •ÊÒ⁄U (A) ∑§Ê (R) ‚„Ë S¬c≈UË∑§⁄UáÊ „Ò–(2) (A) •ÊÒ⁄U (R) ŒÊŸÊ¥ ‚„Ë „Ò¥, ¬⁄¥UÃÈ (A) ∑§Ê (R) ‚„Ë S¬c≈UË∑§⁄UáÊ Ÿ„Ë¥ „Ò–(3) (A) ‚„Ë „Ò¥, ¬⁄¥UÃÈ (R) ª‹Ã „Ò–(4) (A) ª‹Ã „Ò, ¬⁄¥UÃÈ (R) ‚„Ë „Ò–

62. ŸËø ŒÊ ∑§ÕŸ ÁŒ∞ ª∞ „Ò¥, ∞∑§ ∑§Ê •Á÷∑§ÕŸ (A) •ÊÒ⁄U ŒÍ‚⁄U ∑§Ê Ã∑¸§ (R) ∑§„Ê ªÿÊ „Ò¥ —•Á÷∑§ÕŸ (A) : ∑È§¿U ßÁÃ„Ê‚∑§Ê⁄U Á‚hÊãÃÊ¥ ∑§Ê ©Ÿ∑§ ‚Êˇÿ ∑§Ë ÃÈ‹ŸÊ ◊¥ ¡Ê°ø ÷Ë ∑§⁄UÃ „Ò¥ •ÊÒ⁄U ‚Ê◊ÊãÿË∑§⁄UáÊ ∑§

•ÊœÊ⁄U ∑§ M§¬ ◊¥ Á‚hÊãÃ ∑§Ê ¬˝ÿÊª ∑§⁄UÃ „Ò¥–Ã∑¸§ (R) : ‚Ê◊ÊãÿË∑§⁄UáÊ ’Î„Ã˜ ‚Ê¥‡‹Á·∑§ ∑§ÕŸ „Ò¥ ¡Ê ∑§ß¸ ‚ÊˇÿÊ¥ ∑§ ßÁÃ„Ê‚∑§Ê⁄U ∑§ ÷Êfl ∑§Ê ¬˝SÃÈÃ ∑§⁄UÃÊ

„Ò–©¬ÿÈ¸ÄàÊ ∑§ÕŸÊ¥ ∑§ ‚¥Œ÷¸ ◊¥ ÁŸêŸÁ‹ÁπÃ ◊¥ ∑§ÊÒŸ-‚Ê ‚„Ë „Ò?(1) (A) •ÊÒ⁄U (R) ŒÊŸÊ¥ ‚„Ë „Ò¥ •ÊÒ⁄U (A) ∑§Ê (R) ‚„Ë S¬c≈UË∑§⁄UáÊ „Ò–(2) (A) •ÊÒ⁄U (R) ŒÊŸÊ¥ ‚„Ë „Ò¥, ¬⁄¥UÃÈ (A) ∑§Ê (R) ‚„Ë S¬c≈UË∑§⁄UáÊ Ÿ„Ë¥ „Ò–(3) (A) ‚„Ë „Ò, ¬⁄¥UÃÈ (R) ª‹Ã „Ò–(4) (A) ª‹Ã „Ò, ¬⁄¥UÃÈ (R) ‚„Ë¥ „Ò–



Assertion (A) : Demand profiles for different stages of training should be determined onthe basis of performance capacity and performance structure.

Reason (R) : Demand profiles are the most effective means that serve as the base fortalent identification and its development.







Assertion (A) : The more stable an increase in motor ability or skill, the slower will be thepace of its decline in the absence of training doses

Reason (R) : Prolonged training breaks and transitional periods proved to be beneficialfor slow decline in motor ability or skill.







Assertion (A) : Immunity in an individual depends upon the humoral and cellular responsesof the host.

Reason (R) : The immunity produced is general for varying period of time dependingupon the type of disease.







63. ŸËø ŒÊ ∑§ÕŸ ÁŒ∞ ª∞ „Ò¥, ∞∑§ ∑§Ê •Á÷∑§ÕŸ (A) •ÊÒ⁄U ŒÍ‚⁄U ∑§Ê Ã∑¸§ (R) ∑§„Ê ªÿÊ „Ò–•Á÷∑§ÕŸ (A) : ¬˝Á‡ÊˇÊáÊ ∑§Ë ÁflÁ÷ÛÊ •flSÕÊ•Ê¥ ∑§ Á‹∞ ◊Ê¥ª M§¬⁄UπÊ ∑§Ê ÁŸœÊ¸⁄UáÊ ¬˝Œ‡Ê¸Ÿ ˇÊ◊ÃÊ •ÊÒ⁄U ¬˝Œ‡Ê¸Ÿ

‚¥⁄UøŸÊ ∑§ •ÊœÊ⁄U ¬⁄U „ÊŸÊ øÊÁ„∞–Ã∑¸§ (R) : ◊Ê°ª M§¬⁄UπÊ ‚flÊ¸Áœ∑§ ¬˝÷Êfl‡ÊÊ‹Ë ‚ÊœŸ „Ò¥ ¡Ê ¬˝ÁÃ÷Ê ∑§Ë ¬„øÊŸ ∑§⁄UŸ ÃÕÊ ß‚∑§ Áfl∑§Ê‚ ∑§

Á‹∞ •ÊœÊ⁄U ∑§ M§¬ ◊¥ ∑§Ê◊ ∑§⁄UÃË „Ò¥–©¬⁄UÊÄàÊ ∑§ÕŸÊ¥ ∑§ ‚¥Œ÷¸ ◊¥ ÁŸêŸÁ‹ÁπÃ ◊¥ ‚ ∑§ÊÒŸ‚Ê ‚„Ë „Ò?(1) (A) ∞fl¥ (R) ŒÊŸÊ¥ ‚„Ë „Ò¥ •ÊÒ⁄U (R), (A) ∑§Ë ‚„Ë √ÿÊÅÿÊ „Ò–(2) (A) ∞fl¥ (R) ŒÊŸÊ¥ ‚„Ë „Ò¥, ‹Á∑§Ÿ (R), (A) ∑§Ë ‚„Ë √ÿÊÅÿÊ Ÿ„Ë¥ „Ò–(3) (A) ‚„Ë „Ò, ‹Á∑§Ÿ (R) ª‹Ã „Ò–(4) (A) ª‹Ã „Ò, ‹Á∑§Ÿ (R) ‚„Ë „Ò–

64. ŸËø ŒÊ ∑§ÕŸ ÁŒ∞ ª∞ „Ò¥, ∞∑§ ∑§Ê •Á÷∑§ÕŸ (A) •ÊÒ⁄U ŒÍ‚⁄U ∑§Ê Ã∑¸§ (R) ∑§„Ê ªÿÊ „Ò–•Á÷∑§ÕŸ (A) : ◊Ê≈U⁄U ˇÊ◊ÃÊ ÿÊ ∑§ÊÒ‡Ê‹ ◊¥ Á¡ÃŸË ÁSÕ⁄U flÎÁh „ÊªË, ß‚∑§ Áª⁄UÊfl≈U ∑§Ë ªÁÃ ©ÃŸË „Ë œË◊Ë „ÊªË,

¬˝Á‡ÊˇÊáÊ ∑§ •Ê÷Êfl ◊¥–Ã∑¸§ (R) : ¬˝Á‡ÊˇÊáÊ ∑§ ŒËÉÊ¸ •¥Ã⁄UÊ‹ •ÊÒ⁄U ¬Á⁄UflÃË¸ •flÁœÿÊ¥ ◊Ê≈U⁄U ˇÊ◊ÃÊ ÿÊ ∑§ÊÒ‡Ê‹ ◊¥ œË◊Ë Áª⁄UÊfl≈U ∑§

Á‹∞ ‹Ê÷∑§Ê⁄UË Á‚h „Èß¸ „Ò¥–©¬⁄UÊÄàÊ ∑§ÕŸÊ¥ ∑§ ‚¥Œ÷¸ ◊¥ ÁŸêŸÁ‹ÁπÃ ◊¥ ‚ ∑§ÊÒŸ‚Ê ‚„Ë „Ò?(1) (A) ∞fl¥ (R) ŒÊŸÊ¥ ‚„Ë „Ò¥ •ÊÒ⁄U (R), (A) ∑§Ë ‚„Ë √ÿÊÅÿÊ „Ò–(2) (A) ∞fl¥ (R) ŒÊŸÊ¥ ‚„Ë „Ò¥, ‹Á∑§Ÿ (R), (A) ∑§Ë ‚„Ë √ÿÊÅÿÊ Ÿ„Ë¥ „Ò–(3) (A) ‚„Ë „Ò, ‹Á∑§Ÿ (R) ª‹Ã „Ò–(4) (A) ª‹Ã „Ò, ‹Á∑§Ÿ (R) ‚„Ë „Ò–

65. ŸËø ŒÊ ∑§ÕŸ ÁŒ∞ ª∞ „Ò¥, ∞∑§ ∑§Ê •Á÷∑§ÕŸ (A) •ÊÒ⁄U ŒÍ‚⁄U ∑§Ê Ã∑¸§ (R) ∑§„Ê ªÿÊ „Ò–•Á÷∑§ÕŸ (A) : Á∑§‚Ë √ÿÁÄàÊ ◊¥ ⁄UÊª¬˝ÁÃ⁄UˇÊÊ ©‚∑§ sÍ◊⁄U‹ •ÊÒ⁄U ‚ÀÿÈ‹⁄U ¬˝ÁÃÁ∑˝§ÿÊ ¬⁄U ÁŸ÷¸⁄U ∑§⁄UÃÊ „Ò–Ã∑¸§ (R) : ©à¬ÛÊ ⁄UÊª ¬˝ÁÃ⁄UˇÊÊ, ⁄UÊª ∑§ ¬˝∑§Ê⁄U ¬⁄U ÁŸ÷¸⁄U •‹ª-•‹ª ‚◊ÿÊflÁœ ∑§ Á‹∞ ‚Ê◊Êãÿ „ÊÃÊ „Ò–©¬⁄UÊÄàÊ ∑§ÕŸÊ¥ ∑§ ‚¥Œ÷¸ ◊¥ ÁŸêŸÁ‹ÁπÃ ◊¥ ‚ ∑§ÊÒŸ‚Ê ‚„Ë „Ò?(1) (A) ∞fl¥ (R) ŒÊŸÊ¥ ‚„Ë „Ò¥ •ÊÒ⁄U (R), (A) ∑§Ë ‚„Ë √ÿÊÅÿÊ „Ò–(2) (A) ∞fl¥ (R) ŒÊŸÊ¥ ‚„Ë „Ò¥, ‹Á∑§Ÿ (R), (A) ∑§Ë ‚„Ë √ÿÊÅÿÊ Ÿ„Ë¥ „Ò–(3) (A) ‚„Ë „Ò, ‹Á∑§Ÿ (R) ª‹Ã „Ò–(4) (A) ª‹Ã „Ò, ‹Á∑§Ÿ (R) ‚„Ë „Ò–



Assertion (A) : Health of a community if described in relation to the mortality rate prevalentin it is fully justifiable.

Reason (R) : Reducing the number of death in the population is an obvious goal of healthcare programme and success or failure to do so is a measure of nationscommitment to better health.







Assertion (A) : It is difficult to structure a programme of physical education that is perfectfor the kinder garden children.

Reason (R) : Variation in maturation along with many other differences among boysand girls require that the curriculum provide a variety of experiences forstudents to enjoy.







Assertion (A) : Curriculum is a means of implementing the educational and professionalphilosophies into action.

Reason (R) : It has a wider perspective which includes essential and allied elementsaiming to maintain purposeful protocol of the educational and professionalobjectives.







