C H A P T E R - II

HISTORICAL DEVELOPMENT OF PHYSICAL EDUCATION

IN INDIA AND IN ORISSA
 C H A P T E R - II

HISTORICAL DEVELOPMENT OF PHYSICAL EDUCATION

IN INDIA AND IN ORISSA

Physical Education which has practical bearing on

the needs of the individual and the requirements of the

society has rendered in valuable service to the country.

The mental and moral nature of man is interlocked with

his physical wel-being. But history reveals that the

emphasis in the past had been more on academic side

without due consideration of the physical welfare of the

student youth. It is further seen that progress of

physical education in every country had depended mainly

on its political, economic and social development.

History also reveals that physical education has always

been used by countries for building the youth for defence

of the country. In course of time physical education

received attention as a measure against the problem of

student indiscipline. Later, it was considered necessary

as a part and parcel of the educational system to achieve

the goal of education. The scientific aspect of physical

education was then studied by experts and as a result of

which it was developed and utilized in formulated

programmes and schemes for youth development through

sports and other physical activities.

2.1 HISTORICAL DEVELOPMENT OF PHYSICAL EDOCATION IN

INDIA

In India physical education emphasized physical

development, good health and character for development of

 32

the individual, as well as the defence of the country.

The Indian National Congress established in 1885,

recognised the role of physical education in the freedom

movement of the country. This political consciousness led

to the establishment of Vyayam Shala, Akhadas and Talim

Khanas. Some were already in existence, but many more

were founded by political people with the aim of national

regeneration through physical education. These centres of

physical education provided opportunities to the young

and the old to take part in indigenous physical

exercises. This revival of traditional form of physical

training encouraged a sense of national unity and a

desire for political freedom. More and more people took

part in these exercises for self defence. This resulted

in Akhada movement in India.

During this movement in the early part of the 20th

Century, the exercises wepe carried out in Vyayama

Shalas, Talim Khanas and Akhadas. These institutions

tried their best to maintain and promote the traditional

activities among the youth of the country and inculcated

amongst them love for physical fitness, nationalism and

patriotism. However, under the British rule no systematic

efforts could be made to promote physical education to

achieve these ideals. The first step in this direction

was taken in 1937 when the Congress Ministry came to

office in the Bombay State.

 33

The history of physical education can be studied

along with classification of various periods of Indian

political history which is divided into the following

ages.

1) Vedic Age - {2000 B.C. - 1000 B.C)

2) Epic Age - (1000 B.C - 600 B.C)

3) Historical Age - (600 B.C - 300 A.D)

4) Nalandian Period - (300 A.D)

5) Rajput Period - (300 A.D to 1200 A.D)

6) Muslim Period - (1200 A.D - 1750 A.D)

7) British Period - (1750 A.D - 1947 A.D)

8 ) Post Independence Period - (1947 upwards)

1) VEDIC AGE

Much of the description about Aryans who migrated

to India from Central Asia comes from the Vedas. The

Vedas are not only the religions books, but they also

contain references to the social and political life of

the people.

Inhabitants of India during this period were

strong andsturdy. They generally loved pastoral and

agricultural life. Archery, horse riding and chariot

racing were their common sports. In fact, these sport^s

were not meant for pleasure only, they were devices of

war as we 1 1 .
 34

Yogo seems to have originated during this period.

'Pranayam* was considered a sacred duty. 'Pranayam' is a

yogic exercise practised by the sages of the time to have

complete control of the breathing process so as to

fortify the body and purify the soul. Some of the

physical exercises were 'Surya Namaskar' which helped

keeping the body healthy.

EPIC AGE

The exploits of the Indians of this period can be

gathered from the 'Ramayana' and the 'Ma ha b ha ra ta ', which

were composed during this period. Both epics reveal that

this period was a period of great turmoil and wars. On

the other hand the system of education was quite

elaborate. This system had apart from scriptural studies,

physical education as one of the compulsory items.

Archery, Javelin throwing, sword fighting, club fighting,

wrestling, horse riding and chariot racing have been

elaborately described in these books. The names of such

warriors as Ram, Laxman, Ravan, Megghanatha, Bhima,

Arjuna, Kama, Bhisma, Drona etc. have become immortal

for their valour. There were no separate teachers for

physical education; but the knowledge of arms and

armaments was given by the same teachers who were well

versed in scriptural studies too. There used to be

Gurukhuls (Schools) where pupils lived a celebrate

life upto the age of 25 years and learnt all physical

activities along with mental education.

HISTORICAL AGE ; (100 B.C)

The ancient religion of the Hindus had its first

jolt in this period. There was a great revolt against the

existing social disparties, rigid caste system, the

Brahamanical dominance and orthodox acceptance of the

scriptural authority. There was general discontment among

the masses against the tyranical dominance of the

priestly class. This spiritual awakening gave birth to

two great religions namely 'Jainism' and 'Rudhism'. These

religions were religions of‘ peace and non-violence. Yet

due emphasis was also given to physical training.

Meghasthenes who visited India during the period of

Chandragupta Mourya has referred to a very elaborate

system of physical training for the army. Wrestling,

sword fighting, Javelin throwing, horse racing etc. were

very common sports in those days. Training in the art of

war was both intensive and extensive.

4) NALANDA PERIOD

Nalanda was a great city learning where more than

6000 students, not only from different parts of the

country, but ?»lso from foreign lands used to study. Along

with religious philosophical studies, physical

education was given due emphasis and was taught to

students in a systematic manner. Besides 'Pranayam' and

 Jtt

'S u r y a namaskar' other forms of physical exercises were

done every day without exception all the year r o un d . The

l i fe o f students used t o be v e r y hard d u ri n g this p er i o d .

5) RAJPUT PERIOD

There was revival of Hinduism during this period.

The Rajputs were dividedinto hundreds of clans and often

fought among themselves. There was no central authority,

however they remained supreme upto 13th century.

The Rajputs called themselves pure Kshatriya an d

their profession by bi rt h was fighting. That's why during

their was day, they had adopted a wonderful system of

physical-cum-military training. From t he early age the

Rajput children were t aught how to use swords and daggers

effectively. Horse riding, Javelin throwing, archery,

wrestling, hunting and mace fighting etc. were very

popular activities. Girls were also taught how to ride a

horse w i t h o u t saddle.

Dancing and music have been part and parcel o f ‘the

Rajput life. The religious fairs (mel'as) were good

examples of this activity.

6) MD5LIM PERIOD

This period was also marked by much strife in

which both the Hindus and Muslims took pa r t f or supremacy

of the one over the other. Many traditional activities

 37

like 'Yogo' and 'Pranayam' were given a s e t b a ck . Hunting

seems to be a very popular sports of this period. Sports

lik e wrestling, boxing, swimming, sword fighting an d

Javelin throwing were given due emphasis. Pigeon flying

and animal fighting were also very popular during t he

period,

7) BRITISH PERIOD

Physical education had always existed in th e

Indian society in one form or other, but had never been

considered as a part and parcel of school curriculum. No

doubt the English are a sports loving people, yet they

also did not pay any attention to the inclusion of

physical education in the school educational programme.

Tn 1833, Government of India shouldered t he

responsibility of education and in 1870, education was

made a state subject, the centre only retained t he

supervisory powers. For t he first time, t he Indian

Education Commission in' 1 8 82 recommended physical

training in school education. It recommended that

physical training be promoted in schools in the

interest of the youth by encouragement of native ga mes ,

gymnastics, drills and other exercises. This spurred th e

interest of t he school children to take physical

activities. In 1894, th e question of making it a

compulsory subject in schools was considered but no

 38

definite policy came out of this. Western games such aa

P olo, Cricket a nd Hockey were becoming popular.

Private organisations for physical education like

gymnasia, Vyayam Shala, Akhadas a nd Kreeda mandals

contributed much fo r th e spread of traditional interest

in the matter. Dandas, Baithakas, Yogic exercises, folk

dances, wrestling and exercises with light apparatus

received greater attention. Indigenous games l i ke Kho-

Kho and A t y e - patye also became popular. Physical

education s u c h as d r i l l s and P.T. exercises were imparted

t '
in some schools by ex-serviceman re-employed by school

•authorities. They also prepared the students as Scouts

f or school ceremonies. The outstanding development of

scientific physical education in pre-independent India

goes to the Y.M.C.A. College of Physical Education,

Madras founded in 1 92 0 by Mr. H.C. B uc k. In 1931, the

G ov t. College of Physical Education, Hyderabad and in

1^32. The Christian College of Physical Education

Lucknow, were established. In 1938, The Training

Institute of Physical Education, Khandiyali (BombaY) came

into existence. In 1914, 'Vyayam Prasarak Mandal'

Amaravati, was set up to serve the cause of Physical

F.ducatioH in I n d ia . In 1924, this institution started a

five weeks summer course for youngmen aid woti«?:1 , A yojtli

completing ^.hls course was awarded th e title of Wyayj.n

vishadd'. H er e, in 1945, the National Association of

Physical Flducation a n d Recre-a*:Ion o f India was for me d.

 39

PHYSICAL EDUCATION P R I O R T O 1 8 82

The primary o b j e c t ’ of th e schools that were

established before the creation of the Department of

Public Instructions, Bombay was the development of mind

by teaching facts without least attention to t he

development of the bo dy . During this period, physical

education of the students, was totally neglected.

Things began to change a little better after the

creation of the aforesaid department. Some institutions

began to take some steps fo r p r o v i d i n g physical education

in their institutions. For example, the Elphinstone

College, Bombay established a cricket club in 1 8 62 to

1863, The Poona College had a Mull Khomb and a Gynastic

Trainer in its staff in 1867. By 1881, this Poona College

ha d clubs for boating, cricket and tennis and the

Government schools gynastics were provided and Indian

games were introduced. However, it may be said that

physical education was comparatively neglected in p r i v a t e

schools and colleges of this period.

Miss Corpenter, the well known social worker of

England, paid a visit to Bombay in t he sixties of th e

last century. She dr e w the a t t e n t i o n of the g o v e r n m e n t of

Bombay to t he urgent need of providing physical education

in government schools. The subject thus received its

first consideration as a m a t t e r o f p o l i c y after 1866. One

 40

of the the results of her suggestion was the introduction

of physical education in the training colleges f or men.

In all these institutions gymnastics and drills were

introduced as a part of t he school routine. It is not

possible, however, to know-the extent and man n e r in w h i c h

physical education was introduced in p r i m a r y schools as a

result of this training. But here al so , as in the

secondary schools, the result of this training. But here

a ls o, as in t he secondary schools, the result must h a ve

depended mostly on the person a l inter es t of the teacher.

77, s 8 2--4
The second result of her suggestion was the

introduction of a c la u s e in th e r e v i s e d grant-in-aid code

which permitted sanction of building grants for

gymnasium. The third r esult of her suggestion was to d r a w

t he attention of departmental officers to th e p r o b l e m of

physical education. The Inspectors were now required to

submit a special report on physical education a nd these

were annually published as an appendix to the Directors

Report with effect from 1 8 7 9- 8 0.

b) PHYSICAL EDPCATION BETWEEN I S P^ a N D 1 9 1 2

The Indian Education Commission recommended that

physical developments be encouraged by promotion of

native g a m es , gynastics, school drills and other

exercises suited to individual school. This

recommendation was accepted by the government, as a

result of which physical education began to r e c e i v e m u c h

greater attention than before.

 41

This trend was further strengthened by the call of

the universities and public leaders to give more

attention to physical education. Between 1882 and 1892,

t he Bombay Government t o ok a number of measures for the

d e v e l o p m e n t of physical education. The Central Sir Dinsha

Manikji Pelit Gymnasium in Bombay was given a building

grant as well as a recurring grant to it s staff on

condition that it trained competent teachers of

gymnastics. This may be described as th e first training

scheme organised for th e teachers of physical education

in Bombay s t a te . Besides, Bombay Government granted land

for play grounds to schools wherever government land w a s

available. Al l the government high schools were provided

with gymnasia and play ground. Equipments for physical

education wa s supplied to primary schools. Inspectors

were instructed to pay particular attention to physical

education, school gymifa khanas became a more regular

feature of secondary schools. As y e t n o r e g u l a r gr an t was

available, but special grant for physical education was

given for p u r c h a s e of apparatus.

Early in 1894, it was suggested to Bombay

Government that in c o l l e g e s an d schools, a t t n d a n c e a t t he

gymnasium should be m ad e compulsory. No students would be

permitted to appear at any higher examination of th e

university unless he p r o d u c e d a certificate of attendance

 42

in the gymnasium or play grounds from the Principal of

his institution. The aforesaid suggestion was circulated

among the principals of colleges and high schools, but

the response was not favourable. After careful

consideration the Government felt that there was no need

for insisting on compulsory attendance in physical

training classes. The reports of Director of Public

Instructions showed that there was a distinct voluntary

inclination towards physical exercises and that was a

better way of promoting physical education than by making

it compulsory. The government decided to watch with

interest the progress of the voluntary movement, and if

it continued at the present rate, the necessity for

compulsion would not arise.

It is an idle speculation to imagine what might

have happened if physical education had been made

compulsory in 1894-1895 as suggested by the Bombay

Government. But it appears that a good opportunity was

lost for no apparent reasons. During the next 18 years,

physical education continued to plod on along the general

lines as indicated earlier during the early British

period and thereafter.

A gradual feeling began to develop that the policy

laid down in 1894-95 had become absolete and that the

time to give a new lead had atlast arrived.

 43

P H Y S I C A L E D U C A T I O N B E T W E E N 1912-1937

During the first decade of the twentith century,

physical education based on Swadish gymnastics, games and

sports was introduced as a part of the educational

curriculum in Britain. The British educational

authorities in India, took similar steps in European

schools and also schools meant for nobility. The

missionary schools also followed suit. For example, in

1903, the St. Joseph's High School at Biliary in South

India used the after school hours for physical training

exercises for all students.

The government of India itself was aware of its

own responsibility to help lay the foundatipn of a sound

system of education all over the country. So in 1912 the

education department of government of India sanctioned a

non-recurring grant of 25 lakhs for distribution in all

provinces for school hygiene and aquire of play grounds.

This encouraged organised games in the country as a part

of educational programme.

In 1908, Dr. J. Henry established the first 'Young

man's Christian Association (Y.M.C.A) in India at

Calcutta. Soon many other Y.M.C.A. Associations came into

existence in the country. With the advent of Y.M.C.A, The

Indian Physical education programme changed from Swadeshi

 44

gymnastics and military drills to one of individual and

team sports and recreation activities. In addition to

English sports of field hockey, rugby, football, track

and fiej-d atheletics was given due encouragement. The

Y.M.C.A. approach to calisthenics and drills was quite

different from that of the retired military instructors

of the previous years. The play ground movement was

initiated and recreation systems were established in big

cities and towns.

