Member's News
No.47
May 2006
 
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State of Physical Education & Sports in
Kathmandu Valley
Diwakar Lal Amatya


Education Background in Nepal
According to government sources, in 2005, of 5,751,000 students in all levels of school (Class I to X standard), 664,000 students are studying in Private Schools. Most of these private school students are children of businessmen, policy makers and highly ranked government officials, doctors, engineers, bank officials, lecturers and professors, and other ‘higher’ families. According to Mr. Kedar Bhakta Mathema, Ex-Vice Chancellor of Tribhuvan University, (June, 2005) the pass percentage for students completing the School Leaving Certificate (SLC) examination is 70% in private schools and only around 30% in government schools. The most controversial factor is the fee structure of private schools which includes charges for: yearly admission charges, Deposits, School materials, First aid, sports, library, science lab, computer maintenance, examination fee, and many others charged to the parents. Due to this, middle- and low-income families are spending up to 25-50 percent of their monthly income on their children's education. Due to the prevailing situation, members of the general population are complaining that private schools are making profits in the name of quality education as parents are forced to buy school dress, socks, neck ties, sweaters, blazers, pens and pencils, note books, text books and other items from the school. This buying and selling has become big business in Nepal. Many educationist's believe that in long run this situation is not good in a nation with such a poor economy. It will divide society into two different groups. The gap between ‘haves’ and ‘have nots’ will widen.

Physical Education and Sports Background in Nepal
The history of modern Nepalese sports is more than five decades old. Some of the sports associations are more than 55 years old. It is a matter of great concern that the Nepal is yet to be proven as a successful sporting nation. During the last fifty years, many Nepalese sportsmen have participated in numerous national and international sporting competition. Some have been successful but unfortunately the ratio is for more of our sportsmen to be unsuccessful.
In 1950, after the downfall of "Rana Regime-Who governed the nation for the 104 years", Nepalese people got the opportunity to participate in education and start playing modern sports. In 1947, the Cricket Association was established. Nepal Badminton, Table Tennis, Field Hockey, Football and Athletics associations were established after 1950 and the Health and Sports Council was formed in 1958. After two years this Council changed its name to the National Sports Council.
In 1956, at the Tribhuvan University College of Education, Physical Education was compulsory as a part of the Teachers Training Program. During 1971, the Nepal Government tried to implement a nationwide, single curriculum system under the National Education Policy. Physical Education was introduced as a separate subject. Within the Faculty of Education of almost all colleges affiliated with Tribhuvan University, physical education courses were delivered as a main subject to students in proficiency certificate level and at graduate level. Despite of all these efforts, due to a lack of coordination between government and Tribhuvan University, physical education did not flourish. In 1981, physical education was introduced as an optional subject to class 9 and 10 students of the SLC. The nature of this subject was 50 percent theory and 50 percent as practical numbering, which the school could give to the student by internal evaluation. From the governmental side, however, there has been a lack of physical education teacher's trained and schools were not given enough suitably qualified teachers. Due to this, most of physical education classes were confined to the classroom (Maharjan, R.K., 1998).
Nepalese Physical Education Model
In 1992, health and physical education was compulsory up to class 8 and in classed 9 and 10 it was an optional subject. Students chose from Health and Physical Education or Population Education or Computer Science. After 1994, the practical component of physical education was reduced down to 25 out of 100 marks and can be regarded as one of the many reason that schools were unwilling to deliver this subject for their students. Nowadays, a separate higher secondary education board (Class 11 and 12) provides physical education to the students but there is still a scarcity of well-trained physical education teachers in Nepal.

Contemporary Physical Education state in Nepal
Table 1. Analysis of Health and Physical Education subjects
Performance in S.L.C. Examination-2054-2058(1997-2001)
Physical education in Nepal shows a declining trend in terms of number of students undertaking the School Leaving Certificate Examination. In 1997, of 113,257 students who sat the SLC examination, 60.69% (68, 739) were students of physical education. The number of students did increase for the next two years, reaching nearly 67% in the year 1999. It is surprising to note that during 2000 and 2001, the number of students fell sharply to 13.55% and 15.99%. This dismal physical education picture shows that the interest in this subject is decreasing among the schools and students in Nepal. Another contributing factor may be that in 1997, the Education Ministry implemented a new secondary education policy whereby Accounting, Population Education, Optional English, Computer Science, Optional Math, Optional Nepali, other Nepali Regional language and lastly Health and Physical Education were combined into one group from which a subject could be chosen. This, along with ignorance of the benefits and importance of HPE to students, the popularity of PE is decreasing day by day. Although the pass percentage in this subject is always more than 95%, the number of students is decreasing year by year.