66. ŸËø ŒÊ ∑§ÕŸ ÁŒ∞ ª∞ „Ò¥, ∞∑§ ∑§Ê •Á÷∑§ÕŸ (A) •ÊÒ⁄U ŒÍ‚⁄U ∑§Ê Ã∑¸§ (R) ∑§„Ê ªÿÊ „Ò–

•Á÷∑§ÕŸ (A) : Á∑§‚Ë ‚◊ÈŒÊÿ ◊¥ flÃ¸◊ÊŸ ◊ÎàÿÈ Œ⁄U ∑§ ‚Ê¬ˇÊ ‚◊ÈŒÊÿ ∑§ SflÊSâÿ ∑§Ê fláÊ¸Ÿ ¬ÍáÊ¸ÃÊ ãÿÊÿÊÁøÃ „Ò–

Ã∑¸§ (R) : ¡Ÿ‚¥ÅÿÊ ◊¥ ◊ÎàÿÈ ∑§Ë ‚¥ÅÿÊ ∑§◊ ∑§⁄UŸÊ SflÊSâÿøÿÊ¸ ∑§Êÿ¸∑˝§◊ ∑§Ê S¬c≈U ‹ˇÿ „Ò •ÊÒ⁄U ∞‚Ê ∑§⁄UŸ◊¥ ‚»§‹ÃÊ ÿÊ Áfl»§‹ÃÊ ’„Ã⁄U SflÊSâÿ ∑§ ¬˝ÁÃ ⁄UÊc≈˛U ∑§Ë ¬˝ÁÃ’hÃÊ ∑§Ê ¬Ò◊ÊŸÊ „Ò–


(1) (A)U ∞fl¥ (R) ŒÊŸÊ¥ ‚„Ë „Ò¥ •ÊÒ⁄U (R), (A) ∑§Ë ‚„Ë √ÿÊÅÿÊ „Ò–

(2) (A) ∞fl¥ (R) ŒÊŸÊ¥ ‚„Ë „Ò, ‹Á∑§Ÿ (R), (A) ∑§Ë ‚„Ë √ÿÊÅÿÊ Ÿ„Ë¥ „Ò–

(3) (A) ‚„Ë „Ò, ‹Á∑§Ÿ (R) ª‹Ã „Ò–

(4) (A) ª‹Ã „Ò, ‹Á∑§Ÿ (R) ‚„Ë „Ò–

67. ŸËø ŒÊ ∑§ÕŸ ÁŒ∞ ª∞ „Ò, ∞∑§ ∑§Ê •Á÷∑§ÕŸ (A) •ÊÒ⁄U ŒÍ‚⁄U ∑§Ê Ã∑¸§ (R) ∑§„Ê ªÿÊ „Ò —

•Á÷∑§ÕŸ (A) : ‡ÊÊ⁄UËÁ⁄U∑§ Á‡ÊˇÊÊ ∑§Êÿ¸∑˝§◊ ¡Ê Á∑§ã«U⁄UªÊ≈¸UŸ ’Ê‹∑§Ê¥ ∑§ Á‹∞ ‚¥¬ÍáÊ¸ „Ê ∑§Ê …Ê¥øÊ ’ŸÊŸÊ ∑§Á∆UŸ „ÊÃÊ„Ò–

Ã∑¸§ (R) : ’Ê‹∑§Ê¥ •ÊÒ⁄U ’ÊÁ‹∑§Ê•Ê¥ ∑§Ë ¬Á⁄U¬Ä√ÊÃÊ ◊¥ Á÷ÛÊÃÊ •ÊÒ⁄U •Ÿ∑§ •ãÿ •¥Ã⁄U ∑§ ∑§Ê⁄UáÊ •¬ÁˇÊÃ„ÊÃÊ „Ò Á∑§ ¬Ê∆K∑˝§◊ ¿UÊòÊÊ¥ ∑§Ê •Ê¥ŸŒ ©∆UÊŸ ∑§ Á‹∞ ÁflÁ÷ÛÊ ¬˝∑§Ê⁄U ∑§ •ŸÈ÷fl ¬˝ŒÊŸ ∑§⁄¥U–

©¬ÿÈ¸ÄàÊ ∑§ÕŸÊ¥ ∑§ ‚¥Œ÷¸ ◊¥ ÁŸêŸÁ‹ÁπÃ ◊¥ ∑§ÊÒŸ-‚Ê ‚„Ë „Ò?

(1) (A) •ÊÒ⁄U (R) ŒÊŸÊ¥ ‚„Ë „Ò¥ •ÊÒ⁄U (A) ∑§Ê (R) ‚„Ë S¬c≈UË∑§⁄UáÊ „Ò–

(2) (A) •ÊÒ⁄U (R) ŒÊŸÊ¥ ‚„Ë „Ò¥, ¬⁄¥UÃÈ (A) ∑§Ê (R) S¬c≈UË∑§⁄UáÊ Ÿ„Ë¥ „Ò–

(3) (A) ‚„Ë „Ò, ¬⁄¥UÃÈ (R) ª‹Ã „Ò¥–

(4) (A) ª‹Ã „Ò, ¬⁄¥UÃÈ (R) ‚„Ë „Ò–

68. ŸËø ŒÊ ∑§ÕŸ ÁŒ∞ ª∞ „Ò¥, ∞∑§ ∑§Ê •Á÷∑§ÕŸ (A) •ÊÒ⁄U ŒÍ‚⁄U ∑§Ê Ã∑¸§ (R) ∑§„Ê ªÿÊ „Ò¥ —

•Á÷∑§ÕŸ (A) : ¬Ê∆K∑˝§◊ ‡ÊÒˇÊÁáÊ∑§ •ÊÒ⁄U ¬‡Êfl⁄U Œ‡Ê¸ŸÊ¥ ∑§Ê ∑§ÊÿÊ¸ÁãflÃ ∑§⁄UŸ ∑§Ê ‚ÊœŸ „Ò–

Ã∑¸§ (R) : ß‚∑§Ê √ÿÊ¬∑§ ¬Á⁄U¬˝ˇÿ „ÊÃÊ „Ò Á¡‚◊¥ •Êfl‡ÿ∑§ •ÊÒ⁄U ‚„Êÿ∑§ Ãàfl ‡ÊÊÁ◊‹ „ÊÃ „Ò¥ Á¡Ÿ∑§Ê ‹ˇÿ‡ÊÒˇÊÁáÊ∑§ ÃÕÊ ¬‡Êfl⁄U ©g‡ÿÊ¥ ∑§ ‚ÊÕ¸∑§ ŸÿÊøÊ⁄U ∑§Ê ’ŸÊ∞ ⁄UπŸÊ „ÊÃÊ „Ò¥–


(1) (A) •ÊÒ⁄U (R) ŒÊŸÊ¥ ‚„Ë „Ò¥ •ÊÒ⁄U (A) ∑§Ê (R) ‚„Ë S¬c≈UË∑§⁄UáÊ „Ò–

(2) (A) •ÊÒ⁄U (R) ŒÊŸÊ¥ ‚„Ë „Ò¥, ¬⁄¥UÃÈ (A) ∑§Ê (R) ‚„Ë S¬c≈UË∑§⁄UáÊ Ÿ„Ë¥ „Ò¥–

(3) (A) ‚„Ë „Ò, ¬⁄¥UÃÈ (R) ª‹Ã „Ò–

(4) (A) ª‹Ã „Ò, ¬⁄¥UÃÈ (R) ‚„Ë „Ò–



Assertion (A) : Stimulus identification in information processing is primarily a sensory stageanalysing environmental information assembled from various sources.

Reason (R) : The stage begins with the stimulus identification providing information aboutthe nature of environmental stimuli to decide what movement to make.







Assertion (A) : Personal traits and situational factors interact or mix with each other inunique ways to influence behaviour.

Reason (R) : The behaviour of an individual is determined by environmental influencesand social enforcement.







Assertion (A) : A drive shot in golf can easily make a golf ball with dimples carry250 yards, but the same golf ball without dimples will carry about 100 yardswith the same drive shot.

Reason (R) : The dimples on golf ball act like a very effective trip wire, which results inearly separation of laminar flow and reduced drag, allows the golf ball totravel further for the same effort. .







69. ŸËø ŒÊ ∑§ÕŸ ÁŒ∞ ª∞ „Ò¥, ∞∑§ ∑§Ê •Á÷∑§ÕŸ (A) •ÊÒ⁄U ŒÍ‚⁄U ∑§Ê Ã∑¸§ (R) ∑§„Ê ªÿÊ „Ò–•Á÷∑§ÕŸ (A) : ‚ÍøŸÊ ‚¥‚ÊœŸ ◊¥ ©à¬˝⁄U∑§ ∑§Ë ¬„øÊŸ ∑§⁄UŸÊ ◊ÈÅÿM§¬ ‚ ‚¥flŒË •flSÕÊ „Ò ¡Ê ÁflÁ÷ÛÊ dÊÃÊ¥ ‚

¡Ê«∏Ë ªß¸ ¬ÿÊ¸fl⁄UáÊËÿ ‚ÍøŸÊ ∑§Ê Áfl‡‹·áÊ ∑§⁄UÃÊ „Ò–Ã∑¸§ (R) : ÿ„ •flSÕÊ ©à¬˝⁄U∑§ ∑§Ë ¬„øÊŸ ∑§⁄UŸ ‚ ¬˝Ê⁄Uê÷ „ÊÃÊ „Ò ¡Ê ¬ÿÊ¸fl⁄UáÊËÿ ©à¬˝⁄U∑§Ê¥ ∑§ ¬˝∑Î§ÁÃ ’Ê⁄U

◊¥ ‚ÍøŸÊ ¬˝ŒÊŸ ∑§⁄UÃÊ „Ò Á∑§ ∑§ÊÒŸ-‚Ê ∑§Œ◊ ©∆UÊŸÊ „Ò–©¬⁄UÊÄàÊ ∑§ÕŸÊ¥ ∑§ ‚¥Œ÷¸ ◊¥ ÁŸêŸÁ‹ÁπÃ ◊¥ ‚ ∑§ÊÒŸ‚Ê ‚„Ë „Ò?(1) (A) ∞fl¥ (R) ŒÊŸÊ¥ ‚„Ë „Ò¥ •ÊÒ⁄U (R), (A) ∑§Ë ‚„Ë √ÿÊÅÿÊ „Ò–(2) (A) ∞fl¥ (R) ŒÊŸÊ¥ ‚„Ë „Ò¥, ‹Á∑§Ÿ (R), (A) ∑§Ë ‚„Ë √ÿÊÅÿÊ Ÿ„Ë¥ „Ò–(3) (A) ‚„Ë „Ò, ‹Á∑§Ÿ (R) ª‹Ã „Ò–(4) (A) ª‹Ã „Ò, ‹Á∑§Ÿ (R) ‚„Ë „Ò–

70. ŸËø ŒÊ ∑§ÕŸ ÁŒ∞ ª∞ „Ò¥, ∞∑§ ∑§Ê •Á÷∑§ÕŸ (A) •ÊÒ⁄U ŒÍ‚⁄U ∑§Ê Ã∑¸§ (R) ∑§„Ê ªÿÊ „Ò¥ —•ÁÕ∑§ÕŸ (A) : √ÿÁÄàÊªÃ ‹ˇÊáÊ •ÊÒ⁄U ¬Á⁄UÁSÕÁÃ¡ãÿ ∑§Ê⁄U∑§ √ÿfl„Ê⁄U ∑§Ê ¬˝÷ÊÁflÃ ∑§⁄UŸ ∑§ Á‹∞ ÁflÁøòÊ Ã⁄UË∑§ ‚

∞∑§-ŒÍ‚⁄U ∑§ ‚ÊÕ •ãÃÁ∑¸˝§ÿÊ ∑§⁄UÃ „Ò¥ ÿÊ Á◊‹ ¡ÊÃ „Ò¥–Ã∑¸§ (R) : ∞∑§ √ÿÁÄàÊ ∑§Ê √ÿfl„Ê⁄U ¬ÿÊ¸fl⁄UáÊËÿ ¬˝÷ÊflÊ¥ ÃÕÊ ‚Ê◊ÊÁ¡∑§ ¬ÈŸ’¸‹Ÿ ∑§ mÊ⁄UÊ ÁŸœÊ¸Á⁄UÃ „ÊÃÊ „Ò–©¬⁄UÊÄàÊ ∑§ÕŸÊ¥ ∑§ ‚¥Œ÷¸ ◊¥ ÁŸêŸÁ‹ÁπÃ ◊¥ ‚ ∑§ÊÒŸ‚Ê ‚„Ë „Ò?(1) (A) •ÊÒ⁄U (R) ŒÊŸÊ¥ ‚„Ë „Ò¥ •ÊÒ⁄U (A) ∑§Ê (R) ‚„Ë S¬c≈UË∑§⁄UáÊ „Ò–(2) (A) •ÊÒ⁄U (R) ŒÊŸÊ¥ ‚„Ë „Ò¥, ¬⁄¥UÃÈU (A) ∑§Ê (R) ‚„Ë S¬c≈UË∑§⁄UáÊ Ÿ„Ë¥ „Ò–(3) (A) ‚„Ë „Ò, ¬⁄¥UÃÈ (R) ª‹Ã „Ò–(4) (A) ª‹Ã „Ò, ¬⁄¥UÃÈ (R) ‚„Ë „Ò–

