Chapter 2: History and Culture of Physical Education in India

The chapter “History and Culture of Physical Education in India” explains that physical education has been an important part of Indian life since ancient times. In ancient gurukulas, students did not only study subjects like the Vedas, grammar, and philosophy. They also practised archery, wrestling, yoga, farming, and other physical activities. This shows that education in India was holistic, meaning it focused on the development of both the body and the mind.

The chapter begins with an important Sanskrit line by Mahakavi Kalidasa:

“Śharīram-ādyaṁ khalu dharma-sādhanam”

Meaning: This body is surely the foremost instrument of doing good deeds.

This means that a healthy body is necessary for performing duties, doing good work, and living a disciplined life.

Physical education in India was never limited to games or sports only. It included physical exercises, games, martial arts, yoga, discipline, courage, cleanliness, teamwork, and moral values. Evidence of these practices is found in the Vedas, epics, Ayurveda, and archaeological findings.

In ancient India, education aimed at the overall development of a person. Students were trained to become physically strong, mentally alert, morally disciplined, and socially responsible.

Physical education helped students to develop:

Thus, physical education was considered an essential part of life and learning.

Physical education in India developed gradually from daily activities to organised training, martial skills, wrestling traditions, and structured games. In early societies, people did not have separate playgrounds or stadiums. Physical activity was part of everyday life.

People performed activities such as:

• Walking
• Running
• Swimming
• Lifting
• Farming
• Hunting
• Bathing
• Martial training
• Climbing
• Group movement

These activities helped in developing strength, endurance, coordination, cooperation, and discipline.

Prehistoric Period

The rock paintings of the Rock Shelters of Bhimbetka show that early humans were involved in hunting, group activities, and use of weapons. These activities required physical strength, stamina, coordination, and teamwork.

The activity shown in the chapter asks students to identify physical actions from the Bhimbetka painting, such as hunting, gathering, climbing, running, group movement, equestrian activity, javelin, mace, and archery. This shows that physical movement was central to early human life.

Sindhu-Sarasvati Civilisation

People of the Sindhu-Sarasvati civilisation lived active daily lives. Their physical activities were connected with agriculture, construction, craftwork, walking through planned cities, and managing water systems.

Structures like the Great Bath of Mohenjo-Daro and water reservoirs at Dholavira show the importance of cleanliness, movement, and community effort. Physical activity was part of daily work and community living.

The Vedic period gives many examples of physical strength, health, courage, discipline, and martial training.

Rigveda

The Rigveda mentions warriors, chariots, weapons, chariot races, and wrestling. It shows that courage, endurance, combat ability, and physical strength were highly valued in early society.

Yajurveda

The Yajurveda highlights archery and Dhanurveda. It also describes rituals that required precise movements, balance, bodily steadiness, and coordination. This shows the importance of physical discipline in religious life.

Atharvaveda

The Atharvaveda contains mantras related to bows and arrows. It also gives importance to health, bodily strength, healing, and protection from disease. This reflects an early understanding of physical well-being.

Samaveda

The Samaveda focuses on chanting of hymns. Proper chanting required correct posture, rhythm, and controlled breathing. This shows coordination between body and voice.

Upanishads

The Upanishads gave spiritual meaning to physical strength. The Kathopanishad says that the self cannot be attained by the weak. It compares the body to a chariot, the mind to the reins, the intellect to the driver, and the senses to horses. This teaches that control over the body and senses is necessary for higher wisdom.

During the period of the Ramayana and Mahabharata, physical training became more organised and purposeful. Students were trained in gurukulas under the guidance of a guru.

They learned:

• Archery
• Use of weapons
• Mace fighting
• Horse riding
• Chariot riding
• Physical strength
• Discipline
• Courage
• Moral values

The Mahabharata gives detailed descriptions of systematic training in archery, mace fighting, warfare, horse riding, and chariot riding. This shows that physical education was closely connected with education, discipline, courage, and moral development.

Dhanurveda-samhita

The chapter also mentions Vasishtha’s Dhanurveda-samhita, which describes systematic training in archery. It includes posture, balance, controlled movement, discipline, moderation in physical effort, and ethical conduct. This shows that martial training was not only about strength but also about responsibility and self-control.

Ancient Indian medical texts gave great importance to physical exercise and health.

Charaka-samhita

The Charaka-samhita explains the concept of vyayama, meaning physical exercise. It says that exercise is the movement of the body that increases strength and stability. However, exercise should be done in moderation.

According to Acharya Charaka, regular and proper exercise:

• Makes the body light
• Makes the body strong
• Gives stability
• Increases capacity for work
• Improves pain tolerance
• Helps balance doshas
• Strengthens digestion and metabolism

The chapter also mentions that Charaka-samhita shows an early scientific understanding of activity, rest, fatigue, and recovery.

