Availability and Utilization of Physical and Health Education Facilities in Teaching in Schools
Availability and Utilization of Physical and Health Education Facilities in Teaching in Schools
Abstract
The study was carried out to ascertain the availability and utilization of Physical and Health Education facilities in teaching in schools in Ibiono Ibom Local Government Area. A descriptive survey research design was used for the study. The study population comprised all public secondary schools and all physical and health education teachers in the Local Government Area, using simple random sampling techniques. Six (6) schools and twelve (12) physical and health education teachers were used for the study.
The instrument used for collection was the Availability and Utilization of Physical and Health Education Facilities and Equipment Questionnaire (AUPHEFEQ) and a checklist was used to elicit information from the respondents. Three research questions were formulated to guide the study. Data was analyzed using simple percentages. The findings of this study indicated that out of all the Physical Education teaching facilities only soccer fields were available in all the public schools in Ibiono Ibom.
However, most of the schools have volleyball court, basketball court, handball court. The study showed that soccer ball, whistle and relay batons were available in all the schools studied; other items that were available in most schools are volleyballs, basketball, handballs, measuring tape and first aid. The result of the study indicated that soccer fields and balls, whistles and relay batons were adequately utilized in the schools.
First aid box and measuring tape were sparingly utilized in most of the schools. Based on the result, it was recommended that workshops should be organized for public secondary schools’ principals and Physical and Health Education teachers on the need to construct physical education facilities and procure the necessary equipment and utilize them. Also funds should be provided to the schools to construct facilities for effective teaching of Physical Education.
Availability and Utilization of Physical and Health Education Facilities in Teaching in Schools
CHAPTER ONE
INTRODUCTION
1.1 Background to the Study
Despite knowing the role Physical Education and Sport (PES) plays in society, the subject has been neglected in terms of its teaching in many schools in Akwa Ibom State. Luckily for the subject, the 2013 revised curriculum has placed important emphasis on the integration of Physical Education and Sport(PES) as a subject under vocational career pathway and allocated a total of twelve periods per week. To accelerate the implementation of Physical Education and Sport(PES) in schools, government through the Ministry of General Education distributed facilities and equipment for all the schools where it is offered. In spite of these efforts by the government, many schools face a lot of challenges in teaching PES
Schools are established for the purpose of teaching and learning. Therefore, it is pertinent that the teacher and learners be properly accommodated and equipped to facilitate the effectiveness of the teaching-learning process (Lungu & Mukandawire 2022). Several attempts have been made, by educationists and psychologists, over the years to find ways of enhancing educational outcome of learners as well as input to teachers. Many studies have shown that, among other things, school facilities enhance the teaching of physical education and sport.
Eneh and Nkang (2001), in postulation of the theory of cognitive development, showed that learners function at the operational stage of mental development, and one of the characteristics of students at the stage of development, is that they hardly remember what they learn except the learning experiences are made to be in concrete form; and one way of making learning experiences concrete is to apply the appropriate school facilities and equipment in the teaching process. Generally, the aim of teaching is to develop the learners’ cognitive, effective and psychomotor abilities (Ekanem, 2006) Whenever a teacher presents ‘sermon’ lesson, the learners’ cognitive abilities are developed, while the affective and psychomotor abilities suffer flaws.
This is because physical activities directly affect the cognitive processes. The teaching of Physical Education and Sport(PES) is important for the improvement of mental and physical alertness as well as the development of individual children secretion of neuropilins, the child’s self-esteem and enhance their mental functioning at school (Maher, 2016; Darst, 2014; Balsevich, 2006; Trudeau and Shephard, 2010). This argument is supported by assumptions of the 2030 sustainable development agenda which states that physical education and sport are necessary in ensuring the quality education for all.
Kirchner and Fishburne (1995), outline that Physical Education and Sport is the part of the educational process that contributes to the physical, emotional, social and mental development of learners through physical activity. Physical Education and Sport is that part of the educational experience which provides learners with the opportunity to become aware of and engage in physical activity that is whole bodied, intrinsically valuable and personally meaningful within the context of the learners’ social and environmental setting. To describe Physical education, Pangrazi (2007) states that it is a learning process that focuses on increasing knowledge and affecting attitudes and behaviours related to physical activities including exercise, sport, games, dance, aquatic games and outdoor activities.