71. ŸËø ŒÊ ∑§ÕŸ ÁŒ∞ ª∞ „Ò¥, ∞∑§ ∑§Ê •Á÷∑§ÕŸ (A) •ÊÒ⁄U ŒÍ‚⁄U ∑§Ê Ã∑¸§ (R) ∑§„Ê ªÿÊ „Ò —•Á÷∑§ÕŸ (A) : ªÊÀ»§ ◊¥ ∞∑§ «˛UÊßfl ‡ÊÊÚ≈U ª«˜U…∏Ê flÊ‹ ªÊÀ»§ ª¥Œ ∑§Ê ‚⁄U‹ÃÊ ‚ 250 ª¡ Ã∑§ ¬„È°øÊ ‚∑§ÃÊ „Ò

¡’Á∑§ Á’ŸÊ ª«˜U…∏Ê flÊ‹Ê ªÊÀ»§ ª¥Œ ©‚Ë «˛UÊßfl ‡ÊÊÚ≈U ‚ ‹ª÷ª 100 ª¡ Ã∑§ ¬„È°øÊ ¬ÊÃÊ „Ò–Ã∑¸§ (R) : ªÊÀ»§ ∑§ ª¥Œ ◊¥ ª«˜U…∏Ê •àÿãàÊ „Ë ¬˝÷ÊflË “Á≈˛U¬ flÊÿ⁄” ∑§ M§¬ ◊¥ ∑§Ê◊ ∑§⁄UÃÊ „Ò Á¡‚∑§

¬Á⁄UáÊÊ◊SflM§¬ ¬⁄UÃŒÊ⁄U ¬˝flÊ„ ∑§Ê ¡ÀŒË •‹ªÊfl „ÊÃÊ „Ò •ÊÒ⁄U ÉÊ≈UÊ „È•Ê Ã‹ÉÊ·¸áÊ ªÊÀ»§ ª¥Œ ∑§Ê‚◊ÊŸ ¬˝ÿÊ‚ ‚ „Ë •Áœ∑§ ŒÍ⁄UË Ãÿ ∑§⁄UŸ ŒÃÊ „Ò–

©¬⁄UÊÄàÊ ∑§ÕŸÊ¥ ∑§ ‚¥Œ÷¸ ◊¥ ÁŸêŸÁ‹ÁπÃ ◊¥ ‚ ∑§ÊÒŸ‚Ê ‚„Ë „Ò?(1) (A) ∞fl¥ (R) ŒÊŸÊ¥ ‚„Ë „Ò¥ •ÊÒ⁄U (R), (A) ∑§Ë ‚„Ë √ÿÊÅÿÊ „Ò–(2) (A) ∞fl¥ (R) ŒÊŸÊ¥ ‚„Ë „Ò¥, ‹Á∑§Ÿ (R), (A) ∑§Ë ‚„Ë √ÿÊÅÿÊ Ÿ„Ë¥ „Ò–(3) (A) ‚„Ë „Ò, ‹Á∑§Ÿ (R) ª‹Ã „Ò–(4) (A) ª‹Ã „Ò, ‹Á∑§Ÿ (R) ‚„Ë „Ò–



Assertion (A) : When one is pulling or pushing a large load, the force applied will fluctuateless if one takes small steps rather than large steps.

Reason (R) : If one take large steps, large variations of ΣFFF

will lead to large variationsof ΣF

C with consequent acceleration and deceleration of the load.







Assertion (A) : At an altitude of 2000 m or above endurance performance decreasesconsiderably due to hyperventilation and increased cardiovascular responseto altitude.

Reason (R) : Altitude does not adversely affect short-term (anaerobie) sprint and powerperformances that depend on energy from high-energy phosphates andglycolytic reaction.







Assertion (A) : The measurement or estimation of energy expenditure allows the exercisephysiologists to assess the physiological cost of an activity and is measuredby the oxygen cost of performing work.

Reason (R) : The metabolic (MET) equivalent provides a generic method of expressingenergy expenditure. One MET is equal to resting oxygen consumption .







72. ŸËø ŒÊ ∑§ÕŸ ÁŒ∞ ª∞ „Ò¥, ∞∑§ ∑§Ê •Á÷∑§ÕŸ (A) •ÊÒ⁄U ŒÍ‚⁄U ∑§Ê Ã∑¸§ (R) ∑§„Ê ªÿÊ „Ò–•Á÷∑§ÕŸ (A) : ¡’ ∑§Êß¸ Á∑§‚Ë ’Î„Œ˜ ÷Ê⁄U ∑§Ê πË¥ø ⁄U„Ê „Ò ÿÊ œ∑§‹ ⁄U„Ê „Ò ÃÊ ÿÁŒ fl„ ’«∏ ∑§Œ◊Ê¥ ∑§Ë •¬ˇÊÊ

¿UÊ≈U ∑§Œ◊ ©∆UÊÃÊ „Ò ÃÊ ‹ªÊ∞ ª∞ ’‹ ◊¥ ∑§◊ ©ÃÊ⁄U-ø…∏Êfl „ÊªÊ–Ã∑¸§ (R) : ÿÁŒ ’«∏ ∑§Œ◊ ©∆UÊ∞ ¡ÊÃ „Ò¥ ΣF

FF ◊¥ •Áœ∑§ ¬Á⁄flÃ¸Ÿ ∑§ ∑§Ê⁄UáÊ ΣF

C ◊¥ ’«∏Ê ¬Á⁄UflÃ¸Ÿ „ÊªÊ

Á¡‚∑§ ¬Á⁄UáÊÊ◊SflM§¬ ÷Ê⁄U ◊¥ àfl⁄UáÊ •ÊÒ⁄U Áflàfl⁄UáÊ „ÊªÊ–©¬⁄UÊÄàÊ ∑§ÕŸÊ¥ ∑§ ‚¥Œ÷¸ ◊¥ ÁŸêŸÁ‹ÁπÃ ◊¥ ‚ ∑§ÊÒŸ‚Ê ‚„Ë „Ò?(1) (A) ∞fl¥ (R) ŒÊŸÊ¥ ‚„Ë „Ò¥ •ÊÒ⁄U (R), (A) ∑§Ë ‚„Ë √ÿÊÅÿÊ „Ò–(2) (A) ∞fl¥ (R) ŒÊŸÊ¥ ‚„Ë „Ò¥, ‹Á∑§Ÿ (R), (A) ∑§Ë ‚„Ë √ÿÊÅÿÊ Ÿ„Ë¥ „Ò–(3) (A) ‚„Ë „Ò, ‹Á∑§Ÿ (R) ª‹Ã „Ò–(4) (A) ª‹Ã „Ò, ‹Á∑§Ÿ (R) ‚„Ë „Ò–

73. ŸËø ŒÊ ∑§ÕŸ ÁŒ∞ ª∞ „Ò¥, ∞∑§ ∑§Ê •Á÷∑§ÕŸ (A) •ÊÒ⁄U ŒÍ‚⁄U ∑§Ê Ã∑¸§ (R) ∑§„Ê ªÿÊ „Ò–•Á÷∑§ÕŸ (A) : 2000 ◊Ë. ÿÊ •Áœ∑§ ∑§Ë ÃÈ¥ªÃÊ ¬⁄U „Êß¬⁄Ufl¥Á≈U‹‡ÊŸ ÃÕÊ ÃÈ¥ªÃÊ ∑§ ∑§Ê⁄UáÊ ’…∏Ë „Èß¸ ∑§ÊÁ«¸UÿÊflS∑È§‹⁄U

Á∑˝§ÿÊ ‚ ˇÊ◊ÃÊ ¬˝Œ‡Ê¸Ÿ ◊¥ •Áœ∑§ ∑§◊Ë •ÊÃË „Ò–Ã∑¸§ (R) : ÃÈ¥ªÃÊ •À¬∑§ÊÁ‹∑§ (∞ŸÊ⁄UÊÁ’∑§) ÁS¬˝¥≈U •ÊÒ⁄U ‡ÊÁÄàÊ ¬˝Œ‡Ê¸Ÿ ¬⁄U ¬˝ÁÃ∑Í§‹ ¬˝÷Êfl Ÿ„Ë¥ «UÊ‹ÃÊ „Ò ¡Ê

©ìÊ-™§¡Ê¸ »§ÊÚS»§≈U ÃÕÊ Ç‹Êß∑§ÊÁ‹Á≈U∑§ ¬˝ÁÃÁ∑˝§ÿÊ ¬⁄U ÁŸ÷¸⁄U ∑§⁄UÃÊ „Ò–©¬⁄UÊÄàÊ ∑§ÕŸÊ¥ ∑§ ‚¥Œ÷¸ ◊¥ ÁŸêŸÁ‹ÁπÃ ◊¥ ‚ ∑§ÊÒŸ‚Ê ‚„Ë „Ò?(1) (A) ∞fl¥ (R) ŒÊŸÊ¥ ‚„Ë „Ò¥ •ÊÒ⁄U (R), (A) ∑§Ë ‚„Ë √ÿÊÅÿÊ „Ò–(2) (A) ∞fl¥ (R) ŒÊŸÊ¥ ‚„Ë „Ò¥, ‹Á∑§Ÿ (R), (A) ∑§Ë ‚„Ë √ÿÊÅÿÊ Ÿ„Ë¥ „Ò–(3) (A) ‚„Ë „Ò, ‹Á∑§Ÿ (R) ª‹Ã „Ò–(4) (A) ª‹Ã „Ò, ‹Á∑§Ÿ (R) ‚„Ë „Ò–

74. ŸËø ŒÊ ∑§ÕŸ ÁŒ∞ ª∞ „Ò¥, ∞∑§ ∑§Ê •Á÷∑§ÕŸ (A) •ÊÒ⁄U ŒÍ‚⁄U ∑§Ê Ã∑¸§ (R) ∑§„Ê ªÿÊ „Ò–•Á÷∑§ÕŸ (A) : ™§¡Ê¸ √ÿÿ ∑§Ê ◊Ê¬Ÿ •ÕflÊ •ŸÈ◊ÊŸ •èÿÊ‚ ‡Ê⁄UË⁄UÁ∑˝§ÿÊ ÁflôÊÊŸË ∑§Ê Á∑§‚Ë Á∑˝§ÿÊ∑§‹Ê¬ ∑§

‡Ê⁄UË⁄UÁ∑˝§ÿÊà◊∑§ ‹ÊªÃ ∑§ ÁŸœÊ¸⁄UáÊ ∑§Ë •ŸÈ◊ÁÃ ŒÃÊ „Ò •ÊÒ⁄U ÿ„ ÁŸc¬ÊŒ∑§ ∑§Êÿ¸ ∑§ •ÊÚÄ‚Ë¡Ÿ‹ÊªÃ ∑§ mÊ⁄UÊ ◊Ê¬Ê ¡ÊÃÊ „Ò–

Ã∑¸§ (R) : ◊≈UÊ’ÊÁ‹∑§ (∞◊ ß¸ ≈UË) ‚◊ÃÈÀÿ ™§¡Ê¸ √ÿÿ •Á÷√ÿÄàÊ ∑§⁄UŸ ∑§Ë ¡ŸÁ⁄U∑§ ¬hÁÃ „Ò– ∞∑§∞◊ ß¸ ≈UË ÁflüÊÊ◊ ◊¥ •ÊÚÄ‚Ë¡Ÿ π¬Ã ∑§ ‚◊ÃÈÀÿ „Ò–

©¬⁄UÊÄàÊ ∑§ÕŸÊ¥ ∑§ ‚¥Œ÷¸ ◊¥ ÁŸêŸÁ‹ÁπÃ ◊¥ ‚ ∑§ÊÒŸ‚Ê ‚„Ë „Ò?(1) (A) ∞fl¥ (R) ŒÊŸÊ¥ ‚„Ë „Ò¥ •ÊÒ⁄U (R), (A) ∑§Ë ‚„Ë √ÿÊÅÿÊ „Ò–(2) (A) ∞fl¥ (R) ŒÊŸÊ¥ ‚„Ë „Ò¥, ‹Á∑§Ÿ (R), (A) ∑§Ë ‚„Ë √ÿÊÅÿÊ Ÿ„Ë¥ „Ò–(3) (A) ‚„Ë „Ò, ‹Á∑§Ÿ (R) ª‹Ã „Ò–(4) (A) ª‹Ã „Ò, ‹Á∑§Ÿ (R) ‚„Ë „Ò–



Assertion (A) : Existentialism is more a reaction against traditional philosophies that seekto discover an ultimate order and universal meaning in metaphysicalprinciples.

