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. . . program eva lua t ion 1s not so r lgorour i n an experlrntal research sense as one miyht Ideally how.
-Yehrens rod ~ a h v n '
Findings on the s p c i f i c research questions taken
up I n this study are prr*wr~trd In*luw I n the order of the
questlons answered.
Product Bvrlrution
The programme group ( V i l lupuram Educrt lonal
Ulstrlct) has Compulsory I't~yslcal hclucation Progrrnnne whlch
consists uf 2 period5 of i ~ ~ . ; t r u c t i o n and 2 periods of
particlyation classes per week ulong with intramural and
later-school sports. F1t~yslcal educaclon 1s compulsory for
!nstruction, par t i c i i~n t ion , a n d )~rc~motion. Evaluation
scheme consis ts of amotlg other things 30% weightage to
t ttr-bry (k~~o~lr.tI+!r. V ~ ~ I N ~ I U ~ I I I ) . ' I ' W , I I - R ~ R 111.0 iv1111111~.trtl ln3t
Year and the better perlorma~~ci. I N cot~sldcred lor pr'wWti0n
Lo next higher class.
l l l i l l l am A . Yehrens and l r v l n J . Lchmra, Mersurasnt and Evalwtioa in EJuutlon and Psychology, N w b r k : Holt, G e h a r t rad lliiiikon. 1975, p-632.
Tbe cap.riWI group (Pondkcberry Region) ha8 a
p h y s i c a l e d u c a t i o n programme wh ich nears f r e e p l a y w i t h
. o d e r a t e i n t r a m u r a l and i n t e r - s c h o o l s p o r t s . P b y s i o a l
education i s no t corpulsory l o r i n s t r u c t i o n , p a r t i c i p a t i o a ,
and prorotion. I t has no sctielac t o evaluate the student8
performance i n phys ica l educatl011.
Both the groups are a I l i l l a t e d t o the same h r d
of E d u u t i o n . A l l o t h e r fac to rs i n general were assuwd t o
be equal because o f the nature o f h t h the t e r r i t o r i e s . The
d l f f e r e n c e s t h a t may be foul id I n t h e per fo rmancer o f
p r o g r a m and cornoarison Kroups Ln the selected t e s t s , i n
general may be a t t r i b u t e d t u t t ~ e rnusa l r e s u l t o f the CYEI'.
As mentioned I n L t ~ r prtwlous chapter the ' produc t
e r r l u a t i o t l ' research questiurl wns transformed i n t o 34 N u l l
hypotheses and were t e s t e d t ~ a s c d on t h e p r i m a r y d a t a
ubtalnecl l o r t h i s t luestion. I lyyr~tt leses 1 t o 10, 11 t o 20,
21 t o 30, and 31 t o 34 are addressed i n Tables 11, 12, 13,
and 1.3 respec t i ve ly .
I n age l o and standard V I , the d i f fe rences between
w a n ocores o f p q r - group and c w p r i w n group i n P u l l -
UPS, and Sk in fo ld Pat mere found t o be Sig0i f iCU3t . The
W a n s c o r e of t h e programme group was b e t t e r t h a n t h e
corp.r ioon g m u p i n t h e above two t e s t s . Differences i n
sit-ups, S h u t t l e Bun, Standing Long Juap, 50-yd b s b , Oao
r i l e Hun, S l t a n d I l each , A t t l t u d e Towards P h y r i c a l
Education, and Physical Education and Sports Knowledge wm
not s i g n i f i c a n t (Table 11) .
Mean S t a n d a r d D e t i a t i o n and t - T e s t a f o r P e r l o r u n c e m of P r o g r a m and Capnrlmon (irc>u)m (10-yaars-old) l o
Selected Tests Cwaidctod Sepmrately
P 4 . 0 5 . C r i t i c a l value of t required 1.97 l o r 346 d f .
I -
I lest -
I I 'UII-UPS I 1 Slt-ups
I Shu t t l e Hun
SLvngJump
50-yd Dash
On@ Mile Run
Skinfold Fat
S i t and Heach
A T i ' E
i P E I S K
I'rogmm Iirc~llL~ (Vi 1 lu)~uri~rn)
N - a i7 -
ueaon
1.n
Ifi
12.1
133
9 . 1
528
10
27
6 . 3 5
9.31 ----
t value
I
3.1'1.
0 . 5 0
0.46
1.41
( 1.33
0.57
2.401
0.24
0 .12
d.78
>. --
( ' ~ ~ m i ~ a r l s o n Croup (I ' tr~l(llcherry)
N - 81 -
::I I
1.!j7
4
0.75
l . !