Physical Education facilities and Equipment have been greatly influenced by the classical study of Organ (1970) in his thesis “An Appraisal of the Physical Education and Sport Facilities and Equipment in Public Elementary Schools of Virginia”. Organ (1970), provides long lasting definitions of physical education facilities and physical education equipment. Accordingly, physical education facilities refer to those items which are of a permanent nature, such as, football grounds, swimming pools and running tracks, while physical education equipment refers to those items that are generally non-durable and of limited time use in nature such as foot balls and swimming costumes.
Organ (1971), further categorises them as indoor and outdoor facilities. Outdoor facilities are described as primary outdoor facilities, outdoor climbing apparatus and upper elementary outdoor facilities. The primary outdoor facilities are swings, slides, seesaws and sandboxes. The climbing outdoor facilities are jungle gyms, horizontal ladders, climbing chins and low bars. The upper elementary outdoor facilities include horseshoe areas, high jump pits, broad jump pits target boards, basketball goals, volley goals and tetherball post. Indoor facilities comprise climbing ropes, balance beams, vaulting boxes, parallel bars, and horizontal ladders, chinning bars, bounding boards and tumbling mats.
Physical Education and Sport (PES) encompasses fitness, skills, movement, dance, recreation, health, games and sport plus appropriate values and knowledge of each. Thus, PES facility describes infrastructure designed to facilitate the teaching or provision of instructions relating to PES.PES facility excludes any spectator stands, lobbies, public restrooms, concession areas or space normally identified with serving in interscholastic and athletic programmes.
The level of success of physical and health education teaching is greatly dependent on the degree of availability and utilization of up-to-date facilities, equipment and supplies. Without facilities sports cannot take place. This does not however imply that sports facility is the only variable that is necessary for sports participation, others such as equipment, supplies are indispensable complement to sport facilities.
Availability refers to service or resources that can be obtained in the discharge of certain function. Longman (2012) noted that availability is a state of making provision for a satisfactory standard requirement in terms of facilities to enhance effective instructional activity in a particular subject. In other words, availability can be defined as human and materials resources ready for use in teaching physical education in schools.
The importance of facilities availability cannot be overemphasized in teaching of physical and health education in schools. The availability of facilities and equipment motivates the learners, increase teachers’ efficiency and promotes the productivity of the teacher. Standard facilities and equipment prerequisites to good and impressive performance physical and health education facilities are immovable permanent structure which is utilized in teaching physical education.
Egwu (2013) noted that it is obvious that the teacher’s competency and available facilities and equipment in schools determine the coverage of syllabus and curriculum of any subject including physical and health education.
The scarcity of physical education facilities could therefore constitute a big cog in the successful teaching of physical and health education. According to Ikoja (2012), the schools’ physical and health education programme requires the availability of facilities for the attainment of the set goals.
According to Ballard, Dunn and Handison (2012) physical and health education offers the best opportunity to provide physical activity to all children to teach them the skills and knowledge needed to establish and sustain lifestyle physical education facilities is therefore of great significance to educational experiences. Physical and health education is the only subject in secondary school whose goal is the total development of individuals physically, mentally, emotionally, socially through participation in physical activities. West and Bucher (2015) assert that it is the education process that uses physical activities as a means to help individuals acquire skills, fitness, knowledge and attitude.
Availability and Utilization of Physical and Health Education Facilities in Teaching in Schools
According to Singh (2013), the aim and objectives of physical and health education is to develop human personality in its totality. Oak (2014) noted that physical education help to instill in the students values and skills of maintaining healthy lifestyle through physical education activities.
Physical education activities are concerned with one’s proper adaptation to group living. It provides ample opportunities to develop traits such as cooperation, respect to others, loyalty, sportsmanship, self-confidence and other qualities which help a person to make a good citizen. To achieve these objectives of physical and health education, a well-planned activity programme, as well as adequate facilities for implementation are necessary and should be put in place. Facilities and equipment availability enables successful implementation of any academic performance.
According to Offorma (2012) teaching is usually facilitated and more effective through one’s interaction with one’s environment. environment here refers to facilities available and utilized in teaching physical and health education. The process of teaching and learning depends upon the type of facilities available. The availability of these facilities help the teacher presents concepts in a way that learners can retain them permanently and can motivate students by making it more interesting.