Reason (R) : In existentialism, humans define their own meaning in life, and try to makerational decisions despite existing in a irrational universe.







Assertion (A) : Adolescence is a time of rapid growth and inconsistant change that varieswidely among individuals.

Reason (R) : The adolescent prefrontal cortex responsible for growth is not fully developed.






77. Match List - I with List - II and select the correct option from the code given below :

List - I List - II

(a) Profile of Mood State (i) Spielberger Gorsuch and Lushene

(b) Sport Cohesion Questionaire (ii) Smith, Schutze, Small and Placek

(c) State - Trait Anxiety Inventory (iii) Lander and Lueschen

(d) Athletic Coping Skills Inventory - 28 (iv) Mcxlair, Lorr and Droppleman

Code :

(a) (b) (c) (d)

(1) (iv) (iii) (i) (ii)

(2) (iii) (i) (ii) (iv)

(3) (i) (iv) (iii) (ii)

(4) (ii) (i) (iv) (iii)


75. ŸËø ŒÊ ∑§ÕŸ ÁŒ∞ ª∞ „Ò¥, ∞∑§ ∑§Ê •Á÷∑§ÕŸ (A) •ÊÒ⁄U ŒÍ‚⁄U ∑§Ê Ã∑¸§ (R) ∑§„Ê ªÿÊ „Ò —•Á÷∑§ÕŸ (A) : •ÁSÃàflflÊŒ ¬⁄Uê¬⁄UÊªÃ Œ‡Ê¸ŸÊ¥ ∑§ ÁflL§h •Áœ∑§ ¬˝ÁÃÁ∑˝§ÿÊ SflM§¬ „Ò ¡Ê ÃÊÁàfl∑§ Á‚hÊãÃÊ¥ ◊¥

‚flÊ¸ëÿ √ÿflSÕÊ ÃÕÊ ‡ÊÊ‡flÃ •Õ¸ ∑§Ë πÊ¡ ∑§⁄UŸ ∑§Ë ◊Ê¥ª ∑§⁄UÃÊ „Ò–Ã∑¸§ (R) : •ÁSÃàflflÊŒ ◊¥ ◊ÊŸfl ¡ËflŸ ◊¥ •¬Ÿ •Õ¸ ∑§Ë Sflÿ¥ ¬Á⁄U÷Ê·Ê ∑§⁄UÃÊ „Ò •ÊÒ⁄U •Ã∑¸§‚¥ªÃ ’˝rÊÊá«U

◊¥ Áfll◊ÊŸ „ÊŸ ∑§ ’Êfl¡ÍŒ Ã∑¸§‚¥ªÃ ÁŸáÊ¸ÿ ∑§⁄UŸ ∑§Ê ¬˝ÿÊ‚ ∑§⁄UÃÊ „Ò–©¬⁄UÊÄàÊ ∑§ÕŸÊ¥ ∑§ ‚¥Œ÷¸ ◊¥ ÁŸêŸÁ‹ÁπÃ ◊¥ ‚ ∑§ÊÒŸ‚Ê ‚„Ë „Ò?(1) (A) •ÊÒ⁄U (R) ŒÊŸÊ¥ ‚„Ë „Ò¥ •ÊÒ⁄U (A) ∑§Ê (R) ‚„Ë S¬c≈UË∑§⁄UáÊ „Ò–(2) (A) •ÊÒ⁄U (R) ŒÊŸÊ¥ ‚„Ë „Ò¥, ¬⁄¥UÃÈU (A) ∑§Ê (R) ‚„Ë S¬c≈UË∑§⁄UáÊ Ÿ„Ë¥ „Ò–(3) (A) ‚„Ë „Ò, ¬⁄¥UÃÈ (R) ª‹Ã „Ò¥–(4) (A) ª‹Ã „Ò, ¬⁄¥UÃÈ (R) ‚„Ë „Ò–

76. ŸËø ŒÊ ∑§ÕŸ ÁŒ∞ ª∞ „Ò¥, ∞∑§ ∑§Ê •Á÷∑§ÕŸ (A) •ÊÒ⁄U ŒÍ‚⁄U ∑§Ê Ã∑¸§ (R) ∑§„Ê ªÿÊ „Ò —•Á÷∑§ÕŸ (A) : Á∑§‡ÊÊ⁄UÊflSÕÊ ÃËfl˝ Áfl∑§Ê‚ •ÊÒ⁄U Áfl‚¥ªÃ ¬Á⁄UflÃ¸Ÿ ∑§Ê ‚◊ÿ „ÊÃÊ „Ò ¡Ê Á÷ÛÊ-Á÷ÛÊ Á∑§‡ÊÊ⁄UÊ¥ ◊¥

Á÷ÛÊ-Á÷ÛÊ „ÊÃÊ „Ò–Ã∑¸§ (R) : Á∑§‡ÊÊ⁄U Á¬˝»˝¥§≈U‹ ∑§Ê≈¸UÄ‚ ¡Ê Áfl∑§Ê‚ ∑§ Á‹∞ ©ûÊ⁄UŒÊÿË „ÊÃÊ „Ò ¬Í⁄UË Ã⁄U„ ‚ Áfl∑§Á‚Ã Ÿ„Ë¥ „ÊÃÊ

„Ò–©¬⁄UÊÄàÊ ∑§ÕŸÊ¥ ∑§ ‚¥Œ÷¸ ◊¥ ÁŸêŸÁ‹ÁπÃ ◊¥ ‚ ∑§ÊÒŸ‚Ê ‚„Ë „Ò?(1) (A) •ÊÒ⁄U (R) ŒÊŸÊ¥ ‚„Ë „Ò¥ •ÊÒ⁄U (A) ∑§Ê (R) ‚„Ë S¬c≈UË∑§⁄UáÊ „Ò–(2) (A) •ÊÒ⁄U (R) ŒÊŸÊ¥ ‚„Ë „Ò¥, ¬⁄¥UÃÈU (A) ∑§Ê (R) ‚„Ë S¬c≈UË∑§⁄UáÊ Ÿ„Ë¥ „Ò–(3) (A) ‚„Ë „Ò, ¬⁄¥UÃÈ (R) ª‹Ã „Ò¥–(4) (A) ª‹Ã „Ò, ¬⁄¥UÃÈ (R) ‚„Ë „Ò–

77. ‚ÍøË-I ∑§Ê ‚ÍøË-II ‚ ‚È◊Á‹Ã ∑§ËÁ¡∞ •ÊÒ⁄U ŸËø ÁŒ∞ ª∞ ∑Í§≈ U◊¥ ‚ ‚„Ë ©ûÊ⁄U øÈÁŸ∞ —‚ÍøË-I ‚ÍøË-II

(a) ◊ŸÊŒ‡ÊÊ ¬˝Ê»§Êß‹ (i) S¬ËÀ’ª¸ ªÊ‚¸ø •ÊÒ⁄U ‹Í‡ÊŸ(b) π‹ ‚¥’hÃÊ (ii) ÁS◊Õ, ‡ÊÍ≈˜U¡, S◊ÊÚ‹ •ÊÒ⁄U å‹‚∑§(c) ÁSÕÁÃ-‹ˇÊáÊ ŒÈÁ‡ø¥ÃÊ ‚ÍøË (iii) ‹Êã«U⁄U •ÊÒ⁄U ‹Í‡øŸ(d) ∞Õ‹Á≈U∑§ ‚Ê◊ŸÊ ∑§⁄UŸ ∑§Ë ∑§ÊÒ‡Ê‹ ‚ÍøË - 28 (iv) ◊ÒÄ‚‹ÿ⁄U ‹ÊÚ⁄U •ÊÒ⁄U «˛UÊÚ¬‹◊ÒŸ∑Í§≈U —

(a) (b) (c) (d)

(1) (iv) (iii) (i) (ii)

(2) (iii) (i) (ii) (iv)

(3) (i) (iv) (iii) (ii)

(4) (ii) (i) (iv) (iii)



List - I List - II

(a) Self-fulfilling prophecy (i) The perception of self formed through experiencewith the interpretation of one’s environment

(b) Self - esteem (ii) Reflects the sum total of your experience thoughtsand emotions

(c) Self - image (iii) Expecting something to happen actually helps causeit to happen

(d) Self - concept (iv) Pride in oneself in which one becomes aware andaccepting one’s imperfection while cherishing one’sinherent strengths and positive qualities

Code :

(a) (b) (c) (d)

(1) (ii) (i) (iii) (iv)

(2) (i) (iii) (iv) (ii)

(3) (iii) (iv) (ii) (i)

(4) (iv) (ii) (i) (iii)


List - I List - II

(Sports person) (Desirable Postures for High level sports performance)

(a) Sprinters (i) Anterior Pelvic Tilt and lordosis

(b) Female Gymnasts (ii) Rounded back

(c) Racquet sports (iii) Anterior Pelvic Tilt and protruding buttocks

(d) Rowing and Canocing (iv) Inverted feet

Code :

(a) (b) (c) (d)

(1) (i) (iii) (iv) (ii)

(2) (iv) (iii) (ii) (i)

(3) (iii) (i) (iv) (ii)

(4) (i) (ii) (iii) (iv)


78. ‚ÍøË-I ∑§Ê ‚ÍøË-II ‚ ‚È◊Á‹Ã ∑§ËÁ¡∞ •ÊÒ⁄U ŸËø ÁŒ∞ ª∞ ∑Í§≈U ◊¥ ‚ ‚„Ë ©ûÊ⁄U øÈÁŸ∞ —

‚ÍøË-I ‚ÍøË-II

(a) SflÃ—‚Êœ∑§ ÷ÁflcÿÊÁ∑§Ã (i) •¬Ÿ ¬ÿÊ¸fl⁄UáÊ ∑§Ë √ÿÊÅÿÊ ∑§⁄U∑§ •ŸÈ÷fl ∑§ ◊Êäÿ◊ ‚ Sfl ÁŸ◊Ê¸áÊ∑§Ê ¬˝àÿˇÊ ôÊÊŸ

(b) •Êà◊ - ‚ê◊ÊŸ (ii) •Ê¬∑§ •ŸÈ÷fl, ÁøãÃŸ •ÊÒ⁄U ÷ÊflŸÊ•Ê¥ ∑§ ∑È§‹ ÿÊª ∑§Ê ¬˝ÁÃÁ’Áê’Ã∑§⁄UÃÊ „Ò–

(c) •Êà◊ Á’ê’ (iii) ∑È§¿U „ÊŸ ∑§Ë •Ê‡ÊÊ ∑§⁄UŸÊ ¡Ê flÊSÃfl ◊¥ ß‚∑§ „ÊŸ ◊¥ ‚„ÊÿÃÊ∑§⁄UÃÊ „Ò

(d) •Êà◊ œÊ⁄UáÊÊ (iv) Sflÿ¥ ◊¥ ªfl¸ ∑§Ê •ŸÈ÷fl ∑§⁄UŸÊ Á¡‚ ◊¥ fl„ •¬ŸË •¬ÍáÊ¸ÃÊ ∑§ ¬˝ÁÃ‚¡ª „ÊÃÊ „Ò ÃÕÊ ©‚ SflË∑§Ê⁄U ∑§⁄UÃÊ „Ò ¡Ê ©‚∑§Ë •ÃÁŸ¸Á„Ã‡ÊÁÄàÊÿÊ¥ ÃÕÊ ‚∑§Ê⁄UÊà◊∑§ ªÈáÊÊ¥ ∑§Ê ‚¥¡Ê∞ ⁄UπÃÊ „Ò

∑Í§≈U —

(a) (b) (c) (d)

(1) (ii) (i) (iii) (iv)

(2) (i) (iii) (iv) (ii)

(3) (iii) (iv) (ii) (i)

(4) (iv) (ii) (i) (iii)

79. ‚ÍøË-I ∑§Ê ‚ÍøË-II ‚ ‚È◊Á‹Ã ∑§ËÁ¡∞ •ÊÒ⁄U ŸËø ÁŒ∞ ª∞ ∑Í§≈U ◊¥ ‚ ‚„Ë ©ûÊ⁄U øÈÁŸ∞ —


(Áπ‹Ê«∏Ë) (©ìÊ SÃ⁄UËÿ π‹ ¬˝Œ‡Ê¸Ÿ ∑§ Á‹∞ flÊ¥¿UŸËÿ •Ê‚Ÿ)

