History of Physical

Education
Dr Luguterah Austin
 •PRIMITIVE AGE
• Movement was seen as an obligatory life
activity among humans during primitive
ages who viewed movement as lively
activity.
• The need to be constantly prepared for
the certainty of life’s struggle gave
humans a rare physical fitness, which
involved nerve and muscle (Gillet, 1975).
Sport emerged out of the exercises and
competitions that athletes used to prepare
their bodies and minds for war, and this
played a major role in development of the role
of sport in development of sport cultures
(Ongel, 2000).
 ANCIENT GREEK
In the ancient world, the greatest success an athlete
could achieve was to win the Olympiad crown. The
Olympic Games were held every four years for a
thousand years from 776 B.C until 393 A.D. in
honour of Zeus. The traditional date of the founding
of the Olympic Games is 776 B.C.
In the basic games, although the rewards were
symbolic, the champions' own cities held
ostentatious display marches during the 3rd and
2nd centuries B.C. and provided
accommodation, food facilities and theatre
seats as well as generous cash rewards
(Swaddling, 2000).
•In ancient Greece, the Hera Games were
organized for women and took place every
four years (Pfister, 2000); only young girls,
not married women, were allowed to
participate in these competitions (Spears,
1984).
In Ancient time (500-300 B.C.), winners were
seen as special people in the period when feasts
were made for the purpose of worshipping
gods. All sport-centred activities were launched
to end the religious civil wars that were taking
place .
The Athens school system was based on
physical training and mainly involved music
and various sporting activities; these were
aimed at developing the physical, mental and
moral attributes of the citizens of the city-state.
•During the Hellenic Age (336-30 B.C.), when a
healthy perception of life developed, education
gained importance. Sports were considered
“physical training for health”, and competitive
gymnastics were also highly regarded. Whereas
competitive gymnastics remained the preserve
of athletes, competitions in holy games also
returned to round up the list of competitions.
Unlike other Greek civilizations, Spartan
woman were trained and educated physically
(Bandy, 2000).
Roman youth received physical training as war
exercises. Activities suitable for Romans’ war
ambitions were used to create their ideal human
type: a strong, hugely muscled foursquare man
(Homo quadratos) (Alpman, 1972).
•The education system was also characterised as
“scholastic”, like the thought system of the
Middle Ages, which lasted approximately from
476 A.D. until the 1500s (Aytaç, 1980). During
this age when faith replaced reason, the only
educator was the church. During the Middle
Ages, women were excluded, and physical
activities were carried out in the name of
recreation, not sport (Memiş & Yildiran, 2011).
•The vital point of aristocratic culture was
physical training; in a sense, it was sport. The
children were prepared for various sport
competitions under the supervision of a
physical education teacher and learned horse
riding, discus and javelin throwing, long
jumping, wrestling and boxing. The aim of the
sport was to develop and strengthen the body,
and hence, the character (Duruskken, 2001).
In Ancient Greece, boys attended wrestling schools
because it was believed that playing sports
beautified the human spirit as well as the body
(Balcı, 2008).
The education practiced in this era covered
gymnastic training and music education, and its aim
was to develop a heroic mentality, but only for
royalty. With this goal in mind, education aimed to
discipline the body, raising an agile warrior by
developing a cheerful and brave spirit (Aytac, 1980).
•The feasts which were held to worship the gods
in Ancient Greece began for the purpose of
ending civil wars. All sport-centred activities
were of religious character. As the ancient
Olympic Games were of religious origin, they
were conducted in Olympia.
•Over time, running distances increased, new
and different games were added to the
schedule, soldiers began to use armour in
warfare, art and philosophy were understood
better and great interest was shown in the
Olympic Games; therefore, the program was
enriched and changed, and the competitions
were increased from one to five days.
•The active or passive attendance of married
women was banned at the ancient Olympic
Games for religious reasons (Memis and
Yıldıran, 2011).
•The Olympic Games had an important
function as one of the elements aimed at
uniting the ancient Greeks culturally, but this
ended when the games were banned by
Emperor Theodosius 1st in 393-4 A.D. (Balci,
2008).
 HISTORY OF PHYSICAL
EDUCATION AND SPORTS IN
GHANA

The pre-colonial Ghanaian considered

traditional games and dance as key activities
for the promotion of the Ghanaian culture.
The development and practice of sports in
Ghana can be traced to the pre-colonial era of
modern Ghana where traditional games, dance
and physical activities were considered as a
means of improving the physical, mental, and
affective needs of the society
Traditional games, dance and physical activities
were used in Ghanaian festivals, and community
gatherings for entertainment and for spiritual
purposes. Physical activity and games is
therefore an integral part of the life of old and
modern Ghana both as recreation and as cultural
practice.
•From 1821 to 1957, the influence of the British
colonial rule was visible in the way of life of
Ghanaians with modern sports taking over the
place of traditional games and activities. The
British introduced sport and physical education
into Ghanaian schools which followed strict
British training routine as a form of instilling
discipline, patriotism and moral education to
the Ghanaian child.
•Among the several British Governors, Sir Frederick
Gordon Guggisberg is credited for influencing
sports and physical education in Ghanaian Schools.
Sir Frederick Gordon Guggisberg’s Education
Ordinance of 1925 formulated the 16 principles of
education which made games as an important
requirement of school life. The foundation of
modern sports in Ghana can be traced to the
Education Ordinance of 1925.
In 1954, on the verge of Ghana’s independence,
a British educationalist held a conference at
Achimota School and stated as follows:
“In a rapidly developing country like the Gold
Coast, it is not only teacher, administrators and
clerks who will be in demand in the future.
There will be a need for the physically skillful
too—for boxers, dancers, footballers, youth-
leaders, etc. The child in school must also learn
co-operation if he is to become a useful citizen.”
•Colonial Physical Education drew a direct
link between manliness and Physical
Education. During the colonial era, moral
and physical strength were woven together
in higher education institutions, as part of
the training of an ideal male imperial
subject
•It was only after the acquisition of self-
government in 1951, and the rising
involvement of African specialists trained
both overseas and locally, that Physical
Education actually became a tool for
citizen training, intended to educate the
Ghanaian people for the future.
•Physical education and sports in Ghana
grew after independence, and started
having challenges as the years went by.
•Currently, physical education and sports in
the country are going through restructuring
to align itself with modern practices.
•Thank you
Difference between Physical
Education and Sport
Dr. Luguterah Austin
•Physical education is commonly described by
many as the organization of games, sports, or
other physical education activities in schools.
There are some schools where the subject is
on the Time Table. Most school use that time
to participate in various sports with or without
the guidance or supervision of teachers
WHAT IS PHYSICAL EDUCATION
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•Physical education is a comprehensive approach
to education that focuses on the entire
development of a child's personality and
excellence in body, mind, and spirit through
participation in regular physical exercises.
Individuals can achieve and maintain physical
fitness by participating in physical activities as
part of their physical education.
•Physical education aims to provide learners with not
just physical growth but also information, skills,
capacities, values, and the motivation to maintain
and continue a healthy lifestyle. It improves physical
fitness, motor abilities, and the comprehension of
game and sports rules, concepts, and strategies
•Students learn to work as part of a team or as
individuals.
•This subject is taught all around the world, with
varying curricula but a common agenda. P.E. can
have a favorable impact on kids’ behavior, health,
and academic performance if it is taught
effectively.
•It provides a lot of advantages, including the
ability to live a physically fit life. It helps to avoid a
variety of illnesses and extends one’s life.
 •THE BASIC GOALS OF PHYSICAL EDUCATION
• Improve motor qualities such as strength,
speed, endurance, coordination, flexibility,
agility, and balance, which are crucial for
excellent performance in a variety of games and
sports.
• Learn skills and tactics for participating in
organized sports, games, and activities.
• Learn about the human body and how physical
activities affect its functioning.
•Be aware of the process of growth and
development, as physical activity has a favorable
correlation with it.
• Participation in games and sports helps to build
socio-psychological features such as emotional
control, balanced behavior, leadership and
followership qualities, and team spirit.
•Develop beneficial health-related fitness habits
that can be carried out for the rest of one's life
in order to avoid degenerative diseases.
 Scope of Physical Education

