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CHAPTER – I

INTRODUCTION

Physical Education provides the rationally required foundation for each

individual to enable to develop their personality domains on the concept of all-round

development. Physical Education provides significant contribution to become an

integral part of the total educational development process which aims for the

development of physically, mentally, spiritually, emotionally and socially fit citizens

through the medium of physical activities.

Physical Education and sports contribute to self-actualization, self-esteem

and a healthy response to physical activity. A well planned and conducted physical

education and sports programme can achieve such results as recognition of the

potential activity for the relief of tension and awareness of one‟s body which is

capable of doing for a better self-image.

The world physical refers to body. It is often used in reference to various bodily

characteristic such as physical strength, physical development, physical prowess,

physical health and physical appearance. It refers to body as constructed to the

mind. When, the word education is added to the physical, the phrase of education

that concerns activities that develop and maintain the human body. When, an

individual is playing a game, swimming, marching, and working out on the parallel

bars, skating or performing in any one of the gamut or physical education activities.

Education is taking place at the same time. This education may be conductive to

the enrichment. It may be a satisfying experience, or may be unhappy one. It may

help in the building of a strong and cohesive society, or it may have antisocial

results for the participant. Physical educational objectives will depend to a great

extent on the leadership responsible for its direction.

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Physical education is an important part of the educational process. It is not a

“frill” or an “ornament” tacked on to the school program as a means of keeping

children busy instead, is a vital part of education.

Through a well-directed physical education program children develop skills

for the worthy use of leisure time, engage in activities conductive to healthful living,

develop socially and contribute to their physical and mental health. (Bucher, 1997)

A study of history reveals that other civilizations have recognized the

important place of physical education in training of their youth. In ancient Athens,

for example three main subjects were studied by every Athenian, gymnastics,

grammar and music. In United States the contributions of physical education to the

educational program have been recognized for many years. In 1918 National

Educational Association set forth its well-known cardinal principles of secondary

education which listed seven objectives of education health command of

fundamental processes, worthy home membership, vocation, citizenship, worthy

use of leisure and ethical character. Physical education is playing an important part

in achieving these objectives. As a result of such contributions, such as benefits of

exercise to physical health, the fundamental physical skills that make for a more

interesting efficient and vigorous life, and social education that contributes to the

development of character and goods human relations, these cardinal principles are

brought nearer to realization.

The contribution of physical education and sports is not only to direct one‟s

life towards worth-while goals but also lessens the stress on humanism. The

programme enables each individual to enjoy rich social experiences through play

and involvement.

A commonality of aims for the teaching of physical education can be found

among the statements from many countries around the world. It is necessary to

realize, however that the emphasis on a particular aim may vary considerably from

one country to another. Moreover, it is often difficult to know whether a serious effort

is being made to carry-out the state aim.

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The actual programme of physical education may fall far short of the

declared goals. Nevertheless any effective programme must be guided by the

specific aims and purposes. The discussion in this section makes no effort to

distinguish between elementary and secondary schools.

Physical education, as a part of education must be responsive to the needs

and demands of the society for which, it exists. A statute on school physical

education rectified in 1971 which stated about the Soviet‟s aims specifically. The

development of fundamental physical and sports skills are almost universally

recognized.

Pearson (1979) The emphasis in the primary physical education programme

should be placed upon the development of basic skills in such activities like:

gymnastics, swimming and leisure nature of activities in the latter case leading to

small sided games, not full sided inter-school competitive matches.

As, civilization moves into the decade of the nineteen eighties, physical

education and sport occupied the place of major significance and attention among

the varied cultures of different nations of the world. To cite just one example, the

United Nations at the start of 1982 had 156 member nations, 9 fewer than the

number of countries that were members of the International Amateur Athletics

Federation. The importance of sport holds true not withstanding enormous, urgent

problems of food, supplies, and nutrition, personal and community health, housing,

education, energy resources, pollution, national and political rivalries, oppression of

minority groups, economic depressions, and many others.

The teaching of physical education at all levels and coaching of sports from

the local club or community levels and teams for national, international, and

professional competitions involve the time and efforts of tens of thousands of men

and women, the expenditure of immense sums of money, the disproportionate

attention of the mass-media and the concern of national political organizations.

