岡田, 千あき

[ABSTRACT] The Republic of Zimbabwe in the southern part of Africa has physical education (P.E.) as one of the subjects in the formal education system. British educational style was introduced to this area in the colonial period when it was still called South Rhodesia. Although Zimbabwe has the course of study in P.E, its implementations actually depend on each school. The difference in quality of life, the quality of schools among communities and a large academic workload has mainly caused the disparity of the quality of P.E. in communities. This paper will chiefly examine how the physical education syllabus in Zimbabwe reflects this country's social and local circumstances. The aims of the physical education syllabus will be explained in 5 stages of historical transition and compared with the educational goals of Zimbabwe under their national policies.