Challenges facing the teaching and learning of physical education in schools

In spite of the proof of the benefits of physical education
programme and the fact that the 2003 UNESCO chapter enshrined physical education
as a fundamental human right, physical education is in a dangerous situation
worldwide.  Mackendrick (2012) notes that
physical education is mostly taught by generalist teachers with modest
knowledge or with no physical education  methods.

Jenkinson and Benson (2009) noted that the challenges
to physical education can be institutional and teacher related. They further
stated that physical education is allocated lower status and priority in
learning institutions, lack of achievement measures for physical education  and inadequate infrastructure.
According to a study by Ojeme (2009) on the condition
of physical education  in Nigerian
schools, cited absence of policies for national physical education ,  lack of government’s support, lack of
qualified teachers, inadequate structures and facilities and lack of time for
teaching as some of the obstacles of physical education  in most Nigerian schools. In addition he
stated that, physical education  is be
systematically squeezed out of the education system and adding more compulsory
academic courses, which hold little benefit, compared to physical education . To
this point he suggested the development of national policy to inculcate and
implement policies and structures to control time of physical education allocation
in the curriculum.

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