During the era of Ancient Greece, through the palestra and the gymnasium,

physical education was a part of education. In the fifteenth century, Vitronio da

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Feltre made physical education an essential part of the education of boys in his

Italian Court School, La Giocoso, at Mantova. The school of Johann Basedow and

Christian Salzmann, the Philanthropinum Institute, and others in Germany in the

late eighteenth century accorded a place to physical education and games in the

curriculum. The status of school physical education today, however, perhaps owes

its greatest debt to Denmark, which in 1814 passed a law requiring gymnastics for

all elementary school boys.

Sportsmen are the product of a culture promoted by a particular society in a

particular era of society. No society can produce soldiers without the impact of

sports and defence culture. If the best Indian soldiers are rated as one of the best, if

not the best in the world, it is only because of their sportsmen like dedication to the

duties and sportsmen like devotion to defence culture. There is befitting quotation

that. “The battle of waterloo was won in the play fields of Eton and Harrow.” It can

thus be stated that sports have had tremendous impact on Indian Society.

Sports programmes did not emerged automatically. They were sponsored

and patronized by administrator‟s rules kinds and leaders. History of many states in

India reveals that institutions which promoted freedom struggle and freedom fighters

are primarily responsible for influencing the society through sports programme like

vyayam-shalas, sword-fighting and Fencing etc.

Sports play a very prominent role in modern society. It is not only important

for an individual but also to a group in terms of the whole nation so much so that the

World Health Organization has set a target that every person in the world should

become fit and health conscious by 2000 A. D.

Great progress has been observed in the field of games and sports after the

independence. Sports have grown tremendously and widely through-out the world

and it opens the doors of inviting all people regardless of sex, race, religion,

language and region. It has become a very strong social force influencing enough to

concern the society in general. With the achievement of independence in 1947,

India has made rapid progress in games and sports. A considerable amount of

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attention has been given to the increasing level of participation in sports by young

people. The government‟s action in making money available to develop sports

programmes which are attractive to wide range of children folk in schools, colleges

and community settings sports have made great strides in the middle of the 1970‟s

has been seen many changes with regard to the role and preparation of physical

education, students involvement, curriculum reforms, growth of sports liberation of

women and international involvements.

The Indian Hockey (Men) team dominated at Olympic Games over three

decades from Amsterdam in 1928 to Rome in 1956. Admitting that India won in the

world of hockey is not unchallenged. It is a fact that India retained its power as a

Hockey Nation. India won Olympic Gold Medals in Hockey, Asian Gold Medal in

Football, Volleyball, Wrestling and Horse Riding.

Boxing and Athletics in Asian Championships, sportspersons of repute like:

Milkha Singh, P.T. Usha, Shiny Abraham, Sriram Singh, Ajmer Singh, Labh Singh,

V. S. Chauhan, KapilDev, Sunil Gavaskar, Vijay Amritraj, PrakashPadukone and

many others have brought glory to India by putting-up excellent efforts in the form of

performance in their respective sport.

Keeping in view, the upcoming requirement of sports development in the

country, Late Shri Rajiv Gandhi (Ex-Prime Minister of India) in the year 1985

increased the grant of Rs. 200 crores for development of sports for providing

facilities and infrastructure to up-lift the status of sports in the country. India is vast

country with multiple problems. Particularly, the relationship between contemporary

society, religious and economic realities are the main problem which perhaps

determines the sports future.

These problems tend to break the country into parts. The people are

humanitarianism, comparison and sympathetic to indulge in cruelty, aggression,

murder, rape and riots, which are more dangerous than communal feelings. It has

been observed that very badly spoiling the Indian youths in this country by involving

then into terrorism.

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“Sports for All” has become a very popular slogan all over the world today. It

is an ever expending arena of human life. Sports cannot be practiced in isolation. It

is a social experience. There is an increasing recognition at all the potentials

throughout the life cycle. Sports only could socialize the individuals. Sports not only

provide fun, recreation and competitive spirit, but also it develops greater

understanding fellowship and friendship. Besides this, it builds-up character and

morals to the learner etc.

One major purpose in developing sports in India‟s school is to involve more

people in sports to improve their physical health. Jackson (1977) The programmes

in the communist countries have been promoted under a variety of slogans such as

Run for Your Health” and in the erstwhile G.D.R. “Every citizen in every location to

the athletic facility once a week.”

James (1986) It may be a great quarry about developing countries, why they

spend money on sport while their people are dying from hunger. Look at some of

the major state priorities assigned to sport by developing nations: nations building,

integration, defence, hygiene and health, social, policies and international states

should evolve from indigenous national traditions or superimposed by colonial and

neocolonial pressures. It may be concluded that far from being a luxury, physical

culture in modernizing societies is an absolute necessity.

