ASSESSMENT OF FACTORS INFLUENCING IMPLEMENTATION OF COMPULSORY PHYSICAL EDUCATION IN SECONDARY SCHOOLS IN CENTRAL UGANDA

ABSTRACT

The introduction of compulsory Physical Education (P.E) in Secondary Schools in Uganda is part of the Government deliberate effort to improve access to quality P.E programme. The research investigated how factors related to the P.E instructional and administrative environments; and Government and schools’ stakeholders impacted on the implementation of PEas compulsory subject in secondary schools in Central Uganda. Data was collected using questionnaires administered in 120 secondary schools in Luwero, Wakiso, Mukono and Rakai districts in Central Uganda. One hundred (100) completed questionnaires from 100 schools were used to compute the study results.  Observation checklist  was used for quantifiable items. Four research questions guided the study.  Results revealed that, the headteachers interest and timely disbursement of funds for implementation of compulsory PE by the Ministry of Education and Sports were critical factors in the implementation of compulsory P.E. Other factors were found to be insignificant. The study recommended dissemination of policy on compulsory P.E; stepping up training of PE Teachers; provision of capacity development programmes for in-service teachers; mainstreaming of PE lessons onto the normal school timetable; increasing government and other stakeholders support to P.E; use senior teachers as support supervisors among others as strategies to improve implementation of P.E.

CHAPTER ONE

INTRODUCTION

1.1.       Background to the problem

Physical Education is an integral part of the school curriculum because it leads to development of physical, emotional, intellectual, health and social aspects of the learner (NASPE, 2010). The World Summit on PE and Sports, Berlin (1999) and the United Nations Educational Scientific and Cultural Organization, UNESCO International Charter on Sports and PE, (1978) both recognized the importance of PE and the need for governments to make favorable polices and support provision of PE as fundamental human right to learners. Many governments worldwide intervened in PE and sports as an attempt to promote social solidarity, maintain public order, promote national prestige and reduce the health burden of the state through promotion of health and fitness of its citizens There are various scholarly views and opinion about what PE and its contributions towards achieving overall education goals and whole-round development of the person. Such scholars, for instance, International Council for Sports Science and Physical Education ICSSPE: (2010) International Position Statement on PE indicated that PE develops physical competence, so that all children can move efficiently, effectively and safely and understand what they are doing. Position statement further asserts that PE is the most effective and inclusive means of providing all children of various background, with the skills, attitudes, values, knowledge and understanding for lifelong participation in physical activity and sport. Besides PE being the only school subject whose primary focus is on the body, physical activity, physical development and health; and helps children to develop the patterns of and interest in physical activity, which are essential for healthy development and which lay the foundations for adult healthy lifestyles.

The ICSSPE (2010) International Position Statement on PE is a reaffirmation of the United Nations Educational Scientific and Cultural Organization (UNESCO) International Charter on PE and Sports (ICSSPE, 1978) that recognized PE and Sports are essential elements of life education in the overall education system, and furthered considered PE as a fundamental human right to which access must be made universal (United Nations Educational Scientific Cultural Organization (UNESCO, 1978).  In a statement by UNESCO Director General, Irina Bokova on the importance of the revised UNESCO Charter,(2015), he stated that:,

“The revised UNESCO International Charter on Sports and  PE ( UNESCO, 2015) further provides strong  recognition of PE as a driver for promoting gender equality, social inclusion,  non-discrimination and sustained dialogue in our societies”

PE therefore is viewed as a tool to achieve a number of the Sustainable Development Goals (SDGs) specifically to achieve Gender Equity, Social Cohesion, Unity and Community Development.

Despite the immense benefits of Physical Education, it is ironic that PE continues to be a marginalized subject in school curriculum in many parts of the world (Wanyama, 2011). A World -wide Survey conducted on the status of implementation of P.E by Hardman and Marshall (2000), as a follow-up on commitment by Governments to implement the UNESCO Charter for PE and Sports (1978) and the resolutions the World Summit, Berlin (1999) discovered implementation gaps in terms of status, qualified personnel and their professional development, equipment, facilities, funding, time – tabling and time waivers, curriculum issues as well as supervision. Africa in the survey lagged behind

reporting shortage of facilities and adequately trained personnel throughout the continent as are the peripheral value in the curriculum (regarded as non-educational, non-productive use of time, is treated as recreation/play time especially in primary schools) and inadequate monitory inspections in secondary schools e.g. in Benin, Botswana and Uganda (Hardman and Marshall 2000).  The study enabled ICSSPE (2012) to develop the International Benchmarks for PE system as a deliberate effort to address specific minimal requirements for quality PE and sport systems which embraces diversity and inclusion. The International benchmarks were intended to support countries, to implement the international agreements that have been signed in favour of access to high quality physical education and sport by helping Government ministers and policy-makers, Curriculum designers, School providers, Teachers and Learners, through indications of ways in which they can improve educational provision for young people to learn in and through physical education and sport as one of their human rights; allowing for different phases of progress such as Establishment, Development and Maturity/Review.

At continental level, there has been limited studies on compulsory PE  much less on compulsory P.E in Secondary schools.  Many of the studies conducted in Africa dwelt most on provision of PE in primary schools where PE is conducted by generalist teachers (Du Toit 2019). Provision of PE at secondary schools level requires specialized training to become a PE teacher.…………. the literature provided on status of implementation of PE in Africa are limited studies at continental level on compulsory PE in secondary schools. At regional level (East Africa ) no adequate studies have been conducted besides the comparative on PE in Uganda and Kenya study done by Byaruhanga in 2008. There is limited literature in this area.

In Uganda, PE at Secondary Education level was absent

In Uganda, according to the mission statement of the National  PE and Sports Policy (Government of Uganda, MoES, NPESP, 2004), “P E and Sports aimed at Creation of a healthy, united, democratic and productive nation through physical activity and excelling sports” This mission statement was in accordance with the 2025 Uganda’s National Development Plan, Vision of Prosperous people, Harmonious Nation and Beautiful Country (Government of Uganda, NDP II 2015).

The statement provides a legal and philosophical framework for the implementation of PE programmes in Uganda including educational institutions such as secondary schools.  As a result of this policy by Government in 2009, Ministry of Education and Sports (MoES) issued a Ministerial Policy Guideline No.  that granted PE a compulsory subject status on the secondary school’s curriculum (MoES Policy Guideline, 2009). In February 2010, all secondary schools both government and private were instructed to embark on the compulsory teaching of PE as a compulsory subject for senior one and two classes throughout the country. The government had not carried out any baseline survey to ascertain the needs of the secondary schools before embarking on compulsory teaching of physical education.

