. . . 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

-

Yscln Rating Raak A4-t -------------------------

1 1 3 4 5 6 7

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.