WHAT EXACTLY ARE WE TEACHING IN PHYSICAL EDUCATION- THE CASE OF THE SYLLABUS FOR THE LEARNERS WITH INTELLECTUAL CHALLENGES IN KENYA
DOI:
https://doi.org/10.47672/ajrs.1182Keywords:
Syllabus, Intellectual Challenge, Physical EducationAbstract
Purpose: Syllabi provide the guide on what is being taught at schools. In Kenya the main objectives of syllabuses are derived from the national goals of education. This allows for consistence so that a learner from one end of the country is taught the same basic concept as another learner from the different end of the country. It provides the teacher with direction on what should be taught when and how deeply the teacher should cover topics. Is this the case for learners with intellectual disabilities? This study went out to interrogate the syllabus for learners with intellectual disabilities.
Methodology: A descriptive research design was used in the study. Out of 44 schools that deal with learners with intellectual disability in Kenya, 35 schools were randomly selected for this study. Four schools were used for the pilot study while 31 were used for the main study. Once the schools were selected, the said questionnaire was administered to the principal of the school and one teacher from the final class who teaches physical education. One of the schools did not have the principal present hence only 30 principals were sampled. Once the questionnaires were filled, date from them was tabulated and analyzed.
Findings: It was discovered that 64.58% of the teachers though well trained did choose not to adhere to the syllabus. A look at the syllabus indicated that there were some major anomalies that led to this lack of adherence. The syllabus was created for recreation and leisure yet it is supposed to serve physical education and a host of other issues. The objectives set out for learners with intellectual disability take cognizant that these learners need to provide human capital for the society by being independent.
Unique Contribution to Theory, Practice and Policy recommendation: The study recommended that there was need to do basic editing of the document further there is need for the document to be evaluated. The training of the teachers is above average and the fact that they choose not to adhere to the syllabus by choice is an indicator that this curriculum need urgent review to meet the need national goals of education.
Downloads
References
Algahtani F., (2017) Teaching Students with intellectual Disability Constructivism or
Behaviorism. Academic Journal Vol. 12(21), pp.1031-1035, Nov, 2017. DOI:10.5897/ERR2017.3366. Article number 118EAB166524
Anderson, G., & Arsenault, N. (2002). Fundamentals of Education Research. Falmar: Routledge.
Armstrong W., (2002) Promoting Physical Education Activities and Health in Youth: The active School in Physical Education. 12th Commonwealth International Sport Conference. Abstract book. Pp.37-44
Becher, I. and Grosu, E. F. (2016). Physical Activity and Intellectual Disability. The European Proceedings of Social and Behavioural Science.
Binder D., Jobling I., Mstora I, and Tolbat M., (2002) Teaching Values through Physical education and Sports: Cultural Insight from the Classroom Trails of an International Curriculum development Project. 12th Commonwealth International Sport Conference. Abstract book. Pp228.
Clemente I. (2017) Barriers and Facilitators to Participation in Physical Activity for children with Disability- A Systematic Literature Review. Unpublished Master thesis. Jonkoping University.
Gizachew, T. (2012). The Challenges and Current Prospects of Teaching Physical education in Arbaminich Secondary Schools. Unpublished MSc. Thesis. Addis Ababa University. Addis Ababa.
Harris J., Cale. L and Leggett G. (2002) Health Related Development in the Physical Education Curriculum in England: An Improving Picture of Health. 12th Commonwealth International Sport Conference. Abstract book. Pp 191.
Kougioumtzis K.,(2014) The Experience Physical education Curriculum: A Comparative Study of Primary and Lower Secondary school Pupils in Sweden and South Africa. Unpublished Paper. Goteborgs Univesitet.
Laws C. J., (2002) The Implementation of Physical Education Curriculum in Relation to an Understanding of what PE means to Children. 12th Commonwealth International Sport Conference. Abstract book.
Munayi S. P., (2015) Evaluation of the Teaching and Learning Process in Primary Schools for Learners with intellectual Disability. Unpublished Ph D. Thesis University of Nairobi.
Nhamo E., and Muswazi T. M. (2014) Critical Barrier Impeding the Delivery of Physical Education in Zimbabwean Primary School. Journal of Sports and Physical Education (IOSR-JSPE)e-ISSN:2347-6745, p-ISSN:2347-6737
Osborne P, Belmont S.R.,Peixoto De Azeveds I O. , De Carvalho (Jr) A. F. P. (2016) Obstacles for Physical Education Teachers in Public School. An Unsustainable Situation. Motiz, Rio
Claro, U22n. 4 p.310-318, OCY/ Dec 2016. DOI. http://dx.DOI.org/10.1590/51980-65742016000 40015.
Oudat M. A. (2016) Challenges Facing Physical education Teachers in Jordan from Perspective as Teachers Themselves. Advanced in Physical Education, 2016,6. 43-51 Published on line May 2016 in SciRes. http://www.scip.org/sound/ope
Pill S.,(2016) Exploring Challenges in Australian Physical education Curricular Past and Present. Journal of physical education and health, 2016 Vol.5 (7), Pp5-17
Udoba H. A., (2014) Challenges faced by Teachers when Teaching Learners with Developmental Disabilities. Unpublished Master's Thesis. University of Oslo
United Nations, (1975). Declaration on the rights of the Disabled Person-Proclamation of the General Assembly Resolution 3447(XXX) of December 1975. http://deccess-ddys-ny.un-org/doc/UNDOC/Gen/
UNESCO, (2005). International Declaration of Physical Education and Sport. http://portal.unseco.org/en/ev.php-URL_DO=DO
Varja E. (2018) The Importance of Quality Physical Education for Developing Country: Case Study of Physical education Teachers Training in Tanzania. Unpublished Master Thesis. University of Jyvaskyla.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2022 Dr. Simon Munayi (Ph.D.), Benson Gathoni
This work is licensed under a Creative Commons Attribution 4.0 International License.
Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution (CC-BY) 4.0 License that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.