• Physical education has evolved into a multi-disciplinary discipline over time, with
a scope that extends beyond physical fitness and knowledge of game and sport
laws.
• Many issues from various disciplines, such as medicine, biology, genetics,
psychology, and sociology are included.
 Mechanical Aspects in Physical Education

•Physical education considers the mechanical

characteristics of various physical exercises.
•Laws of motion, levers, force, and their generation,
preserving equilibrium, center of gravity and its
impact on motions, law of acceleration, speed, and
its growth are all important topics in physical
education, as you are aware. Your science textbook
will also address these concepts.
• Biological Contents in Physical Education

• The biological sciences are represented in the material,

which includes topics such as heredity and
environment, growth and development, organs and
systems, joint classification, and probable movements
around these joints.
• Physical activities are also linked to muscles and their
qualities, as well as the effects of exercise on various
body systems (such as the circulatory, respiratory,
muscular, digestive, and skeletal systems).
• Health Education and Wellness Contents in Physical
Education
• Physical education covers health-related
information such as grasping the notion of hygiene,
awareness of various communicable and non-
communicable diseases, health-related problems
and their prevention, adequate nutrition, and a well-
balanced diet.
• Physical education also include community health,
school health care programs, health evaluation,
prevention, safety, and first aid for common injuries.
• Psycho-social Content of Physical Education

Individual differences, personality development, learning

of diverse skills, motivation and its approaches, anxiety
management, ethical and social values, group dynamics,
cooperation, cohesion, and learning are all studied in the
psycho-social side of physical education.
• Emotional development, interactions with peers, parents,
and others, as well as self-concept and self-esteem are all
covered.
• Physical Education
• Physical education encompasses topics such as
identifying talents, developing components for a certain
sport, and comprehending different sorts of activities
such as aerobic, anaerobic, rhythmic, and calisthenics.
Warming up, load adaptation, recovery, and cooling
down are all elements of physical education, as are
training programs, learning and perfecting various
motions, sport skills, methods, and tactical patterns, and
warming up, load adaptation, recovery, and cooling
down
 What is Sport
•A sport is a human activity that involves
physical exertion and skill as the primary
emphasis of the activity, with aspects of
competition or social engagement, and where
the activity's rules and patterns of behavior are
formally governed by organizations. Any
competitive physical activity or game that
demands physical exertion or skill is
considered a sport.
•There is a single winner among all participants
when a sport is performed, but there is no single
winner when the game is declared a tie or a draw
amongst individuals or teams. Each sport, such as
football, volleyball, basketball, cricket, and a
variety of others, has its own set of rules and
regulations.
•These regulations are essential for successfully
organizing the competition and making a fair
judgment when announcing the final results.
 Difference between sports and PE
• Sport is defined as activities that require physical
exertion, whereas P.E. is defined as any physical
exercise or game.
•The goal of P.E. is to help all children achieve
educational and personal development goals,
whereas sports goals are different. To win a game,
you must improve your performance and motor
habits
• P.E. is designed to help students develop their
skills. Sports, on the other hand, enhance learning
or training content in order to accomplish a
specific purpose.
• Sports games, on the other hand, are played with
the purpose of competition between individuals or
teams, whereas P.E. games are not.
• The type of physical education exercises that are
used to examine entry behavior in scouting talent,
whereas sports are aimed at selecting a talented
athlete.
• Any form of competitive, physical activity or
game is considered a sport. Playing games has
the goal of improving or developing physical
abilities and skills in order to live a balanced life.
•Physical education (P.E.) is defined as the practice
of gaining physical awareness in order to delegate
and stay fit.
•Sports are a type of activity that demands
physical exertion, strength, and skill.
•P.E (Physical Education) does not require any type
of rules and regulations. While playing sports
proper set of rules and regulations are required.
•Physical education is taught as a subject in many
primary and secondary schools. Sports are a
choice rather than a requirement in any
educational system.
•It is necessary for an individual’s development as
well as his or her health and fitness. It is mostly
intended for entertainment and competitive
purposes, and it concludes with a reward.
 •Why of sports and PE
•According to the WHO (World Health
Organization), playing for at least 60 minutes each
day for at least three days a week is
recommended.
•It increases cardiorespiratory fitness, strengthens
bones and muscles, and lowers the risk of
depression and anxiety. It can also help with
weight loss if one recognizes the importance of
nutrition in one’s die
THE VALUES OF SPORTS

