By Shudir Baran Mazi

If you do sports, you stay healthy,
if you don't, you get sick.

This simple proverb is an eternal truth of human life. The sustainable development of a nation cannot be
measured only by economic growth or infrastructural progress; it requires physically healthy, mentally strong,
capable and ethical citizens. The main driving force for the formation of that good citizen is 'physical education
and sports'. Education gives people knowledge, and physical education develops people physically, mentally,
socially and morally. Without physical education, education cannot be complete; and without healthy people,
a developed nation cannot be developed.

It is an integral part of the education system in various developed and developing countries around the world,
including the United States, the United Kingdom, Canada, Australia, Germany, Japan, South Korea, China,
Holland, Scotland, India and Singapore. A widely quoted saying in Germany is – ‘We don’t want hospitals, we
want playgrounds and gyms.’ According to the 2020 guidelines of the World Health Organization, it is
recommended that children and adolescents aged 5 to 17 years participate in at least 60 minutes of moderate
to vigorous physical activity every day. UNESCO’s 2015 ‘Quality Physical Education’ (QPE) report recognized
physical education as a fundamental right of the child and an essential component of a quality education
system.

While our neighboring and developed world is prioritizing physical education to develop healthy and
competitive human resources, we are completely ignoring the subject in grades 11-12. Currently, the subject
of “Physical Education, Health Sciences and Sports” has been included in the curriculum in grades 9 and 10 in
the Bangladeshi education system. In addition, in the field of higher education, there are opportunities to earn
higher degrees in physical education and sports science in the country’s leading public universities—such as
Jessore University of Science and Technology, Chittagong University, and Rajshahi University. But
unfortunately, the subject is completely absent in grades 11 and 12 (HSC), right in between the secondary
(SSC) and university (higher education) levels. In the current global context, physical education is not limited
to just running on the field; it is now a science-based academic field with international demand. Currently,
sports science, exercise physiology, sports nutrition, fitness, and sports management are internationally
promising career fields.

If the subject is introduced as a full-fledged and marks-based curriculum in grades 11 and 12, Bangladeshi
students will have the opportunity to prepare themselves for promising careers such as sports science,
exercise physiology, sports nutrition, fitness and sports management. This will not only increase Bangladesh's
capacity in the international sports arena, but will also pave the way for the production of skilled coaches,
sports managers and related professionals. Students in grades 11 and 12 are at the crossroads of adolescence
and adulthood. During this time, risks such as technology and screen-dependent lifestyle, physical inactivity,
mental stress, drug addiction and teenage gang culture are hindering their normal development. The risk of
suicide is increasing due to mental depression and social isolation. Physical education and sports are an
effective and natural preventive measure for these problems. Regular physical exercise and team sports can
play an effective role in combating these risks. Sports not only reduce stress but also develop discipline, self-
control, leadership, team spirit, tolerance, and acceptance of victory and defeat in students. As a result, they
get the opportunity to engage in positive activities and develop as responsible citizens.

There is no shortage of policy-making in our country, but there is a lack of specific implementation.
Article 22.2 of the National Education Policy 2010 mentions sports and physical exercise as essential
for the physical and mental development of students and states that adequate playgrounds, sports
equipment and skilled teachers should be ensured in every educational institution. But the reality on
the ground is still disappointing. There is a shortage of physical education teachers in various
government and private educational institutions. As a result, it is not possible to conduct theoretical
teaching, practical activities and regular sports practice of the subject at the desired level in many
institutions. In many institutions, the subject is still seen as 'extra' or secondary; the scheduled class
time for physical education is also used for other subjects. Due to the lack of adequate playgrounds,
sports equipment and time, teachers are not able to fulfill their responsibilities properly.

Physical Education Teachers' Lament—"We are not lazy, we have been made lazy." We want to work, take
students to the field, and make them healthy, disciplined, and confident. But infrastructural limitations, lack of
necessary posts, and lack of policy and institutional support have narrowed our scope of work. As a result,
dedicated physical education teachers are being deprived of the opportunity to contribute according to their
qualifications and experience. The problem is not just the field or equipment; a change in the institutional
approach to physical education is also necessary.

According to internationally recognized educationist Bucher, physical education develops an individual into a
good citizen through physical, mental, emotional and social development. Modern physical education is
therefore not just about physical exercise; it is a science-based discipline developed from a combination of
biology, psychology, sociology and nutrition. It is possible to take a step-by-step initiative using the existing
infrastructure and administrative structure to introduce the subject of “Physical Education, Health Sciences
and Sports” in grades 11 and 12. For this purpose, it is necessary to—

1. Include the subject in the syllabus as a full-fledged and mark-based subject at the higher secondary level;
2. Fill the vacancies of physical education teachers in government and private educational institutions and
create necessary posts;
3. Allocate specific time for theoretical and practical classes in the routine and ensure fields and sports
equipment;
4. Ensure professional training, evaluation and institutional status of teachers;
5. Give appropriate place to the evaluation structure at the secondary and higher secondary levels,
considering the importance of the subject.
Physical education is not an extra or luxury; it is an important means of developing the health, discipline,
leadership and performance of the student. Therefore, it is the need of the hour to develop a continuous
education path for this subject from secondary to higher secondary, higher education and professional life. In
addition to fully introducing the subject of "Physical Education, Health Sciences and Sports" in grades 11-12,
we must ensure the necessary teachers, infrastructure and practical education opportunities. Because we do
not just want a generation that performs well in exams; we want healthy, skilled, confident and responsible
citizens. For that purpose, it is now necessary to translate the policy into reality and establish physical
education in the mainstream of education with due dignity.

Shudir Baran Mazi, Physical Education Teacher, Haimchar Government College, Haimchar, Chandpur.