REPORT OF THE COMMITTEE
A Committee of the Central Advisory Board of Education was set up under the Chairmanship of Shri K.P. Singh Deo, Minister of State for Information and Broadcasting by the Department of Education, Ministry of Human Resource Development, Govt. of India vide their order No. F. 8-36/92PN.I, dated 3rd May, 1993 (Annexure-I) to suggest ways and means of integrating physical education and sports with the learning process.
The Committee had the following terms of reference:
"To examine and suggest :
- measures for making sports and physical education including yoga an integral part of the learning process at all stages,
- incentive measures for both students and teachers to take up sports and physical education activities, and
- measures for developing low cost sports and physical education infrastructure in schools and colleges and its optimal utilisation".
The Committee has deliberated on the subject in three meetings on 17-8-1993, 20-9-1993 and 11-10-1993. Members who have participated in the deliberations of the Committee are listed in Annexure II.
Policy Framework Health education and physical education have been accepted by the policy framers an essential and very important part of educational activity in schools and colleges. There has been unanimous appre- ciation that a healthy mind dwells in a healthy body and, therefore, physical and mental developments go together. Participation in games and sports improves the health of the participant and improves his motor qualities and responses. Even more importantly, active participation in games and sports fosters the attitude of sportsmanship, fairness and team spirit. It has been internationally recognised since long that if the schools and colleges do not provide outlet for the youth in a constructive and healthy manner through sports and games, the youth get into the habit of idling.
As early as 1904 the resolution of the Government of India on Educational Policy stated that each school should compulsorily ensure health and recreation of the pupils and only such schools can be eligible to be ranked as recognised schools. The Calcutta University Commission (1917-19) envisaged that there should be a Director of Physical Training holding the rank of a Professor. The Physical Education Committee of the Government of Bombay in 1937 envisaged that "physical education and intellectual education are complementary to each other and must be integrated in such a way as to form an organic whole". The Physical Education Committee of the Government of Bombay (1945-46) recommended that physical education should have the status of a major subject and be allotted a daily period of at least 40 minutes. It also stated that schools must procure playgrounds within a stipulated time, failing, which recognition should be withdrawn. The Conference of Education Ministers of States in 1956, 1959 and 1964 recommended that greater attention should be given to physical education, games and sports. High priority should be given to the provision of playgrounds in educational institutions and adequate funds should be provided for this purpose and also that physical exercises, sports and games must be provided for every student,
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Radhakrishnan Commission (The University Education Commission) 1948-49 recommended a strong programme of physical education and sports in universities and colleges. After observing that "a sound mind dwells in a sound body" it recommended that "we may say there is lack of interest both on the part of the students and the authorities, insufficient trained personnel, dearth of playgrounds and equipment, poverty of students, absence of organisation, poor types of programme, small variety of games, conflict with academic work and inconvenience of time It is hardly necessary to dwell hereupon the importance of organised physical training and games. Man is one being and cannot be educated in artificial segments. His mental and moral nature is interlocked with his physical well being." It went on to recommend that "each university should appoint properly qualified Director of Physical Education who should have the status of a Head of the Department. There must be provision of adequate gymnasia, playgrounds and physical facilities in universities. Two years of physical education should be required of all university students except the physically unfit and those in the cadet corps."
The Mudaliar Commission (Secondary Education Commission) 1952-53 recommended that "physical education, group games and individual physical exercises should be given, no doubt, in the school under the supervision of Director of Physical Education We recommend that all teachers or at least those below the age of 40 should actively participate in many of the activities of physical education and thus make it a living part of the total school programme instead of being a side issue entrusted to an isolated member of the staff We place special value on group games as they help to mould character of students in addition to affording recreational facilities and contributing to their physical wel being."