Holest (1993) emphasized that physical education should be a part and

parcel of education as it uses physical activity as a primary means to promote

psycho-motor, cognitive and socio-effecting growth in order to change the quality of

life.

It is, therefore, evident that physical education, in form of games and sports,

along with general education, brings-out the wholesome of an individual. Holest

(1993) The games and sports can be a recreational out-let when, an individual

becomes tired with the increasing burden of academics or immense pressure of

day-to-day living hazards.

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Although, physical education is still considered as a misinterpreted field and

misunderstood by many people. „Back to Basics,‟ it is widely heard slogans. The

subjects who have traditionally an accepted role, are now had an accepted role,

now questioned as to their continuing relevance.

A part of the great desire for sports, that excess physical energy includes

joyous self-expression. As you have probably noticed that healthy children are so

full of energy and they cannot keep still or be quiet. Furthermore most individuals

like to test themselves to see just what they can do physically; i.e. just what their

potentials are. They like the risk and thrills of vigorous contests. They seek to gain

recognition, approval and prestige. They rush into sports to find-out the best scope

to overcome from the boredom, anxieties or just the drab routine of their daily

routine work and duties.

Frustration in other areas may be forgotten, at least temporally through

absorption in the game. They can even relive their piled up resentments, irritation

and aggressions in the hard play of sport. Finally as mentioned above, normal

people suffer from inferiority feelings, and can assure such feeling through sport

success who, competing with other equal ability.

Physical activity is an essential component for life. If the organism is not

physically active; the functions of the body will gradually but surely diminish form

desirable levels until there is difficulty in moving even under minimal conditions.

Without physical activity, their regression in bodily function will continue until death

results.

“Education” is explained by God Frey H. Thomson as “The effect of an

environment upon the individual producing changes in his habits of thought and

behavior”. It is a lifelong process through which, an affective adaptation of the

individual to the physical and social environment take place. The major objective of

education is modification of behavior. Therefore, an individual is an acceptable

member of the society, who achieves its ultimate goal. Education is often confused

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with schooling with its narrowest sense means learning of 3R‟s (reading, writing,

arithmetic) strictly confined to the four walls of the classroom.

Physical Education is an integral part of total educational process, which has

sustained considerable changes in the recent past according to the needs and

demands of the society. Physical Education is not only the training of the physique

but also educating people about their body and its functions. The International

Charter of Physical Education and Sport 1978, of the UNESCO states that the

overall education system must assign the requisite place and importance to

Physical Education and Sport in order to establish a balanced and strengthen links

between physical activities and other components of education. The physical

education is the multi-disciplinary area of education.

The aim of physical Education is similar to general education as “over all

development of human being and society” the general education also tends for the

development of various aspects link mental, physical, social, emotional intellectual,

psychological and social-economic development etc. similarly Physical Education

also work in the same direction which leads to the social development and also all

round development of the human being.

In the life cycle of man physical activities appears first then speech and then

writing appears later. It is also an accepted fact that in the animal world the grow

ups teach their young the most important function of life through physical activities.

It is no wonder that in the earlier stages of human race, much of the learning took

place as a result of simple imitation of various activities.

Physical Education through physical activities is a vital instrument of

education on account of the universal acceptance of these views and to have

healthy individual, who are fit to face various challenges of life. It is important to lay

emphasis on the medium of physical education programme for achieving objectives.

To highlight the importance of physical education process, it has been said that

“Physical Education process, which is divine given, should be motherly fed and

fatherly nourished at the young age of the child”.

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However, in spite of all such commission, it is observed that physical

education is not given its due recognition or an equal status in school curriculum.

Hence, it would be helpful to find-out the root cause for the step- mother treatment

with the subject. The reasons for such inequality may be due to any one or more of

the following factors:

1. Role of school and college administration

2. Parents and public reaction

3. Attitude of other teachers and physical education teachers

4. Attitude of students and parents

5. Finances

6. Facilities and qualified personnel

7. Equipment and programmes.

Attitudes are ideas or feeling that one may have about something as a result

of part experience or as a result of imaginative likes and dislikes. When condition or

change in the environment occurs, whether for better or worse, we can usually

expect to see a change in attitudes. In physical education, we are mainly concerned

with the attitudes of students towards the physical education activities and

programmes as well as towards individual activities within the programme.