(a) ÁS¬˝¥≈U‚¸ (i) ∞ã≈UËÁ⁄Uÿ⁄U ¬ÁÀfl∑§ Á≈UÀ≈U •ÊÒ⁄U ‹Ê«UÊ¸Á‚‚

(b) ◊Á„‹Ê Á¡êŸÊS≈U (ii) ⁄UÊ©ã«U«U ’Ò∑§

(c) ⁄ÒU∑§≈U S¬Ê≈¸˜U‚ (iii) ∞ã≈UËÁ⁄Uÿ⁄U ¬ÁÀfl∑§ Á≈UÀ≈U •ÊÒ⁄U ¬˝Ê≈˛ÂUÁ«¥Uª ’≈UÄ‚

(d) ⁄UÊßZª •ÊÒ⁄U ∑Ò§ŸÊÁ‚¥ª (iv) ßŸfl≈¸U«U »§Ë≈UU

∑Í§≈U —

(a) (b) (c) (d)

(1) (i) (iii) (iv) (ii)

(2) (iv) (iii) (ii) (i)

(3) (iii) (i) (iv) (ii)

(4) (i) (ii) (iii) (iv)



List - I (Muscle) List - II (Proximal Attachment)

(a) Rectus femoris (i) Anterior superior iliac spine

(b) Sartorius (ii) Lateral ischial fuberosity

(c) Biceps femoris (long Head) (iii) Medial ischial tuberosity

(d) Semitendinosus (iv) Anterior inferior iliac spine

Code :

(a) (b) (c) (d)

(1) (i) (iv) (iii) (ii)

(2) (iv) (i) (ii) (iii)

(3) (iv) (ii) (i) (iii)

(4) (i) (iv) (ii) (iii)


List - I List - II

(a) ATP (i) Sustained Power

(b) ATP+Pc+Lactic Acid (ii) Aerobic endurance

(c) ATP+Pc (iii) Strength - Power

(d) Electron Transport- oxidative Phosphorylation (iv) Anaerobic Power-endurance

Code :

(a) (b) (c) (d)

(1) (iv) (ii) (i) (iii)

(2) (iii) (i) (iv) (ii)

(3) (iii) (iv) (i) (ii)

(4) (iv) (i) (ii) (iii)


List - I List - II

(a) Metenolone (i) Peptide Hormone

(b) Chorionic Gonadotrophin (ii) Diureties

(c) Salbutamol (iii) Anabolic Agent

(d) Desmopressin (iv) Beta - 2 Agonist

Code :

(a) (b) (c) (d)

(1) (iii) (iv) (i) (ii)

(2) (iv) (iii) (ii) (i)

(3) (ii) (iv) (i) (iii)

(4) (iii) (i) (iv) (ii)


80. ‚ÍøË-I ∑§Ê ‚ÍøË-II ‚ ‚È◊Á‹Ã ∑§ËÁ¡∞ •ÊÒ⁄U ŸËø ÁŒ∞ ª∞ ∑Í§≈U ◊¥ ‚ ‚„Ë Áfl∑§À¬U øÈÁŸ∞ —‚ÍøË-I (◊Ê¥‚¬‡ÊË) ‚ÍøË-II (‚◊Ë¬SÕ ‚¥ÿÊ¡Ÿ)

(a) ⁄UÄ≈‚ »§◊ÊÁ⁄U‚ (i) ∞ã≈UËÁ⁄Uÿ⁄U ‚È¬ËÁ⁄Uÿ⁄U ßÁ‹ÿ∑§ S¬ÊßŸ(b) ‚Ê≈UÊ¸Á⁄Uÿ‚ (ii) ‹Ò≈U⁄U‹ ßÁSøÿ‹ »˜§ÿÍU’⁄UÊÁ‚≈UË(c) ’Êß‚å‚ »§◊ÊÁ⁄U‚ (‹Ê¥ª „«U) (iii) ◊Á«Uÿ‹ ßÁSøÿ‹ ≈˜UÿÍ’⁄UÊÁ‚≈UË(d) ‚◊Ë≈Uã«UËŸÊ‚‚ (iv) ∞ã≈UËÁ⁄Uÿ⁄U ßã»§ËÁ⁄Uÿ⁄U ßÁ‹ÿ∑§ S¬ÊßŸ∑Í§≈U —

(a) (b) (c) (d)

(1) (i) (iv) (iii) (ii)

(2) (iv) (i) (ii) (iii)

(3) (iv) (ii) (i) (iii)

(4) (i) (iv) (ii) (iii)

81. ‚ÍøË-I ∑§Ê ‚ÍøË-II ‚ ‚È◊Á‹Ã ∑§ËÁ¡∞ •ÊÒ⁄U ŸËø ÁŒ∞ ª∞ ∑Í§≈U ‚ ‚„Ë ©ûÊ⁄UU øÈÁŸ∞ —‚ÍøË-I ‚ÍøË-II

(a) ∞ ≈UË ¬Ë (i) ‚ÃÃ ‡ÊÁÄàÊ(b) ∞ ≈UË ¬Ë+¬Ë ‚Ë+‹ÒÁÄ≈U∑§ •ê‹ (ii) ∞⁄UÊÁ’∑§ ˇÊ◊ÃÊ(c) ∞ ≈UË ¬Ë+¬Ë ‚Ë (iii) ’‹ - ‡ÊÁÄàÊ(d) ß‹ÒÄ≈˛UÊÚŸ ¬Á⁄Ufl„Ÿ-•ÊÚÁÄ‚«UÁ≈Ufl »§ÊS»§Ê⁄UÊß‹‡ÊŸ (iv) ∞ŸÊ⁄UÊÁ’∑§ ‡ÊÁÄàÊ ˇÊ◊ÃÊ∑Í§≈U —

(a) (b) (c) (d)

(1) (iv) (ii) (i) (iii)

(2) (iii) (i) (iv) (ii)

(3) (iii) (iv) (i) (ii)

(4) (iv) (i) (ii) (iii)


(a) ◊≈UŸÊ‹ÊŸ (i) ¬Áå≈U«U „Ê◊Ê¸Ÿ(b) ∑§ÊÁ⁄U•ÊÁŸ∑§ ªÊŸÊ«UÊ≈˛UÊÁ»§Ÿ (ii) Á«UÿÍ⁄Á≈UÄ‚(c) ‚ÊÀéÿÍ≈UÊ◊ÊÚ‹ (iii) •ŸÊ’ÊÁ‹∑§ ∞¡ã≈U(d) «US◊Ê¬˝Á‚Ÿ (iv) ’Ë≈UÊ - 2 •ªÊÚÁŸS≈U∑Í§≈U —

(a) (b) (c) (d)

(1) (iii) (iv) (i) (ii)

(2) (iv) (iii) (ii) (i)

(3) (ii) (iv) (i) (iii)

(4) (iii) (i) (iv) (ii)



List - I List - II

(Association/Federation) (Establishment)

(a) FIVA (i) 1932

(b) FIBA (ii) 1907

(c) ISSF (iii) 1947

(d) ITTF (iv) 1926

Code :

(a) (b) (c) (d)

(1) (iii) (i) (ii) (iv)

(2) (iv) (ii) (iii) (i)

(3) (ii) (iv) (i) (iii)

(4) (iv) (iii) (ii) (i)


List - I (IOC Women & sports Awards, 2017) List - II (Winner)

(a) World Trophy Winner (i) Japan Ladies TennisFederation

(b) Asia (ii) Ms. Lide Anne

(c) Africa (iii) Mrs. Birgitta Kervinen

(d) Europe (iv) Ms. Androulla Vassiliou

(v) Ms. Pin Ziang

Code :

(a) (b) (c) (d)

(1) (iv) (v) (ii) (iii)

(2) (iv) (i) (iii) (ii)

(3) (iii) (i) (ii) (iv)

(4) (iii) (v) (iv) (ii)


List - I List - II

(a) Teaching career opportunity (i) Commercial Sports Club

(b) Coaching career opportunity (ii) Athletic Administration

(c) Fitness and health related career opportunity (iii) Adapted Physical Education

(d) Sports management career opportunity (iv) Health Clubs

Code :

(a) (b) (c) (d)

(1) (iii) (i) (iv) (ii)

(2) (iii) (i) (ii) (iv)

(3) (i) (ii) (iv) (iii)

(4) (ii) (iii) (i) (iv)


83. ‚ÍøË-I ∑§Ê ‚ÍøË-II ‚ ‚È◊Á‹Ã ∑§ËÁ¡∞ •ÊÒ⁄U ŸËø ÁŒ∞ ª∞ ∑Í§≈U ‚ ‚„Ë ©ûÊ⁄UU øÈÁŸ∞ —‚ÍøË-I (∞‚ÊÁ‚∞‡ÊŸ/»§«U⁄U‡ÊŸ) ‚ÍøË-II (SÕÊ¬ŸÊ)

(a) ∞»§ •Êß¸ flË ∞ (i) 1932

(b) ∞»§ •Êß¸ ’Ë ∞ (ii) 1907

(c) •Êß¸ ∞‚ ∞‚ ∞»§ (iii) 1947

(d) •Êß¸ ≈UË ≈UË ∞»§ (iv) 1926

∑Í§≈U —(a) (b) (c) (d)

(1) (iii) (i) (ii) (iv)(2) (iv) (ii) (iii) (i)(3) (ii) (iv) (i) (iii)(4) (iv) (iii) (ii) (i)


(•Êß¸•Ê‚Ë ◊Á„‹Ê •ÊÒ⁄U π‹ ¬È⁄US∑§Ê⁄U, 2017) (Áfl¡ÃÊ)(a) Áfl‡fl ≈˛UÊÚ»§Ë Áfl¡ÃÊ (i) ¡Ê¬ÊŸ ◊Á„‹Ê ≈UÁŸ‚ »§«U⁄U‡ÊŸ(b) ∞Á‡ÊÿÊ (ii) ‚ÈüÊË ‹Êß«U ∞Ÿ(c) •»˝§Ë∑§Ê (iii) üÊË◊ÃË Á’ª¸^Ê ∑§Áfl¸ŸŸ(d) ÿÍ⁄UÊ¬ (iv) ‚ÈüÊË ∞ã«˛‰U‹Ê flÁ‚Á‹©

(v) ‚ÈüÊË Á¬Ÿ Á¡ÿÊ¥ª∑Í§≈U —

(a) (b) (c) (d)(1) (iv) (v) (ii) (iii)(2) (iv) (i) (iii) (ii)(3) (iii) (i) (ii) (iv)(4) (iii) (v) (iv) (ii)


(a) •äÿÊ¬Ÿ ¬‡ÊÊ •fl‚⁄U (i) flÊÁáÊÁíÿ∑§ S¬Ê≈¸˜U‚ Ä‹’(b) ∑§ÊÁø¥ª ¬‡ÊÊ •fl‚⁄U (ii) ∞Õ‹Á≈U∑§ ¬˝‡ÊÊ‚Ÿ(c) Á»§≈UŸ‚ •ÊÒ⁄U SflÊSâÿ ‚ ‚¥’¥ÁœÃ ¬‡ÊÊ •fl‚⁄U (iii) •¬ŸÊß¸ ªß¸ ‡ÊÊ⁄UËÁ⁄U∑§ Á‡ÊˇÊÊ(d) π‹∑Í§Œ ¬˝’ãœŸ ¬‡ÊÊ •fl‚⁄U (iv) „ÀÕ Ä‹’∑Í§≈U —

(a) (b) (c) (d)(1) (iii) (i) (iv) (ii)(2) (iii) (i) (ii) (iv)(3) (i) (ii) (iv) (iii)(4) (ii) (iii) (i) (iv)



List - I List - II

(a) Conceptual Skills (i) A practical exhibition and explanation of anart, action or skill

(b) Human Skills (ii) Boundaries of an organisation in terms ofobjectives goals and area of operation

(c) Demonstration (iii) A technique of producing innovative ideas

(d) Jurisdiction (iv) An excellent way of dealing with human beings

Code :

(a) (b) (c) (d)

(1) (i) (ii) (iii) (iv)

(2) (ii) (iii) (iv) (i)

(3) (iv) (ii) (i) (iii)

(4) (iii) (iv) (i) (ii)


List - I List - II

(a) Point Biserial Correlation (i)( )

( )

σ − −

σ −

2t

2t

n M n M

n 1

(b) Discrimination Index (ii)2rht

1 rht+

(c) Kuder Richardson Method (iii)p qX X

pqSx

−

(d) Spearman-Brown Prophecy Formula (iv)Cu Cl

Nu

−

Code :

(a) (b) (c) (d)

(1) (ii) (iv) (i) (iii)

(2) (ii) (iv) (iii) (i)

(3) (iii) (iv) (ii) (i)

(4) (iii) (iv) (i) (ii)



