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New Initiative

One of our Faculty’s concerns has been preservation and propagation of traditional sports and games of India. Students interested in Kalaripayattu – an ancient martial art of India, said to be the mother of all martial art forms including Kung-fu, Karate, etc., will be happy to learn that the Faculty will offer three academic courses from the present academic year, 2009-10. The courses will be offered on Credit Accumulation System so that students can easily exit and enter the Kalari course up to the Masters level as per their convenience. Moreover, the Credit Accumulation system will help existing Kalari experts and students to enter the course with a head start over a fresher because credits will be allotted to them on the basis of their current level of expertise in the subject. Although a time frame of 1, 2 and 6 years have been mentioned against the proposed courses, these are approximate because, Kalari being practical intensive, the actual time frame may vary on a case-to-case-basis. Minimum qualification for all these courses is plus-two.


  1. Certificate in Kalari (1 year)
  2. Diploma in Kalari (2 years)
  3. Master in Kalari (6 years)

Some theory and practical papers:

Theory papers: Foundation of Kalaripayattu; Anatomy and Physiology; Theory & Techniques of Meypayattu in 18 various types; Kalari-center management and Vasthu; Nutrition; First Aid and Physiotherapy; Ayurvedic medicines for treating postural deformities, and traditional understanding of the human body; Yoga; Pranayama; and Meditation; Theory and Techniques of wooden and metal weapon training; Theory and Techniques of oil massage training; Theory and Techniques of un-armed training; Theory and Techniques of Varmam training and treatment.

Practicals: Meypayattu, wooden weapon training, metal weapon, oil massages, un-armed training, varmam.

Uniqueness of the Courses Offered by the University

The course-content of our Faculty puts more emphasis on adapted physical education, both theory and practicum. The curriculum also stresses the importance of value education, computers and communication skill in English.

The Faculty has the distinction of creating a seamless integration of BPEd, BSc (Physical Education) and CPEd courses under an innovative 4 years Credit Accumulation System. This innovation has not only made the academic curriculum very flexible and student-friendly, but has also improved the quality of academic programs. This has been possible because we could introduce advanced contents in to our syllabus by replacing existing overlaps between BPEd and CPEd under the traditional teacher training model.

Although the credit accumulation has been introduced since March 2009, the concept was mooted at the very inception of the FGAPEdY in 2006 itself. The 4-year Credit Accumulation System is a significant step towards resolving many difficulties faced by the diploma graduates when they desired upward academic mobility. This idea has been elaborated below:

Under the existing pattern of physical education in our country, a CPEd graduate gathers more professional credits than a BPEd graduate because the former studies the professional course for two years duration as compared to the one-year duration of the latter. For all practical purposes, even a student who has completed his HPEd of one-year duration, gathers as many professional credits as does a BPEd graduate. But the irony is that a CPEd/HPEd graduate, if and when he feels the necessity of upward academic mobility, loses all his professional credits due to missing inter-connectivity between CPEd and BPEd courses under the conventional scheme. Besides, he does not get any credit for the teaching experience he might have had till then. Because, in the existing system of teacher education, the next upward qualification is the BPEd that relates only to the plus-two and a UG qualification, and is mute w.r.t. other additional academic credits such as the CPEd/HPEd. The result is that the CPEd/HPEd graduate has to revert back to his plus-two datum, complete a bachelors degree, and then seek admission to the BPEd course! It means that not only does the diploma graduate spend 18 successful academic years [{CPEd/HPEd (12+2)} + UG (3) + BPEd (1)], thereby putting in extra 2 yrs as compared to students from the regular streams, but he is also forced to re-do his professional credits that he had already gained in his CPEd/HPEd courses.

We were also keenly aware that the CPEd/HPEd course is mainly sought by rural and economically weak students who are in need of securing immediate employment. It is natural that, once such financial constraints have been overcome after some years of service by virtue of their CPEd/HPEd degree, the students feel the need to upgrade their academic qualification for a better future. Hence the move was taken seriously by the University because it empowered economically less privileged sections of our society.

