i

AVAILABILITY, ADEQUACY AND UTILIZATION OF PHYSICAL EDUCATION

TEACHING RESOURCES IN SECONDARY SCHOOLS IN ENUGU STATE

BY

UGWUANYI, JONATHAN IFEANYICHUKWU

PG/M.Ed/2009/50653

DEPARTMENT OF HEALTH AND PHYSICAL EDUCATION

UNIVERSITY OF NIGERIA, NSUKKA

FEBRUARY, 2013
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Title Page

Availability, Adequacy and Utilization of Resources for Effective Teaching of

Physical Education in Secondary Schools in Enugu State

BY

Ugwuanyi, Jonathan Ifeanyichukwu

PG/M.Ed/09/50653

Department of Health and Physical Education

University of Nigeria, Nsukka

February, 2013
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Approval Page

This project has been approved for the Department of Health and Physical

Education University of Nigeria, Nsukka.

By

_______________ _______________
Dr .D.O. Dike Internal Examiner
Supervisor DR. F.C. Ugwueze

___________________ _________________
External Examiner Prof. O.C. Ene
Prof. Emmanuel S. Udoh Head of Department

______________________________
Prof. Ike, Ifelunni
Dean Faculty of Education
 iii

Dedication

This work is dedicated to Almighty God

 iv

Certification

Ugwuanyi, Jonathan Ifeanyichukwu a postgraduate student of the Department of

Health and physical Education, with Registration Number: PG/M.Ed/09/50653 has

satisfactorily completed the requirement for Masters Degree (M.Ed) in Physical

Education and Recreation (Sociology of Sports) The contents of this project report is

original and has not been submitted in part or in full for any diploma or degree of this or

any other university.

_________________________ ______________________
Ugwunayi Jonathan Ifeanyichukwu Dr D.O. Dike
Candidate Supervisor

_________________________ _______________________
Date Date
 v

Acknowledgements

It is with immense gratitude that I thank the Almighty God whose love and

immeasurable grace saw me through the period of this study. My sincere thanks goes to

my erudite supervisor Dr D.O. Dike for his expert supervision, understanding, and

encouragement during the course of this study. Furthermore, I acknowledge, with

immense gratitude the contribution of the lecturers who read my work at the proposal

stage (Prof. O.A. Umeakuka who was my content reader and Dr C.C. Igbokwe who was

my design reader).

My profound gratitude goes to my wife Mrs. Ugwuanyi Lawretta for her

understanding and encouragement within the duration of this study. I am also grateful to

my children, Ezichieme, Ifeanyi, Otitochukwu and Udochukwu for their painstaking and

enduring attitude throughout the period of this study. I pray the Almighty God to bless

and reward all immensely.

Ugwuanyi J.I.
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Table of Contents

Title Page i
Approval page ii
Dedication iii
Certification iv
Acknowledgement v
Table of Contents vi
List of table ix
List of Figure x
Abstract xi

CHAPTER ONE: Introduction

Background of the Study 1
Statement of Problem 12
Purpose of the Study 13
Research Question 14
Hypothesis 15
Significance of the Study 15
Scope of the Study 18
CHAPTER TWO: Review of Related Literature
Conceptual Framework

• Physical education resources 19

• Availability and adequacy of physical education resources for
• effective teaching 26
• Utilization of physical education resources for effective teaching in
• School 28
Theoretical Framework 31
• Progressive utilization theory 31
• Theory of physical education programme 32
Empirical Studies on the Availability, Adequacy and Utilization of Physical Education
Resources 35
Summary of Literature Review 40
 vii

CHAPTER THREE: Methods

Research Design 41
Area of Study 41
Population of Study 42
Sample and Sampling Techniques 42
Instrument for Data Collection 43
Validity of Instrument 44
Reliability of Instrument 44
Method of Data Collection 45
Method of Data Analysis 45
CHAPTER FOUR: Result and Discussion
Results
Discussion 65
CHAPTER FIVE: Summary/Conclusion and Recommendations
Summary 70
Conclusion 70
Summary of major findings 74
Recommendations 76
Limitation of the study 77
Suggestions for Further Studies 78
References 79
Appendix A
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LIST OF TABLES
Tables
1. Available Physical Education Facilities in the Schools
2. Availability of Physical Education Equipment and supplies in the School
3. The adequacy of Physical Education Facilities in Public Secondary School in
Enugu State
4. Adequacy of Physical Education Equipment and Supplies
5. The Utilization of Available Physical Education Facilities
6. The Utilization of Available physical Education Equipment and Supplies
7. The Factors affecting the Availability of Physical education Teaching Resources
in School
8. Factor Affecting the Utilization of Physical Education Teaching Resources in
School
9. Summary of chi-square Analysis on the level of Availability of Physical
Education Facilities in Urban and Rural School
10. Summary of chi-squre analysis on the Availability of Physical Education
Equipment and Supplies in Urban and Rural School
11. Table of Mean Utilization of Physical Education Facilities with its corresponding
t-value between urban and Rural Schools
12. Table of Mean Utilization of Physical Education Equipment and Supplies with its
Corresponding t-value between Urban and Rural Schools
13. Table Mean Utilization of Physical Education Facilities with their Corresponding
t-value between Teachers with 1-9yrs Experience and those with 10yrs Experience
and above
14. Table of Mean Utilization of Physical Education Equipment and Supplies with
their Corresponding t-value for teachers with 1-9yrs Experience and 10yrs above.
15. Summary of chi-square Analysis on the Availability of Physical Education
Facilities in male, Female only and co-educational School
16. Summary of chi-square Analysis on the Availability of Physical Education
Equipment and Supplies.
17. Summary of ANOVA on the level of Utilization of Physical Education Facilities
(Utilization 1) and Physical Education Equipment and Supply (Utilization 2)
 ix

List of Figure

Fig. 1: Diagrammatic representation of conceptual framework on availability,

adequacy and utilization of resources for effective teaching of physical
education in schools

Fig. 2: Diagrammatic representation of the progressive utilization theory in

physical education

Fig. 3: Diagrammatic representation of phases involved in school physical

education program. (Haag and Nixon: 1981)

Fig. 4: Diagrammatic representation of theories of progressive utilization and

physical education programme
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Abstract

The study was designed to ascertain the availability, adequacy and utilization of physical
education teaching resources in public secondary schools in Enugu State. Specifically the
study determined to find out the available physical education teaching resources –
facilities, equipment and supplies in secondary schools in Enugu State, the adequacy of
the available resources and the utilization of such resources. The descriptive survey
research design was used for the study. The population for the study comprised 275
secondary schools and 470 physical education teachers in public secondary schools in the
State. The proportionate random sampling technique was adopted in the study and a
sample size of 35 secondary schools and 103 physical education teachers were drawn for
the study. Two instruments were developed and used for the study. The Availability and
Adequacy of Physical Education Resources Check list (AAPERC) and the Utilization of
Physical Education Resources Questionnaire (UPERQ). The instruments were validated
by experts in the Department of Health and Physical Education University of Nigeria,
Nsukka. Cronbach Alpha statistics was used to test the reliability of the instruments. The
reliability coefficient of the three instruments are .80, .50, and .60 respectively. A 100%
return rate was recorded after the administration of the questionnaire. The data were
computed using SPSS. Chi-square and analysis of variance were used to analyze the data.
(ANOVA). The findings of the study indicated that of all the physical education teaching
facilities only soccer fields are available in all the schools. However more than half of the
schools have volleyball courts, basket ball courts and athletic tracks and fields. On
physical education equipment and supplies only whistles are available in all the schools
studied; other items that are available in most of the schools include soccer balls, hand
balls, volley balls, and basket balls. Most of the schools also have relay batons, javelin
and shot put. The result of the study indicates that of all the physical education facilities,
equipment and supplies, only soccer field are adequate in the schools. Physical education
equipment and supplies that are adequately utilized in the schools are soccer balls, volley
balls, relay batons, javelin, shot put, measuring tape and first aid box with the materials.
Of all the factors investigated only inadequate time allotment was found to be affecting
the utilization of physical education teaching resources in the schools. Based on the
results, it was recommended that workshops be organized for principals of secondary
schools and physical education teachers on the need to construct physical education
facilities in the schools and procure the equipment and supplies. Adequate time should
also be allotted to physical education instructional programme in the school time table.
 1

CHAPTER ONE

Introduction
Background to the Study
The availability of adequate facilities, equipment and supplies as well as their utilization
are important ingredients in any physical education and sports programme. In recent times it has
been observed that physical education and sports seems to be loosing steam in almost all the
secondary schools in Enugu State. This is being considered as part of the reason why the state has
not been discovering new athletes and performing well in national sports festivals. This situation
may likely persist if there are not adequate resources, especially instructional materials or if those
available are not adequately utilized. The level of success of most physical education and sports
programmes is greatly dependent on the degree of availability, adequacy and utilization of up-to-
date facilities, equipment and supplies. This is because they form the hub around which such
programmes revolve (Akinsanmi, 1995; Mgbor, 2005; Mgbor and Anyanjor, 2005).
Availability refers to services/resources that can be obtained in the discharge of certain
functions. Longman (2003) asserts that availability refers to resources ready to be used, able to
be used or that can easily be found and used. Onyejiemezie (2002) noted that availability is a
state of making provision for a satisfactory standard requirement in terms of teaching resource to
enhance effective instructional activity in a particular subject. According to the author no
meaningful learning or transfer of what has been learned will take place if such learning occurs in
a situation devoid of relevant activities and concrete experiences. In other words, availability can
be defined as human and material resources ready for use in teaching physical education. In
recognition of the importance of availability of resources in teaching Olaitan, Igbo, Ekong,
Nwachukwu and Onyemaechi (1999) noted that no meaningful learning or transfer of what has
been learned will take place if such learning occurs in a situation devoid of relevant materials and
activities as well as concrete experiences. The importance of availability of resources cannot be
over-emphasized in teaching of physical education in schools. The availability of resources-
instructional facilities, equipment and supplies as well as adequate personnel motivates the
learners, increases the teacher’s efficiency and promotes the productivity of the teacher.
Facilities, supplies and equipment provision are important aspect of physical education and
sports programme management.
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“Excellent programme is the key word in physical education

and sports competitions and this requires well equipped
good play-ground for training.” (Onyejiemezie: 30, 2002).

