Physical Education in NEP 2020: A Holistic and Interdisciplinary Approach

¹Dr. Tarak L. Das and ²Dr. Rahul Thakur,

¹Director of Physical Education & Sports,

NTVS’s G.T. Patil College, Nandurbar.

tarak19.das@gmail.com

²Department of Physical Education & Sports,

Lt. Loknete Maikrao Gavit Arts & Commerce College, Visarwadi.

Abstract

This paper explores how the National Education Policy (NEP) 2020 repositions Physical Education (PE) within India’s school and higher education systems by promoting an interdisciplinary, learner-centered, and holistic approach. Drawing on policy provisions, theoretical frameworks, and contemporary educational thinking, the paper argues that PEwhen integrated with cognitive, social, creative, and technological disciplinesbecomes a path for developing health-literate, resilient, and adaptable learners. The paper outlines conceptual linkages, curriculum design models, pedagogical strategies, assessment frameworks, and implementation challenges, and offers recommendations for policy makers, curriculum designers, teachers, and researchers.

Keywords

NEP 2020, Physical Education, interdisciplinary, holistic education

1. Introduction

Physical Education has traditionally been viewed as a discrete subject focused on physical fitness, games, and motor skill development. NEP 2020 reframes education toward holistic, multidisciplinary development and emphasizes the integration of experiential learning, life skills, and well-being across the curriculum. This creates an opportunity to reconceptualize PE not as a physical practice but as an interdisciplinary field that contributes to cognitive development, mental health, creativity, lifelong fitness, and community well-being.

1.1 Aim and Scope

(a) Interpret NEP 2020 provisions relevant to PE;

(b) Map interdisciplinary links between PE and other disciplines;

(c) Propose curricular and pedagogical innovations; and

(d) Discuss implementation challenges and research directions.

2. NEP 2020: Positioning Physical Education

NEP 2020 stresses foundational learning, experiential pedagogy, and a focus on health and well-being. PE includes holistic development approach that is based on physical, emotional, cognitive, and ethical growth. NEP 2020’s flexibility and multidisciplinary learning pathways not only emphasizes on foundational literacy and numeracy, but also a wider range of 21st century skills i.e. critical thinking, collaboration, and socio-emotional learning. NEP also focuses on teacher training and continuous professional development.These shifts permit the expansion of PE’s remit to include health education, sports science, movement-based creativity, digital fitness technologies, and community health initiatives.

3. Theoretical Frameworks Supporting Interdisciplinarity in PE

Learning through active, embodied experience develops Constructivism.Multiple Intelligences (Gardner) like bodily-kinesthetic intelligence as an equal domain to logical-mathematical and linguistic intelligences.Ecological Systems Theory (Bronfenbrenner) means situates the learner within interacting systems with family, school, communitywhere PE can act as a bridge to community health practices. Embodied Cognition is the cognitive processes those are deeply rooted in the body’s interactions with the world, implying movement enhances thinking and learning.

4. Mapping Interdisciplinary Connections

Practical intersections between PE and other subjects are as follows.

4.1 PE & Life Sciences: Learning human anatomy, physiology, and the science of exercise through practical labs (e.g., heart rate monitoring before and after activity). Projects on nutrition, growth, and injury prevention.

4.2 PE & Psychology: Embedding social-emotional learning (SEL) in team sports (conflict resolution, empathy).Mindfulness, breathwork, and stress management modules connected to classroom counseling.

4.3 PE & Mathematics and Statistics: Using sports data in research statistics and mathematical calculations for efficient sports performance.Time-motion studies and measurement activities to apply units, ratios, and percentages.

4.4 PE & Technology: Wearables and fitness trackers for data collection and biofeedback learning.Simple biomechanics experiments using video analysis, sensor data, and physics concepts (force, momentum).

4.5 PE & Performing Arts: Dance and movement integrated with music, theatre, or visual arts to teach cultural history, rhythm, and creative expression.Choreography projects that connect narrative storytelling and physical expression.

4.6 PE & Vocational Education / Life Skills: Coaching, officiating, sports management modules, first aid and community health outreach as employable skills.

5. Teacher Education and Capacity Building

NEP 2020 emphasizes continuous professional development for that PE teachersneeded workshops on SEL, technology use, and curriculum integration.Creation of communities of practice across schools to share curricular units, assessment rubrics, and culturally-responsive practices. PE teacher is a concrete pillar of implementation of NEP 2020 so its capacity building is prime necessity in the curriculum.

6. Policy and Institutional Considerations:

The successful implementation of an interdisciplinary approach to Physical Education under NEP 2020 depends on several policy and institutional factors. Key enablers include the policy’s flexibility, its strong emphasis on multidisciplinary learning, and the provision for vocational and skill-based pathways that allow Physical Education to extend beyond traditional classroom boundaries. However, significant barriers continue to exist, such as inadequate infrastructure including playgrounds and laboratories, a shortage of professionally trained Physical Education teachers, assessment systems that remain heavily examination-oriented, and limited financial and material resources, particularly in rural and remote schools. To address these challenges, policy interventions should focus on ring-fenced funding for Physical Education infrastructure, incentives and continuous professional development opportunities for teacher training, the inclusion of Physical Education portfolios within continuous and competency-based assessment frameworks, and the promotion of public–private partnerships to support access to equipment, technology, and specialized training.

7. Limitations and Challenges

• Variation in school readiness and infrastructure.
• Teacher workload and assessment pressures.
• Need for culturally-sensitive adaptation—one-size-fits-all curricula will not work.
• Data privacy and ethical considerations with technology use.

8. Conclusion

NEP 2020 creates a generative environment to reconceive Physical Education as an interdisciplinary, innovative, and essential component of holistic schooling. With deliberate curriculum design, teacher capacity building, and institutional support, PE can contribute to healthier, more engaged, and creatively capable learners. The shift from segmented subject teaching to integrated learning models offers promising pathways to realize NEP’s vision of an education system that nurtures the whole child.

References (APA Style)

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