A State of Physical Education and Sports in Pakistan: a Critical Analysis on Lack of Infrastructure and Framework in Pakistani Institutions

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A STATE OF PHYSICAL EDUCATION AND SPORTS IN PAKISTAN: A CRITICAL ANALYSIS ON LACK OF INFRASTRUCTURE AND FRAMEWORK IN PAKISTANI INSTITUTIONS

Dr. Arshad Bashir, Dr. Ameer Ali Abro, Dr. Saeed Anwar and Dr. Mumtaz Ali

ABSTRACT

No nation can make progress without the provision of healthy people in its community. One way of maintaining healthy individuals in our communities is to integrate physical education and sports in our education system. The paper is intended to provide a critical analysis on infrastructure and framework for physical education and sports in Pakistani institutions. The issue of physical education is explored by collecting data through a questionnaire having a sample of 380 people from those institutions that offer programs in physical education. Additionally, interviews of faculty and administrative authorities of physical education program were conducted to gain in- depth idea of existing situation of physical education and sports in Pakistan. The findings indicate that physical education is necessary not only for physical growth, but also have deep impact on mental growth, social development, leadership skills and life style of an individual. The results of existing condition of physical education in Pakistan reflects that a least attention is paid by the government and the education system. As the result, the system is lacking the infrastructure and framework for physical education in educational institutions of Pakistan. The paper concludes with the recommendations to improve the overall situation of physical education in Pakistan. Keywords: Physical Education, Sport, Mental Development, Physical Education programs

INTRODUCTION wellbeing. In educational sett- Physical education is gene- ings, physical education is con- rally defined as the use of phy- ceived as a set of selected physical activity to help individuals sical activities blended with the- attain physical fitness, sporting oretical understanding that con- and motor skills, enhanced in- tribute in the creation of human formation, and positive attitude attitude, mental strength and that would add value to their suitable physical growth. She- instructive growth and social phard and Trudeau (2000)

A state of Physical Education and Sports in Pakistan pointed out that the physical relates to complete physical, men- education programs at the tal and spiritual progression. school level is appreciated as a source of modifying behavior in Medical science reveals that a positive way during the years only healthy bodies hold hea- of adolescence. Moreover, Mor- lthy minds. Just like physical gan, Beighle, and Pangrazi exercise is critical for a fitness, (2007) identified the importance physical education is impera- of physical education through tive for vigorous body. Our their empirical research that body would grow weak if we mentioned about the programs don‘t practice regular and orga- related to physical education nize physical exercise. A bala- that are offered to large number nced growth of our mind and of adolescents, and contribute body are essential for a pros- to regular participation in phy- perous life. In order to face the sical activities. Research has challenges of life, a good health identified that physical educa- along with a physically fit body tion programs that enhances are the most important items. profiles of students have exper- Therefore, physical education ienced positive effect on their that includes games and sports, daily life habits during recrea- and their integration in our tional time (Haerens, Kirk, education system should be the Cardon, De Bourdeaudhuij, & essential component of general Vansteenkiste, 2010). Based on education (Ishita, 2009). Sports these researches and operatio- and games are defined as forms nal definition of physical edu- of physical activity which are cation, it can be concluded that competitive in nature, adminis- the physical education prog- tered by a pre-set terms and re- rams are a great source of holis- gulations, aim to maintain abili- tic improvement and physical ty and skills in an organized growth. With the physical edu- manner (Shahni, 2009). Physical cation, people attain variety of education and engagement in skills and human expressions sport activities provide a com- which are connected to the per- plete road map which leads to sonal impression knowledge active life featuring wellness and understanding. In short, it and to do work efficiently.