Standard facilities and equipment are essential prerequisites to good and impressive performance.
Lack of adequate and standard facilities and equipment hampers physical education programme
in many ways. According to Awosika (2009), it might be impossible to achieve satisfactory
results from athletes whose training facilities and equipment are inadequate or of sub-standard.
The scarcity of physical education facilities, supplies and equipment could therefore constitute a
big cog in the successful teaching of physical education in schools. Availability as will be used in
this study therefore means human and materials resources ready for use in teaching physical
education in the schools.
Adequacy of an object means a condition of being enough in quantity and good enough in
quality for a particular purpose or need. Ojoawo (1990) opined that adequate facilities and
equipment constitute a strategic factor in organizational functioning. This is because they
determine to a very large extent, the smooth functioning of any educational programme. He
further stated that their availability and adequacy influence efficiency and high productivity in
teaching. According to Adedeji (2000) there must be sufficient motivation in form of attractive
facilities, supplies and equipment for the school physical education programme in a secondary
school. Where these resources are lacking, the effective functioning of the school physical
education programme will be hindered. Longman (2000) explained adequacy as a situation in
which there is enough resources for a particular purpose. Mapaderum (2002) opined that
adequacy is a satisfactory condition of resources in an organization. He added that adequacy of
facilities, equipment and supplies in schools promote effective teaching and learning activities in
the school while their inadequacy affects the academic performance negatively. Hornby (2006)
asserts that adequacy is a condition in which something is enough or good enough in quantity for
a particular purpose or need. Adequate availability of equipment and facilities and their proper
utilization have been positively correlated to good performance in examinations while poor
performance has been blamed on inadequacies, (Maduewesi, 2010). Adding that where
equipment and facilities are lacking, teaching may be poorly executed. Adequacy as will be used
in this study therefore means satisfactory or acceptable quantity of resources as required for
 3

success in teaching of physical education in secondary schools. Different policy making bodies in
secondary school education in Nigeria recommend adequate physical education, Sports, and
recreational facilities and equipment as one prerequisite for establishment and operation of a
secondary school in the country. According to Tsiga, (2005) schools shall provide adequate
physical education, sports and games facilities, and equipment as well as other recreation
facilities as one of needed condition for operation. According to the minimum standard for the
establishment and operation of secondary schools in Enugu State (2005) secondary schools
should also have land space of between 1 to 5 hectares for games and sports field. The guideline
suggests one football field as well as one each on other games in each school. ( See Appendix B.)
Adequacy of these school physical education facilities, equipment and supplies in the schools
should as a matter of importance meet the demand of the minimum standard for establishment of
secondary schools. Schools should spare no effort to set up well structured physical education
programme. Nigeria secondary schools are now looked upon as one of the fertile grounds for
breeding the Nation’s future Sportsmen and women. For this objective to be achieved standard
and adequate facilities, equipment and supplies should be provided in the schools.
The National Teachers Institute (2003) made a more elaborate recommendation of
Physical Education facilities, equipment and supplies needed for teaching of Physical Education
in schools. The National Teachers Institute (2003) recommendation will be used in this study
owing to its comprehensive nature in terms of number of facilities, equipment and supplies for
physical education. It is also in agreement with the federal capital territory, Abuja (2005) and
Enugu State (2005) recommendations.( See Appendix A, B1 and B2.)
Hornby (2004) explained utilization as to make use of available services at the
individual’s disposal. These resources include the facilities, equipment and experienced
personnel. Olagunju and Abiona (2008) opined that the process of managing and organizing
resources is resource utilization. They added that in a school, the available resources should be
utilized in such a way that it enables the students to acquire desirable learning competencies.
Utilization of resources in teaching brings about fruitful learning since it stimulates student’s
senses and motivates them.
Ekenedo (1994) noted that there is a relationship between knowledge of a skill and the
actual utilization of such knowledge. She added that the expected outcome in a programme will
not come from mere acquisition of knowledge but from its utilization. Utilization as was used in
 4

this study is the actual patronage of the school physical education facilities, equipment and
supplies by the physical education teacher in teaching.
According to Ballard, Caldwell, Dunn and Hardinson (2005) the school physical
education programme offers the best opportunity to provide physical activity to all children and
to teach them the skills and knowledge needed to establish and sustain an active life style.
Physical education facilities and equipment are therefore of great significance to educational
experiences in physical education. One of the goals of physical education is the total
development of the participant’s physical, mental, social and emotional well-being.
Physical education is one of the subjects in secondary schools which goal is the total
development of the individual through physical activities. Educational activities in physical
education are designed to promote not only the physical well-being but also the mental and social
well-being of the participants.
According to the International Council for Health, Physical Education Recreation, Sports
and Dance (ICHPER.SD, 2001), Physical education is an academic content area, which is
composed of two major components namely human movement and Physical fitness (motor and
health related) and is based on the following disciplines; motor learning, motor development,
kinesiology, bio-mechanics, exercise physiology, sport psychology, sport sociology and athletics.
Wuest and Bucher (2006) assert that it is the education process that uses Physical activities as a
means to help individuals acquire skills, fitness, knowledge and attitude that contribute to their
optimal development and well-being. The International Council for Health, Physical Education
Recreation, Sports and Dance (ICHPER. SD, 2001) definition of physical Education was adopted
in this study.
According to Singh (2011), the aim and objective of physical education is to develop
human personality in its totality. This involves the development of the physical, mental, social,
emotional and moral aspects so as to make the individual a good citizen. Such a person should be
able to make contribution in the process of nation building in his or her own way. Oak (2011)
noted that physical education help to instill in the students the value and skills of maintaining a
healthy life style through physical activities. The person will learn skills necessary to perform
variety of physical activities, is usually physically fit and participates regularly in physical
activities as well as its contribution to healthy life style.
 5

Social efficiency is concerned with one’s proper adaptation to group living. Physical
education activities are concerned with one’s proper adaptation to group living. Physical
education activities provides ample opportunities to develop traits such as cooperation, respect to
others, loyalty, sportsmanship, self confidence and other qualities which help a person to make a
good citizen. The objective of culture aims at developing an understanding and appreciation of
one’s own local environment as well as the environment which is outside the immediate
environment. Physical education activities such as dances and games help the participants to fully
understand the history, culture tradition, religious practices and the aesthetic values associated
with these activities. To achieve these objectives of physical education a well planned activity
programme as well as adequate resources (personnel, facilities, equipment, and supplies) for
implementing the programme are necessary and should be put in place.
Physical educational resources are instructional and curriculum materials employed in
physical education instructional classes or teaching learning experiences. The availability and
utilization of resources are predictors to the successful implementation of any academic
programme. According to Offorma (2002) teaching is usually facilitated and is more effective
through the active participation of the learners and utilization of appropriate resources. Active
participation of the learner in physical education is facilitated by the availability and effective
utilization of adequate instructional resources personnel, facilities, equipment and supplies.
Akande (2005) noted that teaching and learning are better and easier done through one’s
interaction with one’s environment. Environment here refers to facilities and equipment utilized
in teaching physical education. Similarly, Egwu (2005) noted that it is obvious that teacher
competency and available instructional facilities and equipment in a school determine the
coverage of syllabus and curriculum of any subject including physical education. According to
Ikioya (2008) the schools Physical Education programme require the availability and adequacy of
facilities, equipment and supplies for the attainment of set goals. School resources have been
observed as a potent factor to quantitative and qualitative education (Owoeye 2011). This is
especially important in Physical Education because of the activity oriented nature of physical
education.
Resources according to Hornby (2004) are what can be used to help achieve an aim such
as equipment and facilities which provide information for the teachers and students. Nikky
(2010) referred to teaching resources as the different equipment available in the classroom,
 6

adding that the process of teaching-learning depends upon the different types of equipment
available in the teaching environment or classroom. Teaching resources are therefore all the
facilities, equipment and supplies utilized by the teacher in teaching the subject. Nikky, (2010)
summarized the following as some of the importance of teaching resources in teaching. Teaching
resources help the teacher present concepts in a way that the learners can retain more concepts
permanently; it helps the teacher to motivate the students, by making the environment more
interesting to the students. Teaching resources facilitate proper understanding by the students and
discourage the act of cramming, it also makes the classroom or learning environment lively and
active. In teaching of physical education, teaching resources are referred to as physical education
resources.
Teaching resources refers to a varieties of material used for teaching and learning
purposes. Okeke (1995) assert that they are collection of materials and equipment that can be
used effectively for classroom communication, adding that they could as well be described as
variety of products of educational technology. They are collection of materials and equipment
that can be used effectively for classroom communication (Okeke, 1995). In the view of Hornby
(2004) resources are what can be used to help achieve an aim such as equipment and supplies
which provides information for the teachers and students. According to Asogwa (2007) these are
materials the teacher and in fact the entire class utilize for the purpose of making teaching and
learning more effective. In other words, teaching resources are information carriers designed
specifically to fulfill objectives in a teaching learning situation.
In the teaching learning process, teachers aim to maximizing learning. To achieve this,
they employ varieties of teaching resources to arouse all the senses in the learning process. It is
believed that the more the senses are activated during teaching learning encounter, the greater the
effectiveness of such instruction as they (senses) are get-way to knowledge. The application of
educational technology materials and equipment in the classroom (NPE, 2004), improve the
teaching and learning and permit teachers and learners to interact as human beings in a climate
where people control their environment for their own best purposes.
Physical education resources are the wherewithal employed in physical education
instructional classes or teaching learning experiences. Osakunih (2002) defined physical
education resources as facilities, equipment, supplies and personnel utilized in teaching of
physical education in schools. National Teachers Institute (2002) also defines physical education
 7

resources as human, material and finance available in teaching of physical education in schools.
They are therefore all those facilities, equipment, supplies, fund as well as personnel used in
implementing the physical education programme in schools. The place of physical education
personnel, facilities, equipment and supplies as well as fund in the effective implementation of
the school physical education programme is a prominent one. They are the hub on which the
school physical education revolves. National Teacher Institute (2002) defines physical education
resources as human, material and finance available in teaching of physical education in schools.
The National Teachers Institute (2002) definition of physical education resources was adopted in
the present study.
Hargreaves (1997) defined teaching as the activities of educating or instructing learners
on some specific skills and knowledge in a particular discipline. It involves activities that impart
knowledge and skill. Hornby (2004) asserts that teaching is the work or profession of a teacher.
According to Trivia (2011) teaching is the art as well as science of instruction and pedagogy
activity. There is the need to provide the background for such pedagogy activity in teaching (with
availability of adequate teaching resources). With reference to this study, teaching means the act
of giving guidance to learners so as to help them acquire knowledge and skills in physical
education and sports. Effective teaching is the instructional techniques which make the teaching
appealing to the learners, thereby enhancing easier acquisition of knowledge and skills in
physical education.
According to Wuset and Bucher (2006) the development of values, character and ethical
decision making skills is also the primary purpose of school physical education programme.
Teaching is therefore a necessary tool through which these values are transmitted through
physical education to the students by the teacher.
A teacher according to Teachers’ Registration Council of Nigeria (TRCN, 2002) means
an individual who possesses the capacity to impact the acquired competency to learners in a
given subject area. Eze (2011) defined teacher as a person who has acquired special competency
required to effectively teach a particular subject area to a group of learners in a school.
In this study, a teacher is a person who has been trained in physical education programme
in a university or college of education to enable him/her teach the subject in secondary schools.
The teacher is hired to teach the content of physical education curriculum because he is expected
to posses the required skills for the utilization of the physical education facilities, equipment and
 8

