Instructional problems constraining the teaching of physical education in Kenyan special primary schools for the physically handicapped
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Date
1990-11
Authors
Gathua, Simon Muhoro
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Abstract
The purpose of this study was to investigate the
instructional problems constraining the teaching of
Physical Education in Kenyan Special Primary Schools
for the physically handicapped. The study covered
all the seven such primary schools in the country and
was conducted 1n two stages namely; a pilot stage in
which one school was used and the main study which
covered the other six schools.
The subjects were drawn from all the physical
education teachers and administrators from the six
targeted schools. A total of 42 teachers, (16 male
and 26 female) ~n addition to the 6 administrators
participated. The administrators comprised 5
headteachers and one deputy; three of whom were male
and three females.
Data was collected from a variety of sources
using questionnaires, interviews and observation
schedules. All the teachers in the sample responded
to questionnaires. In addition all the
administrators were interviewed and 32 live lessons
were observed. The data collected were analyzed
using a Casio fx-350 scientific hand calculator and
developed into frequencies and percentages for
interpretation. Ranks and means were used whenever
they made the analysis of results clearer.
The results of the study established that there
was lack of a physical education syllabus, facilities
-xiiand
equipment suitable for use by the physically
handicapped. It was observed that special primary
schools for the physically handicapped lacked
suitable physical education textbooks. The above
limitations were identified as the major problems
constraining the teaching of physical education in
special schools for the physically handicapped.
Other factors limiting the teaching of physical
education to the physically handicapped included the
lack of sufficient numbers of specially trained
teachers. This problem bears a direct relation to
the degree of fear for legal liabilities. In
addition, this problem was aggravated by a widespread
lack of teacher aides. It was also observed that the
time allocated for the teaching of physical education
was inadequate.
Among the recommendations advanced for the'
purposes of educational policy and practice included
the production of a relevant physical education
syllabus and the stepping up of the training of
teachers for the physically handicapped. There is
need to inservice non-specialist physical education
teachers of the physically handicapped and to provide
suitable textbooks. Further recommendations were
made for researchers to conduct similar studies at
the secondary school level.
Description
A thesis submitted to the department of physical education and games, faculty of education in partial fulfillment of the requirements for the Degree of Master of Education of Kenyatta University