1.2. Statement of the problem

The Ministry of Education and Sports embarked on the compulsory teaching of PE in secondary schools in 2010 to catch up with the ongoing global trends in school PE and Sports.  P.E in Uganda secondary schools had been neglected since the interruption in 1972 of the physical training introduced by the colonial masters. Until recently, secondary schools in Uganda did not have an approved P.E teaching curriculum despite the 1992 Government White Paper emphasis for inclusion of Physical Education on the curriculum of all educational institutions (MoES, 1992). Other instructional provisions for P.E such as instruction materials, equipment and human resources remained limited. Policy makers were unconcerned about the plight of P.E despite the global appeals for governments to make favourable policies, allocate resources, train personnel, provide equipment and make available other provisions for PE and Sports (UNESCO, 1978). Availability of qualified P.E is questionable and well as their competence to effectively handle the subject. Government competing priorities has further aggravated lack of attention given to PE with annual Physical Education and Sports (PES) sub-sector to P.E stagnating at Uganda Shillings Hundred Million (UGX. 100,000,000) for over three years often declining due to budget cuts (MoES, Ministerial Policy Statements, 2018, 2019 and 2020). With the above limited budget couple Government’s routine instructions on consumptive items such as allowances and travel inland budget lines ( Government of Uganda, Ministry of Finance Planning and Economic Development MoFPED, 2017, 2018, 2019) under which monitoring and supervision were supported, it became impossible for the PES sub-sector to undertake comprehensive monitoring for compliance with the policy on compulsory P.E in secondary schools. The display of annual secondary schools National Examination results on newspapers  ranking schools and districts as best and worst performers made it difficult for P.E to find a place on the timetable despite being granted a core compulsory curriculum status in 2009.  There was totally no time allocated for P.E in the general school time-table. Qualified Teachers for P.E were very few  very few. However, the Ministry of Education and Sports seemed not to have put in place all the requisite arrangements for effective implementation of PE in secondary schools. The Ministry’s preparations for effective implementation of compulsory PE left a lot to be desired and thus raised the general concern as to whether the government had taken all the necessary steps and put in place the basic requirements and measures to ensure the effective implementation of Physical Education.

This study was a systematic inquiry into the factors influencing the compulsory teaching and implementation of PE in secondary schools in Uganda as per the provisions   of the National PE and Sports Policy (2004) and MoES Circular Guidelines (2009) granting PE a core curriculum and compulsory subject for secondary schools.

1.3. General objective

To assess factors influencing the effective implementation of compulsory PE in secondary schools in Central Uganda.

1.4. Specific objectives of the study

The specific objectives of the study were:

1. To determine instructional factors influencing the implementation of compulsory PE in secondary schools in central Uganda.
2. To determine administrative factors influencing the implementation of compulsory PE in secondary schools in central Uganda.
3. To identify Government programmes that are supporting the implementation of compulsory P.E in secondary schools in central Uganda.
4. To recommend strategies to improve implementation of compulsory PE in secondary schools in Central Uganda.

1.5. Research questions

The study sought to answer the following research questions:

1. What instructional factors influence the implementation of compulsory PE in secondary schools in Uganda?
2. What administrative factors influence implementation of compulsory PE in secondary schools in Uganda?
3. What Government programmes are supporting the implementation of a compulsory PE in secondary schools in Uganda?
4. What strategies can improve the implementation of compulsory P.E in secondary school in Uganda?

1.7. Scope of the study

1.7.1. Geographical scope

This study was carried out in Central Uganda. This area of study comprised twenty four (24) districts. Four (4) districts of Rakai, Wakiso, Mukono, and Luwero were sampled for this study which represented approximately 17% of the total numbers of districts in central Uganda. One hundred (100) secondary schools were sampled for the study.

The four (4) districts were selected because of:

1. Proximity and access by the researcher, the researcher chose central Uganda to ensure that she could work and supervise data collection at the same time;
2. Similar school setting to other areas in the central region;
3. The districts were also selected based on limited financial resource for the study, and;
4. Geographical distribution, the four districts were selected bearing in mind the geographical distribution of districts in central Uganda. Luwero represented the north-central region, Wakiso Central-central; Mukono East-Central and Rakai- south-west central.

1.7.2 Content scope

The study investigated the following aspects:

1. PE instructional factors;
2. Secondary schools’ administrative factors, and;
3. Government and other stakeholders’ interventions in the implementation of compulsory PE in secondary schools.

1.8. Significance of the study

The study is significant in number of ways, namely:

1. Contributes to existing information and literature of PE in Uganda Secondary Schools;
2. Fills the gap between PE theory and practical realities of teaching Secondary Schools PE in Uganda;
3. Provides insights into possible PE policy interventions in secondary schools by MoES, funding agencies, Non – Governmental Organizations, and other stakeholder organizations, and;
4. Provides a documented feedback to policy makers, teachers, and headteachers on implementation of PE in secondary schools in central Uganda.

1.9. Limitations of the study

The study met the following constraints:

1. The data was collected during third term which was rather congested with National Examinations and data collection was done in two weeks. This is also a grace period when secondary schools in Uganda have completed all the National Sports Calendar programmes and have settled down.

1. The high cost to movement in the districts caused by difficulties of access to schools by public transport. Border- border cyclists had to be employed to ease access to hard-to-reach schools.

1. Unavailability and commitment of the headteachers, not all headteachers and schools responded on first visit, second visit was made in some schools.

1.10. Delimitations of the study

The study was confined to secondary schools in Central Uganda.  The study covered both private and government aided secondary schools.

1.11. Theoretical framework

Since the year 2000 many international and national policies and measures were developed to support the implementation of PE in schools. However, implementation of PE in schools are faced with many bottlenecks and therefore at varying levels of implementation across the globe as highlighted by (Hardman and Marshall, 2000). Uganda since 1980, in order to be a part of the joint global effort in the implementation of PE in school adopted the recommendation of International Charter on PE and Sports (1979), World Conference on PES (1980), the Berlin World Summit on PE(1999), the Punta d’ Este declaration (2000) and  national policy on PES and other guidelines to ensure full realization of the goals of the National PE and Sports Policy (MoES, 2004).

Compulsory teaching of PEin secondary schools was embarked on as legal and the statutory requirement for secondary schools to enable learners’ benefit from values Physical Education. The effective implementation of PE in schools does not take place without challenges. The study on global status of PE and sports in schools by Hardman and Marshall (2000) identified instructional, administrative, and governmental/schools stakeholders’ interventions as key drivers of PE implementation. In line with this theory therefore the researches drew up the conceptual framework in Fig. 1 to conduct the study. The major assumption was that the successful implementation of compulsory PE in Ugandan schools would greatly be determined by schools based instructional, administrative and stakeholders’ factors as illustrated in Fig.1 below.