It is important to measure attitude to see the effects of various types of

programmes, administrative procedures and methods of instruction have upon a

students‟ feeling. Johnson et. al. (1982) When such measurement is objectively

conducted of approach is opened up towards the desirable change which can be

logically brought about.

The attitude of participant of youth festival toward Physical Education and

sports has a significant role to play in its development. It has been rightly said that

the degree of success of any programme of physical Education is by the head of the

college/University.

The environment of administration and personality of teachers‟ exercise a

great influence upon the development of the students. In other words, he

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assimilates his own experiences with the experiences of others and thus has a

practical approach.

The favorable attitude of participant of youth festival towards physical

education teacher is a primary need specially when the physical education teacher

or instructor is a new entrant and lacks in experience on competence. The

guidance, initiative and the drive of the head of the college/university are vital in

shaping the physical fitness of the school population.

Administrators play a vital role in planning, implementing and developing the

physical education programme in their respective college/university. By virtue of the

office, they hold the position of executive and judicial head of all sport and physical

education committees in their respective institution.

It is important to understand high school students' attitudes and perceptions

toward physical education since they will be future members of the work-force who

will need to use their knowledge to maintain a healthy lifestyle. The content

standards are intended to assure that all students meet minimum curricular

requirements. However, if students do not find physical education valuable, the

content standards may have no meaning either.

The high school students' attitudes toward their physical education

programmes in the State of Delaware were studied. The results provide a baseline

for further examination of curriculum after implementation of state content

standards. The students' (N = 223) attitudes were measured through survey by

using a 31 items questionnaire. The results indicated approximately 45% of the

students would enjoy having more sports or games in their physical education

curriculum.

The majority (74%) of the students indicated that they preferred co-

educational classes and 64% preferred working with other students of similar

abilities. 43% of the students also indicated that physical education was important to

their high school education, rating it just after Mathematics, English, and Science.

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The correlation tests revealed that the majority of students who indicated that they

enjoyed physical education were more likely to enjoy school (p<.001).

Students, who were engaged in negative health behaviors and practices, that

is, smoking, drinking, or using drugs, were less likely to enjoy physical education

(p<.005). These findings are important for designing meaningful high school

physical education programmes on the significant and scientific basis in line with the

learning experiences that meet state content standards and for influencing students

to continue participating in physical activity.

Hence, it may be analyzed that to enable us to learn the awareness of the

importance of being physically fit in college/university. How far the physical

education programmes are being implemented and how far physical education is

accepted in college/university. The study of attitude of participant of youth festival

and its aim and objectives are important.

Studentattitudes toward physical education have been under investigation

since the 1930's. Traditionally, the purpose of such inquiry has been to identify

factors that contribute to positive and negative feelings toward physical education.

Investigators believed that having such information would improve the quality of

physical education by allowing teachers to consider student insightswhen making

curricular or programme decisions. Subsequently, research inthisarea has been

plentiful.

The preponderance of attention, however, has focusedon college ( Bell&

Walters, 1953; Brumbach, 1968; Brumbach&Cross, 1965; Bullock & Alden, 1933;

Figley, 1985) and high school students (Carr, 1945; Earl &Stennett, 1987; Luke &

Sinclair, 1991; Rice,1988; Tannehill, Romar, OSullivan, England, & Rosenberg,

1994).

Thefew studies conducted on junior high and middle school students

indicatethat positive attitudes toward physical education appear to be strongest at

the sixth grade level for both boys and girls. With each passing grade, however,

attitudes toward physical education become less favorable (King, 1994).Although

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this attitudinal decline transpires in both genders, it is more severein girls.

Conversely, boys who were categorized as having a poorattitude by their

teacher were most annoyed with the requirement of having to take physical

education. More recently Tannehill and Zakrajsek (1993) reported winning, success,

performing well, being included, teamwork, participating and having fun as the

factors which many middle and high school students associate with positive

physical education experiences.

On the other hand, negative experiences related to fitness exercises and

injuries. Carlson (1994) found student attitudes toward physical education were

influenced by culture (gender, idolization of elite sports figures), society (family,

mass media, sporting experience, skill level, peers, previous physical education

experiences, and perceptions of fitness), and school (teacher influence).

Additionalresearch in 1995 set-out to "describe and analyze what students

think, feel, and know about various aspects of their physical education

programmes"(Graham, 1995). Researchers found that 21% of junior high school

students sampled, strongly disagreed with the statement, "I enjoy gym class".

