14 Essential Aims and Objectives of Physical Education

14 essential aims and objectives of Physical Education

(i) To develop the organic systems of the body;
It is recognized that our feelings, emotions, thoughts and achievements are influenced to a considerable extent by the physiological process of the body. The development of the organic vigor is dependent on a wide selection of activities and so conducted that the normal functions of the body are developed and improved.
(ii) To develop euro-muscular co-ordination or skill;
A good deal of physical activities helps the individuals and groups to develop certain skill, which gives satisfaction and happiness in a variety of ways during leisure times. Being physically illiterate many people do not know how to enjoy their leisure and become unhappy and maladjusted. Individual and group play activities enable people to give wholesome expression to their innate desires and interests,
(iii) To develop right attitude towards and physical activities in general;
Programmed of physical education is based on sound psychological principles. It develops amongst the individuals wholesome attitudes towards play and physical activities and cultivates recreational and hobbies.
(iv) To develop a desirable social attitudes and conduct; By giving emphasis on ethical values inherent in Playing games with and against others the desirable social attitudes and conduct can be developed through a programmed of well-organized physical activities. It gives opportunity for social contact, group living, and self-adjustment with the group.
(v) Development of psychomotor skills;
(vi) Development of understanding and appreciation of the techniques and strategies of sports;
(vii) Preparation for leisure time;
(viii) Elimination of worries and anxieties through developing appropriate interests and habits of engaging in exercise and sports;
(iv) Attainment of knowledge of proper health procedure as related to physical exercise.
(x) To develop correct health habits;
A rational programmed of physical activities can stimulate the participant to develop favorable attitudes and habits in physical, mental, moral, social and emotional health.
(xi) To serve as an out let for surplus energy, which if pent up, make the child tens, nervous and irritable.
(xii) To meet the challenge of growing indiscipline among the student community by instilling in the younger generation a sense of patriotism, self-reliance and discipline.
(xiii) To give adequate scope for bringing out the aptitudes and talents of the child.
(xiv) To promote the spirit of certain qualities like sports-man ship, team spirit, leadership, patience, self-restrain co-operation, sociability and those other qualities of character and citizenship.
COMPONENTS OF PHYSICAL FITNESS
Health Related components: Those factors that are related to how well the systems of your body work 1. Cardiovascular Fitness: The ability of the circulatory system (heart and blood vessels) to supply oxygen to working muscles during exercise. 2. Body Composition: The relative percentage of body fat compared to lean body mass (muscle, bone, water, etc) 3. Flexibility: The range of movement possible at various joints. 4. Muscular strength: The amount of force that can be produced by a single contraction of a muscle 5. Muscular endurance: The ability of a muscle group to continue muscle movement over a length of time. Skill Related Components: Those aspects of fitness which form the basis for successful sport or activity participation. 1. Speed: The ability to move quickly from one point to another in a straight line 2. Agility: The ability of the body to change direction quickly 3. Balance: The ability to maintain an upright posture while still or moving 4. Coordination: Integration with hand and/or foot movements with the input of the senses. 5. Reaction Time: Amount of time it takes to get moving. 6. Power: The ability to do strength work at an explosive pace

Aspect of fitness | Definition | CRE/ Aerobic endurance | The ability of the heart and lungs, to work for a long period of time without tiring. | Muscular endurance. | Muscular Endurance is the ability of a muscle or group of muscle, to work continuously/for a long time without tiring. | Strength | The maximum force a muscle/group of muscles can apply against a resistance. | Speed | Moving the whole body part of the body very quickly/in a short time. | Power | Combination of strength and speed. | Flexibility | The range of movement at/across/around a joint. | | |

The Benefits of Good Posture The benefits of good posture are not only related to making you look healthier and more confident but may also help to relieve some existing aches and pains. Bad posture accounts for a good portion of most peoples existing back problems. Good posture helps to keep your body pain-free.
Believe it or not, in terms of our posture, our best days are actually behind us but I wouldn't worry about this unless you have a chronic illness, severe problems due to an accident, or require surgery: for the average healthy person it's entirely possible to regain proper posture.

THE EFFECTS OF GOOD POSTURE
It is often said that good posture is a crucial part of our overall health and well-being. The poor posture we see evident in many adults is the consequence of years of bad habits. Unfortunately, not many people seem to truly understand the importance of good posture and why it is necessary.