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In advanced countries such lent to 16 years education) pro- as United States of America, grams, three universities offer Great Britain, and Australia, the MS level (2 years program physical education programs equivalent to 18 years educa- are considered as integral part tion) programs in Physical edu- of their education system. As cation. As far as undergraduate the result, the government and level is concerned, only 14 insti- the education department prio- tutions offer bachelor degree in ritize physical education by physical education with enroll- providing best infrastructure ment of about six thousand and a viable framework for ph- students. Unfortunately, there ysical education programs. In is only one university in Pak- developing countries such as istan offering PhD program in Pakistan, physical education is Physical Education. It is signi- one of the most neglected area ficantly important to identify because there is huge disconn- the factors that are responsible ect between sport and edu- for the present condition. The cation. In Pakistan, it is genera- current study has been con- lly assumed that sport and phy- ducted to achieve three major sical activity are non-contri- objectives: a) establish the need buting factors in the profes- of physical education programs sional career of people. As the and its importance for a healthy result, the system is lacking in individuals and communities, appropriate infrastructure and b) identify the causes of poor framework for physical educa- infrastructure and lack of fra- tion. One evidence of non-ser- mework for physical education ious government approach is in Pakistan, and c) recommend- unavailability of physical edu- ations to improve the existing cation academic programs at situation of physical education. most of the universities in Pak- Both quantitative and qualita- istan resulting in lack of trained tive means are used to explore physical education teachers in an important issue of physical Pakistan. There are more than education in Pakistan. For qua- 150 universities in Pakistan, and ntitative data, a 10 item ques- only 18 universities offer master tionnaire was used to collect level (2 years program, equiva- data from 380 relevant people

109 A state of Physical Education and Sports in Pakistan who are associated with physi- school, students get the oppor- cal education programs in uni- tunity to enroll in formal phy- versities of Pakistan. For quali- sical education programs in col- tative data, interviews of 08 pe- leges and universities. It is very ople were conducted who are important to connect this gap to involved in administrative and help policy makers to realize teaching of physical education the importance of formal awa- programs at university level. reness and offering of physical After collecting data, quantita- education subject at primary tive data was analyzed by using and secondary school level. statistical tests whereas the qualitative data was analyzed by Brief Literature Review: using thematic analysis of interviews. Although physical education has been given a great imp- It is important to mention ortance in developed countries that Physical education at pri- such as USA and Europe, the mary and secondary schools in developing countries like India Pakistan is seen as an optional and Iran also focus physical activity by our education sys- education as an important as- tem. In primary and secondary pect of national development. school system of Pakistan, the In addition to acknowledging students are engaged in sports the value of sports and physical and other physical activities for education, conducting research few hours every week. The ph- is also common in the area of ysical activity in school system physical education. The Phys- is seen as an activity rather than ical Education and Sport Survey a formal mandatory subject. by Quick, Simon, and Thornton There is no evidence of physical (2010) found that 55% of stud- education as a subject like scie- ents participated in at least nce and arts etc. at primary and three hours of Physical Educa- secondary school level. As the tion. The survey also found that result, students are unable to 21% of students revealed that comprehend the importance of they perform some physical formal physical education in activity daily during academic their early lives. After the high classes, whereas 74% said that

110 The Shield (ISSN-1991-8410) Vol. 11, 2016 perform some physical activity the physical education program in some or most days during transform individuals in terms academic classes, and only 5% of physical, emotional, mental said that they were never active and social growth. According to during teaching time (Chamb- Lynn (2007) mental develop- erlain, George, Golden, Walker, ment and physical education and Benton, 2010). Wallhead, are co-related with each other. Garn, and Vidoni (2014) provi- Similarly, Hall (2007) made a ded evidence through their em- strong co-relation of recreation pirical research that the phy- and physical education. sical education programs at high school level have positive Haider (2008) conducted a outcomes that include increased comparative study on physical perceived effort and better se- education programs in terms of nse of enjoyment. As far as organizations, teachers, labs scope of physical education is and equipment, external fund- concerned, Ali, K., Sadaf, A., ing, and awareness. Very little Kousar, S., and Habib, Z. (2014) work has been done so far in argued that physical education context of physical education including sport programs em- programs in Pakistan, and there phasized on extending facilities is a need to fill that gap through to not only students in the a rigorous research. The current school, but also expanded to study is designed to explore the people of diverse age groups. state of physical education in Pakistani institutions, and sug- Kilbourne (2009) in the res- gest measures to improve the earch on kinesiology & physical condition of physical education education found that physical in terms of infrastructure and education is an important moti- framework for physical educa- vational factor that provides a tion programs. road map to an individual for a healthy life. Bailey (2009) iden- Method: tified the benefits of partici- A mixed method approach pating in physical education pr- was followed to explore the cri- ogram. According to the Bailey tical issues related to physical (2009) physical activities during education in Pakistan. Quanti-

