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بخشی از مقاله انگلیسیعنوان انگلیسی:Challenges Faced by Principals in Implementing Physical Education in Public Secondary Schools in Githunguri District~~en~~

Abstract

The purpose of the study was to establish the challenges faced by principals in implementing Physical Education in public secondary schools in Githunguri district. This study covered the following objectives; to find out the curriculum coverage, availability of trained personnel, status of facilities and the attitude of teachers and students towards Physical Education. The study adopted survey design and was guided by curriculum theory. The study targeted 30 principals, 180 Physical Education teachers and 720 students of the form 2 and 3 classes in the 30 public secondary schools in Githunguri district. The study randomly sampled 30% of the 30 schools. Purposive sampling technique was used to sample the 54 Physical Education teachers and 72 students. The study sampled 30% of the teacher and 10% of the student. This resulted to 9 principals, 54 Physical Education teachers and 72 students. Questionnaires for the students and interview schedules for the principals and teachers were used for data collection. Validity of the research instruments was ensured by discussing with the supervisor and colleagues. Reliability was ensured by undertaking a pre-test and calculating the Cronbach coefficient. The research utilized descriptive statistics and presented them in tables and graphs. The study found that there is no enough time provided for Physical Education. Physical Education is not adequately staffed and there are no facilities in school for Physical Education. The condition of the available facilities is poor. The attitude of the majority of Physical Education teachers towards the lesson is negative. The principals should be sensitized on the importance of Physical Education to understand their role in the implementation of the Physical Education curriculum. Every school should be mandated to provide the necessary facilities needed for Physical Education curriculum. Research findings may enable the Ministry of Education in development of Physical Education curriculum and to identify challenges facing its implementation in secondary. Academia also benefit from the study as basis for further study.

Background of the Study

Physical Education is the process by which changes in the individual are bought about through movements’ experiences according to (Brooker, 2006). Physical Education aims not only at physical development but is also concerned with education of the whole person through physical activities. Physical Education (P.E.) is a course taken during primary and secondary education that encourages psychomotor learning in a play or movement exploration setting in Kenya as asserted by (Arnold, 2000). This therefore illustrates how important the Physical Education is to the students. In order for them to improve their psychomotor, they need to exercise through playing or participate in games. It is crucial to health, fitness and well-being. It builds strength, maintains mobility, and challenges body and mind. It provides a foundation for active living and, at its best fosters interests which continue for a lifetime asserts (Pangrazi, 2007). Concerns have been raised concerning fitness and participation in physical activities of young children.

High schools students reported a dramatic rise in childhood obesity amongst both boys and girls in Scotland. The Surgeon General’s Report in United States Department of Health and Human Services, 1996 demonstrated a clear link between inactivity levels and health problems in children and youth, government bodies and health promoters have developed many initiatives to improve young people’s health and fitness. Ministries of Education, driven by concerns for young people’s health and fitness, have developed new P.E. curricula in most Canadian provinces asserts (Luke, 2000). In the fall 1999, Nova Scotia released a new PE curriculum for grades 7 – ۹, midway through a four-year phase-in period of new P.E. curricula for all grade levels says (Penney, 2001). The goal of this curriculum was to enable students to become physically educated persons “who lead physically active lifestyles” says (Krouscas, 2009). It defines objectives on several levels from general “essential graduated learnings” to specific outcomes for each grade level, in each movement category. The curriculum presents five movement categories: active living, outdoor activities, sport experience, dance, and educational gymnastics.

In the United States, most schools do not even meet the minimum recommendations for physical activity of 50 to 200 minutes a week, according to a 1997 National Association for Sport and Physical Education survey according to (Bunker, & Thorpe, 2007). Even if the kids have a regular Physical Education class they may not be getting any real exercise. In some schools PE class was just another period of recess. Budget cuts and lack of teacher training is really a problem. The percentage of youngsters who are overweight has more than doubled in the past 30 years.

According to Ongong’a, Okwara & Okello (2010) in their study on sports and secondary schools in Kenya revealed that in the Kenyan curriculum, Physical Education is included formally in the timetable and is allocated one period of forty minutes in the lower secondary section form 1 and 2 and two periods in the upper secondary section form 3 and form 4. Less formally, every school is expected to have a games department and a games teacher. In addition, the authors observed that the government of Kenya made Physical Education compulsory and examinable at school level in 2002. However, despite the effort of the government and Physical Education being integrated in the school’s curriculum, the study revealed that there is little emphasis and impact of Physical Education in schools.

Physical education (PE) was introduced to Kenya by colonial administrators, settlers, teachers and Christian missionaries during the colonial period. Much emphasis was placed on military drills and activities which were performed in regimented movements and perhaps the most striking element of the pre-independence PE was the lack of relevance to indigenous culture and traditions (Wamukoya, 1994., & Nteere, 1982). After independence, PE was envisaged as contributing to healthier lifestyle, building inter-group relations and fostering integration. Amid various education commissions and changes in the education system in Kenya, PE continues to be regarded as a subject that offers no opportunity for advancement both within and outside the formal education structure (Wamukoya, 1994).

According to (Ongong’a, 2010) “Lack of policies for national PE; programme is elaborated but not totally carried out (and is in) need of some changes, it is not updated; Directors in PE are not specialists; government contributions are not enough; lack of infrastructure; lack of materials, resources, facilities and maintenance: there is not the appropriate environment for teaching; lack of time for teaching – the time assigned in the curriculum is too short to reach the objectives;; (there is) a national policy (but) the government does not take care of it; there are laws but they are not followed…” The commission recommends that PE be taught in all schools and some survival skills such as self-defense, fire drills, road safety and, where applicable, live saving in swimming be incorporated in PE in order to make the subject more appealing and meaningful (Koech, 1999).

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