Dr. Luguterah Austin W

•Playing sports is important in enhancing our
life, especially for developing youngsters, just
as eating a healthy diet is important in feeding
the body. As a student, you will face numerous
problems, and participating in sports may help
you cope with test stress and prepare you for
future challenges by giving you physical and
mental strength
•Physical activity encourages people to
maintain positive ideals such as mutual
respect and collaboration. They develop
qualities like accountability, leadership,
and how to work with a sense of
responsibility and confidence through
participating in sports.
•
Why Are Sports Important?
•Sports are good for both a person's mental and
physical health. Sports can assist people
enhance their academic performance and teach
them the value of teamwork in addition to
strengthening bones and toning muscles. Eg
Exercise, improved leadership abilities,
stronger connections, better communication,
and time management skills are all beneficial
• Sports help in maintaining Good Health
• People scarcely care about our health in today's day of
intense competitiveness and changing environment, and
they will have to deal with the consequences later in life.
They are susceptible to a variety of life-threatening
illnesses. Those who engage in regular physical exercises
are better able to fight themselves against such illnesses.
As a result, participating in sports can help to alleviate
this concern. Regular sports participation can aid in the
management of diabetes, the improvement of cardiac
function, and the reduction of stress and tension in an
individual.
•
•Get rid of Excess Weight
•Obesity affects the majority of the world's
population, resulting in a slew of associated health
difficulties. As a result, playing sports is one of the
most enjoyable and effective ways to burn calories.
All you have to do is eat well and participate in
your favorite sport. Playing sports can keep you
from having to go to the gym for long periods of
time. Isn't it like slaying two birds with one stone
by participating in your favorite sports and losing
weight?
• Guard Your Heart
• The heart is the most vital organ in the human body. People are
now experiencing heart-related illnesses as a result of their
changing lifestyles. With so many heavy drugs and
restrictions, life for heart patients becomes challenging. As a
result, people must engage in outside activities.
• Even 30 minutes of play every day can make a huge difference
in your life. When we participate in sports, our hearts pump
more efficiently and our blood circulation improves. As the
heart muscles become stronger, it begins to perform more
efficiently.
•
• Enhance Your Immunity
• The immune system is the body's main weapon in the
battle against illnesses. Those who are susceptible to
infections and get sick frequently can improve their
health by strengthening their immune systems. Living
with a weakened immune system, taking hefty drugs on
a regular basis, and spending the most of your time
indoors only to avoid the impacts of changing settings
becomes extremely challenging. Regularly engaging in
sports activities can significantly boost your immunity,
and the best part is that you can do so just by playing
your favorite sport.
• Impact of Sports on an Individual’s Personality
• Playing sports improves your personality and teaches
you how to live a more fulfilling life. Participating in
such activities instills in you positive values, ethics, and
skills. The person begins to have a more positive attitude
on life and is better able to deal with challenges. Not
only that, but it also lowers a person's stress level,
causing them to approach obstacles with optimism.
Their efficiency improves, allowing them to confidently
take on new problems. Sports may teach people a variety
of crucial abilities.
•Every sport teaches us how to deal with challenging
situations, make quick judgments, and solve
problems. Playing sports teaches people how to
live, manage their time, and take charge. As a
result, when you participate in sports, you are not
just having fun; you are also learning many
important life skills.
•
•Nation’s Pride
•Many illustrious sports figures have given honor to
their country by demonstrating their mettle on
various sporting venues. These individuals serve as
role models for anyone who is passionate about
sports. They can achieve their goals with hard work
and determination, and they may one day serve as
role models for others.
•
•THE VALUES OF SPORTS TO THE
SOCIETY
•Regardless of the sport, whether it's football,
baskeball, or tennis, we're dealing with a cultural
phenomenon. Sports are a powerful indicator of a
society's ideals, as well as a key contributor. Our
culture, other forms of entertainment, and our
economy are all influenced by sports.
• Economy
• According to Forbes, the North American sports market
has grown from $60.5 billion in 2014 to a projected
total of $73.5 billion in 2019. Media rights deals are
predicted to overtake gate receipts as the most important
economic engine by 2019, rising from $14.6 billion in
2014 to $20.6 billion in 2019. It's no surprise that
superstar athletes in all of the major sports, both team
and individual, make far more than their forefathers did
just two or three decades ago.
• The popularity of Football League jerseys, endorsed
sporting equipment, and video games has continued to
drive revenue growth in the sponsorship and licensed
merchandise categories. From $14.7 billion in 2014,
revenue is predicted to climb to $18.3 billion in 2019.
• The sports betting industry is a small part of the broader
sports sector, but it is estimated to be worth $250 billion
on the international market. This industry develops
everywhere there is economic success, especially in the
Far East, Africa, Latin America, Europe, and the United
States.
• In the betting industry, football reigns supreme (the
European kind is Number 1 and the American kind is
Number 2, globally). About $39.7 billion of this revenue
comes from licensed internet sportsbooks, with the rest
going to venues like casinos and horse racetrack. With a
market valuation of $60-73 billion, the United States is
one of the largest and fastest growing sports betting
industries in the world. Measuring the money generated
by single sports business divisions is insufficient to
measure the entire economic value of sports teams to the
communities in which they play and represent.
•Take a look at the businesses that surround sporting
venues, such as restaurants, hotels, as well as street
vendors. Many of these businesses would fail
rapidly in any city if the team departed.
•Entertainment
•Sports movies have grossed millions of dollars in
theaters and have become cultural phenomena in their
own right. The Blind Side, about an adopted child who
grew on to become a National Football League player,
grossed $256 million, while The Waterboy, starring
Adam Sandler, took in $161.5 million. Talladega
Nights, a satirical take on NASCAR, grossed $148.2
million, and so on. Sports movies have a cultural
impact that is arguably even larger than their
commercial impact.
•
•Sports are so much more than just a game. Behind
the scenes, the professionals who operate sports
organizations and programs play an important role
in the value of sports in society.
•Sports has the capabilities of changing the
economic, social, and physical situations of the
individual, community, and the country. There is
the need therefore for all to spend some time for
fitness activities and sports.
•Thank you
Modern Olympic Sports

Dr. Luguterah Austin

History of modern Olympic games
•The modern Olympic Games were founded
by Baron Pierre de Coubertin.
•Inspired by the ancient Olympic Games,
which ended in 393 AD in Olympia, Greece,
Frenchman Pierre de Coubertin decided to
pursue his project to resurrect the Olympic
Games.
•In 1894, he founded the International Olympic
Committee (IOC) to help build a peaceful and
better world by educating young people
through sport. He devoted his life to
education, history, and sociology.
•The first modern Olympic Games were held in
Athens in 1896.
•Pierre de Frédy, Baron de Coubertin, was born
in Paris in 1863 into an aristocratic family. He
was an avid sports fan who enjoyed boxing,
fencing, horseback riding, and rowing. He was
adamant that sport was the key to developing
mental energy.
•He was behind the creation of the five-ring
Olympic symbol in 1913, the Olympic
Charter and protocol, the athletes’ oath and
the main components of the Games opening
and closing ceremonies. It was also he who
said: “The important thing in life is not the
triumph but the fight; the essential thing is not
to have won, but to have fought well.”
•At a conference on international sport in Paris
in June 1894, Coubertin again raised the idea,
and the 79 delegates from nine countries
unanimously approved his proposal. The
International Olympic Committee (IOC) was
formed, and the first Games were planned for
1896 in Athens, the capital of Greece.
•In Athens, 280 participants from 13 nations
competed in 43 events, covering track-and-
field, swimming, gymnastics, cycling,
wrestling, weightlifting, fencing, shooting, and
tennis. All the competitors were men, and a few
of the entrants were tourists who stumbled
upon the Games and were allowed to sign up.
•The track-and-field events were held at the
Panathenaic Stadium, which was originally built in
330 B.C. and restored for the 1896 Games.
Americans won nine out of 12 of these events. The
1896 Olympics also featured the first marathon
competition, which followed the 25-mile route run
by a Greek soldier who brought news of a victory
over the Persians from Marathon to Athens in 490
B.C. In 1924, the marathon was standardized at 26
miles. A Greek, Spyridon Louis, won the first
marathon at the 1896 Athens Games.
•Pierre de Coubertin became IOC president in
1896 and guided the Olympic Games through
its difficult early years, when it lacked much
popular support and was overshadowed by
world’s fairs. In 1924, the first truly successful
Olympic Games were held in Paris, involving
more than 3,000 athletes, including more than
100 women, from 44 nations.
•The first Winter Olympic Games were also
held that year. In 1925, Coubertin retired. The
Olympic Games have come to be regarded as
the foremost international sports competition.
In 2004, the Summer Olympics returned to
Athens, with more than 11,000 athletes
competing from 198 countries.
 Value of Olympic Games
•The three Olympic values are excellence,
respect, and friendship. They serve as the
foundation for the Olympic Movement's
activities to promote sport, culture, and
education in order to build a better world.
 What is Olympism?
• Olympism is a philosophy of life, exalting and combining
in a balanced whole the qualities of body, will and mind.
Blending sport with culture and education, Olympism
seeks to create a way of life based on the joy of effort, the
educational value of good example, social responsibility
and respect for universal fundamental ethical principles.
The goal of Olympism is to place sport at the service of
the harmonious development of humankind, with a view
to promoting a peaceful society concerned with the
preservation of human dignity.
 What is the Olympic Charter?
•The Olympic Charter (OC) is the codification of the
Fundamental Principles of Olympism, Rules and
byelaws adopted by the International Olympic
Committee (IOC). It governs the organisation,
action and operation of the Olympic Movement and
sets forth the conditions for the celebration of the
Olympic Games.
 What is the Olympic Movement?
•The Olympic Movement is composed of three main
constituents: the International Olympic Committee
(IOC), the International Sports Federations (IFs)
and the National Olympic Committees (NOCs).
The goal of the Olympic Movement is to contribute
to building a peaceful and better world by
educating youth through sport practised in
accordance with Olympism and its values.
What is a National Olympic Committee (NOC)?
National Olympic Committees are one of the three
constituents of the Olympic Movement, alongside
the International Olympic Committee (IOC) and
the International Sports Federations. Their role is to
ensure the representation of their respective
countries at the Olympic Games by sending
competitors and officials as well as to promote the
fundamental principles and values of Olympism in
their countries, in particular in the fields of sport
and education.
 What is the role of the International Sports
Federations (IFs)
•The International Sports Federations (IFs)
establish the rules that govern their sport and
ensure that they are applied. They are
responsible for the technical aspects of their
sport at the Olympic Games. The IFs ensure
that their sport is developed worldwide and
disseminate the values of Olympism through
their activities.
 LECTUR 5

