Browsing by Author "Mwangi, Jane Wairimu"

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    Physical Education and Sport 4 Skills Lower Primary Movement Activities Handbook
    (Deutsche Gesellschaft für Internationale Zusammenarbeit (GIZ) GmbH, 2024) Kamau, Jane Wanjiku; Mwangi, Jane Wairimu; Waiganjo, Lukas Boro; Ndambiri, Richard; Oloo, Micky Olutende
    Foreword: Physical Education and Sport is internationally recognized as enabler of Sustainable Development. It is considered as “one of the most effective means of providing all children and youth with skills, positive attitudes, values, knowledge and understanding for lifelong participation in society” (MINEPS V, 2013) and contributes to the aspirations of African Union Agenda 2063 “The Africa We Want”. Research indicates that active participation in quality physical education and sport, instils a positive attitude towards physical activity, hence decreasing the chances of young people engaging in risky behaviour. Physical Education and Sport also impacts positively on academic performance, while providing a platform for wider social inclusion. The Kenya Competency-Based Curriculum (CBC) provides for essential career pathways and thus enables pursuance of individual interest and holistic development of talent. Through Physical Education and Sport, learners are able to acquire core competencies in basic education such as communication and collaboration; critical thinking and problem solving; creativity and imagination; citizenship; learning to learn; digital literacy and self-efficacy. CBC identifies Physical Education and Sport as one of the learning areas, provides for a career pathway and makes it compulsory for all learners across the levels of early learning and basic education while taking cognizance of special needs. To achieve this goal, varied resource materials are required to guide implementation of Physical Education at all levels as prescribed in CBC. This handbook has been developed by a team of experts from Kenya Academy of Sports (KAS) and other practitioners from the education and sporting sector in consultation with faculty members at Kenyatta University in the Department of Physical Education, Exercise and Sport Science to provide guidance to facilitators in conducting quality Physical Education lessons for lower primary school learners. The handbook contains guidelines and interactive resources on fundamental movement skills for grade 1-3 in the lower primary school and how the facilitator should use play-based and learner-centred activities in movement contexts for optimal acquisition of skills by the learners. This has been designed to accompany acquisition of creative, cognitive and social skills for holistic development of the learner, while taking care of the levels of ability of the learners and making necessary accommodations for inclusivity. The CBC has one main goal of nurturing every learner’s potential. It emphasises that learners have equal opportunities regardless of their gender or abilities, of rising to do what they have interest in while ensuring lifelong participation in physical activity to form healthy and resilient societies. Prof. Waceke Wanjohi, Ph.D., FRSB, FKNAS Ag. Vice-Chancellor Kenyatta University Physical Education and Sport 4 Skills Lower Primary Movement Activities Handboo
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    Special educators' use of selected instrutional strategies in physical education in special units in public primary schools in Nairobi province
    (2011-11-24) Mwangi, Jane Wairimu; Mwisukha, A.; Njororai, W.W.S.
    The extent of effectiveness of special education teachers' use of appropriate instructional strategies has been an issue of concern Any ineffective use of the recommended instructional strategies can discourage learners with a disability from full participation in physical education. Results from various studies have shown that regular curriculum objectives are difficult to interpret for learners with a mental disability. It was in view of this background that the study was conducted to investigate the special education teachers' use of selected instructional strategies in physical education. The commonly recommended strategies in special education curriculum include: assessment, consultation with a multi-disciplinary team, individualized instruction, content modification and adaptations, behavior management, remedial teaching and peer tutoring. The study was conducted in 22 special units established in the public primary schools in Nairobi province. The sample size of the study constituted 86(75%) respondents of the 115 special education teachers deployed by the TSC in these units after attaining some special education training. The study used descriptive survey design. Questionnaires prepared on the basis of the commonly recommended instructional strategies were utilized. Data collected from the research instruments was analyzed using the Statistical Package for Social Sciences (SPSS) and responses to each questionnaire items presented in frequency distributions. Critical values for Chi- Square test were used to determine significant relationship between special education teachers' use of selected instructional strategies and: level of professional qualification, experience, number of learners in a class, number of lessons in the regular class and locality of the school at a level of significance of 0.05. Results showed that majority of the special education teachers were female (67; 80.7%). A larger proportion of the special educators had taught for a period of more than a year (75; 84.3%), which was considered sufficient experience and this positively influenced the special educators successful use of selected instructional strategies. All respondents had varied form of special needs training. The level of education had an influence in effective content modification, behavior management and consultation. Those with lower levels of professional qualifications either infrequently or sometimes used the instructional strategies. The locality of school whether slums or suburb did not have a negative effect on special educators' use of instructional strategies.. Most of the special education teachers, 58(69.9%) did not have lessons in the regular class this did not negatively affect use of instructional strategies. Majority of the special education teachers, (50; 60.2%) handled a class of 6 -10 learners. This did not negatively affect the use of instructional strategies but there was ineffective content modification for classes with over 10 learners. However, majority of special educators, (53; 63.9%) revealed that they had insufficient training in adapted physical education. Majority of special education teachers (57; 25.91%) suggested that they needed refresher courses in APF. The special education teachers cited lack of APE syllabus and APE equipment as the main challenges affecting the effective use of instructional strategies. There is need to reduce gender imbalance in the special units. There is need for head teachers to maintain the recommended number of 3-5 learners per teacher. Special educators with lower qualification need to further their education and Ministry of Basic Education to motivate already experienced teachers to prevent quilting. Policies regarding special needs children should be emphasized in public schools to facilitate the learners with mental impairment to attain their optimal performances PE