1.12. Conceptual framework

The effective implementation of compulsory secondary schools PEin Uganda is expected to be driven by three interrelated factors namely:

1. The PE instructional environment. The instructional environment comprised as PE teachers’ availability, competence and attendance of refresher courses; PE instructional materials, equipment and facilities; time allotment, scheduling and favourable policies in the schools;
2. The school’s administrative environment on the other hand in respect to PEas a subject to include attitude of staff/teachers towards P.E; special learning needs and P.E; general secondary schools programme; student’s and teacher’s interest and motivation in the subject; recreational needs of the learners; class size and student’s enrolment, and;
3. The stakeholders’ involvement was conceptualized to include Government, Board of Governors, Parents Teachers Associations, School Managers, Foundation Bodies, Local Government/Authorities, the learners and community.

Fig. 1.1: Schematic representation of the Conceptual Framework for the implementation of compulsory PEin Central Uganda secondary schools: Adopted from Hardman and Marshall (2000), Ajisafe 1997, Byaruhanga (2008), and Amusa 1999.

The Figure 1.1 above illustrates the interrelationship between the various factors in the implementation of compulsory  PE in secondary Schools.

1.13. Operational definition of terms

In this study the following terms were used in specific context represented below:

Assessment:    refers to means evaluating factors, determining their impacts and prescribing interventions.

Implementation:        refers to putting in practice the policy of compulsory teaching of  PE in secondary schools.

P.E/Physical Education:       refers to the teaching of prescribed educational physical activity as a core subject on the secondary school curriculum.

Compulsory:              refers to mandatory curriculum component in which every learner accessing secondary school education must engage in under the guidance of a qualified PE Teacher.

Secondary school:     refers to Post-Primary Educational Institution that provide secondary academic educational programme as opposed to vocational training (MoES – Uganda).

CHAPTER TWO:

REVIEW OF RELATED LITERATURE

2.0. Introduction

This chapter contains literature on the status of implementation of  PE as a compulsory school subject. The review considers the historical  viewpoint, in the global, Africa and Uganda context. The review also considered the foundation of Physical education, PE instructional factors in the secondary schools, the secondary schools’ administrative factors.

2.1.1. Historical foundation of compulsory PE

During the Dark Age, the scholasticism believes the key to successful life was the development of the mental or intellectual powers. These beliefs presented a challenge to physical activities since it was not allowed to be one of the subjects in the curriculum.   During the period of Renaissance, scholars believed that  PE has an impact to their bodies and soul that was inspirable and endorsable. This belief was necessary for health, to develop the body as a preparation for welfare and recognition for the important contribution of  PE to the social and moral life (Sober website, 2009). Woods (1893), in agreement with the above beliefs, argued that the great thought in  PE was not only the education of the physical nature, but the relation of physical training to complete education, and then the effort to make the physical contribute its full share to the life of the individual, in environment, training, and culture.

In the modern era, PE is viewed from the broader perspective (Siedentop, 2009). For instance, the International Charter on PE Sports (1978:2) pointed out that PE and Sports was essential elements of life education in the overall education system. Therefore,  PE is considered as a fundamental human right to which access must be made universal.

Based the above premise,  PE was first made an essential part of education in the ancient Greece (Bennet, Howell, Simri, 1983 pg. 34).  In the late eighteenth century; Germany accorded PE and games on the curriculum. Bennet   et al, (1983) points out that  PE in Denmark became mandatory by law at elementary school level in 1814. However, the law discriminated against the girl child. The plight of the girl child as far as  PE was concerned was only addressed after 25 years.  It was Denmark and Sweden that first established the principle of attempting to provide  PE in the schools for all students (Bennet et al 1983).  PE is today an integral part of education and serves to ensure the all-round development of the physical and moral qualities of school children, to prepare them for life, labour and defense of their country.

Uganda is among the African countries that have made positive progress towards institutionalization of PE in Educational Institutions since the survey conducted by Hardman and Marshall in 2000.  PE in Uganda only gained acceptance as an important aspect of education when the NPESP (2004) was adopted by Uganda Government (UNATCOM, 2009). It also gradually gained acceptance and appreciation among education and sports policy makers; however, it only attained the core curriculum subject status in 2009 (Government of Uganda, MoES Circular Guideline, 2009). Furthermore, Government still laid emphasis on PEand sports as an integral part of education complimenting other curricular component in ensuring whole-round development of an individual (MoES ESSAPR, 2013).  The Government efforts to ensure PE attained it full potentials were further evident by the development of the guidelines to improve the conduct of PES in schools and institutions (Unpublished Government of Uganda, MoES Guidelines, 2008). These guidelines recommended the minimum number of periods to be taught for the various levels of education per week and the amount of times allocated per individual level of education for practicing the skills acquired during  PE lesson during co-curricular time under games and sports.  The government also designated 32 schools to provide double carrier of academics and sports.  PE in the sports schools (Centers of Sports Excellence) was to be offered as a core compulsory subject but not to be examined (Government of Uganda, MoES, Programme for Sports Schools, 2011, Unpublished). The government of Uganda in 2011 organized a national  PE workshop that analyzed the existing  PE curriculum for Primary and Secondary schools, Primary Teacher’s Colleges, National Teacher’s Colleges and Universities offering  PE as a discipline and developed core competences for PE teachers/tutors/lecturers called “the Profile of a Modern PE Teacher”. This was meant to improve PE teachers’ production and quality to match the current demands for better service delivery.

2.1.2. Compulsory physical education, nationalism and healthy lifestyle

Compulsory PE in schools is an important component of national development. The benefits that result from participation in PE to the individual as well as the country cannot be underrated (World Summit on Physical Education, Berlin 1999).

More specifically, compulsory PE is a tool for national development in a modern state more especially as its used enhance health, to develop physical skills, improve the functional potential of the organism and motor skills, and inculcate moral qualities such as patriotism, internationalism, team-work, boldness purposefulness, perseverance and self-assurance (Bennet et al 1983:36).

The Physical Education and Sports (PES) Department’s in a paper presented at the Education and Sports Sector Annual Review (2008) Dan Tamwesigire, former Commissioner for PE and Sports asserted in a justification for inclusion of P.E among the core curriculum of Educational Institutions and particular as a compulsory subject for secondary schools where it was omitted for a long period that:

PE and Sport occupies a pivotal position in national development, health promotion and development of individuals. He argued that P.E if included in the curriculum will help to address national development challenges linked poor health due to preventable diseases, premature aging due to sedentary lifestyle, lack of teamwork and team building, indiscipline, time wastage and disorderliness, disunity, low levels of creativity and innovation, lack of competitiveness and low level of patriotism. ( Government of Uganda, MoES, Paper Presented at Education and Sports Annual Sector Review, 2008)

With respect PE contribution to development of the individual, he indicated that intellectual, emotional, attitude and health promotion life skills can be achieved through P.E classes that provide a healthy environment to impart social and other life skills that prepares the learners for life in the community. It promotes social cohesion that can never be achieved through other means.