Birendra Shield Competition
The Birendra Shield Competition can be regarded as the back-bone of athletics and volleyball in Nepal. Most of the track & field athletes and volleyball players in the national team come from these competitions. This tournament was started in 1971 by the Education Ministry and all of the district education offices organized the competitions. As time passed, the district education offices gradually lost interest in organizing the tournament. This, combined with a lack of trained tournament officials and inadequate budget provided by the Education Ministry, are the main reasons for this tournament's downfall. Still, the Education Ministry provides financial assistance to district education offices for conduction of this tournament depending on the number of schools participating. For more than 60 schools participating in the tournament, district offices can get Rs. 55 thousand Rupees (Rs. 72 = 1 US$), less than 60 schools participation get Rs. 50,000 and less than 40 schools get Rs. 40,000 rupees. Administratively, Nepal is divided into 75 districts. Last year only 22 districts (29.33%) organized the tournament and this fiscal year (2005/6), 27 (36 %) districts will conduct the tournament.

International Physical Education state
Sport and physical education play an important role at the individual, community, national and global levels. For the individual, sport enhances one’s personal abilities, general health and self-knowledge. On the national level, sport and physical education contribute to economic and social growth, improved public health and the bringing together of different communities. Sport and physical education teach essential values and life skills including self-confidence, teamwork, communication, inclusion, discipline, respect and fair play. Sport and physical education also have psychological benefits such as reducing depression and improving concentration. Sport, physical education, play and recreation have a positive impact on child education. Physical education typically improves a child’s ability to learn, increases concentration, attendance and overall achievement. Young people learn better when they are having fun and are being active (UN-IYSPE 2005 Website).
Ken Hardman and Joe Marshall summarize, in their world PE survey entitle Update on the State and Status of Physical Education World-wide, a distorted picture of physical education in schools. However, what the survey and literature review data do reveal are congruent features in several areas of school physical education policy and undoubtedly in some specific areas of practice. There are many examples of good practice in many schools in many countries across the world but equally there are continuing causes for serious concern. The ‘mixed messages’ embrace positive initiatives to assist in contributing to increasing levels of physical activity engagement amongst young people and in combating obesity and sedentary lifestyles’ diseases.
According to them, the problems facing this subject are;
  • Lack of commitment in Implementation of Physical Education in different countries
  • Physical Education Subject and Teacher Status
  • Curriculum Time Allocation for Physical Education
  • Lack of Facilities and Equipment
  • Lack of Physical Education Teaching Personnel
  • Equity Issues- Gender, Disability
State of Physical Education in Kathmandu Valley
With the backgrounds of Health and Physical Education student’s performances in the SLC Examination (1997-2001) and the Birendra Shield Competition, eighteen Health and Physical Education students from the Mahendra Ratna Campus, Kathmandu, were involved in this survey on the state of Physical Education in the Kathmandu Valley. During third year, graduate students interested in physical education take the course ‘Project meets and research paper’. Kathmandu valley, the capital city of Nepal, comprises three districts namely Kathmandu, Lalitpur and Bhaktapur. The total area of these three districts is 899km2 and its permanent population is 1,645,091. Under the guidance of the writer of this report, students visited 47 government schools interviewing 47 headmasters, 47 physical education teachers and 398 students.

1. Responses from Headmaster
According to the headmasters of Katmandu, Lalitpur and Bhaktapur districts 90%, 86.6% and 76.9% of the schools allotted one to two practical classes (one class being 40 minutes long) per week respectively. In the same way, Kathmandu 73.68%, Lalitpur 60.0% and Bhaktapur 69.23% of headmasters informed that they had allotted one to two theory classes per week.