The Sociological Imagination
Chapter One: The Promise
C. Wright Mills (1959)
Nowadays people often feel that their private lives are a series of traps. They sense that within their everyday worlds, they cannot overcome their troubles, and in this feeling, they are often quite correct. What ordinary people are directly aware of and what they try to do are bounded by the private orbits in which they live; their visions and their powers are limited to the close-up scenes of job, family, neighborhood; in other milieux, they move vicariously and remain spectators. And the more aware they become, however vaguely, of ambitions and of threats which transcend their immediate locales, the more trapped they seem to feel.
Underlying this sense of being trapped are seemingly impersonal changes in the very structure of continent-wide societies. The facts of contemporary history are also facts about the success and the failure of individual men and women. When a society is industrialized, a peasant becomes a worker; a feudal lord is liquidated or becomes a businessman. When classes rise or fall, a person is employed or unemployed; when the rate of investment goes up or down, a person takes new heart or goes broke. When wars happen, an insurance salesperson becomes a rocket launcher; a store clerk, a radar operator; a wife or husband lives alone; a child grows up without a parent.
Neither the life of an individual nor the history of a society can be understood without understanding both.
Yet people do not usually define the troubles they endure in terms of historical change and institutional contradiction. The well-being they enjoy, they do not usually impute to the big ups and downs of the societies in which they live. Seldom aware of the intricate connection between the patterns of their own lives and the course of world history, ordinary people do not usually know what this connection means for the kinds of people they are becoming and for the kinds of history-making in which they might take part. They do not possess the quality of mind essential to grasp the interplay of individuals and society, of biography and history, of self and world.
They cannot cope with their personal troubles in such ways as to control the structural transformations that usually lie behind them.
Surely it is no wonder. In what period have so many people been so totally exposed at so fast a pace to such earthquakes of change? That Americans have not known such catastrophic changes as have the men and women of other societies is due to historical facts that are now quickly becoming 'merely history.' The history that now affects every individual is world history. Within this scene and this period, in the course of a single generation, one sixth of humankind is transformed from all that is feudal and backward into all that is modern, advanced, and fearful.
Political colonies are freed; new and less visible forms of imperialism installed. Revolutions occur; people feel the intimate grip of new kinds of authority. Totalitarian societies rise, and are smashed to bits - or succeed fabulously. After two centuries of ascendancy, capitalism is shown up as only one way to make society into an industrial apparatus. After two centuries of hope, even formal democracy is restricted to a quite small portion of mankind. Everywhere in the underdeveloped world, ancient ways of life are broken up and vague expectations become urgent demands. Everywhere in the overdeveloped world, the means of authority and of violence become total in scope and bureaucratic in form. Humanity itself now lies before us, the super-nation at either pole concentrating its most coordinated and massive efforts upon the preparation of World War Three.
The very shaping of history now outpaces the ability of people to orient themselves in accordance with cherished values. And which values? Even when they do not panic, people often sense that older ways of feeling and thinking have collapsed and that newer beginnings are ambiguous to the point of moral stasis. Is it any wonder that ordinary people feel they cannot cope with the larger worlds with which they are so suddenly confronted? That they cannot understand the meaning of their epoch for their own lives? That - in defense of selfhood - they become morally insensible, trying to remain altogether private individuals? Is it any wonder that they come to be possessed by a sense of the trap?
It is not only information that they need - in this Age of Fact, information often dominates their attention and overwhelms their capacities to assimilate it. It is not only the skills of reason that they need - although their struggles to acquire these often exhaust their limited moral energy.
What they need, and what they feel they need, is a quality of mind that will help them to use information and to develop reason in order to achieve lucid summations of what is going on in the world and of what may be happening within themselves. It is this quality, I am going to contend, that journalists and scholars, artists and publics, scientists and editors are coming to expect of what may be called the sociological imagination.
The sociological imagination enables its possessor to understand the larger historical scene in terms of its meaning for the inner life and the external career of a variety of individuals. It enables him to take into account how individuals, in the welter of their daily experience, often become falsely conscious of their social positions. Within that welter, the framework of modern society is sought, and within that framework the psychologies of a variety of men and women are formulated. By such means the personal uneasiness of individuals is focused upon explicit troubles and the indifference of publics is transformed into involvement with public issues.
