The Republic of India has continuously brought major changes in the education and sports sectors, which signifies the value of physical education (PE). Despite these changes, students’ voices are rarely included in shaping the PE curriculum. This study explores the perspectives of secondary school students to inform meaningful and student-centered curriculum transformation. Drawing on an interpretivist paradigm, a mixed-methods design was employed using the validated PE Attitude Scale for Indian Students alongside semi-structured interviews. Quantitative data from 626 students (270 females and 356 males) revealed significant associations between students’ PE experiences and variables such as age, gender, and class level. Reflective thematic analysis of qualitative interviews from 18 students generated two key themes: “Unclear pathways with limited choices” and “Innovative curriculum delivery.” Findings reveal that while students acknowledge the potential of PE to enhance career readiness and promote lifelong physical activity, they feel hindered by a confusing curriculum for career prospects that offers limited choices, relies on a one-size-fits-all pedagogy, and lacks clear integration with viable career pathways. Students advocate for skill-oriented, interest-driven, and sport-based learning approaches aligned with national policies like the National Education Policy and the National Sports Policy. The study underscores the need for student-informed, broad curriculum reform to elevate the relevance and status of PE within Indian schools.
Shirotriya et al. (Mon,) studied this question.