The present study examines the perception of senior high school (SHS) students on the coronavirus and the use of masks to prevent the disease. Semi-structured interviews were employed as a form of data collection with purposively sampled twenty-four (24) senior high school students comprising twelve (12) males and twelve (12) females aged sixteen to nineteen (16-19) years. Thematic analysis was used in analysing the qualitative data gathered. Six (6) themes emerged that centered around SHS students' perception of the coronavirus, wearing of masks, health effects and other general ideas on the pandemic. The main themes were the mode of spread, symptoms, prevention, reasons for wearing masks, the health effects of wearing masks and other issues. The findings were discussed in line with recent literature and recommendations have been made to the stakeholders for policy direction. In sum, the students usually follow the safety protocols instituted by the World Health Organisation (WHO) and the government to stay alive and protected as they are aware of the adverse effects of contracting the disease which include death and liver damage when one even recovers.

Despite the use of drugs among amateur athletes linked to inadvertent doping, there is a gap in the literature about other factors that prompted doping behaviour. The present study examined if eligibility to participate in sports competitions is the main cause of doping among young athletes in Ghana. To achieve this, an interpretative qualitative research design approach was adopted. Purposive and snowballing sampling techniques were employed to recruit 10 former basic school student-athletes who admitted to using drugs to participate in school competitions. Semi-structured interviews were the instruments used to collect the data to answer the research questions. Thematic analysis was employed after the data have been transcribed verbatim. The findings of the study revealed that students take performance-enhancing drugs to “become eligible to participate in the competitions”, “to improve stamina”, and “gives them extra energy to perform without getting tired”. Again, it was found that the former student-athletes were unaware of the effects of taking the drugs. The study further exposed some effects of performance-enhancing drugs which included addictiveness and physiological health challenges on the individual. The study recommends that stakeholders should educate minnows on the adverse effects of taking drugs without a doctor’s prescription. Again, age should be used when organising competitions for student-athletes at the basic school level rather than weight, height and facial description.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0025/a.php" alt="Hit counter" /></p>

Challenges and Enjoyment of Physical Education Tutors atColleges of Education in Ghana IntroductionThe term 'physical education' explains the motivation, confidence, physical competence, understanding and knowledge that individuals develop to uphold physical activity at an acceptable level during their life. Physical education encompasses far more than organised sporting activities, offering instead a broader conception of physical activity, unconnected to capability. By the use of particular pedagogies and the acceptance of new methods of thinking, physical education promises more accurate models of physical capability and physical activity for a broader population, creating avenues for everybody to become energetic and inspired participants (Whitehead, 2010). Therefore, Physical education is an important component of the educational and instructional processes, especially in today's world, in which high values are placed on physical education because of its numerous positive impacts on the life of the individuals.However, PE is considered as one of the courses that teachers encounter a myriad of challenges in its effective delivery in many countries (Hardman, 2009). These challenges range from reduction in curriculum time to technical knowledge of the teachers, inadequate facilities and supplies to perception of other teachers, students and parents (Nyakweba, 2005).Notwithstanding, Van Deventer (2005) argued that the challenges facing PE globally are not limited to only the well-established curriculum issues but also, the politics surrounding the curriculum development and implementation. This promoted Hardman (2009) to develop seven themes to better understand the nature of these challenges across the education systems in different cultures:• The state of PE in schools: this theme comprises ways the government and policy frameworks support the presence and conduct of PE. • Allocation of time for PE: this is the time allocated for the teaching of PE to other subjects.