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The Physical Education Curriculum in Post Independence Sri Lanka

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The Physical Education Curriculum in Post Independence Sri Lanka University of Wollongong Research Online University of Wollongong Thesis Collection 1954-2016 University of Wollongong Thesis Collections 2003 The physical education curriculum in post independence Sri Lanka Ranaweera Marasingha University of Wollongong Follow this and additional works at: https://ro.uow.edu.au/theses University of Wollongong Copyright Warning You may print or download ONE copy of this document for the purpose of your own research or study. The University does not authorise you to copy, communicate or otherwise make available electronically to any other person any copyright material contained on this site. You are reminded of the following: This work is copyright. Apart from any use permitted under the Copyright Act 1968, no part of this work may be reproduced by any process, nor may any other exclusive right be exercised, without the permission of the author. Copyright owners are entitled to take legal action against persons who infringe their copyright. A reproduction of material that is protected by copyright may be a copyright infringement. A court may impose penalties and award damages in relation to offences and infringements relating to copyright material. Higher penalties may apply, and higher damages may be awarded, for offences and infringements involving the conversion of material into digital or electronic form. Unless otherwise indicated, the views expressed in this thesis are those of the author and do not necessarily represent the views of the University of Wollongong. Recommended Citation Marasingha, Ranaweera, The physical education curriculum in post independence Sri Lanka, Doctor of Education thesis, Faculty of Education, University of Wollongong, 2003. https://ro.uow.edu.au/theses/985 Research Online is the open access institutional repository for the University of Wollongong. For further information contact the UOW Library: [email protected] The Physical Education Curriculum In Post Independence Sri Lanka A thesis submitted in partial fulfilment of the requirements for the award of the degree of Doctor of Education From The University of Wollongong, Australia by Ranaweera Marasingh a B.A (2nd Hons), PG/DipEd (Merit) (Sri Lanka-Peradeniya) University of Wollongong Faculty of Education Australia April, 2003 TABLE OF CONTENTS TABLE OF CONTENTS I LISTS OF TABLES AND FIGURES V CERTIFICATION VI ABSTRACT VII ACKNOWLEDGEMENTS IX CHAPTER ONE: IN THE BEGINNING..... 1 1.1 INTRODUCTION: STATEMENT OF AIMS 1 1.2 WHY DO THIS STUDY 1 1.3 RESEARCH QUESTIONS 3 1.4 THEORETICAL FRAMEWORK AND LITERATURE 4 1.4.1 Social constructionist historical research 4 1.4.2 Social constructionist historical research in physical education 5 1.4.3 Other curriculum research in physical education 7 1.4.4 Major themes in the global context in physical education 8 1.4.4.1 The making of citizens 8 1.4.4.2 Health and sports discourses in physical education curriculum 10 1.4.4.2.1 Health discourse 11 1.4.4.2.2 Sport discourse 20 1.4.5 Specific issues for physical education in the global context 23 1.4.6 Curriculum research in Sri Lanka 27 1.4.7 The Fischer Report (1999) - Upgrading Pre-Service Teacher Education in Sri Lanka: Physical Education, Final Report (Draft) 28 1.5 METHODOLOGY ....29 1.6 LIMITATIONS 38 1.7 ETHICAL CONSIDERATIONS 38 1.8 MY STORY 39 1.9 STRUCTURE OF THE THESIS 45 CHAPTER TWO: PHYSICAL EDUCATION PRIOR TO INDEPENDENCE 47 2.1 GENERAL INTRODUCTION TO THE COUNTRY AND THE PEOPLE 48 2.1.1. The people of Sri Lanka 49 2.1.2 Social class and caste system in Sri Lanka 53 2.2 ANCIENT SRI LANKA - BEFORE EUROPEAN COLONISATION 53 2.2.1 Education in ancient Sri Lanka 53 2.2.2 Physical training, sports and games in ancient Sri Lanka 54 2.2.3 Cultural issues and physical activity in feudal Sri Lanka 56 2.3 EDUCATION UNDER THE PORTUGUESE 1505-1656 57 2.4 EDUCATION UNDER THE DUTCH 1656-1796 59 2.5 SRI LANKA UNDER THE BRITISH 1796-1948 61 2.5.1 Educational developments under the British 1796-1948 64 2.5.1.1 Educational developments under the British 1796-1831 65 2.5.1.2 Education after the Colebrooke Commission in 1831 67 2.5.1.3 Education developments after the Morgan Committee in 1865 72 2.5.1.4 Education developments, 1900-1948 73 2.5.2 Physical education in colonial Srii Lanka 79 2.5.2.1 Portuguese and Dutch influences 79 2.5.2.2 British influences 80 2.6 ISSUES FOR PHYSICAL EDUCATION IN COLONIAL SRI LANKA 94 2.6.1 Gender, culture and physical activity 94 2.6.2 Resources 95 2.7 CONCLUSION 96 CHAPTER THREE: PHYSICAL EDUCATION IN SRI LANKA, 1948-1970 98 3.1 THE POLITICAL, ECONOMIC AND CULTURAL SCENE AT INDEPENDENCE IN 98 1948 98 3.2 