0.61
53.78
2.0!1
1.55
0
3 .W
- - -
M I ~ I I
1.1
17
13.1
13:)
0
532
11
27
ti.112
10.19 --
SIl
~ . : i %
111.2ti
0 .71
Iti.B!)
0.54
58.77
2.41
4.01
0 . W
3.04
I n a g e 12 a n d s t a n d a r d VI11, t h o d i f f e r e n c e s
between mean scores of ~rogramme group and w e p a r i s o n group
In S l t - u p s , S t and ing I O I I ~ .lump, clnr Mile Ilun. S i t and Reac11,
and i h y s i c a l F d u c a t i o ~ l nrlrl S j r ~ r t s Knowledge were found t o be
s l ~ n i l i c a n t . Thr mrnn +;rorrs c ~ f t t ~ r programme g r o u p was
b e t t e r i n S i t - u p s , One Nile Ilua, nnd S i t and Ileach wh i l e the
c o m p a r i s o n g r o u p wes b r l t r r i n S t a n d l n g Long Jump, a n d
I 'hysical E d u u t i o n and S p o r t s Ktlowledge. D i f f e renceu In
P u l l - u p s , S h u t t l e Hun , 5 0 - y d I l s a l ~ . S k i n f o l d P a t , a n d
A t t i t u d e Towards IYiyslcal kAiucetlon were not a i y n i f i c a n t
(Tab le 12 ) .
In a g e 14 and s t anda rd X , t h e d l f l e r ence r i between
m a n s c o r e s of t h e progrannr ~ r ' o u p end t h e comparison group
i n Pul l -ups . S i t - u p s , One Ni l e Hun, and Phys i ca l E d u u t i o n
and S p o r t s Knowledge w r r r found t o bo s i g n i f i c a n t . The w a n
pc r fo raance of t h e p r o g r a m grouy was b e t t e r i n Pul l -ups ,
S i t -ups , and me Nlle Hun wti i l r t l ~ e c o t n y . ~ i 6 0 ~ group was
b e t t e r i n I l h y s i c a l E d u c a t i o n e n d S p o r t s K n o w l e d g e .
O l i f e r e n c e s i n S h u t t l e Hun, S t and lng l a n g Jump, 50-yd k s h .
Skln fo ld P a t , S i t and Heach, and A t t i t u d e Towards P h y s i c a l
Education n r e not s i g n i f i c a n t (Tab le 13).
meam Standard Doriation and t-Tests l o r Porforunoe8 o f PIPyra acid Qrp.ri.w Groups (LO-pnrmdld) i n
Selected Tests CoDsldemd Separately
t v a l u e
1 . Rtl
2.2)).
0.67
2 . 1 8 . 1
0.04
2.Htj.
1 . 1 e
2.13.
0 . 9 2
2.15.
- -- - . . - -. .
I I II
1, < .OB. C r i t i c a l vnltrq. C I I t rc-sltllred 1.1)7 for 294 d f .
~ c s t
1 P u l l - u j ~ ~
Programme Group Compar i son Group ( V i l l u p u r a m ) ( I ' u n d i c h s r r y )
N - 2 : ~ i N - S O ;;;"I[ '.- ---Lq-T -
1 . XI
11.52
0 . 5 3
1 4 . 8 9
0 . 5 0
I 1 0 0
:1.3U
4.:J!,
0.53
1 . 5 7 ----
.- --
1.9
-. . . - . . . . .. -- 2.2H I . 4
1 1H
0 . 7 2 1 1 . 6
1 150
U . 5 7 H . 5
!)I .I;! !):!I
: 2 : I I
1 . 2 27
0.83 6.93
! 1 1 . 5 .
s i t - u p s I 22 S t ~ u t t l e Hun
S l u n & J u n p
:jO-yd Uash
lnrc- Yll r* Ilun
Skin l t , ld P a t
S l t and Hcach
A T P E
I ' E R S K
-
1 1 . u
14ti
H . ( j
:>(I!,
11
2!#
6 . 8
11 .07
-am B t r m d a r d D e v i a t i o n and t -Testa for Porforuno.8 o f - a d Coq.risos G m u p (14-~rm-o ld) l a fbloctd Test . ODosldemd B e p n t o l y
p G . 0 5 . C r i t i c a l value o f t rc t lu i red 1.97 f o r 280 d l .
