JAMB Physical and Health Education Syllabus
This is the JAMB UTME syllabus for Physical and Health Education, covering 35 topics. Each topic lists what you are expected to study and the objectives — what you should be able to do — based on the official JAMB syllabus.
General Objectives
The Physical and Health Education syllabus is designed to enable candidates to:
- Acquire basic knowledge and practical skills in motor activities, fitness, body maintenance and self-awareness
- Acquire basic knowledge required to practice positive health habits and maintenance of health
- Understand the relationship between human movement and the biological, physical and social sciences
- Appreciate the ecological relationship between man and his environment with a view to preventing the spread of diseases
- Stimulate and sustain candidates' interest in Physical and Health Education
Detailed Physical and Health Education Syllabus
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Principles, Meaning, Scope and Philosophy of Physical Education
Contents
- Definition, nature, scope and objectives of Physical Education
- Philosophy of the founding fathers (Hetherington, Dudley Sergent, Thomas Wood, John Dewey)
- Historical development of PE in ancient Greece (Sparta, Athens) and Rome
- Development of PE in Nigeria through the pre-colonial, colonial and post-colonial eras
- Ancient Greek festivals (Isthmian, Pythian, Nemian and Olympian)
Objectives — candidates should be able to:
- State the meaning, nature, objectives and scope of Physical Education
- Narrate the philosophy of the founding fathers
- Trace the historical development of PE across civilizations and in Nigeria
- Trace the origin and development of the ancient Greek festivals
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Philosophy, Objectives and Settings of Health Education
Contents
- Meaning, philosophy and objectives of Health Education
- Settings of health education: home-based, school-based, community-based, health facility-based and workplace-based
- Meaning of health promotion
Objectives — candidates should be able to:
- Define health education
- State the philosophy and objectives of health education
- Differentiate between health promotion and health education
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Cells, Tissues and Systems of the Human Body
Contents
- Structure and functions of a typical human cell
- Types of cell and tissue: epithelial, connective, muscle and nerve
- Cell division (mitosis and meiosis) and cell differentiation
- Organs and systems of the human body
Objectives — candidates should be able to:
- Identify cell structures and their functions
- Differentiate between cell, tissue, organ and system
- Differentiate between mitosis and meiosis
- Explain cell differentiation
- List the organs and systems of the body
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Skeletal System
Contents
- Axial and appendicular skeletons and their functions
- Structure and types of bones
- Structure and types of joints
- Movements at the joints
Objectives — candidates should be able to:
- Identify the structure and functions of the skeleton
- Identify the types of bones
- Differentiate between the types of joints with examples
- Identify the types of movement at the joints
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Muscular System
Contents
- Major muscles of the body and their functions
- Isometric and isotonic contractions
Objectives — candidates should be able to:
- Identify major muscles by name and location
- State the functions of the muscles
- Differentiate between isometric and isotonic contractions
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Nervous System and Sense Organs
Contents
- Central nervous system: brain and spinal cord
- Voluntary and involuntary nerves
- Reflex action
- Sense organs: skin, nose, tongue, ear and eye
Objectives — candidates should be able to:
- Identify the structures of the central nervous system
- Explain the functions of the nervous system
- Describe reflex action
- Describe the structures and functions of the sense organs
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Circulatory System
Contents
- Structure and functions of the heart and blood vessels
- Composition and functions of blood
- Systemic and pulmonary circulation
Objectives — candidates should be able to:
- Draw and label the heart
- Compare the functions of arteries, veins and capillaries
- Identify the components of blood
- Describe systemic and pulmonary circulation
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Respiratory System
Contents
- Structure and functions of respiratory organs (nose, trachea, lungs)
- Mechanism of inspiration and expiration
- Tissue and cellular respiration
Objectives — candidates should be able to:
- Describe the structures of the respiratory organs
- Explain the breathing processes
- Explain cellular respiration
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Excretory System
Contents
- Structure and functions of the kidney, skin and lungs
- Formation of urine, sweat and carbon dioxide
Objectives — candidates should be able to:
- Identify the structures of the excretory organs
- State the functions of the excretory organs
- Explain the formation of excretory products
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Somatotypes and Posture
Contents
- Body types: endomorph, mesomorph and ectomorph
- Relationship between body types and physical activity
- Definition and characteristics of correct posture
- Postural defects (flatfoot, scoliosis, kyphosis, lordosis), their causes and corrections
Objectives — candidates should be able to:
- Describe the body types
- Relate body types to performance in physical activity
- Define good posture and state its characteristics
- Explain the types and causes of postural defects
- Explain corrective measures (exercise, nutrition, habits, medical intervention)
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Athletics (Track and Field Events)
Contents
- Track events: short distance races (50m-400m), hurdles and relays; sprint start styles; baton take-over (visual and non-visual); hurdle flight
- Middle distance races (800m-1,500m) and long distance races (3,000m-10,000m, marathon, cross-country)
- Rules and officiating of track events
- Field events - throwing: discus, javelin, shotput (facilities, styles, techniques, rules, safety)