111 A state of Physical Education and Sports in Pakistan tative and qualitative data were (students) from 09 universities collected to gather insights of of Pakistan. For qualitative data specialists and relevant people collection, interviews of 8 offi- in the field of physical educa- cials from universities, faculty tion in Pakistan. The two forms and staff involved in teaching of data helped to strengthen the and administrative affairs were credibility of the study. The qu- conducted. Table 1 explains de- antitative data helped resear- scrption of data collection. chers to get the basic level facts Table 1 and figures for establishing str- Brief description of data ong foundation of the study collection whereas the qualitative data Measure N Type Number Duration provided the in-depth analysis State of Physical University of the core issues related to Education 20 380 faculty and 1 each in minutes physical education in Pakistan. Staff Pakistan Finally, the triangulation of Survey 03 Admin 60 data provided the strong argu- 03 Officials Interview 1 each minutes 02 Faculty ments to derive fruitful con- each Staff clusion and recommendations. Mixing qualitative and quanti- Results and Findings: tative designs in educational For this study, two different research provides causal expla- types of data were collected; nations without neglecting the one is quantitative data collec- importance of meaning and the ted through a five point Likert role of context (Maxwell, 2004). scale online questionnaire, con- Various research designs were tained 10 questions, and second considered when planning this is qualitative data in form of study however, after consider- interviews from relevant univ- ing the questions and popula- ersity official, teachers and all- tion to be studied, a mixed me- ied staff. Initially more than 500 thods design was the best app- people were asked to complete roach to use in order to explore the online survey, 380 persons the issue of physical education completed the survey which is in Pakistan. 76% response rate. The findings Quantitative data were coll- of the survey are reflected in ected from 380 participants table 2.

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Table 2 Participant’s responses in form of percentage (N = 380) (Key: SA = Strongly Agree; A = Agree D= Disagree; SD = Strongly Disagree; DN = Do Not Know)

Questions SA A DN D SD

People in Pakistan have least awareness about 66 16 05 11 02 physical education

Facilities regarding physical education in 61 13 03 13 10 Pakistan are limited

Quality of physical education facilities in 86 08 01 03 02 Pakistan is low

There is no framework for physical education 62 13 13 10 02 in Pakistan

There is a lack of physical education specialists 73 11 05 06 05 in in Pakistan

Curriculum of physical education in Pakistan 74 10 11 04 01 is weak and outdated

Funds for physical education in Pakistan are 63 07 16 10 04 limited

Career opportunities in physical education in 81 09 05 04 01 Pakistan are limited

Physical education program offering is limited 83 07 02 05 03 in Pakistani universities

The decline in sports is due to poor quality of 81 07 01 08 03 physical education in educational institutions

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Graph 1 Responses of participants in percentage on factors (N = 380)

Table -3 Summary of categories emerged from interviews

Categories Sub-categories

Basic knowledge of physical education Lack of Awareness about Understanding value of physical education physical education Distinction of physical education and sport

Cultural understanding of physical education

Poor infrastructure for physical education Lack of facilities and Poor facilities in universities infrastructure Lack of funding for physical education Less job opportunities for graduates

Low salary structure for graduates Lack of career growth Lack of promotion policy Lack of Specialists in the field Lack of seriousness in universities Lack of program offering in Outdated curriculum universities Disconnect of university and community