2.1.3. Compulsory PE and the school curriculum in Africa

Physical education has been referred to as comprehensive education content covered using physically active approach that involves teaching social, cognitive, and physical skills, and achieving other goals through movement (Mechikoff, 2010). PE as a school subject complements the other subjects on the school curriculum to produce productive individuals that the country desires. Its status of implementation was considered to vary significantly from one continent to another and from one country to another. Hardman and Marshall (2000) argue that the status of  PE  in the world is low and is the lowest in African schools. The status of the  PE as a subject is not the same throughout all African countries. At least 75% of the schools in Africa did not meet the legal policy requirements for Physical Education. In 50% of the African countries, the subject was reported yet to attain an equal status with other school subjects. In 93% of the African countries, PE lessons were canceled or replaced from the timetable with “academically examined or “marketable subjects” such as Science, English Language, Mathematics and Computer Studies (Hardman and Marshall 2000).

Jeroh (2012) observes that in most African countries,  PE is regarded as having no value for school education and is taught and practiced as leisure activity after school academic classes. Ajisafe (1997) attributed the low status of  PE in Africa to the lack of Physical Education  PE examinations, unsatisfactory curricula, philosophical gaps, inadequate facilities and equipment, poor curriculum design and poverty. Furthermore, attitudes and actions of head teachers and significant others in the schools and the education systems in Africa who have the tendency to disregard PE and treat them as “non-essential”, “less important”, “disruptive nuisance” or “play time” activities that are detrimental to the academic achievement and examination performance of the schools. This type of attitude marginalized PEin school programmes in Africa and denied the subject access to resources such as finance, teaching space, personnel, equipment and materials (Hardman and Marshall, 2000).

2.1.4. Compulsory PE in secondary schools in Uganda

According to the MoES Monitoring report (2011) on compulsory teaching of Physical Education, many schools had not actively taken up the implementation of the subject most particularly the privately-owned secondary schools. There were significant challenges facing the implementation of compulsory secondary schools’ PE in Uganda. These factors seemed to relate to  PE instructional environment in the secondary school, the secondary school administrative environment, and Government intervention in the policy implementation process.

2.2.0 PE instructional factors in secondary schools

PE instructional factors referred to provisions that facilitate and enhance the implementation of PE as a compulsory school subject. Literature reviewed under this section focused on the following aspects; Competence and qualification, Curriculum and Syllabus, assessment of  PE learning, Time allotment and scheduling, and Class size.

2.2.1. Competence and qualification of PE teachers

Effective PE delivery entails PE educators working towards presenting a comprehensive PE learning opportunity that, together with appropriate instruction, promotes quality theoretical and practical movement knowledge and skills (Lundvall 2015). The presence of qualified  PE teachers plays a crucial role in the implementation of PE programmes.  Byaruhanga (2008) argued that a well-trained teacher should be able to understand, interpret and translate the subject matter from the syllabus into physical activity for the learners through scheming, lesson planning and implementation of the curriculum by active teaching of  PE .  Tinning (2007) emphasized that teachers should know what to do to provide engaging experiences for all young people in the  PE class.  Le Masurier and Corbin, (2006) argued that it is essential for teachers to know their role and to be able to justify the importance of  PE and why it exists on the school curriculum, besides the fact that it was compulsory. Amongst other responsibilities, educators are responsible for ensuring PE delivery through effective teaching, fair resource allocation, impartial time allocation, authentic assessment and continuous professional development for effective interpersonal interactions and knowledge construction in schools (Ho et al. 2016)

In another study, Janzen at al. (2003) found out that PE specialist teachers in Manitoba were more likely to: (a) deliver developmentally appropriate, inclusive and gender equitable lessons; (b) take into consideration students’ affective development within their classes, (c) have increased variety of classroom and extracurricular activities; and (d) have a positive impact on the overall school climate. In line with the above positions, Byaruhanga (2008) observed that, the individual teacher’s competence was a critical factor in the quality and delivery of PElessons to the learners. He further argued that competent teachers provide quality learning and incompetent teachers results into poor learning. He also found out that majority of the teachers handling PEin Uganda and Kenya were neither adequately trained nor qualified to teach physical education.

Given the uniqueness of P. E and Sports, the UNESCO Charter on P.E, Article 4, advocated for personnel professionalism and competence of PEteachers and emphasized that PEteachers, should be appropriately qualified, having ‘adequate levels of specialization (Hardman & Marshall, 2000). The American National Association for Sport and Physical Education, and the American Heart Association (AAHPERD 2010), just like the UNESCO Charter on  PE and Sports advocated for certification and licensing of P.E. teachers at the elementary, middle school/junior high and high school levels in America.

In Uganda, however, the implementation of PEas a compulsory subject is in its infant stages. It was very difficult to ascertain what percentage of PEteachers in secondary schools were qualified and held certified licenses. AAHPERD (2010) further emphasized the importance of professional development and refresher courses for P. E teachers.  P.E. teachers need to keep abreast with developments on new knowledge, teaching methods and scientific principles for teaching skills if they are to remain relevant. By emulating AAHPERD strategy and obligating the PE teachers to attend at least one refresher course per year would contribute a great deal in enhancing teachers’ quality and competences. Amongst other responsibilities, educators are responsible for ensuring PE delivery through effective teaching, fair resource allocation, impartial time allocation, authentic assessment and continuous professional development for effective interpersonal interactions and knowledge construction in schools (Ho et al. 2016

2.2.2. Importance of PE curriculum and syllabus

Qualified and competent PE teachers without the required prescribed curriculum and syllabus are like soldiers in the frontlines without ammunitions. According to Stidder and Hayes (2017) as well as McDavid, Cox and Amorose (2017), diversifying PE programmes can motivate learners as a result of the multiple learning options that are offered. According to Stenhouse (1980) a curriculum attempts to communicate the essential principles and features of an educational proposal in such a form that it is open to critical scrutiny and capable of effective translation into practice. Stidder and Hayes (2017) as well as McDavid, Cox and Amorose (2017), argued that diversifying PE programmes can motivate learners as a result of the multiple learning options that are offered.  and can provide positive peer interaction that encourages and promotes activity. However, Hardman and Marshall (2000)

contrarily noted that secondary-school students on the five continents are more likely to learn the skills of, or to participate in a team sport than in any other kind of activity during their PEclass. He further indicated that some countries have established the custom of having sport afternoons once a week as a means of making possible a compromise whereby gymnastics and related activities may be taught during the day and the afternoon is used for sports.