- Field events - jumping: high jump, long jump, pole vault, triple jump (facilities, styles, techniques, rules)
Objectives — candidates should be able to:
- Name the sprint, middle and long distance events
- Identify the starting styles
- Differentiate between the types of baton take-over and explain relay zones
- Explain the hurdling distances and describe race techniques
- Name the field events and identify facilities/equipment
- Explain throwing and jumping techniques
- Differentiate the rules and discuss safety measures
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Ball Games (Football and Basketball)
Contents
- Skills of football and basketball
- Facilities and equipment
- Rules, regulations and officiating
Objectives — candidates should be able to:
- Describe the skills of the games
- Identify the facilities and equipment
- Identify the officials and their functions
- Differentiate between the rules of the games
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Racket Games (Table Tennis and Badminton)
Contents
- Skills of table tennis and badminton
- Facility and equipment specifications
- Rules, regulations and officiating
Objectives — candidates should be able to:
- Describe the skills of the games
- Identify the facilities and equipment
- Identify the officials and their functions
- Differentiate between the rules of the games
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Food
Contents
- Classes of nutrients, their sources and importance
- Definition and composition of a balanced diet
- Dietary planning for different groups (children, adolescents, athletes, pregnant women, the elderly)
- Food preparation, preservation, hygiene and storage
Objectives — candidates should be able to:
- Indicate the sources and importance of nutrients
- Define a balanced diet
- Plan diets for different groups
- Explain methods of food preparation, preservation and storage
- Explain the principles of food hygiene
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Nutrition
Contents
- Definition of nutrition
- Nutritional values of beverages
- Common nutritional deficiencies and their remedies
- Importance of water
Objectives — candidates should be able to:
- Define nutrition
- State the nutritional values of beverages
- State nutritional deficiencies and their remedies
- Highlight the importance of water
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Drugs
Contents
- Meaning and types of drugs (stimulants, narcotics, hallucinogens, sedatives, ergogenic aids)
- Drug use, misuse and abuse
- Causes and prevention of drug misuse and abuse
- Effects of misuse, abuse and self-medication
Objectives — candidates should be able to:
- Define the types of drugs
- Differentiate between drug misuse and abuse
- State the causes and prevention measures
- Explain the effects of drugs on the body
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Physical Fitness
Contents
- Definition of physical fitness
- Health-related components of physical fitness
- Performance/skill-related components of physical fitness
- Benefits of physical activity and exercise
Objectives — candidates should be able to:
- Define physical fitness
- Outline and explain the components of physical fitness
- Give examples of each type of component
- State the benefits of physical activity
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Conditioning Programme
Contents
- Aerobic programmes
- Anaerobic programmes
- Strength training
- Endurance training
Objectives — candidates should be able to:
- Differentiate between aerobic and anaerobic programmes
- Differentiate between strength and endurance training
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Recreation and Leisure
Contents
- Definitions and importance of recreation, leisure, work and rest
- Outdoor recreational activities (jogging, swimming, cycling, bird-watching, hiking, camping, picnicking)
- Indoor recreational activities (TV, video games, computer games, musical instruments, billiards, card games, Ayo, draught)
- Differences between recreation and competitive sports
Objectives — candidates should be able to:
- Differentiate among recreation, leisure, work and rest
- State the importance of recreation and leisure
- Mention types of recreational activities with examples
- Differentiate recreation from competitive sports
- State safety measures in recreation
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Dance
Contents
- Definition and importance of dance
- Traditional Nigerian dances and their steps
- Traditional dance costumes
Objectives — candidates should be able to:
- Define dance
- Identify traditional dances
- Describe dance steps
- Identify dance costumes
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First Aid
Contents
- Definition, aims and principles of first aid
- Qualities of a first aider
- Contents of a first aid box
- Common injuries (cuts, wounds, sprains, strains, dislocations, fractures)
- Special conditions (bleeding, burns, scalds, shock, poisoning)
- First aid agencies (St. John's Ambulance, Red Cross Society)
Objectives — candidates should be able to:
- Define first aid
- State the aims and principles of first aid
- Outline the qualities of a first aider
- List the contents of a first aid box
- Identify types of injuries and special conditions
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Safety Education
Contents
- Meaning and types of accidents and disasters
- Causes and prevention of accidents and disasters
- Disaster relief activities
- Safety at home, the workplace, school and community
Objectives — candidates should be able to:
- Define accident and disaster
- Identify the types of accidents and disasters
- State the causes and prevention measures
- Identify disaster relief activities
- Explain safety measures in various settings
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Sports Competitions at the National Level
Contents
- Types of competitions (Sports Federation/Association competitions, Corporate Organization competitions)
- Importance of the National Sports Festival
- Organization and administration of national competitions
Objectives — candidates should be able to:
- Identify national sports competitions
- State the importance of the National Sports Festival
- Highlight the organizational structures