SPORTS IN THE MODERN

WORLD
Dr. Luguterah Austin
•The evolution of mass sports and their
significance in modern society is a hot
topic. In any country, the popularization of
physical culture, sports, and a healthy
lifestyle plays a significant role in society.
Professional sport is built on the
foundation of mass sport, which is the
physical perfection of younger
generations.
•Professional sport enables individuals to reach
maximum, record sporting performance by
discovering individual opportunities and
abilities of each person in a specific area of
sports activity (via increasing specialization
and individualization of the training process).
Professional sporting records, such as winning
official international, national, and other
athletic competitions, provide a moral incentive
for the growth of mass sports.
When it comes to the role of sport in modern society, it
may be claimed that sport is a never-ending social
experiment in which humanity demonstrates its potential
by amassing and upgrading human capital and increasing
its potential. Sports, through integrating and coordinating
individuals and social groupings and performing
developmental, educational, patriotic, and communicative
functions, aid in the growth of the nation. The sport
system is inextricably linked to the health, science,
culture, upbringing, and education subsystems. Sport has
a huge impact on any modern society's socioeconomic and
political processes.
• It is only natural that the world's current complex
socioeconomic, psychological, and ecological condition
places new demands on various areas of public life,
including human activities like sports. To begin with, it
should be emphasized that the challenge of promoting
various types of physical culture and sport among varied
populations still exists today.
• It is self-evident that systematic athletic activity and
various types of physical exercises performed in a variety
of methods would improve people's overall resistance to
modern diversified effects of various kinds. This issue is
especially crucial for the younger generation because of a
major loss in physical health among young people, as
well as the rise of diseases among them, which threatens
our society's economic, intellectual, and social stability in
the near future. In this regard, government promotion of a
healthy lifestyle and sport occupies a unique position in
the evolution of modern mass sport.
 SOCIAL IMPACT OF SPORTS ON THE
DEVELOPMENT OF THE SOCIETY
Sport is a significant social phenomenon at all levels of
modern society, having a significant impact on key
aspects of daily life such as national relations, business,
social status, fashion, ethical principles, and people's
lifestyles. Sports nowadays is a vital social component
capable of resisting the invasion of cheap culture and
harmful habits (Nicholson, 2008) Sport does, in fact, have
a tremendous socializing force.
• Politicians have long regarded national sports as a pastime
capable of uniting a community around a shared national
vision, infused with a form of philosophy, and fueled by
people's desire to excel and win. In the United States, for
example, sport became a national passion in the 1960s, and it
was hailed as a model of American society, and during the
1970s and 1980s, sport has become "the second religion" in the
United States, according to most Americans.
• The media had an important role in marketing the sport, as it
assisted in breaking down the so-called "psychological barrier"
in public views toward physical activity. Sports as a social
phenomenon are defined by a specific culture function as well
as a broader cultural function.
• The first includes functions such as physical
development, social and natural needs in motor activity,
and optimization of physical state and health, physical
development, improved physique, and aids in the
prevention and reduction of a wide range of disorders.
• Sport, in addition to being one of the most important
tools of improving human health, physical development,
and improvement, has a substantial positive impact on his
spiritual world, his attitude, emotions, moral principles,
and aesthetic tastes, fostering harmonious personality
development.
•Modern sport is also vital in the development of
people-to-people relations, not only inside a
country but also worldwide, as it contributes to the
deepening of mutual understanding and the
creation of an atmosphere of trust and peace. As a
result, sport is inextricably linked to mental, moral,
aesthetic, linguistic, and other areas of culture, and
is thus a vital part of people's social lives.
•To begin, a competitive role must be mentioned,
which expresses the socio-cultural nature of sport.
•It encompasses a number of important parts of the
sport, including the athletes' creative activity and the
development of necessary volitional traits, as well
as the exchange of sport results, experience, and
successes, among other things. In fact, the sport is
defined as a sort of intense social activity by the
social phenomena of competition.
•This includes sport's special and general cultural
functions, as well as socio-cultural purposes.
•Any match is a battle for a person as an initial kind
of athletic relations, requiring a stress limit of
strength and talents. The pursuit of human
capabilities' limits always leads an athlete down a
path of constant physical and spiritual strength
development.
•Diverse athletic events, such as matches and
contests, display and compare a wide range of
sporting achievements and results, demonstrating
athletes' commitment to methodical training and
self-improvement. In other words, it is self-evident
that athletes or sports teams cannot participate
unless they are aware of and understand social and
cultural processes in modern society. A strong-
willed training of athletes and sports teams is
another part of the competitive function.
•Indeed, athletic competitions aid in the
development of socially significant characteristics
such as dedication, perseverance, determination,
courage, endurance, initiative, independence, and
self-control, all of which are required for excellent
performance in competitions and in everyday life.
The aforementioned feature compliments another
function, which is a genuine exchange of sports
training approaches experience between individual
athletes, sports teams, and national teams.
• Sports titles, sports method, sports organization forms,
and athletic work can all be exchanged. Finally,
competitive sports completely display their creative
side, which is essentially related with the harmonious
development of a sportsman's personality. The
communicative function of sport is the second essential
function of sport, which contributes to the enrichment of
personality in the communication process. Aspects of
communication in sports are those in which the athlete
interacts with coaches, other athletes, and sports fans, as
well as those in which the athlete interacts with society
and its institutions.
•The prestige linked with the desire for self-
affirmation and recognition, which helps to bring up
children and teenagers as a natural means of
isolating youth from the destructive influence of the
street, is also included in the communicative
function. Sport, as evidenced by experience, is one
of the most powerful means of re-education, giving
possibilities for the expression of energy, initiative,
creativity, and physical ability, as well as for
healthy leadership and competitiveness.
• Sport can be described as a mirror that, in accordance
with its goals and activities, reflects society's
fundamental values without actively influencing them.
The century-long history of organized sports movement
reveals that in Western countries, the prerequisites for
rapid sport development are based on current societal
changes. The advent of high levels of competition in
sports was a reflection of a competitive society that was
connected with liberal ideas. International sporting life is
a barometer of international politics, and country
physical culture reflects the basic tendencies of societal
ideals.
• Because modern sport is a microcosm of modern society,
its most pressing issues are similar to those that plague
the rest of society, such as sexual, ethnic, and racial
discrimination, crime and deception, violence control,
drug use, gambling, alcoholism, environmental
protection, social, political, and international relations,
and so on. Sport may also be a unifying force in society,
actively supporting the social order, its ideals, and the
power structure in which it functions. Sport can be used
as a tool by the government to achieve social power
objectives.
• The past and recent events of our time demonstrate the
various ways in which sport is typically used in national
and international interests.
• The first example is China. Following Mao's "closed
door" policies, Deng Xiao-ping attempted to improve the
country's image through sporting achievements in
international competitions, as he and his administration
believed that success in sport was an important factor in
achieving international recognition. China's "ping pong
diplomacy“, and 2008 Olympics Games is a well-known
example of how sport was used as a tool to establish
relations with other countries.
•Sport and national development are inextricably
linked, as evidenced by an examination of national
forms of physical training. Sport, as an integral part
of the discussions of international relations, can be
used to strengthen political power, but it can also be
used as an effective instrument for strengthening
mutual understanding of nations, as sport has the
potential to consolidate peace, particularly during
times of international tension, it can help to
stabilize international relations as part of cultural
exchange.
•
Why Physical Activities