supplies in the secondary schools. Unfortunately many physical education and sports programme
in Enugu State are not being effectively implemented owing to the problem of resources.
Secondary education is the form of education children receive after primary education
and before the tertiary level (Mgbodile; 2004). In other words, it is referred to as post primary
education. The broad goals of secondary education are to prepare the individual for useful living
within the society and higher education (National Policy on Education, NPE, 2004). For the
schools physical education program to be successfully accomplished, there is the need to achieve
the curriculum goals. Manross (2009) noted that one of the problems with physical education
programmmes in schools is that sometimes the physical education teacher has too many classes
to teach in a day or week. This problem is also coupled with the fact that there may be inadequate
facilities, and equipment in such schools. The availability of adequate facilities, equipment and
supplies as well as their utilization help the teacher achieve the objectives of the programme
more effectively.
Physical education and physical activity needs vary according to seasonal difference and
geographical locations (Baranowski, Thomspons, Durani, and Puhl, 1993). Similarly, Nigeria
Secondary Schools-urban, rural, uni-sex and coeducational require a variety of physical
education and sports facilities, equipment and supplies that will meet their curriculum needs. The
availability and utilization of such facilities, equipment and supplies may vary among secondary
schools in Enugu State according to school type and geographical location differences among the
schools. There are yet scanty research reports on influence of school location and school type on
availability and utilization of physical education resources in Nigeria. This is similar to
Anekeagbo (2006) assertion that studies on influence of school location on psychomotor skill
acquisition are inconclusive.
Ayogu and Nworgu (1999) observed that urban students out performed their rural
counterparts in physics achievement. The study agrees with the findings of Nwagu (1992) and
Owoye (2000) that showed that urban students performed better than rural students. Onah (2011)
also indicated that urban students perform better than rural students in a similar study. The
availability and utilization of teaching resources may be factors accounting for differences
between urban and rural students in acquisition of psychomotor skills in difference subjects
including physical education. The effects of gender, school type and school location on school
physical education resources is investigated to determine whether these variables account for
 9

possible differences in availability, adequacy and utilization of these resources in the schools. It
may also be the reason for differences in acquisition of motor skills by the students.
In this study urban secondary schools are those secondary schools within Enugu State that
are located in areas that have been designated as urban areas by the National Population
Commission (NPC) of Nigeria. Rural secondary schools are those secondary schools within
Enugu State that are not geographically located in areas designated as urban areas by the
National Population Commission.
Co-educational secondary schools are those schools where male students and female
students receive their educational career jointly in the same school blocks and classrooms, and
use other educational facilities in the school communally. On the other hand uni-sex schools are
secondary schools where either males only or females only receive their educational career and
utilize other school facilities without the opposite sex.

Statement of the Problem

Given the importance of facilities and equipment to the success of any given physical
education and sports programme, it would be expected that secondary schools administrators
would ensure the provision, availability, adequacy and utilization of up-to-date physical
education facilities, equipment and supplies one of paramount interest in public secondary
schools.
The prevailing problem in Nigerian secondary schools is that resources for teaching
physical education may be declining steadily without the school administrators giving attention
to it. This unfortunate development has become a source of worry to many stakeholders in the
teaching of physical education in schools. The average physical education teacher is faced with a
lot of challenges in teaching not only because of the increased number of students but also as a
result of the scanty and often poorly maintained physical education facilities, equipment and
supplies in the schools. The downward trend in sports and physical education facilities and
equipment in schools have continued unabated since the early 90s. Since then many
governments, local, state and federal pay lip service to its resuscitation (Mgbor 2002; Abu 2012).
The situation of scanty and inadequate physical education and sports facilities and equipment in
schools have persisted over the years in spite of the fact that many Nigerians, especially former
Nigeria Internationals have identified the return to school sports as the foundation to build the
rebirth of sports development in Nigeria.
 10

Observation by the researcher indicates that in schools where there are no physical
education teachers or there is inadequate numbers of physical education teachers, non-physical
education teachers in Physical Education or teachers that studied other subjects teach physical
education. Such arrangement may affect the utilization of the available physical education
facilities, equipment and supplies in the schools. Observation by the researcher indicates that
many physical education teachers in schools in Enugu State also find it difficult to demonstrate
certain skills in different games and sports such as soccer, hockey, handball among others owing
to non-availability of necessary facilities and equipment. Secondary schools require a variety of
sports and physical education facilities, equipment and supplies to meet the teachers and students
needs. Besides, the non-availability, inadequacy and non-utilization of facilities, equipment and
supplies for teaching the subject may be a factor in the inability of the few teachers in the schools
to sustain students interest, leading to poor performance in the subject. Also very few and in most
cases no student offers the subject in Senior School Certificate Examination (SSCE) in secondary
schools in Enugu State. (See Appendix G). Based on the fore mentioned problems the study
intends to determine the availability, adequacy and utilization of resources in public secondary
schools in Enugu State.

Purpose of the Study

The purpose of the study is to ascertain the availability, adequacy and utilization of
physical education teaching resources in public secondary schools in Enugu State. Specifically
the study seeks to determine;
1. the availability of physical education facilities in public secondary schools in Enugu
State;
2. the availability of physical education equipment and supplies in public secondary schools
in Enugu State;
3. the adequacy of physical education facilities in public secondary schools in Enugu State;
4. the adequacy of physical education equipment and supplies in public secondary schools in
Enugu State;
5. the extent of utilization of the available physical education facilities in public secondary
schools in Enugu State;
6. the utilization of available physical education equipment and supplies in public secondary
schools in Enugu State;
 11

7. Factors affecting availability of resources in teaching physical education and sports in

secondary schools in Enugu State;
8. Factors affecting utilization of resources in teaching physical education and sports in
secondary schools in Enugu State.

Research Questions
Based on the problems under investigation the following research questions were posed
to guide the study.
1. What are the available physical education facilities in public secondary schools in Enugu
State?
2. What are the available physical education equipment and supplies in public secondary
schools in Enugu State?
3. What is the adequacy of physical education facilities in public secondary schools in
Enugu State?
4. What is the adequacy of physical education equipment and supplies in public secondary
schools in Enugu State?
5. What is the extent of utilizations of available physical education facilities in teaching of
physical education in public secondary schools in Enugu State?
6. What is the extent of utilization of available physical education equipment and supplies
in teaching of physical education in public secondary schools in Enugu State?
7. What are the factors affecting availability of resources in teaching physical education and
sports in secondary schools in Enugu State?
8. What are the factors affecting utilization of resources in teaching physical education and
sports in secondary schools in Enugu State?

Hypotheses
The following null hypotheses have been formulated and each tested at 0.5 level of significance.
1. There is no significant difference in the availability, adequacy and utilization of physical
education resources based on location of school.
2. There is no significant difference in the availability, adequacy and utilization of physical
education resources based on working experience of personnel.
 12

3. There is no significant difference in the availability, adequacy and utilization of physical

education resources based on type of schools.

Significance of the Study

The data of the study will be significant in many respects. The determination of the
available physical education facilities in the schools may be of immense benefit to the physical
education teachers in the schools and school administrators. To the physical education teachers in
the schools it may help to x-ray to them the present situation of facilities in terms of availability
in schools. This knowledge may also be a source of encouragement to the teachers to make
requisition to the school administration on the need to construct more physical education and
sports facilities in the school. The school administrators may also be furnished with information
on areas where there are no facilities in the schools and hat can help them to invest more in the
area of physical education and sports development.
The determination of the availability of physical education equipment and supplies may
be of immense benefit to the students, the physical education teachers and school administrators.
The findings of the study may unveil to the teacher areas in physical education where there are
no equipment and supplies in the schools. This information may help them in making requisition
for purchase of physical education equipment and supplies to the school administration. The
students may benefit because if the school procure more instructional equipment and supplies in
physical education, it will bring about improvement in teaching and learning conditions in the
school. The findings of the study may also encourage the physical education teacher to improvise
non-existent equipment in the school. The information may also be useful to the government in
deciding areas to provide equipment to schools.
The data from the study also provides information on the adequacy of physical education
facilities in secondary schools in Enugu State. This information may be useful to the state
ministry of education in taking decision whether public schools are establishing the needed
physical education and sports facilities or not. The ministry can use the information in making
requisition to the state government on need for adequacy of physical education and sports
facilities in the schools.
The information on adequacy of physical education equipment and supplies in the schools
will also be useful to Enugu state ministry of education and the ministry of youths and sports.
The information will help them to determine areas where there are insufficient equipment and
 13

supplies in the schools. The ministries may advice the government to make supply to the schools
in those areas.
The determination of the extent of utilization of the existing physical education facilities,
equipment and supplies in the schools may be of benefit to the physical education teachers, the
principals in the schools as well as the Post Primary School Management Board. To the school
physical education teacher the information may help him or her carryout self assessment on the
Job and determine whether there is need for improvement or not. The school administrators
(principles) may benefit from the information since it will provide information to him or her on
whether these instructional aids are being utilized as they are supposed to. Such information may
be necessary in exercising control over the physical education teachers in the school. To the
officers in the (PPSMB) the information on extent of utilization of the physical education
facilities, equipment and supplies may help them determine whether the teacher require coaching
clinic or not. Information from this study also point out specific areas where such retraining,
coaching clinic or workshops may be necessary to organize for the teachers.
The determination of the factors that affect the availability and utilization of physical
education resources in the schools may be of benefits to the physical education teachers such
information may help him plan adequately to improve on the availability and utilization these
resources in the school. School administrators may also benefits since there may be areas where
such factors require his or her action to control. Information that will be generated from the study
may help the Enugu State government formulate policies that will help to improve on
availability, adequacy and extent of utilization of physical education resources in public
secondary schools in the state.
To the researchers, the findings of this study would provide information upon which
future researches in the areas of physical education resources availability could be based. In all,
the study will likely on availability, adequacy as well as the utilization of instructional facilities,
equipment and supplies in public secondary schools in Enugu State.

