Authors : A. L. Motghare
Page Nos : 5-11
Description :
This study presents a comprehensive comparative analysis of sports education within pre-school and school systems in China and India. With the increasing recognition of physical activity’s role in holistic child development, understanding how these two emerging economies integrate sports into early and formal education is critical. The research explores historical contexts, current trends, policies, and practical implementations across 100 schools each in both countries through structured surveys, qualitative interviews, and statistical data analysis.
China's top-down policy framework, supported by strong government funding and infrastructure, has enabled systematic integration of sports into the curriculum. In contrast, India faces challenges such as lack of standardized policy, uneven implementation, and inadequate facilities, despite growing awareness and recent initiatives like Khelo India.
The findings reveal that Chinese pre-schools and schools allocate significantly more time to physical education, employ trained coaches, and maintain better facilities compared to their Indian counterparts. Quantitative results indicate higher participation rates among children in China, while qualitative insights highlight motivational differences rooted in cultural values and parental perceptions.
Policy implications suggest the need for India to adopt a more structured national framework, enhance teacher training, improve infrastructure, and promote community engagement. This study contributes to the discourse on educational reform and highlights the importance of sports in early childhood development, offering actionable insights for policymakers and educators in both nations.
