Physical Education Curriculum and the Development of Social Skills in Primary Schools in Nasarawa State

The physical education curriculum provides a structured environment for social skills development through cooperative physical activities, rule-governed games, and team sport participation. This study examines the contribution of the physical education curriculum to social skills development among upper primary school pupils in Nasarawa State, North Central Nigeria. A quasi-experimental design was adopted, with 220 pupils from four primary schools assigned to experimental and control groups. The experimental group experienced a 10-week structured physical education programme with explicit social skills objectives embedded in team games and cooperative physical activities, while the control group followed routine physical education lessons. Social skills were measured using the Social Skills Rating System adapted for the Nigerian primary school context, administered before and after the intervention period. Post-intervention analysis reveals statistically significant improvements in cooperation, communication, conflict resolution, and respect for peers among experimental group pupils. Gains are most pronounced in pupils who were rated low on social skills at baseline, suggesting the particular value of structured physical education for socially less confident children. Teacher facilitation quality and deliberate embedding of social skills reflection activities within lessons are identified as critical moderating factors. Recommendations include incorporating explicit social skills objectives into physical education lesson planning guides, training teachers in facilitative instruction, and developing national assessment indicators for physical education's social development outcomes. Keywords: physical education, social skills, primary schools, Nasarawa State, cooperative activities