Dr. Luguterah Austin

 What is physical activities
•World Health Organization (WHO) defines
physical activity as any bodily movement
produced by skeletal muscles that requires
energy expenditure. Physical activity refers to
all movement including during leisure time,
for transport to get to and from places, or as
part of a person’s work. Both moderate- and
vigorous-intensity physical activity improve
health.
•Walking, cycling, wheeling, sports, active
recreation, and play are all common methods to
be active that anyone may do for fun and at any
ability level.It has been demonstrated that
regular exercise helps control and prevent non-
communicable diseases like diabetes, heart
disease, stroke, and a number of malignancies.
Additionally, it lowers blood pressure, supports a
healthy body weight, and enhances mental
health, wellbeing, and quality of life.
•One of the most crucial things you can do for
your health is to exercise regularly.
•Physical activity can strengthen your bones
and muscles, help you maintain a healthy
weight, increase your ability to carry out daily
tasks, and improve your cognitive health.
Benefits of physical activity
•Regular exercise, such as walking, cycling,
wheeling, playing sports, or engaging in active
recreation, has a positive impact on health.
•It is preferable to engage in some exercise
than none. People can easily reach the
necessary exercise levels by increasing their
daily activity in relatively easy methods.
•One of the main risk factors for non-communicable
diseases mortality is physical inactivity. Compared
to those who are appropriately active, those who
are insufficiently active have a 20%–30% higher
risk of dying.
•Regular physical activity can:
1. Improve muscular and cardiorespiratory fitness;
2. Improve bone and functional health
3. Reduce the risk of hypertension, coronary
heart disease, stroke, diabetes, various types of
cancer (including breast cancer and colon
cancer), and depression;
4. Reduce the risk of falls as well as hip or
vertebral fractures; and help maintain a healthy
body weight.
IN CHILDREN AND ADOLESCENTS, PHYSICAL ACTIVITY
IMPROVES:
1. physical fitness (cardiorespiratory and muscular
fitness)
2. Cardio metabolic health (blood pressure, dyslipidemia,
glucose, and insulin resistance)
3. bone health
4. cognitive outcomes (academic performance, executive
function)
5. mental health (reduced symptoms of depression)
6. reduced adiposity
 In adults and older adults, higher
levels of physical activity improves
1. Risk of all-cause mortality
2. Risk of cardiovascular disease mortality
3. Incident hypertension
4. Incident site-specific cancers (bladder,
breast, colon, endometrial, oesophageal
adenocarcinoma, gastric and renal cancers)
5. Incident type-2 diabetes
6. Prevents of falls
7. Mental health (reduced symptoms of anxiety
and depression)
8. Cognitive health
9. Sleep
10. Measures of adiposity may also improve
 For pregnant and post-partum women
Physical activity confers the following maternal
and fetal health benefits: a decreased risk of:

1. Pre-eclampsia
2. Gestational hypertension,
3. Gestational diabetes (for example 30%
reduction in risk)
6. Excessive gestational weight gain,
7. Delivery complications
8. Postpartum depression
9. Newborn complications,
Physical activity has no adverse effects on
birthweight or increased risk of stillbirth.
•Pre-eclampsia,(Pre-eclampsia usually begins after 20 weeks of pregnancy in a
woman whose blood pressure had been normal. It can lead to serious, even fatal,
complications for both mother and baby.)

•Gestational hypertension is a form of high blood pressure in

pregnancy. It occurs in about 6 percent of all pregnancies

•Gestational diabetes is high blood sugar (glucose) that develops

during pregnancy and usually disappears after giving birth.

