Integration of Indian Knowledge Systems in Physical Education and Sports: A Contemporary Perspective on Yoga, Traditional Physical Practices and Holistic Development

Abstract

Indian Knowledge Systems (IKS) represent a broad and diverse body of knowledge developed through India's philosophical, scientific, educational, cultural and traditional practices. In the field of physical education and sports, IKS has considerable relevance because Indian traditions have historically emphasized the integrated development of the body, mind, character and social consciousness. Yoga, traditional games, indigenous physical activities, martial traditions, meditation, breathing practices and principles of disciplined living provide important resources for contemporary physical education. The National Education Policy (NEP) 2020 explicitly promotes multidisciplinary and holistic education and identifies Indian Knowledge Systems, including yoga, sports, games and indigenous and traditional ways of learning, as areas that can be integrated into education.The present paper examines the relevance of Indian Knowledge Systems in contemporary physical education and sports through a conceptual and narrative review of policy documents, international sources and scholarly literature. Particular attention is given to yoga, traditional games, indigenous physical practices, values education, physical fitness, mental well-being and culturally responsive pedagogy. The paper argues that IKS should not be treated merely as a cultural or historical component of education but as a potential educational resource that can complement contemporary scientific approaches to physical activity and sports. Yoga, for example, has been recognized by UNESCO as an element of India's intangible cultural heritage and incorporates physical postures, controlled breathing, meditation and other practices. The review proposes an integrated framework in which traditional knowledge is critically examined, scientifically evaluated and pedagogically adapted for contemporary learners. Such an approach can contribute to holistic development, cultural awareness, physical literacy, psychological well-being, ethical development and lifelong participation in physical activity. The paper concludes that effective integration requires trained teachers, evidence-based implementation, inclusivity, appropriate assessment, research and institutional support.