A case study of teachers use of allocated time in teaching practical physical education lessons at Riis Presby Model School, Koforidua.

Abstract

The purpose of the study was to investigate how available time was spent by teachers to engage pupils in teaching the contents of practical physical education lesson in Riis Presby Model School in Koforidua. The population for the study was made up of twelve classroom teachers. Data were collected using a systematic observation duration instrument designed by Siedentop, Tousignant and Parker (2001). Descriptive analysis was used to discuss the data collected. Appropriate tables were used to present data. The amount of allocated time expended on the various phases of practical lessons taught were calculated and presented in percentages. Some analytic conclusions and findings of the study revealed that lower Primary teachers spend more time on class management as compared to upper primary teachers. Therefore upper primary teachers spent more time on teaching content than lower primary teachers. It is imperative that teachers should cut down on time for management in order to maximize academic learning time. The study recommends, among other things, that further research should be conducted on ways of improving the teaching of Physical Education in our Basic Schools to come out with some interventions to remedy the situation