According
to Nixon and Jewell (2010), physical education is an integral component of
total education and it creates an environment that stimulates selected movement
experiences resulting in desirable responses that contribute to the optimal
development of the individual’s potentialities in life in general and in sport
in particular through the medium of human movement. Bucher (2008) stated that
the basic objectives of physical education are to develop physical skill,
physical fitness, participation, knowledge, attitudes, social values and emotional
stability. In Nigeria, the physical education curriculum seeks to achieve the
same objectives as those propounded by Bucher.
to Nixon and Jewell (2010), physical education is an integral component of
total education and it creates an environment that stimulates selected movement
experiences resulting in desirable responses that contribute to the optimal
development of the individual’s potentialities in life in general and in sport
in particular through the medium of human movement. Bucher (2008) stated that
the basic objectives of physical education are to develop physical skill,
physical fitness, participation, knowledge, attitudes, social values and emotional
stability. In Nigeria, the physical education curriculum seeks to achieve the
same objectives as those propounded by Bucher.
To
highlight the importance of physical education, the United Nations
International Charter of Physical Education and Sport in 1978 declared physical
education as a basic human right. The sport and recreation policy of Nigeria as
reviewed in 2008 was developed in line with this declaration. In addition, the Ministry
of Youth and Sports policy circular No 2 and 5 of 2014 stipulated that physical
education and sport are compulsory in all schools in Nigeria (Ministry of Youth
and Sports, 2014).
highlight the importance of physical education, the United Nations
International Charter of Physical Education and Sport in 1978 declared physical
education as a basic human right. The sport and recreation policy of Nigeria as
reviewed in 2008 was developed in line with this declaration. In addition, the Ministry
of Youth and Sports policy circular No 2 and 5 of 2014 stipulated that physical
education and sport are compulsory in all schools in Nigeria (Ministry of Youth
and Sports, 2014).
However,
in spite of the availability of evidence which justify the significance of
teaching physical education in schools as well as the existence of policy
pronouncements which make the teaching of physical education mandatory,
physical education in Nigeria, teaching still faces numerous challenges and is
not being taught effectively. In Nigerian primary schools, times allocated for
physical education is regarded as free and play time for school children. In
most cases where an attempt to teach the subject is made, it is supervised by
ill prepared and unwilling classroom teachers. In some cases, teachers use
physical education time to teach examinable subjects. In secondary schools in Nigeria,
physical education is not included on the time table and there is no attempt to
teach the subject in the majority of the schools.
in spite of the availability of evidence which justify the significance of
teaching physical education in schools as well as the existence of policy
pronouncements which make the teaching of physical education mandatory,
physical education in Nigeria, teaching still faces numerous challenges and is
not being taught effectively. In Nigerian primary schools, times allocated for
physical education is regarded as free and play time for school children. In
most cases where an attempt to teach the subject is made, it is supervised by
ill prepared and unwilling classroom teachers. In some cases, teachers use
physical education time to teach examinable subjects. In secondary schools in Nigeria,
physical education is not included on the time table and there is no attempt to
teach the subject in the majority of the schools.
This above
stated observation is strongly supported by Hardman (2013) who contend that it
is clear that in too many schools, in too many countries children are being
denied the physical education opportunities that will transform their lives.
Such denial of opportunities is inconsistent with the United Nations Educational,
Scientific and Cultural Organization (UNESCO) charter as well as the Ministry of Youth and Sport policy
principles of the Nigeria government on physical education, thereby creating
the need to know why.
stated observation is strongly supported by Hardman (2013) who contend that it
is clear that in too many schools, in too many countries children are being
denied the physical education opportunities that will transform their lives.
Such denial of opportunities is inconsistent with the United Nations Educational,
Scientific and Cultural Organization (UNESCO) charter as well as the Ministry of Youth and Sport policy
principles of the Nigeria government on physical education, thereby creating
the need to know why.
The
case of Ogwashi-Uku is not different from the scenario painted above. The
teaching and learning of physical education is plagued with different problems
which affect the effective teaching and learning of the subject in schools. Ogwashi-Uku
is one of the urban towns in Aniocha South Local Government Area of Delta
State. It is situated at the new Asaba
Expressway. It lies between Ubulu-Uku and Ibusa Village. The total population of people in Ogwashi-Uku
according to Census 2006 is twenty-six thousand, one hundred and thirty-seven (26,137) persons.
The community is made up of nine quarters namely: Ikelike quarters, Azungwu quarters, Umudei quarters, Ogbe Ubu quarters, Ogbe
Aho/Ogbe Ani quarters, Agidiase quarters, Agidiahe quarters, Ogbe Umu Okwuni
quarters and Ogbe Ihago quarters.
case of Ogwashi-Uku is not different from the scenario painted above. The
teaching and learning of physical education is plagued with different problems
which affect the effective teaching and learning of the subject in schools. Ogwashi-Uku
is one of the urban towns in Aniocha South Local Government Area of Delta
State. It is situated at the new Asaba
Expressway. It lies between Ubulu-Uku and Ibusa Village. The total population of people in Ogwashi-Uku
according to Census 2006 is twenty-six thousand, one hundred and thirty-seven (26,137) persons.
The community is made up of nine quarters namely: Ikelike quarters, Azungwu quarters, Umudei quarters, Ogbe Ubu quarters, Ogbe
Aho/Ogbe Ani quarters, Agidiase quarters, Agidiahe quarters, Ogbe Umu Okwuni
quarters and Ogbe Ihago quarters.
Ogwashi-Uku is bounded in the East by Ibusa Village,
on the West by Ubuluku, on the North by Okpanam and on the South by Nshiagu
Village. The occupation of the Ogwashi-Ukus is mostly farming and trading,
while others are employed as government workers in different fields such as
teaching, health care and local government council workers. The major crops
produced by the farmers in Ogwashi-Uku are yams and cassava. The headship of
the town of Ogwashi-Uku is by hereditary and in accordance to the ruling linage
and the ruler is popularly known as Obi (King).
on the West by Ubuluku, on the North by Okpanam and on the South by Nshiagu
Village. The occupation of the Ogwashi-Ukus is mostly farming and trading,
while others are employed as government workers in different fields such as
teaching, health care and local government council workers. The major crops
produced by the farmers in Ogwashi-Uku are yams and cassava. The headship of
the town of Ogwashi-Uku is by hereditary and in accordance to the ruling linage
and the ruler is popularly known as Obi (King).