The Challenge and Prospects of Teaching Physical Education in Kefa Zone, Gimbo Wereda Same Selected Secondary Schools.

Abstract

This study aimed to investigate the prospect and major challenges that affect teaching physical education in secondary schools with a special preference of secondary schools found in Gimbo Woreda. To achieve this objective, data from 128 sample respondents were collected through interviews, questionnaires and observation methods and analyzed by using percentage form and interpreted on a descriptive way. The finding reveals that knowledge of the most important actors is limited. So, perception, attention and interest to engage and improve effectiveness of teaching physical education remained at lower level. Accordingly there lacks provision of inputs, fulfilling teaching and practicing facilities on secondary schools. Moreover, the lower knowledge updating training delivery to physical education teachers, responsible bodies’ failure to ensure continuity and scientific way of planning, implementing and evaluating physical education teaching activities indicate that the management system did not fully handled actions on a way of improving effectiveness of teaching physical education in secondary schools. Regardless of the problems, even if challenges such as absence of competent teacher, weather condition and nature of the subject has in significant effect; lack of commitment and support of high officials, lack of clear and well- arranged curriculum content, absence of the subject in national exam, reduced time allotment, knowledge and perception problems have seen as more challenging situations on the selected schools. Most students rate the condition of their PE facilities poorly, with 25.9% indicating facilities are in "poor" condition and 21.6% as "very poor." Only 6.9% rated facilities as "excellent," and 15.5% as "good," meaning only 22.4% view the condition positively. The majority of students rated the facilities as either "fair" (30.2%) or below, highlighting that even when facilities are available, they may not be in optimal condition for effective use. Based on those findings, filling gap of a curriculum content with detailed activities to be performed; improving attention towards developing equitable knowledge about the subject, creating conducive environment with teaching aid materials on schools and improving understanding of teachers and other parties regarding the subject have been forwarded as a recommendation.