THE CHALLENGES OF TEACHING PHYSICAL EDUCATION; THE EXPERIENCES OF PHYSICAL EDUCATION TEACHERS IN KENYA AND VICTORIA (AUSTRALIA)
Table Of Contents
<p> <b>TABLE OF CONTENTS </b></p><p><b>Abstract........................................................................................................v </b></p><p><b>Declaration of Originality.........................................................................vii Acknowledgements.....................................................................................ix </b></p><p><b>
Chapter 1
THE CHALLENGES OF TEACHING PHYSICAL EDUCATION........................................... 1 </b></p><p>1. My Experience of Teaching Physical Education in Kenya................................. 1 </p><p>2. The Puzzle: Acclamation and Marginalization ................................................... 3 </p><p>3. PE in Two Different Education Systems: Kenya and Victoria (Australia)....... 6 </p><p><b>Chapter 2
KENYA AND VICTORIA (AUSTRALIA): UNDERSTANDING PE IN TWO DIFFERENT EDUCATION SYSTEMS ..................................................................................................13 </b></p><p>1. Hardman’s Themes Regarding the Development of PE................................... 13 </p><p>2. Situation of Physical Education in Schools........................................................ 15 </p><p>(a) Implementation of PE in Victoria ..................................................................... 15 </p><p> (b) Implementation of PE in Kenya........................................................................ 16 </p><p>(c) Assessment of PE in Victoria............................................................................ 17 </p><p>(d) Assessment of PE in Kenya .............................................................................. 19 </p><p>3. Physical Education Curriculum Time Allocation ............................................. 19 </p><p>(a) PE Time Allocation in Victoria ........................................................................ 20 </p><p>(b) PE Time Allocation in Kenya ........................................................................... 20</p><p> 4. Physical Education in Schools............................................................................. 21 </p><p>(a) Status of Physical Education in Victorian schools............................................ 21</p><p> (b) Status of Physical Education in Kenyan Schools ............................................. 22 </p><p>5. Physical Education Curriculum.......................................................................... 22 </p><p>(a) PE Curriculum in Victorian Schools................................................................. 22 </p><p>(b) PE Curriculum in Kenyan Schools................................................................... 24 </p><p>6. Physical Education Resources............................................................................. 25 </p><p>(a) PE Teachers in Victorian Schools..................................................................... 25</p><p> (b) PE Teachers in Kenyan Schools....................................................................... 26 </p><p>(c) PE Class Sizes and Facilities in Victorian Schools........................................... 27 <br></p><p> (d) PE Class Sizes and Facilities in Kenyan Schools............................................. 28 </p><p>(e) Financial Resources for PE in Victorian Schools............................................. 29 </p><p>(f) Financial Resources for PE in Kenyan Schools ................................................ 30 </p><p>7. Equity (Inclusion) Issues...................................................................................... 30 </p><p>(a) Inclusion and Gender Issues for PE in Victoria ................................................ 30 </p><p>(b) Inclusion and Gender Issues for PE in Kenya .................................................. 31 </p><p>(c) Inclusion and School Sport in Victorian Schools ............................................. 31 </p><p>(d) Inclusion and School Sport in Kenyan Schools................................................ 32 </p><p>(e) Inclusion and Disability in Victorian Schools .................................................. 33 </p><p>(f) Inclusion and Disability in Kenyan School ....................................................... 34 </p><p>8. Partnership Pathways.......................................................................................... 34 </p><p>(a) Networking among PE Teachers in Victoria .................................................... 35 </p><p>(b) Networking among PE Teachers in Kenya....................................................... 36 </p><p>9. Conclusion............................................................................................................. 36 <br></p><p><br></p><p> <b>Chapter 3
INVESTIGATING THE EXPERIENCES OF PE TEACHERS IN KENYA AND IN VICTORIA ......................................................................................................................................................37 </b></p><p>1. Qualitative Research and Phenomenology......................................................... 37 </p><p>2. Methods................................................................................................................. 39 </p><p>(a) In-depth Interviews ........................................................................................... 39 </p><p>(b) Document Analysis........................................................................................... 40 </p><p>3. Sampling................................................................................................................ 41 </p><p>4. Settings................................................................................................................... 42 </p><p>5. Analysis of data..................................................................................................... 43 </p><p>6. Maintaining rigour and trustworthiness............................................................ 44 </p><p>7. Limitations ............................................................................................................ 46 </p><p>8. Ethical Issues and Risks....................................................................................... 48 </p><p><b>Chapter 4