Scope of the Study

The study will carried out in Enugu State of Nigeria. Enugu State has six educational
zones namely: Nsukka, Agbani, Awgu, Enugu, Obollo-Afor and Udi. Only the physical
education teachers in public secondary schools in these zones will be involved in the study. The
 14

physical education teachers in public secondary schools will be used because there are teachers
with higher certificates and experience on the job than the private schools in Enugu State.
In the content area, specifically the study will attempt to determine the availability and
adequacy of facilities, equipment and supplies in the schools as well as their utilization in the
schools. The human and financial resources were not covered in the work. The essence of the
delimitation was to make a more thorough study of the areas covered in the study.
 15

CHAPTER TWO

Review of Related Literature

The review of literature regarding the availability, adequacy and utilization of physical
education resources in secondary schools indicates that there are not equal coverage of these
subject matters by authors at the global, national and state levels. The review of literature
indicate that many authors have written on availability, adequacy and utilization of teaching
resource at the global and national level, however not much work has been done on physical
education teaching resources at global, national and state level. This literature is reviewed under
the following subheadings.
Conceptual Framework
• Availability of physical education resources in schools.
• Adequacy of physical education resources in schools.
• Utilization of physical education resources in schools.
Theoretical Framework
• Progressive utilization theory
• Theory of physical education programme
Empirical Studies on the Availability, Adequacy and Utilization of Physical Education Resources
Summary of Literature Review

Availability of Physical Education Resources in schools.

The relevance of the presence of facilities, equipment and supplies to the smooth running
of school physical education programme has been severally emphasized in the literature
(Akinsami, 1995; Mgbor; 2005). The level of success of most physical education programmes is
greatly dependent on the degree of availability and adequacy of up-to-date equipment and
facilities as these form the hub around which such programmes revolve. Longman (2003)
explains available as something that is able to be used or can easily be found and used. In other
words they are those resources that are committable or usable upon demand to perform their
designated or required function.
According to Okoro (1991) facilities, equipment and supplies are very vital in teaching
and learning in schools. Similarly Awosika (1992) asserts that facilities and equipment are
programme related in any teaching programme and should be provided in sufficient quantity to
 16

meet the needs of the school physical education programmes. National Association for Sports
and Physical Education (NASPE: 1995) advocates that sufficient physical education resources
are needed to meet the standard for secondary school physical education programme. Ogbu
(1997) also observed that school physical education resources (facilities, equipment supplies and
the personnel) are very important to the successful implementation of the school physical
education programme. Writing on availability of school facilities and academic achievement
Owoeye and Olatunde (2011) opined that availability of school facilities is a potent factor to
quantitative education. According to them the importance of provision of instructional facilities
for teaching and learning in the education sector cannot be over-emphasized. The authors added;
“teaching is inseperable from learning but learning is not seperable from teaching”. According to
them this means that teachers do the teaching to make the students learn, but students can learn
without the teachers. They added that learning can occur through one’s interaction with one’s
environment. Environment here refers to facilities that are available to facilitate students learning
outcome.
Commenting on factors affecting availability and adequacy of physical education
facilities, equipment and supplies in Schools Verela (1996) lamented the political influence in
sports and Physical Education environment in relation to availability of resources. He maintained
that corruption among other factors is militating against effective management of sports facilities
and equipment. According to him money which are meant for development of infrastructural
facilities in our school may be channeled in private pockets. Similarly, Ugwu (2002) regretted the
attitude of some school heads that show great apathy to Physical activities and sports. He added
that such situations found in schools are not healthy development since many sports stars could
be left behind. National Teacher Institute (2002) outlined the following as the major factors
affecting the availability of Physical Education facilities, equipment and supplies in schools.
• Careless planning of programme by the games teacher or gamesmaster.
• Employment of unqualified teachers to handle Physical Education.
• Lack of funds, and
• Poor maintenance of existing facilities and equipment.
According to Ojoade (2011) inadequacy of fund to the schools as provided by the government is
the main problem of secondary schools in Nigeria. Correspondingly, this situation affects the
extent of availability of resources for the Physical Education programme in the schools.
 17

Adequacy of physical education teaching resources in schools.

Longman (2000) explained adequacy as a situation in which there is enough resources for
a particular purpose. Mapaderum (2002) asserts that adequacy is a satisfactory condition of
resources in an organization.
Faronbi (1998) opined that the wealth of a nation or society could determine the quality
of education since it determines the possibility of the provision of adequate resources for
education. The author further noted that a society that is wealthy will establish good schools with
quality teachers and adequate learning infrastructures. He added that when these conditions are
on ground students may learn with ease thus bringing about good academic achievements.
Commenting on importance of adequate resources in teaching Ajayi and Ogunyemi
(1990) reiterated that when facilities are provided in adequate quantity to meet relative needs of a
school system, students will not only have access to the reference materials mentioned by the
teacher but individual students will also learn at their own pace. The net effect of this is increased
overall academic performance of the entire students. On the contrary inadequate facilities and
equipment in teaching is the origin of failure (Ahmed, 1999).
According to him a close look at the public schools in Nigeria and what goes on there
shows that nothing good can come out of most schools as they do not have adequate facilities,
and appropriate human resources to prepare candidates for the West African School Certificate
Examination (WASCE). Similarly Okwor (2003) blames the failure of Curriculum Reforms in
Nigeria (CRN) on the inability of the initiators of the programme to mobilize adequate resources
(human, material and financial) to prosecute it and transform the plan into reality.
National Teachers Institute (2002) asserts that the issue of facilities and materials as well as
equipment for use in teaching of physical education in schools and colleges has for long
constituted a problem in Nigerian schools that the number of facilities equipment and materials
for physical education respectively has been generally inadequate in our schools and colleges.
The learners themselves are resources to a resourceful teacher. The teacher can utilize their innate
skills and ingenuity in producing certain local materials to be used as teaching aids.
However Umeoduagu, (2000) asserts that resources should be provided in quality and
quantity for effective teaching in schools. Mapaderum (2002) emphasized that the availability
and adequacy of learning facilities and equipment promote effective teaching and learning
activities in schools while their inadequacy affects the academic performance negatively. Also
 18

Alor (2006) stressed that besides having sound instructional programme on ground, the number
and qualification of the teacher is yet another important factor to be considered in teaching of
physical education in secondary schools. According to the author, equally important apart from
availability of adequate facilities and equipment is the teacher’s experience on the Job. Salami
(1999) in Akin-Taylor and Aboyomi (2008) noted that availability of adequate facilities and
equipment is of vital importance in physical education. The author added that funding or
financing is equally an important factor affecting the implementation of the school physical
education programme.

Utilization of physical education resources in schools.

Utilization of resources according to Chakraborty, Islam, Chowdhury, Bari and Akhter
(2011) is a complex behavioral phenomenon, however it is always related to the availability and
quality of such resources or services as the case may be.
Horny (2004) explain utilization as to make use of available services at the individual’s
disposal. Obi (2006) asserts that from the National Policy on Education (NPE; 2004) it could be
observed that one of the objectives of education is to make learning permanent. According to him
the utilization of instructional materials in teaching is a sure way of achieving this objective.
When real objects or their representatives are used in teaching, students see, touch and interact
with these materials. Interaction with learning materials will help the students not to forget what
they learnt easily. Olagunju and Abiona (2008) explained that the process of managing and
organizing resources is resource utilization. They added that in a school, the available resources
should be utilized in such a way that enables According to Offorma (1990) one of the reasons
why available materials are not used by many teachers in schools and colleges is that they lack
the necessary skills to operate them. He emphasized that the usefulness of resource materials
depends on what the teacher makes out of them. Literature reveal that there are physical
education teachers who are not interested in physical activities (Ebo, Nwajei and Akara; 2004).
According to them such situation has worsened the teaching and production of physically
educated Nigerians. The authors added that the modern technological age with its accompanying
explosion of knowledge calls for teachers who are ready to keep abreast with the constant
changing needs of individuals being taught, as well as that of the society.
 19

One of the factors contributing to none utilization of physical education facilities,

equipment and supplies in secondary schools in Nigeria is lack of maintenance culture of
facilities, equipment and supplies. According to Orunaboka and Nwachukwu (2012) maintenance
of most public properties which belong to nobody is less concern of some citizen of Nigeria.
They suggested that for such facility, equipment and supplies to be readily available for
utilization in teaching, maintenance culture should be established by the school physical
education teacher.
Writing on maintenance culture of physical education facilities, equipment and supplies,
Bucher and Krotee (2002) opined that equipment and facilities should always be maintained in a
serviceable condition. Procedures for caring for facilities, equipment, and supplies should be
routine so that repairs are provided as needed. All used equipment and supplies should be
checked and then repaired, replaced or serviced as the need arises.
Physical education resources.
Resources according to Hornby (2004) are what can be used to help achieve an aim such
as equipment and facilities which provide information for the teachers and students. Proper
applications of classroom resources in teaching learning are useful and advantageous on the
following grounds. (Asogwa, 2007).
Stimulation of interest: The uses of instructional resources bring life in the process of
teaching learning. They provide cognitive ‘bridge’ between abstraction and reality to the
students. Classroom resources create impressions that are so vivid and powerful that learners
hardly forget. Their use make the task of teaching quite easy, interesting methodical and
scientific as the teacher becomes quite capable of attaining the teaching objectives with greater
efficiency and effectiveness. Erickson and Curl, 1972; Onyejemezi, 1998; Singh, Sharma and
Upadhya, (2008), noted that instructional materials generate and maintain students interest and
provide the teacher with interest-compelling spring-boards which can launch students into a
variety of learning activities.
Making learning highly individual and self-dependent: Educational resources can help the
individual learner to proceed on his learning path with his own pace according to his own needs,
interests and abilities. Gradually, they make him rely on his abilities and pursue his studies
independently with or without the presence of the teacher. Nikky (2010) referred to teaching
resources as the different equipment available in the classroom, adding that the process of
 20

teaching-learning depends upon the different types of equipment available in the teaching
environment or classroom. Teaching resources are therefore all the facilities, equipment and
supplies utilized by the teacher in teaching the subject. Nikky (2010) summarized the following
as some of the importance of teaching resources in teaching. Teaching resources help the teacher
present concepts in a way that the learners can retain more concept permanently. They help the
teacher to motivate the students, by making the environment more interesting to the students.
Teaching resources facilitates proper understanding by the students and discourage the act of
cramming, it also makes the classroom or learning environment live and active.
Osakunih (2002) defined physical education resources as facilities, equipment, supplies
and personnel utilized in teaching physical education in schools. Also National Teachers Institute
(2002) defines physical education resources as human, material and finance available in teaching
of physical education in schools. They are therefore all those facilities, equipment, supplies, fund
as well as personnel used in implementing the physical education programme in schools. The
place of physical education personnel, facilities, equipment and supplies as well as fund in the
effective implementation of the school physical education programme is a prominent one. They
are the hub on which the school physical education revolves.
The human resources are the personnel involved in teaching of physical education in the
schools. Mgbor (2002) indicated that poor staffing in terms of number of physical education
teachers, their level of preparation and motivation constitute major constraint to effective
learning. In other words, for the programme to be successful there is need for adequate number of
teachers that are professionally trained and motivated. According to Mgbodile, Ogbonnaya, Enyi,
Oboegulem and Onwura (2004) no country can move forward politically, socially and
economically without adequate human and material resources. They added that abundant human
resources represent potential for educational development, but education development of people
is necessary to translate such potential into per capita income. Longe, Uwadia and Longe (2005)
opined that it is the responsibility of our educational system to provide graduates with the
background and skills necessary to be successful in their chosen fields of endavour. Longe et al
(2005) noted that the decline of staff quality is a consequence of obsolete and inadequate
teaching and learning facilities in schools.
Omorruan (1996) pointed out that it appears as if the physical education teachers are not
being adequately prepared for the well-prepared physical education curriculum in our schools.
 21

