Advocacy for a Paradigm Shift Towards Meaningful Physical Education Curricula in Nigerian Universities: A Case for Transformational Leadership

Nigerian human kinetics students face difficulties developing their human movement skills due to an antiquated curriculum, a shortage of creativity, and a narrow leadership vision. Low student engagement and insufficient professional preparedness among graduates are due to traditional physical education (PE) curricula in Nigerian institutions, often criticized for their theoretical learning, out-of-date content, and lack of conformity with international standards. This article promotes a paradigm shift toward interdisciplinary learning, technological integration, meaningful physical education curricula, and physical literacy promotion. It emphasizes transformational leadership as the driving force behind this shift, highlighting how it empowers teachers, promotes stakeholder engagement, and drives curricular improvement. The paper emphasizes the significance of developing inclusive, student-centred, and engaging physical education programs by drawing on international best practices, including the Finnish model, South Africa's "Life Orientation," and the Sport Education Model (SEM). Recommendations include curriculum revisions, infrastructure investments, capacity building for teachers and leadership development to overcome these obstacles and ensure graduates are refined and ready for contemporary sports and physical activity. Physical education could undergo revolutionary expansion based on this paradigm change, guaranteeing its applicability and influence on the whole development of Nigerian students.