•Postpartum depression (PPD) is a complex mix of physical,

emotional, and behavioral changes that happen in some women after giving
birth
Health risks of sedentary behaviour
•Leading a sedentary lifestyle is becoming a
significant public health issue. Sedentary
lifestyles appear to be increasingly widespread
in many nations despite being linked to a range
of chronic health conditions. Sedentary
behaviour refers to activities that use very little
every while being awake.
•It’s probably no surprise to note that sitting
behind a desk, just like relaxing on the couch,
for too many hours a day can be harmful to
your health. But what you may find surprising
is the extent of damage is causing your body.
Research has found that, those who sit for
more than eight hours a day with no physical
activity have a risk of dying similar to the risks
of dying posed by obesity and smoking.
Physical inactivity has been shown to
contribute to the following:
1. Increase the risks of certain cancers
2. Contribute to anxiety and depression
3. Risk factor for certain cardiovascular
diseases
4. More likely to develop coronary heart
disease
5. More likely to be overweight or obese
6. May cause a decrease in skeletal muscle
mass
7. Can cause high blood pressure
8. Can increase cholesterol levels
How to increase physical activity
•Countries and communities must take action
to provide everyone with more opportunities
to be active, in order to increase physical
activity. This requires a collective effort, both
national and local, across different sectors and
disciplines to implement policy and solutions
appropriate to a country’s cultural and social
environment to promote, enable and
encourage physical activity.
Policies to increase physical activity aim to
ensure that:
•walking, cycling and other forms of active non-
motorized forms of transport are accessible
and safe for all;
•labour and workplace policies encourage
active commuting and opportunities for being
physically active during the work day;
•childcare, schools and higher education institutions
provide supportive and safe spaces and facilities
for all students to spend their free time actively;
•primary and secondary schools provide quality
physical education that supports children to
develop behaviour patterns that will keep them
physically active throughout their lives;
•community-based and school-sport programmes
provide appropriate opportunities for all ages and
abilities;
•sports and recreation facilities provide
opportunities for everyone to access and
participate in a variety of different sports, dance,
exercise and active recreation; and
•health care providers advise and support patients
to be regularly active.
 How much of physical activity is
recommended?
• WHO guidelines and recommendations provide details for
different age groups and specific population groups on how
much physical activity is needed for good health. For children
under 5 years of age
• In a 24-hour day, infants (less than 1 year) should:
• be physically active several times a day in a variety of ways,
particularly through interactive floor-based play; more is better.
For those not yet mobile, this includes at least 30 minutes in
prone position (tummy time) spread throughout the day while
awake;
• not be restrained for more than 1 hour at a time (e.g.,
prams/strollers, high chairs, or strapped on a caregiver’s
back);
• Screen time is not recommended.
• When sedentary, engaging in reading and storytelling
with a caregiver is encouraged; and
• have 14-17h (0-3 months of age) or 12-16h (4-11
months of age) of good quality sleep, including naps.
• In a 24-hour day, children 1-2 years of age should:
• spend at least 180 minutes in a variety of types of physical
activities at any intensity, including moderate- to vigorous-
intensity physical activity, spread throughout the day; more is
better;
• not be restrained for more than 1 hour at a time (e.g.,
prams/strollers, high chairs, or strapped on a caregiver’s back)
or sit for extended periods of time.
• For 1 year olds, sedentary screen time (such as watching TV
or videos, playing computer games) is not recommended.
• For those aged 2 years, sedentary screen time should be no
more than 1 hour; less is better.
• In a 24-hour day, children 3-4 years of age should:
• spend at least 180 minutes in a variety of types of physical activities at
any intensity, of which at least 60 minutes is moderate- to vigorous-
intensity physical activity, spread throughout the day; more is better;
• not be restrained for more than 1 hour at a time (e.g., prams/strollers)
or sit for extended periods of time.
• Sedentary screen time should be no more than 1 hour; less is
better.
• When sedentary, engaging in reading and storytelling with a caregiver
is); encourage; and
• have 10-13h of good quality sleep, which may include a nap, with
regular sleep and wake-up times.
• Children and adolescents aged 5-17 years
• should do at least an average of 60 minutes per day of
moderate-to-vigorous intensity, mostly aerobic,
physical activity, across the week.
• should incorporate vigorous-intensity aerobic activities,
as well as those that strengthen muscle and bone, at
least 3 days a week.
• should limit the amount of time spent being sedentary,
particularly the amount of recreational screen time.
• Adults aged 18–64 years
• should do at least 150–300 minutes of moderate-intensity
aerobic physical activity;
• or at least 75–150 minutes of vigorous-intensity aerobic
physical activity; or an equivalent combination of moderate-
and vigorous-intensity activity throughout the week
• should also do muscle-strengthening activities at moderate or
greater intensity that involve all major muscle groups on 2 or
more days a week, as these provide additional health
benefits.
• may increase moderate-intensity aerobic physical activity to
more than 300 minutes; or do more than 150 minutes of
vigorous-intensity aerobic physical activity; or an equivalent
combination of moderate- and vigorous-intensity activity
throughout the week for additional health benefits.
• should limit the amount of time spent being sedentary.
Replacing sedentary time with physical activity of any intensity
(including light intensity) provides health benefits, and
• to help reduce the detrimental effects of high levels of
sedentary behaviour on health, all adults and older adults
should aim to do more than the recommended levels of
moderate- to vigorous-intensity physical activity
•Adults aged 65 years and above
•Same as for adults; and
•as part of their weekly physical activity, older
adults should do varied multicomponent physical
activity that emphasizes functional balance and
strength training at moderate or greater intensity,
on 3 or more days a week, to enhance functional
capacity and to prevent falls.
• Pregnant and postpartum women
• All pregnant and postpartum women without
contraindication should:
• do at least 150 minutes of moderate-intensity aerobic
physical activity throughout the week
• incorporate a variety of aerobic and muscle-
strengthening activities
• should limit the amount of time spent being sedentary.
Replacing sedentary time with physical activity of any
intensity (including light intensity) provides health
benefits.
• People living with chronic conditions (hypertension, type 2
diabetes, HIV and cancer survivors)
• should do at least 150–300 minutes of moderate-intensity
aerobic physical activity;
• or at least 75–150 minutes of vigorous-intensity aerobic
physical activity; or an equivalent combination of moderate-
and vigorous-intensity activity throughout the week
• should also do muscle-strengthening activities at moderate or
greater intensity that involve all major muscle groups on 2 or
more days a week, as these provide additional health
benefits.
•THANK YOU
History of sports in
Africa
Dr Luguterah Austin
African traditional games and sports
•The African continent has demonstrated that
physical activities like games and sports have
existed since the beginning of human activity in
the region. The discovery of Stone-Age rock
engravings showing hunting activities, rituals, and
dance, and physical activities have confirmed that
the early African was very active and got involved
in some sports
•Historians and archeologists have been
captivated by the history of beginnings and
cultural development pertaining to traditional
sports, play, and physical culture in Africa. For
example, Javelins, bows and arrows, sprinting,
leaping, and throwing, as well as battle or
chase scenarios depicted in rock paintings and
engravings, demonstrate the existence of an
exclusively African movement culture dating
back to prehistoric times.
Apart from the nomadic tribes in
Mauritania and northern Niger who had
evidence of prehistoric sports activities on
rock engravings and paintings, there are
other traces of prehistoric sports activities
found in the cultural practice of many
Africa tribes.
•Traditional African games were much less
formal than modern sports until the 15th
century. The game rules were largely
uncomplicated, customarily valid, unwritten,
and occasionally translated to fit the current
situation. The judges of the players' games
were the spectators, not the umpires or referees
who rigidly policed the participants to find any
act of wrongdoing
•Africa has a rich tradition of culture, history,
sport and social institutions. Various countries
throughout the continent have demonstrated
these. The rich traditional games, plays, dances
and arts of the continent have stood the test of
time. They were used for various purposes
socialization, initiation, ceremonies, recreation,
etc. Archaeological discoveries continue to
associate the continent with the origin of man,
including physical culture
•The practice of physical education is deeply
rooted in the cultural fabric of various ethnic
communities who developed physical prowess
as an integral part of the traditional process
associated with practices such as food
gathering, hunting, pastoral activities, inter-
tribal conflicts, etc. These cultural activities
were grounded in traditional education in which
physical prowess was highly revered.
In African culture there is a rich tradition for
play and different singing games. Through play
and singing games children can access
knowledge about their social context and
apprehend cultural values, such as good
behaviour, discipline, hard work, tenacity and
leadership roles. So traditional games and play
represent the culture of a society and children
learn about their society and cultural heritage
through these traditional games.
•Traditional games and plays a very beneficial
for children, as it helps them develop a cultural
identity and indirectly learn about norms and
values. This supports their feeling of self-
usefulness and helps them perform their future
adult roles
•In African cultures, children’s games have
been passed orally from generation to
generation. Traditional plays and games are
usually physical activities with a certain set of
rules that must be followed. They can be
competitive, and a participant may engage in
them for recognition, status or prestige.
•A traditional play or game is as an activity
undertaken by children and youth. The activity
is often accompanied by singing narrative songs.
It is an important part of childhood culture.
Traditional plays and games are structured to
provide amusement to both adults and children.
For instance, the game Nyama-Nyama-
Nyama from Kenya, Ampe from Ghana,
Agatambaro k’Umwana from Rwanda,
Kudoda from Zimbabwe.
•It is no exaggeration to state that the continent
of Africa has been, from time immemorial, a
sport-loving continent. The validity of this
claim is held high up through various traceable
evidences provided by a wide range of sports
and games found to be existing on the “Dark
Continent”.
•Sport was a major part of societal life that
brought the people together. Many people,
young and old, male, female, royal or citizen
looked forward to the games that were
scheduled every now and then as a way of
enhancing interactions among people.
•Although, many African societies had mind
games like ‘ oware’, famous among Ghanaians,
that they played during their leisure time, there
also existed several physical games that were
played outdoors. Many of which have been
discovered to have been adopted into western
sporting events.
• Examples of such physical games in Africa are:
• Senegalese Wrestling: This sport originated from Senegal
among the Serer traditional people. It is known as Laamb in the
Wolof language and Njom among the serer speaking people. It
was a wrestling sport meant to train warriors and later became
a sporting activity that the people organized.
• Capoeira: This martial art sporting activity originated from
Angola and was called N’golo by the indigenous Angolans. It
gained the name ‘Capoeira’ in Brazil in the 16th century after
slaves taken from Africa started to indulge in it during their
free time on the plantations. It involved music and dance
• Ta Kurt el Mahag: It originated from Libya among the
Berber tribesmen who played it. The game shows ancient
African intelligence and reasoning and is said to be the
origin of what is known as baseball today. This ancient
African game and its European counterpart have striking
similarities. Even though just discovered in the 1930s,
the game is believed to date back for as long as the
Berbers existed. It is believed that the Berber traders
introduced the game to the Europeans which later became
baseball.
Sports in Africa after colonialism
•Colonialism is characterized by the contact
with the “western world” which marked the
beginning of the erosion of the traditional
education and the establishment of colonial
and missionary models of education that
regarded the indigenous physical activities as
primitive, immoral and anti-Christianity.
•Western (colonial) formalized PE and Sport
placed emphasis on military drills, physical
training (PT) formalized activities and training
of teachers. As many African countries were
colonized by various western powers, a number
of PE syllabi which emphasized the above
skills were introduced to the respective
countries; for example, the 1933 syllabus was
introduced by Britain to all her colonies.
•The striking element of this (colonial) system
of education was the lack of relevance to the
cultures and values of indigenous African
populations
Sports in Africa after independence
•Attainment of independence by most African
countries resulted in significant developments
in education (i.e. concerning PE and Sport)
which was aimed at restoring those dignities
and values which were repressed, maimed and
destroyed during the colonial times. Most
African countries redefined their education,
including PE and Sport.
•Specifically, PE contributed to sport development
and the emergent of the continent as a sport power.
However, no obvious pattern of PE and Sport
emerged. It was the story of old wine in a new
bottle. The post-independence period and the last
decade of the 20th Century marked the evolution of
PE and Sport in which the disciplines experienced
serious setbacks following the prevailing
socioeconomic challenges around the world.
•Several PE and Sport programmes collapsed
due to lack of funding. Yet Africa (and indeed
no country) did not still evolve a obvious
pattern or model of its own. The 21st Century
PE and Sport in Africa is still a replica of the
colonial and post independence model. The
political changes on the continent did not lead
to any associated changes in the structures of
PE and Sport.
In recent times, attempts are being made to
introduce traditional African sports in schools,
however the political will is still not strong.
Africa is still on the crossroads in terms of
sports development, and the opportunity to
introduce African indigenous games, and make
it competitive is now.
•Thank you.
 Sports and the Sustainable Development Goals (SDG’s)
Dr. Luguterah Austin

