Ms Carol Lukins focused her presentation at Maidan Summit 2011 on inspiring and engaging all young people to take part in sport and physical education. She said that access to regular and appropriate competitive sport is crucial to the development of every young person and determined to extend the breadth and depth of competition in every school. She also talked about setting up a programme (TOPS) to provide equipment to schools and resources for teachers to use with the children, and also generic and sport specific training for teachers.

1. EVOLUTION, PRESENT
STATUS & OPPORTUNITIES

2. ► Physical Education in Schools:
Evolution as a Curricular Area
► Positioning in NCF 2005
► Current Status
► Sports Promotion Vs Education
► Opportunities - PEC

3.  Report on Post-War Educational
Development in India issued by
Central Advisory Board in1944–Focus
on Health of Children
 The Bhore Committee on health
services development in independent
India (1946)
> school health education
> sanitation in schools
> nutritional programmes
> medical services

4.  Physical fitness and health education
are important
 The emphasis so far on the academic
type of health education
 Proper consideration to physical
welfare and the maintenance of proper
standards of health 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

5.  Physical education not only aims at
physical fitness but also has educational
outcomes
 It contributes to physical efficiency,
mental alertness and the development of
certain qualities like perseverance, team
spirit, leadership and obedience to rules
 Should include developmental exercises,
rhythmic activities, sports and games,
and group handling activities

6.  At the pre-primary and early primary
stages: developing mastery over basic
skills, such as walking properly, running,
throwing, etc.
 After the primary stage to be planned
separately for boys and girls - Rhythmic
activities for girls and less strenuous
games, such as badminton, throw-ball, etc.
 At the secondary stage: sports, games and
athletics in their standard form

7. A well planned programme of physical
education for the inculcation of basic
qualities like endurance, courage, decision
making, resourcefulness, respect for
others, truthfulness, faithfulness, loyalty
to duty and the common good
 Emphasis on mere physical training or
formal activities to be replaced by a broad-
based programme of physical education
 P E Syllabus to ensure participation of all
students from primary to lower secondary
stages

8. • H & PE to be concerned with total health of
learners and the community
• Important place to mental and emotional
health besides the physical health
• Development of understanding, attitudes
and practices with regard to nutrition,
health and sanitation
• Emphasis on health, strength and fitness
of the body, also on neuromuscular
coordination
• For integral development of body and
mind, yoga receives special attention

9. o Main aim of health and physical education
to develop understanding, attitude and
practices with regard to nutrition, health
and sanitation to improve health status
of the self, family and the community
o Emphasis on acquisition of adequate
neuromuscular coordination
commensurate with the development
stage of learner
o Yoga and meditation to help children
acquire concentration and relaxation.
o Health and Physical Education to be an
integral part of the learning and to be
included in the evaluation of performance

10. Paradigm Shift
 The curriculum to have a holistic
approach to learning and development
that is able to see the interconnections
and transcend divisions between physical
and mental development, and between
individual development and interaction
with others
 The precondition for all development is
healthy physical growth of all children.
Physical development supports mental and
cognitive development

11. Holistic Curricular Approach
 This curricular area adopts a holistic
definition of health within which physical
education and yoga contribute to the
physical, social, emotional and mental
development of a child
 The entire group to be taken together as a
comprehensive health and physical
education curriculum, replacing the
fragmentary approach

12. Holistic Curricular Approach
 Participation of all children in free play,
informal and formal games, yoga and
sports activities is essential for their
physical, cognitive and mental
development
Given his subject lends itself to applied
learning and innovative approaches for
transaction of the curriculum

13. Policy and Systemic Support
Health and Physical Education must continue to
be a compulsory subject from primary to
secondary stages, and optional subject at higher
secondary stage
 To be given equal status with other subjects,
a status that is not being given at present
 Minimum essential physical space and
equipment to be made available in every school
 Elements of health education, physical
education and yoga to be integrated into the
pre-service teacher education courses

