The purpose of this study was to conduct quantitative descriptive survey to find out sources of stress regarding the teaching of the subject Physical Education in Senior High Schools in the Cape Coast Metropolis of Ghana. Data was collected from 30 respondents who are Physical Education teachers from 10 second cycle schools. Questionnaires were used to collect data for the study. It was found out that sources of stress in the teaching of Physical Education in Senior High Schools in Cape Coast include workload, role ambiguity, lack and insufficient equipment and facilities. The study recommended that periodic workshops on sources of stress are organized for second cycle Physical Education teachers.
The purpose of the study was to unravel and analyze effects of sports-related-conflicts in the CentralWestern Zone of Colleges of Education in Ghana. Quantitative descriptive survey was used to unravel the effects of sports-related-conflicts among students in the Colleges of Education in the Central Western zone. A questionnaire was administered to 369 respondents. Data collected was analyzed using descriptive statistics. It was revealed that the effects of sports-related-conflicts assumed different forms including; creation of state of chaos, destruction of property, retaliation, sowing seeds of bitterness, rough play action, suspicion, unnecessary tensions, blackmailing among others. It was recommended that conflicts in sports at the Colleges of Education in Ghana should be properly managed by the organizers of the sporting activities
Teaching can be reflected in the words of Aristotle when he said that "those who educate children well are to be honoured more than those who produce them, for those who educate them give them the art of living well" (Hellison & Templin, 1991, p.32). According to Siedentop (1983) teaching must be viewed as a set of observable process skills to be practiced, evaluated and reflected upon in ensuring improved future performance. Siedentop pointed out that several broad areas of salient teacher behavior that contribute to effectiveness of teaching, organization, instruction, motivation and human relationships should be implemented to better provide appropriate practice at a reasonable level of difficulty for pre-service teachers. Practicing pedagogical fundamentals is necessary for all teachers to continually improve overall instruction performance. Hellison and Templin (1991) argued that in learning to teach, pre-service teachers are asked and expected to comprehend general information about the subject matter. For example, curriculum models and teaching principles of equipment management and planning, principles of motor learning, intra-task skill development and then applying general knowledge to the particular teaching situation. The demand of field experiences and student teaching require the ability to recall this information to interpret it in light of a specific context. The enhancement of the implementation of curriculum depends on many factors. Two factors identified to have been critical to curriculum implementation are human and material resources. Dunkin (1988) identified teacher training activity as one of the major issues that educational evaluators should address emphasizing teacher preparation as an essential consideration of curriculum implementation. Teachers should have a broad general education with specialized teaching in child and adolescent development and methods of teaching. Silverman (2011) corroborated this by declaring that curriculum studies in teacher education should aim at equipping teachers with the knowledge and skills necessary to implement curriculum, use available materials and participate in developing new curriculum materials. Adequate preparation should also be given to teachers who will handle the programme to ensure effective implementation of any policy. Teachers acquire their pre-service preparation from Colleges of Education (COE) where they gain competencies to teach all the subjects including Physical Education (P.E) at the basic school level. In view of this, it is prudent to introduce measures to raise the quality of teaching in the COE in order to improve the quality of education in our basic schools. As regards the teaching of P.E. the COE are to build among others adequate competencies in trainees; to enable them help pupils develop their P.E. abilities and to understand the nature of P.E., prepare student for games and sports festivals, maintain various equipment, and design and make simple man-made or improvised equipment for classroom use.
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