Assessment of Physical Education Implementation Status Among Secondary Schools in Uganda: A Case of Kampala Capital City Authority

Charles Isabirye; Godfrey Musumba

doi:doi:10.11648/j.ijsspe.20220704.12

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Assessment of Physical Education Implementation Status Among Secondary Schools in Uganda: A Case of Kampala Capital City Authority

Charles Isabirye, Godfrey Musumba

Published in International Journal of Sports Science and Physical Education (Volume 7, Issue 4)

Received: 1 October 2022 Accepted: 18 October 2022 Published: 27 October 2022

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Abstract

In Uganda, Ministry of Education and Sports (MoES) in 2009 directed and reinstated teaching of physical education (PE) in secondary schools. This is because PE has been attributed to many positive effects on learners which include: improving academic performance and preventing diseases. This study therefore assessed the implementation status of PE among Ugandan secondary schools. The study involved randomly selected 40 schools in Kampala Capital City Authority (KCCA) from January 2018 to May 2021 using both quantitative and qualitative methods and using case study design. The study specifically assessed the statutory requirements of PE in schools, stakeholders’ attitude towards teaching PE and challenges being faced while implementing PE in schools. The findings of the study revealed that only 5.0%, 17.5% and 47.5% schools were teaching PE by end of 2018, June 2019 and May 2021 respectively while only 5.0%, 15.0% and 60.0% had PE allocated on their teaching timetable in 2018, 2019 and 2021 respectively. The study also showed that only 43.0% of the schools had qualified teachers of PE. In a similar manner, the study also revealed that 60.0%, 80.0% and 97.3% of Directors of studies, head teachers and learners respectively had positive attitude regarding teaching PE in schools. Among others, the study revealed the following challenges regarding the implementation of PE: lack of facilities, lack of support from the government, lack of instructional materials and lack of PE reference books. Therefore, implementation of PE was still below average as per the study. The study recommended training and recruiting of PE teachers, government’s increase of PE budget as well as making PE compulsory at O’ level.

Published in	International Journal of Sports Science and Physical Education (Volume 7, Issue 4)
DOI	10.11648/j.ijsspe.20220704.12
Page(s)	100-106
Creative Commons	This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.
Copyright	Copyright © The Author(s), 2022. Published by Science Publishing Group

Keywords

Case Study, Challenges, Stakeholders’ Attitude, Statutory Requirements, Ministry of Education & Sports, Physical Education

References

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[3]	Akalu, F. T. (2019). Practice and Challenges of Physical Education Teachers’ in Teaching Learning Process In Some Selected Preparatory Schools Of Bole Sub-City, Addis Abeba, Ethiopia.
[4]	Zhu, X., Ennis, C. D., & Chen, A. (2011). Implementation challenges for a constructivist physical education curriculum. Physical Education and Sport Pedagogy, 16 (1), 83-99.
[5]	Marshall, J., & Hardman, K. (2000). The state and status of physical education in schools in international context. European Physical Education Review, 6 (3), 203-229.
[6]	Chiva-Bartoll, O., Montero, P. J. R., Capella-Peris, C., & Salvador-García, C. (2020). Effects of service learning on physical education teacher education students’ subjective happiness, prosocial behavior, and professional learning. Frontiers in psychology, 11, 331.
[7]	Wisdom, J., & Creswell, J. W. (2013). Mixed methods: integrating quantitative and qualitative data collection and analysis while studying patient-centered medical home models. Rockville: Agency for Healthcare Research and Quality.
[8]	Denis, S. (2017). An Approach to Mitigate Challenges Hospitals Face When Handling Nomadic Patients (Doctoral dissertation, Uganda Technology and Management University).
[9]	Patton, M. Q. (2002). Qualitative research & evaluation methods. sage.
[10]	Gizachew, T. (2012). The Challenges and the Current Prospects of Teaching Physical Education in Arbaminich Secondary Schools (Doctoral dissertation, Addis Ababa University).
[11]	Mwale, T. (2019). Experiences of teachers and learners in the teaching and learning of physical education in selected schools in Monze district, Zambia (Doctoral dissertation, The University of Zambia).
[12]	Quay, J. (2014). The challenges of teaching physical education: Juxtaposing the experiences of physical education teachers in Kenya and Victoria (Australia). African Journal for physical health education, recreation and dance, 20 (22), 745-754.
[13]	Ha, A. S., Wong, A. C., Sum, R. K., & Chan, D. W. (2008). Understanding teachers’ will and capacity to accomplish physical education curriculum reform: The implications for teacher development. Sport, Education and Society, 13 (1), 77-95.
[14]	Linda Rikard, G., & Banville, D. (2006). High school student attitudes about physical education. Sport, Education and Society, 11 (4), 385-400.
[15]	Macfadyen, T., & Bailey, R. (2002). Teaching physical education 11-18: Perspectives and challenges.
[16]	Lirgg, C. D., Gorman, D. R., Merrie, M. D., & Shewmake, C. (2017). Exploring Challenges in Teaching Physical Education to Students with Disabilities. Palaestra, 31 (2).

