A Comparison of Different Middle School Physical Education Programs of Kashmir Division

ISSN: 2320-5407 Int. J. Adv. Res.
9(08), 197-200
Journal Homepage: - www.journalijar.com
Article DOI: 10.21474/IJAR01/13249

DOI URL: http://dx.doi.org/10.21474/IJAR01/13249
RESEARCH ARTICLE
A COMPARISON OF DIFFERENT MIDDLE SCHOOL PHYSICAL EDUCATION PROGRAMS OF
KASHMIR DIVISION
Manzoor ul Rashid and Sangeeta Gupta

Department of Physical Education, Shri Venkateshwara University, Utter Pradesh, India.
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Manuscript Info Abstract
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Manuscript History The objective of the present study was to access the “comparison of
Received: 05 June 2021 different middle school physical education programs of kashmir
Final Accepted: 09 July 2021 division”. The paper endeavors to examine the Adoption of Physical
Published: August 2021 educations program in different schools of Kashmir. The data was
collected from various schools of Jammu and Kashmir state. A
Standard questionnaire was followed and the collected data was
analyzed. During the present study it was concluded that during the
females were more interested in physical education than that of males.
It is pertinent to mention here that in all the schools the students were
more eagerly taking part in physical educational programs.
Copy Right, IJAR, 2021,. All rights reserved.

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Introduction:-
The physical education has gained immense importance in the 20th century, with the introduction of physical
education as a subject in school and colleges, a large number of physical education teachers are employed in these
institutes. Unlike other teachers in the school, the physical education teachers have the extra responsibility of
teaching physical education subjects, selection of teams and coaching, accompanying various teams for the
tournaments and maintaining discipline in the school. These natures of the job make physical education teachers a
unique position in the school and colleges with huge responsibilities and expectations. Sports and games are integral
part of human life as well as important for human resources development. They are also effective way of channeling
the energy of youth for productive and meaningful purpose. The State Govt. has therefore accorded a high priority to
the promotion of sports in the State.
Sport is a fair play domain in which everyone got equal chances and full enjoyment. Nowadays, sports and physical
activities lead to the sportsmanship, brotherhood, and leadership qualities. In modern era, Sports Participation bridge
the gap of social inequality and gaps and also think beyond caste, creed, religion, tradition and customs. There are
different types of sports and physical activities which imply social differences and social inequity. Sports activities
are not merely the reflection of the modern society, but it also leads to remove social inequality and bring change in
society. Experts believe that sports popularity may be effective to attract the youth towards urban and rural sports
programmes and reduce youth crime. Concluded in their study that sports and physical activities can be used as an
effective tool/ instrument/ method to reduce youth crime (juvenile delinquency) through involving the disadvantaged
groups.
According to the agenda for Sustainable Development (2030), sport is a tool that emphasizes the growing sports
contribution in terms of peace of tolerance and respect. This agenda also emphasizes the sports contribution that
would lead to empowerment of community, for the individual and for education, health and social inclusion. Sports
197
Corresponding Author:- Manzoor ul Rashid
Address:- Department of Physical Education, Shri Venkateshwara University, Utter Pradesh, India.
ISSN: 2320-5407 Int. J. Adv. Res. 9(08), 197-200
provides wide opportunity in terms of build-up life skill among youth who are at risk and allow them to cope up in
better way from daily life challenges, also help them to keep away themselves from involvement in various bad
