ABSTRACT
The purpose of this study was to ascertain the adequacy of teaching resources for the implementation of Physical Education curriculum in public secondary schools in Kisii County. The study aimed at establishing the extent of adequacy of indoor and outdoor facilities, equipment and apparatus, trained PE teachers, textbooks and related reference materials, time allocated for teaching PE and maintenance of facilities and extent of implementation of the PE curriculum in public secondary schools in Kisii County. The study adopted the descriptive survey design. Stratified random sampling procedures were used to attain a sample of 76 head teachers and 76 Physical Education teachers in the 317 public secondary schools in the county. A questionnaire and an observation check list were used to collect the data from the respondents. The response rate was 91% with 70 head teachers and 68 PE teachers responding. The SPSS version 22 was used to analyze the quantitative data where frequencies, charts, graphs and percentages were used to present the data. One way ANOVA was used in testing of the hypotheses. On the adequacy of physical facilities and equipment the study revealed that all the schools had facilities for soccer, volleyball, netball and track athletics though they were inadequate. All the schools did not have adequate indoor facilities and none of the schools had a swimming pool. On the adequacy of teachers, 81% of the respondents indicated that the number of PE teachers was inadequate while 69% of the respondents indicated that time allocated for PE was inadequate. On the availability of textbooks and reference materials 80% of the respondents indicated that there were no textbooks and reference materials for teaching PE. The study recommends that the National government and the Kisii County government in partnership with parents and non- governmental organizations should partner to provide enough facilities and equipment to public secondary schools in the County for teaching and learning of PE. TSC should also employ more trained teachers to teach Physical Education in public secondary schools. The study finally recommends that PE should be made an examinable subject at KCSE as that is the only way to make all stake holders take the subject seriously.
CHAPTER ONE: INTRODUCTION
Background to the Study
Medical and other scientific evidence has made a strong case for the inclusion of Physical Education (PE) as an essential subject in the school curriculum. This is based on the premise that PE lays a strong foundation for the people to engage in lifelong regular physical activities (NASPE, 2010). The American Alliance for Health Physical Education Recreation and Dance (AAHPHERD, 2013) lists several benefits for students from a well-planned and implemented PE programme in schools. The benefits include improved physical fitness, skill development, increased self-discipline, improved judgment, stress reduction, strengthened peer relationships, improved self- confidence, self-esteem, experience in setting goals and general improvement in academic performance (AAHPHERD, 2013; EACEA, 2013).
The importance of PE in school curriculum is underscored in the United Nations Educational Scientific and Cultural Organization (UNESCO) Charter for Physical Education and Sport of 1978 where PE was declared a “Fundamental Right” to be guaranteed within education systems through provision of opportunities for practice. Article two (2) of the same Charter calls upon national agencies to promote and foster PE in order to establish a balance that will strengthen the link between physical activities and other elements of education. The distinctiveness of PE with its unique characteristics are further summed up in the November 2007 European Parliament’s Resolution on the Role of Sport in Education (2007/20086N1). The preamble to their resolution attests to PE as the only school subject which seeks to prepare children for a healthy lifestyle and focuses on their overall physical and mental environment as well
as inculcating important social values such as fairness, self-discipline, solidarity, team spirit, tolerance and fair play and when combined with sport is deemed to be among the most important tools of social integration (Chin M.K & Edginton, 2014).
Professionals worldwide have addressed issues related to PE and health over the last decades by highlighting the unique benefits of movement and physical activity for the overall development of children and youth. Many international surveys have been conducted, world summits organized by the International Council of Sport, Science and Physical Education (ICSSPE) held in 1999, 2005 and world conferences of Ministers and senior officials responsible for sport (MINEPS) were held in 1976, 1988, 1999, 2004 and 2013 under the auspices of UNESCO and all of them affirmed that PE was central to laying foundation for a healthy lifestyle for children and youth (Chin et al., 2013).
Reports from World Health Organization (WHO, 2010) show that physical inactivity, overweight and obesity are classified as 4th and 5th leading causes of global mortality and two of the greatest health challenges and determinants for various chronic diseases (WHO, 2010). Participation in PE has been shown to have immediate and long term benefits for children and youth hence need for PE to be taught in secondary schools (Ginsburg, 2010). PE and exercise has been shown to improve health and reduce the risks of developing several diseases like type 2 diabetes, cancer and cardiovascular diseases (WHO, 2010). The global physical activity guidelines by WHO recommend that children and youth of between 5 to 17 years of age accumulate an average of at least 60 minutes of daily moderate to vigorous physical activity in order to improve and
maintain a healthy cardio-respiratory, fitness and body composition profile (WHO, 2010). For this to be achieved, WHO advocates for school-based education in the promotion of physical activity among children and adolescents with a view to eliminate the risk factors for chronic diseases later in life (WHO, 2010).
Through PE, schools have a unique opportunity to develop and maintain healthy behavior in young people and establish the foundation for their lifelong participation in regular physical activity (EACEA, 2013). Schools provide many opportunities for young people to engage in vigorous activity and are therefore better placed amongst societal institutions to motivate young people to lead active lifestyles (Bunker & Thorpe, 2007). This is because it is in schools where children are introduced to PE and sport in a formal setting and with a curriculum to guide such exposure and it is where children spend most of their active time (Macfyden & Bails, 2002; NASPE, 2010).
PE has been one of the subjects in Kenya’s education system since colonial times (Nteere, 1982). Formal Physical Education on the timetable of secondary schools is a recent phenomenon; most schools head-teachers did not find time for PE in school timetables until 1980 when there was a presidential decree that made PE compulsory in all secondary schools in Kenya (Nteere, 1982). In 1986, a new system of Education that is the “8-4-4” was introduced to ensure that graduates had the necessary technical and vocational skills for them to be self-reliant upon completion of school. In this new education system PE was retained as one of the mandatory but non-examinable subjects. The PE syllabus was also revised and PE was allocated one more lesson in forms three and four. PE was described as an integral part of the education process within and outside the learning institutions reinforcing the contribution of subjects like music, drama, dance and visual arts as well as literature, science and humanities (KIE,
2002). The overall aim of the PE course was to enable learners acquire skills for fitness, good health, growth and development, character formation, proper use of leisure time, acquisition of life skills and enjoyment. These were to be reviewed continuously and periodically to reflect the extent to which each learner achieved the objectives and outcomes of the syllabus (KIE, 2002).
