Physical activities, resources and challenges in implementation of physical education programme among public primary schools in Kampala Uganda

(1) Ismail Asiimwe Mail (Federation of Uganda Football Associations (FUFA), Kampala, Uganda)
(2) J.F Babalola Mail (Pan African Institute of Life and Earth Sciences, University of Ibadan, Ibadan, Nigeria)
(3) * Shallon Atuhaire Mail (Cavendish University, Uganda)
*corresponding author

Abstract


Physical activities among young people provide an opportunity to develop the values, and skills for an active lifestyle and high self-esteem. Physical Education as one of the subjects in schools covers this essential role, although its’ provision mostly in the developing world has declined in many countries. This study assessed the physical activities, resources, and challenges in the implementation of Physical Education program among public primary schools in Kampala, Uganda. It was a descriptive survey design employing a semi-structured questionnaire to collect data among teachers and headteachers. Data were analyzed using frequencies, and Pearson product-moment correlation was determined at 0.05 level of significance. Findings reveal availability of facilities (r=0.374), trained personnel (r=0.654), equipment (r=0.529) and school enrolment (r=0.622) having a significant relationship with implementation of PE program. Traditional games, athletics, and ball games were the main activities. Insufficient resources and less value attached to these activities remain the major challenges. Resource allocation and sensitization on the value of physical education could enhance the implementation of the physical education program in public schools.

Keywords


Physical Education; Physical Education Programmes; Public Primary Schools

   

DOI

https://doi.org/10.31763/ijele.v3i2.193
      

Article metrics

10.31763/ijele.v3i2.193 Abstract views : 2201 | PDF views : 675

   

Cite

   

Full Text

Download

References


[1] D. R. Taber, J. F. Chriqui, F. M. Perna, L. M. Powell, S. J. Slater, and F. J. Chaloupka, “Association between state physical education (PE) requirements and PE participation, physical activity, and body mass index change,” Prev. Med. (Baltim)., vol. 57, no. 5, pp. 629–633, Nov. 2013, doi: 10.1016/j.ypmed.2013.08.018.

[2] I. Renshaw, J. Y. Chow, K. Davids, and J. Hammond, “A constraints-led perspective to understanding skill acquisition and game play: a basis for integration of motor learning theory and physical education praxis?,” Phys. Educ. Sport Pedagog., vol. 15, no. 2, pp. 117–137, Apr. 2010, doi: 10.1080/17408980902791586.

[3] I. Beutler, “Sport serving development and peace: Achieving the goals of the United Nations through sport,” Sport Soc., vol. 11, no. 4, pp. 359–369, Jul. 2008, doi: 10.1080/17430430802019227.

[4] J. Guan, P. Xiang, R. McBride, and A. Bruene, “Achievement Goals, Social Goals, and Students’ Reported Persistence and Effort in High School Physical Education,” J. Teach. Phys. Educ., vol. 25, no. 1, pp. 58–74, Jan. 2006, doi: 10.1123/jtpe.25.1.58.

[5] R. Guthold et al., “Physical activity in 22 African countries: results from the World Health Organization STEPwise approach to chronic disease risk factor surveillance,” Am. J. Prev. Med., vol. 41, no. 1, pp. 52–60, Jul. 2011, doi: 10.1016/j.amepre.2011.03.008.

[6] H. Tian, D. du Toit, and A. L. Toriola, “The effects of an enhanced quality Physical Education program on the physical activity levels of Grade 7 learners in Potchefstroom, South Africa,” Phys. Educ. Sport Pedagog., vol. 22, no. 1, pp. 35–50, Jan. 2017, doi: 10.1080/17408989.2015.1072509.

[7] K. Hardman, “The Situation of Physical Education in Schools: A European Perspective,” Hum. Mov., vol. 9, no. 1, Jan. 2008, doi: 10.2478/v10038-008-0001-z.

[8] L. Amusa and A. Toriola, “The changing phases of Physical education in Africa: Can a uniquely African model emerge?,” African J. Phys. Heal. Educ. Recreat. Danc., vol. 16, no. 4, pp. 666–680, Dec. 2013, doi: 10.4314/ajpherd.v16i4.64095.

[9] J. Marshall and K. Hardman, “The State and Status of Physical Education in Schools in International Context,” Eur. Phys. Educ. Rev., vol. 6, no. 3, pp. 203–229, Oct. 2000, doi: 10.1177/1356336X000063001.