Sushruta-samhita

The Sushruta-samhita also emphasises moderate exercise for good health. It clearly instructs that exercise should be done only up to half of one’s capacity. This shows that ancient India understood the importance of balance between exercise and rest.

During the early classical period, physical activity became more systematic. It was connected with health, discipline, administration, and state responsibility.

The Arthashastra by Kautilya describes physical discipline, regular routine, and fitness, especially for rulers, soldiers, and officials. It also highlights cleanliness, order, and regulation of daily activities in cities.

This shows that physical preparedness and public health were considered important for both individual life and good administration.

India developed many physical and martial traditions in different regions.

Kalaripayattu

In South India, Kalaripayattu developed as a systematic martial art. It was practised in places called kalari. It focused on:

• Flexibility
• Balance
• Strength
• Agility
• Weapon training

Malla-yuddha

Malla-yuddha, or wrestling, was practised in akhadas in northern, central, and western India.

Stick and Sword Practices

Different forms of stick fighting and sword fighting developed in eastern and central India. Although these traditions have ancient roots, most written records describing their methods belong to the medieval period.

During the medieval period, physical culture became closely connected with wrestling, community sports, strength training, and character building.

Malla-purana

The Malla-purana of the 13th century describes 16 types of wrestling exercises for developing strength and stamina. Wrestlers practised daily and combined drills with yoga postures.

Wrestling was both:

• A sport
• A way to build character

Manasollasa and Mallakhamb

The Manasollasa of the 12th century, written by King Someshvara III, is the first text to mention Mallakhamb as a unique Indian sport. In Mallakhamb, athletes perform acrobatic poses on a wooden pole.

Mallakhamb improves:

• Strength
• Balance
• Flexibility
• Body control

Its royal patronage shows that this sport was highly valued.

Akhadas

In medieval times, wrestling became a community sport. Towns had akhadas, or wrestling schools, where young people trained regularly.

They practised:

• Dands — push-ups
• Baithaks — squats
• Weight lifting
• Wrestling drills

Wrestling matches were held at fairs and festivals. These matches attracted large crowds and strengthened community bonds.

During the late medieval period, physical activities were closely linked with military preparation, warfare, and administration.

The Ain-i-Akbari records that wrestling, archery, horse riding, and hunting were encouraged during the reign of Akbar.

Marathi chronicles describing the life of Chhatrapati Shivaji Maharaj and Rajputana history describing western Indian warriors show that physical endurance, agility, weapon training, and movement across difficult terrain were essential for warfare and defence.

Physical activities of this period focused on:

• Physical strength
• Mental resilience
• Readiness for war
• Agility
• Weapon training
• Horse riding
• Hunting
• Defence skills

These activities were different from modern organised games because their main purpose was military readiness and survival.

While India followed its own traditions, the modern subject of Physical Education began to develop in Europe during the 18th and 19th centuries.

The term physical education first appeared in English in 1748 in a translation of a French book. It referred to the physical education of children. This shows that Europeans had begun to think of body training as an important part of education.

Johann Christoph Friedrich GutsMuths

Johann Christoph Friedrich GutsMuths was a German educator. He is often called the “grandfather of Gymnastics.” In 1793, he published Gymnastics for Youth. He designed exercises and games for the overall development of children.

Friedrich Ludwig Jahn

Friedrich Ludwig Jahn promoted Turnen, or organised gymnastics. He wanted to build discipline, strength, and national pride.

Per Henrik Ling

Per Henrik Ling developed the Swedish system of gymnastics. It combined medical, military, and educational training. His system later influenced military drills and modern physiotherapy exercises.

Charles Beck

In 1825, Charles Beck introduced gymnastics at Round Hill School in Massachusetts, USA. He also set up the first school gymnasium in the country. In 1828, he translated Jahn’s book into English and helped popularise the idea of physical education.

By the middle of the 19th century, many schools in Europe and America had gymnastics, games, and drills as part of their daily timetable.

During British rule, modern schooling was introduced in India. However, the main focus was on literary subjects.

Wood’s Despatch of 1854

The Wood’s Despatch of 1854 laid the foundation for schools and universities in India, but it did not include physical education.

Entry of British Sports

British sports like cricket, hockey, and football entered Indian schools and clubs. These sports were often promoted by princely states and rulers.

Indian rulers like the Maharaja of Patiala and the Maharaja of Vijayanagar supported cricket and hockey. At the same time, wrestling and traditional Indian games continued outside the formal school system.

