Physical Education And Sport Research Articles

Factors influencing the teaching of physical education and sport in Cluster H Shools of Chivi district in Zimbabwe

This research study was conducted to gain an understanding of the pedagogic, administrative and attitudinal factors that influence the teaching of Physical Education and Sports in cluster H schools of Chivi district of Zimbabwe. The research employed the descriptive survey design. Data was collected by means of questionnaires given to a sample of 64 teachers and nine heads of schools selected using the random sampling technique. Observations were also made in schools. The study found out that the teaching of Physical Education and Sport (PES) is grossly impaired by poorly designed current syllabi, negative effects of examinations, teacher incompetency, inadequate resources committed to the subject and negative attitudes of teachers and heads towards the subject. The study then recommended concerted effort in training teachers, making resources available for the subject in schools and changing damaging attitudes towards the subject. Further research could be undertaken on the factors affecting the participation of children with disabilities in Physical Education and Sports. Key words: Teaching, Physical Education and Sport, Physical Education, curriculum implementation, syllabus, examinations, attitudes

Physical Education and Sport in Schools: A Review of Benefits and Outcomes

This paper explores the scientific evidence that has been gathered on the contributions and benefits of physical education and sport (PES) in schools for both children and for educational systems. Research evidence is presented in terms of children's development in a number of domains: physical, lifestyle, affective, social, and cognitive. The review suggests that PES have the potential to make significant and distinctive contributions to development in each of these domains. It is suggested that PES have the potential to make distinctive contributions to the development of children's fundamental movement skills and physical competences, which are necessary precursors of participation in later lifestyle and sporting physical activities. They also, when appropriately presented, can support the development of social skills and social behaviors, self-esteem and proschool attitudes, and, in certain circumstances, academic and cognitive development. The review also stresses that many of these benefits will not necessarily result from participation, per se; the effects are likely to be mediated by the nature of the interactions between students and their teachers, parents, and coaches who work with them. Contexts that emphasize positive experiences, characterized by enjoyment, diversity, and the engagement of all, and that are managed by committed and trained teachers and coaches, and supportive and informed parents, significantly influence the character of these physical activities and increase the likelihood of realizing the potential benefits of participation.