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Institutional Games
Contents
- University Games (NUGA)
- Polytechnic Games (NIPOGA)
- Colleges of Education Games (NATCEGA)
- National School Sports Games (NSSF)
Objectives — candidates should be able to:
- State the names of institutional games
- State the roles of institutional games
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International Sports Competitions and Governing Bodies
Contents
- All Africa Games: history, evolution and aims
- International governing bodies and their structures (SCSA, IOC, FIFA, IAAF, ISSF, FIBA, ITTF, BWF)
Objectives — candidates should be able to:
- Narrate the history and evolution of the All Africa Games
- Identify the aims of international competitions
- Describe the administrative structures of governing bodies
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Corrective and Adapted Physical Education
Contents
- Meaning and types of disability and special needs
- Adapted physical activities
- Social and emotional problems of people with special needs
- Prevention of disability
- Corrective and rehabilitation exercises
Objectives — candidates should be able to:
- Define disability
- Identify types of disability
- Identify activities for people with special needs
- State social and emotional problems
- State prevention measures
- State corrective and rehabilitation exercises
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Personal Health
Contents
- Meaning and importance of personal health
- Personal hygiene: care of the teeth, mouth, hair, skin, hands and nails
- Health promotion and maintenance methods (exercise, nutrition, medical check-ups)
- Health screening: eye defects (myopia, hypermetropia, astigmatism), auditory defects (otitis media, deafness), dental diseases (dental caries, gingivitis)
Objectives — candidates should be able to:
- Define personal health
- Differentiate the care of body parts
- State health promotion and maintenance methods
- State the outcomes of health screening
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Community Health
Contents
- Community health services (orthodox and traditional)
- Maternal and child health (ante-natal care, immunization, oral rehydration, breast feeding, safe motherhood)
- Aging and death education (characteristics of the elderly, relating with the elderly, causes of death)
Objectives — candidates should be able to:
- Differentiate between types of community health services
- Distinguish aspects of maternal and child health
- Identify characteristics of the elderly and methods of relating with them
- Identify causes of death
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Environmental Health
Contents
- Housing: characteristics of good housing and town planning regulations
- Water supply: importance, sources and purification methods
- Waste disposal: refuse and sewage types and methods
- Pollution: meaning and types (air, water, soil, noise) and prevention/control
- Pest and vector control: differentiation, habits, harmful effects and prevention/control
Objectives — candidates should be able to:
- State the characteristics of good housing and town planning regulations
- State the importance and sources of water supply and explain purification methods
- Differentiate between methods of waste disposal
- Define pollution and its types and outline prevention measures
- Differentiate between pests and vectors, explain their harmful effects and highlight prevention/control
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Disease
Contents
- Meaning of disease
- Causes of disease
Objectives — candidates should be able to:
- Define disease
- State the causes of disease
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Communicable Diseases
Contents
- Definition and classification of communicable diseases
- Air-borne/respiratory diseases (measles, whooping cough, poliomyelitis, tuberculosis, cerebro-spinal meningitis)
- Water/food-borne diseases (dysentery, cholera, typhoid fever)
- Insect-borne diseases (malaria, yellow fever, trypanosomiasis)
- Worm infections (ascaris lumbricoides, ancylostoma duodenale, dracunculus medinensis)
- Animal-borne diseases (rabies, leptospirosis)
- Contact diseases (gonorrhoea, syphilis, taeniae capitis, leprosy, AIDS)
- Prevention and control (immunization, sterilization, isolation)
Objectives — candidates should be able to:
- Define communicable disease and state its classifications with examples
- Highlight the prevention and control measures
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Non-communicable Diseases
Contents
- Definition of non-communicable diseases
- Examples: hypertension, sickle cell, cancer, epilepsy, ulcer, asthma, diabetes
Objectives — candidates should be able to:
- Define non-communicable diseases and give examples
- Highlight the prevention and control measures
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Family
Contents
- Definition of family
- Types of family (nuclear: monogamous, polygamous, single-parent, adoption; extended)
- Characteristics of a happy family
Objectives — candidates should be able to:
- Define family
- Explain the types of family
- State the characteristics of a happy family
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Human Sexuality Education
Contents
- Meaning and importance of human sexuality education
- Reproductive health rights (number of children, consent to marry, gender equality, privacy)
Objectives — candidates should be able to:
- Explain human sexuality and its importance
- Highlight reproductive health rights
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Family Planning
Contents
- Definition and importance of family planning
- Family planning methods (condom, pills, intra-uterine device, abstinence) and their advantages/disadvantages
- Family challenges in Nigeria (pre-marital sex, extramarital sex, widowhood)
- Agencies promoting healthy family living (school, NGO, religious homes)
Objectives — candidates should be able to:
- Define family planning and state its importance
- Identify family planning methods
- State the advantages of family planning methods
- State family challenges
- Identify agencies promoting healthy family living
Recommended Texts
- Afuekwe, A. I. (2007). An Introductory Textbook of Physical Education for Secondary Schools and Colleges, Vol. 1. Sales Point (Nig.) Co.
