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Case 3: Stones (Uganda) This is a story of Stone Kyambadde, an ex-professional football player, who due his injury couldn’t pursue his professional career. For more than 20 years, he has worked with street kids in Uganda through the "Wolves" Football program. Football serves as a magnet to draw idle teenagers off the streets and into a program that leads toward personal transformation. The Wolves football program works on prevention by providing a structured, disciplined daily sports program to keep teenage boys from broken homes off the streets, out of trouble, and off of drugs. Case 4: The Star of the Month: Magic Bus Story This story is about a Magic Bus child called Muharram Ali who had joined the Magic Bus program as a child and is now a peer leader. The story is his journey from being a young magic bus child from a slum community of Mumbai to undergoing vocational training with Kotak Education <strong>Foundation</strong> to being employed by Reliance Fresh to becoming the ‘Star of the Month’ at Reliance Fresh. Case 5: African runners compete for livelihood in Pittsburgh Marathon This is a story of numerous African youth who have left their homes in various parts of Africa and come to the United States of America to become professional runners. This enables them to escape the situations of total apathy, become better people and support their families. 26 | P a g e
27 | P a g e Annexure 3 Workshop on Sport and Physical Education in Schools Concept Note Physical education is a key component in determining the delivery of quality education. A daily dose of sports and opportunities for play is an important part of a student’s comprehensive, well-rounded education program; it is a means of positively affecting life-long health and well-being. An optimal physical education program has the potential to foster a lifetime commitment to physical activity as part of a healthy lifestyle. It has long term impacts on the integrated development of body and mind; it positively enhances self-confidence and self-esteem, enhances social, cognitive development and advances academic achievement. Ultimately, improved coordinated school physical education programs, will augment other prevention efforts and help to reverse the growing epidemic of childhood obesity which threatens to undo decades of progress in the fight against cardiovascular and other diseases. Effective efforts made now will help children avoid a lifetime of chronic disease and disability. In a culturally rich India, one can hardly ignore the benefits of traditional sports and games that are steeped in a philosophy of respect, patience, responsibility, and honor – all characteristics of good leadership, fundamental to making positive social interaction possible. Despite the world wide recognition of the positive impact of sport on education and child development, physical education continues to be marginalized and occupies a low status within the school curriculum; this trend is universal across various domains – time allocated to physical education, number of staff trained, amount of training provided to physical education teachers, spending on sports equipment, etc. Globally, all sporting nations, including India have attempted to institutionalize sports through the development of a number of activities such as establishing sports authorities, developing national syllabi for physical activities, national fitness corps, national policy on physical education, etc.; with the objective of determining the standard and quality of the delivery of physical education. Many countries have mandated 10 hours of physical activity per week at the primary and upper primary levels and 7 hours per week at the secondary school level. The objective being “to develop certain qualities such as perseverance, team spirit, leadership, obedience to rules, moderation in victory and balance in defeat.” Hidden behind all this good intention, remains a grey area which could possibly be the reason why physical education in schools has been pushed to a defensive position. The conceptually limited understanding of physical education as a set of activities to be done during school hours is one. The inability of school authorities to think of other people (coaches) and other contexts (community sports) is an added bane. The lack of appropriate sporting infrastructure continues to pin down physical education and jeopardize its potential for growth. Researchers and practitioners a like need to ponder on the meaning of physical activity/physical education and broad base their understanding of the concept to include movement such that all children with myriad capabilities can participate – (proposed by Arnold ’78, Bailey ’99, and Williams ’89). Gerome Bruner, in the early eighties posited the ‘culture of childhood’ to constitute action, play and movement. Movements of different kinds generate empowering environments for children, enabling them to play and have fun simultaneously. What is more apparent and obvious is the pupils language development - translating movements into spoken language in a variety of contexts offers a treasure chest of descriptive, directional and action words for children to explore and experience. Athletics, dance, games, gymnastics, outdoor and adventure activities, - each contains their own specific vocabulary and concepts. Movement provides an environment in which learners are led to use language naturally and purposefully and promotes literacy development. An integrated approach to physical education comprising of three components – Athletic skills and knowledge, health education and fitness is the answer to providing a comprehensive approach to health and fitness issues within the school setting, the results of which will last beyond the school and into a lifetime. Conclusion: It has been suggested that physical activities, both formal and informal, form significant elements within our culture, as well as within the very notion of being a human being. As such, physical education in some form would seem to be a valuable, necessary and integral part of any school curriculum. If the potential and range of the physical education experience is fully realized in practice, then pupils can be said to be properly educated. "Without health and fitness, wealth is without value, knowledge is useless, art cannot become manifest, and music cannot be played." Herophilus
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Page 7 and 8: Key deliberations: 1. Mr Ravi Verma
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