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APA Style

Charles Isabirye, Godfrey Musumba. (2022). Assessment of Physical Education Implementation Status Among Secondary Schools in Uganda: A Case of Kampala Capital City Authority. International Journal of Sports Science and Physical Education, 7(4), 100-106. https://doi.org/10.11648/j.ijsspe.20220704.12

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ACS Style

Charles Isabirye; Godfrey Musumba. Assessment of Physical Education Implementation Status Among Secondary Schools in Uganda: A Case of Kampala Capital City Authority. Int. J. Sports Sci. Phys. Educ. 2022, 7(4), 100-106. doi: 10.11648/j.ijsspe.20220704.12

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AMA Style

Charles Isabirye, Godfrey Musumba. Assessment of Physical Education Implementation Status Among Secondary Schools in Uganda: A Case of Kampala Capital City Authority. Int J Sports Sci Phys Educ. 2022;7(4):100-106. doi: 10.11648/j.ijsspe.20220704.12

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@article{10.11648/j.ijsspe.20220704.12,
  author = {Charles Isabirye and Godfrey Musumba},
  title = {Assessment of Physical Education Implementation Status Among Secondary Schools in Uganda: A Case of Kampala Capital City Authority},
  journal = {International Journal of Sports Science and Physical Education},
  volume = {7},
  number = {4},
  pages = {100-106},
  doi = {10.11648/j.ijsspe.20220704.12},
  url = {https://doi.org/10.11648/j.ijsspe.20220704.12},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ijsspe.20220704.12},
  abstract = {In Uganda, Ministry of Education and Sports (MoES) in 2009 directed and reinstated teaching of physical education (PE) in secondary schools. This is because PE has been attributed to many positive effects on learners which include: improving academic performance and preventing diseases. This study therefore assessed the implementation status of PE among Ugandan secondary schools. The study involved randomly selected 40 schools in Kampala Capital City Authority (KCCA) from January 2018 to May 2021 using both quantitative and qualitative methods and using case study design. The study specifically assessed the statutory requirements of PE in schools, stakeholders’ attitude towards teaching PE and challenges being faced while implementing PE in schools. The findings of the study revealed that only 5.0%, 17.5% and 47.5% schools were teaching PE by end of 2018, June 2019 and May 2021 respectively while only 5.0%, 15.0% and 60.0% had PE allocated on their teaching timetable in 2018, 2019 and 2021 respectively. The study also showed that only 43.0% of the schools had qualified teachers of PE. In a similar manner, the study also revealed that 60.0%, 80.0% and 97.3% of Directors of studies, head teachers and learners respectively had positive attitude regarding teaching PE in schools. Among others, the study revealed the following challenges regarding the implementation of PE: lack of facilities, lack of support from the government, lack of instructional materials and lack of PE reference books. Therefore, implementation of PE was still below average as per the study. The study recommended training and recruiting of PE teachers, government’s increase of PE budget as well as making PE compulsory at O’ level.},
 year = {2022}
}