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Discussion: The interview data which Thematic format was used was collected from university to present the discussion sec- officials, faculty and staff also tion of this study. As reflected validated the survey results. In- in table 3, four major themes terviewees revealed that people emerged after systematic anal- don‘t possess a basic knowledge ysis of qualitative data. of physical education. In Pak- istan, at the school level (pri- Lack of awareness about phy- mary and secondary), the physical education: The data reveals that the sical education is seen as an act- lack of awareness about phy- ivity for physical exercise. In sical education among people is school settings, the physical ed- one of the major themes eme- ucation is not offered as a sub- rged from the data. According ject, and as the result, there is to the findings, 84% of the parti- no formal evaluation by the cipants either strongly agreed school administration. From a or agreed with unawareness of student‘s perspective, this time people. is an opportunity for them to take a break from academic cla- Graph-2 sses and spend some time in Responses of participants in open air to relax and do some percentage on lack of awareness question (N = 380) physical excursion. Similar tre- nds are followed at college level with further reduction in the time allocation for physical education.

Another aspect of awareness is the inability of people to make a distinction between physical education and a sport activity. The existing structure of physical education is heavily focused on execution of sports events in the name of physical education. As the result, the

115 A state of Physical Education and Sports in Pakistan other forms of sports which inc- With few exceptions, most of ludes athletics and physical in- the women in Pakistan are not door games get a least attention. actively engaged in physical Instead of a year-long regular activities. schedule of physical education activities due to least awaren- Lack of facilities and infra- ess, there is a low level infrastructure: structure for physical education programs at all academic levels. Second major reason of low Cultural understanding of phy- level standards of physical edu- sical education is also one of the cation in Pakistan is lack of key factors that contributes to- facilities and infrastructure thr- wards the awareness of people. oughout the country. Inade- The women make more than quate facilities such as sports 50% of Pakistani population, it fields, stadiums, equipment, is significantly important for trained faculty and staff. Most them to participate in physical of the schools do not have eno- education activities in form of ugh track fields for students to different games. help them participate.

Graph- 3

Responses of participants in percentage on lack of facilities and infrastructure questions (N = 380)

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It is noted that 74% of the has become an insecure place participants either strongly ag- for international sports in Pak- reed or agreed to recognize the istan. Cricket, for instance, is limitation of facilities for phy- the most popular sports in Pak- sical education and promotion istan, is suffering for national of sports. Similarly, the low security situation. No interna- standard of the available faci- tional team has toured Pakistan lities is acknowledged by 94 % in last ten years. of the participants. Moreover 75 % of the participants believed Lack of career growth: that there is no framework for physical education in Pakistan Another major theme that whereas 70% of the respondents emerged to determine the state complained about the lack of of physical education in Pakis- funds. tan is the lack of career growth in the profession. The two fac- In the population of about tors, lack of career growth and 200 million people, there is only lack of physical education spec- one national Olympic standard ialists, contributes for the poor gymnasium for the conduct of state of physical education in national and international spo- Pakistan. According to the res- rts events. For cricket, being a ults of survey, 90% of the res- most popular sport in Pakistan, pondents either strongly agreed there are only five stadiums of or agreed to the fact that career International standard for such opportunities in physical edu- a huge population. Some of the cation in Pakistan are limited. interviewees also pointed out Similarly 84% of the participa- that one reason of decline in nts believed that our education government‘s interest to prov- system lacks in specialists. ide funding for physical education and sports activity is the lack of international sports activities in Pakistan as the result of insecurity in the country. Pak- istan has been a victim of ter- rorism for last two decades and

117 A state of Physical Education and Sports in Pakistan Graph-4 Responses of participants in percentage on lack of career growth (N = 380)

