School Sports Development in Nigeria - A Conceptual Analysis

The value of sports on behaviour is quite overwhelming. It is in this context that the accrued benefits may be adequately harnessed. Over the years, sport has been monolithic in nature and practice. The Coubertin era with its promotion of one dimensional competitive culture gave credence to this approach. Against this narrow perception, Harvey, (2002) has argued that the roles of sports are potentially many given its highly symbolic, metaphoric and polysemous nature. 

Consequently, in this regard, Constant as cited in Harvey (2002), identified three dimensions in which sports can make contributions. These are social cohesion, citizenship and moral qualities dimensions. However, this can only be made possible when it is perceived as shared common values in which everybody has a stake in the challenges and belong to the same culture. 

Today’s society is growing technologically and sports and physical education can be utilized as tools to affect functional effectiveness in this technological era. In this regard it becomes imperative for experts in physical education and sports to research and identify issues and problems

peculiar to their locality as well as to a wider global context so as to ascertain how these could lead to the development of physical education and sports. There is no doubt that utilization of such information technology to drive a technologically sophisticated society will enhance better humanity.

Notably, sport and physical activities are closely related with man’s existence, history, culture, economy and politics (Park, 2003). The question therefore is to what extent has this been fully exploited? Much may not be said of the primitive days of man, but with the advent of civilization, the expectation is that much may have been achieved. This also stem‘s from the conception that physical activity play a significant role in attaining the desired social construction. 

This may also be one reason why physical education and sports was introduced into the school curriculum. There is the tendency that PE ensures wholesome development of the individual. Against this background, policies in education and sports were formulated to ensure that the needed potentials are adequately harnessed.

Sporting activities in Nigeria are organized and administered in the schoolsystem under the auspices of the school, and supervised by experts in the field (Ojeme, 2002). In Nigeria, sports activities are undertaken in primaryand secondary schools with the aim to build in the individual, a sound mindin a healthy body. 

Specifically, this is to meet the physical, emotional, social, physiological and intellectual needs of students. This view is equally buttressed by Amuchie (2003), when he asserts that Institutional sports isaimed at meeting health needs, and the promotion of optimum development of students. 

Importantly too, one known avenue by which the child can be totally empowered, so that he can function meaningfully within the society is by creating for him varied opportunities for worthwhile movement experiences. 

In the opinion of Goak and Lee (2001), play provides an inner understanding to the child. Through play, children are able to relate to their unfamiliar world, and gain the desired experiences. In all these experiences, the child not only increases his physical and health status, but along the line develops social relations and self-esteem. 

It is in this vein that Slade (1999), has affirmed that exposure to early motor skills through formal learning is a necessary ingredient for the development of excellent sport performance in later year. Essentially it is a period when the direction of the child’s life begins to crystallize. In this regard too, failure to appropriately guide the child’s tomorrow may prepare the way for future failure. 

 

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