This could be better and easier achieved if there is availability of adequate facilities and
equipment for teaching the subject right from the secondary school level, more so in physical
education where some of the skills are practical oriented. Akin-Taylor and Abayomi (2008)
asserted that the Physical Education teacher needs to be professionally trained to enable him
posses the necessary skills required in performing the job effectively.
Physical education facilities are immovable permanent structure which is utilized in
teaching physical education. Physical education supplies are expendable materials that may last
from one to two years which are also used in teaching physical education. Ugwu (2008) defined
physical and health education facilities as non-movable built structures for imparting knowledge
in physical and health education. Orunaboka and Nwachukwu (2012) posited that physical
education supplies are those materials that are expendable and have to be replaced at frequent
intervals such as shuttle cocks, tennis balls, whistle etc. Physical education equipment refers to
those items that are not considered expendable, but are used for a period of years, such as parallel
bars, volleyball standards, soccer goals, strength training equipment and others.
Okonkwo (2011) asserts that the current trends in education sector makes physical
education a compulsory subject for every student in junior secondary school. There is therefore
the need for provision of basic facilities, equipment, supplies for teaching the subject in the
schools so that sports skills could be transmitted to younger generations through teaching.
Nigeria secondary schools physical education requires a variety of physical education
facilities, equipment, supplies as well as fund. Supplies and equipment need to vary according to
a wide range of factors, including the level of programme or participants, age of the user group,
type of activities being offered, number of participants and available finance in the school
(Arnhein & Prentice, 2000). National Teachers Institute (2002) defined supplies to reflect their
difference. According to the institute, physical education facilities are immovable permanent
structures which are utilized in teaching physical education. Similarly, Ugwu (2008) defined
physical education facilities as non-movable built structures for imparting knowledge in physical
education in schools. The principles guiding wise planning for physical education facilities
include programme needs and objectives as well as educational and recreational needs of the
school. Recognizing the vital role of equipment and facilities to the successful implementation of
any school physical education programme, Eleso, (2005) outlined some guidelines and principles
for planning for facilities in order to ensure that those needs that informed the decision to plan for
 22

facilities are properly addressed. These guidelines and principles as outlined by Eleso, (2005) are
outline as follows:
• Professionals in various sports as well as other specialized personnel must be involved in
planning and administration of physical education facilities.
• Technical information can be procured in the form of standards and guide from various
sources such as professional literatures and manuals.
• Facilities should be planned with an eye to the future to prevent what happens often when
facilities become too small due to the increase in the number of people using the facilities.
• Only proven professionals should be employed in planning, building, administering and
maintaining the school physical education and sports facilities.
Ugwu (2008) asserts that the importance of facilities and equipment in the teaching and
learning environment for the attainment of the stated desired objectives cannot be over-
emphasized. The author added that facilities and other teaching aids are regarded as resource
materials because they provide information and feelings in the teaching and learning processes.
Physical education facilities constitute very important factor in a school’s physical education
programme.
In their words, Arnhein and Prentice (2000) opined that in order to catch them young, Nigeria
secondary school physical education requires a variety of physical education facilities both
indoors and outdoors. According to them the relative needs of the students should be recognized
in the planning of the facilities and scheduling for their use. Writing on the role of facilities in
teaching; Balogun (2002) submitted that no effective science education programme can exist
without facilities for teaching. When facilities are provided to meet relative needs of the students,
they will have access to reference materials mentioned by the teacher.
National Teacher Institute (2002) defined physical education equipment as less permanent
apparatus that can last from five to twenty years which are used in teaching physical education.
According to Umar (2010) human and material resources are required for the successful
execution of any education programme and should be given adequate attention by the
government and policy makers. Ornaboka and Nwachukwu (2012) asserts that physical education
equipment are those items that are not considered expendable, but are used for a period of years,
such as parallel bars, volleyball court, soccer goals and strength training equipment among
others. Physical education equipment lasts longer than the supplies.
 23

According to National Teachers Institute (2002) physical education supplies are

expendable materials that may last from one to two years which are also used in teaching
physical education in schools. Ugwu (2008) noted that other teaching aids in physical education
apart from facilities include equipment and supplies, adding that equipment and supplies refer to
manipulative and movable articles, instruments or materials for teaching and learning in the
subjects. According Orunaboka and Nwachukwu (2012) supplies are those materials that are
expendable and have to be replaced at frequent intervals such as shuttle cocks, tennis balls,
among others. Facilities, equipment and supplies provision are important aspect of physical
education programme management. Excellent programme is the key word in physical education
and this requires well equipped good play-ground for training.
Standard facilities and equipment are essential prerequisites to good and impressive
performance. Lack of adequate and standard facilities and equipment hampers physical education
programme in many ways. Adedeji (2000) pointed out that there must be sufficient motivation in
the form of attractiveness of facilities, supplies and equipment to captivate athlete’s interest to
participate in sports or games. He further stated that the facilities and equipment in secondary
schools in this country are simply not good enough and are hindrance to physical education and
sports development in the schools. Commenting on the state of facilities, equipment and supplies
in secondary schools in Nigeria, Orunaboka and Nwachukwu (2012) noted that in Nigeria today
it is well understood that the major cog in secondary schools success in physical education are
sub-standard facilities and lack of sophisticated equipment. They added that Nigerians also lack
maintenance culture. Effective physical education in schools requires organizational and
administrative variables such as personnel, facilities, equipment, supplies and finance.
The effective performance of physical education programme in secondary schools
involves the determination, allocation and development of funds for the achievement of the
objectives of the programme. The programme requires a large amount of money every year. This
is because facilities such as courts and pitches are constructed and maintained for the use of the
students. Equipment and supplies such as balls, nets, javelin, rackets, hockey sticks, bats,
gymnastic and athletic (track and field) materials require either purchasing, replacement or
repairs. Bucher and Krote (2002) opined that facilities should be planned and constructed with an
eye to the future. They added that too often, facilities are constructed and out-grow their use
within a very short time. Most facilities constructed in our secondary schools are very difficult to
 24

expand or exchange. It is noticed in today’s schools, the increased population, rising school
enrolments, city life, limited space and skyrocketing labour and material costs, are all altering
physical education facilities, equipment and supplies availability and adequacy in schools.
 25
Physical Education Teaching Resources

Available P.E. Available P.E. Adequate P.E. Adequate P.E.

Facilities Equipment and Facilities Equipment and
Supplies Supplies

Factors affecting
availability of
Resources

Utilization of P.E. Utilization of P.E.

Facilities Equipment and
Supplies

Factors affecting
utilization of resources

Efficient utilization of P.E. Resources

Effective teaching of
physical education
in schools

Figure 1: Diagramatic representation of conceptual framework on availability

adequacy and utilization of resources
 26

The diagram in figure 1 indicates that there is need for availability and adequacy of
physical education facilities, equipment and supplies in schools. The diagram indicates that there
are factors that affect availability and adequacy of these resources. The availability and adequacy
of these resources impacts on utilization of the resources, which is also affected by other factors
such as time allocation to the lesion and the skills of the teacher on utilization of the equipment.
When these factors are positively harnessed, it leads to efficient utilization of physical education
resources and effective teaching of physical education in schools.

Theoretical Framework
Theoretical Framework is a very essential feature of any study. According to Alor (2006)
it provides the basic foundation upon which studies such as education and education practices are
built. There are quite a number of theoretical framework on resource utilization and physical
education studies. The theoretical framework that will provide guide for this study are as follows:
Progressive utilization theory.
Progressive Utilization Theory or PROUT is a socio-economic theory first mentioned in
1959 and fully outlined in 1962 by Indian philosopher and spiritual leader Prabhat Ranjan Sarkar
(1921-1990). According to Craig (1998) PROUT is a social system that overcomes the
limitations of both capitalism and communism. Among other things, “progressive utilization”
would optimize the use of natural industrial and human resources, based on cooperative
coordination on a wide basis, ranging from local communities to larger regions and nations and
between the people of diverse geographical areas (Gista: 2004). PROUT seeks the welfare and
happiness of all and is also concerned with physical education. The relevance of the progressive
utilization theory (PROUT) in this study is its encouragement to optimize the use of available
natural resources as well as other resources that belong to agencies in the community where the
school is located. This theory encourages the physical education teacher to use all available
resources (within and outside) the school to teach physical education.
 27

Progressive utilization Community Theory of Physical

theory Education

Schools physical Other Government

Available natural Community agencies Education
Recreation club agencies facilities
Resources, facilities,
maintains, Hills, facilities Fields, and Equipment
Equipment and leg. State sport
Rivers, Forests, etc Courts and Pitches Supplies council.

Availability P.E. facilities, equipment adequate and supplies in teaching

Precondition Planning Implementation Evaluation

Efficient utilization of P.E.

Resources in teaching

Effective teaching of P.E. in

schools

Fig. 2: Diagrammatic representation of the progressive utilization theory in physical

education.
 28

The diagram in figure II indicates that available natural resources in the community-
maintains, hills, Forests, Rivers, Streams etc can be utilized as physical education facilities and
equipment schools. Also other facilities and equipment belonging to agencies in the community
can be of help to the school in teaching of physical education. Utilization of these additional
resources in teaching by the physical education teacher can help to improve on availability and
adequacy of P.E. resources in the school.

Theory of physical education programme.