[10] K. Saito and T. Shiraishi, “Lesson Study in Uganda and Peru: The role of physical education Lesson Study in international educational cooperation,” in Lesson Study-based Teacher Education, Routledge, 2021, pp. 171–179. doi: 10.4324/9781003036852-11

[11] S. S. B. Kasoma, “Uganda. In Comparative Sport Development,” New York: Springer, 2013, pp. 269–280. doi: 10.1007/978-1-4614-8905-4_20

[12] M. Madadi and H. Iranmanesh, “A management oriented approach to reduce a project duration and its risk (variability),” Eur. J. Oper. Res., vol. 219, no. 3, pp. 751–761, Jun. 2012, doi: 10.1016/j.ejor.2012.01.006.

[13] K. Heilbrun, M. L. O’Neill, T. N. Stevens, L. K. Strohman, Q. Bowman, and Y.-W. Lo, “Assessing normative approaches to communicating violence risk: a national survey of psychologists,” Behav. Sci. Law, vol. 22, no. 2, pp. 187–196, Mar. 2004, doi: 10.1002/bsl.570.

[14] H. Sancar Tokmak, H. M. Baturay, and P. Fadde, “Applying the context, input, process, product evaluation model for evaluation, research, and redesign of an online master’s program,” Int. Rev. Res. Open Distrib. Learn., vol. 14, no. 3, p. 273, Jul. 2013, doi: 10.19173/irrodl.v14i3.1485.

[15] R. V. Krejcie and D. W. Morgan, “Determining Sample Size for Research Activities,” Educ. Psychol. Meas., vol. 30, no. 3, pp. 607–610, Sep. 1970, doi: 10.1177/001316447003000308.

[16] B. Marshall, P. Cardon, A. Poddar, and R. Fontenot, “Does Sample Size Matter in Qualitative Research?: A Review of Qualitative Interviews in is Research,” J. Comput. Inf. Syst., vol. 54, no. 1, pp. 11–22, Sep. 2013, doi: 10.1080/08874417.2013.11645667.

[17] Z. Dörnyei and K. Csizér, “How to Design and Analyze Surveys in Second Language Acquisition Research,” in Research Methods in Second Language Acquisition, Chichester, UK: John Wiley & Sons, Ltd, 2012, pp. 74–94. doi: 10.1002/9781444347340.ch5

[18] E. F. Novita Sari, “Parenting and Fundamental Movement Skills,” Asian Soc. Sci., vol. 10, no. 5, Feb. 2014, doi: 10.5539/ass.v10n5p22.

[19] F. Trudeau and R. J. Shephard, “Contribution of School Program to Physical Activity Levels and Attitudes in Children and Adults,” Sport. Med., vol. 35, no. 2, pp. 89–105, 2005, doi: 10.2165/00007256-200535020-00001.

[20] Q. Pu, “Analysis of Social Factors in the Emergence of Educational Sociology,” Chinese Educ. Soc., vol. 34, no. 6, pp. 8–25, Nov. 2001, doi: 10.2753/CED1061-193234068.

[21] V. K. Wawire, “Factors that influence the quality and relevance of Early Childhood Education in Kenya: Multiple case studies of Nairobi and Machakos Districts.” Kenyatta University, 2006, available at: Google Scholar.

[22] M. P. Kariuki, “Attitude and practice of primary school pupils, teachers and head teachers in physical education in Kiambu county, Kenya.” Kenyatta University, 2017, available at: Google Scholar.

[23] J. Quay, “The challenges of teaching physical education: Juxtaposing the experiences of physical education teachers in Kenya and Victoria (Australia),” African J. Phys. Heal. Educ. Recreat. Danc., vol. 20, no. 22, pp. 745–754, 2014. doi: 10.17006/kjapa.2014.22.4.1

[24] C. N. Rasberry et al., “The association between school-based physical activity, including physical education, and academic performance: A systematic review of the literature,” Prev. Med. (Baltim)., vol. 52, pp. S10–S20, Jun. 2011, doi: 10.1016/j.ypmed.2011.01.027.

[25] J. Ng’asike, “Teachers’ use of play as a medium of bridging pre-school children’s mathematic experiences: A case study of Kasarani Division, Nairobi,” 2004, available at: Google Scholar.


Refbacks

  • There are currently no refbacks.


Copyright (c) 2021 Ismail Asiimwe, J.F Babalola, Shallon Atuhaire

Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

International Journal of Education and Learning
ISSN 2684-9240
Published by Association for Scientific Computing Electronics and Engineering (ASCEE)
W : http://pubs2.ascee.org/index.php/ijele
E : zalik@ascee.org


View IJELE Stats


Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.