~ e s t
I n age 10 and s t a l ~ d a r d V t , when (111 tile ten t e a t
scores were considered u i m u l t a n e o u s l y . t h e d l i f e r e n c e
IN-tvtnn ),rw,rn- nn0 vcn(#n r l sc111 p,ro?ti> cTnt r o l d l l ( W a n
vectors) mas not s i g n i f l u n t (Table 141.
Progrannnr- (:rmrp ( 1 1 1 1 m
N = 210
/
/
Com(mr1son Group ( I luadlchcrry)
N - 32 t value
Dull-ups
Si t -ups 25
Shu t t le Run
:*l-yd Itastl 8 . 2 0.43 0 . 4 0
S k l n f o l d Fat 3.M; 0.92
S i t and Reach
A T P E
P t k S K
30
7.25
7
-
29
7.32
2 0 . 5 2
-
I 7
0 . 1
5.19
-.
4.95
0 . t i 5
4.75
-
1.42
0 . 72
3.43'
J of t i v a r i a t e P-Teats (Appl iu t ioc l of i t o t 4 l l i e g ' a Y ) f o r brfo-o- oi m r - and
Coq.ricwa Groups i n Selected test. cxmaldered SlultAlmOumly
p < .05. C r l t l c a l value of P 7 2.3:l (10 , :1;7), 2.3w (10, ~ O J J ,
2 .40 (10 , 251) & 2.35 (10, 795) d l ,
A ~ ! V iiroltla
I 10
1 l2
1 14 I rreswc t 1 v r 01 age
In a g e 12 and s t a n d a r d V 1 1 1 , wll0n a l l tire t e n
t e a t s qcorcs wcrr* cu11~1ilr.rod slmul Lnaeoualy , the d l f f c r suus
tw?twccn the y r u y r a m and cucoparlsun yrouy cunlroldv was
b ryn l f l can t (Table 1.1).
In age 14 and standard X , when a l l the ten t e a t
SCOree mere c o o e l d e r e d e i m u l t a n e o u ~ l y , t h e d i f f e r e n c e
~ 1 . 1 ) N I
2ti 7
236
210
I I I!R
I Y I t4"
-- H l
tiO
52
1 1---1 r I -- J - U.WO2752
i t ' 11
o,W08l:i5
0.0021555
0.0015552
37.711 3-74.
era
-- 17.33
30.32
16.85
Q
1.11
2.94.
1.63
between t h e p F O g r L R all4 COIpnrlbiMl grOup c e n t r o l d a wag tK)L
~ i g n l f i c m t (Table 14 ) .
I r r e s p e c t i v e o f a p e and s t a n d a r d , when a l l t h e
samples were taken t o g e t h e r and when a l l t h e t e a teat w a n
s c u r e s were c o n s i d e r e d s l m u l l a n e o u s l y , t b e d i f f e r e n c e
betwc-n t h e programme and c w p a r l s o n Kroup c e n t r o i d s wan
s l g n l f l c a n t (Tab le 1 1 ) .
h.i a.ll l I C J I I ~ * ~ 111 L I I ~ . 411 # - v lo~ba c l ~ a y t o r Llle ' prucr*es
f-val un t i o n ' resenrct l q u r s t i ons w V r e t ransformed I n t o 22 Nu1 1
t i y p u t h e s e s and wcr r t e s t e d I~nsc!cl on t h e p r i m a r y d a t a
ubta lned f o r t h e s e q u e s t i o n s . Iiypottleses 1 t o 10. 11 t o
20. 21, and 22 n r e nddrcssc-d l a Table 15, 17. 18. and
19 r e s p e c t i v e l y . S t a t e p r o f i l e o f t h e CPEP a n d s u b
c l n s s l I l c a t l u ~ l p ~ . u l l l c :* i brrsvcl U I I t y p e o f malrn&sment
('iuvernmeat and (hvernment Aided) a r e p re sen ted In F igu re 2.
3, and 1 r e s p e c t l v e l y .
Prom t h e r a t l n g r I ~ I l l lv 595 r o a y o n a s a a mean
r a t i n g of 4 .2 was ob ta ined l o r t h e t o t a l p r o g r a r s i n a
$1. Nu.
- 1 .
2 .
1 3.
Mean Rating P r a u r ~ c Asvec t - - ~ ~ ~ ~ ~ ~ ~ ~ ~ _ ~ ~ _ _ _ _ _ ~ ~ ~ ~ ~
2 3 4 5 6 7 I M. aM1 ObJcCtlvsfi
Budget
h u l p . 6 F a c i l i t i e s
Public I l s l a t i o n s
Or6. I A d m l ~ .
