An assessment of The Effectiveness of Physical Education Curriculum For School Children in Relation to Achieving The Physical Education Objectives

Abstract

The purpose of this study was to conduct an assessment of the implementation of the newlinePhysical Education (PE) curriculum in grade 1 and 2 of primary school of Gurgaon newlineregion. The Development Assistance Committee (DAC) programme evaluation newlinecriteria which consist of relevance, efficiency, effectiveness, impact and sustainability were used. Multi stage stratified and simple random sampling was used to select 10 IB primary, 40 teachers, 10 head teachers, 50 parents, 160 student of grade 1 and 2, 10 Principal, 10 coordinator, 10 school admin staff and 10 activity teachers for the study. To newlineadequately achieve the objectives of the study, qualitative and quantitative methods of data collection and analysis were used. This involved the use of questionnaires, interview schedules, observation guide, resource checklist guide and document analysis newlineguide. Descriptive analysis techniques (frequencies, percentages), Chi-square and newlinecontent data analysis were used. The study found that, majority of the teachers viewed newlinePE as a relevant activity area as it addressed the needs of the child. (90%) indicated that the PE objectives were clear, relevant and achievable. Children were exposed to a variety of physical skills and they acquired and performed different movement skills. However, PE learning facilities and equipment were required to enhance the effectiveness of skill acquisition. Based on the findings of the study it is recommended that, PE should be taught like all other activity areas and the Ministry of Education inspectorate unit should ensure that this is adhered. Primary schools should evaluate the PE programme continuously to improve on its implementation. The findings of this study will provide valuable data to various educational stakeholders such as policy makers and curriculum developers in Early Childhood Education. newline newline