2021, Vol. 8, Issue 2, Part C

Curriculum reform in Physical Education (PE) has emerged as a central theme in contemporary educational discourse, reflecting the evolving demands of society, health imperatives, and policy mandates. Historically, PE curricula were designed with an emphasis on physical drills, discipline, and standardized motor skills. However, globalization, research in sports sciences, and the increasing importance of holistic development have shifted the focus toward outcome-based, learner-centered approaches. This paper critically examines curriculum reforms in Physical Education, with particular emphasis on the Indian context under the National Education Policy (NEP) 2020. Drawing from comparative global practices, the study investigates the transition from traditional models to outcome-based frameworks that emphasize inclusivity, physical literacy, lifelong fitness, and psychosocial well-being. Methodologically, this research adopts a qualitative and analytical approach, synthesizing educational policy documents, secondary literature, and theoretical perspectives. Findings highlight the strengths and challenges of reforms, including the integration of technology, assessment innovations, and teacher preparedness. The study concludes with recommendations for sustaining effective reforms, ensuring that Physical Education remains a transformative force in fostering holistic human development.