1.2 Statement of the Problem
The teaching of Physical and Health Education (PHE) in secondary schools is often hindered by the lack of adequate facilities, which plays a critical role in the effective delivery of the curriculum. Physical education relies heavily on the availability of appropriate infrastructure, such as sports fields, gymnasiums, and equipment tailored to various physical activities.
However, in many secondary schools, particularly in developing countries, these facilities are either insufficient or nonexistent. Studies such as Adeyemi’s (2018) research on the state of sports facilities in Nigerian secondary schools revealed that over 60% of schools lacked basic sports equipment, while 40% did not have designated spaces for physical activities. This absence of infrastructure not only affects the ability of students to engage in practical learning but also limits their development of essential physical and motor skills. Thus, the challenge of facilities availability has a direct impact on the effectiveness of PHE, as students are deprived of opportunities to fully experience and benefit from the curriculum.
In addition, the lack of adequate PHE facilities impacts teachers’ instructional methods, often forcing them to rely on theoretical approaches rather than practical engagement. A related study by Okoro (2019) investigated the relationship between school infrastructure and teaching efficacy in PHE and found that teachers in schools with inadequate facilities reported lower confidence in delivering comprehensive physical education lessons.
This limitation has broader implications on student engagement and learning outcomes, as physical education is inherently experiential. The inability to conduct outdoor activities, team sports, or fitness assessments limits students’ exposure to essential health and physical education concepts. Consequently, this gap between the curriculum requirements and available resources creates a disconnect between teaching objectives and actual learning outcomes, potentially leading to decreased student interest in PHE and lifelong physical activity.
Despite these studies highlighting the challenges of PHE facilities in secondary schools, there remains a significant gap in research addressing solutions or effective strategies to mitigate the impact of facility unavailability. Most existing studies focus on describing the extent of the problem without exploring how schools and educational stakeholders can overcome these limitations.
This present study seeks to fill this gap by examining not only the state of facilities in secondary schools but also exploring innovative solutions, such as community partnerships, resource sharing, and the role of technology in enhancing PHE instruction. By focusing on both the current state of facility availability and potential strategies for improvement, this research aims to provide a more comprehensive understanding of how to enhance the delivery of PHE, even in resource-constrained environments. Based on the mentioned problems, the study intends to check the availability of physical education facilities in public secondary schools in Ibiono Ibom Local Government Area as it affects the teaching of the subject.
Availability and Utilization of Physical and Health Education Facilities in Teaching in Schools
1.3 Purpose of the Study
The purpose of the study is to ascertain the availability of physical and health education teaching facilities in public secondary schools in Ibiono Ibom Local Government Area. Specifically, the study seeks to determine:
- The availability of physical education facilities in public secondary schools in Ibiono Ibom.
- The availability of physical and health education equipment and supplies in public secondary schools in Ibiono Ibom.
- The extent of utilization of the available physical and health education facilities, equipment and supplies in public secondary schools in Ibiono Ibom.
1.4 Research Questions
Based on the problems under investigation, the following research questions were posed to guide the study:
- What are the available physical education facilities in public secondary schools in Ibiono Ibom?
- What are the available physical education equipment and supplies in public secondary schools in Ibiono Ibom?
- What are the extent of utilization of the available physical and health education facilities, equipment and supplies in teaching physical education in public secondary schools in Ibiono Ibom?
1.5 Significance of the Study
The significance of this study on “Facilities Availability and Physical and Health Education Teaching in Secondary Schools” is multifaceted, addressing key areas in education, health, and policy development. First, the study holds practical significance for educators and school administrators by highlighting the direct relationship between the availability of facilities and the effectiveness of Physical and Health Education (PHE) instruction.
By uncovering the extent to which inadequate infrastructure hampers student engagement, skill development, and physical activity, the findings can inform school management decisions regarding resource allocation and infrastructure improvement. Schools with limited facilities can adopt innovative approaches suggested by the study, such as resource-sharing and the integration of low-cost alternatives, to improve the delivery of PHE even in constrained environments.
From a broader policy perspective, the study is essential for education stakeholders, including government agencies and educational planners, as it provides evidence-based insights into the current state of PHE infrastructure in secondary schools. The results could guide policymakers in designing policies and allocating funds to ensure that all secondary schools are equipped with the necessary facilities to meet national curriculum standards.