Byaruhanga (2008) points out that Uganda does not have an official secondary school PE curriculum.  Since 1992, Uganda has been relying on a draft curriculum and syllabus (National Curriculum Development Centre, 2003). However, the draft syllabus is yet to be included on the official secondary schools’ curriculum. According to the Ministry of Education and Sports Annual Sector Review Report (2013), Uganda secondary school PE curriculum was recently finalized, but awaiting dissemination. The current status of PEin secondary schools in Uganda may be attributed to the absence of a PECurriculum

2.2.3. Importance of PE facilities and equipment

PE facilities form part of the core component of instruction materials in PE lessons. Physical Education should take place in an environment conducive to the learning and enriching of movement skills (such as stability, non- and locomotor and manipulative skills) (Stroebel et al. 2019).  PE facilities according to Byaruhanga (2008) were constructed in schools to serve dual purpose. PE facilities in schools are used by both the school and the community for sports. Availability of PE facilities in the schools or within the reach of the school will determine whether the school will actively teach PEand practice Co-curricular sports.

Marc Johnson (2012), president of University of Nevada was quoted commenting on the importance of sports facilities on the on the RGJ.COM website, He observed that:

“The student-athletes come for interviews and they look at the facilities and those schools with great facilities encourage those student-athletes to say, ‘Wow! This school supports athletics. I think I can be successful here,’’ He went on to say, “Additionally, it helps recruit coaches. The facilities send a message to coaches, assistant coaches and other staff. Whenever professionals take a job, they want to make sure they can be successful on the job, and the facilities they must help their players be successful will also make the coaches successful, as coaches, too, are on career tracks.”

Equipment and supplies are essential for the attainment of educational goals and objectives. Simpson and Anderson (1981) defined equipment as “items that last a minimum number of years or cost more than a certain amount” and supplies as items such as microscope slides, glass tubing, and cotton swabs, that are quickly consumed and that are usually less expensive than equipment items”. Some equipment performs specific functions while others such as computers perform multiplicity of functions. Sports equipment according to Sensagent Online Dictionary refers to equipment required for engagement in sports (such as balls, bats, rackets, skis, skates, ropes, weights) and devices for protection of athletes during performance (such as masks, glove, and mouth piece).

According to Ministry of Education and Sports (2008 unpublished) Guidelines for improving the conduct of PEand Sports in educational institutions outlined basic PEequipment for all PEunits in the syllabus for the respective levels (e.g. balls for netball, football, handball and volleyball; javelins, shot puts, uprights, bars and landing mattresses for athletics; and ropes, mats and horses for gymnastics) must be provided for by educational institutions. It further recommended at least two items for each of the ball games and for each of the athletics category. This same guideline went on to recommend that amidst resource constraints, Educational Institutions are encouraged to improvise where applicable to add on the available numbers of the imported items to meet the required learner to item ratio. With current policy of inclusion of learners with special learning needs into the main stream schools, the guideline also encouraged educational institutions to provide equipment for learners with special learning needs as well as, a well-equipped first aid kit for emergency in case of injuries that may occur during PES activities.

The East Africa Playgrounds website observed that, one of the many issues facing PEand sports participation in Uganda is lack of resources and equipment. Many schools just don’t have the funds to buy balls and kits. Often if they do have equipment, there is not enough, they are old and damaged, and few children get to use them. It’s therefore worth noting that there existed information gap regarding available sports equipment in the schools and the gap that exist needs to be filled.

2.2.4. Time allotment and scheduling for PElessons

Time allotment refers to the quantity of time designated for teaching of PE at secondary school level. In France, time allowed for P.E. varies between two to six hours. In addition to the minimum requirement for P.E. classes, some nations allow additional time during the school day.  For example, Czechoslovakia, and Taiwan have ten to fifteen minutes of exercise in the morning before classes; children in the former Soviet Union have a long recess of a half hour in the midmorning to play games, take a walk, or engage in some other activity. Greece formerly required three hours of PE for secondary schools on Saturday, but in 1981 it was made voluntary. The requirement for 3 hours during the week day was continued (Bennet et al 1983). In Uganda, the NPESP [MoES], (2004) is not specific on the amount of time to be allocated for teaching of PEin schools. The MoES guidelines for improving the conduct of PEand Sports in Educational Institutions (MoES, 2008), however, recommends that “O” level secondary school classes (S.1 to S.4) should be allocated two double lessons of eighty minutes, each on a different day of the week; and they should be allowed at least two hours of practice. Every hour of practice on a different day of the week during the co-curricular time period. The guideline recommended that, “A” level secondary school classes (S.5 and S.6), should be allowed a total of three hours of practice, each one hour on a different day of the week.

From the global perspectives, the time recommended for PEin schools is not honored and has been substantially reduced in many countries because of the low status of PEas a subject in comparison to other academic subjects. The reduction of time allotment for PEprogrammes accounts for the rise in juvenile delinquency, violence, and rising medical and social costs (MINEPS III, 1999). The argument put for the reduction of time, leadership and resources for PEis the claim that PEhinders academic performance and consumes time for academics. To the contrary, several studies have demonstrated that students who spend more time in PEperform well and get better examination grades as compared to their counterparts who do not participate (Shephard 1997, Sallis et al, 1997).

2.2.5. PE teaching and class size

Worldwide, various countries/ associations came up with various recommendations on class size to ensure effective delivery of P.E. lessons.  The National Association for Sport and P.E. (NASPE, 2006 ) guidelines on teaching large classes recommends that the size of P.E. class be consistent with those of other subject areas to the ratio of teacher to student:  1:25, 1:30, and 1:35, for safe and effective instruction. They further insist that, even when students with special needs are included in regular P.E. classes, their placement should not cause an appropriate class size to be exceeded. The Texas Association for Health, Physical Education, Recreation and Dance (TAHPERD, 2010) supports the concept that a lower student-teacher ratio for P.E. classes provides a safer environment and is more conducive to learning. TAHPERD ( 2010) also supports the recommendation of the 2001 Shape of the Nation Report that states. Class size for P.E. should be the same as for any other subject. Large classes put students at greater risk of injury as well as reducing learning and teacher feedback. In addition, the National Association of Sport and P.E. (NASPE) state that “No more than 25 students per (credentialed) teacher or the same size as other subject areas.” (COPEC, 2001; Hennessy, 2005).