practices such as drug use, violence and criminal activities.
Review of Literature:-
The research scholar has gone through the available related literature, which are relevant to the present study
Macintosh and Albinson (1982) compared the attitudes of two groups of 8th-grade students (13–14 years of age):
those taking a physical education class and those not taking one. They found that students who choose not to take
physical education reported having a less positive attitude toward physical education and as having less fun.
Lakshmi and Singh (1991) examined potential determinants of male and female high school students’ attitudes
toward physical education. They identified five main determinants of attitude: curriculum content, teacher behavior,
class atmosphere, student selfperceptions, and facilities. Both male and female students identified these determinants
in the same order. Singh et al. also identified related factors contributing to negative feelings toward physical
education. These factors included boredom with activities, not wanting to get sweaty, not wanting to dress out, and
the perception that athletes received preferential treatment.
Stewart and Green (1991) examined the attitudes of 1,049 males and 1,081 females’ from junior high and high
school students in physical education. Participated in the study were selected from two middle and high schools in
the Midwest. Students completed a 66-item survey created by Edgington (1968) representing attitudes toward
physical education in fitness development, skill development, cognitive development, affective development and
social development. Students were given four Likert Scale (1-4) response options: strongly agree, agree, disagree
and strongly disagree. Many similar studies allow students to respond with a neutral feeling, however, this was
eliminated to force students to make a positive or negative choice.
Campbell (2002) studied the attitude of 199 students of the Texas Austin University to Hudge. The attitude of
students (women) towards physical education by employing wear attitude inventory. A questionnaire having 30
statements was administered on a JBM answer sheet. Result suggested that the subject had favorable attitude
towards physical education.
Significance
The attitude is one of the significant factor that influence not only teachers but also students behavior in the
classroom. Even though teachers are believed to be the most important persons in the school with all their acts, it is
obvious that students’ attitude and manners are also vital for success. For most teachers or curriculum designers,
distinguishing what are needed by students is a regular process of curriculum development. The study may be
helpful in formulating measures to educate the teachers/coaches to positive approach and accurate planning to
implement the programmes of physical education in the schools/colleges and universities for balanced development
of the students personality. The study will help in popularizing physical education programmes to some extent and
helps the teachers/coaches to motivate the students towards physical education.
Hypothesis
In the light of the objective of the present study, it was hypothesized that Attitude of students is positive towards
Physical Education.
Sampling
Eight hundred students (500 male and 300 female) studying in high and higher secondary schools of North Kashmir
were randomly selected from Kashmir division of Jammu and Kashmir. The ages of subjects range from 16 years to
20 years, with mean age of 18 years.
Description of Questionnaire
Attitude towards physical education questionnaire developed by Claudia Cockburn (1999) was used to find out the
attitude of subjects towards physical education and sports programme run in the state schools of North Kashmir
division of Jammu and Kashmir. The Questions were designed to cover the following areas:
1. Enjoyment of and feelings towards physical education class.
2. Effort made in physical education class.
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ISSN: 2320-5407 Int. J. Adv. Res. 9(08), 197-200
3. Factors that encourage or put students off physical education class.