I c r s o n n e l
Evaluat ion
curr iculum
I n t r u u r h l Sports
In ter-school Sports
- h n k
Order
7
1
3
8
$1
L
I U
t1
4 I
3
-
t b a n Rating [no. P r o g r u s Aspect ------------------------ I 2 3 4 5 6 7
Aim and Wjectlvcs
budget
Equip. L Facilities
p u b l i c Helatlons
or$. 8 Adnn.
Personnel
Evaluation
Curriculum
IntrAmrral Sports
Inter-schml Sports
stan&rd response r a t i n g sca le o f I-i (7rcprasents a very
h lgh opinion. 1 r@PreUPntS r very pcwr opln lon, and 4
shou ld be c o n s i d e r e d as average) . The mean r a t i n g s
o b t a l n e d f o r v a r i o u s prograrnrncL aspcarts r e r e I l u d ~ ( s t 3. I,
I ~ t . z ( ~ l n c l 4.9. l l I L ~ n I ~ - s t : l r u ~ l hkxlrL.: ! . t i , 11ltramu1.nl S p 1 . t ~
. l .c i . E q u l m n t and F n c i l t t l c s .I.:!, ('tlrriculurn 4 .1 , A i m and
~ l b ~ c c t i v e s 3.9. l ' u b l l c H e l a t l o n s :l.fi, O r y a n l z a t i o n and
i \dmlnrst rnt lon 3.1, and Evnlunt lon : I . I.
The d l f f r r cnces L n ~ t w c ~ r ~ rn-tlll r n t tngs o f cjovt.rnment
and Aided sc l rools I n Aim a1111 011.1t~r'L Lvcs, I ! t ~ d ~ u t , nntl
t qul)nr-nt and Fact l l t l c ~ s wc?rrs t< r~ r l r~ l t i , 114- q igrl t r l r . ~ l n t . l'111.
mean r a t i n g s of A i d e d s t ~ h o o l s w c s r t . br?L t v r t h a n t l l t t
1 ~ 9 > ' ~ c r n m c n L s c h o o l s 111 L l ~ t - a l ~ o v r . progrf lmmv : la l lcc t s .
l ' t t ! ~ ~ f r * r r ~ ~ r ~ w 111 l ' t ~ l ! l i c , l la~1.11 I~III,L. I l f ~ ; ~ ~ r r i : ~ ~ t I t 1 1 1 1111tl
~ d m l n l s t r a t i o n , I 1 ~ r q ~ ~ ~ r r r v l . I v:11unl1011. 1'111 t ~ l ~ ~ ~ ~ l i ~ m .
I n t r a m u r a l S p u r t s , and I r ~ t c ~ r ~ - h ~ : l ~ u u l S p o r t s were n u 1
' ~ l d n l ! l ~ : u n t (Tatrlr- 15).
Tlre d l l l e r e n c e s I n mean r a t i n g s among t l l e 1U
nc*eoue U l s t r i c t s i n a l l the ten p r o g r a m aapetLs conuide-
red separately w r e no t s i g n i l l c a n t (Tables I(i and 17) .
T a b l e 15
nsan S t a n d a r d D e r i a t i o a a n d t - T e s t s f o r R a t i n g 6 o f Oorsraaat and Covernmmt Aldcd .9chtmfs In ?Iclaotsd
Pray.rr, hmts ~ l d c r a d SewrmLaly
t v l I ~8
- :I.xn*
:!,.ti!*
4 . 5 1 *
I . : I U
l . t i 2
i . f u
0 . ~ 3
1.02
1.92
I.!KJ
_.__-
;;;I,', N - 4 1:)
ASWC t
S1) Uenn SLI
. I . 1 . !11
I l . l o
4 . 5 I
1 . Aim and 1 4 j e c t i v r
2 . I I U ~ I R ~ . ~
3 . Equip. (L F n c i l f t ies
I . .
I I
4 . 1 1 . 1
4 . l 'ubl ic l l e l a t i o n s
5 . Org. II Admn.
I G . l r r s o n n e l I I 1 7. E v a l u a t i o n
1
I . 1 . 2 7 ) 1 . 7 1 . 2 5
2.1 .!+ti I ! ,!I2
1 . 2 .X I
4 .7 1.0:)
1 . 7 1 . I:!
. .
1 ti. ( 'urr iculum I 1 . 1 , + I I
IJ < .05. C r i t l c a l Value o f I - I.!)tl f o r 593 d f .
9. I n t r u u r a l Sports
11). I n t e r - U C I I ~ I sports
4 . 8 1 , 0 1 . i n
4 . 5 1 . 1 1
I . ( ; 1 . o . 1
:1.1 1 . 0 ;
I I . . . .
