Abstract
This paper initiates discussion and critique of teaching and curriculum relating to English and Pakistani primary-school-physicaleducation practices and their implications on school health. In most English primary schools, PE is co-educational. Students do athletics, dance, games, gymnastics and swimming. Majority has PE kit, but a significant minority has students undress to underwear. In Pakistan, most public sector schools have single-gender PE, which is not the case in private schools. Main activities include games and athletics. On PE days, students wear PE kit. They attend classes in the same outfit. We recommend gender-segregated PE starting from class one after clearing pre-participation-head-to-toe-physical examination. End-of-the-term evaluation should integrate unclothed-physical examination with fitness testing. Tests should evaluate health- as well as skill-related fitness. Developmentally appropriate curricula should consist of guarded-graduated training routines, enhancing body image. Students must wear activityappropriate clothing and shoes. Gymnastics should be done barefoot with boys stripped-to-waist in briefs or figure hugging half-pants, covering knees; girls stripped-to-waist in panties (knickers) or leotard (with stockings, if desired). Exercises and diet-plans to increase height and reduce/gain weight are suggested. Health issues taken up are obesity due to inactivity, vitamin-D deficiency owing to reduced exposure of skin to sunshine and bone damage attributed to wet clothing worn. Remedial measures are proposed.