A theoretical framework advanced by Haag and Nixon (1981). This theoretical
framework has four Phases according to the authors; preconditions, planning, implementing and
evaluating. Related to the four Phases are six factors identified as sociocultural preconditions,
anthropological preconditions, aims and objectives, content, instructional methods and
organizations and finally media. The premise for examining the urban and rural school location
implication on the availability, adequacy and utilization of physical education resources is
anchored on this theory.
The diagram in figure II indicates that the availability of adequate physical education resources in
schools will influence the preconditions, planning, implementation as well as evaluation of the
school physical education programme. The proper usage of these phases of school physical
education programme brings about effective teaching of the subject in schools.
The diagram shows that physical education facilities, equipment, and supplies, should be
available. Their availability provides opportunity for precondition, planning, implementation and
evaluation. These processes are undertaken by the community involving the agencies and
secondary schools. To optimize the use of natural industrial and human resources there should be
cooperation among the agencies and schools. This will lead to effective teaching of physical
education in schools.
Empirical Studies on Availability, Adequacy and Utilization of Resources
Odo (1995) carried out a study on use of instructional materials in teaching economics in
secondary schools in Nsukka education zone. The research design was survey. The population of
the study consisted of all the economics teachers in Nsukka education zone. The sample also
consisted of all the 65 Economics teachers in Nsukka education zone. The questionnaire
instrument was used in the study. Data gathered from the study was analysed using mean and t-
test. The findings of the study indicated that most secondary schools in Nsukka education zone
 29

do not have adequate instructional materials for teaching and learning economics. The findings of
the study also indicated that absence of financial resources in the schools was a major constrain
militating against the provision and use of instructional materials. The findings of the study also
indicated lack of resourcefulness on the part of the teacher in terms of use of instructional
materials.
Ofojebe (2003) evaluated the availability, utilization and maintenance of physical
facilities in secondary schools in Anambra State. The research design adopted was the survey
research design. The population of the study consisted of teachers and principals of secondary
schools in Anambra State. The sample of the study consisted of eighty per cent (80%) of ten
secondary schools in Anambra State. The instruments for data collection were questionnaire,
interview, school records and observation schedules. The reliability of the instrument was
established by using the test-retest method. Data collected was analysed by the use of cluster
mean scores. The result revealed that there were no adequate physical facilities in secondary
schools in Anambra State.
Akin-Taylor and Ogunyemi (2008) conducted a study on sports resources: predictors of
sports performance in colleges of education in western Nigeria. The research design was s survey
research design. Four hundred (400) respondents were used for the study and the respondent
were drawn from physical education lecturers, coaches, sports administrators and athletes in
selected colleges of education in Western Nigeria. The questionnaire instrument was used to
illicit information for the study. The chi-square statistics was used to analyze the result of the
study. The finding of the study revealed that sports resources-facilities, equipment, supplies and
personnel are very important aspect of any sports programme. They are very important and
essential tools in the improvement and attainment of success by athletes in sports performance.
Olagunju and Abioma (2008) conducted a study on the production and utilization of
Resources in Biology Education in South West Nigeria Secondary Schools. They used the survey
research design. Population of the study included Biology teachers in South. West Nigeria.
Samples of 450 teachers were randomly selected from 150 randomly selected schools in Oyo,
Ogun, Osun, Lagos and Ondo States. Two Instruments were used for Data Collection
Questionnaire and Interview. Data collected were analyzed using chi-square, percentages and t-
test statistics. The findings of the study revealed that: Less than average number of teachers
produces resources material. Few teachers use microscope, magnifying glasses, preserved
 30

specimen, models, quadrate and aquarium. The study also found out that male teacher’s
perception of utilization of resources is significantly higher than their female counterparts.
Ikioya (2008) examined the difference in the availability, adequacy and functionality of
Physical Education facilities in Edo state. The research design was survey research design the
population of the study constituted principals, teachers and members of the board of education
including parents and community leaders. The sampling was done by randomly selecting a
hundred and fifty (150) respondents from the above population. The instrument for data
collection was a questionnaire. The data generated from the study was analyzed using mean and
t-test. The finings of study revealed that decentralization enhances the availability, adequacy and
functionality of school Physical Education facilities.
Akintola and Oyeboade (2009) carried out a study on accessibility and use of library
resources by undergraduate’s students in a Nigeria state University of technology. The research
design was the survey research design. The populations included all students that use library
resources in the University of Technology. Sample of the study was selected through random
sampling technique and included all undergraduate students that are from 200 level to 500 level
who use library resources. The questionnaires were distributed to 600 respondents that
constituted the sample. Percentages and t-test statistics was used to analyze the data using the
statistical package for social sciences (SPSS). The result of the study revealed that 63.1%
respondents were male undergraduates while 39.9% of the respondents were female students.
The result of the study also shows that greater percentage (63.1%) of the respondents had access
to computer while lesser percentage (36.9%) of the respondents did not have access to computer.
Agwubike and Ogbouma (2010) studied the adequacy and functionality of fitness
equipment and facilities in selected fitness centres in Edo and Delta states of Nigeria. The
research design utilized was the survey research design. The population included all the fitness
centers in the two states –Edo and Delta state. Sampling was done by the use of 37 fitness
centers, selected through the systematic sampling technique. The research instrument used to
elicit information was a structured questionnaire and a checklist. The result of the study was
analyzed using frequency counts and percentages. Results obtained showed that facilities and
equipment in the fitness centers studied were grossly inadequate. The result of the study also
indicated that majority of the available equipment were either non-functional or obsolete.
 31

Ede and Olaitan (2010) conducted a study on the utilization of information and
communication technology in the teaching of metal work for quality assurance of technical
college graduates in South-Western States of Nigeria. The survey research design was used in the
study. The population of the study constituted metal work teachers in south-western states of
Nigeria. A sample of hundred and two (102) metal work teachers were utilized in the study.
Instrument for data collections was a closed ended questionnaire. The analysis of the data
gathered from the study was done using mean and standard deviations. The findings revealed that
a large number of ICT tools up to 27 ICT tools were not utilized.
Ugwuoke (2010) investigated the adequacy and constraints to financial management in
secondary schools in Enugu State. The descriptive survey research design was utilized in the
study. The population of the study comprised all the 700 secondary school principles and 200
finance officers in the state secondary schools in Enugu State.
Disproportionate stratified random sampling technique was adopted in the study. The
sample of the study comprised of 350 principles and 20 finance officers who were randomly
drawn from six education zones of Enugu State. Questionnaire instrument was used in the study.
Mean and t-test were used in answering the research questions and testing the null hypotheses
respectively.
The findings of the study revealed that it is the opinion of the principals and finance
officers that the constraints to financial management in secondary schools in Enugu State
included inadequate funding in the schools, mismanagement skills by the financial officers
inadequate knowledge of accounting procedure, misappropriation by the school principals among
other factors. The investigator recommended attendance to in-service training, workshops, and
seminars on financial management to up-date the knowledge of the school administrators. The
author also recommended that schools should generate funds internally to supplement
government allocation to schools.
Owoeye, and Olatunde, (2011) conducted a study on the availability of facilities as it
relates to academic performance of students in Agricultural science in Ekiti state between 1990
and 1997. The research design was the descriptive survey research design. The population of the
study included all candidates that took (WASCE) between 1990 and 1997 in Ekiti State. The
sample involved candidates that took (WASCE) in fifty (50) secondary schools in Ekiti State
between 1990and 1997 in both Urban and Rural schools. Instrument for data collection was the
 32

questionnaire. Data collected were anaylsed using mean and t-test. The result of the study
showed that there were no significant differences in the performance of students between rural
and urban secondary schools in term of availability of laboratory facilities.
Akinsolu (2012) investigated resource utilization and internal efficiency in Nigeria
secondary schools. The study was on the relationship between resource utilization and internal
efficiency indicators in Nigeria public secondary schools. The survey research design was
utilized in the study. The population of the study included in the 774 local governments in
Nigeria. Stratified random sampling technique (SRST) based on the six geopolitical zones in the
country was used to select 250 local government areas. The sample proportion to sample size
method (sps) was used to select 136 public secondary schools from all the 250 sampled local
government areas. Instrument for data collection was questionnaire tagged Resource Utilization
Questionnaire (RUQ) and Internal efficiency questionnaire (IEQ). The result of the study
revealed that resources are vital for educational system production function

Summary of Literature Review

The concepts of availability, adequacy and utilization of resources in teaching physical
education has been explained and discussed by various experts and authors. Availability refers to
human and material resources ready for use in teaching physical education in schools. Adequacy
is a condition in which something is enough in quantity for a particular purpose or need while
utilization is the act of making use of available services at the individual’s disposal. Effective and
efficient utilization of resources in teaching physical education is one that seeks the welfare and
happiness of all the participants in the program. Availability of adequate instructional materials
in physical education provides opportunities for students to learn knowledge and skills on their
own while the teacher guides the learning process.
Literature revealed that physical education resources in form of facilities, equipment,
supplies are very important in physical education. Literature indicate that secondary schools in
Nigeria lack physical education resources are facilities, equipment and supplies which are needed
in teaching the subject in the schools. Where such resources exist at all, it may be scanty and
inadequate to the school population. The achievement of the objectives of physical education
requires some degree of practical oriented teaching. This is important for development of
psychomotor skills, which according to Nkemakolam (1997) is the ability to perform a particular
 33

physical or occupational task in a natural way through repetition and practice. Literature also
revealed that skills and competency possessed by the physical education teacher on the required
equipment and facilities influences the extent of utilization. This may be a factor in low
utilization of physical education facilities, equipment, and supplies in teaching physical
education in schools. Literature also revealed that there have been studies in extent of utilization
of community resources in teaching physical education in Nsukka education zone; however, non
has been done on availability, adequacy and utilization of physical education resources in
secondary schools in Enugu State, hence the need for this studies.
 34

CHAPTER THREE
Methods
This chapter deals with the method and procedures that was adopted in carrying out the
study. Specifically, it describes the design for the study, area of the study, population for the
study, sample and sampling technique, instrument for data collection, validation of the
instruments, reliability of the instrument, method of data collection and method of data analysis.

Research Design
The descriptive survey research design was used in this study. Abdel – Khalek and Al-
Kandari (2006) asserted that this design describes situations of what is being investigated as they
exist in their natural setting. Iranmanesh, Savenstedt and Abbaszadeh (2008) also supported this
by stating that this design finds out current status of a phenomenon and therefore permits the
study sample from the population for the purpose of drawing generalization to the entire
population. Ugwoke (2010), Owoeye and Olatunde (2011) had successfully used this design in
similar studies. This design is therefore considered appropriate for studying the availability,
adequacy and utilization of physical education teaching resources in public secondary schools in
Enugu State.