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TY  - JOUR
T1  - Assessment of Physical Education Implementation Status Among Secondary Schools in Uganda: A Case of Kampala Capital City Authority
AU  - Charles Isabirye
AU  - Godfrey Musumba
Y1  - 2022/10/27
PY  - 2022
N1  - https://doi.org/10.11648/j.ijsspe.20220704.12
DO  - 10.11648/j.ijsspe.20220704.12
T2  - International Journal of Sports Science and Physical Education
JF  - International Journal of Sports Science and Physical Education
JO  - International Journal of Sports Science and Physical Education
SP  - 100
EP  - 106
PB  - Science Publishing Group
SN  - 2575-1611
UR  - https://doi.org/10.11648/j.ijsspe.20220704.12
AB  - In Uganda, Ministry of Education and Sports (MoES) in 2009 directed and reinstated teaching of physical education (PE) in secondary schools. This is because PE has been attributed to many positive effects on learners which include: improving academic performance and preventing diseases. This study therefore assessed the implementation status of PE among Ugandan secondary schools. The study involved randomly selected 40 schools in Kampala Capital City Authority (KCCA) from January 2018 to May 2021 using both quantitative and qualitative methods and using case study design. The study specifically assessed the statutory requirements of PE in schools, stakeholders’ attitude towards teaching PE and challenges being faced while implementing PE in schools. The findings of the study revealed that only 5.0%, 17.5% and 47.5% schools were teaching PE by end of 2018, June 2019 and May 2021 respectively while only 5.0%, 15.0% and 60.0% had PE allocated on their teaching timetable in 2018, 2019 and 2021 respectively. The study also showed that only 43.0% of the schools had qualified teachers of PE. In a similar manner, the study also revealed that 60.0%, 80.0% and 97.3% of Directors of studies, head teachers and learners respectively had positive attitude regarding teaching PE in schools. Among others, the study revealed the following challenges regarding the implementation of PE: lack of facilities, lack of support from the government, lack of instructional materials and lack of PE reference books. Therefore, implementation of PE was still below average as per the study. The study recommended training and recruiting of PE teachers, government’s increase of PE budget as well as making PE compulsory at O’ level.
VL  - 7
IS  - 4
ER  -

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Author Information

Charles Isabirye

Department of Physical Education and Sports, Ministry of Education and Sports, Kampala, Uganda
Godfrey Musumba

Department of Chemistry, St. Joseph’s Secondary School Butenga, Masaka, Uganda

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APA Style

Charles Isabirye, Godfrey Musumba. (2022). Assessment of Physical Education Implementation Status Among Secondary Schools in Uganda: A Case of Kampala Capital City Authority. International Journal of Sports Science and Physical Education, 7(4), 100-106. https://doi.org/10.11648/j.ijsspe.20220704.12

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ACS Style

Charles Isabirye; Godfrey Musumba. Assessment of Physical Education Implementation Status Among Secondary Schools in Uganda: A Case of Kampala Capital City Authority. Int. J. Sports Sci. Phys. Educ. 2022, 7(4), 100-106. doi: 10.11648/j.ijsspe.20220704.12

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AMA Style

Charles Isabirye, Godfrey Musumba. Assessment of Physical Education Implementation Status Among Secondary Schools in Uganda: A Case of Kampala Capital City Authority. Int J Sports Sci Phys Educ. 2022;7(4):100-106. doi: 10.11648/j.ijsspe.20220704.12

