Ergonomics content in the physical education teacher’s guide in Rwanda

Abstract

An important aspect that affects the effectiveness of ergonomic programs is that inefficient mechanical functioning start at an early age and that back pain and posture problems are already evident in children. Children, from a very early age, as well as adults spend an ever increasing amount of their time in front of computer and television screens. The cumulative effect of this sedentary lifestyle leads to improper posture, as well as inefficient and harmful movement patterns and loss of basic physical skills. Physical Education course should deal not only with sports and physical activities, but also with broader aspects of life-skills and physical functionality. It should offer a solution to the modern technology-based society. Keeping this in perspective, Ergonomics content was introduced in Physical Education Teacher's Guide in Rwandan schools with an aim in preventing musculoskeletal disorder in children.

“I just want them to learn.” The intended role of Teacher’s Book shaped by its writer’s understanding of the local EFL teachers

“…He incorporated his “concerns, expectations of what teachers are to learn, and attempt to influence teachers’ decision-making” ( Lin et al, 2012 , p. 1003) into the TB by giving prominence to content selection such as teaching procedures, literature knowledge, meta-knowledge and knowledge about target language culture, etc., which were challenges for the local EFL teachers. The intended role by Chau to the TB is exactly the same as TB was found in other literature as a potential medium to shape teachers’ beliefs and knowledge about teaching and learning ( Lin et al, 2012 ; Nellutla et al, 2012 ).…”

“…The Teacher’s Book, as an important type of curriculum resource accompanying commercially produced textbooks, plays a role “to assist the teacher to obtain the best possible results from the lessons” ( Chitravelu, 1980 , as cited in Coleman, 1986 , p. 22). It generally assists and supports teachers in the ways of guiding teachers by clearly stating aims and objectives for each lesson, pedagogically scaffolding teachers by providing suggestions on teaching procedures, curriculum resources, and activities pools ( Nellutla et al, 2012 ; Koljonen, 2014 ; Koljonen et al, 2018 ) and assuring them by offering answers with further explanations.…”

“…The study indicates that effective TG or its effective use not only provides pedagogical support to teachers but also leads to cognitive improvement in their understanding of content knowledge (CK) and pedagogical content knowledge (PCK). Nellutla et al (2012) found that the Physical Education Teacher’s Guide in Rwanda introduced not only the knowledge and skills explicitly related to a curriculum or a textbook, but also ergonomics content as an implicit curriculum “with broader aspects of life-skills” (p. 3646). The content was incorporated into classroom activities, potentially raising teachers’ and students’ awareness of the ergonomics of computers and preventing musculoskeletal disorders in children.…”