Area of the Study

The study was carried out in Enugu State of Nigeira. Enugu state has six Educational
zones namely: Nsukka, Agbani, Awgu, Enugu, Obollo-Afor and Udi with 275 public secondary
schools (Planning, Research and Statistic, PRS) units, Post Primary Schools Management Board,
Enugu; 2012). Enugu State is bordered in the East by Ebonyi and Benue States, in the West by
Anambra and Kogi States, North by Kogi State and South by Imo, Abia and Anambra States.
The choice of Enugu State as area of study is based on its central location in terms of the
old Eastern states in Nigeria. Enugu State is also endowed with a large number of education
institutions and has a lot of post primary institutions with physical education teachers, and is
therefore expected to have enough resources for Physical Education. The State is noted for its
education activities as the teachers and students are not distracted by the industries and large
markets in other states in the country. The Physical Education teachers are expected to be more
focused in the utilization of resources for effective instruction in secondary schools.
 35

Population for the Study

The population for the study comprised all the secondary schools in Enugu state and all
the physical education teachers in Enugu State. The state has six education zones with a total
number of 470 physical education teachers in 275 secondary schools in the State (see appendix
J)There are a total of four hundred and seventy (470) physical education teachers in the 275
public secondary schools in the state (PPSMB Enugu 2012).

Sample and Sampling Technique

The sample for the study is 35 secondary schools and 103 physical education teachers.
The total number of public secondary schools in Enugu State is 275 schools while the total
number of physical education teachers in the schools is 470 teachers. From the population of
schools a sample size of 35 schools was drawn for the study. This amounts to 20% of the
population of the public secondary schools in Enugu State. Also a sample size of 103 physical
education teachers was also drawn from the entire population of physical education teachers in
the state. This represents 22% of the total population of physical education teachers in the state.
The 103 teachers used for sample of the study comprise all the physical education teachers in the
35 schools sampled for the study.
These sampling procedures explained above are in line with Nwana’s rule of Thumb
(1981) which stated that “when the population is in several thousand 2 to 5 percent of the
population will be considered representative, while if the population is in few hundreds 10 to 20
per cent or above be used as the sample size. Similarly, Ali (2006) asserted that in sampling
attempt should be made to see that a large size of the population of study be used. According to
the author the larger the sample the more likely it will truly represent the population attributes
from which it was drawn.

Instruments for Data Collection

Availability and Adequacy of Physical Education Facilities and Equipment checklist
(AAPEFEC) and the Utilization of Physical Education Resources Questionnaire (UPERQ) were
used in eliciting information in this study. The AAPEFEC has only one section and contains the
National Teachers Institute (2003) recommendation of items of P.E. facilities and equipment
required in schools and colleges.
 36

The National Teachers Institute accreditation checklist for establishment and operation of
schools and colleges was adapted in this study. The researcher included in the research checklist
all the facilities, equipment and supplies, that are contained in the accreditation checklist which
are needed in teaching topics which are contained in secondary school psychical education
curriculum.
However, items marked asterisk in Appendix A are the ones not included in the research
checklist-Availability and Adequacy of Physical Education Resources (AAPERC). The
Availability and Adequacy of Physical Education Resources checklist is arranged into sections
as follows: Section A contains information that helps elicit available physical education facilities
whole section B contains information on available physical education equipment and supplies.
The adequacy of school physical education resources facilities, equipment and supplies were
determined by using the NTI (2003) recommendations of minimum number of these resources
required in schools and colleges for teaching of physical education.
In this study, therefore the facilities, equipment, and supplies that are adequate in the schools are
those that are available in the schools up to the number contained in the recommendations. Items
whose number available in the schools are less than those in the recommendation were regarded
as inadequate.
The utilization of Physical Education Resources Questionnaire (UPERQ) has two sections
– section A and B. Section A seeks information on the demographic data of the respondents,
while section B has three clusters. Cluster A seeks information on utilization of physical
education facilities, equipment and supplies in the schools, while cluster B elicits information on
factors affecting availability of physical education resources in schools. Cluster C seeks
information on factors influencing the utilization of physical education facilities, equipment and
supplies in the schools. The UPERQ is a four-point rating scale developed by the researcher
using the NTI (2003) list of required facilities equipment and supplies for schools and colleges.
Respondents ticked whether they utilize the physical education facility, equipment or supply
Very Frequently (VF = 4), Frequently (F = 3), Rarely (R = 2) and Never (N = 1). The
Benchmark/mean cut off point for the items on 4 point scale was 2.5.
Section B and C of the UPERQ elicit information on factors affecting availability and
factors affecting the extent of utilization of the physical education resources in the schools. The
 37

questions contained in these parts of the questionnaire were developed by the researcher based on
the information gathered from the review of related literature.
Respondents responded to the questions by ticking yes or no, as it affects their schools.
Frequencies and percentages were used to determine the influence of the listed factors on
availability and utilization of the resources in the schools.

Validity of the instrument.

The content validity of the instrument was established by five experts from the
Department of Health and physical education, University of Nigeria, who were requested to
comment and make corrections on the instrument. The experts were given draft copies of the
instrument and validation evaluation guide (VEG) to help in the validation. The final copies of
the instrument were produced by including the corrections suggested by the experts.

Reliability of the instrument.

The reliability of the instrument was established using the split half method. The results
of the test were correlated using Cronbach’s Alpha statistics. Cluster A of the instrument which
elicited information on utilization of physical education teaching resources had a reliability co-
efficient of .78, cluster B which elicited information on factors affecting the availability of
physical education teaching resources in schools had a reliability co-efficient of .46 while cluster
C which was on factors affecting the utilization of physical education teaching resources in
schools had a reliability co-efficient of .56

Method of Data Collection

The researcher collected a letter of introduction from the Head of Department, Department of
Health and Physical Education University of Nigeria Nsukka. The letter helped the research
assistants to gain access, to the physical education teacher in the schools. The questionnaire was
administered on the respondents in Enugu State through three research assistants. The research were
trained to be able to tick and note the number of physical education facilities, equipment and supplies
available in the schools. They were also instructed on how to distribute and later retrieve the UPERQ
from the physical education teachers in the schools. The research assistants were selected based on
their familiarity with the study area.
The researcher with the assistance of three trained assistants (one in each education zone)
embarked on the distribution and retrieval of the instruments. The instruments were administered
 38

to the sampled secondary school teachers in their various schools and collection was made on the
spot after their completion. The essence is to ensure that the entire questionnaire administered
and completed were collected. One hundred and three (103) copies of the questionnaire were
distributed in thirty five (35) public secondary schools in Enugu State. All the distributed
questionnaires were collected back by the researcher, making one hundred per cent (100%) return
rate. None of the distributed questionnaire was discarded since all had the full information
required in the study.

Method of Data Analysis

The data collected from the study were utilized to answer the research questions and test
the hypotheses. The data collected from the study were analyzed using frequencies, percentages
mean, standard deviation, t-test and ANOVA statistics. The research questions were anwered
with frequencies, percentages and mean, while the standard deviation, t-test and ANOVA
statistics were used to test the hypotheses at 0.05 level of significance while hypothesis two was
tested with ANOVA statistics. Frequencies and percentages were used to answer research
questions 1, 2, 3, 4 and 8, while mean and standard deviation were used to answer research
questions 5, 6 and 7. In answering the research questions the Benchmark/mean cut off point for
the items on 4 point scale was 2.5. This means that only statements with a mean of 2.5 and above
were regarded as being accepted while those below the mean were rejected.
 39

CHAPTER FOUR
Result and Discussion

This chapter presents and discusses the result of the study on the availability, adequacy
and utilization of physical education resources in public secondary schools in Enugu State. The
results are organized in two parts consisting of data answering research questions and those
testing the stated null hypotheses. One hundred and three (103) copies of the questionnaire were
distributed in thirty five (35) public secondary schools in Enugu State. All the distributed
questionnaires were collected back by the researcher, making one hundred per cent (100%) return
rate. None of the distributed questionnaire was discarded since all had the full information
required in the study.
Research Question One
What are the available physical education facilities in public secondary schools in Enugu State?
 40

Table 1
Available Physical Education Facilities in the Schools
S/N Physical education facilities Minimum Number of Number of schools Number of
number with without minimum schools with
required minimum required number facility
per school required available
number
1 Soccer field 1 35 0 35
2 Basket ball court 1 16 19 16
3 Volley ball court 1 18 17 18
4 Handball court 1 9 26 9
5 Hockey pitch 1 2 33 2
6 Gymnasium 1 1 34 1
7 Badminton court 2 3 32 5
8 Athletic track 1 15 20 15
9 Athletic field 1 15 20 15
10 Swimming pool 1 0 35 0
11 Cricket pitch 1 0 35 0
12 Tennis courts 2 2 33 6*

*The column in the table indicating “Number of schools with facility available include number of
schools that have the facility, but the number available is less than the minimum required
number. This is evidenced in number of schools with badminton courts and tennis courts

Results as shown in Table 1 indicate that out of all the physical education facilities, only
soccer field was available in all the sampled schools, 16 schools have the minimum required
number of basketball court while 18 schools have the required number of volley ball court. 15
schools have the minimum required number of athletic tack and athletic field. None of the
schools have the minimum required number of swimming pool and tennis court. 3 schools have
the minimum required number of badminton court and 9 schools have hand ball court. The
results of the study therefore indicate that apart from swimming pool and cricket pitch all the
physical education facilities investigated were available in the schools. However only soccer
field were available in all the schools according to the number required.
 41

Research Question Two

What are the available physical education equipment and supplies in public secondary

schools in Enugu State?