EXPERIENCES OF TEACHING PHYSICAL EDUCATION IN KENYA AND VICTORIA .....................................................................................................................................................5</b>1 </p><p>1. The Situation of Physical Education in Schools................................................. 52 </p><p>(a) Implementation of Physical Education in Victoria ........................................... 52 </p><p>(b) Implementation of Physical Education in Kenya.............................................. 52 </p><p>(c) Assessment of Physical Education in Victoria.................................................. 53 <br></p><p> (d) Assessment of Physical Education in Kenya .................................................... 54 </p><p>2. Physical Education Curriculum Time Allocation ............................................. 56 </p><p>(a) Physical Education Time Allocation in Victoria .............................................. 56 </p><p>(b) Physical Education Time Allocation in Kenya................................................. 57 </p><p>3. Physical Education in Schools............................................................................. 60</p><p> (a)Status of Physical Education in Victorian Schools............................................ 60 </p><p>(b) Status of Physical Education in Kenyan Schools ............................................. 61 </p><p>4. Physical Education Curriculum.......................................................................... 62 </p><p>(a) Physical Education Curriculum in Victorian Schools....................................... 62 </p><p>(b) Physical Education Curriculum in Kenyan Schools......................................... 64 </p><p>5. Physical Education Resources............................................................................. 65 </p><p>(a) Physical Education Teachers in Victorian Schools........................................... 65 </p><p>(b) Physical Education Teachers in Kenyan Schools............................................. 66 </p><p>(c) Physical Education Class Sizes and Facilities in Victorian Schools................. 67 </p><p>(d) Physical Education Class Sizes and Facilities in Kenyan Schools................... 70 </p><p>(e) Financial Resources for Physical Education in Victorian Schools................... 71 </p><p>(f) Financial Resources for Physical Education in Kenyan Schools...................... 72 </p><p>6. Equity (Inclusive) Issues ...................................................................................... 72 </p><p>(a) Inclusion and Gender issues for Physical Education in Victoria ...................... 72 <br></p><p> (b) Inclusion and Gender issues for Physical Education in Kenya ........................ 73 </p><p>(c) Inclusion and School Sport in Victoria ............................................................. 73 </p><p>(d) Inclusion and School Sport in Kenya ............................................................... 74 </p><p>(e) Inclusion and Disability Issues in Victorian Schools........................................ 75 </p><p>(f) Inclusion and Disability Issues in Kenyan Schools........................................... 75 </p><p>7. Partnership Pathways.......................................................................................... 76 </p><p>(a) Networking among PE Teachers in Victoria .................................................... 76 </p><p>(b) Networking among PE Teachers in Kenya....................................................... 77 </p><p>8. Conclusion............................................................................................................. 78 </p><p><b>Chapter 5
..............................................................................................79</b></p><p> TURNING PROMISE INTO REALITY................................................79 </p><p>1. Similarities between Victoria and Kenya ........................................................... 79 </p><p>2. Differences between Kenya and Victoria ........................................................... 81 </p><p>3. Possibilities for Change........................................................................................ 84 </p><p> 4. Policy Recommendations..................................................................................... 87 </p><p>REFERENCES..........................................................................................89 </p><p>APPENDICES ...........................................................................................99 <br></p>Project Abstract
ABSTRACT
This qualitative study compares the experiences of Kenyan and Victorian secondary school Physical Education teachers. The main aim was to discover what Kenyan PE teachers could learn from their Victorian counterparts. In depth interviews were conducted with four experienced PE teachers, two each from Kenya and Victoria, using phenomenological research methods. The participants included both male and female teachers each with an average of 15 years teaching experience. The study sought to gain the teachers’ experiences on issues regarding curriculum, pedagogy and administration of PE programmes in secondary schools. From these experiences the study identified best practice in school PE, the challenges faced by teachers and how these challenges are overcome. Analysis of documents from the respective schools was used to supplement information gained from interviews and literature review.
Findings suggest that teachers from both Kenya and Victoria feel PE is marginalized compared to other school subjects. However, PE in Victoria is a Key Learning Area (KLA) and is thus given more prominence compared to Kenya where it is an elective and non-examined subject. Consequently, Kenyan PE teachers can learn a lot from their Victorian counterparts in matters concerning curriculum time allocation, class sizes, teachers’ professional affiliation, examination and assessment, school sport, and use of technology, among others. However, while the importance of PE is widely acknowledged, competition from other academic subjects has forced many schools to reduce or cancel some PE programmes. Therefore, there is great need for teachers to collaborate and to share information on how to improve and to strengthen the delivery of PE programmes in secondary schools.
This study illuminates the challenges faced by PE teachers both in Kenya and in Victoria by comparing and contrasting their experiences. It also explains how the said challenges can be overcome. Knowledge and understanding of these experiences may be of great help to education officials, curriculum planners and school boards. It may help them to devise better ways of supporting PE teachers and to provide professional development opportunities that would assist them to improve their professional practice as well as to make PE an enjoyable subject to students.
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