Out of the grant of Rs.25 lakhs, the Y.M.C.A. in

India also received a substantial subsidy to meet the

salaries of the physical director, whose services were

also utilised by the Education Department of Government

of India. Mr. P.C. Wren was the first physical director

of the Y.M.C.A in India. Under his leadership a class was

held in 1913 in Poona by the Education Department to

train teachers to teach simple physical training

exercises and games in their respective schools. A hand

book for the guidance of these teachers was also

p ub lis he d.

This grant enabled all the European schools in

Madras to create a post of physical director and to give

further impetus to organised games in such schools.

The drive for educational reforms started by Lord

Curzon in the early years of the twentieth century was

reflected in the field of physical education also. Plans

 45

for the training of teachers of physical education and

the organisation of physical, activities on modern lines

were prepared and put into effect in 1913. In the same

year, Mr. Wren was placed on special duty to train

teachers. As a result of his initiative, the drill system

devised by him was adopted in almost all government

schools. It was soon reported that the system was serving

its purpose very well and the exercises served as an

excellent means of relaxation. But mainly owing to the

small number of trained teachers, the work of Mr. Wren

did not have any lasting impact in the growth of physical

e du ca ti on .

After the end of the first World War in 1918 there

was general awakening in all sections of Indian society.

Education was looked at from national point of view for

the first time.

The national awakening of the Indian people and

the growth of Vyamashalas, Akhadas and Talim Khanas has

been dealt with in earlier pages.

An organised programme of physical activities

based on children's activities was regarded .an essential

for good education. A great need was now felt for trained

physical teachers. To fulfill this demand the Y.M.C.A. at

Madras took the lead and established the National

Y.M.C.A. school of Physical Education in India in 1920.

 46

The school functioned well under the devoted principal

Mr. M.C. Buck. In 1931-32 this school became known as the

Y.M.C.A. College of Physical Education and gained

international reputation. Since 194D the institution

became co-educational and offered three types of courses

Diploma, Government Certificate High Grade and Government

Certificate Lower Grade. Thousands of young men and women

had been trained as teachers of physical education since

then.

By the end of 1920, the well organised government

schools had a good lay-out for physical education. Out-

tdoor games received a good deal of encouragement and

became popular. Private sports clubs were formed at

important centres in main cities. By this time, the

importance of physical education as a part of education

curriculum received recognition from the higher education

authorities. Drill masters were employed in schools

They conducted all physical activities with enthusiasm.

But their educational qualification was too low and hence

much different from other members of the school staff and

this tended to set them apart.

Government, therefore, decided to make a more

permanent arrangement for training teachers for physical

education . For this purpose, a special post of the
Director of,Physical Education was create^ in 1^25, and
Mr. p'red Weber of the Y.M.C.A, Bombay w^s appointed to
it. He conducted courses
 47

of physical training and mass f^rill in several cities of

the province. The system advocated by him was taken up in

government secondary schools and given considerable

publicity.

The government college of physical education was

established at Hyderabad, Deccan in 1931, with Mr. Weber

as Principal. Physical education was made compulsory in

all the primary, middle and high schools of the former

state of Hyderabad. He remained principal of the college

till 1^45, In 1952, the college was put under private

control and was known as the Academy of Physical

ePlducation. It then reverted to government control. Its

course lasts one academic year. At the end of the course,

graduates were awareded 'Diploma' and non-graduates

ce rt if i ca te s.

Mr. Wren, Mr, Weber and others could not succeed

in making any lasting impression on physical education in

schools. This was so because they had no training

institutions to work through. Further the continuity of

their work was broken by the untimely retrenchment of

Mr. ^'^ren in 1 ”?'^.

In 1^30 Mr. James Buchan; Physical Director of the

Y.M.C.A. Calcutta called a meeting of citizens for the

organisation of youth welfare councils on provincial

basis. The object of the councils was to promote the

health of the Indian youth through extention of health

services and instructions in schools. It aimed to provide

 48

qualified teachers of physical education by establis­

hing a college of physical education in each province.

His plan proved to be major success in the development of

physical education both before and after independence of

India.

In 1932, the Government of Bengal established the

Government College of Physical Education at Calcutta. Mr.

James Buchanan was appointed as principal. His intensive

trainingn of teachers was so highly regarded that there

was a great demand for 'Buchanan trained' teachers of

physical education. In 1956, the college became

c o e d u c a ti o na l.

In 1932, The Christian College of Physical

Education was established at Lucknow under private

missionary management. Dr. Arthur W. Howard was appointed

principal. The college was a unit of Lucknow Christian

College and was under the control of its Board of

Governors. The College was recognised by the Department

of Public Instructions, Uttar Pradesh. The course lasted

for one academic year, admitting graduates to the diploma

course and under graduates to the certificate course.

An experiment in physical education undertaken by

the Bombay University during the period deserves special

mention. The physical education committee (1927) writes

that the Principals of three Art Colleges at Poona

(Rawbinson, Kanitkar and Shah) have for more than one

year successfully carried out a scheme of compulsory

 49

physical training of students of the colleges. The scheme

created treat enthusiasm among the students and has

worked very successfully for over three college terms.

The interesting part of this experiment is that games,

drills and gymnastics have been coordinated and a touch

of military training has been given with a view to create

interest.

The Government was not able to take adequate

measures for development of physical education during

this period. The inadequacy, however, was made up to some

extent by non-official efforts. These were the days when

the movement for National Education was at its height and

physical Education found a prominent place in it. The

task of creating public interest in this matter and of

training specialised teachers of physical education was

u n d er ta ke n.

A large number of teachers trained by three H.V.P.

Mandal, A m a r a v a t i , worked in the schools of this state

particularly of Vidarbha.

These institutions did a lot in popularising

physical education among the people and in promoting the

cause of indigenous games and exercises. It was mainly

owing to the efforts of these institutions that physical

education made a little progress during this period.

 50

Prior to 1937, physical education was generally

regarded as being confined to 'school drill' which was

entirely optional in character and frequently looded down

upon even by the pupils. To be delicate in health and

'strong' in mind was a matter of pride in those days.

Since 1937, physical education has been regarded

as a part of general education and made compulsory for

all school children in Bombay, The first syllabus for physical

education was introduced in 1928. In the light of

experience gained, the syllabus from class I to IV, V to

VIlT,and XI was revised from time to time. The Government

also introduced a scheme for medical inspection of school

children on compulsory basis. Every student was required

to undergo medical examination atleast thrice during his

school life.

ROLL OF CENTRAL ADVISORY BOARD OF EDUCATION

IN THE DEVELOPMENT OF PHYSICAL EDUCATION.

The Central Advisory Board of Education was

established in 1935 by the Government of India.

The Board adopted a specific resolution at its

twelveth Meeting in 1946, where in item XVIII of the

proceedings given special importance by mentioning the note

that the Board then proceeded to consider the question of

making physical education an examination subject in High

Schools. While the Board were in sympathy with the

objectives of the proposal that schools should take all

 51

possible care for promotiori of physical welfare of

children in their care, they were unable to accept the

view that 'physical fitnes^' could be included as an

examination subject. Apart from practical difficulties,

the Board felt that the ir ,object of physical education

would be defeated if J^e suggestion was accepted.

Further, the Board of opinion that establishment of

an expert committee on physical education would not serve

any useful purpose. The Board in the first instance would

like to see what provisions have been made in regard to

the health of the school child in the first five year

programme of educational development.

r o a r d 's fifteenth meeting (1949)

Physical training became a compulsory subject from

this year and the council of .physical culture is steadily

widening its sphere of influence, through money grants

and technical advice over the general population both in

urban and rural areas.

In this meeting the Board took note of the interim

report of the committee for physical education and

suggested that in preparing its final report, the

committee should keep the following points in mind:-

(a) In allocation of expenditure between central and

provincial governments for the implementation of the

programme of physical education, the contribution of the

centre should be 50 percent and not 90 percent, (b) The

cooperation of the Ministry of Defence should be secured

 52

for furthering the development of physical education in

the country and full benefit be taken of the physical

training schools at Poona and other centres by the said

ministry.

BOARDS NINETEEN MEETING (1952)

The Board in its Nineteenth Meeting considered the

report of its committee on the promotion of youth

movement in India. It emphasised the need for opening

annual training camps to train scouts leaders including

guides. It also stressed the need for starting Olympic

organisations for promotion of atheletic activities. The

Board also recommended the opening of youth hostels and

providing travel and other facilities for students and

advised that special attention should be paid to the

needs of children leaving schools at the age of 12.

Further suitable organisations should be set up for their

educational and other needs.

B A O R D ’S TWENTEETH MEETING (1953)

The Board in its twentieth meeting further

recommended that the state government should promote

hobbies and establish scout and guide organisations and

stressed the importance of athletics and N.C.C. in the

schools.
 53

BOAR'S TWENTY FIRST MEETING (1954)

The Board in its twenty first meeting considered a

note on stuc^ents indiscipline prepared by the secretary.

Ministry of Education. It recommended that the Central

government should give loans on easy terms to state

governments for improving ’ facilities like school and

college hostels and play grounds. The state governments

should similarly float loans for the purpose and students

in secondary schools and colleges should be given greater

opportunities for participating in such co-curricular

activities as the N.C.C., scouting and guiding and other

social services.

POST INDEPENDENCE ERA

India regained her freedom in 1947, This

necessiated the formulation of new educational policy to

build up a new nation. The subject of education was

entrusted to the states and the centre retained the

affairs of co-ordination and formulation of national

policy on education keeping in view national obectives. A

large number of schools were established in the country.

Education was made free and compulsory up to the age of

i 14 years. Hundreds of new colleges and universities came

into existence to forster to the needs of the country.

Through physical education was considered part and

parcel of school education, the drive was still not

sufficiently vigorous. No doubt, a considerable number of

institutions for training teachers for physical education

had come up after independence but the administrative

machinery remained almost the same. A number of new

schemes were put into operation to boost up the standards

of sports. But most of these schemes either met with

utter failure or were limping only. The off-quoted slogan

"catch them young" became a thing of the past.

The Ministry of Education, Government of India set

up (i) Central Advisory Board of Physical Education and

Recreation in 1950 (ii) All India Council of sports in

1954. The purpose of these bodies was to suggest ways and

means to further the cause of physical education and

sports in the country.

NATIONAL PHYSICAL EFFICIENCY DRIVE

The introduction of the National Physical

Efficiency Drive strengthening the colleges- of physical

education in the country and encouraging the states

sports councils and other agencies to develop play

fields, stadia and swimming pools were some of the

important steps taken by the Government for promotion of

sports and physical education. It was launched by the

Ministry of Education in 1959-60. The plan consisted of

certain items of physical efficiency tests which

prescribed standards for achievements. It was hoped that

it would arouse interest in men and women to improve

their performances and thus stimulate their keenness for

physical fitness.
 55

NETAJI SUBHASH NATIONAL INSTITDTE FOR SPORTS

On the recommendation of the Ad-hoc enquiry

c o m m i t t e e o f 1958, the N e ta ji Subha sh I n s t i t u t e o f Sports

was e stablished by the Government of In d ia at P a tia la .

The m ai n o b j e c t i v e s w e re : -

i) Producing coaches of high c a lib re in various

games•

ii) Rendering assistance to sports bodies in tale nt

hunt an d tra in in g of up- com ing a th e le te s through

its R e g io n a l Coaching C e ntre s.

iii) P o lish in g the N ational Teams before th e ir

p a rtic ip a tio n in In te rn a tio n a l com petitions.

iv) C onducting re- orientatio n courses for p hy sical

education teachers.

v) C arrying out Research in issues re latin g to

sports.

vi) O rgan isin g se m in a rs > conferences# c lin ic s and

tournaments in games and s p o r t s .

v ii) H elping Afro-Asian co untrie s in the tra in in g of

th e ir p e r s o n n e l as coaches.

v iii) A w a r d in g sch olarsh ip to students studying in

secondary stage who are p ro fic ie n t in games and

sports.

ix) Functioning as the S e cre tariat of A sian A th le tic

Coaches A s s o c i a t i o n , In d ia n A s s o c ia tio n n o f Sports

M e d i c i n e and I n d i a n A s s o c i a t i o n o f t r a c k and f i e l d

coaches.
 56

x) C arry ing out the rural sports programme of the

Gove rn me nt o f In d ia .

NATIONAL DI SC IP LIN E SCHEME

The N a t i o n a l D isc ip lin e Scheme came i n t o existence

on July 2 4 , 1954 at L ajp at Nagar, New D e l h i . It was in

1965 that N .D.S. was merged w i t h A .C .C. ( A u x i l i a r y Cadet

C o rp s) on the recommendation of the Kunzuru Committee.

F in a lly th is scheme came t o be known as N a t i o n a l Fitness

Cor ps (N .F .C ). The a i m s and o b j e c t i v e s o f t h e scheme were

(a) To make t h e y o u t h h e a l t h y i n mind and body and i n s t i l

in them a s e n se of p atrio tis m , se lf- re lian c e , tolerance

and se lf- sa c rific e , (b) To d e v e l o p human values and to

b u ild in them a d e s i r e to s e r v e t h e c o u n t r y and h u m a n i t y

at large.

The programme of the scheme c o v e r e d items suc h as

p hy sical tra in in g , a d m in istra tio n , o rg a n isatio n and

cu ltu ra l programmes.

NATIONAL CADED CORPS

The N . C . C was i n t r o d u c e d in t h e y e a r 1948 by an a c t

o f the p a r lia m e n t. Since then i t has expanded t h r o u g h o u t

the country. The scheme was o p e r a t e d by t h e M inistry of

De fe n ce in co-operation w ith the state governments,

through the D irector General of N.C.C. It consisted of

three se c tio n s i.e . senior, j u n i o r and g i r l s .

 b/

There was a Central Advisory C om mi tt e e presided

over by the De fe n ce M inister to a d v i s e t h e g o v e r n m e n t on

a ll m atters concerning the expansion of N.C.C and M.C.C

The t r a i n i n g was u s u a l l y given in s c h o o l s and c o l l e g e s ,

AUXULIARY CADED CORPS ( A . C . C )

The aux u liary caded corps came into being in 1952

as a supplement to the Jr. D i v i s i o n o f N .C.C. It's motto

was serv ice to the country. Bo th boys and g irls w ith in

age group of 13-16 were adm itted to the corps. The

tra in in g included P.T.# d rill, team games, fie ld craft,

firs t a id , sa n ita tio n and hygiene. In addition to these

home-nursing was taught to the g irls as a sp e cial

su b je ct. The A .C.C. was merged w ith th e ' programme of

N .C.C. in 1965.

