Sports-as-a-subject-in-school-education-in-India
Sports as a Subject in School Education in India: Current Status and Future Directions
Introduction
Sports as a subject in school education holds immense potential to foster holistic development, encompassing physical health, cognitive growth, and socio-emotional well-being. India is traditionally a country with a rich sporting heritage yet a modest global presence in competitive sports; integrating sports into the school curriculum is recognized as a vital strategy to nurture talent and promote a healthier populace. The present article examines the usefulness of sports in school education in India, its current status regarding infrastructure, curriculum, and teaching resources, and the provisions under schemes like Samagra Shiksha. It further explores parental disinterest, strategies to enhance Olympic success, per-student sports norms, and budgetary allocations and concludes with observations on the way forward.
The Usefulness of Sports as a Subject in School Education
Sports in education transcends mere physical activity, contributing to multiple developmental domains. Physically, it enhances fitness, reduces obesity, and builds motor skills essential for lifelong health. Research studies indicate regular physical activity improves concentration, memory, and academic performance. Socially, sports cultivate teamwork, leadership, and resilience; emotionally, they boost self-esteem and reduce stress. In the Indian context, where academic pressure often overshadows holistic growth, sports offer a balanced approach to education, aligning with the National Education Policy (NEP) 2020’s emphasis on all-round development.
Current Status of Sports in Indian School Education
1 Availability of Playgrounds Many Indian schools lack adequate playgrounds, particularly in rural and semi-urban areas. While urban private schools often boast better facilities, government schools frequently rely on shared or makeshift spaces. A 2022 report highlighted that over 40 percent of government schools lack dedicated sports grounds, limiting practical engagement in physical education.
2 Periods Per Week The National Curriculum Framework (NCF) mandates Health and Physical Education (HPE) as a compulsory subject from primary grades to secondary levels, recommending at least two weekly periods. However, implementation varies widely. In practice, these periods are often substituted with academic subjects to complete syllabi, especially in higher grades, reducing actual sports engagement to as little as one period weekly in many schools.
3 Curriculum The HPE curriculum under NCF includes sports, yoga, and fitness activities, aiming to develop physical competence and life skills. Yet, its execution lacks uniformity, focusing on theoretical aspects over practical training in many institutions. The NEP 2020 seeks to integrate sports more robustly, but this transition is ongoing.
4 Availability of Physical Training (PT) Teachers There is a significant shortage of trained PT teachers. While urban elite schools employ qualified coaches, government schools often assign general teachers with minimal sports training to oversee HPE. The teacher-student ratio for sports education remains inadequate, with estimates suggesting one PT teacher per 500 to 700 students in many regions. The shortage of HPE teachers is prominent in small and single-teacher schools.
5 Provisions Under Samagra Shiksha Launched in 2018, Samagra Shiksha consolidates earlier schemes to enhance school education, including sports. It provides annual grants for sports equipment: ₹5,000 for primary schools, ₹10,000 for upper primary, and up to ₹25,000 for secondary/senior secondary schools. Additionally, it supports the appointment of special educators and resource persons, some of whom assist in sports for children with special needs. Safety guidelines and playground maintenance protocols are also outlined, though enforcement remains inconsistent. Despite this, schools generally find a shortage of funds under HPE activities.
6 Component of Sports in Annual Plans Annual plans under Samagra Shiksha include sports as a component, with provisions for equipment procurement, teacher training, and inter-school competitions. The Khelo India initiative complements this by organizing school-level tournaments, yet sports often receive secondary priority compared to academic infrastructure in these plans.
Main Hurdles to Parental Interest in Sports
Parental disinterest stems from several factors:
- Academic Bias: The cultural emphasis on academic success as a pathway to stable careers overshadows sports, perceived as a risky or less lucrative option.
- Lack of Awareness: Most parents in India are unaware of sports’ physical and mental health benefits or its potential as a viable profession.
- Infrastructure Gaps: Inadequate school facilities and coaching discourage parents from viewing sports as a serious pursuit.
- Time Constraints: The demanding academic schedule leaves little room for sports, reinforcing parental focus on studies.
- Gender Norms: Particularly for girls, social barriers and safety concerns deter parental support for sports participation.
Strategies to Win Medals in Olympic Sports
To enhance India’s Olympic performance, a multi-pronged approach is needed:
- Early Talent Identification: Implement nationwide school talent scouting programs, starting at ages 10-12.
- Specialized Training: Establish sports academies with world-class coaches and facilities, integrating them with schools.
- Financial Support: Expand schemes like Khelo India, offering ₹5 lakh annually per athlete for eight years, to cover more students.
- Curriculum Integration: Ensure sports training complements academics, with flexible schedules and credit systems as per NEP 2020.
- Global Exposure: Facilitate participation in international youth competitions to build experience and confidence.
Sports Per Student Norms
Currently, India lacks explicit per-student sports norms akin to teacher-student ratios. The Samagra Shiksha framework provides equipment grants based on school level rather than student numbers, and PT teacher allocations do not follow a strict per-student metric. International benchmarks, such as one coach per 50-100 students in sports-focused systems, suggest that India needs more precise standards to ensure equitable access.
Budget for Sports in School Education
The Union Budget 2024-25 allocated ₹1,312 crore to the Ministry of Youth Affairs & Sports, out of which Khelo India alone is allocated a sum of ₹900 crore. Under Samagra Shiksha, sports-specific funding is embedded within the broader ₹37,500 crore education outlay, though exact figures for sports are not isolated. Estimates suggest ₹500-700 crore annually supports school sports infrastructure and grants, a modest sum compared to academic spending, reflecting its lower priority.
Concluding Observations
Sports as a subject in school education in India holds transformative potential, yet its current status reveals significant gaps in infrastructure, implementation, and societal perception. While initiatives like Samagra Shiksha and Khelo India signal progress, their impact is curtailed by inconsistent execution and resource constraints. Parental disinterest, rooted in cultural and practical barriers, further hampers growth. India must prioritize sports with robust infrastructure, trained personnel, and awareness campaigns to achieve Olympic success and holistic student development. Establishing per-student norms and increasing budgetary focus could catalyse this shift, positioning sports as a cornerstone of education rather than an extracurricular appendage. Lessons from South Korea and China may greatly help promote sports across India. In addition, case studies of states in India, such as Haryana, Manipur etc may also be helpful. Needless to say, without political will, the expected outcome is not likely to be realized.
Suggested Readings
1 Government of India. (2018). Samagra Shiksha: An Integrated Scheme for School Education.
2 Ministry of Youth Affairs and Sports. (2024). Khelo India Programme.
3 National Council of Educational Research and Training (NCERT). (2005).
4 NITI Aayog. (2020). Strategy for Olympic Success.
5 UNESCO. (2015). Quality Physical Education: Guidelines for Policy Makers.
