n IFE PsychologIA : An International Journal - The efficiency of the implementation of the physical education curriculum in Nairobi county and Nyeri county preschools, Kenya
|Article Title||The efficiency of the implementation of the physical education curriculum in Nairobi county and Nyeri county preschools, Kenya|
|© Publisher:||IFE Centre for Psychological Studies (ICPS)|
|Journal||IFE PsychologIA : An International Journal|
|Affiliations||1 University of Nairobi, Kenya, 2 University of Nairobi, Kenya and 3 Kenyatta University, Kenya|
|Publication Date||Jan 2015|
|Pages||1 - 9|
|Keyword(s)||Efficiency, Implementation and Physical education curriculum|
This paper is based on a cross-sectional survey on the efficiency of the implementation of the Physical Education (PE) curriculum in Nairobi County and Nyeri County preschools in Kenya. The paper focuses on the PE teaching policy, PE learning facilities and equipments, and the teachers' efficiency in preschool PE curriculum implementation. Nairobi and Nyeri Counties were purposively sampled to provide a geographical comparison. The survey involved 99 preschools selected using stratified random and simple random sampling. The respondents included 60 head teachers, 99 teachers, 60 parents and 4 DICECE officers who were selected using stratified and simple random sampling. Data was collected using questionnaires, interviews, observation schedules, resource checklists and documentary analysis. The data was analysed using content analysis and descriptive statistics such as; frequency and percentages. It was found out that the implementation of the preschool PE curriculum was not efficiently done since PE lessons were used to teach other activity areas and teachers mostly supervised children playing instead of giving instructions. PE learning facilities were found to be fairly adequate. PE equipment and materials were found to be inadequate and this was mostly attributed to lack of funds. The teachers were found to be professionally trained thus competent to implement the PE curriculum though professional development programmes such as seminars and workshops were lacking. Recommendations made were that PE should be taught like all other activity areas and the Ministry of Education inspectorate unit should ensure that this is adhered to in all preschools. Provision of adequate PE learning facilities and equipment should be a requirement for all preschools. All preschool stakeholders should be sensitized on the importance of PE and seminars and workshops should be held regularly for the preschool teachers.
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