Reasons for discontentment included: irrelevant subject matter, perceived lack of

ability, public display of athletic inadequacy, uneasiness with competition, and

feelings of isolation (Carlson, 1995).

Basedon this literature it is apparent that for some junior high or middle

school students physical education is a miserable experience, while for others

thiscontent area is enjoyable and worthwhile. In either case, as students‟ progress

through each grade overall attitudes towards physical education decrease. This is

especially noteworthy, when considering the decline in physical activity that

transpires during adolescence.

In other words, as adolescents age, attitudes toward physical education

become less favorable and levels of physical activity decrease. The parallelism of

these two trends, indicate the importance of providing a physical education

experience which will encourage young adolescents to initiate and maintain a

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physically active lifestyle. However, in order to provide meaningful physical

education experiences for middle school students‟ additional research investigating

student attitudes toward middle schoolphysical education must be undertaken.

As physical educators, we have to believe that we can have a major impact

on this disturbing trend if we develop appropriate physical education programs.

However, in order to maximize the success that physical education can have it is

important that students perceive physical education in a positive manner and learn

to enjoy being physically active. Enjoyment of physical activity has been identified

as one of the crucial factors for our youth and adolescents to remain active (Motl,

Dishman, Saunders, and Dowda, 2001; Sallis, Prochaska, Taylor, Hill, and Geracci,

1999). This is seen as a critical concern as many of these students will become

influential members of the community who will need to be supportive of our physical

education programmes for our efforts to continue.

To this end, it is important to consider that the students appeared to prefer a

more traditional approach to physical education with a majority of students

identifying team sports and games as the most enjoyable aspects of the curriculum.

This was consistent with findings from previous studies (Tannehill and Zakrajsek,

1993; Tannehill et. al., 1994). It is thought that this may also be due to the fact that

many students have not experienced anything other than traditional physical

education programs as well as the large number of students who participate in

sports either interscholastically, intramurals, or on club teams outside of school.

Another important variable in physical education is the use of coeducational

classes. Prior to the 1970's most physical education classes were single sex;

however, with Title IX and other social changes coeducational classes became

much more common. Now, almost all physical education classes are coeducational.

The students in this study preferred coeducational classes, a finding which is also

supported in the literature (Rice, 1988; Tannehill et al., 1994). When asked why

they enjoyed coeducational classes the most typical response was "to look at the

girls/boys".

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In order to address the issues of participating in team or individual sports and

participating with classmates of similar ability, it is recommended that teachers

incorporate team and individual sports into a fitness based curriculum. In other

words, while the teachers should continue with the trend to teach students how to

improve or maintain their health through being active, they may be well advised to

structure their classes such that those who enjoy team or individual sports will have

the opportunity to play small-sided games with classmates of similar ability (NASPE

standard 3). This can be accomplished through a task style of teaching, grouping

students of differing abilities so those with lesser abilities can play with a modified

set of rules. For example, it is not necessary to require all students to play

regulation basketball.

There are many students who will never be able to develop the appropriate

skill set necessary to play a basketball game properly. Therefore, it is good practice

to place the players who do have those skills to participate in one activity while

those who do not have those skills would be permitted to double dribble, travel, etc.

A task style of teaching permits this to occur without emphasizing the different

abilities. In other words, while the higher skilled students are working on a fitness or

skill development task the less-skilled students may be playing the small-sided

game.

Regardless, it is important to focus on teaching the students why they are

doing what they are doing, the benefits they are gaining by participating in these

activities, while relating all of these activities to the state standards. This will also,

hopefully, increase the student‟s perception as to the importance of physical

education while helping them experience greater enjoyment.

Environmental variables, such as how one feels in the locker room, may also

impact students' attitudes towards physical education. Adolescence is a period in a

student's life that is marked by great physical and social developmental changes.

The locker room is where there is generally less direct supervision of the students

and where students with unsatisfactory body concepts are exposed to their peers.

Examining student's feelings in the locker room adds another dimension to the

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finding of Tannehill et al (1994) that students with negative attitudes felt

uncomfortable or unsafe learning and practicing physical skills. It is also important

to note that time spent in the locker room is part of the student's total experience in

physical education and may have a large impact on how they feel about physical

education (Strand and Scantling, 1994).