The united nations perspectives on sports •“Sport is increasingly recognized as an important

tool in helping the United Nations achieve its objectives, in particular the Millennium
Development Goals. By including sport in development and peace programmes in a more
systematic way, the United nations can make full use of this cost-efficient tool to help us
create a better world.” (Ban Ki-moon, United Nations Secretary-General)
“Sport has a crucial role to play in the efforts of the United Nations to improve the lives of
people around the world. Sport builds bridges between individuals and across communities,
providing a fertile ground for sowing the seeds of development and peace.” (Wilfried Lemke,
Special Adviser to the Secretary-General on Sport for Development and Peace)
“Sport has the power to align our passion, energy and enthusiasm around a collective cause.
And that is precisely when hope can be nurtured and trust can be regained. It is in our
collective interest to harness the tremendous power of sport to help build a better and more
sustainable future for all." (UN Deputy Secretary-General Amina J. Mohammed Global
Policy on sports)
World policy on sports has shifted to consider sports as an end, and means. The focus on
sports development and sports for development has been the global drive. Countries are
encouraged to embark on activities that considers sports as a means for development and
peace. Sports is therefore considered as the panacea for world development and peace. With a
significant body of General Assembly and Human Rights Council resolutions, UN treaties,
Secretary-reports, General's and other guiding documents highlighting the special potential of
sport, the United Nations has long recognized, argued for, and supported the significant
contributions of sport to development and peace. In 2001, Kofi Annan established the United
Nations Office on Sport for Development and Peace (UNOSDP). Its task was to organize the
UN's efforts to promote sport in a methodical and cohesive manner as a means of advancing
peace and development. Due to its vast reach, unparalleled popularity and foundation of
positive values, sport is ideally positioned to contribute towards the United Nations’
objectives for development and peace. The united nations believe that, Sport has the power to
change the world; it is a fundamental right and a powerful tool to strengthen social ties and
promote sustainable development and peace, as well as solidarity and respect for all. Sport
has proven to be a cost-effective and flexible tool in promoting peace and development
objectives. In the 2030 Agenda for Sustainable Development sport’s role for social progress
is further acknowledged: "Sport is also an important enabler of sustainable development. We
recognize the growing contribution of sport to the realization of development and peace in its
promotion of tolerance and respect and the contributions it makes to the empowerment of
women and of young people, individuals and communities as well as to health, education and
social inclusion objectives."
What are the Sustainable Development Goals? The Sustainable Development Goals or
Global Goals are a collection of 17 interlinked global goals designed to be a "shared blueprint
for peace and prosperity for people and the planet, now and into the future". The SDGs were
set up in 2015 by the United Nations General Assembly and are intended to be achieved by
2030. The SDGs are as follow below:
GOAL 1: No Poverty
GOAL 2: Zero Hunger
GOAL 3: Good Health and Well-being GOAL
4: Quality Education
GOAL 5: Gender Equality GOAL
6: Clean Water and Sanitation
GOAL 7: Affordable and Clean Energy
GOAL 8: Decent Work and Economic Growth
GOAL 9: Industry, Innovation and Infrastructure
GOAL 10: Reduced Inequality
GOAL 11: Sustainable Cities and Communities
GOAL 12: Responsible Consumption and Production
GOAL 13: Climate Action
GOAL 14: Life Below Water
GOAL 15: Life on Land GOAL
16: Peace and Justice Strong Institutions
GOAL 17: Partnerships to achieve the Goal

Sport will continue to advance development as a key enabler of the SDGs, just as it did for
the earlier Millennium Development Goals, with the goal of leaving no one behind and
maximizing its contribution to a better and peaceful world. Therefore, it is important to
reevaluate the potential of sport in light of the new sustainable development framework in
order to foster synergy, coherence, and harmonization among the programs that will be used
to execute the SDGs. Overall, the popularity and global reach of sport make it an
extraordinary tool at our disposal for advancing the success of the Millennium Development
Goals by fostering a global perspective on sport.
Goal 1. End poverty in all its forms everywhere
i. Sporting ideals like fairness and respect can be used as models for an economic
structure that encourages the equitable distribution of resources and fair competition.
ii. Sport may teach and practice transferable employment skills that can improve
employment preparedness, productivity, and income-generating activities by
reinforcing competences and values including teamwork, cooperation, fair play, and
goal setting.
iii. Sport can be used as a platform to speak out for the realization of human rights,
including the right to an adequate standard of living, the right to social security and
the equal rights of women in economic life, which have direct impacts on the goal to
end poverty. Sport can also be used as a platform to campaign for socio-economic
progress and raise funds to alleviate poverty.
iv. Sport initiatives can raise and generate funds for poverty programmes, as well as
assist in raising awareness and facilitating the mobilization of needed resources to
alleviate poverty through partnerships with local and international bodies.
 v. Sport can promote personal well-being and encourage social inclusion which may
lead to larger economic participation. It can help educate empower individuals with
social and life skills for a self-reliant and sustainable life.
vi. Sport programmes in refugee camps can help young people understand the need for
cooperation as well as self-reliance. Involvement in sport programmes can provide
stability and a safe environment for homeless individuals.
vii. Sport is itself a productive industry with the ability to lift people out of poverty
through employment and contributing to local economies. Sport and sustainable sport
tourism can promote livelihoods, including in host communities of sport events.

Goal 2. End hunger, achieve food security and improved nutrition, and promote
sustainable agriculture
i. Sport-based initiatives can mobilize resources, both financial and in-kind, for assisting
vulnerable communities in the field or for awareness raising activities that can
mobilize the public towards ending hunger.
ii. The right to adequate food is required for participation in sport. Sport can promote
balanced diets, educate individuals with regard to sustainable food production, and
encourage improved nutrition that discards industrially processed food items and
replaces them by natural and healthy food.
iii. Sport-based activities are a viable platform to disseminate information and messages
on nutrition, issues that affect food security around the world, and the global zero
hunger target.
iv. To achieve Zero Hunger by 2030, it is necessary to engage the public and encourage
them to drive political, business and societal decisions that can affect world change.
Sport can raise awareness on food waste and create educational initiatives to change
behaviors towards a sustainable future.
v. Sport can be an enabler to build capacities and best practices for food waste
management in order to tackle food waste in sport, as well as to put systems in place
to reduce food waste impact especially at sport events.

Goal 3. Ensure healthy lives and promote well-being for all at all ages
i. Physical inactivity has been identified as the fourth leading risk factor for global
mortality by the World Health Organization. Regular sport is a countermeasure
available to nearly everyone, which can also address the economic impact of physical
inactivity.
ii. Sport and physical activity reduce the risk of contracting non-communicable diseases
by strengthening cardiovascular health in particular. Participation in sport can
contribute to tackling and preventing obesity.
iii. Sport encourages individuals, including the elderly, to adopt active lifestyles. It has a
positive impact on child and healthy adolescent development and well-being.
iv. Sport can help reduce infant, child and maternal mortality and improve post-natal
recovery by increasing personal fitness of mothers and contributing to the prevention
of play-related deaths. By implementing child safeguarding measures, sport
programmes can ensure the safety and well-being of children and cause change in
other sectors by setting a good example.
v. Sport-based education programmes are a viable platform for health education,
including for hard-to reach groups, particularly to disseminate information on sexual
 and reproductive health, alcohol and substance abuse, as well as communicable
diseases such as malaria and HIV/AIDS.
vi. Sport-based social programmes promote mental well-being for at-risk communities
through trauma counselling and inclusion efforts. Sport can enhance mental health by
delivering social, psychological and physiological benefits.
vii. Sport programmes in refugee camps which are run as organized projects on a
continual basis can deliver social, psychological and physiological benefits.
viii. Sport can promote sustainable lifestyles and encourage demand for sustainable
consumption of goods and services. Sport can raise awareness about the need for
sustainable consumption and production for healthy life and healthy people.

