Abstract:
The purpose of this study was to assess academic learning time of lessons taught by
trained and untrained physical education teachers in Senior High Schools of Akim Oda
District . The main objectives were to find out what phase of the practical lesson, (based
on the instrument) did trained and untrained physical education teachers spend much time
(highest time) and the disparities that persisted based on each sub-component of
academic learning time in physical education interval recording instrument designed by
Siedentop, Tousignant and Parker (1982).
Descriptive survey research design was used and the sample encompassed three trained
and three untrained physical education teachers. Simple random sampling procedure was
used to select the three trained physical education teachers and purposive sampling was
also used to choose the only three untrained physical education teachers for the study.
One student in each lesson was targeted to represent highly skilled, average skilled and
low skilled and the data collected were analysed using percentages in tables for the
individual trained and untrained physical education teachers, mean percentage (average)
time for the three trained teachers and the three untrained teachers and bar charts.
The average findings indicated that, trained teachers devoted the much time of 22.3% for
warm-up in the general content sub-component 11.4% for technique in the subject matter
knowledge sub-component, and 27.7% for skill practice in the subject matter motor
content sub-components. Meanwhile, untrained teachers devoted much time of 13.1% for
warm-up in the general content sub-component, 8.9% for strategy in the subject matter knowledge sub-component and 26.5% for skill practice in the subject matter motor
content, all in the context
level.
Most importantly, trained physical education teachers spent the highest time (much time)
of 61.0% for on-task, 2.4% for off-task and 13.0% for waiting while untrained physical
education teachers spent much time of 37.5% for off-task, 19.6% for on-task and 22.5%
for waiting.
Finally, trained physical education teachers devoted 21.1% for appropriate as the much
time (highest time) spent in motor engaged sub-components while untrained physical
education teachers also spent 8.7% as the much time devoted.
The researcher suggested that in-service training should be organized termly for the P.E.
teachers by Ghana Education Service in collaboration with physical education lecturers in
Ghana.
Description:
A Dissertation 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 Fulfilment of The Requirement For
Award Of the Master of Education (Physical Education) Degree.
DECEMBER, 2013