Flexibility of the seamless integration of BPEd, BSc (Physical Education) and CPEd courses:

A: Flexibility to exit at pre-designated levels

Under the 4-year seamless integration of academic credits, integrating in a rational and professional manner, the diploma (CPEd), UG (BSc Phy Edu) and BPEd credits, the following flexibility is possible for students seeking admission to our Faculty:Any plus-two graduate of the 4-year credit accumulation program will automatically be deemed to be a CPEd graduate after two successful academic years if he decides to discontinue and seek employment.

Otherwise, he can continue his studies for one more year (i.e. 3rd academic year after plus-two) and, on successful completion, be deemed a graduate in BSc Physical Education {BSc (Phy. Edu.)}.

Or, again, he can continue his studies for one more year (i.e. 4th academic year after plus-two) and, on successful completion, be deemed a graduate in Physical Education, BPEd.

B: Flexibility to enter at pre-designated levels

More than the multi-exist options available under the credit accumulation scheme, the system enables retention of accumulated credits by making it possible to re-enter the 4-year package at suitable points depending on the quantum of accumulated credits on a case-to-case basis as elaborated below:

Any CPEd graduate can enter the third year of the 4-year package by virtue of his having already secured two years of professional credits.

Any UG graduate can enter the 4-year package and accumulate one year of professional credit needed for a BPEd degree. Though this option is available also in the conventional system of education, it is different because the student seeking one year of professional credit will be accumulating these along with the CPEd students.

Any CPEd/HPEd graduate who has also, in the interim period, accumulated UG credits through various options available to him through a open university, distance mode of education, etc., will be eligible to appear for the BPEd degree examination of our university because he has practically accumulated sufficient credits to be declared a BPEd graduate. But, in order to maintain the standard of our BPEd under this option, we have kept a provision for remedial classes and examinations, both practical and theory.

C: Scope for further innovation

Since the concept is quite radical for our country, especially in the teacher training field, the credit accumulation has been put to use in IITs in our country and is an accepted system of education in many other countries. The following innovations can be introduced in to the credit accumulation system in the coming years:

Scope for faster accumulation of credits: Only under the credit accumulation system is it possible to give maximum credits possible in an academic year to exceptional cases such as, a genius, or an exceptionally talented or hard working student. Depending on the milestones fixed at different points in an academic year, such student can be helped to complete their 4-year credit package in a shorter duration.

Boost to inter-disciplinary education and research: We know that no area of study stands in isolation. For example, physical education has a lot of elements common with physiotherapy, sports injuries, event-management, adapted physical education, etc. The credit accumulation system is best suited for acquiring multiple degrees in diverse but related fields of knowledge. This will go a long way in infusing life into inter-disciplinary researches in every field of education.

Courses Offered

Click Here to Download the GAPEY Prospectus 2014-2015

The Faculty of General & Adapted Physical Education and Yoga (FGAPEdY) is offering the following research programmes, post-graduate, graduate and diploma courses during the academic year on a Credit Accumulation System that incorporates Choice Based Credit for many theory and practical papers:

NoCourseTitle of the CourseDurationEntry Qualification
Doctorate in Physical Edu. / Inter-disciplinary
2/3 yrs
MPEd / MPhil
Master of Philosophy in Physical Education
1 yr
Master of Physical Education
2 yrs
Bachelor of Physical Education
1 yr
UG Degree
Diploma in Physical Education
2 yrs
Plus Two
P.G. Diploma in Special Olympics
1 year
UG degree
P.G. Diploma in Fitness
P.G. Diploma in Yoga
P.G. Diploma in Software Based Statistical Application
P.G. Diploma in Paralympics
P.G. Diploma in Coaching in Tennis / Cricket
Diploma in Special Olympics
Plus Two
Diploma in Fitness
Diploma in Yoga
Diploma in Paralympics
Certificate Course in Yoga
Certificate Course in Fitness
Certificate Course in Tennis
Certificate Course in Kalari
Certificate Course in Adapted Physical Education
Certificate Course in Gym Instructor
Certificate Course in Fitness Trainer




