– By Vasudha Arabandi, National Initiatives and Communications Associate
A young child’s mind and body is like clay—highly impressionable and quick to mould itself to the environment it is exposed to. By the age of six, 85% of brain development has already taken place. The term “brain development” often sounds heavy, and for many, it conjures up the image of a young child sitting in front of a book. Ironically, this is one of the less effective ways to think about it. Brain development is not just about memorisation; it is the structural and functional growth that leads to the holistic development of a child.
One of the most powerful contributors to this development is sports. Through sports, children build gross and fine motor skills under the domain of physical development, while also gaining essential socio-emotional skills.
Recognising this, The National Education Policy states: “Sports Integrated learning will be undertaken in classroom transactions to help students adopt fitness as a lifelong attitude and to achieve the related life skills along with the levels of fitness as envisaged in the Fit India Movement. The need to integrate sports in education is well recognised as it serves to foster holistic development by promoting physical and psychological well-being while also enhancing cognitive abilities.”
However, research shows that most children under the age of six are not yet ready for organised sports like cricket or badminton. But research also shows that preschool years are marked by dramatic improvements in gait and specific motor skills. Children’s legs become straighter, losing the normal infant bowlegs. Children’s stride length increases and they develop a more mature running pattern.
In this age group, balance is limited because children are just beginning to integrate visual, vestibular and proprioceptive cues. In addition, preschoolers have limited attention spans. They learn best with egocentric activities, and visual and auditory clues. Emphasis should be placed on acquiring fundamental skills, such as running, throwing, tumbling and catching. Activities should emphasise fun, playfulness, exploration and experimentation. Competition should be avoided.
For instance, playing badminton is not just about scoring a point – it is about developing motor skills to anticipate where an opponent will hit the shuttle, being strong enough to execute a smash, and being self-aware enough to recognise that if one is 5’2, one’s best strategy is to upskill in drop shots and play to one’s strengths.
These foundations are best introduced in the early years through simple, playful exercises: running games that build speed and agility, catching and throwing that sharpen hand–eye coordination, playful jumps that strengthen form and balance, and small racket-ball activities that help children understand force, shape, and timing. Long before technique is perfected, these games prepare the body and mind for strategy, precision, and adaptability.
In the end, sports and play are not just about competition or achievement, but about the unfiltered joy of being in the moment. To nurture play in children is to safeguard their ability to carry that essence into adulthood reminding all of us that fulfillment is not in outcomes, but in the sheer act of playing.
If the emotion of play does not convince you, let the facts do. Some of the greatest athletes of our times began their journeys before the age of seven. Lionel Messi was already dribbling at four, Serena Williams picked up a racket at four, Michael Phelps dove into the pool at seven, Simone Biles discovered gymnastics at six, and Cristiano Ronaldo joined his first club at just seven. The pattern is undeniable, early play plants the seeds of greatness and imbibes an irreplaceable joy of learning making this window opportunity absolutely critical!
Keeping the science in mind, the government is ensuring that for underserved children, access is not a barrier to holistic development. The NEP, The National Curriculum Framework for Foundational Stage (NCF-FS), and now initiatives like Aadharshila and Navchetana provide a policy framework to guarantee that every child, regardless of background, can build these critical early developmental foundations.
The Ministry of Women and Child Development being cognisant on the importance of this period has made sure to include play in their National curricula Aadharshila, the National Early Childhood Care and Education Curriculum for Children from Three to Six Years. It provides schedules and activities for 36 weeks of active new learning, which includes a daily block of 20 minutes called “Let’s get active!” to encourage sports and outdoor play.
The Anganwadi system plays a critical role in enabling this early development. With close to 14 lakh centres across the country, it reaches more than 8 crore children between birth and six years of age, providing pre-school, non-formal education.
Investing in our children is the best bet we can make; early physical activity is foundational for lifelong learning.