INDIAN OLYMPIC ASSOCIATION

In 1927, the Indian Olympic A ssociation came i n t o

existence. Since then it has been fu n ctio n in g in India

and is a ffilia te d w ith the In te rn a tio n a l O ly m p ic

Com mi tt e e fl.O .A ).

COMPULSORY PHYSICAL EDOCATION IN SCHOOLS

In 1^6 2, after the I n d o - C h i n e s e w a r, t h e go ve rn m en t

of India decided to give serious consideration to a

scheme of compulsory p hy sical education in schools. It

was the policy of the g o v e r n m e n t t o r e l y on t h e strength

of the army in a ll m atters of defence. Rut the a fo r e s a id

 58

experience showec^ that the second and th ird lin e s of

defence m u st always be replenished by recruitm ent from

the general p u b lic. For th is a new i n t e g r a t e d scheme o f

compulsory p h y sical education was scheduled to be put

in to effect from J u l y 1963. The p l a n n i n g c o m m i s s i o n made

a provision for six crores and forty lakhs for the

im plem entation of the new scheme. The scheme c o v e r e d a l l

students from class VT t o class XT. Five periods of not

less that 45 m i n u t e s ea ch were t o be d e v o t e d t o p h y s i c a l

tra in in g . However, the scheme fa ile d to come i n t o force

in its true s p irit.

DEVELOPMENT BY THE ONION GOVERNMENT IN TRE FIELD

ALLIED TO PHYSICAL EDOCATION.

a) C onstruction o f S tadia

The Adhoc Enquiry C om mi tt ee on Games an d Sports

(1^58- 59) appointed by the Go vernment of In dia

recommended that 'u tility stadium s' should be b u ilt on

'shram adan' basis. T h i s re c o m m e n d a t io n was e x p e c t e d t o be

follow ed where fin a n c ia l reasons m ight prevent a fu ll

sized stadium from b e i n g constructed. Under t h i s scheme,

fin a n c ia l assistance was to be extended to state

government, states sports .c o u n c ils . M u n ic ip a litie s and

D is tric t Boards for construction of stadia on a m a t c h i n g

b asis.

Under the scheme, the firs t stadium w as b u ilt at

P a tia la .
 59

b) M o u n t a in e e r in g

M ountaineering as a sports of adventure has been

g ain in g much p o p u la rity . It deserved sp ecial mention

after the o u t s ta n d in g success in 1065 by t h e Indian teams

in conquering the sumrnit of the w orld. The H im a l a y a n

M ountaineering In stitu te set up at D arjeeling was d o i n g

much useful w or k. The U n io n Government had set up a

committee in 1965 to make r e c o m m e n d a t io n s about the

development of the Eastern H im a l a y a n M ountaineering

In stitu te a t M anali,

c) A r ju n and o t h e r Awards t o s p o r t s p e r s o n s

The Un ion Gov ern me nt in s titu te d "Arjuna Awards" to

honour sports-men and women for th e ir outstanding

performance in games and sports. These awards were

in stitu te d in 1961 and twenty sports men in d iffe re n t

games were honoured. Nine sports men received these

awards in 1962, se ven in 1963 and seven in 1964. The

aw ards are given by the P resident of In dia in a sp e cial

fu n c tio n . The "Arjuna Award" is the h ig h e st national

honour for sports person in In d ia. It is awarded on t h e

r e c o m m e n d a t io n o f A l l India Sports C o u n c il.

The Go vernment o f India also decorated some s p o r t s

p e rso n alitie s w ith the award of "Padma Sh re e " and "Padma

Bhusan".
 60

d) D e v e l o p m e n t of V y a y a m a s a l a s and Akhadas

Under th is scheme, grants were paid to d iffe re n t

Vyayamasalas, Akhadas, sports clubs, recreatio n centres

etc. for purchase of lib ra ry books and e q u i p m e n t s on t h e

b a s i s o f 7S p e r c e n t o f the e x p e n d itu re .

e' S c h o la r s h i p s f o r H ig h e r S t u d ie s in
P h y s ic a l E d u c a t io n

This scheme provided for award of four

scholarships for sp e c ia lisa tio n in some selected

indigenous p h y sical education a c tiv itie s . The value of

the scholarship was Rs.200/- per month and was tenable

for one year. Three candidates were selected for yo g a ,

w re stling and fo lk dances by The C e n t r a l Advisory Board

of Physical Education and Recreation in 1960-61. Later

th is scheme was a b o l i s h e d a l o n g w i t h t h e a b o l i t i o n o f the

Central Advisory Hoard of P hysical Education and

R rcre a tio n .

THE NATIONAL POLICY ON EDDCATION (1967-68)

The N ational P o licy on education a n no u n c e d by t h e

Go vernment of India in 1968 attached sp e cial importance

on sports, games and other vigorous p h y sical exercises

and stated that the Games and s p o r t s shouT<^ be d e v e l o p e d

on a large scale and on p rio rity basis, w ith the object

o^ im proving p hy sical fitn e ss and sportsm anship of the

average student rather than only tra in in g champions.

 bi

There shoul^^ be g r e a t e m p h a s is on t h e p r o v i s o n o f p l a y i n g

fie ld s and on t h e fu lle s t use o f s t a d i u m s by e d u c a t i o n a l

in s titu o n s . Coaches should be provided in schools and

colle ge s. Special efforts should be made to develop

hockey, fo o tb a ll, vo lley b a ll, w r e s t l i n g and I n d i a n games

lik e Kabadi or Kho-kho w h i c h cost little but provide for

vigorous p h y sical exercise. H ik ing and m ountaineering

need s p e c i a l encouragement.

N . C . E . R . T CURRICULUM IN PHYSICAL EDUCATION (1975)

The C ouncil prepared in 1975 a p a p e r on "A p pr oa c h

to the curriculum for the 10 year school" in which

p h y sical education was considered as one of the seven

compulsory subjects w ith the object of inte g rating it

in to the new pattern of education suggested by the

Education Com m is si on in 1966. This c o u n cil a ls o prepared

in 1975 a draft cu rriculum in p h y sical education for

classes I to X. T hiscurriculum covered a l a r g e number o f

op tio nal subjects for the p artic ip a n ts . The curriculum

also e m p h a s is e d in c lu sio n of health education under the

programme. Guide lin e s for teacher requirem ents, play

ground, equipments and time allo c a tio n had also been

included in the draft curriculum . This idea was to

develop a workable programme of p hy sical education. The

draft also pointed out that the c hie f objectives of

p hy sical education was to provide recreatio n and

enjoyment t o a l l p u p ils. A n o t h e r o b j e c t i v e was t o imp rove

the n a t io n a l standards i n s p o r t s and games.

 62

NATIONAL SPORTS PQLIC y C 1980)

In 1980 the 'A ll India C ouncil o f Sports' framed a

n atio n al sports p o lic y which m ainly dw elt on

o rg an is atio n al aspect w ith e m p h a s is on com petitive

sports. The idea was to provide c o a c h i n g t o s p o r t s so as

to w in lau re ls in in te rn a tio n a l fie ld . It recognised the

r i g h t o f e v e ry c i t i z e n to p a r tic ip a te i n games and s p o r t s

and other re cre atio n al a c tiv itie s to make the nation

s t r o n g and h e a l t h y .

It also set the primary goal of m ak in g a ll Indian

c itize n s aliv e t o t h e need f o r r e g u l a r p h y s i c a l e x e r c i s e s

from e a r l y c h i l d h o o d t o an a d v a n ce d a g e . To a c h i e v e t h i s ,

not only p hy sical education was to be made compulsory

c u rricu lar subject at a ll levels of education# but also

mass consciousness on p hy sical education was to be

aroused. U niversal p a rtic ip a tio n was to be ensured by

providing easily a v a ila b le fa c ilitie s .

The D raft N ational Sports Po licy outlin e d

programmes for the impro ved fu nc tio n in g of the two

Central In stitu te s in Sports and P hysical Education,

G w a l i o r and P a t i a l a .

THIRD ALL INDIA KDOCATIONAL SURVEY (1979-82)

It is now r e a l i s e d that the s c h o o l s have t o p l a y a

much greater role than merely providing class room

in s tru c tio n s . They have t o p r o v i d e fa c ilitie s and s e r v i c e

 63

to the p u pils for th e ir p h y sical w ell- being w hile games

and sports are regar<ied as i n t e g r a l part of school

e < ^ u c a ti o n , many o f t h e schools s u f fe r fr om l a c k o f s p o r t s

equipm ents anf^ m ate ria ls. Da ta are neede<^ to assess

a d e q u a c y o f s p o r t s e q u i p m e n t s and m a t e r i a l s in schools.

FTNDTNG OF THE SURVEY FROM ADEQUACY POINT

OF VIEW (MIDDLE SCHOOLS)

Out of 90 ,6 81 m iddle schools, games and sports

m ate rials are a v a ila b le only in 68 ,2 2 6 schools (75.24%),

of these 57.208 are in rural areas and 11.016 in urban

areas. A com parision between the urban and r u r a l schools

shows that (7S,2'^’ %^ o f schools in r u r a l a r e a s have t h e s e

fa c ilitie s whiTe (73.68%) of the urban s c h o o l s have t h e s e

fa c ilitie s . It is a l s o observed t h a t o n ly 53,38^^ (58,87%)

m iddle schools hav e play ground f a c i l i t i e s , *^hus it is

observed t h a t t h o u g h a l a r g e number o f s c h o o l s have games

and sports equipm ent, t h e y do n o t have play gr ou n d

fa c ilitie s . As the over a ll p o sitio n ind ic a te s, even

a m o n gs t a ll the states th is fig u re is q u ite high,

although i n no s t a t e s a l l t h e s c h o o l s have t h i s fa c ility .

I n c a se o f p r i m a r y s c h o o l s ; l a r g e number o f s c h o o l s u n d er

p riv ate management have th is fa c ility in com parision to

local b o d ie s or government.

About adequacy, although (7 5, 2^ %) of the m iddle

schools have reported a v a ila b ility of games and sports

m ate ria ls, only (23,53%) of schools have reported that

the a v a ila b le equipments is ar ^equate. A.jain, in case of

primary schools, the proportion of schools at th is stage

in rural areas is com paratively less (20,28%) than those

in urban area (40,43% ). Thus the p o sitio n regarding

ar^equacy is far from satisfacto ry , both in urban and

rural areas .

SKCQNDARY AND HTGHKR SECONDARY SCHOOLS

O u t o f 47 ,6 21 H ig h and H i g h e r S e c o n d a r y S c h o o l s and

P re- U niversity C olleges 33 ,5 7 2 {7P,0Q%) in s titu tio n s

e ith er own th e ir play ground or share i t w ith o th e rs . So

f a r p o s s e s s i o n o f games and s p o r t s m a t e r i a l is concerned,

it is observed that 39,046 (91.61%) schools hav e th is

fa c ility w ith th em . Thus it is observed that atle ast

S4 .7 4 in s titu tio n s pos se ss games and sports equipm ents,

but do n o t have play ground fa c ilitie s . Coming t o s t a t e s

it is seen t h a t more t h a n 80% i n s t i t u t i o n s have g o t games

and sports m ate ria ls. Tt appears that in A ndh ra P r a d es h

(95%), Assam f9 '5 ,0 'i^ , Hariyana (93,08%), Karnataka

(93.08% ), Jammu and K as hm ir (94,04%), Kerala (97,02%),

Madhya P r a d es h (91.09%), Manipur (90.06%), N a g a la n d

(94%), O rissa (28%), Punjab (95.02%) in s titu tio n s have

fa c ilitie s for games and sports equipm ent. In c a se of

secondary schools and Higher Secondary Schools it is

observed that (95.04%) of in s titu tio n s situated in ru r a l

areas have sports and games m a t e r i a l s w ith th em , whereas

the number is only (85.07%) in urban areas. Even in

regard to adequacy, it is seen that in (^52,08%)
in s titu tio n s , it is adequate, w hi c h is much h i g h e r that
in s titu tio n s i n m i d d l e and p r i m a r y l e v e l .
 6S

2.2 DIFFERENT COMMITTEE COMMISSIONS

REPORTS ON PHYSICAL EDDCATION

The Gov ern me nt of Bombay was anxious to develop

Physical Education. In 1^527 a committee under the

chairm anship of Mr. K.M. Mu ns hi was a p p o i n t e d to report

on p h y sical education, but its recommendations re m a in ed

in cold storage due to e c ono m ic stringency that

affected India alo ng w ith o th e r c o u n t r ie s o f the w o rld . A

number of sp ecial comn\ittees were appointed to

inv estig ate into and report upon the various aspect or

the problem. Some o f them a r e d e s c r i b e d below:-

SWAMY KUVALAYANANDA-CHOTUBHAI PORANI COMMITTEE ( 1 9 3 7 ) :

The p o p u l a r M i n i s t r y i n Bombay a p p o i n t e d t h i s F irst

Special Co m mi tt ee in Septem be r 1937 (I) to suggest

m ea s ur e s for the i m p ro ve m e n t and development o f P hysical

education in the and (2) to draw up an a c t u a l scheme o f

p h y sical education f o r p r i m a r y and s e c o n d a r y s c h o o l s . The

committee subm itted its report w ith in three months and

there i n recommended t h e f o l l o w i n g :

1) The ideal and objectives of p hy sical education

should be redefined and the need of inte g rating

p hy sical education w ith in te lle ctu a l education

should be s t r e s s e d ;

2) A standing Advisory Com mitt ee or State Board to

advice Government on a ll matters p e rta in in g to

 66

physical e^^ucation shoulc^ b e appointe^i;

3) A supervising staff for p h y sical e c ^u c a t i o n should

be a p p o i n t e d ;

4) A T raining In stitu te for the tra in in g of teachers

in p h y sical e d u c a t i o n . should be e s t a b l i s h e d on t h e

same lin e s as the Y.M.C.A. C ollege of Physical

E d u c a t i o n a t M ad ra s;

5) Short-term courses in p hy sical education for

secondary t e a c h e r s s h o u l d be c o n d u c t e d ;

6) P hysical education should be intro duced as a

compulsory s u b j e c t in a l l schools;

7) Indigenous p h y sical education a c tiv itie s should be

r e v i v e d and included in schools s y l l a b l e and'

8) There should be re co gn ition of gymnasia for

g ran t- in - a id ;

Most o f the r e c o m m e n d a t io n s of th is c o m m i t t e e were

accepted by the Go vernment and it may be said that the

development of p h y sical education in the state during

t h i s period and after has been m ainly guided by the

re c o m m e n d a t io n s of th is committee. For e x a m p le , the

T raining In stitu te f o r p h y s i c a l e d u c a t i o n was e s t a b l i s h e d

by the Go vernment in 1938 a t K and ivli (Bombay) w ith Mr.