There is no doubt that physical education teachers should be well qualified, trained and experienced playing different sports. In Kathmandu valley, 44.7% of government schools have only one PE teachers, 34.0% have 2 PE teachers and only 21.3% have three or more PE teachers. 57.9% of Kathmandu, 40% of Lalitpur and 61.5% of schools in Bhaktapur have less than 20 thousand rupees (1 US$ = 72 NRs) in their annual budget for PE and sports activities. In the same way, 31.6% of Kathmandu, 20% of Lalitpur and only 7.9% of Bhaktapur schools have an annual sports budget of between 20 to 40 thousand rupees per year. Western and European countries might be surprised that physical education is effective in achieving subject goals. Declining financial support for physical education is evident in 46% of all countries and regions (in Canada 87%, Central and Latin America 80%, Africa 67% and Central and Eastern Europe 61%). Reasons for which seem to be embedded in:
  • Low status in relation to other subjects with minimal significance not worthy of support
  • Lack of academic value with the belief that the subject is just another ‘play time’
  • Diversion of financial resources to other subjects and areas of the school
  • Low societal value in personal and national development (Hardman & Marshall, 2000).
Most of the government schools have less resourses and inadequate sports facilities within their school for PE and sports activities. 63.16% of Kathmandu, 53.34% of Lalitpur and 30.7% of Bhaktapur take their student out side of the school premises for PE and sports activities. This shows that adequate sports facilities are not available within the schools.
School headmasters in Kathmandu, Lalitpur and Bhaktapur districts, 89.48 %, 66.67 % and 100% say that students' participation in the subject is more and that they are interested. In the same way, 78.95% of Kathmandu, Lalitpur and Bhaktapur headmasters say that students are satisfied with the subjects and its activity.
The new trend in Nepalese high schools for Class 10 is the headmasters' main intention is to get a higher percentage of SLC pass marks so they care little about the physical development and sports activities. If a Government school does not get achieve a mark of 30% of students passing the SLC examination, the Education Ministry will reduce the government grant. Therefore, school management will try to avoid sports activity as much as possible for Class 10 students.
Sports Competition Conducted in School

When compared to other parts of the country there are more sports activities available in the Kathmandu Valley. To mark the school’s establishment day, parent's day or other national days, schools will usually organize some sporting competition within the school and sometimes include inter-school competitions. The organize competitions in games like Table Tennis, Volleyball, Road Running, Basketball and Badminton.

2. Responses from Physical Education Teacher

There is no doubt that it will be effective if physical education theory and practical classes are conducted by experienced and well-trained physical education teachers. In Kathmandu, Lalitpur and Bhaktapur, 89.5%, 73.3% and 53.5% teachers have more than four years teaching experience respectively.

Although there is strong opinion that PE should be taught by experienced teachers, it is surprising to know that 57.89% of Kathmandu, 80% of Lalitpur and 61.5% of the teachers teaching PE at present are from other subject backgrounds and have no formal PE training. Many other subject teachers and headmaster have the opinion that PE can be taught by any subject teachers, at least theoretically in the class room.

It is equally important that PE classes should have enough sporting goods and equipment. Without minimal requirements, classed will not be as effective. According to 63.16% of Kathmandu and 73.3% of Lalitpur district PE teachers said they have enough sporting goods to conduct PE classes while 100% Bhaktapur teachers had expressed that they do not have enough.

Nepalese society has a very gloomy picture in their mind about school for their children. For them, school is a place where their children study, learn and undertake examinations and score marks. Lots of other subject teachers also have same opinion. Because of this strong belief in Nepali Society, school headmasters and management do not care about physical education and sports activities. 63.16% in Kathmandu, 80% in Lalitpur and 76.9% of Bhaktapur teachers expressed that for PE practical classes they go outside of the schools due to the lack of sports grounds within the schools.

3. Responses from Students

When compared to other subjects, relationships between teachers and students in physical education is some how a little bit different. In physical education and sports, students tend to be a little more emotionally attached. Students find it easier to express their desires, creativity and imagination with their respected teacher. As expressed by the students, more than 90% of students of the Kathmandu valley say they are interested in studying PE and sports activity.
Most of the other subject teachers, school management and even parents are of the view that if students are involved more in sports activities, then it has adverse and negative impacts on the study of other subjects. But in contrast 81.6 percent Kathmandu, Lalitpur 93.75 and 96.15 of Bhaktapur students are of the view that Physical Education classes and other sports activities don't hamper other subject study.

