Published: 12:30 AM, 29 October 2026
Physical Training in Schools Must Be Conducted Dexterously
Jannatul Fardaus Mahia
Physical training is an essential part of education, particularly at the primary level, when children develop the physical, mental, social and emotional qualities that shape their future lives. Education should not be confined to reading textbooks, memorizing lessons and passing examinations. Rather, it should ensure the all-round development of children. In Bangladesh, where academic competition and examination-oriented learning often receive greater attention than physical activities, physical training in primary schools must be conducted dexterously, systematically and scientifically.
Physical training refers to planned exercises, games, sports and other physical activities designed to improve health, strength, flexibility, coordination and endurance. For primary school students, it is not merely a recreational activity; it is an indispensable part of education. Regular physical exercise helps children develop strong muscles and bones, maintain a healthy body weight and improve their overall fitness. It also reduces the risks associated with sedentary lifestyles, which are becoming increasingly common among children.
Moreover, physical activities contribute significantly to children's mental development. Running, jumping, swimming, playing football and participating in other sports can reduce stress, refresh the mind and improve concentration. A child who enjoys adequate physical activity is often better prepared to concentrate on classroom lessons. Therefore, physical training and academic learning should complement each other rather than compete for time.
Bangladesh has made considerable progress in expanding primary education, yet the effective implementation of physical training remains a challenge in many schools. In numerous institutions, particularly those located in crowded urban areas, playgrounds are either unavailable or too small for regular sports activities. Many rural schools also lack adequate sports equipment, trained physical education teachers and appropriate facilities.
Another significant problem is the excessive emphasis on academic achievement. Parents and teachers sometimes consider sports a waste of time that could otherwise be devoted to studying. As a result, physical education periods may be neglected, shortened or used for other academic purposes. Children are frequently encouraged to memorize lessons and prepare for examinations, while their needs for exercise, recreation and social interaction receive insufficient attention.
Furthermore, the growing popularity of smartphones, television and digital games has reduced the time many children spend outdoors. Instead of running, playing and interacting with their peers, some children remain seated for long periods. This sedentary lifestyle can contribute to obesity, poor physical fitness and other health problems. These concerns make the proper organization of physical training in primary schools more urgent than ever.
Physical training must be conducted dexterously, meaning skillfully, carefully and according to children's age, abilities and individual needs. Merely arranging occasional sports competitions or instructing children to run around a playground cannot ensure effective physical education. A well-planned program is essential.
First, physical exercises should be appropriate for the age and physical condition of the pupils. Young children should participate in simple activities such as stretching, freehand exercises, running, jumping, skipping and balancing. As they grow older, they may gradually engage in more structured games and sports. Excessive exercise and unnecessarily strenuous activities should be avoided.
Second, physical training should be regular and enjoyable. Schools should allocate sufficient time for physical education within the weekly timetable. Activities should be designed to encourage participation rather than create fear or unhealthy competition. Children of different abilities should receive equal opportunities to participate, including those with disabilities.
Third, trained and responsible instructors are necessary. Teachers should understand basic exercise techniques, safety precautions, first aid and the physical development of children. They must ensure that pupils warm up before vigorous activities and cool down afterwards. Adequate drinking water, suitable clothing, safe playing surfaces and protection from extreme heat are also important, especially during the hot and humid seasons in Bangladesh.
Schools have a primary responsibility to establish an environment where physical training is treated as an integral component of education. School authorities should make the best possible use of available space and arrange suitable equipment according to their financial capacity. Where large playgrounds are unavailable, multipurpose courts, open schoolyards and indoor movement activities can provide practical alternatives.
Teachers should motivate children through cooperative games, relay races, traditional Bangladeshi games and age-appropriate sporting activities. Games such as ha-du-du, dariabandha and kanamachi can introduce children to physical exercise while preserving the country's cultural heritage. Such activities also encourage teamwork, discipline, fairness and respect for others.
Parents, too, should recognize that physical exercise does not undermine academic achievement. Instead, it supports healthy development and helps children maintain a balanced routine. They should encourage outdoor play, limit excessive recreational screen time and cooperate with schools in promoting healthy habits.
The government, education authorities and relevant institutions should take coordinated measures to strengthen physical education in primary schools. Physical education should receive appropriate attention in teacher training, school supervision and educational planning. Adequate budget allocations are needed for sports equipment, playground maintenance and the recruitment or training of qualified instructors.
Schools should also organize annual sports competitions, inter-school tournaments and regular physical fitness activities. However, success should not be measured solely by medals or championship trophies. The principal objective must be to ensure that every child becomes physically active, confident and healthy.
Special attention should be given to girls, children with disabilities and pupils from disadvantaged backgrounds, who may face additional barriers to participation. Safe and inclusive facilities can help ensure that physical training benefits all children without discrimination.
Physical training in primary schools is not a luxury but a fundamental necessity for the balanced development of children. In Bangladesh, where academic pressure, limited facilities and sedentary habits can restrict children's physical activity, a thoughtful and practical approach is essential. Through proper planning, skilled instruction, suitable facilities and active cooperation among schools, parents and the government, physical training can become an effective part of primary education.
A healthy body supports an active mind, and an active mind contributes to a productive life. Therefore, physical training in primary schools must be conducted dexterously so that today's children can grow into healthy, disciplined, confident and responsible citizens of tomorrow's Bangladesh.
Jannatul Fardaus Mahia is a
freelance English language
instructor.