The first fruit of this imagination - and the first lesson of the social science that embodies it - is the idea that the individual can understand her own experience and gauge her own fate only by locating herself within her period, that she can know her own chances in life only by becoming aware of those of all individuals in her circumstances. In many ways it is a terrible lesson; in many ways a magnificent one. We do not know the limits of humans capacities for supreme effort or willing degradation, for agony or glee, for pleasurable brutality or the sweetness of reason. But in our time we have come to know that the limits of 'human nature' are frighteningly broad. We have come to know that every individual lives, from one generation to the next, in some society; that he lives out a biography, and lives it out within some historical sequence. By the fact of this living, he contributes, however minutely, to the shaping of this society and to the course of its history, even as he is made by society and by its historical push and shove.
The sociological imagination enables us to grasp history and biography and the relations between the two within society. That is its task and its promise. To recognize this task and this promise is the mark of the classic social analyst. It is characteristic of Herbert Spencer - turgid, polysyllabic, comprehensive; of E. A. Ross - graceful, muckraking, upright; of Auguste Comte and Emile Durkheim; of the intricate and subtle Karl Mannheim. It is the quality of all that is intellectually excellent in Karl Marx; it is the clue to Thorstein Veblen's brilliant and ironic insight, to Joseph
Schumpeter's many-sided constructions of reality; it is the basis of the psychological sweep of
W. E. H. Lecky no less than of the profundity and clarity of Max Weber. And it is the signal of what is best in contemporary studies of people and society.
No social study that does not come back to the problems of biography, of history and of their intersections within a society has completed its intellectual journey. Whatever the specific problems of the classic social analysts, however limited or however broad the features of social reality they have examined, those who have been imaginatively aware of the promise of their work have consistently asked three sorts of questions:
(1) What is the structure of this particular society as a whole? What are its essential components, and how are they related to one another? How does it differ from other varieties of social order?
Within it, what is the meaning of any particular feature for its continuance and for its change?
(2) Where does this society stand in human history? What are the mechanics by which it is changing? What is its place within and its meaning for the development of humanity as a whole?
How does any particular feature we are examining affect, and how is it affected by, the historical period in which it moves? And this period - what are its essential features? How does it differ from other periods? What are its characteristic ways of history-making?
(3) What varieties of men and women now prevail in this society and in this period? And what varieties are coming to prevail? In what ways are they selected and formed, liberated and repressed, made sensitive and blunted? What kinds of `human nature' are revealed in the conduct and character we observe in this society in this period? And what is the meaning for 'human nature' of each and every feature of the society we are examining?
Whether the point of interest is a great power state or a minor literary mood, a family, a prison, a creed - these are the kinds of questions the best social analysts have asked. They are the intellectual pivots of classic studies of individuals in society - and they are the questions inevitably raised by any mind possessing the sociological imagination. For that imagination is the capacity to shift from one perspective to another - from the political to the psychological; from examination of a single family to comparative assessment of the national budgets of the world; from the theological school to the military establishment; from considerations of an oil industry to studies of contemporary poetry. It is the capacity to range from the most impersonal and remote transformations to the most intimate features of the human self - and to see the relations between the two. Back of its use there is always the urge to know the social and historical meaning of the individual in the society and in the period in which she has her quality and her being.
That, in brief, is why it is by means of the sociological imagination that men and women now hope to grasp what is going on in the world, and to understand what is happening in themselves as minute points of the intersections of biography and history within society. In large part, contemporary humanity's self-conscious view of itself as at least an outsider, if not a permanent stranger, rests upon an absorbed realization of social relativity and of the transformative power of history. The sociological imagination is the most fruitful form of this self-consciousness. By its use people whose mentalities have swept only a series of limited orbits often come to feel as if suddenly awakened in a house with which they had only supposed themselves to be familiar.
Correctly or incorrectly, they often come to feel that they can now provide themselves with adequate summations, cohesive assessments, comprehensive orientations. Older decisions that once appeared sound now seem to them products of a mind unaccountably dense. Their capacity for astonishment is made lively again. They acquire a new way of thinking, they experience a transvaluation of values: in a word, by their reflection and by their sensibility, they realize the cultural meaning of the social sciences.