3.2 1 . 0 5
Ih.n iktlng of Selected F r o g m a Aapectm for 19 Rs*soue Uletrlcta
Yean ----------------------------------------*------. LO RllD EZF ML, IUA I'El. EVA 1WH [Nl. ISS
I 1 1 0 61
j 11 34
5J 1 :: 40
/ 1 4 20
1 1 54 I 1 lri 16
1 17 37 I 1 IU 18 I ( 19 L)
L
3 . 9 0 5 . 3 7 4.48 :).!IN :I.!lli.l.!tti 3.:1.1 .1.1!l.I.6:) .1.7:>
4.05 5.37 3.92 3.22 :I . ,I* 1. wi 3.12 I.:u 1 .u7 1 . 7 5
3.77 4 . 9 8 3.!)'1 :1.57 :1.:15 1.71 3.10 4.01 l.:rO .l.(j2
3 . s 5.13 4.2tj 3 - 5 9 3.:1(i . I . ! ft l 3.28 4.2!9 4.74 4.70
3 .W 4.89 4.U!! :!.ti5 3. :lH 1. 70 :l,Vl :I. 8!# 4 . 11 4 . 111
3. t lB 4.34 4. 2ti :i. ti8 :I. .1 I 1 . "7 3. of4 . I . I I , I . 80 4. 57 t
3.76 5.01 3.81 3,:l!l 3.:1!8 I . 7:) 2.!1!1 4 . l!l , l . 2 R l . ! b l i
3.91 5.06 4 . 1 2 3.67 3.:15 4 - 9 7 3.03 4 . 0 2 .I.(i8 4.35
3.89 4 . UO :I.!).$ 3.3:' :I. 17 ,I . 53 1. (33 3.8:J :I.!Ui 3. LlU
4.27 5 .M 4.28 4.39 3.88 5.U1 3.70 4.53 4.94 4 . B 3 ----- 1
*Mm of Revenue Uistricts (continued it8 next paye)
-v of Unioariate F-Test8 (One Way AWOVA) for R~tings of 19 Bsvenw Districts is Selected P m g r u e Aspects
Coasidered Separately
Continued f r m previous pnye...
r
Programme Aspects
1. A i m and Object ives
2. Budget
3. Quip. B f a c i l i t i e s
4 Public Relatiolis
1. Madras 2. Uhettgulpnttu 3. Soutll Arcot 4. manjavur 5. Uadural 6. Afinn 7. Rausathayuran 8. l'asump)ft 9. Kan!."rajnr
10. T i rune lve l i 11. Kannlyukuauri 12. North Arcot 13. Snlm I . I H r a ~ r l 15. T i ruehI rn l#n l l l 16. Pudukottal IT. Colmbntorc. 18. i 'erlyar 19. Tbe N i l g i r l s
t lywth. SS
-- --
9.35
C r i t i c a l value of F needed 1.62 f o r (IN, 576) d f .
I 0.40
1.34
1.00
0 . I !
l . :II
l . lU
Error SS
- -
491.26
0.92
l.:l1
1.13
0. $90
1.20
1.11
Hypoth. US -
.52
f i 0 ~ . 7 n
19.57 597.52
lH.:10 !
0.43
1.00
0.88
0. (13
1 .12
0.!M i Error
US - 0.85
531.64
7 f . 3
2
! O 21
7
I l l
5. Org. B Admn. 7.18
6. Personnel 1.4.ltj
1.28
1.09
1.03
F
- 0.61
l .u( i
1.04
1.Lil I 7. Evaluation
8. L ~ r r i c u l u m
9. intramural Sports
10. Inter-school Sports
1.21
1.08
0.64
17.97
1 I !
21.18
l!I.HU
When a11 the ten p r o g r a m aspects were considered
simultaneously the difference between the Government and
Aided school centroids (mean vectors) was significant
(Table 18).
S-ry of Yult variate P-Tcst (Applicltlo~~ of Hotelling's 4) for htingn of Government and Aided Schools In Sclectcd Aspects
@asidered Simultaneously
p < . O B . C r i t i c a l v n l u r of t' 1.H1 for ( I U , 581) (If.