(a) ‚¥∑§À¬ŸÊà◊∑§ ∑§ÊÒ‡Ê‹ (i) Á∑§‚Ë ∑§‹Ê, ∑§Ê⁄¸UflÊß¸ ÿÊ ∑§ÊÒ‡Ê‹ ∑§Ê √ÿÊfl„ÊÁ⁄U∑§ ¬˝Œ‡Ê¸Ÿ ÃÕÊS¬c≈UË∑§⁄UáÊ

(b) ◊ÊŸfl ∑§ÊÒ‡Ê‹ (ii) ©g‡ÿÊ¥, ‹ˇÿÊ¥ •ÊÒ⁄U ¬˝øÊ‹Ÿ ∑§ ˇÊòÊ ∑§Ë ŒÎÁc≈U ‚ Á∑§‚Ë ‚¥ª∆UŸ ∑§Ë‚Ë◊Ê∞°

(c) ¬˝Œ‡Ê¸Ÿ (iii) ŸflÊã◊·Ë ÁfløÊ⁄UÊ¥ ∑§Ê ¡ã◊ ŒŸ ∑§Ë Ã∑§ŸË∑§(d) •Áœ∑§Ê⁄U ˇÊòÊ (iv) ◊ŸÈcÿÊ¥ ∑§ ‚ÊÕ ÁŸ¬≈UŸ ∑§ ©à∑Î§c≈U Ã⁄UË∑§∑Í§≈U —

(a) (b) (c) (d)

(1) (i) (ii) (iii) (iv)

(2) (ii) (iii) (iv) (i)

(3) (iv) (ii) (i) (iii)

(4) (iii) (iv) (i) (ii)


(a) åflÊ¥ß≈U ’Êß‚ËÁ⁄Uÿ‹ ‚„‚¥’¥œ (i)( )

( )

σ − −

σ −

2t

2t

n M n M

n 1

(b) Áfl÷Œ ‚Íø∑§Ê¥∑§ (ii)2rht

1 rht+

(c) ∑È§Œ⁄U Á⁄Uø«¸U‚Ÿ ÁflÁœ (iii)p qX X

pqSx

−

(d) S¬Ëÿ⁄U◊ÒŸ - ’˝Ê©Ÿ ÷ÁflcÿÊÁÄàÊ ‚ÍòÊ (iv)Cu Cl

Nu

−

∑Í§≈U —

(a) (b) (c) (d)

(1) (ii) (iv) (i) (iii)

(2) (ii) (iv) (iii) (i)

(3) (iii) (iv) (ii) (i)

(4) (iii) (iv) (i) (ii)


88. Match List - I with List - II and select the correct option from the code given below :List - I List - II

(a) Seal Crawl (i) Fisher Motor Performance Test(b) Baby Hurdles (ii) Perceptual - Motor Obstacle Course(c) Agility Tire Run (iii) Newton Motor Ability Test(d) Tunnel Crawl (iv) Glover Physical Fitness TestCode :

(a) (b) (c) (d)(1) (ii) (iv) (iii) (i)(2) (iii) (iv) (ii) (i)(3) (iv) (iii) (i) (ii)(4) (iv) (iii) (ii) (i)

89. Match List - I with List - II and select the correct option from the code given below :List - I (Ethical Issues) List - II (Modalities)

(a) Scientific misconducts (i) Drawings(b) Scientific mistakes (ii) Categorical(c) Nonpublication data (iii) Sanctions(d) Plagiarism (iv) Cooking dataCode :

(a) (b) (c) (d)(1) (ii) (iii) (i) (iv)(2) (iv) (ii) (iii) (i)(3) (iii) (ii) (iv) (i)(4) (i) (iv) (ii) (iii)

90. Match List - I with List - II and select the correct option from the code given below :List - I (Description of researches) List - II (Types of researches)

(a) Research in which quantitative (i) Across-stage mixed model researchand qualitative technique are mixedin a single study

(b) Research in which quantitative and (ii) Mixed Researchqualitative approaches are across thestage of the research process

(c) Research in which a quantitative (iii) Mixed Model Researchphase and a qualitative phase are included in overall research study

(d) The use of a qualitative research (iv) Mixed Method Researchobjective, collection of qualitative data,and performance of quantitativeanalysis is

Code :(a) (b) (c) (d)

(1) (i) (ii) (iii) (iv)(2) (ii) (iii) (iv) (i)(3) (iii) (iv) (i) (ii)(4) (iv) (i) (ii) (iii)


88. ‚ÍøË-I ∑§Ê ‚ÍøË-II ‚ ‚È◊Á‹Ã ∑§ËÁ¡∞ •ÊÒ⁄U ŸËø ÁŒ∞ ª∞ ∑Í§≈U ‚ ‚„Ë ©ûÊ⁄UU øÈÁŸ∞ — ‚ÍøË-I ‚ÍøË-II

(a) ‚Ë‹ ∑˝§ÊÚ‹ (i) Á»§‡Ê⁄U ◊Ê≈U⁄U ¬˝Œ‡Ê¸Ÿ ¬⁄UËˇÊáÊ(b) ’’Ë „«¸UÀ‚ (ii) ¬‚¸åøÈ•‹-◊Ê≈U⁄U •ÊÚéS≈ÒU∑§‹ ∑§Ê‚¸(c) ∞Á¡Á‹≈UË ≈UÊÿ⁄U ⁄UŸ (iii) ãÿÍ≈UŸ ªÊ◊∑§ ÿÊÇÿÃÊ ¬⁄UËˇÊáÊ(d) ≈UŸ‹ ∑˝§ÊÚ‹ (iv) Ç‹Êfl⁄U ‡ÊÊ⁄UËÁ⁄U∑§ SflÊSÕÃÊ ¬⁄UËˇÊáÊ∑Í§≈U —

(a) (b) (c) (d)(1) (ii) (iv) (iii) (i)(2) (iii) (iv) (ii) (i)(3) (iv) (iii) (i) (ii)(4) (iv) (iii) (ii) (i)

89. ‚ÍøË-I ∑§Ê ‚ÍøË-II ‚ ‚È◊Á‹Ã ∑§ËÁ¡∞ •ÊÒ⁄U ŸËø ÁŒ∞ ª∞ ∑Í§≈U ‚ ‚„Ë ©ûÊ⁄UU øÈÁŸ∞ — ‚ÍøË-I ‚ÍøË-II

(a) flÒôÊÊÁŸ∑§ ∑§ŒÊøÊ⁄U (i) ©¬øÊ⁄UÊà◊∑§ ∑§Êÿ¸∑§‹Ê¬(b) flÒôÊÊÁŸ∑§ ª‹ÁÃÿÊ° (ii) S¬c≈U(c) ªÒ⁄U ¬˝∑§Ê‡ÊŸ •Ê¥∑§«∏ (iii) ¬˝ÁÃ’¥œ(d) ‚ÊÁ„àÿ∑§ øÊ⁄UË (iv) »§¡ËZ •Ê¥∑§«∏∑Í§≈U —

(a) (b) (c) (d)(1) (ii) (iii) (i) (iv)(2) (iv) (ii) (iii) (i)(3) (iii) (ii) (iv) (i)(4) (i) (iv) (ii) (iii)

90. ‚ÍøË-I ∑§Ê ‚ÍøË-II ‚ ‚È◊Á‹Ã ∑§ËÁ¡∞ •ÊÒ⁄U ŸËø ÁŒ∞ ª∞ ∑Í§≈U ‚ ‚„Ë Áfl∑§À¬U øÈÁŸ∞ — ‚ÍøË-I ‚ÍøË-II

(‡ÊÊœ ∑§Ê Áflfl⁄UáÊ) (‡ÊÊœ ∑§ ¬˝∑§Ê⁄U)(a) ‡ÊÊœ Á¡‚◊¥ ∞∑§ „Ë •äÿÿŸ ◊¥ ◊ÊòÊÊà◊∑§ •ÊÒ⁄U (i) ø⁄UáÊ •Ê⁄U-¬Ê⁄U Á◊ÁüÊÃ •ÊŒ‡Ê¸ ‡ÊÊœ

ªÈáÊÊà◊∑§ Ã∑§ŸË∑§ Á◊ÁüÊÃ Á∑§∞ ¡ÊÃ „Ò¥(b) ‡ÊÊœ Á¡‚◊¥ ◊ÊòÊÊà◊∑§ •ÊÒ⁄U ªÈáÊÊà◊∑§ ©¬Êª◊ ‡ÊÊœ (ii) Á◊ÁüÊÃ ‡ÊÊœ

¬˝Á∑˝§ÿÊ ∑§ •Ê⁄U-¬Ê⁄U ø⁄UáÊ ◊¥ „Ò¥(c) ‡ÊÊœ Á¡‚◊¥ ◊ÊòÊÊà◊∑§ •flSÕÊ ªÈáÊÊà◊∑§ •flSÕÊ ‚◊ª˝ (iii) Á◊ÁüÊÃ •ÊŒ‡Ê¸ ‡ÊÊœ

‡ÊÊœ •äÿÿŸ ◊¥ ‡ÊÊÁ◊‹ Á∑§∞ ¡ÊÃ „Ò¥(d) ªÈáÊÊà◊∑§ ‡ÊÊœ ©g‡ÿ ∑§Ê ¬˝ÿÊª, ªÈáÊÊà◊∑§ •Ê¥∑§«∏Ê ∑§Ê (iv) Á◊ÁüÊÃ ÁflÁœ ‡ÊÊœ

‚¥ª˝„ •ÊÒ⁄U ◊ÊòÊÊà◊∑§ Áfl‡‹·áÊ ∑§Ê ¬˝Œ‡Ê¸Ÿ „Ò∑Í§≈UU —

(a) (b) (c) (d)(1) (i) (ii) (iii) (iv)(2) (ii) (iii) (iv) (i)(3) (iii) (iv) (i) (ii)(4) (iv) (i) (ii) (iii)



List - I List - II

(a) Way of life (i) Excessive use of only one type of training means

(b) Unsatisfactory job (ii) Frequent weight gain

(c) Major errors in training (iii) Slower Pulse recovery

(d) Somatic-functional (iv) Environmentsymptoms

Code :

(a) (b) (c) (d)

(1) (iv) (ii) (iii) (i)

(2) (ii) (i) (iv) (iii)

(3) (ii) (iv) (i) (iii)

(4) (iii) (ii) (iv) (i)


List - I List - II

(a) Removal of weaknesses and (i) Pre-competition meso-cyclegiving recovery and relaxation

(b) Aims to regain previous training state (ii) Basic Meso-cycle

(c) Aims at achieving top form (iii) Intermediate Meso-cycle

(d) Development of selected motor abilities or skills (iv) Introductory Meso-cycle

Code :

(a) (b) (c) (d)

(1) (iii) (iv) (i) (ii)

(2) (i) (iii) (ii) (iv)

(3) (ii) (i) (iii) (iv)

(4) (iv) (ii) (i) (iii)

93. Match the minerals given in List- I with symptoms of their deficiency given in List - II andselect the correct option from the code given below :

List - I List - II

(a) Selenium (i) Goitre

(b) Calcium (ii) Stunted growth

(c) Sulphur (iii) Wrist or hip fracture

(d) Iodine (iv) Depressed Immunity

Code :

(a) (b) (c) (d)

(1) (ii) (iii) (iv) (i)

(2) (iv) (iii) (ii) (i)

(3) (iv) (ii) (i) (iii)

(4) (iii) (iv) (ii) (i)


91. ‚ÍøË-I ∑§Ê ‚ÍøË-II ‚ ‚È◊Á‹Ã ∑§ËÁ¡∞ •ÊÒ⁄U ŸËø ÁŒ∞ ª∞ ∑Í§≈U ‚ ‚„Ë ©ûÊ⁄U øÈÁŸ∞ — ‚ÍøË-I ‚ÍøË-II

(a) ¡ËflŸ ‡ÊÒ‹Ë (i) ∞∑§ „Ë ¬˝∑§Ê⁄U ∑§ ¬˝Á‡ÊˇÊáÊ ‚ÊœŸÊ¥ ∑§Ê •àÿÊÁœ∑§ ¬˝ÿÊª(b) •‚¥ÃÊ·¬˝Œ ŸÊÒ∑§⁄UË (ii) ’Ê⁄U-’Ê⁄U fl¡Ÿ flÎÁh(c) ¬˝Á‡ÊˇÊáÊ ◊¥ ¬˝◊Èπ òÊÈÁ≈UÿÊ¥ (iii) ŸÊ«∏Ë-S¬ãŒŸ ∑§Ê œË◊Ë ªÁÃ ‚ ‚Ê◊Êãÿ „ÊŸÊ(d) ∑§ÊÁÿ∑§-∑§ÊÿÊ¸à◊∑§ ‹ˇÊáÊ (iv) ¬ÿÊ¸fl⁄UáÊ∑Í§≈U —

