Navigating the challenges of physical education

In March 2025, APEB (now called “Auroville Physical Education Body”) operating under the Sri Aurobindo International Institute of Educational Research (SAIIER), launched a one-year course titled Integral Approach to Physical Education (IAPE). Slated to begin in June, the course aims to develop a new generation of physical education (PE) teachers. “The course aspires to create a team of educators grounded in modern sports science, supported by practical training, and inspired by the spiritual significance of the human body,” stated the leaflet. While open to all, preference will be given to those intending to teach in Auroville schools.

The stagnation of physical education

When asked for context, SAIIER explained that training new physical education teachers had become necessary as physical education in Auroville had stagnated for years. From 2022 onwards, SAIIER had each year conducted a 100-hour physical education course, open to Aurovilians and outsiders alike. In 2024 SAIIER conducted a one-year course, starting with a 3-weeks intensive which concluded with an assessment, with a minimum 50% pass required to continue the course. Current Dehashakti teachers were among the participants.

However, according to SAIIER, many participants displayed poor theoretical knowledge of the subject and limited ability to lead a physical education class. Furthermore, behavioural assessments—critical for working with children – and adherence to a code of conduct were also found to be lacking. Several Dehashakti teachers did not pass the test.

Resistance from Dehashakti educators

The results sparked immediate controversy. Teachers who failed the test voiced their objections widely, leading to confusion among the community – especially among parents of Dehashakti students. A series of meetings followed, eventually leading to a mediated compromise: those who hadn’t passed were granted provisional status on the condition that they committed to continuing the new training course with at least 80% attendance, and comply with trainer instructions. However, many from the Dehashakti team opposed the conditions and ultimately left.

Among the objectors was Ganesh Kaliappan, a long-time Dehashakti educator since 2008. In Auroville’s News & Notes, he expressed frustration. He argued that his years of organising initiatives like “Spirit of Sports,” “I Run for My Heart,” and local football tournaments was neither recognised nor valued by SAIIER.

Ganesh said he had enrolled in the course in good faith, unaware that failing the assessment would disqualify him from service at Dehashakti. “I joined to learn, not to be judged. This pass/fail model contradicts the Mother’s educational philosophy.”

He described the experience as humiliating. “I constantly felt dominated by individuals whom I don’t consider superior in the Auroville context,” he wrote. “The Physical Education Board was formed without consultation with Dehashakti teachers, effectively disregarding our contributions.” Ganesh also criticised AVPEB’s decision-making power, arguing that it negatively affected the livelihoods of long-standing Tamil Aurovilians working at Dehashakti.

The failure of past trainings

SAIIER maintains it has tried for years to improve physical education by bringing in outside specialists. One was a trainer from the Sri Aurobindo Ashram’s International Centre of Education – renowned for its physical education programme – but he left after facing resistance from Dehashakti educators who ignored his teachings. Other well-qualified Auroville trainers reportedly had similar experiences, complaining that teachers were unwilling to change and only provided entertainment, not physical education, making it difficult to establish a proper teaching environment.”

A new generation: Ruben’s perspective

Ruben, an Italian who joined Auroville in 2023, offers a fresh perspective. With 16 years of experience as a certified kickboxing coach and martial arts practitioner, he came to Auroville drawn by its alternative lifestyle. After applying to teach physical education, he was accepted and joined Dehashakti.

During his initial months, Ruben shadowed various teachers and meticulously recorded his observations. “I kept a notebook and later compiled a 41-page report, which I shared with SAIIER and my colleagues,” he said. He received no response. Was it because the feedback was unwelcome? “Possibly,” he said. “I tried to remain objective – documenting instances where teachers arrived late or missed classes, left students unattended, failed to prepare the grounds, or overlooked safety hazards. There was a noticeable absence of structure, discipline, and systematic teaching.”

Ruben joined the first 100-hour IAPE course. “We were taught about progressive pedagogy, lesson planning, and the need for intense, focused engagement during every class. Teaching physical education is not casual – it demands full concentration, like a Formula One race,” he said.

He stressed the need for skilled teachers and a comprehensive, long-term physical education programme throughout the students’ schooling at Dehashakti. Ruben also highlighted economic challenges, particularly the insufficient maintenance offered to teachers. “SAIIER must rethink its policy. The current so-called ‘full maintenance’ barely covers basic needs,” he said. He criticised the practice of offering only half maintenance for 20 hours a week. “They don’t realise that two daily classes of two hours each, five days a week, easily add up to 34–36 hours of work. Each class requires prep time, equipment setup, class management, follow-up notes, and interaction with parents, colleagues, and management. Half maintenance is just not enough.”

Conclusion

The ongoing debate around physical education in Auroville touches on questions of governance, recognition, and values. While the APEB initiative aims to bring professionalism and structure, some long-standing educators feel sidelined. Progress will require dialogue, integrating both excellence and inclusivity.