We have, so far, discussed the importance of physical education as a subject area in the school curriculum. It is an integral part of Health and Physical Education which is prescribed as a compulsory subject at the Primary (Classes/Grades I-V), Upper Primary (Classes/Grades VI-VIII) and Secondary stages (Classes/Grades IX-X) and as an optional subject at Higher Secondary stage (Classes/Grades XI-XII). But as you may be experiencing in actual practices, this subject has not been treated at par with other core subjects. It is not transacted satisfactorily in majority of schools. And wherever it is transacted, either some knowledge about games and sports is imparted or only a selected group of students are engaged in games and sports as extra-curricular activities.
Arguments like lack of the needed infrastructure and equipments, absence of trained teachers and paucity of time in schools are given as reasons for indifferent transaction of physical education. In fact most significant reason is the lack of appreciation of the relevance of this area for the holistic development of children by school authorities, teachers and parents.
Methodology of Teaching-learning
It is generally believed that the methodology of teaching learning is the concern of teachers only. Learners have little or nothing to do with it. But this is not true. The teaching learning methods are concerns of learners as well. Knowing and understanding that how different subjects are taught are important for the learners of all subjects, but it has more relevance for the learners of physical education. When we talk about you as learners of physical education, we mean that you have actually participated in the subject area, rather than merely studied it. It needs a suitable learning environment and a positive will for participation. As you now know, physical education does not mean organisation of a few sports and games activities, involving only a selected number of students, and that too occasionally.
The following points are significant for the appreciation of this subject and the need for adopting appropriate teaching – learning methodology:
Physical education is necessary to ensure participation of all children in free play, informal and formal games and sports activities. All students must be involved in health and physical education activities. Those who choose to excel in games and sports need to be provided adequate opportunity.
Involvement of all learners means that even those students need to be involved, who are at the risk of marginalisation, for instance, who are differently abled. Such involvement will empower them to overcome the sense of helplessness, inferiority and stigma. Differences between students must be viewed as resource for supporting learning rather than as a problem. Inclusion in education is one of the components of inclusion in society.
Physical Education Cards (PEC) Methodology
Various methodologies are being employed and efforts are on to develop innovative teaching-learning methodologies, one such methodology known as PEC-India Methodology has been developed. It is the outcome of a joint initiative of the British Council and the Ministry of Human Resource Development, Government of India. Other international organisations, United Nations International Children Emergency Fund (UNICEF) and U.K. Sports were also involved. To begin with, this was developed for the primary stage and it was scientifically tried out in schools. The tryout has proved its effectiveness. Based on this experience, the Physical Education Cards (PEC) and Teachers’ Manual have been developed for the upper primary and secondary stages as well. Moreover, this methodology has also taken care of the needs of differently abled children. They should also be involved in physical education.
The notable features of this methodology are as follow:
(i) It ensures that every student participates in physical education activities equally. Each card provides essential information needed for engaging all students of a class in the selected game or activity, even though the class has larger number of students;
(ii) Teachers as well as students have material in the form of cards that can be conveniently handled and used for a longer time and in a better way.
(iii) The cards will not only facilitate the organisation of activities but also make it more convenient for the teacher as well as students to comprehend the concerned vocabulary as well as pedagogical tools to organise games, sports and activities and provide equal opportunity to every student to participate in these; and
(iv) Each card mentions how the impact of activities conducted according to the proccess explained in it will attain the objectives of Health and Physical Education and how the achievements of students may be evaluated.