This is particularly significant in developing countries, where educational facilities are often underfunded, and physical education is not given the same priority as academic subjects. The study’s findings could lead to a reevaluation of policies surrounding school infrastructure, ensuring that physical education is recognized as an essential component of holistic student development.
Finally, the study is significant in promoting the overall health and well-being of students. Physical and Health Education plays a crucial role in fostering lifelong healthy habits, reducing the risk of lifestyle-related diseases, and improving mental and social well-being through teamwork and collaboration in sports.
By emphasizing the need for proper facilities, the study highlights the long-term benefits of investing in physical education for both individual students and society at large. Addressing the gap in facility availability not only enhances academic performance but also equips students with the tools necessary for maintaining physical fitness, mental health, and social interaction skills beyond their school years.
1.6 Limitation of the Study
The limitations of this study on “Facilities Availability and Physical and Health Education Teaching in Secondary Schools” are largely tied to the scope, data collection methods, and potential contextual variations. First, the study may be limited by the geographical scope, as it focuses on secondary schools within a specific region or country. This could affect the generalizability of the findings to other regions with different educational policies, economic conditions, or cultural attitudes toward Physical and Health Education (PHE). While the study may provide valuable insights into facility availability and its impact on PHE instruction in the selected region, the results may not fully apply to areas with significantly different infrastructural and educational settings.
Another limitation is related to data collection methods. The study may rely on surveys, interviews, or observational data, which can introduce biases or inaccuracies. For instance, school administrators and teachers may over- or under-report the state of their facilities, either due to pride or fear of judgment, leading to skewed data. Additionally, observational assessments of facilities may not capture the full extent of challenges in PHE delivery, such as the quality of maintenance of available resources or the frequency of their use. Furthermore, the study may face limitations in obtaining a large enough sample size to draw statistically significant conclusions, particularly if some schools are unwilling or unable to participate fully in the research.
Lastly, the study might not account for all variables affecting the effectiveness of PHE teaching. While the focus is on facilities availability, other factors—such as teacher qualifications, student motivation, school policies, or community engagement—also play a critical role in the success of PHE programs. The interplay of these factors might complicate the attribution of teaching effectiveness solely to the availability of facilities. As a result, while the study will provide useful insights into the relationship between infrastructure and PHE, it may not fully capture the broader context of challenges faced in delivering high-quality physical education.
Availability and Utilization of Physical and Health Education Facilities in Teaching in Schools
1.7 Delimitation
The delimitations of this study on “Facilities Availability and Physical and Health Education Teaching in Secondary Schools” are the boundaries set by the researcher to focus the scope of the research and ensure manageability. First, the study is limited to secondary schools, excluding primary schools and tertiary institutions, in order to specifically examine the context of adolescent education in Physical and Health Education (PHE). This focus allows for a more targeted investigation of the unique challenges and opportunities faced in secondary education, where students are expected to engage in more structured physical education programs.
Another delimitation is the specific focus on facilities availability as the primary factor influencing the teaching of PHE. While other elements such as teacher qualifications, student interest, or curriculum design also impact the quality of PHE instruction, this study intentionally limits its scope to the availability of infrastructure and equipment. This narrowing of focus allows the research to explore in-depth how the presence or absence of adequate facilities directly affects teaching methods, student engagement, and learning outcomes in PHE.
Finally, the study is geographically delimited to a particular region or country, depending on the context of the research. This regional focus helps to provide a more contextual understanding of how local economic, political, and educational policies influence the availability of PHE facilities. By concentrating on a specific geographical area, the study seeks to generate findings that are highly relevant to local educational authorities and stakeholders, even if those findings may not be universally applicable across different regions or countries.
1.8 Definition of Operational Terms
Physical and Health Education Facilities: Ugwu (2012) defined physical and health education facilities as non-moveable permanent structure used in teaching physical education e.g. soccer field.
Availability: According to Onyeyimezie (2013), availability can be defined as human and material facilities ready for use in teaching physical education.
Physical Education: This is an integral part of total education process that develops individuals mentally, physically, socially and emotionally through participation in physical activities.
CHAPTER TWO
REVIEW OF RELATED LITERATURE
In this chapter, the views of other writers and researchers related to this work are presented. The view covers the following areas.
1 Theoretical Framework
- Conceptual Review
- Availability of physical and health education facilities in schools
- Utilization of physical education facilities and equipment
- Physical and health education facilities
- Empirical studies on availability and utilization of facilities
