physical education Curriculum in Sudanese High Secondary (original) (raw)
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The Current Status of Physical Education Curriculum at high schools In Sudan
In this study we investigate the current status of physical education Curriculum in Sudanese High Secondary schools. The main tools for collecting data in this research are analyzing educational polices, Questionnaires and Interviews. Our questionnaire form contains 5 parts for our most important 18 items, and the sample size are 60 forms. The Cranach alpha coefficient for identification equals to 0.8570 which confirms the stability of resolution and suitability for use. The Statistical Software (SPSS) also used for analyzing our questionnaire data. We found that the main problem facing physical education and sport activities in Sudanese High Secondary schools is the absence of the special physical educations curriculum. In addition to that, the shortage in the textbook of physical education, and the scarcity of the physical education teachers at high schools.
Journal of Tourism, Hospitality and Sports
Introduction: Physical education can contribute to the goals of education in many significance ways. First physical education makes a unique contribution to the development of the total person. It is the only area of the school curriculum that promotes the development in the psychomotor domain. Second a quality physical education program enhances the health and wellbeing of students. Students who are healthy can learn more effectively, have more energy to expend on educational tasks. One of the main objectives of a physical education program is to advance the general well-being of each student (Wuest and Bucher, 1995). Methods: The objective of this study to assess the current status, challenges and the future prospects of physical education in the secondary schools of North Wollo zone. The sample consisted of 350 students and 7 physical education teachers drawn from three preparatory schools. The research methodology employed in the study was a descriptive survey. Questionnaires were the major data gathering instruments used in the study. Interview and observation were supportive data gathering instruments. Results: The results showed that students participation level and attitude towards physical education were low: high participation in physical education class and in different sport activities (97.35%), highly like to learn physical education class (21.17 %), high attitude towards physical education (13.23 %). Regarding to physical education curriculum: disagree on the existing curriculum of physical education satisfy needs of students (56.76 %), disagree on the contents of physical education can make you actively participate (57.35 %), instructional materials and facilities were adequate(strongly disagree, 52.64 %), the allotted time to physical education was not enough, physical education was not considered as basic subject. Conclusion: The findings show that students' level of participation in physical education and in different sports and their attitude towards physical education was low in under study area. Instructional materials and facilities are the major factors for quality physical education in school. Moreover, it has been found that these ingredients were inadequately available in the schools under study. School facilities such as different play grounds, water to wash, different balls and different sport equipment were found to be insufficient.
Ghana's New Physical Education Curriculum for Primary Schools: An Analysis and Future Directions
Canadian Journal of Educational and Social Studies, 2023
Ghana launched a new physical education curriculum for primary schools in 2019 as part of its educational reforms at the pre-tertiary level. We analyzed the new curriculum in terms of its philosophy and curriculum organization. The strengths of the new curriculum included its comprehensive nature, alignment with the national content standards, and its interdisciplinary learning approach. Two main challenges facing the new curriculum are a lack of teacher support and teacher education. Inservice classroom teachers lacked technical support, teaching-learning resources, and training to implement the curriculum. Teacher education programs at the universities lacked programs or courses that focused on early childhood or primary physical education content and methodologies. In addition to senior high school content, universities need to offer programs and/or courses that focus on early childhood and/or primary physical education. Also, colleges of education should offer specialism physical education programs for kindergarten, primary, and junior high schools to ensure efficient use of manpower and resources.
The aim of this study is to assess the impact of the curriculum of physical education on the physical, kinetic, physiological, and skill variables of the Northern Badia Eastern students. A study of all the teachers of physical education at the basic stage of the Directorate of Education of the brigade Northern Badia East schools was carried out. Due to the small size of the study population, a total of 181 teachers who teaches physical education were used for the purpose of this study. The researcher uses a questionnaire for the purpose of data collection. The questionnaire consists of two parts. The first include personal information about the members of the study, such as gender, educational qualification, and experience. The second consists of 10 phrases. After data collection and discharged, it was processed using suitable descriptive statistical and analytical methods. The study showed the results to assess the impact of physical education curriculum on the physical and motor skills. In addition, the results show the physiological variables at the north-eastern desert students (medium), where the mean was the responses of the study sample (3.53: 5.00). The existence of differences is statistically attributed to the variable gender in favor of females. Also, the differences are attributable to the qualification variable in favor of less than BA category. Finally, the researcher recommended a number of recommendations due to the lack of differences attributable to variable experience, and in light of the results of this study.