P.M. Joseph as the P rin c ip a l, Mr. P.M. J o s e p h worked as

the p rincipal for nearly 20 years and gav e t h e c o l l e g e a

sound foundation. H is a d m i n i s t r a t i v e capacities attracted

the atte n tio n of the education M inistry, Government of

Ind i a .
 67

SWAMY KOVALAYANANDA COMMITTEE (1945)

Go ve rn m en t appointed th is second sp e cial committee

(1) to report on the working and future development of

the tra in in g in s titu te for p hy sical education, K andivli,

and (2 ) to report on t h e g e n e r a l progress of p hy sical

education in the state. This committee subm itted its

report in 1946 and made t h e f o l l o w i n g recommendations.

1) The ideal of world citize n s h ip may be achieved

through a properly organized programme o f p hy sical

education.

2) The State Board of P hysical E ducation should be

r e c o n s titu te d w ith a f u ll- tim e paid Secretary.

3) A new post o f the S ta te Inspector of P hysical

Education s h o u l d be c r e a t e d and he s h o u l d be g i v e n

an a d e q u a t e s u b o r d i n a t e staff.

4) The cond itions at the tra in in g in s titu te for

p hy sical education, K and ivli, should be improved

and its staff s h o u l d be made p e r m a n e n t .

5) One year c e rtific a te course in p h y sical education

should be conducted for m atriculate teachers, and

private in s titu tio n s should be r e c o g n i z e d for that

purpose.

6) P riv ate in s titu tio n s should also be r e c o g n i z e d for

co n d u c tin g short-term courses in p h y sic a l education

f o r Secondary Teachers.
7) Short-term in P hysical Education for P r im a r y

Teachers s h o u ld a l s o be i n s t i t u t e d .

8) An exam ination in p hy sical education should be

in s titu te d for a l l secondary school p u p i l s .

9) A chie f school m edical o ffice r should be a p p o i n t e d

and a scheme for the m e dical inspe ctio n of school

ch ild re n s h o u l d be o r g a n i z e d ; and

10) The G r a n t - i n - a i d to Se c o n d a ry Schools and gy m n a si a

should be Increased for m 25 per cent to 33^ per

cent.

Most o f r e c o m m e n d a t io n s o f t h i s c o m m i t t e e a l s o were

a c c e p t e d by t h e Gov ern me nt o f Bombay.

THE TARA CHAND COMMTTTKK ON SECONDARY

EDDCATTON IN INDIA (1948)

In May 1948, the Government of India set up th is

committee. The report of th is committee coveri a ll the

factors involved i n a programme o f p h y s i c a l e d u c j a t i o n and

I

the im p ro ve m e n t of the standard of games anjd sports,

i n c l u d i n g Olympic s p o r t s .

The committee macTe d e ta ile d recon^endations

i

concerning the central in s titu te of phy sical; education

for men and women. The c o m m i t t e e fe lt that i n d r a w i n g up

the courses, every endeavour should be made to u tiliz e

the i n d i g e n o u s m a t e r i a l on p h y s i c a l e d u c a tio n to the best

advantage to secure its proper inte gration w ith th e

western s y st e m in suc h a way, as many u ltim a te ly be

con<^ucive to the e v o lu tion of national s y st em o f s p o r t s ,

games an<i e x e r c i s e s .

The c o m m i t t e e has s u g g e s t e d a d e g r e e o f th re e years

du ratio n after In te rm e d iate , the la tte r part of w h ic h

should be b i f u r c a t e d as that student m ight sp e cialize

eith e r in p h y sical education or in c re atio n . The course

should Involve both th e o re tic a l subjects and p ra c tica l

a c tiv itie s . A post-graduate course of one year du ratio n

was suggested, open only to those graduates "who sh a ll

have put in at le ast two y e a r s in P hysical Education or

Recreational V ocations", con sistin g of fiv e subjects as

fo llow s: (1) Method or Research; (2) Test and

Me asurement; (3) O rganization and A d m in istratio n; (4)

Study of P hysical Education Movements in d iffe re n t

co untrie s and (5) One e l e c t i v e in a c t i v i t i e s .

The committee recommended that youth movementsf

s c o u t movements e t c . should be e n c o u r a g e d in a l l schools.

THE RADHAKRISHNA COMMTSSTON ON ONIVERSITY EDOCATION(1948-49)

It was appointed by the Go vernment of India to

report on Indian U niversity Education and suggest

imp ro ve me n ts and extensions that may be d e c i d e d to su it

present and future requirements of the country. It made

useful r e c o m m e n d a t io n s for the prom otion of physical

ef^ucation for the students along w ith other educational

programmes.
 70

The g e n e r a ' ’, d e f i c i e n c i e s of p h y sical education at

the tim e of independence as pointed by the U niversity

E ducation Co m mi ss io n (1948-4Q) is w ell observed by the

In v e stig a to r and sum mer ized as that there is lack of

in te re st both on the part of the students and the

a u th o ritie s , in s u ffic ie n t train e d personal, dearth of

play ground and equipm ent, poverty of students, absence

of o rg a n iza tio n , poor types .of pr ogrammes, sm all v a r ie ty

of games c o n flic t w ith a c a d e m i c w or k, and in-convenience

of tim e. These seem t o be t h e m ost r e c u r r e n t o b stacles.

Further the inv e stigator is of the view that the

c o m m i s s i o n was o ^ the v ie w that little improvement could

be accomplished w ithout e stab lis h in g the prestig e and

im portance of the w or k. More expert leadership and

adequate staff should be provided, and the professional

status and pay o f p h y sical education personnel s h o u l d be

recognized as on a par w ith academic in s tru c tio n . The

p rovision of gymnasia, play grounds and equipm ent was

also e s s e n tia l.

It has come to the no tice o f the inv estigator th a t

health habits should be ingrained in to school child re n

and s y s t e m a t i c a l l y inclucated to the c o lle g e stage if our

young men and women a r e to have the p hy sical and m e n t a l

health w h ic h is esse n tial to in d iv id u al and national

power and h a p p i n e s s .
 71

Further the commission also recommended that (1)

Degree course in P hysical Education be s e t up i n c e r t a i n

U n iv e rs itie s . There should be at le a st one su c h degree

course in each province; (2) ea ch U n i v e r s i t y and

college should appoint a p roperly q u a lifie d (eith er a

M.D. or a Ph. D) d ire cto r of p hy sical education who

should have the status and pay of the other heads of

Departments, (3) A ll the r e c o m m e n d a t io n s of the Tara

Chand Committee, p artic u la rly about the estajDlishment of

the central in s titu te of p hy sical education should

undergo e x e c u tio n and t h i s central in s titu te should o f f e r

as a post-graduate degree to teach advanced courses

leading to sp e c ia liza tio n in various fie ld s of p hy sical

education that is o rg an iza tio n , a d m in istra tio n ,

recreatio n etc. such post-graduate course le a d in g to a

doctorate should be set up at one u n iv e rsity in each

province where D irectors of p hy sical education may be

train e d (4) There m u s t be p r o v i s i o n o f a d e q u a t e g y m n a s i a ,

playgrounds and p h y sical fa c ilitie s . (5) There must be

enlarged staff for compulsory p hy sical tra in in g during

assigned p hy sical education periods. (6) Two years of

p hy sical education should be required of a ll u n iv e rsity

students except the p hy sically u n f i t a*^d those in the

N ational Cadet Corps. (7) The department of physical

education should be headed by the D irector of P hysical

E d u c a t i o n who s h o u l d look a f t e r : -

a) Courses in P h y s i c a l Education,
 ri

b) The gymnasium and gym nastics, boxing, w restling ,

indigenous a c t i v i t i e s , exercises e tc ,

c) I n t e r - U n i v e r s i t y and I n t e r - C o l l e g e C o m p e t i t i o n s .

d) Intra- m ural com petitons.

8> The p r e s e n t plan of N ational C a d e t C o r p s w o u ld n o t

give students the a mo un t o f type of tra in in g required to

make a ffe c tiv e so ld ie rs in case of e m e rg e n c y. To make

corps more e f f e c t i v e for n atio n al defence, the follow ing

s u g g e s t i o n s were made:-

a) The c e n t r e should take over from t h e p r o v i n c e s and

states the r e s p o n s i b i l i t y fo r the a d m in is t r a t io n of

the Corps.

b) The center should d e ta il reg ular o ffice rs and men

from t h e Army, Navy and A i r C o r p s for in s tru c tio n

in t h e U n i v e r s i t i e s and c o l l e g e s .

c) There should be a through inspection of a ll u nites

at le ast once a year by regular o ffice rs who a r e

not associated w ith the u n i t s .

A sp e cial session o f 'the C e n t r a l A d v i s o r y Board o f

E ducation was c on ven ed in A p ril 1950 to discuss the

afore-referred Report of the Radhakrishnan Com mis si on on

U n iv e rsity Education (1948-49) w hi c h had recommended t h a t

t h e U n i v e r s i t y G r a n t s Com mis si on be s e t up f o r a l l o c a t i n g

grants. It was a l s o at the suggestion of the Board that

the Central Advisory Board of Physical Education and

Recreation was e stab lishe d in 1950, and the recent

development of p h y sical education in the country is

 73

l a r g e l y due t o t h i s h ap py b e g i n n i n g .

THE MODALATR COMMISSION ON SECONDARY EDUCATION(1952=53)

A number o f commissions were a p p o i n t e d in the p a s t

to survey I n d i a n E d u c a tio n . The I n d i a n Education (Hunter)

Com m is si on of 1882. The U nive rsity Com m is si on of 1902,

The C a l c u t t a U n iv e rsity (Sadler) Co m mi ss io n o f 1917, The

H a r t o g C o m m i tt e e o f 1929. The S a p r u C o m m it t e e o f 1934 and

the recent Radhakrishna Com mis si on of 1948-49 a ll of

which d e alt in c id e n ta lly w ith certain aspects of

Secondary E ducation. But no Com mi ssi on had so far been

appointed to survey the problems of secondary education

as a w h o l e . So t h e M u d a l i e r Co m mi ss io n had been e n t r u s t e d

w ith th is re sp o n sib ility .

The appointm ent of th is commission had been made

v e ry opportunately because there was cle ar evidence of

serious in te re st in th is problem a l l over the c ountry.

Many r e c o m m e n d a t io n s of the above liste d

commissions had not been implemented. Many responsible

people had therefore, questioned the lik e lih o o d of any

steps being taken to exa min e and implement the

re c o m m e n d a t io n s of th is commission. In rep ly , th is

commission w is he d to point out that In d ia 's needs of

today after In d e p e n d e n c e were d iffe re n t from what they

were i n the p as t under f o r e ig n d o m in a tio n .

 74

This Secondary Education Com mis si on under the

C ha irm an sh ip o f Dr. Laxmanswami M u d a l i a r made i t cle ar.

i) that econom ising in health education and p hy sical

w elfare is u n sou nd economy b e c a u s e t h e s t a t e has t o

spend much more on m edical services than it would

under properly organised schemes of p hy sical and

health education.

ii) that unless p hy sical education is accepted as an

integral part of education and the educational

a u th o ritie s recognize its need in a ll schools, the

youth o f the c o u n try , w h i c h forms i t s m ost v a l u a b l e

asset w ill never be a b l e to p u ll th e ir fu ll weight

in n a tio n a l w e lfare .

iii) that p hy sical education is much more than mere

d rill or a series of regulated exercises; it

includ e s a l l forms o f p h y s i c a l a c t i v i t i e s and games

w h i c h pr omo te t h e d e v e l o p m e n t o f t h e body and m i n d .

The commission recommended that the tra in in g in

p hy sical education should be comprehensive enough to

include a ll aspects of health education; physical

a c tiv itie s should be made to s u i t the i n d i v i d u a l and his

capacity for p hy sical endurance; fu ll records o f p h y s ic a l

a c tiv itie s should be m aintained; teachers of p hy sical

education should be given the same status as other

teachers of s im i la r q u a l i f i c a t i o n s ; and o t h e r t e a c h e r s o f
 75

the school below the age o f 4 0 , along w ith the p hysical

instru ctor, should ac tiv e ly p a rtic ip a te in the many of

the p hy sical a c tiv itie s of students. The teachers of

p h y s i c a l e d u c a t i o n s h o u l d be a s s o c i a t e d w i t h the te a c h in g

of subjects lik e physiology and hygiene and t h e e x i s t i n g

fa c ilitie s for the tra in in g of teachers of physical

education should be expanded by i n c r e a s i n g the seats in

the ex isting co lle g e s, by opening new colleges, where

n e c e s s a r y and by r e o r g a n i z i n g some o f t h e i n s t i t u t i o n s as

A ll I n d i a T r a i n i n g C e n t r e s t o w hi c h a i d may be g i v e n b o t h

by t h e c e n t r e and t h e s t a t e s . Regarding h e a l t h e d u c a t io n ,

the commission e m p h a s iz e d the need for a properly

organized school, m edical services in a ll states and a

through m edical exam ination of a ll p u pils w ith f o l l o w up

and t r e a t m e n t where n e c e s s a r y .

The commission ‘ a l s o recommended that for special

subjects lik e p hy sical education, dom estic science, Art,

Music, etc. there should be attached to the D ire c to r's

o ffice c e r ta in experts in t h e s e s u b j e c t s who w i l l inspect

the d iffe re n t schools p e rio d ically and help in improving

the stan d ards o f teaching .

The C e n t r a l A d v i s o r y Board o f E d u c a t i o n a p p o i n t e d a
sp e cial committee to look into the im portant
r e c o m m e n d a t io n s of the M udaliar Commission on Sec on d a ry
Education (1^52) and to indicate th e ir order of
p rio rity . The r e p o r t o f t h i s c o m m i t t e e was t h e b a s i s of
two programmes i m p le m e n t e d during the Second Five Year
Plan, that is the conversion of selected secondary
schools into
 76

m ulti-purpose schools and the replacem ent of the old

s e c o n d a r y s y st em by t h e new h i g h e r s e c o n d a r y s y s t e m .

SEMINARS ON PHYSICAL EDUCATION(1958)

The U nio n M inistry of Education arranged two

S e m i n a rs on P h y s i c a l E d u c a t i o n in 1958 as follow s.

1) THE ALL INDIA SEMINAR FOR PRINCIPALS OF

COLLEGES OF PHYSICAL EDUCATION.

The seminar for p rin c ip a ls was held at Madras in

February, 1958. Some of its most im portant

r e c o m m e n d a t io n s were as f o l l o w s

1) There should be m edical exam ination of a ll school

ch ild re n;

11) There should be more Degree C olleges of Physical

Education in the country, at le ast one in each

zone; and

iii) There should be a N ational Research C ouncil of

Physical E d u c a t i o n p r e f e r a b l y a t D e l h i w hi c h s h o u l d

undertake research projects for practical

a p p lic a tio n .