Interviewees considered the career growth in physical lack of trainers and teachers is education as a profession. Since one main reason of low the program offering is less, it standards in physical education reduces the chances of job ope- execution. Most of the educat- nings in the field. ional institutions in Pakistan Lack of program offering in are suffering from absence of universities: qualified trainers and Physical The limited numbers of uni- education teachers to deal with versities in Pakistan are offering physical education as a subject. programs in physical education. Similarly, the same pattern has The unavailability of physical been followed in colleges and education programs at most of universities where students go the universities in Pakistan be- for physical education degree comes a main reason of low sta- programs. Scarcity was obser- ndards in this field. According ved about the facilities for the to results of survey, 90% of the physical activities for develop- respondents either strongly ing professional techniques in agreed or agreed that limited physical education. The institu- physical education programs tes do not afford enough facili- are offered in Pakistani univer- ties which promote wholesome sities. Similarly 84% of the par- grooming of individuals. Most ticipants believed that the curr- of the participants of this study iculum of physical education shared their concerned about programs is outdated.

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Graph-5 Responses of participants in percentage on lack of program offering by universities (N = 380)

The data clearly indicated Conclusion: that the institutions in Pakistan Lack of awareness about ph- are not serious in offering phy- ysical education as a non-edu- sical education programs at cational and fun activity consi- maximum number of univer- dered as inferior to academic sities. When important prog- subjects such English and Scie- rams like that of physical edu- nce, lack of qualified teachers cation are not offered at uni- and facilities, inadequate resou- versity level, it is very difficult rces, lack of career growth, and to raise the standard of such limited offering of physical ed- programs at national level. The ucation programs collectively outdated curriculum becomes a contribute to the weak and low reason for lacking behind the standard of physical education physical education program at in Pakistan. Girls are strongly international level whereas the discouraged from getting invo- copied material makes it irrele- lved in physical education acti- vant. Last, but not the least, vities in many areas because of data both quantitative and qua- social and cultural restrictions. litative, reflected that there is a In Pakistan, social, cultural and wide disconnect between edu- religious constraints reduce the cational institutions offering scope of physical education for these programs and the comm- girls, who are generally not all- unity. owed to participate in sports

119 A state of Physical Education and Sports in Pakistan activities except within the pro- ture of faculty and staff of phy- tected areas which are women sical education programs. Pri- exclusive. Limited program off- vate and multinational organi- ering in universities and lack of zations must patronize physical professional trained faculty and education in the same manner staff become a major reason for as they promote major sports weak and poor infrastructure at such as cricket. national level. References Recommendations: The higher authorities such Ali, K., Sadaf, A., Kousar, S., and Habib, Z. (2014). Standard of a government and top admi- Physical Education in Pakistan as nistration of educational insti- Compare to U.S.A, Global Journal tutions must intervene to imp- of Human-Social Science: Arts & rove the overall standard of Humanities – Psychology, 14 (7). physical education by launch- Bailey, R. (2006). Benefits of physical ing new institutes and centers, education in schools. Journal of making the existing institutes school health, 76 (8), 397-401. more resourceful and provide all facilities such as main buil- Chamberlain, T., George, N., Golden, S. Walker, F. and Benton, T. ding, labs, equipment, and most (2010). Tellus4 National Report. importantly well qualified and DCSF RR218. trained teachers and staff. The universities in Pakistan must Haerens, L., Kirk, D., Cardon, G., De offer as many programs as pos- Bourdeaudhuij, I., & Vansteen- kiste, M. (2010). Motivational pro- sible for students to improve files for secondary school physical enrolment. Government and education and its relationship to educational institutions must the adoption of a physically active increase funding for the phy- lifestyle among university stud- sical education programs to im- entts. European Physical Education Review, 16, 117–139. prove the infrastructure and overall condition in the country Haider, S.Z. (2008). Challenges in for sport and physical educa- higher education, special refere- tion activity. University must nce to Pakistan and south Asian allocate substantial funds to im- developing countries. Nonpartisan education review, 4 (2), 1-12. prove salary and service struc-

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