A review of the research
activities of Nigerian physical and health educators showed that serious
research work did not start in physical and health education in Nigeria until
the late sixties and early seventies. Most of the early research works in these
fields were mainly on the history and administration of sports and physical
education in Nigeria. Recently, physical and health educators in Nigeria have
shifted to more scientific aspect of sports performance, physical fitness and
healthful living.
activities of Nigerian physical and health educators showed that serious
research work did not start in physical and health education in Nigeria until
the late sixties and early seventies. Most of the early research works in these
fields were mainly on the history and administration of sports and physical
education in Nigeria. Recently, physical and health educators in Nigeria have
shifted to more scientific aspect of sports performance, physical fitness and
healthful living.
The period between 1842 and
1882 in Nigeria witnessed the introduction of western literary education by
missionaries. Christian missionaries came from different churches and
established educational institutions; however there was no uniform curriculum
of studies and physical training had no place in the school curriculum (Ladani,
1988). Thereafter, Nigeria came into existence as a nation in 1914 through the
amalgamation of the Northern and Southern Protectorates and became fully
independent in October 1960 as a federation with three regions (Northern,
Western, and Eastern) under a constitution that provided for a parliamentary
system of governance. Presently, Nigeria has a population of 162 million people
(Population Reference Bureau, 2012) and is made up of 36 states and a Federal
Capital Territory (FCT) in Abuja with 774 constitutionally recognized Local
Government Areas (LGAs) (National Population Commission, 2009).
1882 in Nigeria witnessed the introduction of western literary education by
missionaries. Christian missionaries came from different churches and
established educational institutions; however there was no uniform curriculum
of studies and physical training had no place in the school curriculum (Ladani,
1988). Thereafter, Nigeria came into existence as a nation in 1914 through the
amalgamation of the Northern and Southern Protectorates and became fully
independent in October 1960 as a federation with three regions (Northern,
Western, and Eastern) under a constitution that provided for a parliamentary
system of governance. Presently, Nigeria has a population of 162 million people
(Population Reference Bureau, 2012) and is made up of 36 states and a Federal
Capital Territory (FCT) in Abuja with 774 constitutionally recognized Local
Government Areas (LGAs) (National Population Commission, 2009).
The arrival of missionaries
and colonial administrators from Britain and America brought with it some
sports and games to schools and to the police and army. However, their
development was largely limited to the police and military in order to improve
the physical fitness of policemen and soldiers whose responsibility is to
maintain law and order. The first physical education (PE) syllabus was
introduced into Nigerian schools in 1918 through the adoption of a uniform
curriculum for schools. This syllabus was revised in 1927 with minor
modifications and finally in 1933; the last colonial syllabus of Physical
Training for Schools was introduced into the country. The 1933 syllabus was
concerned with the value of physical education in relation to the health of the
people as a whole. In 1956, the first indigenous PE syllabus for primary
schools was published by the then Western Regional Ministry of Education. PE
was made compulsory by the Federal Government in all primary schools in Nigeria
and most schools used the period on the time-table to teach pupils skills in
individual, dual and team sports (Otinwa, 2012). Around 1954, the 1933 syllabus
was abolished. It was replaced in 1955 by the Ministry of Education. Since
then, PE syllabus has gone through reviews with the aim of improving quality
delivery.
and colonial administrators from Britain and America brought with it some
sports and games to schools and to the police and army. However, their
development was largely limited to the police and military in order to improve
the physical fitness of policemen and soldiers whose responsibility is to
maintain law and order. The first physical education (PE) syllabus was
introduced into Nigerian schools in 1918 through the adoption of a uniform
curriculum for schools. This syllabus was revised in 1927 with minor
modifications and finally in 1933; the last colonial syllabus of Physical
Training for Schools was introduced into the country. The 1933 syllabus was
concerned with the value of physical education in relation to the health of the
people as a whole. In 1956, the first indigenous PE syllabus for primary
schools was published by the then Western Regional Ministry of Education. PE
was made compulsory by the Federal Government in all primary schools in Nigeria
and most schools used the period on the time-table to teach pupils skills in
individual, dual and team sports (Otinwa, 2012). Around 1954, the 1933 syllabus
was abolished. It was replaced in 1955 by the Ministry of Education. Since
then, PE syllabus has gone through reviews with the aim of improving quality
delivery.
The greatest pace in the
development of PE and teacher preparation was set when the first university was
established in 1960, that is University of Nigeria, Nsukka, Nigeria. This
was the first university in Africa that commenced undergraduate programme in
HPE (Ajala, Amusa & Sohi, 1990). The starting point for quality
delivery of educational programmes with focus on HPE is the formulation of
National Policy on Education (NPE) which was first published in 1977. This was
the time in the history of Nigerian Educational system that Physical education
was endorsed as an instructional subject in schools. Furthermore, it has been
approved for inclusion in the school certificate curriculum. Since then, the
second and third editions were published in 1981 and 1998 respectively in
keeping with the dynamics of social change. The fourth edition was necessitated
by some policy innovations and was published in 2004 (Federal Republic of
Nigeria, 2004). With this provision in the policy, PE has a foundation upon
which a solid academic programme was developed.
development of PE and teacher preparation was set when the first university was
established in 1960, that is University of Nigeria, Nsukka, Nigeria. This
was the first university in Africa that commenced undergraduate programme in
HPE (Ajala, Amusa & Sohi, 1990). The starting point for quality
delivery of educational programmes with focus on HPE is the formulation of
National Policy on Education (NPE) which was first published in 1977. This was
the time in the history of Nigerian Educational system that Physical education
was endorsed as an instructional subject in schools. Furthermore, it has been
approved for inclusion in the school certificate curriculum. Since then, the
second and third editions were published in 1981 and 1998 respectively in
keeping with the dynamics of social change. The fourth edition was necessitated
by some policy innovations and was published in 2004 (Federal Republic of
Nigeria, 2004). With this provision in the policy, PE has a foundation upon
which a solid academic programme was developed.
However, there is a gap in
the implementation of quality physical education and sports in public schools.
In order to make up for this gap, parents who can afford to pay high school
fees enrolled their children in private schools where instruction at all levels
has been oriented towards inculcating among other values physical,
emotional, psychological and intellectual development of the child and the
acquisition of competencies necessary for self- reliance as provided in the
NPE.
the implementation of quality physical education and sports in public schools.
In order to make up for this gap, parents who can afford to pay high school
fees enrolled their children in private schools where instruction at all levels
has been oriented towards inculcating among other values physical,
emotional, psychological and intellectual development of the child and the
acquisition of competencies necessary for self- reliance as provided in the
NPE.