2 ) THE ALL INDIA SEMINAR ON PHYSICAL EDUCATION

FOR STATE INSPECTORS AND UNIVERSITY DIRECTORS

The A ll India Se m ina r for state Inspectors for

P hysical Education and U niversity D irectors of P hysical

Education was organised from 16 th to 30th May, 1958, at

Mahabaleswar, under the d ire c to rsh ip of Sri D.G.

Wakharkar, by t h e U n io n M i n i s t r y , o f E d u c a t i o n .
 77

Such seminars were expected to bring together the

w o r k e rs in the fie ld of p hy sical education, w ith a vie w

to studying th e ir problems inte n sive ly and sharing the

vie ws and e x p e r i e n c e at a stage, when p h y s i c a l e d u c a t i o n

was undergoing c ha n g e s in contents and methods and when

there was a great need for the w o r k e rs in the fie ld to

u n d e r s t a n d t h e s e modern i d e a s and t r e n d s .

The o b j e c t o f t h e s e m i n a r as s u g g e s t e d by t h e U nio n

M inistry of Education, was t o discuss t h e p r e s e n t system

of inspection and supervision of p h y sical education and

also the development of p hy sical education at

co lle g e /u n iv e rsity le v e l in the context of the N ational

p l a n o f p h y s i c a l e d u c a t i o n and R e c r e a t i o n p r e p a r e d by t h e

Central Advisory Board of P hysical Education and

R ecreation, and to discuss the development of physical

education a c t i v i t i e s in t h e community a s a w h o l e .

MAJOR RECOMMENDATIONS:

M a j o r re c o m m e n d a t io n s o f t h e s e m i n a r a r e summarised

as f o l l o w s : -

1) PHYSICAL EDUCATION AT THE SCHOOL LEVEL

a) P hysical Education should be a c u r r i c u l a r subject

in the schools at a ll levels and should be on p a r

w ith the s u b je c t s .

b) The programme o f p hy sical education and recreatio n

should c a te r to the needs, interests and c a p a c i t i e s

of the p u pils and should have "Carry over" value.

 78

It shoul<i p ro m ot e n o rm a l g r o w th and development,

m aintenance of health, a c q u isitio n of s k ills and

desirable so cial a ttitu d e and b e h a v i o u r ,

c) Leadership in the fie ld of p hy sical education

should c o n s i s t o f :

i) q u a lifie d staff

ii) s p e c i a l i s t coaches/ and

iii) student leaders.

d) Any of the follow ing q u a lific a tio n s should be

considered as an approved q u a lific a tio n for a

p e r s o n t o work as a p h y s i c a l e d u c a t i o n t e a c h e r i n a

secondary s c h o o l.

1) A Degree i n P h y s ic a l Education

2) A U n iv e rsity Degree w i t h a D i p l o m a in Physical

Education

3) A pass in Inte rm e d iate or its e q u iv a le n t w ith

a c e rtific a te in p hy sical education;

4) A pass in M atric or S .S .L .C . or S .S .C . or S.F.

Exam ination w ith a c e rtific a te in Physical

E ducation.

e) In Primary Schools, Classroom te a c h e r s sh o u ld teach

P hysical Education.

f) P e rio d ica l refresher courses should be organised

for in- se rvice p h y sic a l education teacher.

g) Special coaching camps should be conducted for

school physical education teachers at Government

cost.

h) Playgrounds should be provided by schools as l aid

down in the N a t i o n a l plan of Physic a l Education a nd

Recreation. Schools m ay, however, have playgrounds

with the following minimum l im i ts :

CATEGORY BOYS GIRLS

1) High Schools 5 Acres 3 Acres

2) Middle Schools 3 Acres 2 Acres

3) Primary Schools 4 to 1 Acre ^ to 1 A c r e

i) Schools havingexcess open space may be r e q u i r e d to

permit the use of such open space by the

neighbouring schools.

j) Kach school should have an indoor Gymnasium with

th e d i m e n s i o n s of 60* x 15'.

k) Schools should provide daily one period for

physical education in th e t i m e t ab le .

1) The syllabus given in t h e N a t i o n a l Plan of Physical

education a nd recreation should be followed in a ll

schools with suitable modifications wherever

necessary.

m) Medical inspection should be compulsory for all

pupiIs.
2) P H Y S I CA L EDUCATION I N THE U N I V E R S I T I E S

1) In o r fl e r to p lan and p ro m ot e p hy sical

ef^ucation, a Department of H ealth, Physical

Education ant^ R ecreation should be c r e a t e d in

each u n i v e r s i t y .

2) The U n iv e rsity Grants Com mission be requested

to make adequate grants to the U n iv e rsitie s

for the estab lishm e nt of the Department of

H ealth/ P h y s i c a l E d u c a t i o n and R e c r e a t i o n .

3) A d e q u a te p rovision for the m edical inspection

and follow -up work o f college students should

be made by appointing a sp ecial m edical

o ffice r a t e ac h u n i v e r s i t y .

4} The u n i v e r s i t i e s should i n c l u d e c o m p u l s o r y and

optio nal p hy sical education a c tiv itie s. The

N.C.C. should not be sub stitu te d for the

p h y s i c a l e d u c a t i o n programme.

5) P e o p l e s h o u l d be e d u c a t e d i n t h e w o r t h y use o f

le isu re . This should be a c h i e v e d only through

p u b lic ity of the rig h t kind, that is press,

film - strip s, e x h ib itio n s, dem onstration,

con ^^erences, l e c t u r e r s , p u b lica tio n s , etc.

3^ SUPK^^VTSION OF HEALTH, PHYSICAL EDUCATION

AND RECREATION IN SCHOOLS

The term "in spection" should be replaced by

's u p e rv is io n '. The a im of supervision should be t o help

the teachers of p hy sical education in th e ir work. In

order to make supervision serve its purpose fu lly , the

follow ing s t a f f may be p r o v i d e d i n each s t a t e :

1) Dy. Dreictor of Kducation for Physical Education

Recreation.

2) Two State Physical Education Officers f or men's

branch and w o m e n ' s branch separately.

3) Regional of Divisional Physical Education Officers

( M a n' s and women's branches separately), each in

charge of a unit of about four district physical

education officers.

4) District Physical Education Officers (Men's and

women's branches separately)# each in charge of

about 50 h i g h schools,

4) FUNCTIONS OF THE SgPERVISORY STAFF

1) Deputy Director of Education f or Physical

Education and Recreation should be an

administrative officer for physical education

and recreation. He should co-ordinate various

allied activities in t h e s ta te .

2) State Officers for Physical Education should

be r e s p o n s i b l e f or t h e s u p e r v i s i o n o f p h y s i c a l

education in schools, training colleges and

institutions of physical education in the

st at e, assisting the Deputy Director of

Physical Education in the formulation of

various plans and schemes and to s u b mi t their

own plans. In addition, they should organise

coaching camps, refresher courses, youth

 — fe s tiv a ls and school r a llie s . F in ally , tn e y

should co-ordinate the work o f the D ivisio nal

and the D i s t r i c t s t a f f o f P h y s ic a l E d u c a tio n .

3) D iv is io n a l or R e g io n a l O ffic e rs for P h y sic a l

Education sh o uld have the same d u tie s as the

State O ffic e r s , in relation to th e ir re g io n or

d iv is io n .

4) D i s t r i c t P h y s ic a l Education O f f i c e r s s h o u l d be

re sp on sib ile for the su p e rv is io n of 50 H igh

Schools and v is it to 50 primary a n d /o r m iddle

schools inclu siv e of Co-ordination

in s titu tio n s .

5) RECREATION FA C ILIT IES TO PUBLIC

1) M unicipal Corporations sh o uld have

recre atio n al s e c t i o n s where t r a i n e d organizers

should be appointe(^.

2) A s p e c ia l tax should be in c lu d e d in the budget

for the p ro v is io n of re c re a tio n a l fa c ilitie s

to the p u b l i c .

THK AD-HOC ENQDIRY COMMITTEE ON GAMES AND SPORTS(1958^59)

There was much c ritic is m in the press and among

p u b lic of the poor performance of In d ia n team s in

in te rn a tio n a l com petitions and the general de clin e of

sports in the country. In d ia n a th le ts had not been a b le

to secure even the 7th or 8th p o s itio n in Olympic

competitions. India's position was second in Asian Games

held in Delhi in 1951, fourth in Manilla in 1 954 and

seventh in Tokyo in 1958. The Government of India

therefore appointed an A d -h oc committee in 1958 u n d e r t he

chairmanship of the Maharaja of Patiala to investigate

th e persistence of low standards in sports in India and

the performance of the Indian teams in international

contests, such as Olympics and Asian Games, and to

recommend measures for improvement. It s terms of

reference were to enquire into the reasons for the poor

performance of Indian competitors in international

contests, to suggest measures to arrest the gradual

decline in the level of performance; and to recommend

steps for t h e i m p r o v e m e n t of standards.

MAJOR RECOMMENDATIONS

1) More facilities and better opportunities for

training and competition should be provided and

greater administrative efficiency achieved.

2) Greater facilities should be provided in

educational institutions in th e form of equipment,

playgrounds and funds.

3) Incentives in the form of credit f or a c h i e v e m e n t s

in s p o r t s and games should be p r o v i d e d .

4) H ea l t h , power of endurance, physical well-being of

young people should be developed by improvement in

nutrition.
5) The te r m of the o ffice bearers in a N ational

Federation or A ssociation should be lim ite d to

th re e years w ith o p tio n for re- election fo r another

ter m o f t h r e e y e a r s .

6) No office- bearer in one N ational F ederation/

A ssociation should sim ultaneously hold o ffice in

any o t h e r N a t i o n a l F e d e r a t i o n / A s s o c i a t i o n .

7) The A ll India C ouncil of sports should be

reco nstituted and it should consist of 11 to 15

members inc lu d in g a Chairman, nominated by the

Go vernment o f India.

8) There should be a Central Plan of Coaching. The

importance of p hy sical education teachers should

not be under-estim ated. There are 31 in s titu tio n s

in the country which are yearly tra in in g thousands

of teachers of p hy sical education. They ca n be

u tilize d in carry in g out the central p lan of

coaching. Planned coaching at a ll stages is

e sse n tia l. There is a vast tale nt p o te n tia l in the

country which should be e x p l o i t e d by i n t e n s i v e and

planned coaching. The colleges of physical

education should re- orientate th e ir tra in in g

programmes and should pay more a tte n tio n to games

and s p o r t s .
9) A beginning should be made immediately with the

establishment of a central training institute to

provide first class coaches in d i f f e r e n t sports a nd

games.

10) National Federation/Associations should appoint

their selection committees/ as fa r as p o s s i b l e o n a

permanent basis and every selection committee may

be c o n s t i t u t e d for a p eriod of two years.

11) National Federation/Associations should choose as

Managers the right type of persons for the

p e r f o r m a n c e of their d i f f i c u l t and o n e r o u s tasl?.

12) Sports and games should be o r g a n i s e d in r u r a l a r e a s

through V y a y a m Shalas, Vyayam Mandals, Akhadas etc.

and in co-operation w i t h ’ the community projects.

Sports festivals should be organised and sports

events encouraged on th e occasion of fairs.

Indigenous sports l i ke Kabadi and indigenous style

of w r e s t l i n g should be encouraged.

13) If schools and colleges and universities have to

play their part in th e development of sports and

games in th e country, they must have the minimum

requirements in respect of playgrounds an d

equipment. The following standards have b e en

recommended:
 A C ollege : 10 a c r e s fo r playground,
(with a stu d e n t p o p u la tio n
of 1000 t o 5000)

A High S c h o o l
(With a s t u d e n t
p o p u l a t i o n o f 500 t o 1000) : 5 .6 a c r e s

A m iddle school : 3.5 acres

(with a stu d e n t p o p u la tio n
of 200 t o 500)

A P r im a r y S c h o o l : 1 acres

14) Where s e p a r a t e p l a y g r o u n d s c a n n o t be made a v a i l a b l e

f o r e ac h e d u c a t i o n a l in s titu tio n , a common p o o l for

a group o f in s titu tio n s s h o u l d be c r e a t e d .

15) Standards equipm ent should be manufactured in the

c o u n t r y so as t o be a v a i l a b l e a t ch e a p r a t e s t o a l l

and fa c ilitie s for its manufacture should be

provided.

16) For the development of sports and games in the

country it is essential t h a t u m p i r i n g and r e f e r r i n g

s h o u l d be o f a h i g h o r d e r .

17) The rules on amateurism la id down by the

In te rn atio n al Federations and the In te rn ation al

Olympic committee should be s t r i c t l y follow ed in

the c o u n try ,

18) U tility type stadia should be constructed on a

Shramadan b asis, if th is is not possible, the

gr ou n d s h o u l d a t l e a s t be e n c l o s e d .
THR KUNZRU COMMITTEE i.958-59)

The Kunzr u C o m m i tt e e i s a l s o known as t h e c o m m i t t e e

f o r c o - o r d i n a t i o n and I n t e g r a t i o n o f schemes o p e r a t i n g in

the fie ld of p h y sical education, recreatio n and youth

w elfare. It was appointed by t h e Government o f India in

1958-59. It recommended guidelin es for c o o rd inatin g and

inte grating various schemes re lating to physical

education and youth development. It subm itted its report

in 19 64.

It may n o t be o u t o f p l a c e t o m e n t i o n h e r e t h a t P t .

H.N. Ku nz ru was thoroughly acquanted w ith the

developments in the fie ld of Physical Education and

sports over a period of more than 20 years. He was

instrum ental to replace U.T.C. by N.C.C. & A.C.C. Hdwas the

C h a i rm a n of N ation Cadet Corps Com mit te e (1946) whi ch

launched the N.C.C. schemes in 1948. The c u l m i n a t i o n of

the r e c o m m e n d a t io n s of the Kunzr u Co m mi tt e e (1958) to o k

place in the f o r m a t i o n o f N a t i o n a l F i t n e s s C orp s i n 1965.

THE SCHOOL HEALTH COMMITTEE (1960 ^

The S c h o o l H e a l t h Com mitt ee was a p p o i n t e d u n d e r t h e

Chairm anship of S rim ati Renuka Ray by t h e Government o f

In d ia in F e b r u a r y 1960 t o a s s e s s t h e p r e s e n t s t a n d a r d s o f

health and n u tritio n of school child re n and s u g g e s t ways

and means o f i m p r o v i n g them.

