Teachers’ preparedness in conducting physical
education in school is another aspect that determines the quality of physical
education and activity prepared and delivered by the teachers in schools.
Katherine (2011) empirically appraise a proposed mock-up of physical education (PE) programs excellence in stated that students
in schools with a sufficient number of tutors who completely provide PE
coaching (specialist teachers) receive more PE knowledge and skills per week.
Furthermore, the increasing generally experience to PE lesson time, the
accessibility of dedicated PE teachers raised students’ understanding of
physical health and activity levels during class.
education in school is another aspect that determines the quality of physical
education and activity prepared and delivered by the teachers in schools.
Katherine (2011) empirically appraise a proposed mock-up of physical education (PE) programs excellence in stated that students
in schools with a sufficient number of tutors who completely provide PE
coaching (specialist teachers) receive more PE knowledge and skills per week.
Furthermore, the increasing generally experience to PE lesson time, the
accessibility of dedicated PE teachers raised students’ understanding of
physical health and activity levels during class.
According to Curry (2012), he stated that compared
with classroom teachers, physical education tutors teach longer and top quality
classes in which learners use extra time being physically energetic. In another
research article by Curry (2012), primary teachers frequently skip the
compulsory PE hours from their week because of emotion pressured by the scope
of the curriculum and their absence experience and capability to teach the
sensible component of the Personal growth, Health and Physical Education
program of study. The aspect of teachers’ preparedness to teach physical
education can to some extent influence the attitude of teachers in handling
physical education in schools.
with classroom teachers, physical education tutors teach longer and top quality
classes in which learners use extra time being physically energetic. In another
research article by Curry (2012), primary teachers frequently skip the
compulsory PE hours from their week because of emotion pressured by the scope
of the curriculum and their absence experience and capability to teach the
sensible component of the Personal growth, Health and Physical Education
program of study. The aspect of teachers’ preparedness to teach physical
education can to some extent influence the attitude of teachers in handling
physical education in schools.
Kirui and Osman (2012) opined that a successful student teaching
experience is the key stone of pre-service teacher preparation. As envisioned,
one of the main challenges of effective curriculum instruction in physical
education in schools is the nature of supervision of teachers during training.
In addition, if the preparation of teachers is not done well, the result will
be disparities between the promises and realities in schools in the
implementation of innovation or even existing curriculum policies as in the case of physical
education in primary schools.
experience is the key stone of pre-service teacher preparation. As envisioned,
one of the main challenges of effective curriculum instruction in physical
education in schools is the nature of supervision of teachers during training.
In addition, if the preparation of teachers is not done well, the result will
be disparities between the promises and realities in schools in the
implementation of innovation or even existing curriculum policies as in the case of physical
education in primary schools.