(a) (b) (c) (d)(1) (iv) (ii) (iii) (i)(2) (ii) (i) (iv) (iii)(3) (ii) (iv) (i) (iii)(4) (iii) (ii) (iv) (i)

92. ‚ÍøË-I ∑§Ê ‚ÍøË-II ‚ ‚È◊Á‹Ã ∑§ËÁ¡∞ •ÊÒ⁄U ŸËø ÁŒ∞ ª∞ ∑Í§≈U ‚ ‚„Ë ©ûÊ⁄U øÈÁŸ∞ — ‚ÍøË-I ‚ÍøË-II

(a) ÁŸ’¸‹ÃÊ ŒÍ⁄U ∑§⁄UŸÊ •ÊÒ⁄U SflÊSâÿ ‹Ê÷ ÃÕÊ ÁflüÊÊ◊ (i) ¬Ífl¸ ¬˝ÁÃÿÊÁªÃÊ ◊äÿ ø∑˝§¬˝ŒÊŸ ∑§⁄UŸÊ

(b) Á¬¿U‹ ¬˝Á‡ÊˇÊáÊ ∑§Ë •flSÕÊ ∑§Ê ¬ÈŸ—¬˝ÊåàÊ ∑§⁄UŸ ∑§Ê ‹ˇÿ (ii) ’ÈÁŸÿÊŒË ◊äÿ ø∑˝§∑§⁄UÃÊ „Ò–

(c) ‚flÊ¸ëÿ »§ÊÚ◊¸ ¬˝ÊåàÊ ∑§⁄UŸ ∑§Ê ‹ˇÿ ∑§⁄UÃÊ „Ò– (iii) ◊äÿflÃË¸ ◊äÿ ø∑˝§(d) øÿÁŸÃ ªÁÃ ˇÊ◊ÃÊ•Ê¥ •ÊÒ⁄U ∑§ÊÒ‡Ê‹Ê¥ ∑§Ê Áfl∑§Ê‚ (iv) •Ê⁄¥UÁ÷∑§ ◊äÿ-ø∑˝§∑Í§≈U —

(a) (b) (c) (d)(1) (iii) (iv) (i) (ii)(2) (i) (iii) (ii) (iv)(3) (ii) (i) (iii) (iv)(4) (iv) (ii) (i) (iii)

93. ‚ÍøË-I ◊¥ ÁŒ∞ ª∞ πÁŸ¡Ê¥ ∑§Ê ‚ÍøË-II ◊¥ ÁŒ∞ ª∞ ©Ÿ∑§Ë ∑§◊Ë ∑§ ⁄UÊª ‹ˇÊáÊÊ¥ ‚ ‚È◊Á‹Ã ∑§ËÁ¡∞ •ÊÒ⁄U ŸËø ÁŒ∞ ª∞∑Í§≈U ‚ ‚„Ë Áfl∑§À¬ øÈÁŸ∞ —


(a) ‚‹ÁŸÿ◊ (i) ÉÊÉÊÊ(b) ∑Ò§ÁÀ‚ÿ◊ (ii) •flL§h Áfl∑§Ê‚(c) ‚À»§⁄U (iii) ∑§‹Êß¸ ÿÊ ∑È§À„Ê ≈ÍU≈UŸÊ(d) •ÊÿÊÁ«UŸ (iv) ◊ãŒ ¬˝ÁÃ⁄UˇÊÊ∑Í§≈U —

(a) (b) (c) (d)(1) (ii) (iii) (iv) (i)(2) (iv) (iii) (ii) (i)(3) (iv) (ii) (i) (iii)(4) (iii) (iv) (ii) (i)


94. Match the communicable diseases given in List - I with their incubation period given inList - II and select the correct option from the code given below :

List - I List - II

(a) Measles (i) 1 and ½ to 3 days

(b) Influenza (ii) 2 to 6 days, occasionally longer

(c) Diptheria (iii) 30 to 180 days

(d) Hepatitis B (iv) 10 to 14 days

Code :

(a) (b) (c) (d)

(1) (ii) (i) (iv) (iii)

(2) (iv) (iii) (i) (ii)

(3) (iii) (ii) (iv) (i)

(4) (iv) (i) (ii) (iii)


List - I List - II

(a) Curriculum modalities (i) Under-training professionals to acquire skills ofvarious sport and physical activities and showmeasurable performance proficiency

(b) Authentic assessment (ii) Means and methods of attaining goals and objectives

(c) Skill and process (iii) Flexible situations involving temporary programmeand system

(d) Alternative learning (iv) Allow students to demonstrate the necessaryperformance qualities in the appropriate context

Code :

(a) (b) (c) (d)

(1) (ii) (iv) (i) (iii)

(2) (iii) (i) (ii) (iv)

(3) (iv) (ii) (iii) (i)

(4) (i) (iii) (iv) (ii)


94. ‚ÍøË-I ◊¥ ÁŒ∞ ª∞ ‚¥øÊ⁄UË ⁄UÊªÊ¥ ∑§Ê ‚ÍøË-II ◊¥ ÁŒ∞ ª∞ ©Ÿ∑§ ©c◊ÊÿŸ •flÁœ ‚ ‚È◊Á‹Ã ∑§ËÁ¡∞ •ÊÒ⁄U ŸËø ÁŒ∞ ª∞∑Í§≈U ‚ ‚„Ë Áfl∑§À¬ øÈÁŸ∞ —


(a) π‚⁄UÊ (i) 1½ ‚ 3 ÁŒŸ

(b) ßãç‹È∞ã¡Ê (ii) 2 ‚ 6 ÁŒŸ, ∑§÷Ë-∑§÷Ë ‹¥’Ê ÷Ë

(c) Á«UåÕËÁ⁄UÿÊ (iii) 30 ‚ 180 ÁŒŸ

(d) „¬Ê≈UÊßÁ≈U‚ ’Ë (iv) 10 ‚ 14 ÁŒŸ

∑Í§≈U —

(a) (b) (c) (d)

(1) (ii) (i) (iv) (iii)

(2) (iv) (iii) (i) (ii)

(3) (iii) (ii) (iv) (i)

(4) (iv) (i) (ii) (iii)

95. ‚ÍøË-I ∑§Ê ‚ÍøË-II ‚ ‚È◊Á‹Ã ∑§ËÁ¡∞ •ÊÒ⁄U ÁŸø ÁŒ∞ ª∞ ∑Í§≈U ‚ ‚„Ë ©ûÊ⁄U øÈÁŸ∞ —


(a) ¬Ê∆K∑˝§◊ M§¬Êà◊∑§ÃÊ (i) ÁflÁ÷ÛÊ π‹Ê¥ •ÊÒ⁄U ‡ÊÊ⁄UËÁ⁄U∑§ ªÁÃÁflÁœÿÊ¥ ∑§Ê ∑§ÊÒ‡Ê‹ •Á¡¸Ã ∑§⁄UŸÃÕÊ ◊Ê¬ŸËÿ ¬˝Œ‡Ê¸Ÿ ÁŸ¬ÈáÊÃÊ Œ‡ÊÊ¸Ÿ ∑§ Á‹∞ ¬˝Á‡ÊˇÊáÊÊœËŸ ¬‡Êfl⁄U

(b) ¬˝◊ÊÁáÊ∑§ ◊ÍÀÿÊ¥∑§Ÿ (ii) ‹ˇÿ •ÊÒ⁄U ©g‡ÿ „ÊÁ‚‹ ∑§⁄UŸ ∑§ ‚ÊœŸ •ÊÒ⁄U ÁflÁœ

(c) ∑§ÊÒ‡Ê‹ •ÊÒ⁄U flË⁄UÃÊ (iii) ‹ÊøŒÊ⁄U ¬Á⁄UÁSÕÁÃÿÊ¥ Á¡‚◊¥ •SÕÊÿË ∑§Êÿ¸∑˝§◊ •ÊÒ⁄U ¬˝áÊÊ‹Ë ‡ÊÊÁ◊‹„Ò

(d) flÒ∑§ÁÀ¬∑§ •Áœª◊ (iv) ¿UÊòÊÊ¥ ∑§Ê ©¬ÿÈÄàÊ ‚¥Œ÷¸ ◊¥ •Êfl‡ÿ∑§ ¬˝Œ‡Ê¸Ÿ ªÈáÊÊ¥ ∑§Ê ¬˝Œ‡Ê¸Ÿ ∑§⁄UŸ„ÃÈ •ŸÈ◊ÃË

∑Í§≈U —

(a) (b) (c) (d)

(1) (ii) (iv) (i) (iii)

(2) (iii) (i) (ii) (iv)

(3) (iv) (ii) (iii) (i)

(4) (i) (iii) (iv) (ii)


Read the passage and answer the questions No. 96 to 100 :

Sports nutrition is the integration and application of scientifically based nutrition and exercisephysiology principles that support and enhance training, performance, and recovery. It hasemphasized that the macronutrient and micronutrient requirement is training specific.Carbohydrates are generally classified as monosaccharides, dissaccharides andpolysaccharides. Scientists have categorized carbohydrate containing foods based on thebody’s glucose response after their ingestion, digestion and absorption. An athlete’s dailycarbohydrate requirement depends upon the intensity and duration of exercise. A primaryfunction of protein is to build and maintain tissues. Proteins are found in both plant andanimal foods. The protein quality is determined based on the amounts and types of aminoacids and extent to which the amino acids are abserved. The breakdown of muscle is stimulatedby the stress hormone cortisol, which is secreted by the adrenal glands. When body is instress, one response is the oxidation of amino acid. At the beginning of an endurance exercisetask, there is usually sufficient carbohydrate stored as muscle glycogen, so little of the energyneeded comes from amino acids initially. But as muscle glycogen stores decline substantially,the skeletal muscle uses some amino acids for the energy. Exercising muscle may usecarbohydrate (glucose and/or glycogen) for metabolism, and in this process some of thepyruvate produced by glycolysis is converted to the amino acid alanine. This alanine is notused by the skeletal muscle, but is converted in to pyruvate to produce glucose in the liver.Athletes need more protein than nonathletes and it varies for different types of activity i.e.Strength, endurance, ultraendurance, high intensity etc.

96. The method of categorizing carbohydrate containing food based on the body’s glucose responseafter their ingestion, digestion, and absorbtion is known as :

(1) Glycemic Response (2) Glycemic Index

(3) Hyper glycemia (4) GLUT

97. The daily carbohydrate recommendation for athlete participating in very high intensity andvery short duration (less than 1 minute) activity is :

