Perceptions of parents and support towards physical education and sport learners in selected primary schools in Chingola district of Zambia
Date
2020
Authors
Kasonde, Lilian
Journal Title
Journal ISSN
Volume Title
Publisher
The University of Zambia
Abstract
Parents’ high perceptions of the worth of Physical Education and Sport (PES) coupled
with support, are essential correlates of PES behaviours in children. The study aimed at
exploring perceptions and support of parents towards PES learners in four (4) selected
primary schools in Chingola District, Zambia. The objectives were to; describe the
perceptions of parents towards PES learners; establish parents’ support towards PES
learners; and to establish parents’ perceived challenges that negatively affect their
support towards PES learners. Descriptive Design under qualitative approach was used
in this study. The sample constituted 28 parents whose children where learning PES in
selected primary schools. The age range of children was 7-14 years. The study utilized
the purposive sampling technique. Data was collected through Focus Group Discussions
(FGD). Qualitative data was analysed thematically. This involved qualitative coding and
categorizing of data to generate themes which were presented descriptively. The findings
of the study revealed that parents had both positive and negative perceptions towards
PES. Positive perceptions: PES was viewed as a provider of job opportunities, healthy
benefit, and a booster of community businesses during sports competitions. Negative
perceptions: PES was associated with poor academic performance, bodily harm, property
damage, peer pressure, and conflicting with religious and cultural beliefs. On parental
support, the study indicated verbal encouragement, role modelling and purchasing of
exercise books, ball pens as well as PE attire. Challenges affecting parental support were
financial setbacks, busy work routines, lack of PES knowledge and lack of awareness on
PES teaching and learning materials. Based on the findings of the study, the following
recommendations were made: That PES specialists should be handling children learning
the subject; parents and school administrators should think outside the box by venturing
into income generating activities in order to support PES learners effectively; adequate
communication between parents and the school; schools through Parent Teacher
Association (PTA) meetings should organise awareness workshops for parents on the
benefits of PES; parents and teachers should harmonise on the decent sports attire to be
worn by girls in order to encourage participation; school based preventive strategies
should involve peer education, anti-drug club meetings and skills that promote behaviour
change.
Key words: Parent, Physical Education, Sport, Perception, Support, Physical Activity.
Description
Thesis
Keywords
Physical education--Zambia