Physical Education Implementation in Secondary Schools a Challenge to Teachers and Learners: A Case of Serenje District, Central Province-Zambia
Abstract:
This study investigated
what the Implementation of physical education brought to PE teachers and
learners in secondary schools of Serenje district, Central province- Zambia. A
case study design was adopted.
The sample was chosen purposefully and consisted
110 respondents to which 32 were PE teachers, 6 Head teachers, 6 Heads of
department for expressive Arts (PE) and 6 Heads of section for expressive Arts.
Others were 60 pupils (30 boys and 30 girls) from secondary schools of Serenje
district. The
quantitative and qualitative designs were used to gather information from PE
teachers, administrators and pupils. Semi-structured interviews and focus group
discussions were the main research instruments. Data was gathered through focused group discussions for learners,
while semi-structured interviews were conducted for teachers and administrators. The Statistical Package for Social Science
(SPSS-version16) was used to analyse quantitative data. The analysis involved
frequencies and percentages of particular responses which were presented by
using pie charts and bar-charts. The
qualitative data was analysed manually. The
findings of the study were that; less
PE time was allocated, use of PE class time for remedial work was dedicated to
such subjects like Science, Mathematics and English, and there was generally
negative attitude among other teachers and administrators towards PE subject.
In this regard, PE teachers had to continually provide justification for the
existence of their subject and plead for actual control of the time they were
allocated.
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