Many P.E. teachers today face class sizes larger than this (40+ students are not uncommon) and other similar situations like multiple classes sharing one activity space etc. Large class sizes inhibit the amount of moderate to vigorous physical activity (MVPA) for each student. It is recommended that at least 50% of every P.E. class should be spent in MVPA. Large classes demand more time for organizational activities thereby reducing the time for physical activity (Darst & Pangrazi, 2006; Hastie & Saunder, 1991). Research reveals that smaller classes are associated with higher achievement at all grade levels (Sallis et al, 1999; Sheppard, 1996). Recent findings in brain research indicate that student performance in P.E. can impact student performance across all subject areas. It further stated that, Schools that provide quality physical education, with appropriate class sizes, generate a positive effect on academic achievement including increased concentration, improved mathematics, reading, and writing scores, and a reduction in disruptive behaviors (Hennessy, 2005).

The Vermont Department of Education Policy Guidelines (2010), recommended that, P.E. class sizes must be designed with the unique pedagogical, equipment-related and space-related needs of that discipline in mind. This approach is indispensable to the effective delivery of the learning standards of this content area, and to the effective assessment of the degree of success of their delivery. The policy guidelines also contended that, adaptive P.E. classes were excluded from the average minimum and optimal class size calculations (Vermont Department of Education, 2010).

In Uganda, the introduction of Universal Secondary Education in 2007 resulted into increased number of pupils joining secondary education. The secondary schools’ enrolment therefore increased resulting into school’s population bulged. This affected student’s classrooms ratio and student’s teacher’s ratio in secondary schools. Currently, the average student’s classroom ration in Government aided secondary schools stands at 52 (MoES Strategic Plan 2017/18-2019/2020) this is far above the recommended global student classroom ration and student teacher ratio for P.E.

2.3. School based administrative factors Influencing teaching of P.E

This section presents literature review on the secondary school administrative factors for implementation of compulsory P.E. The following aspects are covered under this section: The status of PEas a subject, attitude towards P.E, provisions for learners with special learning needs and the impact of school enrolment and class on effective delivery of P.E.

2.3.1. P.E as a teaching /learning subject

The status of P.E as compared to other curriculum subjects has been a subject of interest over the years. The Berlin P..E World Summit in November 1999 confirmed a decline and marginalization of P.E in schools among many countries of the world. This status is perceived to be deficiencies in curriculum time allocation, subject status, material, human and financial resources, gender and disability issues and the quality of programme delivery (Hardman & Marshall, 2000).

Silverman and Ennis (2003), attribute the low status of P.E to lack of resources, professional development, equipment and support. Martin (2003) asserts that, if PEhas a low status, the content, budget decisions and priority of funding will be directed towards other areas that have a higher priority or importance.

Hardman and Marshall (2000) indicated that, in 5% of countries (40% in Africa; 17% in the Middle East), P.E is neither compulsory nor is it offered for girls. In agreement with that above survey, the stakeholders during a workshop organised by UNATCOM in 2009 observed that, “the status of PE  in Ugandan schools is very low and that most head teachers in primary and secondary schools as well as parents emphasize academic excellence and production of “best” students in the national examinations at the expense of PEand sports which is a non-examinable subject. As a result, PEand sports is rarely taught in schools, although, it is in the curriculum and time table (UNATCOM, 2009).

2.3.2. Influence of attitude on implementation of P.E

An attitude can be defined as a positive or negative evaluation of people, objects, event, activities, ideas, or just about anything in your environment (Zimbardo et al., 1999). Bain (1927) defines an attitude as “the relatively stable overt behavior of a person which affects his status. While North (1932) defines attitude as “the totality of those states that lead to or point toward some particular activity of the organism. Attitude is, therefore, the dynamic element in human behavior, the motive for activity. Allport (1935) describes attitude as a mental and neural state of readiness, organized through experience exerting a directive or dynamic influence upon the individual’s response to all objects and situations with which it is related» and adds that “attitude is not behavior, but the precondition of it.

According to Sherrill (2004), attitude is the key to changing behaviors toward people who are different. Attitudes indicate one’s fitness or predisposition to either approach or avoid something. Approaching or avoiding behaviors, in turn, evoke new attitudes about self and environment. Physical educators’ attitudes are more likely to be positive for those teachers who have more academic preparation (Folsom-Meek & Rizzo, 2002; Kowalski & Rizzo, 1996; Block & Rizzo, 1995; Rizzo & Kirkendall, 1995).

The major challenge faced in implementation of compulsory P.E is attributed to negative attitude of academically-minded schools’ administrators who gives little attention to quality P.Eprogrammes in their schools.  As encountered in France, India, Australia, New Zealand among other countries (Bennet et al 1983). Dwyer et al. (2003) contended that the lower priority given to PEis due to the absence of assessment criteria for PEactivity, and insufficient Infrastructure. The former Commissioner for PE and Sports, Dan Tamwesigire once criticized the attitude of parents towards Physical Education:

“We parents in Uganda tend to think that academic potentials are spoilt by participating in PEactivities. We think that the person who studies hard is the one who is superior and a better survivor. But in the village if you find people who are above 70 years- they are always physically active! Why we have arms and muscles is for movement or else…”

Despite the negative attitude towards  P.E, several studies advocate for compulsory PEin schools.  For example, a study conducted by Opinion Research Corporation International for the National Association for Sport and Physical Education (NASPE, 2003) indicated that 81 percent of adults believe that daily PEshould be mandatory in schools.

Learners are the beneficiaries from the Physical Education. programme provided in the school. Learners’ motivation can be positively affected by the school climate in which a student is learning. Success is a defining factor for enjoyment in physical education. Students who are unsuccessful in other academic activities often find PEto be boring and it is argued that those activities should be eliminated from curriculum (Portman, 2003).

2.3.4. PEand the general secondary school programme

The general school programme in this context refers all the activities undertaken the secondary schools as part of the school curriculum. It consists of both curricular and co-curricular activities in the school. With the introduction of compulsory PEin secondary schools in Uganda, the curriculum for secondary schools had eight (8) Core compulsory subjects including PEand twelve (12) other elective subjects. The Core Compulsory subjects are offered from senior one to four and depending on the type of secondary school (Double Shift, General, Comprehensive, and Vocational school) the school select from the electives or optional additional subjects to be taught also considering the amount of time available at their disposal to handle the extra subjects (MoES Guidelines 2009).

There are also several co-curricular programmes in Uganda secondary schools such as games and sports, Music, Dance and Drama, Clubs and Societies to be implemented concurrently with the curricular programmes. All these programmes compete for time slot on the school timetable and requiring the attention of the school. Physical Education, though one of eight (8) Core Curriculum subjects is expected to be non-examinable at the end of Ordinary Secondary Education level.  Schools – based assessment is encouraged (MoES Guidelines 2009). The non- examination of PEat national level by Uganda National Examination Board (UNEB) has led to lack of emphasis on PEby many school stakeholders. This practice that has undermined the implementation of PEas a compulsory school subject because ultimately, school administrators make decision regarding funding, staffing and often progamme philosophy that excludes Physical Education, Sallis et al (1996).

