EJ724646
EJ724646
EJ724646
Direction of
Physical Education
in Nigeria
by Michael O. Mgbor
Abstract
This paper examines the issues that influenced the development of
physical education in Nigerian schools after the country’s political inde-
pendence in 1960. Negative forces, which affected the tempo of growth, are
discussed, and suggestions for the future direction of physical education
in Nigeria, particularly given its importance in national development, are
presented.
Physical activities have been part of Nigerian education since precolonial times,
but the push for physical education programs in schools did not start in earnest un-
til Nigeria’s political independence in 1960. Though physical educators in Nigeria
are doing their best given available resources, the discipline still suffers from basic
problems. During the past two decades, the education sector was neglected by the
military administration in place, which accounted for many of these issues.
As was the practice in European, Asiatic, and American societies, the educa-
tion of a child in Nigerian society began at infancy. According to Fafunwa (1974),
traditional Nigerian education emphasized training the child in toileting, eating,
socialization, and general behavior. Physical training also was a significant aspect
of this traditional education.
134
Essays
The African child, like his European or Asiatic counterpart, enjoyed exploring his en-
vironment and observing adults and imitating them. Physical activities, such as running,
jumping, wrestling, tree climbing, and swimming, provided a ready opportunity for all-
round development. Omolewa (1996) acknowledged that jumping, wrestling, climbing,
dancing, and swimming were all forms of traditional sports in colonial Nigeria, and were
part of the inhabitants’ lifestyles. Two of the seven cardinal goals of traditional African and
Nigerian education were related to physical education (Fafunwa 1974). These goals were
developing children’s latent physical skills and building character among youth—both of
which remain primary objectives of physical education programs in Nigeria today.
School programs in colonial Nigeria did not differentiate between the components of
physical education, health education, and recreation (Omoruan 1996). The programs also
were beset by problems, such as lack of qualified staff and inadequate teaching facilities
and equipment, as well as the misinterpretation of the values inherent in physical educa-
tion. Physical education was regarded as a nonacademic and extracurricular activity that
should take place after the normal academic work of the day.
The main method of instruction in colonial Nigeria was the command style, in which
the learners listened to specific instructions from the teacher and then complied rigidly.
Lacking qualified personnel, schools used retired physical training instructors from the
colonial Army to teach children (Laoye and Ackland 1981). This practice was understand-
able in light of the fact that physical education previously had not been an established
subject at universities, and only a few students were qualified to teach the subject when
they graduated. The emphasis on military drills was discontinued and significant changes
were made in the physical education programs in Nigerian schools when curriculum
changes occurred in Britain and the colonies.
pervision, and curriculum revision activities. By the end of first decade after Nigeria’s political
independence, physical education and recreation programs were springing up in several of the
country’s tertiary institutions. The first degree-awarding institution was the Powell College
of Physical and Health Education at the University of Nigeria, Nsukka in 1961.
This was a period of glory for physical education in Nigeria, and qualified teachers
were highly sought after. A continuing high level of interest among students in this area
of study spurred most Nigerian universities and colleges of education to offer physical
education programs. Today, 20 Nigerian universities offer physical education programs,
with many of them offering postgraduate degrees.
Developmental Factors
Several factors positively influenced the rapid growth and development of physical
education in Nigeria into the 1990s, including:
• NAPHER (Nigeria Association for Physical, Health Education, and Recreation);
• Nigeria’s National Policy on Education (Federal Republic of Nigeria 1977, 1981);
and
• governmental support of sports festivals, sports-specific policies, and Vision 2010
(1997).
NAPHER
NAPHER is an umbrella organization for physical education, health education, and
recreation professionals affiliated with ICPHER·SD (International Council for Health,
Physical Education, Recreation, Sport, and Dance). Though Harding Ekpengin, a physi-
cal education pioneer, attempted to form NAPHER in the early 1960s (Oduyale 1983), it
was not until 1966 that members came together at the University of Nigeria, Nsukka, and
formed the organization.
This trend also is prevalent worldwide, with continuing de-emphasis and even elimi-
nation of school physical education programs in most countries (Hardman and Marshall
2000; Stein 2000).
Vision 2010. Vision 2010 was a policy document developed by the Nigerian federal
government to guide its activities in all areas of governance through the year 2010. In
1997, the final report of Vision 2010, as it related to sports development, was published.
However, this document, like its predecessor, the National Sports Development Policy
(1989), has not been implemented effectively. Therefore, it has not had significant impact
on physical education programs in Nigeria.
Negative Influences
Several negative factors have worked against the growth and development of physical
education programs in Nigeria. These include:
• lack of knowledge of the merits
of physical education;
• emphasis on teacher-preparation
programs;
Poor facilities and equipment. Facilities for the basic instruction of physical educa-
tion are almost nonexistent in most Nigerian public schools. Because basic facilities are
needed to be successful, physical education teachers are not making much progress in
their efforts to implement the programs.
Dearth of literature. Schools in Nigeria, from the primary level to the tertiary level,
lack adequate reading materials, particularly on physical education. Publishing books is
quite expensive, and most professionals do not receive adequate support for their efforts.
For some time, the only available physical education textbook in Nigeria has been the
1975 or 1983 edition of Charles Bucher’s Foundations of Physical Education.
Increase awareness. The Nigerian public, particularly policy makers, parents, and
children, continually must be made aware of the importance of physical education pro-
grams. This should be a relatively simple undertaking because, in general, Nigerians
are sports lovers; and physical education contributes to the success of athletes. For ex-
ample, parents would like their children to become professional sports stars—such as J.
J. Okocha, an international football player, or Akeem Olajuwon, a basketball star—but
may not agree with their choice of physical education as a university course. This same
attitude is true of policy makers and even youths. The government, for example, spends
huge sums of money to organize professional sporting events, but fails to recognize that
the foundation of success in sports is a good physical education program in the school
system. Conferences, seminars, and radio and television discussions are all useful tools
in increasing awareness.
Closer cooperation between physical education professionals. The need for closer
cooperation between professionals in various areas of physical education, such as health
education, recreation, sports, and dance, is critical. By working together in research ac-
tivities and on curriculum issues, these groups would have a unified sense of purpose
and be more likely to achieve their goals. President of ICHPER·SD Mimi Murray (2000)
summarized the need for closer cooperation:
If we can join our voices cooperatively, our combined voice will prove to be much
louder and more likely to be heard by government leaders of our countries and the world
who are responsible for education policies.
Conclusion
The Nigerian educational system virtually has collapsed at all levels—from the pri-
mary level to the tertiary level—except for a few privately owned schools. Infrastructure,
such as classrooms, laboratories, offices, and sports facilities that were built in the 1970s
and early 1980s, are totally in ruins due to the lack of maintenance or replacement. In
some public primary schools, children sit on the floor because there are not enough writ-
ing tables and seats. Even at the college level, it is common to see hundreds of students
crowded into lecture rooms designed for 50 students. Hostel accommodations designed
for two university students sometimes are occupied by more than ten students which, in
turn, overextends limited student support services, such as eating places, health centers,
and toilet facilities. These conditions create high levels of stress and tension among stu-
dents, leading to increased criminal
activities such as drug abuse, cultism,
and restiveness.
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Michael O. Mgbor teaches in the Department of Physical and Health Education, University of
Benin, Nigeria. He has been involved in the preparation of physical education, sports, and rec-
reation educational professionals for more than 20 years. His research interests include physical
education, sports management, leisure studies, and sports pedagogy.