TERMS OF REFERENCE

a) To ex am ine the present p osition of school health

programme in the country in a ll its aspects

(excluding p hy sical education, games and sports),

that is, prevention of diseases, m edical care and

fo llow up se rv ice , n u tritio n , health, education

healthy environment etc. of the students at a ll

stages of education and to suggest; (1) further

survey o f s t u d i e s if required, and (2) how t h e work

of various agencies such as m edical, so cial and

w elfare asso ciatio n s c a n be c o - o r d i n a t e d to a ssist

in the prom otion o f h e a lt h o f school c h i l d r e n .

b) To exa mine s t u d i e s and s u r v e y so f a r made t o a s s e s s

the n u tritio n a l standard of school ch ild re n and t o

ind icate : ^i). further survey or studies needed in

any sp e c ific areas, and (ii) to give concrete

suggestions to in s titu te appropriate measures to

im p ro ve standards of n u tritio n among school

c hild re n re co mm end in g, in te r- a lia ways and means

for f i n a n c i n g and o r g a n i s i n g such a programme.

c) To examine and recommend the p o s s ib ility of

entrusting Primary H ealth Centres and other

organisations for conducting a comprehensive and

re a lis tic school health programme in association

w ith the lo c al education a d m in istra tio n . The

r e c o m m e n d a t io n s should include measures to develop

an e f f e c t i v e school m edical service s u it a b le to the

country.
 89

d) To examine th e present facilities available for

promoting nutritional standards of pre-school

children and to suggest practical measures to

improve the p r e s e n t position.

THE KOTHARI EDDCATION COMMISSION ( 1964-66)

It was appointed by the Government of India by

resolution dated 14th July 1 9 64 to advise Government on

the national pattern of education and on the general

principles and policies fo r th e development of education

a t al l stages and in a ll respect,

RECOMMENDATIONS ON PHYSICAL EDUCATION

The commission views on Physical Education a r e as follows

There has been a tendency in recent government

schemes of physical education to emphasize only t he

physical fitness value of physical education and ignore

its educational values. It must be emphasized that such

education contributes not only to physical fitness but

also to physical efficiency, mental alertness and the

development of certain qualities like perseverance, team

spirit, leadership, obedience to ru le s, moderation in

victory and balance in d e f e a t a satisfactory pr o g r a m m e of

physical education can be developed only on the basis of

t he following principles:-

1) The physical education programme should be p l a n n e d

f or desirable out-comes keeping in mind th e

interests and c a p ac it y of the participants.

 90

2) The traditional forms of play and physical

activities that have developed in our country

should receive due emphasis in t h e p r o g r a m m e .

3) The activities promoted should develop in each

child a sense of personal worth and pride.

4) A sense of sharing responsibility in a spirit of

democratic co-operation should grow from experience

on playground and also in t h e g y m n a s i u m .

5) The programme offered should supplement other

programmes of education and not duplicate them.

6) The programme should be w i t h i n o u r financial means.

7) The programme should reach all rather than a

selected few.

8) Special i n s t r u c t i o n an d coaching should be provided

f or s t u d e n t s with talent and special aptitude.

Physical education should include developmental

exercises, rhytmic activities, sports and games, outing

activities a nd group handling activities. All these have

simple and advanced fo rm s. The simpler activities should

be introduced in the early classes, the more advanced

ones should be gradually provided as boys and girls

become more a nd more mature.

The very young are not psychologically and

physically mature f or formal a nd vigorous f o rm s of

activities. Their sense of basic movements a nd

coordination have to b e d e v e l o p e d gradually.

 L

The syllabus fo r t h e -young a t t h e p r e - p r i m a r y and

the early primary stages shoul^i b e b a s e d o n t h e i r d e s i r e

to imitate movements around t h em , their spirit

o f p la y, their wanting to dare an d to do s om e t h i n g better

than their comrades. This is the most vital stage of

'education through movement'. A child should develop

mastery over basic skills, such as walking properly,

running, dodging, throwing etc. Higher forms of

coordination like accuracy a nd precision must wait for

t he next st ag e.

As the child grows i n to the pre-adolescent stage

hi s interests and capacity change an d physical education

should provide for more challenging activities,

opportunities for simple team play and finer forms of

skills. The adolescent in t he secondary school desires to

imitate th e activities of the adults, and he should be

taught s po r t s , games and athletics in their standard

form. Skills learnt earlier should be perfected through

guidance and practices. It is an age w he n boys and girls

desire excellence and the physical education syllabus

must include techniques for g o o d performance.

At th e primary s tag e, except in th e last two

classes a common syllabus for b o y s an d g i r l s c a n be used.

From there onwards, t he syllabus should be planned

separately keeping in m i n d their respective interests and

abilities. Rhythmic activities will have an appeal for

girls, non-contact anci l e ss strenuous games such as

badminton, throw-ball, etc. are popular. The more

vigorous games, such as basketball, net~ball and hockey

may be brought in at a later s t ag e . Athletic items in

stan^arfi f or m shoulfi a l s o fin d a pl ac e.

The preparation of programmes of physical

education for all stages should take into account not

only what is useful but also what is p o s s i b l e in v i e w of

th e limitation of facilities, time and number of

teachers. In recent years, a number of schemes like th e

National P la n of Physical Education prepared by a group

of experts at the request of the Ministry of Education,

the National Discipline Scheme an d th e Auxiliary Cadet

Corps with several common activities began to view with

one another. The committee tried to bring about a

compromise between the claims made by the e n th u s i a s t s of

different schemes, and the result is a m i x e d p r o g r a m m e of

•physical education called the National Fitness Co rp s.

There is a danger that in t he implementation of the new

scheme, t he e d u c a t i o n a l purposei;>of t h e p r o g r a m m e m i g h t be

forgotten or neglected.

THR TSHWARBHAI PATEL RRVIKW COMMITTEE ON THE

CDRRICqLOM F O R THE T E N Y E A R SCHOOL (1977)

Dr. P.C. Chunder, Union Minister of E d uc at io n and

social welfare, in hi s capacity as president of NC ER T,

felt that an objective assessment of the syllabus an d

text-books should be ma d e and, therefore, in J u n e 1977 he

appointee^ a Review Committee under t he Chairmanship of

Shri Tshwarbhai P a t el ,

OPTNTON OF REVIEW COMMITTEE ON PHYSICAL EDUCATION

By nature the urge of most children is to be

active. The child needs both mental an d physical

activities without which the harmonious development of

both body and mind cannot be a c h i e v e d .

In general, the aim of physical education should

be to provide physical an d mental satisfaction through

movements of various types a nd by creative physical

activities. It should develop alertness of mental and

physical response to c o m m a n d s a nd directions, and help to

maintain suppleness of t he body. It should stimulate

respiration and circulation and thus aid growth in

children a nd ensure health. It should encourage children

to be happy an d independent, and to approach physical

tasks w it h confidence,

SDGGESTED PROGRAMME

(a) Primary Stage (Classes I to VI) The activities

should be of two types : (i) t h o s e which involve

functional movement a nd aim at muscular co-ordination,

that is dance, games, gymnastics, and (ii) those which

are concerned with movements as a " m e an s of exposition",

(b) Middle an d secondary stage ( C l a s s e s VT to X);

At the middle stage there should be basic courses

reinforcing what has taken place in the primary s ta ge .

The programme may be varied. Even then account must be

taken of the immaturity and lack of bodily development

a nd stamina.

NATTQNM, P O L I C Y O N E D U C A T I O N 1986
(Programme of a c t i o n (1992)

Mo information about th e present position of

health, yoga and physical education in the school

education curricula of different states a nd Union

Territories is available. However, at present, adequate

participation an d satisfactory performance in sports a nd

physical education is n ot considered a necessary

condition for p r o m o t i o n t o th e n e x t h i g h e r class in

the case of other subjects.

PHYSICAL EDUCATION AND SPORTS

Action in following areas will be necessary to

implement the p olicy objectives of th e N a t i o n a l P o l i c y on

Education, 1 9 8 6: -

i) In deciding t he curriculum l o ad the need to

allocated sufficient time to sports and physical

education which the National .Policy on education, 1986

holds as an integral part o f th e learning process, should

be k e p t in m i nd .

ii) Physical education and yoga should be introduced

for atleast 45 minutes per day, preferably j u st after

assembly.
iii) Approveci games should be included in the school

time table f or a t l e a s t two periods in a w e e k .

iv) Special incentives will need to be given to

students who perform well in s p o r t s and games.

v) Special incentives may be considered fo r subject

teachers who perform extra duty in conducting classes in

physical education, yoga, s p o r t s a n d g a m es .

vi) The basic equipment, such as football an d

volleyball may be provided to each school. Similarly,

some a m ou n t of contigency may be p r o v i d e d to each sc ho o l.

vli) A scheme for t he creation a nd improvement of

playgrounds should be taken up on a phased basis under

J RY an d NRY.

viii) An intensive and extensive programme of teachers

training to e q u i p a l l subject teachers with the necessary

skills to impart training in physical education, games

and yoga will be n e c e s s a r y .

ix) The present programme to train and recruit

physical education f or h i g h schools should be e x p a n d e d .

x) New schools may be established/recognised only if

playgrounds are available.

xi) A comprehensive system of Inter-school tournaments

a nd championships in select disciplines should be

introduced over a period of time. This system should

culminate in a N a t i o n a l school championship.

xii) Special cash awar<^s to winning schools a nd a

special system of incentives for successful athlets also

need to be introduced.

As the co-ordination a nd c o - o p e r a t i o n of all state

Governments a nd U n i o n Territories will be necessary to

implement the above suggestions, it is recommended that

t h is issue m a y be taken up an d discussed as a special

agenda item in a special meeting of Central Advisory

Board of Education,

The following are t he other proposals of National

Policy on education, 1986:-

i) For private schools a nd colleges, special schemes

to encourage investment in sports infrastructure may be

introduced by p r o v i d i n g i n c o m e ta x benefits to an y

investment or e n d o w m e n t made for sports or sports

promotion. The M i n i s t r y of Fi na nc e wo ul d be a p p r o a c h e d in

this regard.

ii) Special incentive of g i rl s , scheduled castes a nd

scheduled tribes should also be evolved to ensure that

their participation remains proportional to their

population.

iii) Special and attractive alternative will have to be

evolved for students who a re physically unable to

participate in s p o r t s and g am es .
 Implementation of these proposals will require

constant monitoring an<^ r ev i e w . A monitoring s y s te m would

be evolve^^ for this purpose at t he c e n t r a l and th e state

levels.

2. 3 HISTORICAL DEVELOPMENT OF PHYSICAL EDDCATION IN

ORISSA

Orissa, during t he period under review, contained

mainly t he f ou r regulation districts of Balasore,

Cuttack, Puri a nd Sambalpur and o ne non-regulation

district of Angul. The areas which constitute modern

Orissa, besides t he above noted five districts, were

scattered under different political jurisdictions. Th e

major part of those areas remained under a number of

small chiefs who ruled in their inaccessible areas but

acknowledged British suzerainty.

Although, Orissa ha d been under British

administration since 1803, t he education in Orissa was

more backward than any other province of India of equal

importance by 1866. There were in 1866 in a l l 77 schools

o f all grades and the number of pupils was 3,536.

The extremely backward state of education wa s

mainly due to th e indifference of company's Government.

There was total absence o f a n y a t t e m p t o n t h e p a r t o f the

Government to provide the people with t he means of

education, even though vast s u ms were annually expanded

in other parts of B en g a l . On t he negligence of the

Government to develop education, Dr. E. Roer, the

Inspector of Schools, south-west division, s ai d : "It is

to be r e g r e t t e d that no new educational operations c a n be

carrief^ o ut, for Orissa is at a disadvantage, compared

with other districts. For the whole of Orissa, with an

area of 52/9Q5 square miles an d a p o p u l a t i o n of 4,534,813

so ul s, less is expended than f or the small district of

Howrah, with an area of 800 square miles, and a

population of 7,50,000 souls.".

The company's rule ended with the Revolt of 1 857

with the transfer of power to t he crown in 1858, the

nature and content of administration die not change for

t he better abruptly. The legacies of the old system

continued t i ll a culminating^ tragedy occured. The Orissa

famine of 1866 m a y be r e g a r d e d as t he apitome of th e

company's unsympathetic administration.

Tn th e t e r r i b l e famine of 186 6 it was well-

k n on how th e want of educated persons aggrevated the

sufferings of th e p e o p l e of Orissa. T .E. R a v e n s h a w wrote:

"No o t h e r p r o v i n c e in t h e p r e s i d e n c y w as so deficient of

intelligent and public-spirited residents who would

appreciate the facts bearing on t he prospects an d means

of th e people, a nd who would give practical information

to authorities as would have been the case in a ny

district of Bengal proper, a nd in carrying, out remedial

measures," Government was well aware of the r is k of a

general want of t he enlightenment of th e people. After

t he famine, a policy of progress was adopted for the

material a nd moral improvement of th e people of Orissa.

Measures were adopted for t he spread of m o d e r n education

in O r i s s a .
 There existed numerous pathashalas or elementary

village schools in t h e length an d breadth of Orissa. Most

of them did not c o n f o r m to th e standard prescribed by t he

education department. They were never inspected by th e

departmental authorities. The mode of teaching of

village school masters was primitive and in s o m e respects

clumsy.

The progress of secondary education by 1905 w as

very deplorable. There were only 12 High Schools with

2,598 pupils and 84 m i d d l e schools with 4,728 pupils.

The Government depended on t he g r a n t - i n - a i d system

for the extension of secondary education. But in O r i s s a

the operation of grant-in-aid system failed to elicit

adequate private effort in th e spread of education. Here

it h a d to c o n t e n t against poverty an d c o n s e r v a t i s m of the

people. In spite of these obstacles, a few secondary

schools were opened by t h is system. The two in centive of

English education imparted in secondary schools were the

increased prospects of lucrative employment an d the

chances of obtaining a university career by means of

scholarships given at th e e n t r a n c e s examination.

The Government encouraged t he physical training in

t he secondary schools for th e p h y s i c a l d e v e l o p m e n t o f the

students. In due course physical education was made a

compulsory subject in al l t he M.E. a nd High Schools.

; ■*»
 1. U 11

Drill was taught in a ll t he secondary schools for

b oy s. There were whole-time drill instructors a t a ll the

Zilla schools a nd First-Grade Training Schools, Drill

sheds were provided during the period, 1912-1917 for all

Government High Schools f or boys. In some cases, drill

was reported to be well-taught, but in many privately

managed schools, not much attention was paid to t he

subject.
Th

In 1916, arrangements were made for the training

of 4 (four) drill masters of Orissa at Cuttack annually

under t he control of th e Young Men's Christian

Association. The Director of Physical education, Bihar

a nd Orissa, first appointed at th e close of the year

1922, held a class fo r two months in 1923 at Patna in

which 17 drill masters were trained. Of them 5 belonged

to O r i s s a .