When all the ten ijrugrnmnc aspects were conslderetl
simultaneously, the difference8 among the 18 revelrue
district wntrolds were not signillcant (Table 10).
of Mult ivariate ?-Test ( A p p l i u t i o o of l i l k a ' h ) for i b t i n g s of 19 Revenue Districts w Se lec ted
Aepectrr aMai&md Si.ultAoeouSly
Curriculum Yodel Identillcation
EVPI.~ roirntry r l r ~ v ~ l c ~ ~ r ~ i l L L ~ system of c~l~~c.nLli)t~ to
cx(Jress and I)romr,tr Its 11111qrlr- so<+lc~-c.~~l Lurrr I Idt'11 t l L y 111111
also to meet the ctlallen(lc=s ol the tlmr-s. 1 1 1 (tost-
Independence Indla education rtlmed to promote ilatlonal
progress, a sense of coawi~ citixenslriy and culture, and to
strengthen national Integration. The constitution embodioa
the principle that, up to a glven level, all studontn
irrespective of caste, creed, locatlon and sex. have accoss
to education of a comparable qun l i ty. The (:orrsCl tutlon
Amendment of 1976, which includes Educatlon I n Lire
Concurrent List, requlre a n w sharlag of rcspnslbility
between the Unioa Govsrl~snt and the SUtsw. Tbe role and
Tost Nnw
Pillais
Ilotellings
Ifilks
Valuc - 0.30074
0.31577
0.73484
Apl~ntx. 1.' -- 0.W220
0.!)9152
U. 'J!)lX!,
Ilylr~Ll~. IIE'
180.00
180.00
1HU.00 -----
Icrror IIE' - 5760.00
5051.00
5 0 . 5
Sli;.of F - 0.510
0.518
U. 517
responsibilities of the States in regard to education
rmincrl rsnentln ly ~~nrhnn~:nd. t l ~ ~ It111on (;ovc'rnwnt ncaepted
a larger responsibility in general to promote excellence at
all levels of the educational pyramid throughout the
country. 2
It can be understood from the above statements
that Education is still a major responsibility of State
Governments. As such the Compulsory Physical Education
Programne (CPEP) was conceived, designed, and implemented by
the Government 01 Tamil Nadu. A review of the curriculum
documents related to CPEP reveals the absence of explicit
statement of its Value Orieotation. The impliclt values
reflected in various statement8 of ob.jectives of the CPEP
were exmined to identify the value orientation by answering
the following two questions:
1) lhat is the value perspective towards individual
development, towards soclal-cultural goals. nnd towards
subject matter content?
2) To what extent is any one of these three elements
valued above the other two?
%ti-1 w education - IQW, New Delhl: Ulnirtry oT7iu'iZi; ~ e e o u r c ~ ~ e v e l o p m e ~ t ~ o v e r n m e n t of India, pp. 1-4.
Value Orlemtatlocls in I'ost-ladcpcndeaw I d i .
Heport 01 the Sccolrdary Uucation L!isuiolr 1952-
533 popularly known as Mudaliar Committee Repart was of the
vier that Physical Education is more than mere drlll or a
series of regulated exercises. It includes all forms of
physical activities and games which yromte the development
of the body and mind. (a derelopantal perspective)
The National Plan of Physical Education and
~ecreation~(1956) states that tl~c aims and obJectlves of
physical education depend to o g r r n l extent on tho political
and social changes that take place in a society. Since
India has recently achieved wlitical freedom and chosen to
become a secular democrs tic republic physical education
must make its contribution to the development of auch
qualities of body, mind and cllaracter as will enable the
children to shoulder tl~e rrsponslbilitles of democratic
citizenship. The plan recapitulates that the aim of
physical education must bc to make every child physically,
'ile rt of tbe Sec;nd,ary Education Co~~~mission 1952-53, We*, : ? i ~ t r y o fducation 1. Social We1 fare, Government of India, 1993, p. 137.
4~ National Plan of Physlcal Education and ~ e c r s a tion-, Ilew5cI6iT-f T,c i r o r i € r a T ~ v l % " . T ; F ~ l i G i F d - G ? P b r c l i ~ ~ u u t i w and Recreation. Yloiatry of FAucation. G e r n m t of India. 1956, yy. 2-3.
m ~ n t n l l y rind cm~L1~~1111 l ly 111 I I I I ~ I : I I S ~ Lo deve lop 111 11lm s u c l ~
personal and s o c i a l q u a l i t i e s a s i t w i l l h e l p him to l i v e
happi ly wi th o t h e r s and b u i l d llim up a s a ~ood c i t i z e n .