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@article{10.11648/j.ijsspe.20220704.12,
  author = {Charles Isabirye and Godfrey Musumba},
  title = {Assessment of Physical Education Implementation Status Among Secondary Schools in Uganda: A Case of Kampala Capital City Authority},
  journal = {International Journal of Sports Science and Physical Education},
  volume = {7},
  number = {4},
  pages = {100-106},
  doi = {10.11648/j.ijsspe.20220704.12},
  url = {https://doi.org/10.11648/j.ijsspe.20220704.12},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ijsspe.20220704.12},
  abstract = {In Uganda, Ministry of Education and Sports (MoES) in 2009 directed and reinstated teaching of physical education (PE) in secondary schools. This is because PE has been attributed to many positive effects on learners which include: improving academic performance and preventing diseases. This study therefore assessed the implementation status of PE among Ugandan secondary schools. The study involved randomly selected 40 schools in Kampala Capital City Authority (KCCA) from January 2018 to May 2021 using both quantitative and qualitative methods and using case study design. The study specifically assessed the statutory requirements of PE in schools, stakeholders’ attitude towards teaching PE and challenges being faced while implementing PE in schools. The findings of the study revealed that only 5.0%, 17.5% and 47.5% schools were teaching PE by end of 2018, June 2019 and May 2021 respectively while only 5.0%, 15.0% and 60.0% had PE allocated on their teaching timetable in 2018, 2019 and 2021 respectively. The study also showed that only 43.0% of the schools had qualified teachers of PE. In a similar manner, the study also revealed that 60.0%, 80.0% and 97.3% of Directors of studies, head teachers and learners respectively had positive attitude regarding teaching PE in schools. Among others, the study revealed the following challenges regarding the implementation of PE: lack of facilities, lack of support from the government, lack of instructional materials and lack of PE reference books. Therefore, implementation of PE was still below average as per the study. The study recommended training and recruiting of PE teachers, government’s increase of PE budget as well as making PE compulsory at O’ level.},
 year = {2022}
}

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TY  - JOUR
T1  - Assessment of Physical Education Implementation Status Among Secondary Schools in Uganda: A Case of Kampala Capital City Authority
AU  - Charles Isabirye
AU  - Godfrey Musumba
Y1  - 2022/10/27
PY  - 2022
N1  - https://doi.org/10.11648/j.ijsspe.20220704.12
DO  - 10.11648/j.ijsspe.20220704.12
T2  - International Journal of Sports Science and Physical Education
JF  - International Journal of Sports Science and Physical Education
JO  - International Journal of Sports Science and Physical Education
SP  - 100
EP  - 106
PB  - Science Publishing Group
SN  - 2575-1611
UR  - https://doi.org/10.11648/j.ijsspe.20220704.12
AB  - In Uganda, Ministry of Education and Sports (MoES) in 2009 directed and reinstated teaching of physical education (PE) in secondary schools. This is because PE has been attributed to many positive effects on learners which include: improving academic performance and preventing diseases. This study therefore assessed the implementation status of PE among Ugandan secondary schools. The study involved randomly selected 40 schools in Kampala Capital City Authority (KCCA) from January 2018 to May 2021 using both quantitative and qualitative methods and using case study design. The study specifically assessed the statutory requirements of PE in schools, stakeholders’ attitude towards teaching PE and challenges being faced while implementing PE in schools. The findings of the study revealed that only 5.0%, 17.5% and 47.5% schools were teaching PE by end of 2018, June 2019 and May 2021 respectively while only 5.0%, 15.0% and 60.0% had PE allocated on their teaching timetable in 2018, 2019 and 2021 respectively. The study also showed that only 43.0% of the schools had qualified teachers of PE. In a similar manner, the study also revealed that 60.0%, 80.0% and 97.3% of Directors of studies, head teachers and learners respectively had positive attitude regarding teaching PE in schools. Among others, the study revealed the following challenges regarding the implementation of PE: lack of facilities, lack of support from the government, lack of instructional materials and lack of PE reference books. Therefore, implementation of PE was still below average as per the study. The study recommended training and recruiting of PE teachers, government’s increase of PE budget as well as making PE compulsory at O’ level.
VL  - 7
IS  - 4
ER  -

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