The status of Physical Education in BRICS nations

Abstract

This study investigates the state and status of Physical Education in the BRICS countries (Brazil, Russia, India, China, and South Africa), recognising its pivotal role in developing psychomotor, social, emotional, and cognitive skills, as well as combatting lifestyle-related diseases like obesity. Despite its potential, Physical Education often has to deal with neglect and marginalisation in school curricula. This research addresses the dearth or lack of comparative literature on Physical Education across BRICS nations, with the aim of shedding light on the subject's implementation and its impact on learners' health. Grounded on Bronfenbrenner's Ecological Systems Theory, the study explores how various ecological systems influence learner-engagement in Physical Education. It also provides a detailed overview of the education systems in Brazil, Russia, India, China, and South Africa, emphasising key features relevant to Physical Education. These include governance structures in these countries ranging from centralisation to mixed models, with diverse implications for curriculum implementation. This research contributes to a deeper understanding of the dynamics shaping Physical Education in the BRICS nations, offering recommendations for enhancing its efficacy in promoting learners' health and well-being. In addition to bridging the knowledge gap in comparative studies, this study's findings inform policy and practice for the betterment of Physical Education across diverse educational and cultural contexts