( b r o a d d e v e l o p m e n t a l g o a l s w i t h e m p h a s i s o n soc i a l
m s t ~ c t i m )
A f t e r e x a m i n i n g i n d e t n i l , t h e p r o g r a m m e 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 t h e n i n vogue i n t h e
schoo l s , t h e Al l - lnd in Scmlnnr on i ' l iyslcal Education f o r
S t a t e I n s p e c t o r s and Un ive r s i ty l ) l r c c t o r s 5 (1!)5!3) f e l t t h e
need f o r d e v i s i n g a b r o a d - b a s ~ d programme f o r use I n
s c h o o l s . Such a programme s t ~ o u l d c a t e r t o t h e n e e d s ,
Interests and c n l ) n c l t l c s o f L I I I ~ ~ r t lp l I S nlltl s I I ~ ) ~ I I I I I I R V C
"carry-over" va lues . I t should prumote normal growth and
development and c a t e r t o mainter~nnce of I ~ c a l t l ~ , n c t ~ u l s i t i o n
of s k i l l s and d e s i r a b l e s o c i a l a t t i t u d e s and behaviour . At
t h e high school l e v e l , organiaed g a m e and s p o r t s rnd o t h e r
a c t i v i t i e s which promote o r g a n i c d e v e l o p m e n t , a k l l l s ,
a t t i t u d e s and s o c i a l b c t ~ u v l o u r s h o u l d be c?myt~nslmcd.
(education-through-tbe-pbysic.1 t h r o u g h m u l t i a c t i v i t y
p- witb focus m subJec t ma t t e r r a t e q )
5~ewrt of Al l - Ind ia Seminar on Phys i ca l Education tor S t a t e las curs and Ua lve ra l t D i r e c t o r s , N e w Dclh l : -- ini is try of-, s v e d l n d i a , l95B, y. 7 .
Report of the Education Commission 1!+64-6~('
popularly known as Kotharl Committee Report noted the
tendency in recent government schemes of physical education
to mphasize only the physical fitness value of physical
education and ignore its educational values. It emphasized
that pbyslcal education contributes not only to physical
fitness but also to physical efficiency, mental alertness
and the development of certain qualities like perseverance,
team spirit, leaderstlip, obedience to rules, moderation in
victory and balancc 111 rlclrnt. (education-through-the-
physical with broad developmental goals which is r
developental perspective)
The report suggested the following princ~iples for
the satisfactory development of physical education
programme :
1) The physical education p r o g r a m uhould be plnnrlod for
desirable outcoees keeping in mind the intereets and
capacity of the participants. (expert diagnoaia of
individual baslopmnt.1 mads)
'~eport of the Education Commission jo04-60 nd m e a t , Nem blhl: Iinlstry o/ ~ d u m t i o n N A ~ ~ O M I mvelo
Bdumtiw, W-o I ia, 1066, p. 205.
2) The traditional forms of play and physical activities
t h ~ t have developed in our country should receive due
emphasis in the programme. (transmission of the
cultural heritace which is a disciplinary mastery
pa=Pecti-)
3) The activities promoted sllould develop in each child a
sense of personal worth and pride. (self-actualitation
perspective)
4) A sense of sharing responsibility in a splrlt of
democratic cooperation should grow from experience on
play ground and also in the gymnasium. (social clunge
which im a social recollstructiw perspective)
5) The programme should reach all rather than e selected
few. (equal opportunity to all which is a social
~ s t r u c t l w ycrspccl lvc)
6) Special instruction and conching should br ~ ~ r o v l d r d l o r
students with talent and speclal aptitude. (be all you
c a n tr? h l c h in n ~a~lr.-na:Lt~nl IVALIM pornpm!LIvt*)
Physical education slrould Include developntal
exercises, rhy thnlc activltit?s, sports and games, outir~g
activities and group Madling activities. (ulti activity
pm-I which Is a develq.ant.1 pe.prctive)
v d u e Perspective toward Individual Lbvelopant
The three perspectives considered for individual
developaent are 1) expert diagnosis of individual
developmental needs 2) self-directed growth atld 3) personal
meaning. Of the three expert diagnosis of individual
developmental needs is the value perspective implicit in
CPEP and evidence to this can be seen from the following
statement: "Tnmil Nndu . . . wns 1111. f lrxt StnLc 111 Ll~c wl~olr
country ... to develop syllabus founded on sound educational principles."' Moreover the cducatlonal system 1s l~lgl~ly
centralised in which all elements of curriculum are dlrected
by the Governmrnt througlr tlrc I)t~portmrrlt of Education
leaving insignificant choice to the teacher and the taught.
Thus programme planning is primarily a matter of expert
diagnosis of individual developmPntal needs.
