dc.contributor.author |
Asare-Owusu, E |
|
dc.date.accessioned |
2023-03-08T09:49:51Z |
|
dc.date.available |
2023-03-08T09:49:51Z |
|
dc.date.issued |
2013 |
|
dc.identifier.uri |
http://41.74.91.244:8080/handle/123456789/1620 |
|
dc.description |
THESIS IN THE DEPARTMENT OF HEALTH PHYSICAL EDUCATION,
RECREATION AND SPORTS, FACULTY OF SCIENCE EDUCATION
SUBMITTED TO THE SCHOOL OF GRADUATE STUDIES, UNIVERSITY OF
EDUCATION, WINNEBA IN PARTIAL FULFILMENT OF THE
REQUIREMENT FOR THE AWARD OF MASTER OF EDUCATION.
(PHYSICAL EDUCATION)
AUGUST, 2013 |
en_US |
dc.description.abstract |
This study investigated the role of hip life music in the development of physical fitness
among students of Mabang Senior High Technical School. A quantitative research
approach was used for the study. The research techniques used were the descriptive
method. The significance of the study was that it would help to create awareness of the
usage of Ghanaian Hiplife music in particular as an activity for teaching physical fitness
practical lessons, improve teacher’s pedagogy of teaching physical fitness parameters and
improve literature on the use of music in physical fitness parameters in Ghana. Four
research questions were raised. The instruments used were class attendance rate and time
of reporting for class, endurance tests and questionnaire. Data was analysed using
descriptive statistics. Results revealed that 90% of teacher respondents indicated that they
agreed that music helps in the teaching and learning of physical fitness activities.
However, only 20% of the teachers responded that they used music to enhance their
physical fitness classes even though they were aware of the role music plays in the
teaching and learning of physical fitness activities. Fifty percent of the respondents stated
that they would prefer using hip life music for their physical education classes. There was
a statistically significant difference of the participation rates of students who were taught
using music and those who were taught without music on the endurance tests. Those who
were taught using music participated better and longer on the tests. The teachers’
knowledge and repertoire of Ghanaian music also helped in the planning of the activities.
Frequencies, percentages, tables, and figures were used to analyze the responses. Some
recommendations were made to further the use of Hip life music in the development of
physical fitness among students. |
en_US |
dc.language.iso |
en |
en_US |
dc.publisher |
University of Education,Winneba. (UEW) |
en_US |
dc.subject |
Hiplife music |
en_US |
dc.subject |
Physical fitness |
en_US |
dc.subject |
Development |
en_US |
dc.title |
The role of hiplife music in the development of physical fitness among students of Mab |
en_US |
dc.type |
Thesis |
en_US |