- Afuekwe, A. I. (2009). Health Topics in the New Curriculum of Physical and Health Education, Vol. 1. Seas Print (Nig.) Co.
- Nnabueze, U. C. (2002). Foundation of Health and Physical Education for Schools, Vol. II. Enugu: Okotech Publishers.
- Ofadeji, A. A. (2013). Comprehensive Textbook on Physical and Health Education.
- Oworu, O. O. (2004). Fundamentals of Physical Education. Lucky Odoni (Nig.) Enterprises.
- Oyerinde, O. O., Dada, J. O. & Oloyede, R. O. (2021). A Textbook of Physical and Health Education for Secondary School in Contemporary Nigeria Education System (4th ed.). Ibadan: Fabonish Publisher / Positive Press.
- Oyerinde, O. O., Dada, J. O. & Oloyede, R. O. (2021). All Times Health Education for Individual and College Student (4th ed.). Bayero University Press / Fabonish Publisher.
- Puffa, H. A., Agbeko, W. W. & Amui, J. C. (2009). Foundations of Physical Education and Sports. Winneba, Ghana: Akwu.
Frequently Asked Questions
- What does the JAMB Physical and Health Education syllabus cover?
- It blends physical education and health education into one subject. The syllabus is organised into broad sections covering foundations and philosophy of PE and health education, human anatomy and physiology, theory and practice of sports and games, food/nutrition/drugs, physical fitness, recreation and dance, first aid and safety, national and international sports competitions, corrective and adapted PE, personal/community/environmental health, communicable and non-communicable diseases, and family life and human sexuality education.
- How many topics are in the JAMB PHE syllabus?
- The syllabus contains roughly 35 topics distributed across about a dozen thematic sections (A through L). Anatomy and physiology alone accounts for eight topics, while health education themes (personal, community and environmental health, diseases, and family life) make up a large share of the rest.
- What are the aims of the JAMB Physical and Health Education syllabus?
- Candidates are expected to acquire basic knowledge and practical skills in motor activities, fitness and body maintenance; practise positive health habits; understand the link between human movement and the biological, physical and social sciences; appreciate the ecological relationship between man and the environment for disease prevention; and develop sustained interest in the subject.
- Is human anatomy and physiology important in JAMB PHE?
- Yes. A whole section is devoted to it, covering cells and tissues, the skeletal, muscular, nervous, circulatory, respiratory and excretory systems, the sense organs, and somatotypes and posture. Candidates should be ready to label diagrams such as the heart and to explain how each body system functions in relation to movement and health.
- Which sports and games are tested in the JAMB PHE syllabus?
- The practice-of-sports section focuses on athletics (track and field events including sprints, middle and long distance races, relays, hurdles, throwing and jumping), ball games (football and basketball) and racket games (table tennis and badminton). For each, candidates study skills, facilities and equipment, rules, regulations and officiating.
- How is JAMB Physical and Health Education tested?
- Like other UTME subjects, it is a computer-based test of objective multiple-choice questions drawn from across the syllabus. Questions sample every section, so candidates need balanced preparation in both the physical-education and health-education halves rather than focusing on one area.
- What health topics appear most in the JAMB PHE syllabus?
- Health-focused content is extensive: personal, community and environmental health; food, nutrition and drugs; first aid and safety education; communicable diseases (such as malaria, cholera, tuberculosis and HIV/AIDS) and non-communicable diseases (such as hypertension, diabetes and sickle cell); plus family life, human sexuality and family planning.
- Are there recommended textbooks for JAMB Physical and Health Education?
- Yes. The syllabus lists several recommended texts, including works by Afuekwe, Nnabueze, Ofadeji, Oworu, Oyerinde, Dada and Oloyede, and Puffa et al. These cover both the physical education and health education components and can be supplemented with senior secondary PHE curriculum texts.
Source: the official JAMB UTME syllabus (jamb.gov.ng / IBASS). Always confirm details against the official syllabus.