Status of Physical education in selected Schools in Chongwe District
Date
2011-12-13
Authors
Mutiti, Chabu Simon
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Abstract
The purpose of this study was to investigate the factors that contributed to poor
status of physical education in selected Basic schools in Chongwe District.
To obtain primary data, a questionnaire with open and closed ended items was
used. The observation method was also used to capture practices of teachers on
various aspects of physical education implementation. The use of qualitative
open-ended questions provided insights into teachers’ perceptions, attitudes and
practices as these were related to physical education in their schools.
The study drew information from 100 teachers from ten (10) basic schools in
Chongwe. The sample consisted of six (6) specialist teachers (teachers trained
to teach all subjects at lower and middle Basic Schools) and eighty four (84)
generalist teachers (teachers trained to teach PE only or PE and another subject
at upper basic or high schools) who were involved in the teaching of physical
education and sports. From each school either the Head or Deputy were included
in the sample. A purposeful sampling technique was used owing to a small
number of physical education sports teachers in schools.
The reviewed literature highlighted the difficulties involved in finding a common
understanding of physical education position in the school curriculum. The
definitions promoted by the academics were often distant from the practice of the
basic school teachers in this study.
The results of this study were:
(a) Teachers focused more on the areas of games and sports skills, and
organized sport than physical education. These were the areas in which teachers
generally felt efficient and were emphasized in their programmes.
(b) The data indicated that teachers’ perception of PE was influenced by many
factors. The identified major categories which contributed to both positive and
negative attitudes included curriculum, time allocation, physical education
teachers and subject status, curriculum implementation, physical education
teacher training programmes, facilities and equipment. The teachers generally
did not adopt a broader or more inclusive practice that would incorporate all
content strands of the PE syllabus and often excluded the content of strands of
gymnastics and dance from their programmes.
Arising from the findings of the study the following major recommendations were
made:
(a) The Ministry of Education should ensure that only well-qualified physical
educators should be involved in the delivery of physical education;
(b) The Ministry of Education should promote the distinctive role that physical
education plays in health promotion and overall development of the individual,
and create the balance of self-supportive communities in sports and,
(c) The Ministry of Education should implement the policy related to physical
education as a human right for all children, and as an indispensable component
of the right to education.
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Keywords
Educational Sociology--Study and teaching--Chongwe-Zambia , Physical education and training-Chongwe-Zambia