Sport policy in India

Clarke, Joanne; Mondal, Sarthak

doi:10.1080/19406940.2022.2127838

Cited by 4 publications

(1 citation statement)

References 14 publications

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“…The work of Bailey [14] suggests that 'sport' refers to exercises, and "PE" refers to a segment of the school educational plan focused on physical activities and improving motor skills. Similarly, Clarke and Mondal [15] suggest that schools have often used PE as a talentidentification program for elite sports. Conversely, globally, PE is considered a marginalized subject because many believe it does not achieve the objective of education [16,17].…”

Section: Physical Education In Indiamentioning

confidence: 99%

Exploring the Barriers to Physical Education Opportunities in India’s Schools: A Study of Parental Perceptions after the Unprecedented Performance at the Tokyo Olympics

Shirotriya,

Sharma,

Beighle

2023

Education Sciences

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This qualitative study explored parents’ perceptions of physical education (PE) subject following the success of the Indian Olympic team in the Tokyo Olympics. Six focus-group discussions were organized across the Delhi and National Capital Region (NCR) of India. The participants were 24 parents, 13 (54.16%) of whom were males and 11 (45.84%) were females. Data were analyzed using interpretative phenomenological analysis, which revealed five superordinate themes: (1) educating the public, (2) developing a support system, (3) advocating for PE, (4) developing policies and justifications, and (5) leveraging the relationship between the Olympics and PE. This study suggests that the Olympic results should be leveraged to promote PE; however, strategies that will encourage parents to involve themselves formally and effectively in their children’s school PE are needed.

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