In addition to the classrooms and lecture halls, the Faculty shares the following laboratories with the MCPE (Maruthi College Physical Education):

  • Educational Psychology and Sports Psychology Laboratory
  • Educational Technology and Media Laboratory
  • Anatomy and Exercise Physiology Laboratory
  • Health, Physiotherapy and Sports Medicine Laboratory
  • Kinesiology and Biomechanics Laboratory

Library & Information Center

The Faculty operates a combined library that has adequate books, journals and magazines. The library also contain good number of reference books, encyclopaedias, dictionaries, and CD’s.


audit FacilitiesRamakrishna Mission Vidyalaya has a common spacious auditorium, named the GKD auditorium that can accommodate nearly 800 persons. Cultural functions, get togethers, seminars, memorial lectures, etc. are held in this auditorium. A well-maintained garden surrounds this auditorium and a canteen is located adjacent to it.

Academic Discipline

The students are generally well behaved and they attend to assigned works at specified times. The day is scheduled to cater to the different needs of our students under the efficient supervision of experienced teachers. Most of the time of a student is spent in the campus either in the reading room, class rooms, playgrounds or attending to their hostel routine. Permission from the hostel warden / supervisor is compulsory to leave the campus. Normally, visitors are not allowed during study hours.


The Faculty has a full fledged hostel that can accommodate about 300  students. A full time warden looks after the activities of the hostel with the assistance of some supervisors. He stays in the hostel round the clock and attends to the needs of the students and acts as a friend, philosopher and guide. There are two dining halls and a kitchen to cater to the needs of the students.A separate hostel exist for overseas students studying in the FGAPEdY and the FDMSE.

hostel2 Facilities


The Faculty has a canteen facility to help the students and teachers inside the campus. This canteen is open to all the staff, students, parents and visitors and guests of the institution. It functions from 6 am to 8 pm on all the days of the week.

Play Fields

The sprawling campus consists of a multi purpose spacious auditorium, fitness centre, and adequate play ground, both indoor and outdoor. It also has extensive play facilities which include a 400 mtrs track, hockey field, football field, a volleyball complex , tennis  complex, ball-badminton complex, kabbaddi complex, etc., which meet the needs of the students as needs as public in an around Vidyalaya.A well equipped indoor stadium of international standard is a unique feature of this institution. A well-equipped physical fitness centre is also available for the use of the students and staff of this college. This is kept open in the mornings and evenings so that the students can use this facility out of academic hours.ground Facilities

Huge Sports Complex at the Vidyalaya

The Ramakrishna Mission Vidyalaya, Coimbatore, where the Faculty of the University is located has the unique advantage of hosting another institute of physical education, viz, the Maruthi College of Physical Education (MCPE). Both the institutions, the MCPE and the FGAPEdY, share contiguous lands. Both the institutions were specifically allotted contiguous lands to form one continuous sports complex so that students of both the institutions get access to maximum infrastructural resources in one place.

The thrust of the Faculty is to create infrastructural facilities for offering academies and extension programs in allied field such as adapted physical education, yoga, fitness, etc. Ours is the only university in India offering adapted physical education program for mentally challenged children.

The Faculty of General & Adapted Physical Education and Yoga

The Board of Management of the University in its meeting held on 02.07.2006 adopted a resolution to start a new Faculty in Physical Education with focus on Adapted Physical Education and Yoga at Ramakrishna Mission Vidyalaya, Coimbatore. For this purpose, the Faculty Centre for Disability Management and Special Education (FDMSE), and the Maruth College of Physical Education (MCPE), already functioning at Coimbatore,will collaborate with the new Faculty of General & Adapted Physical Education and Yoga (FGAPEdY).