Perhaps the most fruitful distinction with which the sociological imagination works is between
'the personal troubles of milieu' and 'the public issues of social structure.' This distinction is an essential tool of the sociological imagination and a feature of all classic work in social science.
Troubles occur within the character of the individual and within the range of his or her immediate relations with others; they have to do with one's self and with those limited areas of social life of which one is directly and personally aware. Accordingly, the statement and the resolution of troubles properly lie within the individual as a biographical entity and within the scope of one's immediate milieu - the social setting that is directly open to her personal experience and to some extent her willful activity. A trouble is a private matter: values cherished by an individual are felt by her to be threatened.
Issues have to do with matters that transcend these local environments of the individual and the range of her inner life. They have to do with the organization of many such milieu into the institutions of an historical society as a whole, with the ways in which various milieux overlap and interpenetrate to form the larger structure of social and historical life. An issue is a public matter: some value cherished by publics is felt to be threatened. Often there is a debate about what that value really is and about what it is that really threatens it. This debate is often without focus if only because it is the very nature of an issue, unlike even widespread trouble, that it cannot very well be defined in terms of the immediate and everyday environments of ordinary people. An issue, in fact, often involves a crisis in institutional arrangements, and often too it involves what Marxists call 'contradictions' or 'antagonisms.'
In these terms, consider unemployment. When, in a city of 100,000, only one is unemployed, that is his personal trouble, and for its relief we properly look to the character of the individual, his skills and his immediate opportunities. But when in a nation of 50 million employees, 15 million people are unemployed, that is an issue, and we may not hope to find its solution within the range of opportunities open to any one individual. The very structure of opportunities has collapsed. Both the correct statement of the problem and the range of possible solutions require us to consider the economic and political institutions of the society, and not merely the personal situation and character of a scatter of individuals.
Consider war. The personal problem of war, when it occurs, may be how to survive it or how to die in it with honor; how to make money out of it; how to climb into the higher safety of the military apparatus; or how to contribute to the war's termination. In short, according to one's values, to find a set of milieux and within it to survive the war or make one's death in it meaningful. But the structural issues of war have to do with its causes; with what types of people it throws up into command; with its effects upon economic and political, family and religious institutions, with the unorganized irresponsibility of a world of nation-states.
Consider marriage. Inside a marriage a man and a woman may experience personal troubles, but when the divorce rate during the first four years of marriage is 250 out of every 1,000 attempts, this is an indication of a structural issue having to do with the institutions of marriage and the family and other institutions that bear upon them.
Or consider the metropolis - the horrible, beautiful, ugly, magnificent sprawl of the great city.
For many members of the upperclass the personal solution to 'the problem of the city' is to have an apartment with private garage under it in the heart of the city and forty miles out, a house by
Henry Hill, garden by Garrett Eckbo, on a hundred acres of private land. In these two controlled environments - with a small staff at each end and a private helicopter connection - most people could solve many of the problems of personal milieux caused by the facts of the city. But all this, however splendid, does not solve the public issues that the structural fact of the city poses. What should be done with this wonderful monstrosity? Break it all up into scattered units, combining residence and work? Refurbish it as it stands? Or, after evacuation, dynamite it and build new cities according to new plans in new places? What should those plans be? And who is to decide and to accomplish whatever choice is made? These are structural issues; to confront them and to solve them requires us to consider political and economic issues that affect innumerable milieux.
In so far as an economy is so arranged that slumps occur, the problem of unemployment becomes incapable of personal solution. In so far as war is inherent in the nation-state system and in the uneven industrialization of the world, the ordinary individual in her restricted milieu will be powerless - with or without psychiatric aid - to solve the troubles this system or lack of system imposes upon him. In so far as the family as an institution turns women into darling little slaves and men into their chief providers and unweaned dependents, the problem of a satisfactory marriage remains incapable of purely private solution. In so far as the overdeveloped megalopolis and the overdeveloped automobile are built-in features of the overdeveloped society, the issues of urban living will not be solved by personal ingenuity and private wealth.
What we experience in various and specific milieux, I have noted, is often caused by structural changes. Accordingly, to understand the changes of many personal milieux we are required to look beyond them. And the number and variety of such structural changes increase as the institutions within which we live become more embracing and more intricately connected with one another. To be aware of the idea of social structure and to use it with sensibility is to be capable of tracing such linkages among a great variety of milieux. To be able to do that is to possess the sociological imagination.