THE EDUCATIONAL SCENE AT INDEPENDENCE 101 3.3 PHYSICAL EDUCATION AT INDEPENDENCE IN 1948 102 3.3.1 Kannangara's free education scheme and physical education 102 3.3.2 Physical education activities in schools in 1948 103 3.3.3 Hygiene, health and physical education 104 3.3.4 Teacher training in physical education 105 3.3.5 Perennial issues in physical education by 1948 105 3.4 THE POLITICAL CONTEXT, 1948-1970 106 The UNP, 1948-1956 107 The UNP, 1965-1970 108 3.5 EDUCATIONAL CONTEXT, 1948-1970 108 3.5.1 Free education for all 109 3.5.2 Education structure Ill 3.5.3 State control of education 113 3.5.4 Medium of instruction 114 3.5.5 The practical curriculum 116 3.5.6. Higher education 117 3.5.7 Teacher education 118 3.6 PHYSICAL EDUCATION 1948-1970 119 3.6.1 Physical education 1948-1956: continuation of the colonial system 120 3.6.2 Physical education, 1956-1970 - sports for all 122 3.6.3 School physical education curriculum in practice 123 3.6.4 Health education 128 3.6.5 School Sports 130 3.6.5.1 The British public school games traditions in Sri Lanka 131 3.6.5.2 Athletics 132 Group III: Girls Schools Athletic Championships 135 3.6.5.3 Sports for the masses: volleyball, boxing, and wrestling 136 3.6.5.4 Indigenous Games 138 3.6.5.5 Sport participation and rivalries in vernacular schools 138 3.6.5.6 Scouting, Cadetting and Sports Clubs 140 3.6.6 Girls in physical education and culture 141 3.6.7 The role of the media and physical education 143 3.6.8 Resources, area diversity and school physical education 144 3.6.9 Teacher training in physical education 1948-1970 145 3.7 CONCLUSION 154 CHAPTER FOUR: PHYSICAL EDUCATION IN SRI LANKA 1970-2000 157 4.1 POLITICAL AND ECONOMIC SITUATION AT THE BEGINNING OF THE 1970s 157 4.1.1 The UF government 1970-1977 158 4.1.2 The UNP 1977-1994 159 ii 4.1.3 The People Alliance (PA) Government after 1994 160 4.2 EDUCATION POLICY DEVELOPMENTS 1970-2000 161 4.2.1 Education development under the UF Government 1970-1977 161 4.2.1.2 Education reform proposals in 1972 and their implementation 162 4.2.2 Education developments under the UNP, 1977-1994 167 4.2.2.1 White Paper proposals in 1981 167 Free textbooks, uniform materials, midday meals and education expenditure.... 171 4.2.3 Education under the People Alliance Government, 1994-2000 174 4.2.3.1 Presidential Task Force (PTF) and General Education Reforms in 1997 175 Senior school (Grade 10-13) curriculum 180 4.2.4 Teacher Education 183 4.2.4.1 Teacher education developments 1970-1994 183 4.2.4.2 Teacher Education, 1994-2000 186 4.2.5 Higher Education 187 Route to Tamil conflict via university admission 189 4.3 PHYSICAL EDUCATION CURRICULUM IN SRI LANKA, 1970-2000 190 4.3.1 Physical education under the SLFP, 1970-1977 190 4.3.2 Physical education under the UNP, 1977-1994 198 4.3.2.1 Physical education curriculum in the secondary school 1977 to 1983.199 4.3.2.2 Sports for all 1983-1994 200 4.3.2.3 The National School Games (NSG) 203 4.3.2.4 Sport schools 208 4.3.3 Physical Education under PA, 1994-2000 209 4.3.3.2 The marginalisation of physical education in primary school 213 4.3.3.3 Physical education in the junior school curriculum 215 4.3.3.4 Physical education curriculum in the senior stage of education 223 4.3.3.5 School sports as a co-curricular activity 229 4.3.4 Physical education teacher education 1970-2000 230 4.4 CONCLUSION 240 CHAPTER FIVE: DISCUSSION 243 5.1 INTRODUCTION ..243 5.2 THE PHYSICAL EDUCATION CONTEXT IN SRI LANKA - ENDURING ISSUES 243 5.2.1 Physical education and military preparedness 244 5.2.3 Academic knowledge and the place of the physical/body in Sri Lankan society 248 5.2.4 The influences from Cold War 249 5.2.5 Physical education and national identity 251 5.2.6 Religion, culture and gender 252 5.2.7 Physical education and politics 253 5.2.8 Media and Physical education 255 5.3 PHYSICAL EDUCATION THEORY, POLICY AND PRACTICE DEVELOPMENTS 256 5.3.1 Physical education as contributing to health 257 5.3.2 Sport orientation in physical education 261 5.4 MAIN ISSUES FACING PHYSICAL EDUCATION IN SRI LANKA TODAY 267 5.4.1 The status of physical education 267 5.4.1.1. Low priority in the curriculum 268 5.4.2 Resources for physical education 272 iii 5.4.3 Opportunities for research and professional discussions in physical education ...: 275 5.4.4 Physical education planning and co-operation with other institutions 276 5.5 WHY IS PHYSICAL EDUCATION IMPORTANT TO SRI LANKA? 277 5.5.1 A health-oriented curriculum 277 5.5.2 A sports-oriented curriculum 279 5.6 RECOMMENDATIONS ,282 5.6.1 Physical education in primary schools 285 5.6.2 Proposals for physical education in secondary schools 287 5.6.3 Gender, physical activity and physical education ("mixed-mode") 292 5.6.5 The future of physical education as a profession 295 5.6.6.
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