Goal 4. Ensure inclusive and equitable quality education and promote life-long learning
opportunities for all
i. Inclusive sport activities have long been used to foster education and have therefore
been identified as a tool to advance right to education Sport can encourage inclusion
and the equal participation of women and girls, people with disabilities, and other
vulnerable or underrepresented groups and individuals.
ii. Stakeholders in sport and education can cooperate to promote tolerance, diversity and
non-discrimination in school programmes.
iii. Joint programmes with schools offer additional and alternative physical education and
physical activities to support the full learning process and deliver holistic education.
iv. Sport can improve learning outcomes by fostering academic performance and
achievement, leadership abilities, and concentration and focus capabilities.
v. Sport, physical education, physical activity and play can motivate children and youth
to attend school and engage with formal and informal education. Sport programmes
for girls, including in refugee camps, can be used as an incentive to stay in school.
vi. Sport can raise awareness about sustainability through designing sustainable
educational curriculums and greening schools and universities.

Goal 5: Achieve Gender Equality and Empower all Women and Girls
i. The role of sport in society: Well-run sports programmes can promote gender
equality. However, sport can also reinforce negative stereotypes, less than 20 percent
of positions on sports governing bodies are filled by women, professional female
athletes are paid less than men and women’s sport gets less global media coverage.
ii. Addressing these issues would have a positive impact on SDG 5. Sport as a safe space
to address gender issues: Engaging women and girls in sports projects can address
issues such as sexual and reproductive health, gender based violence and female
leadership. The popularity of sport among men and boys can also make it an effective
way to engage them on such topics.
iii. Promoting female leadership: High-level leaders and role models with a global reach
can be effective in promoting gender equality, while local sport programmes can train
and empower women to become role models within their communities

Goal 6: Ensure availability and sustainable management of water and sanitation for all
 i. Sport can be an effective educational platform for disseminating messages on water
sanitation requirements and management. Educational messages regarding sanitation
and hygiene can be transmitted through sport programmes.
ii. Sport can raise awareness on the importance to limit or ban single-use plastic and
micro- beads and develop campaigns and initiatives to educate and change the
behaviours of spectators and consumers.

Goal 7. Ensure access to affordable, reliable, sustainable and modern energy for all
i. Sport programmes and activities can support initiatives aiming at developing energy
provision systems and ensuring access to energy.
ii. Sport can be a forum for discussion and promotion of energy efficiency. It can
promote energy efficiency and clean energy through joint work by relevant
stakeholders.
Goal 8. Promote sustained, inclusive and sustainable economic growth, full and
productive employment and decent work for all
i. The growing scale of the sport industry, and its links with other sectors, offer
opportunities for economic growth and decent employment. Stakeholders in sport that
base their activity on the respect of human rights can spur to positively impact local
and regional business when organizing sport events.
ii. Sport programmes can foster increased employability for women, people with
disabilities and other vulnerable groups, thus contributing to inclusive economic
growth.
iii. Sport-based educational programmes provide skills for employability and
opportunities to enter the labour market for youth.
iv. Sport-based employment and entrepreneurship can contribute to create decent jobs for
all by complying with labour standards throughout their value chain and in line with
businesses policies and practices.
v. Sport organizations and sport events, if they adopt adequate policies and procedures,
can be an opportunity for capacity building, creating jobs, and for economic, social
and environmental sustainable development in general.
vi. Sport tourism, including tourism involving sport events, can create jobs and promote
local culture and products.

Goal 9. Build resilient infrastructure, promote inclusive and sustainable industrialization

and foster innovation (Same activities as goal number 8)
Goal 10. Reduce inequality within and among countries
i. Sport, including sport events, can be used to celebrate and value diversity.
Stakeholders in sport can promote mutual understanding and address discriminatory
practices and various forms of discrimination. Sport stadia that serve as stages for
human behaviour can become platforms for human rights-based inclusiveness and
respect for diversity.
ii. Sport is recognized as a contributor to the empowerment of individuals, such as
women and young people, and communities. Participation in sport offers
opportunities for the empowerment of people with disabilities; it showcases ability,
not disability, thus raising awareness and promoting respect. Sport can therefore be
effectively used for the inclusion of all irrespective of age, sex, race, ethnicity, origin,
sexual orientation, gender identity, religion or economic or other status.
Goal 11. Make cities and human settlements inclusive, safe, resilient and sustainable
(Same activities as goal number 10)
Goal 12. Ensure sustainable consumption and production patterns
i. Sport can promote the use of public spaces where diverse populations and
marginalized community members can interact and create friendly relations. Sport can
reduce anti-social behaviour through the provision of facilities and opportunities in
areas affected by poverty, disengagement and low social development.
ii. Sport can be used to integrate refugees and migrants into communities. Refugee
camps, Internally Displaced People locations, and urban locations can include people
of all ages, ethnicities and origins.
iii.
iv. Sport can raise awareness with regard to equal rights and inclusive settlements for
people with disabilities, the elderly, women and girls, and other vulnerable groups and
individuals.

Goal 13. Take urgent action to combat climate change and its impacts.
Sport can promote sustainable consumption and production through education and awareness
raising campaigns. The popularity and outreach of sport offer opportunities for awareness
raising and information sharing, including sustainable development and nature-friendly
lifestyles. Messages and awareness raising campaigns concerning sustainable consumption
and production can be disseminated through sport products, services and events.
Goal 14. Conserve and sustainably use the oceans, seas and marine resources for
sustainable development
Sport-based public awareness campaigns can promote awareness towards climate protection
and can stimulate enhanced community response for local environment preservation. Sport,
including sport events and stakeholders involved, can transmit messages regarding climate
change and encourage policy developments in this context
Goal 15. Protect, restore and promote sustainable use of terrestrial ecosystems, sustainably
manage forests, combat desertification, and halt and reverse land degradation and halt
biodiversity loss
Sport can promote awareness raising campaigns on biodiversity, including the dangers of the
illegal trade in wildlife. It can contribute to preserve biodiversity through responsible lifestyle
choices.
Goal 16. Promote peaceful and inclusive societies for sustainable development, provide
access to justice for all and build effective, accountable and inclusive institutions at all
levels
Sport can help to rebuild post-conflict societies and uplift affected communities and
individuals by fostering the respect, protection and implementation of human rights. Sport
can amplify important human rights messages, such as the value of inclusion, respect or
diversity and non-discrimination Sport provides a useful vehicle to train a number of
important social and life skills and to address important risk factors for crime and violence,
especially amongst youth. For instance, sport can raise awareness and be a platform to share
information on sexual and gender-based violence, including in conflict situations. Ending
abuse, violence and exploitation ins port can significantly contribute to achieving peaceful
societies.
Goal 17. Strengthen the means of implementation and revitalize the global partnership for
sustainable development
Sport can catalyze, build and strengthen multi stakeholder networks and partnerships for
sustainable development and peace goals, involving and bringing together governments,
donors, NGOs, sport organizations, the private sector, academia and the media. Sport can
serve as a link between different sectors which can address a wide variety of topics, pool
resources and create synergies. The sport, development and peace communities can
contribute to collaboratively measuring progress of sustainable development by assessing and
reporting on the contributions of sport to the SDGs. Heads of State and Government and High
Representatives have agreed in a Political Declaration to support the SDGs through policy
change and action in their various countries. Hence, the creation or review of sports policies in
the world are supposed to address some or all other SDGs.