The Kothari Commission (Education Commission) 1964-66 recommended that "it must be emphasised that such education contributes not only to physical fitness but also to physical efficiency, mental altertness, development of certain qualities like perservance, team spirit, leadership, obedience to rules, moderation in victory and balance in defeat physical education should include developmental exercises, rhythmic activity, sports and games, outing activities and group handling activities simpler activities should be introduced in the early classes, more advanced ones should be gradually provided as boys and girls become more and more mature".
Soon after the report of the Kothari Commission, National Policy on Education was inunciated in 1968 and it specified "games and sports should be developed on a large scale with the object of improving the physical fitness and sportmanship of the average student as well as of those who excel in this department. Where playing field and other facilities for developing a nationwide programme of physical education do not exist, these should be provided on a priority basis.
The National Sports Policy (1984) emphasised the need for making sports and physical education an integral part of the curriculum as a regular subject in the schools. This resolve was further strengthened and reiterated in the National Policy of Education (1986) which calls for making sports and physical education an integral part of the learning process and provides for it inclusions in the evaluation of performance. The National Policy on Education underlined the need for a nationwide infrastructure consisting of playfields, equipments, coaches and teachers of physical education as part of the school improvement programme. This has been reiterated in the National Policy on Education, 1992.
The postulates of the National Policy on Education were sought to be defined as implementable programme through the Programme of Action (POA). The POA spell out the following programmes and objectives for the school stage:
(i) In deciding the curriculum load, the need to allocate sufficient time to sports and physical education should be kept in mind.
(ii) Physical Education and Yoga should be introduced for at least 45 minutes per day, preferably just after assembly.
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(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) 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.
(viii) An intensive and extensive programme of teachers training to equip all subject teaches with the necessary skills to impart training in Physical Education, Games and Yoga will be necessary.
(ix) The present programme to train and reccruit Physical Education teachers for high schools should be expanded.
(x) New schools may be established/recognised only if playgrounds are available.
(xi) A comprehensive system of Inter-school tournaments and championships in selected disciplines should be introduced over a priod of time, which should culminate in a National Schools Championship.
(xii) Special cash awards to winnng schools and a special system of incentives for successful. athletes also needs to be introduced.
For the university level, the Programme of Action (POA) makes the following recommendations
(i) Special incentives be given for athletes and sports persons in select disciplines to enable them to continue their studies.
(ii) A phased programme to develop infrastructure facilities for sports and games, including sports sciences and sports medicine support, may be undertaken.
(iii) Appointment of physical education teachers and coaches in selected disciplines in Universities equipped with adequate infrastructure should be taken up on a phased basis.
(iv) A comprehensive system for inter college and Inter University tournaments and championships should be introduced in a phased manner. Necessary financial incentives to hold these tournaments should also be provided.
The NCERT developed the national curriculum for elementary and secondary education in 1988 to reflect the postulates of the National Policy on Education and the Programme of Action, 1986. The main thrust of this exercise was to provide for the national core- curriculum in the school syllabi as postulated in the National Policy and to integrate physical education with the academic programme in the schools. The core-curriculum states that "health and physical education and sports should be an integral part of the learning process and be included in the evaluation of performance". It underlines the important place of mental and emotional health in addition to physical health. It also states that amongst the sports and games activities, due stress should be made on indigenous traditional games. As a system which promotes integral development of body and mind, yoga should receive special attention. The core- curriculum envisages 10% of the time in the school time-table for health and physical education at primary stage, 10 % at upper primary stage and 9 % at secondary stage.
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It will be thus observed that at the policy level the intention has been very clear and the policy directive has consistently underlined the essentiality of physical education and sports in both schools and colleges/universities and meaningful facilities and efficient organisational arrangements have been advocated to ensure that all students participate in physical education and sports.