Consequently, if students feel threatened or uncomfortable in the locker

room, they may be less inclined to change for class and, if they do change, they

may already have a negative attitude toward the class. It may, therefore, be

important to examine the role of teacher supervision in the locker room as it affects

student feelings of safety and comfort. It is recommended that teachers make their

presence known in the locker room. This can be accomplished by simply having the

teacher stand in the doorway during changing.

Another avenue we believe should be strongly considered is increasing the

number of elective physical education offerings for juniors and seniors. Obviously,

this becomes a resource issue for many schools. However, in those schools where

there are sufficient facilities to handle the additional students, elective courses can

be extremely beneficial. While many of these students may choose sports or

games, others may choose fitness options. Regardless of the choice for activities,

teachers will have more opportunities to help students remain active.

In order to continue to improve our physical education programs we must

remember to listen to the students. We must then mesh their feedback with the

state standards so that we can help students become healthy, active adults. Failure

to accomplish these goals is likely to result in the continuation of the alarming

increase in obesity rates. Our students must learn why physical activity is important

to helping them become healthy and productive adults. We must also continue to

monitor how the most and least active of our students are responding to the

curricular changes that have been brought about by the development of state

physical education standards. It is hoped that as the students become more familiar

with a fitness-based curriculum that they will learn more about why physical activity

is so important, as well has how to exercise safely. As these changes are made,

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developing programs that are more effective for all of our students may lead to

students gaining an appreciation for the importance of healthy active lifestyles that

may carry on into adulthood.

Keeping in view, the pivotal role and significance of attitude on the students

towards physical education, the present study has been designed to observe on the

secondary school boys of Delhi.

Statement of the Problem:

The objective of the study was to determine the “ATTITUDE TOWARDS

PHYSICAL EDUCATION AND SPORTS OF SECONDARY SCHOOL BOYS OF

DELHI.

Delimitations of the Study:

The present study was delimited as follows:

1. The study was delimited only to the government secondary schools of Delhi.

2. Three schools from each zone will be selected randomly to collect data.

3. Thirty students from each school will be selected randomly towards Physical

education and sports.

4. All the data will be collected in one academic year.

Limitations of the Study:

The present study was observed the following limitations during the course of

investigation:

1. The children will differ to some extent in their understanding for

answering the question of the Performa.

2. After student may not take the answers very seriously and may not

give truthful information in spite of best motivation by investigation.

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Hypothesis of the Study:

It was hypothesized that the secondary school students of Delhi will have

positive attitude toward the physical education and sports programmes.

Definitions and Explanations of the Important Terms:

Attitude

The notion attitude was initially introduced in to experimental psychology by

German Psychologist to designate some factor conditioned by past experience like

readiness to act in a given way.

The effective by-products of the individual experience, have their bases in his

inner urges required habits and the environment influences by which he is

surrounded.In other words, we can say that attitude arise from personal desire and

group stimulation.

Attitude act as courses as well as results of behaviour, they are personal and

are associated with the feeling tones connected with individual experiences. They

represent the way he feels, as he thinks, talk or acts in any situation.

Newcomb (1948) defined attitude as, “An Attitude is not a response but more

or less a persistent, set to respond in a given way to an object or situation. It is an

organized and consistent manner of thinking feeling and reacting with regard to only

event in one‟s environment. The pressure and dynamics of one‟s environment are

therefore contributory to the development of attitudes, which in turns direct ones

behaviour what holds true of the general environment is equally true of educational

environment. The soundness of healthy attitudes would largely depend upon

healthy climate for physical activity in educational institutions.

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Attitude of teachers, parents and general public:

Bucher conducted a survey of 100 teachers, professor, parents,

representatives of the general public, superintendents, principals of schools and

directors of physical education to determine what they believed for the role of

physical education in schools and colleges some general concepts derived from this

survey include the following:

1) Physical education in an important part of the educational program :

Over whelming support for physical education as a part of educational

program was indicated by 89% of the person surveyed. The exact role that

physical education should play in general education is not clear in their minds, but

the need for such a program was recognised by most of those person surveyed. In

general, the persons surveyed (59%) thoughts there was a positive correlation

between what physical education is trying to do and what other aspects of the

program are attempting to accomplish. A question that was raised by many of

those persons surveyed was whether physical education in the same way as

mathematics, history, English and other subject. Some persons surveyed believed

that physical education should be concerned only with education relating to

development of physical aspects of the body. In other words, they thought physical

education of the blinds was our main business (Bucher, 1979).