2.3.5. Student’s and teacher’s interest and motivation to learn Physical Education

Learners are the beneficiary from the P.E. programme provided in the school. Learners’ motivation can be positively affected by the climate in which a student is learning in and success is a defining factor for enjoyment in physical education. Students that are unsuccessful in activities often find P.E. to be boring and those activities should be eliminated from curriculum (Portman, 2003).  The teachers are the implementers of compulsory P.E. in secondary schools. The level of their interest and motivation towards the subject they teach affect the quality of the delivery of the subject. Studies also revealed that teacher interest and satisfaction are crucial factors that significantly and positively affect student motivation, learning and achievement (Long & Woolfolk, 2006). The school administration also plays a crucial role in the learners’ motivation and interest to towards a subject. The school administrators were identified as a potential barrier to students’ motivation and interest in PEsince the make major decision affecting PE(Claire, Kim, Sheri and Mary, 2004) they further argued that the level of the administrative support sends a message to the students regarding the importance of Physical Education. Besides administrative support, students provided with activities choices were found to more likely experience immediate and continued satisfaction (Fleming et al, 1999).

Studies of student attitude toward PE at the secondary level are informative about the subject in the school. Luke and Sinclair (1991) found that curriculum content was the most influential factor in the development of positive and negative attitudes toward physical education, regardless of gender or whether students elected or avoided physical education. According to a study by Tannehill and Zakrajsek (1993), in the USA among the curriculum choices, athletics was most disliked by students and they indicated a negative attitude about fitness. These findings supported those of Luke and Sinclair (1991) that athletics activities and fitness testing were very unfavorably viewed by all students. Brand and Scantling (1994) examined activity preferences among high school students and found their choices to include a few team sports compared with a wide variety of individual and dual sports. In a study focused on perceptions of high school students involved in a badminton unit, Tjeerdsma et al. (1996) found that students preferred game play and competition over skill and drill practice.

Finally, Chung and Phillips (2002) found a significant positive relationship between high school student attitudes toward PE and participation in leisure-time activities. Student beliefs and attitudes acquired during PE impact their co-curricular and recreational behaviors. Insights into these attitudes have implications for curriculum and instructional modification. There is need to examine and respond to student attitudes is to PE at high school level especially important in high schools where curriculum and instructional delivery have historically been deficient (Locke, 1992; Siedentop, 1992).

2.3.6. School enrolment and implementation of compulsory PEin Uganda

Uganda has experienced a dramatic increase in the secondary school enrollments over the years. The introduction of Universal Primary Education (UPE) in 1997 saw many disadvantaged children join primary education and eventually transiting to secondary schools. The Uganda Government ten (10) years after the introduction of Uganda Primary Education, introduced Universal Secondary Education (USE) Policy to cater for the large number of pupils from lower socio-economic background joining secondary education. According the MoES Fact Sheet 2000-2012, students’ enrolment in secondary schools rose from 954,328 in 2007 to 1,247,437 in 2012. This increment has a strong bearing on resource allocation for education provision and compulsory PE  in secondary school as well.

2.4. Government interventions in physical education

The intervention of government in the implementation of compulsory secondary PE is a critical factor in the success of the programmes. This section therefore considers literature focused on the roles of government in the implementation of compulsory Physical Education. These include aspects such as Government policy instruments, Government funding, Evaluation and supervision, and government partners that played complementary roles in PE service delivery.

2.4.1 Government policies and instruments

As a result of the outcome of the 1999 World Summit on PEon the plight of physical education, the government of Uganda came up with the initiative towards institutionalizing PEin primary and secondary schools.  Several policies were developed and issued by government to address this concern of diminishing PEprogrammes these polices included:

1. The 1992 Government white Paper that emphasizes the need to include and implement PEin primary and secondary schools;
2. The NPESP (2004) that provides a framework for implementation of PEin Uganda; MoES 2008 Guidelines for improving the conduct of PEin Educational Institutions; and MoES 2009 Policy Guidelines to all secondary schools granting PEa core curriculum status among other policy documents; The Government attempt to put in places necessary policies and laws including provision of the necessary funding, policy guidelines, monitoring and evaluating programmes to ensure effective implementation of the PEand Sports Policy was connected to the perceived contribution of PEto holistic education to Uganda citizens.
3. The government of Uganda has put in place favorable polices to ensure that PEattained its rightful place in the education curriculum by granting it a core curriculum status and making it mandatory for Primary and secondary school learners’ level;
4. The government further issued supportive and favorable guidelines to schools to ensure effective and efficient implementation of PEa compulsory school subject. However, there are measures that may not have been taken as shown below.

2.4.2. Government funding for  P.E

Many good and favorable government policies have often remained shelved due to funding challenges. Funding plays a fundamental role in any new initiatives being implemented at whatever level and implementation of compulsory teaching of PEat secondary schools’ level is no exception. Inflation and economic situation also affect the PE requirement in terms of time allocated to Physical Education, and budget allocation for implementation of PErequirements (Bennet et al, 1983 pg.39). Requirements for PEsuch teachers, instructional materials both print and electronic; sports equipment and supplies; as well as physical infrastructures like the Gymnasium, play fields and courts, changing rooms, stores among other facilities require funding for successful programme implementation. Uganda is faced with serious challenges towards funding of sports facilities and equipment including human resource and capacity building for PE teachers.  Despite of the above challenges, Bennet et al (1983) argues that there is broad acceptance of PEin the school curriculum. He further asserts that budgetary problems have caused some countries to cut down on educational services, particularly in PEand sport.  At the MINEPS III meeting, it was reported that there is need to resolve the question of the funding of programmes that promote the harmonious and balanced development of the various forms of PEand sports activities, without too much emphasis on top-class sport. The MINEPS III report emphasized that funding must be made available for compulsory teaching of PEin secondary schools if the programmes were to yield fruitful results (ICHPERD-SD Springs Journal, 2000). Policy implementations largely depend on availability of funds for its survival and sustainability.

2.4.3. Supervision, monitoring and evaluation of  P.E

In addition, funding is not only required for material provisions but also for support supervision, monitoring and evaluation to fast track progress in implementation of programmes. Support supervision referred to on-going assistance provided to  PE teachers in course of discharge of their duties, while monitoring is the process of maintaining surveillance on key aspect of quality while evaluation involve analyzing and interpreting what has been observed during monitoring (Michael, 2006).

Evaluation refers to the process of determining the merit, worth, or value of something (Scriven 1991).  Parker (2006), referred to monitoring and evaluation in the wider context of knowledge management, as an element of organizational learning and performance strengthening. In PEmonitoring and supervision are part and parcel of quality PEprogramme. It therefore calls for enough funding to ensure effective and efficient programme implementation.