Existing Situation
Schools The Fifth Educational Survey (1986) conducted by the NCERT has found the following in regard to physical education infrastructure in schools :
Category of school Total No. No. Having No. Having No. Having % of %of %of
Schools Playground playground Teachers (3) to (2) (4) to (2) (5) to (2)
in useable for PE/Yoga
condition
1 2 3 4 5 6 7 8
Primary 5,28,730 3,07,982 1,74,493 12,600 58.253 3.00 2.38
Upper Primary 1,39,016 1,03,109 62,984 15,115 74.2 45.3 10.87
Secondary 52,560 45,209 29,699 37,428 86.0 56.5 71.21
Higher Secondary 15,465 13,881 9,863 12,500 89.75 63.77 80.88
Total 7,35,771 4,70,181 2,77,039 77,643 63.90 37.65 10.55
The survey has found that 63.9% of schools have playground facilities and out of these 37.65% schools have playgrounds in useable condition. The playground facility is least available in primary schools. Within the primary schools the facilities are poorest in Government primary schools compared to those of the local body or private schools.
It may be noted that in most States at PET is not sanctioned or expected at primary and upper primary levels. Primary schools having a physical education teacher are only 2.38%. At upper primary stage 10.87% schools have physical education teachers but 71.21% secondary schools and 80.83 % higher secondary schools for physical education teachers.
At university level, out of 198 universities affiliated to the AIU, 103 universities have departments headed by Directors of Physical Education and Sports. In many universities there are posts of Directors of Physical Education and in a number of universities NIS trained sports coaches are in position. The availability of trained physical education personnel in universities in different regions of the country is as below:
Zone Number of Having trained
Universities Directors of
Physical
Education &
Sports
North 47 23
East 49 17
South 52 34
West 50 29
Most universities have playground facilities.
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At school state there is a system of collecting activity fund in schools though it is a small fund. It finances the sports activity in the schools. There is a Joint or Additional direct for Physical Education and Sports in the State Directorate and he is assisted by Divisional or District level Physical Education and sports Officer. All India school games are organised in the country but they are not a culmination of a larger or vigorous sports activity in individual schools. Element of mass participations is extremely week and even school which have playgrounds, some how do not seem to use is for sports activity in an intensive manner.
At university level the situation is not qualitatively very differently very different. As Radhakrishnan Commission had observed that there is lack of interest both on the part of the students and the authorities.
The Department of Youth Affairs and Sports implements a programme called National Sports Organisations (NSO) through the UGC. This programme assists universities and colleges for creating infrastructure for physical education and sports. However, only an amount of Rs. 2-3 crores per year is available under the programme and because of this limited availability the UGC restricts assistance to non-expendable equipment, construction of basketball, volleyball courts, construction of 400 mtr track and on a very limited scale for construction of gynmnasis and swimming pool. This encourages sports activity in individual universities/colleges which is financed by the activity/sports fund. The Association of Indian University organises inter-University meets every year but as in schools the National event is not the culmination of a vigorous or large participation at the university/college level.
The UGC has taken the initiative in 1992 of involving university youth in adventure sports and it is implementing this programme with a modest budget of about Rs. 75 lakhs per year through the agency of specialised bodies in the country.
Some Notable initiatives Although the general position in regard to either mass participation of student in physical education and sports or in terms of nurturing talent and preparing it for international level is not a very happy one there have been some notable initiatives which hold out hope for the furture and they demonstrate that, with systematic implementation, the programme can easily succeed :
(a) Bharatiyam was organised in Kerala as a big spectacular event during the National Games 1987 and enthused by its success it was decided to implement it as a national programme.
(b) In Manipur, Thangta, a local martial art, is taught in 4 or 5 indigenous schools which run like Gurukuls. The Government of Manipur gives them an annual grant of Rs. 50,000/-. The children trained in the martial art perform at the time of local festivals.
(c) In Maharashtra, Lazim and Malkhamb are traditional activities which are quite popular in schools. In Bombay some private individuals and organisations have taken the initiative of teaching unarmed combat to girl students.
(d) In Bihar, the Government has issued a directive making physical education alongwith social service and social service and socially useful productive work a new compulsory subject for class X examinations. Out of 100 marks for this new subject, 30 marks are assigned to physical education. This is proposed to be implemented for the students who will take class X examination in 1995.