THE CHALLENGES OF TEACHING PHYSICAL EDUCATION; THE EXPERIENCES OF PHYSICAL EDUCATION TEACHERS IN KENYA AND VICTORIA (AUSTRALIA)

•                  TABLE OF CONTENTS Abstract........................................................................................................v Declaration of Originality.........................................................................vii Acknowledgements.....................................................................................ix 

Chapter ONE

INTRODUCTION

• THE CHALLENGES OF TEACHING PHYSICAL EDUCATION........................................... 1 
• 1.My Experience of Teaching Physical Education in Kenya................................. 1 
• 2.The Puzzle: Acclamation and Marginalization ................................................... 3 
• 3.PE in Two Different Education Systems: Kenya and Victoria (Australia)....... 6 

Chapter TWO

LITERATURE REVIEW

• KENYA AND VICTORIA (AUSTRALIA): UNDERSTANDING PE IN TWO DIFFERENT EDUCATION SYSTEMS ..................................................................................................13 
• 1.Hardman’s Themes Regarding the Development of PE................................... 13 
• 2.Situation of Physical Education in Schools........................................................ 15 (a) Implementation of PE in Victoria ..................................................................... 15  (b) Implementation of PE in Kenya........................................................................ 16 (c) Assessment of PE in Victoria............................................................................ 17 (d) Assessment of PE in Kenya .............................................................................. 19 
• 3.Physical Education Curriculum Time Allocation ............................................. 19 (a) PE Time Allocation in Victoria ........................................................................ 20 (b) PE Time Allocation in Kenya ........................................................................... 20 
• 4.Physical Education in Schools............................................................................. 21 (a) Status of Physical Education in Victorian schools............................................ 21 (b) Status of Physical Education in Kenyan Schools ............................................. 22 
• 5.Physical Education Curriculum.......................................................................... 22 (a) PE Curriculum in Victorian Schools................................................................. 22 (b) PE Curriculum in Kenyan Schools................................................................... 24 
• 6.Physical Education Resources............................................................................. 25 (a) PE Teachers in Victorian Schools..................................................................... 25 (b) PE Teachers in Kenyan Schools....................................................................... 26 (c) PE Class Sizes and Facilities in Victorian Schools........................................... 27 (d) PE Class Sizes and Facilities in Kenyan Schools............................................. 28 (e) Financial Resources for PE in Victorian Schools............................................. 29 (f) Financial Resources for PE in Kenyan Schools ................................................ 30 
• 7.Equity (Inclusion) Issues...................................................................................... 30 (a) Inclusion and Gender Issues for PE in Victoria ................................................ 30 (b) Inclusion and Gender Issues for PE in Kenya .................................................. 31 (c) Inclusion and School Sport in Victorian Schools ............................................. 31 (d) Inclusion and School Sport in Kenyan Schools................................................ 32 (e) Inclusion and Disability in Victorian Schools .................................................. 33 (f) Inclusion and Disability in Kenyan School ....................................................... 34 
• 8.Partnership Pathways.......................................................................................... 34 (a) Networking among PE Teachers in Victoria .................................................... 35 (b) Networking among PE Teachers in Kenya....................................................... 36 
• 9.Conclusion............................................................................................................. 36

Chapter THREE

RESEARCH METHODOLOGY

• INVESTIGATING THE EXPERIENCES OF PE TEACHERS IN KENYA AND IN VICTORIA ......................................................................................................................................................37 
• 1.Qualitative Research and Phenomenology......................................................... 37 
• 2.Methods................................................................................................................. 39 (a) In-depth Interviews ........................................................................................... 39 (b) Document Analysis........................................................................................... 40 
• 3.Sampling................................................................................................................ 41 
• 4.Settings................................................................................................................... 42 
• 5.Analysis of data..................................................................................................... 43 
• 6.Maintaining rigour and trustworthiness............................................................ 44 
• 7.Limitations ............................................................................................................ 46 
• 8.Ethical Issues and Risks....................................................................................... 48 

Chapter FOUR

DATA PRESENTATION AND ANALYSIS

• EXPERIENCES OF TEACHING PHYSICAL EDUCATION IN KENYA AND VICTORIA .....................................................................................................................................................51 
• 1.The Situation of Physical Education in Schools................................................. 52 (a) Implementation of Physical Education in Victoria ........................................... 52 (b) Implementation of Physical Education in Kenya.............................................. 52 (c) Assessment of Physical Education in Victoria.................................................. 53 (d) Assessment of Physical Education in Kenya .................................................... 54 
• 2.Physical Education Curriculum Time Allocation ............................................. 56 (a) Physical Education Time Allocation in Victoria .............................................. 56 (b) Physical Education Time Allocation in Kenya................................................. 57 
• 3.Physical Education in Schools............................................................................. 60 (a)Status of Physical Education in Victorian Schools............................................ 60 (b) Status of Physical Education in Kenyan Schools ............................................. 61 
• 4.Physical Education Curriculum.......................................................................... 62 (a) Physical Education Curriculum in Victorian Schools....................................... 62 (b) Physical Education Curriculum in Kenyan Schools......................................... 64 
• 5.Physical Education Resources............................................................................. 65 (a) Physical Education Teachers in Victorian Schools........................................... 65 (b) Physical Education Teachers in Kenyan Schools............................................. 66 (c) Physical Education Class Sizes and Facilities in Victorian Schools................. 67 (d) Physical Education Class Sizes and Facilities in Kenyan Schools................... 70 (e) Financial Resources for Physical Education in Victorian Schools................... 71 (f) Financial Resources for Physical Education in Kenyan Schools...................... 72 
• 6.Equity (Inclusive) Issues ...................................................................................... 72 (a) Inclusion and Gender issues for Physical Education in Victoria ...................... 72 (b) Inclusion and Gender issues for Physical Education in Kenya ........................ 73 (c) Inclusion and School Sport in Victoria ............................................................. 73 (d) Inclusion and School Sport in Kenya ............................................................... 74 (e) Inclusion and Disability Issues in Victorian Schools........................................ 75 (f) Inclusion and Disability Issues in Kenyan Schools........................................... 75 
• 7.Partnership Pathways.......................................................................................... 76 (a) Networking among PE Teachers in Victoria .................................................... 76 (b) Networking among PE Teachers in Kenya....................................................... 77 
• 8.Conclusion............................................................................................................. 78 

Chapter FIVE

SUMMARY, CONCLUSION AND RECOMMENDATIONS

• ..............................................................................................79 TURNING PROMISE INTO REALITY................................................79 
• 1.Similarities between Victoria and Kenya ........................................................... 79 
• 2.Differences between Kenya and Victoria ........................................................... 81 
• 3.Possibilities for Change........................................................................................ 84 
• 4.Policy Recommendations..................................................................................... 87 REFERENCES..........................................................................................89 APPENDICES ...........................................................................................99