In the Uganda Education system, support supervision, monitoring and supervision in education are carried out by Director of Education Standards whose main mandate is to guarantee to quality of education and sports through monitoring of schools for adherence to Basic Requirement and Minimum Standards (BRMS, 2010). The Education Planning and Policy Analysis (EPPA) department also plays complementary roles by monitoring schools for PEbasic provisions in the schools.

2.4.4. Stakeholders in PE

The government of Uganda is not the sole player in the provision of education and sports services. The Government White Paper (1992) liberalized education and sports service provision in Uganda resulting into the private sectors taking keen interest and investing enormously in Education. Today, the Education System has more privately-owned secondary schools than Government Aided Secondary Schools. The annual school census conducted in 2010 of 3,234 secondary schools of which 69% (2,238) were privately owned and 30.8% (996) were Government Grant -Aided. This is an indication that government plays the lead role in policy formulation, implementation and ensuring standards but does not own the schools.  The Private Sector, Development Partners, parents, communities and NGOs complement government efforts in providing secondary education. The implementation of compulsory teaching of PEin secondary schools therefore requires the involvement of other key stakeholders in the Education.  These stakeholders include: Directorate of Education Standards (DES), District Education officers, Board of Governors, Parent Teachers Association, School Managers, Foundation bodies, local authorities, the parents, sponsors/ well-wishers and the learners, Non – Government Organizations (NGO), Community Based Organizations (CBOs), religious bodies, Teacher -Training Institution, Private Sector and individuals (NPESP 2004). All the above stakeholders play complementary roles to ensure successful implementation government policies including compulsory teaching of physical education.

2.4.5. Summary

The literature review in this chapter gives the historical foundation of compulsory physical education, its roles in nations building and health, its place in schools globally in Africa and Uganda and factors that determine, and control implementation of PEas seen from the instructional, administrative and stakeholder’s perspective. The literature serves as a background to the methodological principles and designs of the study discussed in the subsequent analysis.

CHAPTER THREE:

 METHODOLOGY

3.1.0 Introduction

The methodology of this study entailed a quantitative assessment of factors influencing the   implementation of   compulsory   Physical   Education in secondary schools in   Central Uganda. The research   methodology sought to address the research questions, test the hypotheses and recommend interventions. In this chapter therefore, the research design, area of the study, the   target population, sample size, sampling techniques and procedure, research instruments and   data analysis   procedures were   described.

3.2.0. Research design

This study adopted a descriptive cross-sectional survey research design. Data was collected about the status of phenomena and findings described in respect to the research variables. This approach was chosen as it was ideal for an in-depth investigation which sought to understand the status and details related to the compulsory teaching of PE in secondary schools. The researcher adopted a quantitative approach to capture numbers and analyzed it using inferential statistics to reveal the true status of implementation of PE in Secondary Schools. statistical findings were described in terms for frequencies and percentages.

3.3.0. Location of study

The study was conducted in Central Uganda with the highest number of secondary schools in the country i.e. 825 representing 32.2% of Secondary schools’ population in Uganda. The four districts of Luwero, Wakiso, Mukono and Rakai were purposively selected based on their location and number of government secondary schools in those districts. Secondly, the four districts (Luwero – 50, Wakiso – 158, Mukono – 76 and Rakai – 39) have high numbers of (323) secondary schools both government and private (Government of Uganda, Uganda Education Statistical Abstract, 2011). This number satisfies the 10% population requirement of this study. Thirdly, the secondary schools in these districts provide urban, semi- urban and rural settings which are like other areas in Uganda. Finally, secondary schools in these districts enrolled students from across the country through the joint admission exercise organized by the Ministry of Education and Sports and individually based on merits. This Teachers are also recruited on merits from all corners of the country.

3.4.0. Target population

The study randomly selected 100 secondary schools from the four districts of Luwero, Mukono, Wakiso and Rakai, Data from 100 schools were used for computing findings. At least 30 schools were visited from the same district. At least (10) were government schools. This was because the numbers of secondary schools found in the four districts varied as indicated above. Besides, there are fewer government secondary schools as compared to private schools in the country in general i.e. 1,004 Government- aided and 1,560 private secondary schools (Uganda Education Statistical Abstract, 2015) and in the four (4) selected districts.

The study targeted 100 secondary schools. One headteacher or deputy headteachers, one games teacher and one senior two student. However, data was collected from 120 secondary schools and sheaved for completeness to remain with 100 schools that were used to compute results.

3.5.0 Sampling Techniques and Sample Size

The study used clustered sampling dividing the country into four regions of Northern, Eastern, Central and western regions, from which Central was picked since it has the highest number of secondary schools. Stratified sampling was used to select the four (4) districts in central Uganda based on geographical location of North Central (Luwero), East Central (Mukono) Central Central (Wakiso) and South Central (Rakai). Systematic sampling was used to select 100 secondary schools based on level of development as urban, peri-urban and rural schools. Purposive sampling was used to select 100 Headteachers and 100 PE teachers and 200 learners were randomly sampled was to select the 120 schools, and purposive sampling procedures were used get at least 10 government schools and to sample district based on their locations within the region. Given the heterogeneous nature of secondary schools in Uganda, single sex (4) as well as mixed schools (96); boarding (69) as well as day schools (31) was also sampled

3.7.0. Data Collection Instruments

The researcher used two structured questionnaires with both open and closed-ended items that allowed quick responses, true expression of respondent’s opinions as the main research instrument. The questionnaires were administered to the Headteachers and PE teachers. In addition, an observation checklist was used to verify especially for items that may need to be quantified. The two questionnaires comprised of three sections which focused on:

1. PE instructional factors;
2. Secondary Schools Administrative factors, and;
3. Government and other stakeholder’s related factors.

3.8.0. Data collection procedures

The researcher obtained an introductory letter from Kyambogo University and proceeded to the district/ sample schools to collect data. Data was collected with support from research assistants who underwent orientation on how to administer the research instruments to the respondents.

One hundred twenty (100) secondary schools were visited by the research team. The research team administered questionnaires to the Head teachers /Deputy Head teachers, or the PE teacher and two senior two students. However, computation of findings was based on one hundred (100) schools. The 20 secondary schools cover instances where incomplete information was given and therefore such response was not used for computing results.

3.9.0. Ethical consideration

The researcher sought consent from the school management before accessing the respondents and administering the questionnaires. The respondents where allowed ample time to respond to the questionnaires, their responses where confidentially handled by assigning codes to each school instead of names. During observation of existing facilities, equipment, instructional materials and lesson preparation books, the researcher also sought permission from the school authority to gain access to the and students.

3.10. Data analysis

The quantitative data was entered SPSS 20.0 data analysis package which was used to generate descriptive data into percentages, graphs and pie chart for easy presentation of quantitative data.