Constraints of integrated school curriculum on the teaching and learning of physical education in selected primary schools in Kabwe district

Abstract

The study aimed at investigating the constraints of integrated curriculum on the teaching and learning of Physical Education in primary schools in Kabwe District in the Central Province of Zambia. Despite the Ministry of General Education introducing integrated school curriculum in Zambian primary schools, teachers encounter problems in the teaching of Physical Education in primary schools. The study revealed that inadequate teaching and learning materials, lack of subject specialisation, negative attitudes towards the subject, inadequate knowledge about physical education activities and large classes were constraints encountered in the teaching and learning of physical education. The research findings on the teaching and learning methods used in the teaching of Physical Education were question and answer, discussion, lecture method, demonstration and discovery including group work, pair work, field trips and project work. The study further found that Physical Education promoted interactive teaching and learning atmosphere, physical fitness, guided learning, collaboration and willingness to share, mental strength, identification and perfecting on skills and development of leadership skills. Other benefits included promotion of self-discipline, cooperation, self- esteem, help in shaping bodies, makes learners’ bodies build resistance to infections and reduce stress thereby enhancing academic performance. The study concluded that if the teaching and learning of Physical Education could be effective and efficient in the integrated curriculum, there was need to improve on time allocated to teaching and learning of Physical Education in primary schools. Schools should enroll required number of pupils, provide adequate and modern materials and equipment, train specialised teachers to teach Physical Education in primary schools, schools to improve on physical education infrastructure including shower and change rooms, build school halls for indoor activities and motivate teachers and pupils. The research, therefore, recommends that the Ministry of General Education and school administrators should provide all needed Physical Education materials and equipment which would motivate teachers and learners. Eduction Standard Officers must scale up their monitoring of schools and teachers to ensure schools and teachers were conducting Physical Education lessons in all primary schools. The Zambian Government through the Ministry of Education should conduct sensitisation to all stakeholders about the importance of teaching Physical Education in an integrated curriculum.