Situational analysis of physical education among public primary schools in Côte d'Ivoire
2021
Situational analysis of physical education among public primary schools in Côte d'Ivoire Background. Physical activity is known to improve health and cognitive function in children. Yet, in Côte d'Ivoire, physical education (PE) receives little attention in the current school curricula due to insufficient time allocation, lack of fresh-up training for teachers, as well as insufficient governmental financial contribution towards school infrastructure, materials and sport facilities. Objective. In the frame of the implementation of a randomized-controlled trial, in which we will examine the effects of a school-based physical activity and multimicronutrient supplementation intervention on primary school children in Côte d'Ivoire, we carried out a situational analyses of PE in eight randomly selected public primary schools in Taabo, Côte d'Ivoire, from November 2019 to March 2020 in advance. Methods. First, the study comprised a systematic observation of the school environment. Second, guided interviews were conducted with the Inspection of the Ministry of National Education of Taabo, and the general inspectorate of national education in charge of PE and sport at Abidjan. The primary focus in these interviews was placed on primary school organization, training of teachers, time allocated to PE in the official schedule, as well as monitoring and evaluation of the PE curriculum. Third, eight focus group discussions (FGDs) were conducted with 40 teachers and 8 school principals focusing on the PE program, teacher`s perception and motivation towards teaching PA. Fourth, we carried out cost analysis to estimate the required financial resources for basic school infrastructure (sport fields), teacher salary and consumables, sport materials and equipment, which are required to meet minimal standards for implementing quality PE at public primary schools in rural Côte d'Ivoire. Last, we implemented a participatory dialog with an educational inspector, school teachers and principals to improve the situation of PE in Taabo. FGD transcriptions were transferred to MAXQDA for analysis. Results. In line with the national curricula, teachers perceive PE to be important for children's motor and social learning. Despite this importance, PE remains a neglected school subject. The main reasons stated were (i) significant reduction of PE lessons per week in favour of academic subjects, (ii) lack of training, (iii) insufficient sports facilities and equipment, and (iv) absence of an evaluation guideline on how to grade a child`s PE performance. Our financial appraisal reveals that a minimum investment of FCFA 2'710'000 (~ US $ 5'000) per school is needed to establish a basic infrastructure at each school and to empower teachers to conduct standardised and quality PE in this area. Discussion. The promotion of PE is currently not a key educational target in Côte d'Ivoire. Thus, the neglected importance at national level perpetuates the marginalized status of PE. Overall, teachers claim that the lack of support in a setting without proper facilities, equipment, and personal skills hampers their motivation to implement PE. Conclusion. In order to initiate a change to the current situation, evidence on the overall health benefits and academic performance of regular physical activity among primary school children is urgently needed to highlight the importance of this neglected school subject to education authorities
2006
The purpose of this comparative study was to describe and compare the physical education curriculum among Iran and some selected countries, with the aim of providing information for developing a physical education curriculum. For this purpose, sixteen countries or one of their provinces from all continents of the world were selected according to their availability of their curriculum to the researcher. Countries consisted of china, Japan, Turkey, Saudi Arabia, Germany, England, France, Russia, Egypt, Nigeria, Sought Africa, Canada, United States, Brazilin, and Australia. Six variables of Kline's (1991) curriculum components including: educational goals, contents, time, place, resources, and evaluation method and three variables of educational components including: educational approaches, curriculum evaluation, and the teacher for physical education were studied. Descriptive and comparative analysis of data showed that each of the countries under study in this research accept dif...
2021
M.Phil. (Sport Science)Abstract: South Africa and its educational system had to move on from the inequalities that were formed during the apartheid system. In order for this to take place, the National Curriculum Statement (NCS) was developed and Life Orientation (LO) formed part of this statement. However, according to the Curriculum Assessment Policy Statement (CAPS), LO in the Intermediate Phase is known as Life Skills (LS) and there are only four outcomes. Physical Education (PE) is seen as one of the outcomes of LS and one of the major outcomes that promote health in schools. This research investigated the current state and status to determine whether there is a gap within the delivery of PE in the intermediate schooling phase (Grade 4-6). All learners require a holistic developmental approach in accordance with their health and the development of their cognitive, social, psychomotor, affective and physical domains. The aim of PE is therefore to address this development through...
Physical education is one of the key knowledge that could contribute to optimal health, wellness, physical fitness and boost academic performance. This study investigated the impact of physical education on academic performance of primary school pupils in Southwest Nigeria. The instrument used for data collection was a structured questionnaire and a sample of 1006 pupils was randomly selected from the six states in Southwest Nigeria.