The Director of physical education visited the

secondary schools of Orissa in July 1923. He did a good

deal to lighten up and render more useful th e drill

periods in th e s c h o o l s of Orissa, As p e r hi s suggestions,

two specially good drill masters were selected f r om

Orissa and were sent to Patna fo r a further course. On

t he c o m p l e t i o n o f t he training th e b e s t o n e w a s posted to

th e first grade training school at C u t t a c k as this school

supplied most of the teachers for t he secondary schools

of O r i s s a .
 LI) L

In 192S, two young ..nen who c o m p l e t e d th e ir course

of tra in in g in the Young Men's C h ristian A ssociation
school at Madras were p o s t e d as Inspectors of P hysical
Education, one for Patna and T irh ut and the other for
Bhagalpur, rhotnagpur and O rissa. The refresher courses
for d rill and gymnastic in s tru c tio n were held by the
Inspector of P h y s i c a l Fd u c a 't i o n at Cuttack during the
year lQ?7-?8. it resulted in appreciable im p ro ve m e n t in
the q u a lity o^ the p hy sical in s tru c tio n given i n High and
T raining Schools.

A th ird Inspector of p hy sical education was

appointed at the close of theyear, 1^2 7. The s e n i o r most
In s p 'B c to r re m a in e d i n chan ge of the who le province but
w ithout Patna d iv isio n as his sp e cial charge. Out o f the
two Junior Inspectors, one re m a in e d in charge of T irhut
and B h a g a l p u r a n o t h e r i n c h a r g e o f O r i s s a and C h o t n a g p u r .

In accordance w ith the suggestion made by H .C . Beck

of the Young Men's C h ristia n A s s o c i a t i o n a t M a d ra s, three
posts of Inspectors of P h y sic al Education were a b o l i s h e d
at the end the year 1*^30, it was decided t h a t an
Inspector trained at Madras was t o be a t t a c h e d t o each o f
the fiv e secondary tra in in g schools of B ihar and O r i s s a .
C onsequently one Inspector was attached to the secondary
tra in in g school a t C uttack.

P hysical Education continued to have a fa ir share

of atte n tion in a ll the secondary s c h o o ls . I t may be s a i d
that by I'^S^ the s u b je c t had become a part of the
c u rricu lu n in a ll the w ell-organised in s titu tio n s . D rill
was taught in a l l classes of schools thought not as
e ffic ie n tly as could be d e s i r e d . G y m n a s t ic e x e r c i s e s were
practised in some s c h o o l s , but t h e y were n o t p o p u l a r w i t h
the great bulk of the students. C r i c k e t and f o o t b a l l were
g ain in g p o p ularity in s e c o n d a r y .schools situated i n u rb a n
areas. C o u n t r y games were a l s o p l a y e d i n many s c h o o l .
2.4 PHYSICAL KDUCATION IN O R I S S A

Physical Education, a bit of uncommon, is not

confined within f ou r walls; it can be s u m m e r i z e d as that

f ie ld of education which starts from evolutionism and

physically from a c h i l d ’s embroynic st ag e, for an

unending process in every part of field, that is seen,

touched, unseen an d computerized body of knowledge,

mechanically arranged, as a whole, scientifically

syncronized. Departmental side of perusal, lincked with

every field of education and an organised experience

related to general education which attempts to lea d th e

individual and group institution, according opportunities

for the learning of neuromuscular activities of s ki l ls ,

acquisition of organic vigour, development of desirable

social attitude and envoyment at creative expression

through participation in large muscular activities.

Further it is t he birth right of an individual or being

to a c t & r e ac t , with much more f r ee d om , f or the w ho le so m e

d e v e l o p m e n t of total personality.

Implication of physical education on such light,

h as wider effect on the society. Rut how far it has

become fruitful in Orissa is th e point of d i s c u s s i o n and

probable remedies for th e renovation a nd successful

injection in to.

Physical education is m e a n t for al l and subjugades

a vast era in the educational spectrum. But it is jus t

l ik e the fingers in the ha nd . It is e x p e r i e n c e d a deemed

effect, just l ik e little fingers of a hand in r u r a l areas

in comparision to middle finger effect in urban areas

municipal a r ea s , cosmopolition t o w ns , & so,- v e r y as the

fingers of a hand in neglected portions. That is w hy,

physical education is fetched a lot and lossed relatively

m o st.

Before calculating th e degree of success we have

to s ee the uprising o b s t r u c t i o n s of the devt. of physical:"

education in Orissa. It is commonly accepted that, India

is a hot sub-continent, Ordssa cannot be out of it. In

comparision to t h e Eu^ian states, Indian player lack the

gene problem, an d th e problem having effected by th e

climatic conditions. The way of behaving, expressing,

immotions attitudes sounds differences among t he hot &

cold continents.

Before thinking of success of physical education

in Orissa, it is better to know t he state of nature and

social costums prevailing.

The communication & communicating agencies have

yet not reached the w i d e r range of rural areas. Still the

blind belief of adverse effect of education exists just

like th e thinking of t he conservatives in

pre-independence era. Though to great extent, t he impact

of education an d physical education have fatched, still

the conservative ideas remains within, not to loss time

of e n g a gi ng in p h y s i c a l activities.
 The. t w e n t i e t h century is o u t g o i n g a n d the twenty-

first century is knocking the thresh-hold of its

inaguration. Maximum problems haunt th e path of progr es s

of physical education in Orissa. Narrowness of

inhabitants of education institutions, sponsoring

authorities is perceived well, Technical problems

(Instruments Problem Technical personnels refresher

course) is another barrier for the progress. Dol l

motives. Initiations of t he students for p a r t i c i p a t i n g in

physical education activities are felt.

Down fall of moral ethics, and impositive impact

of influences chalked out from pressure groups

{politicians. Hooligans and influencial persons), a nd

occupation of geographical map of institution, which

create bar against the upliftment of th e physical

education,

In, Orissa educational system is such that, it

explains a variety of feathers of a wing by nature.

University level, autonomous bodies, Govt. Colleges/

Schools, leading private school/colleges and other

private school & colleges. The point of focus is that,

there is no uniformity of salary, gradation and other

facilities, which creates problem in the progress. By

nature the man behaves like crab in the society an d

hankering f or p o w e r accumulation gives a blow against.

 It is true that it has successfully achieved

relatively in Townships but, not to a great extent. In

rural areas what actually rampants is o u t of sight.

Above all, we have harvested well in s u c h s t a t e of

nature, th e fruit of physical education to a great

extent. The inferiorities, inequalified and inabilities

should be wip ed out than a golden age will reign over th e

s o il of O ri s s a as a w h o l e in India,

Talking on remedies for t he promotion of physical

education in Orissa, th e first & formost duty is to

detach it from the unnecessary pressures, both from the

Govt. side (Politicians involvement) and local side

(Hooligans & influencial persons) a nd narrowness f r o m the

side of educational institution should be evaluated.

The

moral teaching and ethical value should be taught to the

pupils so, that it will bring good morning fo r the

physical education. Inspite of this physical education

should be a prescribed course of studies in educational

curriculum. Sufficient scopes should be raised for th e

enrichment of physical education in the institutions.

Motivational activities or, scenes should be imparted to

them for e n s u r i n g better result in p h y s i c a l education.

Further, technical facilities should be provided

to bring a bright future for the physical education. The

most justified provocating inequalities for the

upliftment is it should n o t be a toe in th e hands of

Director of Sports. Because it is narrow to the t rue

scene of the term relating to th e physical education.

Further, in a G o vt , level, a separate wing choosen from

t he technical p e r s on n el sshould set up to t hi nk , to do

a nd to chalk out plans for the promotion of physical

education.

The most steering points in the institutions are

the raised amount f or the d e v e l o p m e n t of games and sports

and Government allotment of policies prepared and

planned. Whether practically regulated is to be judged

and evaluated. The technical problem (Instrument side)

should be fulfilled at least to the moderate height so

that it will ripe better c ro p. And sufficient scopes

should besupplied for a t t r a c t i n g y ou t h s .

The most dignitory problem in it is t h e identical

mask f r o m t he lower height of educational institutions to

th e top, with very low educational qualification. The

technical personnels, in-respect of their qualification,

h as no command over their students, though having d ep th .

In addition to this a deem-Interest is felt because of

salary sanctioned is v e r y l ow a n d status they m a i n t a i n to

in r e s p e c t to their services. This prime object should be

satisfied for th e greater interest of the physical

education.
 The physical education though it h as justifiably

riped a good results, relatively to th e in-effectiveness

havocked inwardly to a great extent. In this year of

dynamism & space advantataurism, no things remain

constant. The experiments are going on planners think to

secure most. Policies are changing. The man is going to

enter t he incomming twenty first century. The age is

passing through numerous c o m p l e c i x i t i e s . In the m i d s t of

diversity there is unity. Benevolent personnels turn will

come, who will think of better physical education. Later

is to be s e e n b e t t e r .

PRESENT STATUS OF PHYSICAL EDUCATION IN O R I S S A :

Participation in physical activities and physical

education in general is important elements in today's

culture. Physical education and sports are. p r o m i n e n t l y

displayed by t h e m e d i a to a far g re at er extent at present

than in pa st . Physical education and sports are in­

separable from human l i fe and are an integral part of

total educational process. Little or less some h ow we a re

doing physical activities every day.

Even the child immediately

after birth is indulging with some type of physical

activities for t h e d e v e l o p m e n t o f t he body. Participation

in games a nd sports and physical activities help an

individual to develop t he physical, mental, social a nd

imotional aspects of an individual.

 108

The State Ori ss a cuts a very sorry figure in t he

sports scene of our country incomparision to other
states. The basic system of school education in Orissa
provides very l e ss amount of facilities and equipments
for g r o o m i n g talents in s p o r t s and physical activities.

Realising the importance of the above fact, th e

Govt. of India have been pleased to make physical
education compulsory in the educational system as per
CARP committee report. Rut in Orissa, the status of
physical education is very panic due to n e g l i g e n c e by th e
major public a nd higher authorities. The system of
physical education has not achieved a remarkable status
in our s t a te . The other causes are lack of funds,
facilities an d suitable curriculum fo r physical
education. Physical education personnels are not getting
due status a nd scale at par with other subject teachers.

Resides, a large number of athletes are coming from

the grass root le ve l, an d it is a regretted fact that we
are not giving much attention to t he primary and M.E.
school physical education system. There are no
facilities, funds and P.K.T's at Primary and middle
standard l ev el . The child spent ^th of his time at
school. The educationists and psychologists have also
admittedthat, if we will teach t he school subject in a
play way method, the child will learn in a better way.
Hence we fell th e prime n e ed of physical education from
primary state to the degree l e vel as an examinable
subject and a key person who is none other than a
PHYSTCAI. EDnCATTON TEACHER AT primary an d M . E. Level be
appointed.

Tf t he status of Physical Education teachers is

raised to a respectable position a nd a large number of
unemployed physical education teacher will ge t
appointment at Primary an d M.E. L e v el , then the
investigator sure that they will work hard to get m a x i m u m
achievements in g a m e s an d sports.
2.5 SECONDARY EDDCATION IN O R I S S A ;

Today Orissa is educationally the most backward

province in the Indian Union. Most of the districts are

far away from the target of universalisation of

elementary education, t he literacy levels are also very

low; the q u a l i t y of e d u c a t i o n a t all levels is v e r y poor,

al l levels of education are also characterised by m a s s i v e

under-investment; and the economics are poor and

extensively rely on external aid. There is the need to

adjust the educational policies in the state to changi ng

socio-economic a nd political environment.

Educational policy statements are found in a

variety of official documents, such as manifestos,

reports of special commissions and committees,

educational p l a ns , education a ct s, orders, circulars an d

reports of national and international agencies.

The major problem of education now is w i d e n i n g the

gap between t he well intended policies and the poor

achievement. The gaps can be explained by variety of

f actors-social, political, economic, administrative, and

attitudinal.

The policy proposals and financial allocations do

not match, charging relative priorities l i ke mass

literacy programmes have affected educational development

or secondary and higher education.

 i L V.»

SECONDARY EDDCATION (UP T O 1936)

During British rule the present system of

Secondary Education was established with two different

ends in v i e w . T h e r e w e r e a number of Br it i sh educationists

and reformers who thought that contact with western

science and political thought will bring a b o u t an Indian

renaissance. There were also large number of

administrators who sought to c r e a t e an educat e d class who

would carry out administration of th e country according

to British i de as. Following the famous macaulay's minute

greater emphasis was laid on the spread ‘ of english

education in I nd ia. As English Schools becajne a p a s s p o r t

f or entering into Government jobs, pupils flocked to

these institutions and these schools were e s t a b l i s h e d on

t he ashes of indigenous ones. This was the condition

throughout India.

In th e pre-independence period the growth of

secondary education in O r i s s a though quick, it w a s n o t at

a ll satisfactory. The number of secondary schools were

very fe w a n d scattered.

After acquiring separate identify in 1936,

attempts were made for all-round development of the

s t a t e. Though, through the recognition of first grade

training schools at Cuttack, the opening of training

college at Cuttack, the provision of vocational subjects

in the curriculum, emphasis on physical education a nd

strengthening of inspecting s t a ff , t he improvement or

quality of secondary education was percaptible still then

t he position of secondary education was far from

satisfactory from quantitative point of v i e w w h i c h can be

seen from the following ta bl e.

TABLE 2:1

GROWTH OF SECONDARY EDUCATION IN O R I S S A , 1936-37

No. of High Schools No. o f H i g h e r No. o f M.E .

E l e m e n t a r y a nd Schools
M .E . S c h o o l s .

Government 5 Government 10 Governmnet 8

District Board 6 District Board 29

Aided 18 Aided 8

Un-Aided 3

SOURCE: Development of Education in O r i s s a , 19.6.37.

SECONDARY EDUCATION BETWEEN 1 93 6 & 194 7

The sorry state of affairs in secondary education

continued till 1943, when Orissa had her own university.

The Utkal University provided the necessary impetous for

th e rapid progress of secondary. As facilities for h i g h e r

education in t he University were made easily available,

pupils rushed to different secondary schools. This

encouraged private and Government agencies to start more

and m or e schools throughout th e l e n g t h a n d breadth of the

state. So t he need of following a common syllabus in a ll

th e secondary schools was felt. The university conducted

it's first matriculation examination in 1944. The

following table shows t he rapid progress of secondary

education within three years of the e s t a b l i s h m e n t o f the

Utkal university.

TABLE 2:2

PROGRESS OF SECNDARY EDUCATION IN O R I S S A .

(1942-43 to 1946-47).