2) Physical education is broad in its scope and should be scheduled

several times each week in the school program :

When asked which of the following terms best defines physical education athletics,

calisthenics, movement, physical fitness and skill development, the majority of

persons surveyed (52%) indicated that all terms cited should be included in a

definition of physical education. The term physical fitness was thought by many

(27%) characterized physical education most completely. Furthermore, when these

same persons were questioned that how much time should be devoted to physical

education in the school program, 61% believed that physical education should be

scheduled once a day. Only two groups, professors and parents, indicated that

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they might possibly be more in favour of three times a week. One principal made

an interesting comment; “Physical education should be conducted at the close of

school and required for the students. Those with an athletic interest would practise

at this time and others would have regular physical education classes.”

3) Physical education programs should provide many different types of

activities :

Most of the persons surveyed thought that all types of activities, including team

sports, carry over activities, individual sports, general exercises and recreational

activities should be part of physical education program. However, some supported

the idea that recreational activities should not be a part of physical education.

Some person stressed that the type of program should depend on the student‟s

needs, age, facilities and teachers available.

When asked what should be average size of physical education class, principals

and superintendents thought that physical education class should be larger than the

size of classes for the academic subject. However, many other persons surveyed

believed that size of school, activity involved, facilities and number of teachers

available should determine the size of classes.

In respect to what should be the basic for grading in physical education

classes, majority of persons surveyed thought that physical education grades

should be on a report separated from other educational offerings. School

administrators and professors were only group who believed that it should

correspond with the marking in other subject. Comments made by persons

surveyed included “It should be based on improvement of student makes in class”.

“Unsatisfactory and satisfactory are sufficient grades for students in physical

education”, “it depends on the objectives of the school.” “Marking in physical

education is so subjective that it cannot be done properly.”

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4) Physical education believes certain basic concepts characterize

purposes of the modern program of physical education :

Clifton (1967) his study entitled “article analysis of current practices and beliefs

underlying general physical education programs in higher education,” cities six

basic concepts of physical education that were considered very important or

important by three (a groups of physical education in college physical education

programs considered to be experts, a jury of physical education who were

considered experts in the overall field of physical education and a group composed

of debate of instruction).

The six concepts are as follows:

1) The development of “strength and endurance” as an aspect of biological

fitness,

2) The achievement of a personally satisfying level of motor skills involving

“fundamentals of movement”.

3) The development of an aesthetic appreciation for the role of “sports as a

cultural force” in the modern world.

4) The acquisition of knowledge concerning “agencies and resources useful in

solving personal health problems.”

5) The “clarification of self-image” and “enhancement of self-esteem” through

involvement in physical activities.

6) The acquisition of “facility in combined use of physical skills and mental

interpretation.

Current Attitude towards Physical Education:

Attitude of students:

One method of showing how changes in society and changes in education in

general are affecting physical education programs throughout the nation is to be

briefly reported on some findings in a survey taken among elementary, secondary

and college students.

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1) Some students believe that physical education has great value for

them:

Young people list such values as the help it provides in learning physical

skills; the exercise it supplies for becoming physically fit; the social contributions

such as development of sportsmanship quality learning how to get along with

others and teamwork; the psychological benefits in the form of self-improvement of

personality, development of qualities of courage, self-discipline and knowledge

learned in respect to role of sports in cultures of world, rules of games/sports,

some physiological and other benefits of exercise to health.

2) Some students think that physical education has little value for them :

Student citied several deficiencies in physical education programs that

resulted in experience having little value for them, such as poor instruction, lack of

planning and organisation crowded classes, lack of motivation, program not

adapted to the individual and too much stress on completion.

3) Some students believe that physical education has greatest value for

them when certain conditions are met :

The condition that make physical education is a dynamic art of educational

program in the eyes of students include goods instruction are skills, a variety of

activities, excellent facilities, a well-organized program, vigorous exercise, taking

needs and interest of students into consideration and many interesting after school

activities.

4) Some students are confused about the meaning of physical education :

In study conducted by Wilson, an attempt was made to determine the

meaning of physical education as received by students and teachers involved in

physical education. Some 283 high school students and 119 college of physical

education students were surveyed. This study showed that students have six basic

orientations to physical education.

