Abstract: The study investigated Availability and Utilization of Sporting Facilities in the Teaching of Physical and Health Education in Secondary Schools. The survey research design was adopted in the study. The population of the study included all teachers of Physical and Health Education in all the public secondary schools in Ukanafun Local Government Area. The respondents in the study were six (6) Physical and Health Education teachers in Ukanafun Local Government Area. The instrument for data collection was Availability of Physical and Health Education Facilities Checklist (APHFC) and Utilization of Physical and Health Education Questionnaire (UPHEFQ). Simple percentage was used for the analysis of the result.
The result obtained revealed that the level of availability of sporting facilities in the teaching of Physical and Health Education is very low as some of the facilities are lacking in some of the schools thereby influencing the teaching of the subject. Also, that there is high extent of utilization of available sporting facilities in the teaching of Physical and Health Education in Secondary Schools in Ukanafun Local Government Area and this has influenced the teaching of the subject positively. Based on the findings, it was recommended that government; philanthropic organizations, Parent Teachers Association and all stake holders in Education should assist in ensuring that sporting facilities especially in public schools are available for effective teaching and learning to take place.
Availability and Utilization of Sporting Facilities in the Teaching of Physical and Health Education in Secondary Schools
CHAPTER ONE
INTRODUCTION
1.1 Background to the Study
Schools are established for the purpose of teaching and learning; as such, it is pertinent that the teachers and learners be properly accommodated and equipped to facilitate the effectiveness of the teaching-learning process. Several attempts have been made by educationists and psychologists over the years to find ways of enhancing educational outcome of learners as well as input of teachers. Many studies have shown that among other things, school facilities enhance teaching in sciences, Physical and Health Education inclusive.
Eneh and Nkang (2001) in postulation of the theory of cognitive development, showed that learners function at the operational stage of mental development, and one of the characteristics of students at this stage of development is that they hardly remember what they learn except the learning experiences are made to be in concrete form; and one way of making learning experiences concrete is to apply the appropriate school facilities and equipment in the teaching process.
Generally, the aim of teaching is to develop the learners’ cognitive, affective, and psychomotor abilities (Ekanem, 2006). In a situation whereby a teacher always presents a “sermon” lesson to the learners without application of practical, the learners’ cognitive abilities are developed, while the affective and psychomotor abilities suffer flaws.
Physical and Health Education which refers to the study and appreciation of the art and science of human movement, involves the execution of various sports activities in which the learners are actively involved in role playing such as players, referees, etc. (Hardman, 2002). The activities are organized and administered under the auspices of the school and supervised by the teachers. These sports are undertaken with the aim of building a sound mind in a healthy body (Ojeme, 2002). Specifically, this is to meet the physical, emotional, social, physiological, and intellectual needs of the learners. This view is equally buttressed by Amuchie (2003), when he asserted that institutional sports is aimed at meeting health needs and the promotion of optimum development of learners.
Consequent upon the activity-based design of the Physical and Health Education curriculum, the subject cannot be taught effectively without the “doing” aspect which involves the use of various sports equipment in relation to each topic. To acquire the relevant skills and knowledge in the subject, there is need for practicalization of the concepts in real or simulated situations. The practical, therefore requires the use of the right tools, in the right way, and at the right time, based on universally accepted standards (Akinbobola, 2005). Physical and Health Education being a practical subject would be more interesting and better understood if taught as an activity.
Moreso, as a way of improving learning situation, the teacher must motivate the learners to have greater participation in the presentation of the lesson (Agboola, 2006). This statement is supportive of the fact that learners who are taught this way develop personal skills necessary for academic activities and wholesome livelihood for society living.
Abedalbasit (2013) points out that the process of revealing the importance of Physical and Health Education is the school’s responsibility. This can be achieved by providing sufficient opportunities for sports practicing for the development of physical fitness, healthy habits and safe attitudes in order to help stabilize their emotions. Hence, schools have been identified as having a key role to play, but it is apparent that Physical and Health Education teachers are becoming more accountable than ever before, as their roles continue to evolve into pursuing opportunities to facilitate activities that engage learners through appropriate use of sports equipment, thereby, adding value to the study of Physical and Health Education.
There has been a substantial theoretical and practical shift of emphasis, towards acknowledging that sporting facilities are among the principal components of Physical and Health Education in the past ten years, a burgeoning research base has increasingly shown that sporting facilities at secondary school are among the most important factor influencing students achievement in the subject, holding the key to filling the gaps in students achievement outcomes (Ferjuson, 2010) for example Sunders (2012) believe that more can be done to improve Physical and Health Education by providing new and improving existing sporting facilities in secondary schools.
Sporting facilities are recreational, fun and entertainment facilities which are also physical and spatial enablers of teaching and learning which will increase the production of result in the discipline (Adetoyeye, 2011). Sporting facilities serve as pillars of support for effective teaching/learning of Physical and Health Education. They also refer to individual buildings or groups of structure designed for exercising sports training and practice and competition in various sports (Michael, 2009). The majestic Amphitheaters of ancient Rome, such as the coliseum, demonstrated the concept of combining a stadium and a circus.
Modern sporting student/facilities as recommended by Parketharson (2012) serve more than 50 types of sporting in secondary school. A structure of usually dividing into the principal area, where training is done and competition are held (fields, courts, halls) auxiliary areas cloakrooms, dressing rooms, shower rooms for officials, equipment room) areas for the maintenance systems (water, heat and electrical power supplies), and the spectator area (stands and seats, lobbies, refreshment counters and rest rooms) sport facilities at secondary school can be outdoor or indoor (Johnson, 2009). Studies have indicated a close relationship between availability/utilization of sporting facilities and students’ performance in physical and health education. Availability and utilization of sporting facilities are very crucial in sport participation and can serve as motivation for excellence in sporting competitions and academic performance in both internal and external examination (Michael, 2009).
Availability and Utilization of Sporting Facilities in the Teaching of Physical and Health Education in Secondary Schools
1.2 Statement of the Problem
The poor level of academic performance of Physical and Health Education students in Nigeria has reached an alarming rate. This draws the attention of well-meaning Nigerians to investigate what could be done to enhance the effectiveness of the discipline. The researcher personally observed that in most secondary schools, the teaching of Physical and Health Education has not really been effective over time due to inappropriate use of sports equipment for instruction. Teachers have failed to consider the Physical and Health Education curriculum as activity-based; as such, they tend to neglect partially or completely the practical aspect of the subject.
Similarly, some schools that may boast of a few of these facilities cannot even ascertain their level of functionality. On the part of the teachers, some of them do not have the technical know-how on the appropriate use of these sports facilities should they be provided thereby defeating the purpose of studying Physical and Health Education as a subject. This therefore motivated the researcher to investigate the availability and utilization of sporting facilities in the teaching of Physical and Health Education in Secondary Schools in Ukanafun Local Government Area.