62.88% of Kathmandu, 85.94% of Lalitpur and 73.85% of Bhaktapur students said that apart from school sports activities, they play with friends and in local clubs. This shows that sports activities are not enough within the schools.

Among the valley school, student football is the most popular sport. Apart from football, students also like to play Table Tennis, Volleyball, Basketball and Badminton. Usually, in most of the schools, they use basketball facilities to play other sports such as Volleyball and Badminton. Table Tennis can be played in a class room sized room.

In high school (up to Class IX & X standard), physical education courses include Athletics, Volleyball, Football, Basketball, Kho-Kho, Teniquite, Kapardi, and Badminton. According to valley physical education students, they get Football, Volleyball, Table Tennis, Badminton, Basketball and Carom Boards from the school to play inside the school.

In addition to the survey answers survey, observation found that the four most common sport facilities seen in the schools are Table Tennis, Volleyball, Basketball and Badminton.

Recommondations
  • It will be more effective if trained and qualified physical education teachers are teaching in schools.
  • There is no doubt that physical education activities will help to develop students’ physical, mental, emotional and social well being and therefore the subject should be made compulsory in Class IX and X.
  • We all know that the base of sports development is in school. The Education Ministry provides financial support to organize the Birendra Shield competition but to make it more meaningful, there should be more games and sports added, such as Gymnastics, Basketball, Kapardi, Table Tennis, Judo, Football, Cricket and Chess, depending on the demand and interest of the students.
  • The number of students taking physical education at the SLC examination is declining year by year. On the other hand, through Tribhuvan University, from class 11 to the masters degree, this subject is given to students. In a situation like this, well-qualified students from university will not be given opportunities to become teachers and lecturers in schools and colleges. So, there needs to be effective coordination between universities and the Education Ministry while making sport development polices.
  • Nepal is a multi-cultural country. In the present physical education curriculum, some sports and physical exercises are provided in schools and colleges. If we could culturally appropriate activity within the physical education curriculum then different ethnic people can be attracted to the subject.
Acknowledgments
National Association for Sports, Health & Fitness is thankful to 18 students namely Rabindra Acharya, Indira Niraula, Sitaram Bhattarai, Upendra Dawadi, Shovakar Bhushal, Yudharam Shrestha (2004\5), Suresh Thapa, Naba Raj Giri, Radhika Shrestha, Ghan Shyam Bushal, Ganesh Wagle, Rajesh K. Kandel, Rajani K.C., Yasoda Bhandari, Sarasowati Mishra, Nabaraj Subedi, Deepak Thapa and Sailendra Chiluwal (2005/6)from Mahentra Ratna Campus - Health and Physical Education Department (3rd Year) for their kind cooperation in collecting data for the present study. Special thanks also to Prof. Ken Hardman for the data from World-wide survey on the state and status of school physical education, Final Report. Manchester: University of Manchester.

References
Maherjan, R.K. (1998) Introduction to Physical Education. Ratna Pustak Bhandar, Bhotahiti, Kathmandu.
Maherjan, R.K. (1998) Physical Education-I. Ratna Pustak Bhandar, Bhotahiti, Kathmandu.
Hardman, K. (2003) The State and Status of Physical Education in School: Foundation for Deconstruction and Reconstruction of Physical Education. In Sports Science Studies-ICSSPE-12.
Hardman, K. & Marshall, J. J. (2000) World-wide survey of the state and status of school physical education, Final Report. Manchester: University of Manchester.
Freeman, W. H. (2001) Physical Education and Spots in a Changing Society. Campbell University.
School Leaving Certificate Examination (2058/2001) HMG, Ministry of Education and sports, Office of the Research Section. Sanothimi, Bhaktapur, Nepal.
UN Website: International Year of Sports and Physical Education-2005.
Ken Hardman and Joe Marshall (2005) Update on the State and Status of Physical Education World-wide., University College Worcester.
Roland Naul (2003) Concepts of Physical Education in Europe, University of Essen, Germany.
The Himalayan Times, Monday, March 21, 2005.PP: 5
Kantipure, Wednesday, June 1, 2005. PP: 6


Contact:
Dr. Diwakar Lal Amatya
National Association for Sports, Health & Fitness
16/1, Nakabahil
Lalitpur, Patan
Nepal
dlamatya@ntc.net.np





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