Decoby (2013) reported of teacher-associated barriers
in the school curriculum. The obstacles include teachers’ lack of confidence or
interest in handling physical education activities; teachers not planning physical
education documents, having had personal negative knowledge in physical
education and absence of training, understanding, skill and prerequisites to
provide physical education.
in the school curriculum. The obstacles include teachers’ lack of confidence or
interest in handling physical education activities; teachers not planning physical
education documents, having had personal negative knowledge in physical
education and absence of training, understanding, skill and prerequisites to
provide physical education.
An article by Gourneau (2008) on five attitudes of
effective teachers, states that pre-service teachers are interrogated about
their teaching profession, they always respond that they want to make a
positive difference in the lives of learners. Further, teachers say that they
have a chance to be better teachers than the teachers they personally
experienced. Arabaci (2009) asserted that attitudes towards physical education
activities and class inclinations of students, noted family influence and
support as an importance factor. Peers also influence pleasure by providing
companionship and acknowledgment of achievements.
effective teachers, states that pre-service teachers are interrogated about
their teaching profession, they always respond that they want to make a
positive difference in the lives of learners. Further, teachers say that they
have a chance to be better teachers than the teachers they personally
experienced. Arabaci (2009) asserted that attitudes towards physical education
activities and class inclinations of students, noted family influence and
support as an importance factor. Peers also influence pleasure by providing
companionship and acknowledgment of achievements.
Furthermore, Boyle, Jones and Walters (2008) in the
Australian Journal of Teacher Education depicts that teachers feel that
students are lured by the greater accessibility of inactive opportunities.
Therefore, suggesting that lower physical capability in learners might be
affecting both delivery and involvement in physical activities. Motor skills
and physical fitness development begins in the initial years of primary school.
During the period, the students are physically and academically competent of
benefiting from instruction in physical education and are greatly motivated to
learn. However, right through the school life, age-suitable training must be
provided during physical education. With these ideas in mind, people can well
plan for the growth of our young person’s arising from a number of
deliberations, explanation, experiences and events.
Australian Journal of Teacher Education depicts that teachers feel that
students are lured by the greater accessibility of inactive opportunities.
Therefore, suggesting that lower physical capability in learners might be
affecting both delivery and involvement in physical activities. Motor skills
and physical fitness development begins in the initial years of primary school.
During the period, the students are physically and academically competent of
benefiting from instruction in physical education and are greatly motivated to
learn. However, right through the school life, age-suitable training must be
provided during physical education. With these ideas in mind, people can well
plan for the growth of our young person’s arising from a number of
deliberations, explanation, experiences and events.
A study carried out by Ojeme (2009) of teacher-trainee
attitude towards physical education in
Nigerian schools affirms that in all the teachers training institution in
Nigeria, physical education is mandatory
for every teacher learner and must be taken in spite of interest, gender, age
or physical environment. Therefore, students and teachers appear to correlate
the subject with little esteem. The negative attitude factors developed by the trainee-teachers
are carried to schools they are posted to after training.
attitude towards physical education in
Nigerian schools affirms that in all the teachers training institution in
Nigeria, physical education is mandatory
for every teacher learner and must be taken in spite of interest, gender, age
or physical environment. Therefore, students and teachers appear to correlate
the subject with little esteem. The negative attitude factors developed by the trainee-teachers
are carried to schools they are posted to after training.
In an investigation into secondary school students’
attitudes towards participation in physical education, Ojeme (2009) found that
students have positive attitudes towards participation in physical education
and that their performance is significantly above average. Practices of the
precedent are also clear in the methodologies used in the delivery of physical
education lessons.
attitudes towards participation in physical education, Ojeme (2009) found that
students have positive attitudes towards participation in physical education
and that their performance is significantly above average. Practices of the
precedent are also clear in the methodologies used in the delivery of physical
education lessons.