(1) 5 -7 g / Kg body weight (2) 8 -10 g / Kg body weight

(3) 10 -12 g / Kg body weight (4) 13 -15 g / Kg body weight

98. The breakdown of muscle, which is stimulated by cortisol, secreted by the adrenal glands isknown as :

(1) Aminolysis (2) Actomyolysis (3) Proteolysis (4) Myteolysis


ÁŒ∞ ª∞ ©h⁄UáÊ ∑§Ê ¬…∏ •ÊÒ⁄U ¬˝‡ŸÊ¥ ∑§Ê ©ûÊ⁄U 96 ‚ 100 Œ¥ —

π‹ ¬Ê·áÊ flÒôÊÊÁŸ∑§ M§¬ ‚ •ÊœÊÁ⁄UÃ ¬Ê·áÊ •ÊÒ⁄U •èÿÊ‚ ‡Ê⁄UË⁄UÁ∑˝§ÿÊ ÁflôÊÊŸ Á‚hÊãÃÊ¥ ¡Ê ¬˝Á‡ÊˇÊáÊ, ¬˝Œ‡Ê¸Ÿ ÃÕÊSflÊSâÿ ‹Ê÷ ∑§Ê ’…∏ÊÃÊ „Ò ∑§Ê ∞∑§Ë∑§⁄UáÊ ÃÕÊ •ŸÈ¬˝ÿÊª „Ò– ß‚Ÿ ’‹ ÁŒÿÊ „Ò Á∑§ ’Î„˜Ã˜ ¬Ê·∑§ •ÊÒ⁄U ‚Íˇ◊ ¬Ê·∑§ ∑§Ë•Êfl‡ÿ∑§ÃÊ ¬˝Á‡ÊˇÊáÊ ÁflÁ‡Êc≈U „ÊÃË „Ò– ∑§Ê’Ê¸„Êß«˛U≈U ‚Ê◊ÊãÿÃÿÊ ◊ÊŸÊ‚ÒÄ⁄UÊß«˜U‚,Á«U‚ÒÄ⁄UÊß«˜U‚ •ÊÒ⁄U ¬ÊÚ‹Ë‚ÒÄ⁄UÊß«˜U‚ ∑§M§¬ ◊¥ flªË¸∑Î§Ã Á∑§∞ ¡ÊÃ „Ò¥– flÒôÊÊÁŸ∑§Ê¥ Ÿ ∑§Ê’Ê¸„Êß«˛U≈U ÿÈÄàÊ πÊlÊ¥ ∑§Ê ©Ÿ∑§ •ãÃª˝¸„áÊ, ¬ÊøŸ •ÊÒ⁄U •fl‡ÊÊ·áÊ ∑§¬‡øÊÃ˜ ‡Ê⁄UË⁄U ∑§Ë Ç‹Í∑§Ê¡ ¬˝ÁÃÁ∑˝§ÿÊ ∑§ •ÊœÊ⁄U ¬⁄U flªË¸∑Î§Ã Á∑§ÿÊ „Ò– ∞∑§ ∞Õ‹Ë≈U ∑§Ë ∑§Ê’Ê¸„Êß«˛U≈U ∑§Ë ŒÒÁŸ∑§•Êfl‡ÿ∑§ÃÊ •èÿÊ‚ ∑§Ë ‚ÉÊŸÃÊ ÃÕÊ •flÁœ ¬⁄U ÁŸ÷¸⁄U ∑§⁄UÃË „Ò– ¬˝Ê≈UËŸ ∑§Ê ¬˝◊Èπ ∑§Êÿ¸ ©ûÊ∑§Ê¥ ∑§Ê ÁŸ◊Ê¸áÊ •ÊÒ⁄U‚¥⁄UˇÊáÊ ∑§⁄UŸÊ „Ò– ¬˝Ê≈UËŸ ¬ÊÒœÊ¥ •ÊÒ⁄U ¬‡ÊÈ ŒÊŸÊ¥ ‚ ¬˝ÊåàÊ ÷Ê¡Ÿ ◊¥ Á◊‹ÃÊ „Ò– ¬˝Ê≈UËŸ ∑§Ë ªÈáÊflûÊÊ ∞Á◊ŸÊ •ê‹ ∑§Ë ◊ÊòÊÊ•ÊÒ⁄U ¬˝∑§Ê⁄U ÃÕÊ Á∑§‚ ‚Ë◊Ê Ã∑§ ∞Á◊ŸÊ •ê‹ •fl‡ÊÊÁ·Ã Á∑§∞ ¡ÊÃ „Ò¥ ∑§ •ÊœÊ⁄U ¬⁄U ÁŸœÊ¸Á⁄UÃ „ÊÃË „Ò– ◊Ê¥‚¬‡ÊË ∑§Ê≈ÍU≈UŸÊ ÃŸÊfl „Ê◊Ê¸Ÿ ∑§ÊÁ≈¸U‚Ê‹ ‚ ©à¬˝Á⁄UÃ§ „ÊÃÊ „Ò ¡Ê ∞ã«˛UŸ‹ ª¥˝ÁÕ ‚ ÁŸ∑§‹ÃÊ „Ò– ¡’ ‡Ê⁄UË⁄U ÃŸÊfl ◊¥ „ÊÃÊ „Ò ÃÊ ∞∑§¬˝ÁÃÁ∑˝§ÿÊ ∑§ M§¬ ◊¥ ∞Á◊ŸÊ¥ •ê‹ ∑§Ê •ÊÚÄ‚Ë∑§⁄UáÊ „ÊÃË „Ò– ‚„Ÿ‡ÊË‹ÃÊ •èÿÊ‚ ∑§Êÿ¸ ∑§ •Ê⁄Uê÷ ◊¥ ‚Ê◊ÊãÿÃÿÊ¬ÿÊ¸åàÊ ∑§Ê’Ê¸„Êß«˛U≈U, ◊Ê¥‚¬‡ÊË Ç‹Êß∑§Ê¡Ÿ ◊¥ ¡◊Ê ⁄U„ÃÊ „Ò, ß‚Á‹∞ ™§¡Ê¸ ∑§Ë ÕÊ«∏Ë ‚Ë •Êfl‡ÿ∑§ÃÊ ‡ÊÈM§ ◊¥ ∞Á◊ŸÊ¥•ê‹ ‚ •ÊÃË „Ò– ¡Ò‚ „Ë ◊Ê¥‚¬‡ÊË Ç‹Êß∑§Ê¡Ÿ ÷¥«UÊ⁄U ◊¥ ÷Ê⁄UË ∑§◊Ë •ÊÃË „Ò, ∑¥§∑§Ê‹ ◊Ê¥‚¬‡ÊË ∑È§¿U ∞Á◊ŸÊ •ê‹ ∑§Ê¬˝ÿÊª ™§¡Ê¸ ∑§ Á‹∞ ∑§⁄UÃË „Ò– •èÿÊ‚⁄UÃ ◊Ê¥‚¬‡ÊË ◊≈UÊ’ÊÁ‹í◊ ∑§ Á‹∞ ∑§Ê’Ê¸„Êß«˛U≈U (Ç‹Í∑§Ê¡ •ÊÒ⁄U/ÿÊ Ç‹Êß∑§Ê¡Ÿ)∑§Ê ¬˝ÿÊª ∑§⁄U ‚∑§ÃÊ „Ò •ÊÒ⁄U ß‚ ¬˝Á∑˝§ÿÊ ◊¥ Ç‹Êß∑§ÊÁ‹Á‚‚ ‚ ©à¬ÛÊ ∑È§¿U ¬ÊßM§fl≈U ∞Á◊ŸÊ •ê‹ ∞‹ÊŸÊßŸ ◊¥¬Á⁄UflÁÃ¸Ã „Ê ¡ÊÃÊ „Ò– ß‚ ∞‹ÊŸÊßŸ ∑§Ê ∑¥§∑§Ê‹ ◊Ê¥‚¬‡ÊË mÊ⁄UÊ ¬˝ÿÊª Ÿ„Ë¥ Á∑§ÿÊ ¡ÊÃÊ „Ò Á∑¥§ÃÈ ÿ∑Î§Ã ß‚ Ç‹Í∑§Ê¡ ©à¬ÛÊ∑§⁄UŸ ∑§ Á‹∞ ¬ÊßM§fl≈U ◊¥ ¬Á⁄UflÁÃ¸Ã ∑§⁄U ŒÃÊ „Ò– ∞Õ‹Ë≈UÊ¥ ∑§Ê ªÒ⁄U-∞Õ‹Ë≈UÊ¥ ‚ •Áœ∑§ ¬˝Ê≈UËŸ ∑§Ë •Êfl‡ÿ∑§ÃÊ „ÊÃË„Ò¥ •ÊÒ⁄U ÁflÁ÷ÛÊ ¬˝∑§Ê⁄U ∑§Ë ªÁÃÁflÁœÿÊ¥ •ÕÊ¸Ã ’‹, ˇÊ◊ÃÊ •àÿÁœ∑§ ˇÊ◊ÃÊ, ©ìÊ ª„ŸÃÊ ßàÿÊÁŒ ∑§ Á‹∞ •‹ª •‹ª„ÊÃÊ „Ò–

96. ∑§Ê’Ê¸„Êß«˛U≈U ÿÈÄàÊ πÊlÊ¥ ∑§Ê ©Ÿ∑§ •ãÃª˝¸„áÊ, ¬ÊøŸ •ÊÒ⁄U •fl‡ÊÊ·áÊ ∑§ ¬‡øÊÃ˜ ‡Ê⁄UË⁄U ∑§Ë Ç‹Í∑§Ê¡ ¬˝ÁÃÁ∑˝§ÿÊ ∑§ •ÊœÊ⁄U¬⁄U flªË¸∑§⁄UáÊ ∑§Ë ÁflÁœ ∑§Ê ∑§„Ê ¡ÊÃÊ „Ò —

(1) Ç‹Êß‚Á◊∑§ ¬˝ÁÃÁ∑˝§ÿÊ (2) Ç‹Êß‚Á◊∑§ ‚Íø∑§Ê¥∑§

(3) „Êß¬⁄UÇ‹ÊßÁ‚Á◊ÿÊ (4) Ç‹≈U

97. •àÿÁœ∑§ ª„Ÿ •ÊÒ⁄U •àÿÁœ∑§ ‹ÉÊÈ •flÁœ (1 Á◊Ÿ≈U ‚ ÷Ë ∑§◊) ∑§Êÿ¸∑§‹Ê¬ ◊¥ ÷Êª ‹Ÿ flÊ‹ ∞Õ‹Ë≈U ∑§ Á‹∞ŒÒÁŸ∑§ ∑§Ê’Ê¸„Êß«˛UU≈U •ŸÈ‡Ê¥‚Ê „Ò —

(1) 5 -7 ª˝Ê. / Á∑§.ª˝Ê. ‡Ê⁄UË⁄U fl¡Ÿ (2) 8 -10 ª˝Ê. / Á∑§.ª˝Ê. ‡Ê⁄UË⁄U fl¡Ÿ

(3) 10 -12 ª˝Ê. /Á∑§.ª˝Ê. ‡Ê⁄UË⁄U fl¡Ÿ (4) 13 -15 ª˝Ê. / Á∑§.ª˝Ê. ‡Ê⁄UË⁄U fl¡Ÿ

98. ∑§ÊÁ≈¸U‚Ê‹, Á¡‚∑§Ê dÊfl ∞«˛UŸ‹ ª˝¥ÁÕ ‚ „ÊÃÊ „Ò, ‚ ©ûÊÁ¡Ã „Ê∑§⁄U ◊Ê¥‚¬‡ÊË ∑§ ≈ÍU≈UŸ ∑§Ê ∑§„Ê ¡ÊÃÊ „Ò —

(1) ∞Á◊ŸÊÁ‹Á‚‚ (2) ∞Ä≈UÊ◊ÊßÁ‹Á‚‚ (3) ¬˝ÊÁ≈U•ÊÁ‹Á‚‚ (4) ◊ÊßÁ≈U•ÊÁ‹Á‚


99. In the liver, alanine (as well as other amino acids) can be converted to pyruvate to produceglucose, a process known as :

(1) Gluconeogenesis (2) Glucoaminogenesis

(3) Glucoalainegenesis (4) Glucogenesis

100. The recommended daily protein intake for endurance athlete is :

(1) 0.7 - 1.0 grams/Kg. of body weight




- o 0 o -


99. ÿ∑Î§Ã ◊¥ ∞‹ÊŸÊßŸ (•ãÿ ∞Á◊ŸÊ •ê‹ ÷Ë) Ç‹Í∑§Ê¡ ©à¬ÛÊ ∑§⁄UŸ ∑§ Á‹∞ ¬ÊßM§fl≈U ◊¥ ¬Á⁄UflÁÃ¸Ã „Ê ‚∑§ÃÊ „Ò, ß‚¬˝Á∑˝§ÿÊ ∑§Ê ∑§„Ê ¡ÊÃÊ „Ò —

(1) Ç‹Í∑§ÊÁŸ•Ê¡ŸÁ‚‚ (2) Ç‹Í∑§Ê∞Á◊ŸÊ¡ŸÁ‚‚

(3) Ç‹Í∑§Ê∞‹ÊßŸ¡ŸÁ‚‚ (4) Ç‹Í∑§Ê¡ŸÁ‚‚

100. ‚„Ÿ‡ÊË‹ ∞Õ‹Ë≈U ∑§ Á‹∞ •ŸÈ‡Ê¥Á‚Ã ŒÒÁŸ∑§ ¬˝Ê≈UËŸ •¥Ãª˝¸„áÊ „Ò —

(1) 0.7 - 1.0 ª˝Ê./Á∑§.ª˝Ê. ‡Ê⁄UË⁄U fl¡Ÿ

(2) 1.2 - 1.4 ª˝Ê./Á∑§.ª˝Ê. ‡Ê⁄UË⁄U fl¡Ÿ

(3) 2.5 - 3.0 ª˝Ê./Á∑§.ª˝Ê. ‡Ê⁄UË⁄U fl¡Ÿ

(4) 3.2 - 3.6 ª˝Ê./Á∑§.ª˝Ê. ‡Ê⁄UË⁄U fl¡Ÿ

- o 0 o -


Space For Rough Work

j 04718 paper ii physical education...which of the characteristics of sports training denotes the...

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