Institution Year Year

1 2 3

1942-43 1946-47

No. of High Schools 52 89

No. of M i d d l e Schools. 228 273

No. of Pupils in H i g h Schools 13,145 19,705

No. of Pupils in M.E. Schools 24,784 28,581

SOURCE : Progress of Educatioh in O r i s s a , 1942-43 &

1946-47.

The Secondary Stage or Education is a link between

the primary education and the university education. In

the pre-independence period, it w a s the weakest stage in

our ed uc at i on al system. But in th e p o s t - i n d e p e n d e n c e era,

t he expansion or secondary education has been f ar g r e a t e r

then that of primary education.

 The secondary education comprises of H ig h Schools

and Higher Secondary Schools in O rissa. The Board of

Se c o n d a ry E d u c a t i o n p r e p a r e s t h e c u r r i c u l u m and c o n d u c t s

exam ination f o r t h e H ig h S c h o o l s . The l a t e r (+2 S t a g e ) is

ad m in istra tiv e ly separated from the un iv e rsity and is

placed under the control of council of Highe^- Sec on da ry

Education. At the wake of independence, the state had

only 106 High S c h o o l s .

The Government of O rissa have now decided to

embrage the am bit of secondary education w ith the

s tip u la tio n of opening at least one High School i n each

Grampanchayat. It is aimed at in respect of secondary

education is c o n so lid atio n and q u a n tita tiv e im pr ov em en t

rather than expansion in number. D istin c tiv e features

lik e frequent and long la stin g c e a se work and strikes,

etc. are perhaps the only method to make the

ad m in istra tio n responsive in the fie ld of secondary

education .

The school education in O rissa has adopted the

national grading pattern of 5+3+2 +2. But it has the

tra d itio n a l set up of S+2+3+2 w ith the class- V III

co n stitu tin g a part of the secondary education. The

Department of school and Mass Education w ith fiv e

d irecto rates or Elementary Education, A dult Education,

T ea c h e rs Education, Se c o n d a ry Education and Text-book

production and m arketing is responsible for o v erall

supervision, m onitoring and co- ordination or a ll

 ii4

programmes in the school and mass education sector. The

secondary education comprises or High Schools and Higher

Secondary Schools. *!rhe Board of Secondary Education

prepares the curriculum and conducts examination f o r the

High School. The later (+2 St ag e) is administratively

separated from the u n i v er s it y and is placed under t he

academic control or t he council or Higher Secondary

Educat i o n .

In the wake of independence the State had only 106

High Schools. But due to the merger of Oriya speaking

tributory state t he number of schools as w e l l as students

increased considerably. At the beginning of 1st five

years plan there were 184 h i g h schools with an e n r o l l m e n t

of 72/ 456 pupils only. But by the end of 6th plan the

total number of high schools were 3360 w it h an e n r o l l m e n t

of 390,000 students whereas this number has considerably

increased towards the end of 7th plan (1 98 0 -9 0) and 4487

high schools with an e n r o l l m e n t of 7,70,007 students were

catering to t h e n e e d s of secondary education out of which

409 G o v e r n m e n t High Schools and 4078 w h e r e non-government

High Schools. During 1990-91, three new Government High

Schools were opened. Besides, three Private High Schools

were taken over. Three new inspectorates were created for

better s up e r v i s i o n of teaching in s c h o o l s . During the 7th

plan period 31 high schools were vocationalised. The

vocational education was extended to other 150 high

schools during 1990-91 and 1991-92 session. For

improvement or science teaching, 89 0 high schools have

\
\
 115

been provided with science b o o ks . As per the review

report made by the Director or Elementary Education,

Orissa, it is r e v e a l e d that 4487 high schools are engaged

in imparting secondary education in the state by t he en d

of 1990-91. During 1990-91, t he e n r o l l m e n t and the number

of teachers have registered a nd increase of 1.3% an d

0.10% respectively over the previous year, although the

teacher pupil ratio has remain constant of 1:20. The

progress of secondary education from the last y ea r of 7 th

plan ( 19 89 - 90 ) upto the y ea r, 1993-94 has set up or 9.67

percent in number of institutions, 3.64 percent in

enrollment and 15.48 percent in the number of teachers.

The tea c he r pupil r a t i o was 1 : 20 a t t h e en d o f t h e p lan.

Table 2:3, 2: 4 and 2:5 reflects the progress or

secondary education in Orissa in m a t t e r of institutional

growth, student enrollment and number of teachers

respectively.
 TABE 2:3

G R O W T H OF N U M B E R OF HIG H SCHOOLS IN O R I S S A

P E R C ENTAGE
YEAR HIGH SCHOOLS .. OF GROWTH

1947-48 106 00.00

1950-51 172 62.26

1957-58 278 61.63

1965-66 1030 270.50

1973-74 1 97 4 ■ 91.65

1978-79 2167 9.78

1980-81 2 44 3 12.74

1984-85 3 36 0 37 . 5 3

1986-87 395 5 1 7. 71

1988-89 423 9 7 .1 8

1990-91 4487 5 ,85

1991-92 449 0 0.0 6

1993-94 492 1 9.6 0

1994-95 523 1 6.30

1995-'96 580 8 11.03

1996-97 598 5 _

SOURCE : Directorate of Elementary Education, Orissa,

Bhubaneswar.
 117

TABLE 2:4

G R O W T H OF ENROLLMENT IN H I G H SCHOOLS IN O R I S S A
(in lacs)
Year Boys Girls Total

1947-48 00.14 00.01 00.15

1950-51 00.15 0 0 .0 1 0 0.1 6

1957-58 00.63 00.09 00.72

1965-66 00.90 00.11 01 . 0 1

1973-74 01.57 00 .3 7 01.94

1978-79 01.95 00.68 02.63

1980-81 02.32 00.88 02.20

1984-85 02.73 0 1. 16 03.89

1986-87 02 . 7 6 0 1. 32 04.08

1988-89 05.12 02.54 07 .6 6

1989-90 05.14 02.55 07.69

1990-91 05.15 02.57 07.72

1991-92 05.17 02.61 07.78

1992-93 05.18 02.75 07.98

1993-94 05.18 02.75 07.98

1994-95 05.20 02.95 0 8. 15

1995-96 05.21 02.01 0 8. 23

SOURCE : Directorate of Elementary Education, Orissa,

Bhubaneswar,
 TABLE 2:5

GROW T H OF N U M B E R OF T E A C H E R S IN HIGH S C H O O L S IN O R ISSA

S 1.N o . Y e a r N u m b e r of Teache rs

1. In t he w a k e of Independence N.A.

2. At t he beginning of 1st F i ve
year p la n. N.-A.

3. At th e e n d of 6th Five Year

Plan ( 19 8 4- 85 ) . 33,485

4. At t he end of 7 th Five year

plan ( 1 9 8 9- 9 0) . 38,365

5. At the e nd o f 1990-91. 38,425

\ 0.
6. At th e e n d o f 199^-93. 40,242

7. At the e n d o f 1992-93. 44,289

8. At th e e n d o f 1993-94. 44,425

9. At th e e n d of 1994-95. 45,785

10. At the e nd of 1995-96. 47,069

SOU R C E ; Directorate of Elementary Education, Orissa,

Bhubaneswar.

From t he quantitative point of view as the

majority of students are becoming unsuccessful, th e

percentage of success during th e period 1988-89 to

1*^93-94 was 31.90 to 46.84 which 9 reflected clearly in

table 3:6. What is aimed at in respect of Secondary

Education is consolidation and quantitative improvement

rather t h a n .e xp an s io n in nu mb er .
 TABLE 2:6

RESULT OF HIGH SCHOOLS FOR 1988-89 TO 1993-94

S E S S I O N IN O R I S S A

S. HO. Year Appeared Passed P e r c e n t a g e of

(No.) (No.) Success

1. 1988-89 1,38,192 64,549 46.71

2. 1989-90 3,04,974 97,370 31.93

3. 1990-91 3,65,941 1,52,831 41.76

4. 1991-92 3,84,657 1,73,130 45.01

5. 1992-93 3,99,037 1,73,570 43.50

6. * 1993-94 2,93,784 1,37,578 46 .84

* Annual Examination only.

S O U R C E ; Board of Secondary Education, Orissa, Cuttack.

The Hovernment of Orissahave now decided to

embarge the ambit of Secondary Education with th e

stipulation of opening atleast own High School in

each H r a m p a n c h a y a t . Besides, th e process of upgradation

of UGME Schools to High Schools will continue in t he

coming years in order to meet the growing need. The

Government have also formulated specific guidelines for

extending the scope of recognition and grant-in-aid to

High Schools from 1994-95. The scheme of

vocationalisation of secondary education started in 1 9 88

with a view to providing skill a nd profession oriented

courses envisages to cover 500 High Schools per annum

during the 8th p e r io d . F u r t h e r t h e scheme f o r im provem ent

of science education has received adequate coverage for

prom oting sc ie n tific a ttitu d e and te m pe r as also

environm ental aw ar e ne s s in the yo u n g e r g eneratio n, that

is aimed at in respect of secondary education is

con so lidation and q u a n tita tiv e im p ro ve m e n t rather than

expansion i n number.

The H ig h Schools t h a t are bound in the State of

O rissa can be c l a s s i f i e d into two c a t e g o r i e s . t h a t i s the

Go vernment High Schools and the Non-Govt. H ig h Schools,

w hile the Gov ern me nt H ig h Schools are com pletely

co ntro lled and managed by t h e State G ovt., the Non-

Govt. Hig h Schools are co ntro lled and managed by the

State Government as w ell as by t h e P riv ate managements.

The Non-Govt. High Schools are again c la s s ifie d in to two

heads lik e that of the non-govt, aided high schools and

the non-govt, non-aided h ig h schools. The non-govt, high

schools are e stab lishe d by t h e p rivate management and

norm ally receives grant- in- aid from the go v e rn m e n t in

phased manner l i k e t h a t o f t h e non -g ov e rn m e n t c o l l e g e s o f

O rissa. Rut the ter m s and conditions of receiving

grant- in- aid from the Government is somehow d i f f e r e n t in

c a se o f non -g ov e rn m en t h i g h s c h o o l s . R ecently, j u s t a few

months ago, the go v e rn m e n t of O rissa has declared the

non -g ov e rn m e n t h i g h s c h o o l s e x i s t i n g upto 7 .6 .9 4 as " t a k e

over schools" in order to bridge the gap between the

Government High Schools and the Non-Government High

School. But unfo rtunately the teachers of these taken

over High Schools are facing a lot of problems as their

cadre is not yet f ix ed . Obviously, all High Schools are

affiliated to t he Board of Secondary Education, Orissa.

These schools discharge the same duties as o t h e r s , follow

t he same course, prepare the students for t he s a me

examination and are controlled by the same Government

officials .

The teachers of th e Non-Covernment Schools are

selected by t he Selection B oa rd. Most of the benefits

that are enjoyed by t he G o v e r n m e n t school teachers are

also enjoyed by the Non-Government Teachers. T hu s , the

difference between both th e categories of teachers is

only a question of degree. The difference among these

teachers are :

i) The teachers of Government High Schools ar e

appointed by th e Director an d their services can
be terminated by him only or superior officers in
accordance with the requirements of Article 3 1 1 (i)
of t he Indian Constitution. On the o t h e r h a nd , the
teachers of the Non-Government schools are
appointed by Private Management a nd are g uided and
governed by the provisions of Orissa Education
A c t , 1*^6*^.

ii) Thetransfer of the teachers in these different

categories of schools are confined to their
respective groups of schools.
iiv) Both the categories of teachers are entitled to
g^t r e t i r e m e n t b e n e fi ts but at d i f f e r e n t r at es ,
iv) The teachers of these two categories are selected
and a p po in te d by t w o d i f f e r e n t a u t h o r i t i e s .
 122

OVKRVIEW

The r e s e a r c h e r has g i v e n i m p o r t a n t i n f o r m a t i o n from

fourteen committee commission reports fr om 1937 t o 1986

and given necessary q u o tatio n . In ea ch and e v e r y r e p o r t ,
they m ention that the p hy sical education should be
introduced as a compulsory subje ct in a ll schools, but
unfo rtunate ly it is n o t im p le m e n te d y e t . It is i n pen and
paper, yet. So why a ll th is committee recommended when
they know v e r y w ell that th is re c o m m e n d a t io n w i l l n o t be
i m p le m e n te d p r o p e r l y .

Tn t h e y e a r 19 Sf t, th e U n io n M inister of Education
arranged two s e m i n a r s on p h y s i c a l education. One s e m i n a r
for p hy sical education c o lle g e p r in c ip a ls and a n o t h e r one
was for state Inspectors and U niversity D irecto rs. The
second sem inar's major re c o m m e n d a t io n was the provision
of play grounds for high schools, m iddle schools and
primary sch ools (5 A c r e s , 3 A cr es and 1 A c r e s ) and i n d o o r
gymnasium f o r s c h o o l c h i l d r e n . T ill now, in O rissa, there
is no play gr ou n d for m iddle and primary schools and
there is no indoor gymnasium in high schools, m iddle
schools and primary schools. It is s till a dream f o r t h e
students o f O rissa.

As per N ational Policy of education 1986, it was

recommended that, the new school may be e stab lish e d /
recognised only if play grounds are av ailab le . But in
O rissa, those members of schools who have strong
p o litic a l background, got re co g n isatio n side
track in g the re q u ire m e n t. A v a ila b ility o f a playground is
not a m atter for them. So th is re c o m m e n d a t io n has not
been c a r r i e d out in the s t a t e o f O r is s a .

The researcher fe e ls’ that if the c o m m i t te e

commission recommended such a th in g, it has to be
im plem ented. The state go ve rn m e nt and a l s o the central
go v e rn m e n t should w o r k o u t methods and p r o v i d e fin an ce to
i m p l e m e n t re c o m m e n d a t io n s i n p h a se s i f necessary.
 R E F E R E N C E

Bapat, V .D ., P h y s ic a l Education i n In d ia: Studies

in E d u c a t i o n Refor m in In d ia, V o l.(T ill, New

D e lhi, p p . 231-191,

Kamalesh & S an g ral, 1987, P rin cip le s and H istory of

P hysical Education, Prakash Brothers, Ludiana,

p p . 133-137.

Samal, J.K ., 1984, H istory of Education in O rissa,

C a l c u t t a , p p .8 5-86.

Govt. of In d ia , 1980, ‘ N ational Sports Po licy,

M inistry of Human Resource D evelopm e nt,

New D e l h i .

G ovt, o^ In d ia , 1986, N ational P olicy on Education:

Programme of A ction 1991, M in is try of Human

Re s o u rc e D e v e l o p m e n t , New D e l h i .

Govt. o f O rissa, 1990, E ducational in O rissa

(1988-89), D ire c to ra te of E lem entary F d u c a tio n f

Bhubaneswar•