Human behaviors vary in their dependence on specific places. Physical activity is arguably on the more place-dependent end of the spectrum. Some places are physical activity–friendly by nature or design, such as playgrounds, health clubs, open spaces, stairs, sidewalks, and trails. Other places are designed for sedentary behaviors, such as movie theaters, classrooms, offices, and elevators. Places also can be designed in such a way that physical activity is unsafe or unattractive, such as interstate highways, streets without sidewalks or protected pedestrian crossings, crime-infested parks, and locked stairwells.

Given the close connection between built environments and physical activity, one might expect a long history of incorporating built environmental measures in physical activity research. In fact, very few studies of physical environments and physical activity were conducted until the mid-1990s, at least in health-related fields. The primary reason for this neglect of physical environments was probably reliance by researchers on the dominant models and theories of behavior, which emphasized psychological and social influences on behaviors but did not specifically incorporate physical environmental influences.

Increasing use of ecologic models of behavior in the 1990s by physical activity investigators made it clear that important categories of influences had been neglected. Ecologic models are distinguished by their emphasis on multiple levels of influence on behaviors, including individual (biological, psychological); social/cultural; organizational; community; physical environment; and policy.1 Ecologic models directed investigators to consider physical environment and policy influences, and physical activity–specific ecologic models made it clear that specific physical environmental variables of relevance to physical activity had to be conceptualized and measured before they could be examined in studies.2 Thus, the history of physical environment measures for use in physical activity research is brief.

Ans. Yama means restraints or abstention. Yamas are practices to eliminate wrong, harmful or disturbing behaviour. They create a foundation of right living. Yama consists of five moral codes of conduct. These are :

• Ahimsa or non-violence : It means not to hurt any creature mentally or physically through mind, speech or action. We must not display any negative emotions or injure anyone.
• Satya or truthfulness : It is a presentation of a matter with truthfulness in thought, word and deed. We must not tell a lie in all the dealings of life.
• Asteya or Non-stealing : of anything in life such as money, material, ideas, speeches or writings. We should feel satisfied, whatever God has given us.
• Celibacy or Brahmacharya : It means refraining from all the activities related to sexual enjoyment directly or indirectly.
• Aparigraha or non-possessiveness : It means to lead a life with minimum requirements

Physical Education is "education through the physical". It aims to develop students’ physical competence and knowledge of movement and safety, and their ability to use these to perform in a wide range of activities associated with the development of an active and healthy lifestyle.

There are 2 things...

1) to go for further studieson the basis of the %age which normally is about aggregate in 5 major & 4 main subjects...

2) to go for some professional course after 12th, all what matters is overall %age & that too is not so high in most of the cases...

So,  it majorly depeds upon "What is the plan after 12th".... All the Best !!! 

 

Just Focus on Increasing your knowledge and horne the basic concepts of your main subjects. % is somewhat that matter only for those who wanna follow the Bhed Chal. 

No. It would not.