The FGAPEdY is located in the Ramakrishna Mission Vidyalaya, Coimbatore, a major educational centre of the Ramakrishna Mission. The Vidyalaya is situated 19 kms from Coimbatore City on the highway to Ootacamund, and is set in a serene environment spread over nearly 300 acres. The Ramakrishna Mission Vidyalaya, Coimbatore, was started in 1930 with an investment of Rs. 5.75 and one harijan boy on its roll. Mahatma Gandhi, the Father of the Nation, laid the foundation stone of the Vidyalaya in 1934. The Vidyalaya was affiliated to the Ramakrishna Mission in January 1935. Over a period of more than 75 years, the Vidyalaya has grown into a comprehensive and reputed complex with 15 educational institutions training over 6250 students at any given time, offering them facilities for education ranging from the pre-school to the doctoral levels.

The FGAPEdY Campus

The Faculty is mainly a residential institute conceived under the gurukula model, adapted  suitably to modern conditions. Apart from the Faculty building, the sprawling campus consists of a spacious hostel with adequate facilities to accommodate around 300 students, a multi purpose spacious auditorium, fitness centre, and adequate play grounds, both indoor and outdoor. The Faculty was specifically alloted contiguous lands with the Maruthi College of Physical Education run by the Vidyalaya for past 50 years so that both instituions can share their resource in a reasonable manner for the benefit of students.

The Faculty of Disability Management and Special Education (FDMSE)

Ramakrishna Mission Vidyalaya made an earnest attempt in 1980 to integrate blind children in to its regular high school. Later, a modest ‘Resource and Development Centre’ was started in May 1984 primarily to prepare braille books.  In 1992, the Vidyalaya started a Notebook production Centre with 90% of its work force as disabled persons. This Centre is self-sufficient in nature and supplies notebooks to schools and colleges in Coimbatore.

In 1994, the Vidyalaya launched its economic-oriented rehabilitation services for the disabled involving banks, industries, the employment exchange, etc.  Vidyalaya is actively collaborating with the Central and State Governments in implementing number of projects of national importance to provide comprehensive services to the disabled. In general, the institute is offering need based services in the area of special education and rehabilitation.


The aim of this FDMSE is to translate the declaration of Swami Vivekananda into action. With regard to proper education, he had said that all perfection and powers were already within each individual, and education was the means to make them manifest in the lives of individuals.


Accordingly, the vision of the FDMSE is based on the fact that the strength of persons, of even these with disabilities, can be aroused for constructive purposes by professionally trained teachers. The faculty believes that by strengthening the hearing ability of visually impaired persons, visual ability of hearing impaired persons, motor ability of mentally retarded persons, and cognitive ability of persons with locomotor disability through well trained professionals, seemingly impossible results become achieved realities. Serving God manifest as so many human beings is another important philosophy of the faculty. Thus the inspiration for commencing the work for persons with disability came from Swami Vivekananda.


  • Offering training programs at all levels for preparing personnel and professionals for special education and rehabilitation programs catering to the needs of persons with visual impairment, hearing impairment, mental retardation, locomotor disability, and other areas where there is a need for human resource development.
  • Organizing short-term training programs for preparing multi-purpose rehabilitation workers to serve persons with disabilities.
  • Organizing awareness-programs for parents, administrators, and public for facilitating effective implementation of service programs for persons with disabilities.
  • Preparing literature such as handouts, brochures, etc. on education, and rehabilitation of persons with disabilities.Promoting context-based models leading to educating all children with disabilities.
  • Organizing orientation courses for general classroom teachers for implementing inclusive education programs for disabled children.
  • Developing tailor-made programs in education and rehabilitation for the benefit of special education personnel from developing countries.
  • Promoting research in specific educational and rehabilitation areas, whose results would strengthen development of inclusive schooling and community-based rehabilitation programs.
  • Offering continuing education programs for the existing personnel working in the field of education and rehabilitation of the disabled.
  • Providing consultancy services to developing countries to promote educational services.