1) Physical fitness,

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2) Sports and games,

3) Development of physical social, mental and emotional well-being,

4) Social adjustment,

5) Recreation, and

6) Enjoyment and fun, most high school students (80%) had a physical fitness

and sports/games direction, with little awareness of the other values. As part

of study, extraneous comments by students were recorded. Some of these

were very revealing :

a) The student shouldn‟t be forced to take exercise,

b) Physical education is when you go into a room and are supposed to be

able to do some things as teacher, who spent years learning to do it

himself,

c) Basic purpose of gym class into fills the law. In gym classes I have

experienced little or no help to physical condition of the students body,

d) I feel that physical education is not as strenuous as it should be,

e) Physical education should be an elective course,

f) We should be able to participate in games instead of doing dumb drill all

years,

g) A gym class is waiting in minutes for you to put up a volleyball and play

volleyball for 5 minutes,

h) Attitude about gym is bad. If gym was made more enjoyable, kids would

like it more, and

i) Physical education is for people who don‟t exercise and have to be made

to do it.

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In summarising attitudes of young people toward physical education,

following general conclusions may be drawn:

A) They want to be involved :

Students want to say in such matter as what activities they will participate in,

whether there should be a class uniform or if there should be a written

examination. In addition, students want to evaluate their courses to determine if

they are worthwhile and if their teachers are performing in a competent manner.

B) They are not inhibited :

Students speak frankly and expect teachers to do the same. They want direct

answers to question on sex, drugs and verneal disease. They think that some

activities should be co-educational and that girls should be allowed to participate

in many sports activities.

C) They have a new image of themselves :

Students believe they are a force that can bring change through activities by

conducting boycotts, presenting petitions to the board of education. Seeking

representation on school administration committees and initiating student strikes

to oppose offending policy decisions.

D) They are individualists :

Each student wants to be measured by his or her own abilities and talents. They

do not want to be just a number or a pattern of holes on a computer card or to

be exposed to an impersonal curriculum taught and administered by an

uninvolved faculty. They do not want to be required to perform the same

activities as other students whose abilities, needs and interest may be different

from their own.

Physical Education

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Physical Education an integral part of the total education process is a field of

endeavor that has its aim to the development of physically, Mentally, Emotionally

and Socially fit citizens through the medium of physical activities that have been

selected with a view to realizing these out comes (Bucher et. al., 1994).

According to Dubley Sargent,

“Physical education should aim to improve the mass of students and to give

them as much health, strength and stamina as possible to enable them to perform

the duties that await them after they leave the college.”

According to J.B. Nash,

“Physical education is that phase in the whole field of education that deals

with big muscles activities and their related responses.”

American Association for Health, Physical Education and Recreation listed

five major purposes for physical education :-

1) To help children move in a skilled and effective manner in all selective

activities in which they engage the program of physical education.

2) To develop an understanding and appreciation of movements in children and

youth, so that their life becomes meaningful.

3) To develop an understanding and appreciation of scientific principles

concerned with movements.

4) To develop through games and sports better interpersonal relationship.

5) To develop various organic system of the body, so that they respond in a

healthful way to increase demand place on them.

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Sport

A sport is an organized, competitive, entertaining, and skillful activity requiring

commitment, strategy and fair play in which a winner can be defined by objective

means. Generally speaking, a sport is a game based in physical athleticism.

Activities such as board games and card games are sometimes classified as "mind

sports," but strictly speaking "sport" by itself refers to some physical activity. Non-

competitive activities may also qualify, for example though jogging or playing catch

are usually classified as forms of recreation, they may also be informally called

"sports" due to their similarity to competitive games.

Sports are governed by a set of rules or customs. Physical events such as scoring

goals or crossing a line first often define the result of a sport. However, the degree

of skill and performance in some sports such as diving, dressage and figure skating

is judged according to well-defined criteria. This is in contrast with other judged

activities such as beauty pageants and body building, where skill does not have to

be shown and the criteria are not as well defined.

Records are kept and updated for most sports at the highest levels, while failures

and accomplishments are widely announced in sport news. Sports are most often

played just for fun or for the simple fact that people need exercise to stay in good

physical condition. However, professional sport is a major source of entertainment.

Significance of the Study:

Though, physical education is recognized as an integral part of educational

system. The result of the study may be helpful in formulating measures to educate

the teachers/coaches to positive approach and accurate planning to implement the

programmes of physical education in the college/university for balanced

development of the students‟ personality.

Throughthe investigation of students attitudes toward physical

educationand sports, and the incidents which influence those attitudes, it is hoped

that the secondary school physical education and sports will be better equipped to

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provide a meaningful physical education experience to the students by considering

such information when making curricular, pedagogical, or other program decisions.

The study will help in popularizing physical education programmes to some extent.