Current Issues
No.45
September 2005
 
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Status of Physical Education in Kathmandu
Diwakar Lal Amatya
 

Introduction
At present the most popular sports in Nepal is Football (Soccer). Nepal never came under British colonisation, which is the main reason why modern sports and games never became more popular among the Nepalese people. Around 53 years ago the Nepalese people had the opportunity of playing modern sports. Before sports was confined within the places of Rana regime and the Nepalese people had fewer chances of enjoying modern games. After more than 5 decades, developments have been made in many sectors of Nepalese people's lives and sports is one of them (Amatya, D.L.2004). It is estimated that more than two million Nepalese youth have taken part in various sports activities.
Background of Physical Education in Nepal
Due to lack of evidence, it is impossible to quote the exact date of the introduction of modern sports and physical education into Nepal. Himalayan range at the north and open boarders in east, west and south of Nepal with India. Indian influences are also there in cultural, economical, social and other fields on Nepalese people. Although the cultural value of sport exists in Nepalese society with different sports competitions at various cultural festivals, most of the modern sports came into Nepal by the Nepalese students, army men serving for Indian and British army’s, tourists visiting Nepal and civil servants who went for further education and professional knowledge. According to the National Sports Council sports magazine, Cricket was played during the 1920s in Kathmandu. Volleyball and track and field were introduced in Nepal during 1932. In 1935 the first Football (Soccer) Tournament was organised in Jawalakhel (Lalitpur).
In 1956, physical education was started at the Tribhuvan University in the name of College of Education. At that time there was no fixed physical education curriculum. In 1971, National Education Policy was introduced and physical education was taught all over Nepalese schools. Physical education can be taken by the student up to a bachelor level as a main subject (Dr. Maharjan, R.K-1999). From 1995 the master degree and one year Bachelor of Education were introduced.
In 1981, the Education ministry launched a policy to give physical education as an optional subject for 9th and 10th class (Standard). The paper was 50% theory and 50% practical. Schools were attracted to this because practical numbering can be given by the school itself. The government could not provide trained physical education teachers as wanted by most of the schools. This was the main reason that subject teaching was confined only in the classrooms. Now the composition of physical education paper is 25% practical and 75% theoretical. During 1971 most of the districts would have track and field competition and volleyball tournaments. Initially the program was very successful, but gradually many of the sports teachers did not know the tournament rules. This meant due to the lack of trained physical education teachers that the majority of the districts no longer held any tournaments. In 1998 Higher education commission recommended that health and physical education should be compulsory from 1st to 8th class (standard) and for 9th and 10th class to be provided to students as second choice of elective paper. This shows the ignorance of the importance of physical education to school children within the government policy makers.
The percentage of physical education students are a decreasing trend every year and numbers of students failing in the School Leaving Certificate (SLC Board) are also increasing. This is the main reason that majority of school management boards no longer want to keep this exam paper for their students.
Physical education is regarded as a low status, peripheral subject, also as a non-constructive and vocationally non-productive, non-academic, lacking in educational value and merely as a compensatory recreational activity (Hardman & Marshall, 2000).
A perceived decline in the position and presence of physical education in the school curricula worldwide was apparent in some countries in the 1970s and 1980s. Subsequent manifestations of a deteriorating situation were reported by a number of conference themes, a range of journal articles reporting on the perilous position of physical education in schools, several international and national surveys, on-going analysis of national and international trends and a plethora of international agencies’ and regional continental organisations’ Position, Policy, Advocacy and Declaration Statements (Hardman and Marshall, 2000, pp.1-2).
Materials and Method
According to the District Education Office (2000) there are more than 221 high schools (ten standards) in Kathmandu districts. 23.5 % (52 schools) schools do offer Health and Physical Education subjects. Six students from Mahentra Ratna Campus - Health and Physical Education Department (3rd Year) were involved in collecting the data for this study. Out of these 52 schools, students had visited 20 schools (government funded) (38.46 %) for the survey, interviewing headmasters (principals), physical education teachers (sports teachers) and students on physical education status and related subjects. Simple statistical tools such as means testing and percentages were used for the study. The principals (20), physical education teachers (20) and students (103) were interviewed in this survey by students under the guidance of the author of this paper.
Result and Discussion
1. Responses from the principals
Responses from the principals were interesting. Only 8 schools allocated one practical session (normally 40-45 minutes per class), 50% of the schools have allocated 2 practical classes. Only 2 schools have allocated 3 practical classes in a week. The remaining classes were taught in the classrooms in the form of theory classes. Normally most of the schools have six days of working days in one week.
Similarly 50% of schools have only one physical education teacher with them. Three schools had 2 teachers, 5 schools had 3 teachers, two schools had 4 teachers and one school had no physical education teacher. To conduct practical classes the schools did provide sports goods and materials. After interviewing the principles 60% of the schools(12 schools) had sports goods with them and the remaining schools had no sports goods for the practical classes.
Since these schools are government funded schools, financially they are very weak. Five schools have an annual fund of Rs. 10,000.00 (1 US $ = 71 Nepalese rupees), 7 schools have 10 – 20,000 Rupees and 6 schools have more than 20,000 rupees a year. Two schools did not want to respond to this matter. These funds are utilised for purchasing sports goods and occasionally in taking part in local tournaments. Observation of sports facilities and its availability was a part of this study. 65% of the schools (13 schools) did not have sports facilities within their schools. Sometimes students are taught out of the school premises for their practical lessons or they play minor games within the class which are not part of their curriculum.
2. Responses from the Sports Teacher
The level of experience of the teacher is an important factor on how they impart knowledge to the student. Lack of a fully trained PE teacher is a big problem in Nepal. Almost 90% of the teachers have more than 3 years experience in physical education teaching. But 20% of the teachers have no sports playing background. 35% of the physical education teachers are from other subject teachers (like Science or Math's teachers) and only 45% of teachers are purely physical education teachers. 52% of the teachers had responded that they are satisfied with the school management in terms of sports good provided by schools for the practical lessons. The remaining teachers were unsatisfied with the school management. Some science teachers have some experience playing football, volleyball or other games, so in such situations these teachers were encouraged to teach some PE classes.
3. Responses from the Students
This study was carried out interviewing 103 physical education students. 89% of the students expressed their interest in studying physical education, while the remaining students said they would not like to study this subject. Within organised sports competitions, 56% of the students disclosed that they only had an opportunity to take part in internal competitions only, 25% of the students said they had the chance to take part in inter-school competitions and 19% of the students had no chance to participate in any competition. They were asked whether studies were hampered by taking physical education. 18% said it does hamper other subjects' studies, 82% of students expressed that it did not hamper other subjects studies. It is revealed that 14% of the students do play in nearby clubs outside of school, 39% of the students did not have the chance to play out of school and 47% of the students did play near home with friends (local friends).