14. Compulsory at Primary Stage: (31 States/Uts)
A&N Islands, Andhra Pradesh, Arunachal
Pradesh, Assam, Bihar, Chandigarh, Dadra &
Nagar Haveli, Daman & Diu, Gujarat,
Haryana, Himachal Pradesh, Jammu &
Kashmir, Jharkhand, Karnataka, Kerala,
Lakshadweep, Maharashtra, Manipur,
Meghalaya, Mizoram, Nagaland, Orissa,
Pondicherry, Punjab, Rajasthan, Sikkim,
Tamilnadu, Tripura, Uttarakhand, Uttar
Pradesh, West Bengal
Optional at Primary Stage:(04 States/UT)
Chhattisgarh, Delhi, Goa, Madhya Pradesh

15. Compulsory at Upp. Pry Stage:(30States/Uts)
A&N Islands, Andhra Pradesh, Arunachal
Pradesh, Assam, Bihar, Chandigarh,
Chhattisgarh, Dadra & Nagar Haveli, Daman
& Diu, Gujarat, Haryana, Jammu & Kashmir,
Jharkhand, Karnataka, Kerala,Lakshadweep,
Maharashtra, Manipur, Mizoram, Nagaland,
Orissa, Pondicherry, Punjab, Rajasthan,
Sikkim, Tamilnadu, Tripura, Uttarakhand,
Uttar Pradesh, West Bengal
Optional at Primary Stage:(03 States/UT)
Delhi, Goa, Madhya Pradesh

16. Compulsory at Sec. Stage:( 23 States/Uts)
A&N Islands, Andhra Pradesh, Arunachal
Pradesh, Assam, Bihar, Chhattisgarh, Jammu
& Kashmir, Jharkhand, Kerala, Lakshadweep,
Maharashtra, Manipur, Mizoram, Nagaland,
Orissa, Pondicherry, Punjab, Rajasthan,
Sikkim, Tamilnadu, Tripura, Uttarakhand,
Uttar Pradesh
Optional at Primary Stage:(07 States/UT)
Dadra & Nagar Haveli, Delhi, Goa, Gujarat,
Haryana, Madhya Pradesh, West Bengal

17.  Sports in School Education for What?
> Producing Sportspersons who get
Gold Medals
> Sports for Development
> Sports for holistic Development
 Physical Education for What?
> a holistic approach to physical,
cognitive, mental development
> Focused on basic/fundamental skills
> Development of not only skills but also
ability to select and apply skills, tactics
and compositional ideas in their lives
> Curriculum focused on sports/games

18. Holistic
Development:
Physical, Mental,
Cognitive
Knowledge
Attitude Skills

19.  Health and Physical Education lacks the
status that is enjoyed by other core
subjects in school curriculum
 Right from 1950s until 2005, this area has
been conceptalised as an extra-curricular
activity. Although the NCFs 1975-2000 tried
to promote this area as a school subject, a
fragmentary approach was adopted

20.  Ineffective transaction owing to:
(a) Confused perceptions – Whether
participation in activities or studying it
like other subjects;
(b) Unsystematic use of PE periods allotted
in school time table - Taking children out
of classrooms and letting them run or
play
(c) Participation of only a few students in
competitive games & sports
(d) Absence of Resource Materials
(study/textual and instructional) based
on well-thought transaction method

21. NCF 2005 recommends adoption of
innovative approaches for transacting the
PE Curriculum, but any such strategy is not
available
 It has to based on a two-pronged approach:
to ensure that (a)whereas all students must
be equally involved in activities/games and
sports, (b) those who choose to excel in
games and sports to be provided adequate
opportunities to develop needed skills and
abilities

22. Physical Education Cards (PEC):
Not simply a set of CARDS, but an
innovative transaction strategy based on:
(a) applied and experiential learning
(b) associating learning with fun,
enjoyment and satisfaction rather than
fear, discipline, rigour and stress
 Developed through experimental mode
with tryout at every draft stage

23. (i) Suitable for all kinds of schools
(ii) Based on “EVERY CHILD MATTERS”
(iii) Aimed at holistic development -
physical, mental and cognitive,
facilitating knowledge, attitude and
skills
(iv) Focused on Basic/Fundamental Skills:
Generic as well as Sport/Game Specific
(v) the ability to select and apply skills,
tactics and compositional ideas in their
lives
(vi) Promotes inclusive education,
performance of differently-abled

24. PEC Strategy: A Step Forward

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