The purpose of this study was to assess the influence planning have on selected instructional behaviours of a group of student-interns across two teaching conditions, one planned and one unplanned. Eight physical education student-interns from the Department of health, Physical education, Recreation and Sports of University of Education, Winneba taught two 30-minute lessons to Senior High School and College of Education students. Lesson plans were developed for the first lesson (planned condition) but not the second (unplanned condition). All lessons were videotaped and employed in the data analyses. Three data collection instruments were used for the analysis of selected teaching behaviours: (a) an event recording instrument for coding teacher verbal feedback statements, (b) the Qualitative Dimensions of Lesson Introduction, Task Presentation, and Lesson Closure (QDITC) system and an interview. The results suggest that planning has a positive influence on student-interns' instructional behaviours. For teachers in training, it seems that planning is important to the employment of "effective" teaching behaviours in the interactive teaching environment.

While substantial literature exists on the knowledge, attitude and behaviour among athletes on hydration, little is known about these variables in the Ghanaian context. In view of this dearth in literature, this study investigated the knowledge, attitude and behaviour among College of Education (CoE) athletes on hydration within the context of the KAP Model Theory in the Volta Region of Ghana. The study utilized the cross-sectional descriptive survey design with quantitative approach where 103 CoE athletes were sampled using random sampling technique. After checking for validity and reliability, a structured questionnaire was used to collect data for the study which was analyzed using descriptive statistics such as frequency counts, percentages, mean, standard deviation and inferential (Pearson Moment Correlation, Independent samples t-test and One way between ANOVA) statistics. The findings of the study revealed that even though Volta Zone College of Education athletes had fair knowledge and attitude towards hydration, they exhibited good behaviour towards hydration. Besides, the findings further revealed that athletes' knowledge, attitude and behaviour towards hydration was not statistically significant as knowledge had weak association on attitude whereas attitude had a much weaker association with behaviour. Additionally, athletes' demographic variables such as age and gender did not significantly influence their knowledge, attitudes and behaviours towards hydration. Hence, the study identifies the need to recommend for new learning strategies for teacher trainees and athletes to improve their knowledge, attitudes, and practices with regards to hydration.

Questioning in teaching and learning environment is an effective way of encouraging learners to contribute to the subject matter. A lesson is incomplete without questioning learners or offering learners the opportunity to question the teacher. Teachers should engage learners in high-order questions that trigger critical thinking in teaching and learning environment. However, studies that focused on judging the quality of questions generated in classroom setting revealed that most classroom questions fell within lower-order of thinking (Caspari-Sadeghi et al., 2021;Momsen et al., 2010). Again, earlier study conducted by a group of psychologists revealed that over ninety-five percent (95%) of the questions learners encountered required them to think at the lowest possible level -the recall of information (Bloom et al., 1956). Based on Bloom's original work relating to cognitive levels of thinking, we conducted a descriptive analysis of the quality and frequency of questions administered in a lesson involving 38 students of a College of Education and one physical education teacher (intern of a University in Ghana). Specifically, we concentrated on classroom behaviours that related to the quality and frequency of questions asked in physical education (PE) classroom setting. From a video-recorded lesson, data on questioning behaviours of students and the teacher in a theory physical education class were collected via self-developed event recording instrument. An expert in research (senior university faculty) inspected and approved the instrument for collecting accurate data for the study. Data were descriptively analyzed and presented in tables and figures. Analysis of intra-observer results revealed that most of the classroom questions were lower-order questions that did not promote critical thinking among students. In order of magnitude (lowest level to highest level), questions asked by the teacher occurred at the level of knowledge, understanding, synthesis and evaluation. Findings also revealed that there was no question asked at the level of application and analysis by the teacher in the entire 35 minutes lesson. The study showed that students did not ask any question(s) in the entire duration of the lesson. We recommend that questions of various levels should form part of planning decisions of every teacher.

Often, children draw inspiration from teachers who participate in regular physical activity for health and wellbeing. In this study, we examined 1) teachers' self-rated participation level in physical activity and perception of the value of physical activity for enhancing health and wellbeing 2) teachers' gender and class level differences in participation of physical activity and perception of the value of physical activity for enhancing health and wellbeing and 3) the correlation between teacher participation in physical activity, perception of the value of physical activity and the frequency at which physical education lessons were taught. The study adopted a cross-sectional survey with a sample of 172 subjects out of estimated population of 300 in six randomly sampled educational circuits in the Volta Region, Ghana. Self-structured questionnaire was validated by means of expert opinion and was found dependable for data collection. Pre-data analyses were performed to screen and clean data from probable errors. Data analyses were performed using Statistical Package for Social Sciences (SPSS for Windows, Version 17). The study found that the extent to which most public primary school teachers participated in physical activity was generally low. To great extent, teachers perceived positively the value of physical activity for enhancing health and wellbeing. The study did not show statistically significant differences in gender and class level participation of teachers in regular physical activity and perceptions of the value of physical activity for enhancing health and wellbeing. Positive correlation was found between teachers' participation in regular physical activity and the frequency at which physical education lessons were taught in public primary schools.

Questioning is one of the pedagogical strategies that ensures that students appropriately engage in relevant activities in teaching and learning environment. Questioning plays a critical role in refreshing memories of learners on their previously acquired knowledge or in the acquisition of new knowledge while a lesson is in progress. Regular questioning of students is a good practice to help learners think for themselves instead of being "spoon-fed" by the teacher. However, over concentration on lower-order questions has a dire consequence on the thinking skills of students. In this study, we used a descriptive approach to examine proportions and rate per minute of questions that occurred in a theory physical education (PE) lesson. The study involved a class of 38 students of a College of Education and one teacher (intern) of a University in Ghana. The PE lesson was video-recorded. Self-developed event recording instrument was used to collect data on questioning behaviours of both the teacher and students. Data collection instrument was validated by an expert in research (senior university faculty). Descriptively, data were analysed and presented in tables and figures. Intra-observer results of classroom events relating to questioning behaviours of the teacher and students were evaluated. Findings revealed that the proportion of lower-order questions was generally larger than higher-order questions that occurred during the lesson. Findings also showed that a total of 36 questions were asked by the teacher during the 35 minutes interaction. Specifically, the rate per minute of questions asked by the teacher at various question levels was 0.38 for knowledge, 0.35 for understanding, 0.2 for synthesis, 0.25 for evaluation, and zero for application and analysis questions. No question was asked by any of the students in the entire 35 lesson duration. We recommend that teachers should make conscious efforts to create opportunities for learners to ask questions in every teaching and learning environment.