4. Participation in lessons and extracurricular activities.
5. Activities liked and disliked within physical education class.
6. Any long term illness or disability that affects the students in their physical education class.
Results, Discussion and Findings:-

The analysis revealed that in previous session only 58% male and 48% female students enjoyed the physical
education classes and 15% male and 17% female did not enjoyed the classes. Students were asked to add their
reasons for enjoying and for not enjoying the Physical Education classes; gave different reasons for enjoying the
Physical Education classes. 30% male and 20% female students who enjoyed Physical Education classes reasoned it
“to love for sports”; 15% male and 15% female students wanted “to gain knowledge” about Physical Education;
17% male and 30% female students wanted “to learn skills” and 13% male and 5% female students enjoyed the
classes because of the “way of teaching” of their teacher. Students gave different reasons for not enjoy the Physical
Education classes during last session the main reason were (i) Physical Education a boring subject 25% male and
14% female; (ii) it causes injuries 25% male and 29% female; students said that they did not enjoy the classes
because of the (iii) way of teaching of their teacher 8% male and 29% female and 17% male attributed to some other
reasons for not enjoying the Physical Education classes.
The data pertaining to regularity in class indicated that 75% students took part in most or all of their Physical
Education classes, and only 10% students missed about half, or more of the classes. Near about half of the students
(40% male and 50% female) missed the classes because of injuries or illness; one third missed it because they
forgotten the playing kit and rest of the subjects (20%) deliberately avoided the Physical Education classes.
Students were asked to add their feelings about Physical Education classes, 520 students added positive feelings and
only 80 students added negative feelings. In positive feelings 20% male and 18% female students felt that Physical
Education is an interesting subjects; 20% male and 29% female students felt that it provides knowledge about
various games; 14% male and 32% female students felt that it keeps them psychologically fit and 6% male students
gave some other positive feelings.
Conclusions:-
Within the limitations of present study following conclusions may be drawn
1. Only half of the sampled students enjoyed the physical education classes during last session, the reasons given
were-“to gain new knowledge and new skills”. Students also felt that physical education is “an interesting subject”
and they “love sports”.
2. Rest half of the students sometimes or never enjoyed physical education, because they felt that it is a boring
subject and may cause injuries to them.
3. Less than half some were 40% of the sampled students made positive effort in physical education because they
felt that it as an interesting subject and it also helps in maintaining health.
4. More than half 60% of the sampled students did not try hard because they felt it as a boring subject and thought
that it is just wastage of time.
5. Female students were discouraged by the presence of the male students in their classes and exercising the playing
kit hesitates them to perform activities in front of others.
6. High school and higher secondary school students agreed that it keeps them fit and healthy and teaches how to
keep their bodies fit and healthy.
7. Lack of motivation is one of the reasons for poor participation of students in physical education programme as
they felt it as a new subject for them thus expressed less interest in physical activities. Most of the female students
felt shy in presence of male teachers which discouraged them and affected their participation in physical education
classes.
8. The games like Cricket, Football, Volleyball and kho-kho were the activities especially liked by the students,
because such games are very popular in Jammu and Kashmir State.
Bibliography:-
1. A national plan of Physical Education and recreation (New Delhi: Ministry of Education: Government of India
1956)
2. Barow, Harold M. Man and Movement Principles of Physical Education, Philadelphia: Lea and febiger, 1971.
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3. Barrow, McGee Rosemary “A Practical Approach to Measurement in Physical Education”. Third Edition, Lea
and Febiger, 1979.
4. Clarke David H. and Harrison Clark, Research process in Physical Education 2nd edition (Inglewood Cliffs,
N.J.: Prentice Hall Inc., 1984).
5. Don Cash Seaton, Neil Schmottlach, “Physical Education Handbook”. Seventh edition, prenticehall, inc.,
Englewood cliffs, N.J. 1983.
6. Garret H.E., Statistics in psychology and education. (Hyderabad: International book Bureau, 1979)
7. Kamlesh M.L., “Physical Education Facts & Foundation”. First Edition, Paramjeet Singh, Naresh Bakshi, 1988.
8. Armstrong, L., Balady, G., Berry, M., Davis, S., Davy, B. & Davy, K. (2006). ACSM's guidelines for exercise
testing and prescription (7th ed.). Balitmore: MD. Lippincott Williams.
9. Alden, M. A. (1932). “The factors in the required physical education program that are least attractive to the
college girl”. Research Quarterly, 3 (3), 97-107.
10. Allport, G. W. (1935). Attitudes. In C. Murchison (Ed.), “Handbook of social psychology” (pp. 798- 884).
Worcester, MA: Clark University Press.
11. Benedicte I. Deforche, Ilse M. De Bourdeaudhuij, Ann P. Tanghe. (2006) “Attitude toward physical activity in
normal-weight, overweight and obese adolescents”, Journal of Adolescent Health, Volume 38, Issue 5. Pages
560-568.
12. Bibik, Janice M Goodwin, Stephen C; OrsegaSmith, Elizabeth M (January 30, 2007) High School Students’
Attitudes Toward Physical Education in Delaware journal of teaching of physical education 13, 230- 258.
13. Biddle SJH, Chatzisarantis N. (1999) “Motivation for a physically active lifestyle through physical education”
Psychology for Physical Educators, pp. 5-26. Champaign, IL: Human Kinetics.
14. Campbell, D. E. Student attitudes toward physical education. Research Quarterly,39 (3), 1968 456- 462.
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ISSN: 2320-5407 Int. J. Adv. Res.

Journal Homepage: - www.journalijar.com

Article DOI: 10.21474/IJAR01/13249

Manzoor ul Rashid and Sangeeta Gupta

Copy Right, IJAR, 2021,. All rights reserved.

3. Factors that encourage or put students off physical education class.

Results, Discussion and Findings:-

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