Top six sports according to level of interest:
Football (soccer) 41 %
Volleyball 20 %
Badminton 19 %
Cricket 10 %
Table Tennis 5 %
Running 5 %

Seven sports goods most available in Schools:
Football
Volleyball
Badminton
Basketball
Table Tennis
Chess
Carom-board

Conclusion
The situation described by Ken Hardman and Marshall, J.J. quoted in the introduction section is exactly how it is in Nepal. The people in Nepal, including parents, do not want their children to play. This is mainly because of modern computer technology taking a major part of the school curriculum. As a result the children in Nepal in the urban areas, are becoming less physically active and health problems such as diabetes, blood pressure, including mental pressure to gain high grades at school, are the main drawbacks for the children’s poor health. There is no organisation to convince our government that physical education is as equally as important for their proper growth. The author of this study was surprised to see that his own daughter studying in the 4th class had 20 subjects. In this his way schools are placing more importance into theoretical knowledge with no emphasis given to physical well being and their creativity. If this situation of the capital city of Nepal reflects the physical education status all over Nepal, then it would come as no surprise to see a pitiable and miserable picture in Kathmandu and in other remote areas of Nepal.
Acknowledgment
National Association for Sports, Health & Fitness is thankful to students Rabindra Acharya, Indira Niraula, Sitaram Bhattarai, Upendra Dawadi, Shovakar Bhushal, Yudharam Shrestha from Mahentra Ratna Campus - Health and Physical Education Department (3rd Year) for their kind cooperation in collecting data for the present study.
References
1. Amatya, D.L. (2004): Study on Nepalese International Athlete's and Coaches Academic and Professional Qualification. Sports Science & Physical Education ICSSPE Bulletin, No. 9 Sept.2003, Pp: 63-69.
2. Hardman, K. & Marshall, J.J. (2000a). World-wide survey of the state and status of school physical education, Final Report. Manchester, University of Manchester.
3. Hardman, K. (2003): The State and Status of Physical Education in School: Foundation for Deconstruction and Reconstruction pf Physical Education. Sports Science Studies-12, Pp: 20.
4. Dr. Maharjan, R.K.(1999): Physical Education -I. Ratna Pustak Bhandar, Bhotahiti. Kathmandu. Pp: 48-49.
5. Kathmandu District Education Office Bulletin (2000). Pp: 38-47.


Mr. Diwakar Lal Amatya
President - National Association for Sports Health & Fitness
16/1 Nakabahil, Lalitpur, Nepal.
E-mail: dlamatya@ntc.net.np






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