Value Psrcaptiw tonrd Social-Cultural Coal8
The three perspectives considered for eocial-
cultural goals are: I) ),rr&,arnllon for partlclyntion In
adult society, 2) social change, and 3) preparation for
'v. R. ~edunchezhivan. Mlnister for education in hlr Forword to Ph sical ~fbcatioo Hevised 9 Ilabua & Fitness Evaluation e9 !# StdL+& h d i a s i i Directorate o r ~ c h o o ucaxon, bovernrcnt of Taall Nadu, 1975, p. iii.
society m d social chmge. Of the three, preparation for
society and social change is tbe value perspective implicit
in CPEP. This is reflected in the following statewnts:
1) It b s beon my long cherished desire to improve the Physical Fitness of our youth through the curriculum of our schools. .. . Contribution of Physical Rducation to belp Fitness m d personality has been well docuaented by practical experience as re11 ae research e v i d e n ~ e . ~
2) ... The knowledge that education is not complete if this vit.1 third dimension-and the most important of that-bodily well being, is not catered to, the education that is imparted is merely one of litmracy and not education of the total personality. ... A larle segment of the student population will be taught the cultivated art of belng sports minded and imbibe sportsmanship qualities which will in the ultimate analysis benefit the nation at large.g
.3) The Honourable Minister for Education, Government of Tamil Nadu bas for some time been empt1a8ising the imporhnce of Physical Education in schools from the point of v i a of a11 round developnant of pupils.l0
4) With a v i w to improve the physical fi tness of pupil8
in schoolr and make them sports-consciour, the
Government have decided that from the academic year
I1bid. - @R. P.-1, Director of School Bducatlon In his
?omword to Ph~~icril M u m t i o n ~BovIsed gyllabur I Fitnr~s hlurtion Bcbr) for 8td.. V I XJ, p. vi.
10~orernnnt of Tamil Nadu, 0.0. MS. UO. 183, -ti*, 6 . t d l B t b wly 1875.
1975-76 Physiul Wucation be made a compulsory subject
for prootion ...ll
5) The broad objectives of this revised and intocrated
scheme of ~hysical mucation are: l2
a) To m k e tbe Youth Physiully strong and resilient by developing in t h w Physical Fitness, endurance, courage and character.
b) To develop a m n g students a sense of appreciation for the democratic values of life and love for the fellow being.
The emphasis on the development of physical
fitness reflects the goal of preparation for successful
particiption in adult society.
The emphasis on the development of democratic
values of life and love for the fellow human being8 reflects
the g-1 of social change.
Value brmpectim tovd Subject Matter Bcltmnt
The throe r j o r content areas considered are 1)
health related fitnes8, 2) play, and 3) human .ovement. Of
'2~ntroduct~on to Pb sical Bducatl~n R vised t lhh. ) L L t o a m h a l ~ t i o n &ban) for St&. V*L1 $?T?;-
the three h- movement is the subject matter content of
CPEP . The syllabus framed for CPEP consisted of eisht
major beads of activities. I. Marching 2 . Body Buildins
Exercises 3. Indigenous Exercises 4. Yoga Exercisee-Asanam
5. Stunts, Tumbling and Pyramids 6. Fundamental skills of
g m s and Athletics 7. Group G a m s 8. Light apparatus and
RhgtEmics. Intramural activities and Inter Institutional
ccapetitions are to be provided as additional incentives to
pupils for achieving better performances.13
The syllabus reveals that subject matter content
of CPEP is clearly Human Movement which includes Fitness
Activities (health related and motor) and I'lay (racrsational
and coepetitive).
Priority D b a n s i m
A review of currlculw documents concerned with
CPBP reveals the priorlty glvell to the subJcct anttor
content. Unite of instructloa have been planned on meekly,
mnthly and annual sequences. Though stataents of specific
bebavioural obJectlvea is absent, evaluation through
quntitAtive measures have bean provided for. Obviously the
01-t of 8ubJOCt rttrr 18 Valwd above tbe Other two.
l3-. pp. xir-xv.
Mastery of the discipline is sought through
mastery of fundamental movements and, through a quest for
achieving performance skill in major games and track and
field. The ooncepts sport is life in microcosm and equal
opportunity to 111 represents the social reconstruction
orieatrtion. The absence of value orientations of learning
process and ecological validity are noticeable. It is
concluded that CPEP has more than one value orientation.
The value orientations implicit in the programme are
Disciplinary Mastery and Social Reconstruction with a trace
of Self-actualization.
curricu1u Yodel
A comparison of the value orientations and
dimensions of the CPEP with the Analysis of Curriculum
Yodels (Tablelo) shows that CPEP in general resembles
"Dsvelopaental Education Yodel". Resemblance to "Fl tness"
and "Play Education" mdels is also striking.