Barriers to Providing Quality Physical Education in Primary Schools in Ghana

Sofo, Seidu; Asola, Eugene F.

doi:10.9790/6737-03034548

Cited by 5 publications

(9 citation statements)

References 13 publications

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“…TTs reported similar levels of motivation to learn PE and CS, downplaying the general perception that physical education is not an important subject. This is consistent with a sample of Ghanaian inservice classroom teachers' assertion that PE was an important school subject (Sofo & Asola, 2016).…”

Section: Discussionsupporting

confidence: 87%

“…İn Ghana, lack of resources, time, and inadequate training are major barriers to teaching physical education (Ammah & Kwaw, 2005;Sofo & Asola, 2016). School support for PE is important for the effective implementation of the subject, consistent with Morgan and Hansen (2007) and Sofo and Asola (2016) findings. Ammah and Kwaw (2005) described classroom non-specialists teaching PE as lacking professionalism and having a limited grasp of the subject.…”

Section: Introductionmentioning

confidence: 81%

“…Ammah and Kwaw (2005) described classroom non-specialists teaching PE as lacking professionalism and having a limited grasp of the subject. In another study, a sample of Ghanaian primary school teachers reported lack of resources, lack of class time for PE, lack of support from other teachers, and inadequate PE training as major barriers to providing quality PE (Sofo & Asola, 2016). İn a third study, Feddy (1998) examined the perceived psychosocial outcomes derived from participation in physical education taught by Ghanaian classroom teachers and by specialist physical education teachers.…”

Section: Introductionmentioning

confidence: 99%

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Ghanaian Classroom Teacher Trainees’ Perceived Competence and Intrinsic Motivation in Physical Education

Sofo

Asola

Thompson

2021

International Journal of Educational Technology and Learning

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Primary school teachers in Ghana are non-specialists but are required to teach physical education (PE) in addition to the regular subjects taught in primary classrooms (CS). Using a Self-Determination Theory, this study examined classroom teacher trainees' (TT) perceived competence and intrinsic motivation in learning to teach PE. In addition, the study compared TTs' competence and motivation in PE and CS. Participants included a purposive sample of 190 from two colleges of education in Ghana. They completed modified forms of the Perceived Competence Scale (PCS) and the Intrinsic Motivation (IM) subscale of the Perceived Locus of Causality once. Descriptive statistics showed most TTs had moderate to high levels of competence and intrinsic motivation both in PE and CS. Independent Samples t-Test and One-Way ANOVA analyses indicated significant gender and grade level differences for PCS in PE. A Paired-Samples t-Test analysis indicated TTs' PCS mean score was significantly higher in CS than that in PE. However, TTs' motivation in PE and CS were similar. The classroom teacher trainees in this study perceived themselves to be less competent in PE than in non-PE contents (CS), even though their levels of motivation to learn to teach in both contexts were similar. This is consistent with extant literature that teachers in Ghanaian primary schools are not adequately prepared to teach PE. The development of children's PE programs in the country's teacher education institutions is warranted.

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Section: Discussionsupporting

confidence: 87%

Section: Introductionmentioning

confidence: 81%

Section: Introductionmentioning

confidence: 99%

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Ghanaian Classroom Teacher Trainees’ Perceived Competence and Intrinsic Motivation in Physical Education

Sofo

Asola

Thompson

2021

International Journal of Educational Technology and Learning

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“…Teachers believe in the benefits of physical education but would rather teach other subjects due to a lack of confidence, time and equipment [9]. Another research show that major barriers to teaching physical education: lack of resources such as teacher's guide, lack of time, lack of support from other teachers and lack of adequate training for physical education's teacher [10]. But, the largest barrier for Quality physical education in primary schools is the qualifications and preparation of teachers [11].…”

Section: Introductionmentioning

confidence: 99%

“…The barriers that can influence quality teaching in physical education was identify, such as institutional barriers, teacher related barriers and student related barriers [10,12]. The order of institution-related barriers from strongest to least impacting were 1) lack of time for held physical education, 2) lack of departmental assistance, 3) lack of money for get physical education's tools and equipment's, 4) inadequate facilities and equipment for each students, and 5) class size too large [6,11].…”

Section: Introductionmentioning

confidence: 99%

Teachers’ Perceptions of Physical Education Teaching Barriers at Elementary Schools

Friskawati¹,

Sobarna²,

Stephani³

2020

Proceedings of the 4th International Conference on Sport Science, Health, and Physical Education (ICSSHPE 2019)

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The purpose of this study was to examine what elementary school teacher perception of Physical Education's (PE) is teaching barriers such as institutional barrier, teacher related barrier and student related barrier. Survey methods used in this research. A total of 48 elementary teacher (40 men and 8 women) take a part of this study. Sampling taken through convenience sampling from elementary teachers at Cimahi. Data collected through 5-point Likert-type questionnaire of teacher's perception of Physical Education's teaching barriers. All of samples was willing to be involved in this study. Finding show that institutional barrier become the major barrier to teaching PE at elementary school. An awareness of these barriers has implications for physical education teaching in the elementary school environment so, teachers have to overcome this barriers with using modification in every teaching learning process.

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Understanding physical education teachers’ motivational outcomes and feasibility beliefs to implement motivational strategies: The role of perceived pressures from a variable- and person-centered approach

Álvarez

González-Peño

Coterón

2023

Psychology of Sport and Exercise

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Barriers to Providing Quality Physical Education in Primary Schools in Ghana

Cited by 5 publications

References 13 publications

Ghanaian Classroom Teacher Trainees’ Perceived Competence and Intrinsic Motivation in Physical Education

Ghanaian Classroom Teacher Trainees’ Perceived Competence and Intrinsic Motivation in Physical Education

Teachers’ Perceptions of Physical Education Teaching Barriers at Elementary Schools

Understanding physical education teachers’ motivational outcomes and feasibility beliefs to implement motivational strategies: The role of perceived pressures from a variable- and person-centered approach

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