PHYSICAL EDUCATION ( SCHOOL CURRICULUM) POLICIES
There is a
general and popular saying that "Health is Wealth". The
following brief description of how physical education has been
reflected in various policy and curricular documents may
contribute to a better understanding of the status of physical
education in our school curriculum.
the Secondary Education Commission (1952-53)
commission that was appointed to survey the problems of
secondary state of school education as a whole made the
following points with regard to Health and Physical Education.
Physical fitness and health education assume an importance
that no state can afford to neglect. The emphasis so far has
been more on the academic type of education without proper
consideration being given to physical welfare and the
maintenance of proper standards for the pupils.
* Students should not only appreciate the value of health
education but also learn the ways in which they can
effectively maintain and improve their health.
* All students should be subjected to thorough medical
examination and activities for promoting and safeguarding
health should find a place throughout the school prgramme.
* School health service should be extended to the
community, as the health of school children is determined not
only during the hours spent at school but also, and more so,
the time spent at homes and in their neighborhood.
* Very little is being done in educational institutions in
respect of the malnutrition of children.
* Various activities should be planned to develop physical
and mental health of students, cultivate recreational
interests and skills and promote the spirit of team work,
sportsmanship and respect for others.
* Physical education is much more than drill or a series
of regulated exercises. It includes all forms of physical
activities and games which promote the development of body and
* The school should go to the community and seek its
assistance in the furtherance of the programme of physical
* Unless all teachers of the school do not participate in
activities along with the physical instructor, physical
education will not be a success.
Education Commission (1964-66) popularly known as Kothari
* Physical education not only aims at physical fitness but
also has educational values. It contributes to physical
efficiency, mental alertness and the development of certain
qualities like perseverance, team spirit, leadership and
obedience to rules.
* It should include development exercises,
activities, sports and games, outing activities and group
* At the pre-primary and early primary stages, the
syllabus should aim at developing among children the mastery
over basic skills, such as walking properly, running,
* At the secondary stage, the syllabus may contain sports,
games and athletics in their standard form.
After the primary stage, the syllabus should be planned
separately for boys and girls. Rhythmic activities will have
an appeal for girls, less strenuous games, such as badminton,
throw-ball, etc. are also popular among them.
National policy on Education (N.P.E) -1986
The National Policy of Education -1986, has very rightly
mentioned that "Sports and Physical Education are an integral
part of the learning process, and well be included in the
evaluation of performance. A nation-wide infrastructure for
physical education, Sports and games will be built into the
educational edifice" (cited on 8.20, NPE-1986).
The infrastructure will consist of play fields, equipment,
coaches and teachers of physical education as a part of the
school improvement programme. Available open spaces in urban
areas will be reserved for playground, if necessary by
legislation. Efforts will be made to establish sports
institutions and hostels where specialized attention will be
given to sports activities and sports related studies,
along with normal education. Appropriate encouragement will be
given to those talented in sports and games. Due stress will
be laid on indigenous traditional games. As a system which
promotes on integrated development of body and mind, Yoga will
receive special attention. Efforts will be made to Introduce
Yoga in all schools: to this end, it will be introduced in
teacher training course. (cited on 8.21, NPE-1986).
the above points the programme of Action (POA) has mentioned
that action in the following areas will be necessary to
implement the policy objectives of NPE -1986:
i) In deciding the curriculum load the need to allocate
sufficient time to sports and physical education which the NPE,
1986 holds as an integral of the learning process, should be
kept in mind.
ii) Physical education and Yoga should be introduced for
at least 45 minutes per day, preferably just after assembly.
iii) Approved games should be included in the school
time-table for at least two periods in a week. iv) Special
incentives will need to be given to students who perform well
in sports and games.
v) Special incentives may be considered for subject teachers
who perform extra duty in conducting classes in physical
education, Yoga, sports and games.
vi) The basic equipment, such as Footballs and Volleyballs may
be provided to each school, similarly, some amount of
contingency may be provided to each school.
vii) A scheme for creation and improvement of playgrounds
should be taken up on a phased basis under Jawahar Rojgar
Yojana (JRY) and Neheru Yuvak Kendras (NYK).
viii) An intensive and extensive programme of teachers
training to equip all subject teachers with necessary skills
to impart training in physical education, games and Yoga will
ix) The present programme to train and recruit physical
education teachers for high schools should be expanded. x) New
schools may be established/recognized only if playgrounds are
xi) A comprehensive system of inter-school tournaments and
championships in select disciplines should be introduced over
a period of time. This system should culminate in a National
xii) Special cash awards to winning schools and a special
system of incentives for successful athletes also needs to be