Hunter Commission, 1882

The Indian Education Commission of 1882, also called the Hunter Commission, recommended that schools should encourage native games, gymnastics, drills, and other exercises.

Hanuman Vyayam Prasarak Mandal, 1914

In 1914, the Hanuman Vyayam Prasarak Mandal, or HVPM, was founded in Amravati, Maharashtra. The Vaidya brothers started it as an akhara, but later it developed into an institution that trained instructors in traditional Indian physical activities.

YMCA College of Physical Education, 1920

In 1920, Harry Crowe Buck, an American educator, started the YMCA College of Physical Education in Madras. It became the first professional institute for Physical Education in India. During the 1930s, more colleges opened in Hyderabad, Lucknow, and Bombay.

Sargent Report, 1944

The Sargent Report of 1944 made physical education compulsory in all schools.

All India Physical Education Conference, 1946

The All India Physical Education Conference was held in Amravati in 1946. It brought educators from across the country together and helped lay the foundation for making physical education an integral part of every student’s education.

After Independence, India took several steps to make physical education an important part of education and youth development.

1948 — Tara Chand Committee and NCC

The National Cadet Corps, or NCC, was founded to build discipline and fitness among youth.

1950 — Central Advisory Board on Physical Education

The Central Advisory Board on Physical Education was created to guide and promote physical education in India.

1957 — Lakshmibai College of Physical Education

The Lakshmibai College of Physical Education, Gwalior was founded. It became a pioneer institute in physical education.

1961 — National Institute of Sports

The National Institute of Sports, or NIS, was founded. It became a pioneer institute for coaching and development of coaches.

1964 — Kothari Commission

The Kothari Commission decided that physical education should be treated as an essential part of general education. It linked physical education with health, social, moral, and spiritual development, not just athletics.

1986 — National Policy on Education

The National Policy on Education directed schools to spend about 8–10 percent of teaching time on physical and health education.

2005 — National Curriculum Framework

The National Curriculum Framework, or NCF, emphasised that sports and yoga should be seen as part of learning. It also said that every school day should include time for physical activity.

2020 — National Education Policy

The National Education Policy, or NEP 2020, gave special importance to fitness, yoga, and sports as part of the core curriculum. It called for equal focus on academics, arts, vocational education, and physical education.

2022 — National Curriculum Framework for Foundational Stage

The NCF-FS 2022 emphasised physical education as vital for holistic child development.

2023 — National Curriculum Framework for School Education

The NCF-SE 2023 stated that Health and Physical Education should be treated as a curricular area at the Secondary Stage till Grade 10. It integrates traditional Indian games with modern sports and links daily physical activity to life skills, values, and well-being.

The chapter “History and Culture of Physical Education in India” explains the long and rich tradition of physical education in India. It shows that physical education was an important part of Indian life from ancient times. In gurukulas, students studied academic subjects along with archery, wrestling, yoga, farming, and other physical activities. This proves that Indian education was holistic and focused on the development of both body and mind.

In early societies, physical activities were part of daily life. People walked, ran, hunted, farmed, climbed, swam, and worked together. Rock paintings at Bhimbetka show that early humans practised hunting and group activities that required strength, endurance, coordination, and cooperation. The Sindhu-Sarasvati civilisation also shows the importance of cleanliness, movement, and community effort.

During the Vedic period, physical strength, courage, archery, chariot racing, wrestling, health, controlled breathing, posture, and discipline were valued. The Ramayana and Mahabharata show organised physical training in gurukulas. Ayurvedic texts like Charaka-samhita and Sushruta-samhita explained the benefits of moderate exercise and the need for balance between activity and rest.

In the medieval period, wrestling, Mallakhamb, akhadas, Kalaripayattu, stick fighting, and sword fighting developed. Wrestling became a community sport and was practised in akhadas through dands, baithaks, and weight lifting. During the late medieval period, physical activities were linked with military training, defence, horse riding, archery, hunting, endurance, and weapon training.

The chapter also explains the global development of physical education. In Europe and America, modern physical education developed through gymnastics, games, and drills during the 18th and 19th centuries. During British rule in India, sports like cricket, hockey, and football entered Indian schools and clubs, while traditional Indian games continued outside the school system.

After Independence, India made physical education an important part of education through institutions, policies, and curriculum frameworks. NCC, Lakshmibai College of Physical Education, National Institute of Sports, Kothari Commission, National Policy on Education, NEP 2020, and NCF-SE 2023 all helped strengthen physical education in India.

Overall, the chapter teaches that physical education is not only about sports. It is about health, fitness, discipline, courage, teamwork, moral values, life skills, and overall well-being. It connects India’s ancient physical traditions with modern education and shows that a healthy body is essential for a meaningful and responsible life.