Table 2
Availability of Physical Education Equipment and Supplies in the Schools
S/N Equipment and supplies Minimum Number Number of Number of
number required with schools without schools with
per school minimum minimum equipment less
required number than required
number required number
Table tennis bats 20 0 35 16
2 Soccer balls 10 0 35 28
3 Volley balls 10 0 35 26
4 Hand balls 10 0 35 30
5 Hockey balls 10 0 35 4
6 Baskets balls 6 0 35 30
7 Gymnastic Tripod (horses) 2 0 35 0
8 Tennis rackets 12 0 35 9
9 Long benches 2 0 35 0
10 Landing mats 15 0 35 4
11 Agility mattresses 20 0 35 6
12 Horizontal bars 2 14 21 14
13 Whistle 160 0 35 35
14 Stop watches 2 4 31 9
15 Relay batons 16 8 27 31
16 Starting blocks 10 0 35 0
17 Starting guns 4 0 35 2
18 Javelin 4 5 30 27
19 Short put 4 10 25 22
20 Discus 4 6 29 31
21 Measuring tapes 5 4 31 30
22 Pair of high jump 40 0 35 29
stand/aluminum cross bar
23 Hurdle stands 60 0 35 3
24 Agility rings 4 0 35 0
25 First aid box/materials 35 0 35 21
26 Hockey sticks 30 0 35 2
27 Table tennis eggs (balls) 12 5 30 10
28 Long jump take-off board 2 15 20 18
 42

Results from table 2 indicate that 15 schools have the minimum required number of long
jump take off board while 14 schools have horizontal bars, and 10 schools have relay batoons.
Furthermore, 6 schools have the required number of discuss; 5 schools each have javelin and
table tennis celluloid (ball); while 4 schools each have stop matches and measuring tapes.
Finally, results show that none of the schools have the minimum required number of all other
physical education equipment and supplies.
The data in the table also show that none of the schools have gymnastic tripod, long
benches, starting blocks and agility rings. Only 2 schools have hockey sticks.
Research Question Three
What is the adequacy of physical education facilities in public secondary schools in
Enugu State?
Table 3
Table Showing the Adequacy of Physical Education Facilities in Public Secondary Schools in
Enugu State N = 35.
Table 3: Table Showing the Adequacy of Physical Education Facilities in Public Secondary
Schools in Enugu State.
S/N Physical education facilities Minimum number of Number of schools Adequacy of
facilities required with minimum facility in the
number of facilities schools
1 Soccer field 1 35 Adequate
2 Basketball court 1 16 Not adequate
3 Volley ball court 1 18 Not adequate
4 Handball court 1 9 Not adequate
5 Hockey pitch 1 2 Not adequate
6 Gymnasium 1 1 Not adequate
7 Badminton court 2 3 Not adequate
8 Athletic track 1 15 Not adequate
9 Athletic field 1 15 Not adequate
10 Swimming pool 1 0 Not adequate
11 Cricket pitch 1 0 Not adequate
12 Tennis courts 2 2 Not adequate
 43

The data in table 3 above show the adequacy of physical education facilities in the
schools. The data gathered from the study indicate that all the 35 schools have soccer fields and it
is the only physical education facility that is adequate in the schools. However other facilities that
available in the schools but not adequate include 18 volley ball courts, 16 basket ball courts, and
15 athletics tracks and fields. The least adequate facilities in the schools are swimming pool and
cricket pitch which were entirely unavailable.
Research Question Four
What is the adequacy of physical education equipment and supplies in public secondary
schools in Enugu State?
 44

Table 4:
Table Showing the Adequacy of Physical Education Equipment and Supplies
S/N Equipment and supplies Minimum Number of Adequacy of the
number schools with equipment and
equipment and minimum supplies in the
supplies number of schools
required equipment and
supplies
1 Table tennis bats 20 0 Not adequate
2 Soccer balls 10 0 Not adequate
3 Volley balls 10 0 Not adequate
4 Hand balls 10 0 Not adequate
5 Hockey balls 10 0 Not adequate
6 Baskets balls 6 0 Not adequate
7 Gymnastic Tripod (horses) 2 0 Not adequate
8 Tennis rackets 12 0 Not adequate
9 Long benches 2 0 Not adequate
10 Landing mats 15 0 Not adequate
11 Agility mattresses 20 0 Not adequate
12 Horizontal bars 2 14 Not adequate
13 Whistle 160 0 Not adequate
14 Stop watches 2 4 Not adequate
15 Relay batons 16 8 Not adequate
16 Starting blocks 10 0 Not adequate
17 Starting guns 4 0 Not adequate
18 Javelin 4 5 Not adequate
19 Short put 4 10 Not adequate
20 Discus 4 6 Not adequate
21 Measuring tapes 5 4 Not adequate
22 Pair of high jump 40 0 Not adequate
stand/aluminum cross bar
23 Hurdle stands 60 0 Not adequate
24 Agility rings 4 0 Not adequate
25 First aid box/materials 35 0 Not adequate
26 Hockey sticks 30 0 Not adequate
27 Table tennis eggs (balls) 12 5 Not adequate
28 Long jump take-off board 2 15 Not adequate

Data in table 4 shows that all the physical education equipment and supplies are not
adequate in the schools. Only 15 schools have adequate long jump take-off boards, 8 schools
have adequate number of relay batons, 5 schools have adequate number of table tennis egg balls
and 4 schools have adequate number of relay batons.
 45

Research Question Five

What is the extent of utilization of available physical education facilities in public
secondary schools in Enugu State?
Table 5
Table of the Extent of Utilization of Available Physical Education Facilities

S/N Utilization of physical N − SD

X
education facilities
1 Soccer field 103 3.29 0.80
2 Basket ball court 103 1.58 0.91
3 Volley ball court 103 2.49 1.07
4 Hand ball court 103 1.74 1.07
5 Hockey pitch 103 1.29 0.75
6 Gymnasium 103 1.27 0.72
7 Badminton court 103 1.41 0.91
8 Athletic track 103 2.81 1.19
9 Athletic field 103 2.73 1.18
10 Swimming pool 103 1.20 0.66
11 Cricket pitch 103 1.17 0.60
12 Tennis court 103 1.45 0.86

Table 5 shows the mean score of the utilization of the different physical education
facilities in the schools. Significant mean scores are those scores that are above the standard
criterion mean of 2.50. From the table above the available physical education facilities that are
− −
adequately utilized in the schools are soccer field ( X = 3.29), athletic track ( X =2.86), and
−
athletic field ( X = 2.73).
Research Question Six
What is the extent of utilization of available physical education equipment and supplies in public
secondary schools in Enugu State?
 46

Table 6: Table of the extent of utilization of available physical education equipment and supplies

S/N Utilization of physical education N − SD

X
equipment and supplies
1 Table tennis bats 103 1.67 1.07
2 Soccer balls 103 3.27 0.93
3 Volley balls 103 2.76 1.12
4 Hand balls 103 2.01 1.15
5 Hockey balls 103 1.43 0.82
6 Basket balls 103 1.20 0.57
7 Gymnastic Tripod horses 103 1.17 0.57
8 Tennis rackets 103 1.35 0.76
9 Long benches 103 1.54 0.91
10 Landing mats 103 1.40 0.86
11 Agility mattresses 103 1.36 0.82
12 Horizontal bars 103 1.35 0.80
13 Whistle 103 2.95 1.25
14 Stop watches 103 2.05 1.27
15 Relay batons 103 2.83 1.15
16 Starting blocks 103 1.66 1.13
17 Starting guns 103 1.59 1.06
18 Javelin 103 2.67 1.18
19 Shot put 103 2.78 1.15
20 Discus 103 2.48 1.22
21 Measuring tape 103 2.56 1.30
22 Pair of high jump stand and cross bar 103 2.30 1.27
23 Hurdle stands 103 1.45 0.90
24 Agility rings 103 1.77 1.10
25 First aid box/materials 103 2.67 1.27
26 Hockey sticks 103 1.58 1.03
27 Table tennis eggs (balls) 103 1.74 1.10
28 Long jump take-off board 103 2.49 1.27

From the Table above it is shown that the available equipment and supplies in the schools
−
that were utilized up to the criterion mean of 2.50 and above include; soccer balls ( X = 3.27),
 47

− − − −
volley ball ( X = 2.83), Javelin ( X =2.67), shot put ( X =2.78) measuring tape ( X =2.56) and first
−
aid box/materials ( X = 2.67).
Research Question Seven
What are the factors affecting the availability of physical education teaching resources? Data…

Table 7
Table Showing the Factors Affecting the Availability of Physical Education Teaching
Resources in Schools.

S/N Factors Yes % No %

f f
1 Low level of income accruing to the 90 87.4 13 126
school for games and sports.
2 None placement of priority on games and 93 90.3 10 9.7
sports by school administrators.
3 Problem of little choice among the 60 58.3 43 41.7
students in the list of sporting activities.
4 Lack of adequate land available for 61 59.2 42 40.8
constructing sports facilities.

The result of the study as shown in Table 7 above indicates that all the factors in the table
were affecting the availability of physical education teaching resources in the schools. Among
the factors, the none placement of priority on games and sports by school administrators was
90.3% which was the highest in percentage. Low level of income accruing to the school for
games and sports had 87.4%, while the problem of few choice among the students in terms of the
sporting activities, and lack of adequate land available for constructing sporting facilities had
58.3% and 59.2% respectively.
 48

Research Question Eight

What are the factors affecting the utilization of physical education teaching resources in public
secondary schools in Enugu State.
Table 8
Table Showing the Factors Affecting the Utilization of Physical Education Teaching
Resources in Schools.

S/N Factors Yes % No %

f f
1 Inadequate time allotted to physical
education and sports in the school. 67 65.0 36 35.0
2 Lack of skills in the game of sport by the
students. 12 11.7 91 88.3
3 None inclusion of topics that involve
utilization of such resources in the
physical education syllabus. 61 59.2 42 40.8
4 The problems of the hazardous nature of
their utilization in teaching. 12 11.7 91 88.3

The result of the study as shown in Table 8 above indicates that inadequate time allotment
to physical education and sports in the schools time table 65.0% was negatively affecting the
utilization of physical education teaching resources in the schools.
None inclusion of topics that involve the utilization of such resources in the physical education
syllabus was indicated by (59. 2%), while only (11.7%) of the respondents indicated that lack of
skills in the game of sport by the students, and the hazardous nature of the utilization of such
resources were affecting the utilization of such physical education facility equipment or supply.
Inadequate time allotment to physical education and sports in the school is therefore the greatest
factor influencing the utilization of the physical education resources in the schools.
 49

Hypothesis One
There is no statistically significant difference in the availability of physical education
facilities in urban and rural public secondary schools. The data testing this hypotheses are
contained in Table 9.
Table 9:
Summary of chi-square Analysis on the Availability of Physical Education Facilities in
Urban and Rural Schools.
S/N Facilities Available Available Not available Not
Urban Rural Urban availabl
e Rural

Fo fe Fo fe Fo fe Fo Fe df χ2Value Sig.

1 Soccer field 51 51.0 52 52.0 - - - - 0 0.00 .000**

2 Basket ball court 19 16.3 14 16.7 32 34.7 38 35.3 1 1.26 .261**
3 Volley ball court 34 35.7 38 36.3 17 15.3 14 15.7 1 0.50 .478**
4 Hand ball court 17 14.9 13 15.1 34 36.1 39 36.9 1 0.87 .352**
5 Hockey pitch 3 4.0 5 4.0 48 47.0 47 48.0 1 0.50 .479**
6 Gymnasium 1 1.5 2 1.5 50 49.5 50 50.5 1 0.32 .569**
7 Badminton court 9 7.9 7 8.1 42 43.1 45 43.9 1 0.34 .558**
8 Athletic track 41 38.1 36 38.9 10 12.9 16 13.1 1 1.70 .192**
9 Athletic field 43 40.6 39 41.4 8 10.4 13 10.6 1 1.38 .241**
10 Swimming pool 2 2.0 2 2.0 49 49.0 50 50.0 1 0.00 .984**
11 Cricket pitch 1 1.5 2 1.5 50 49.5 50 50.0 1 0.32 .569**
12 Tennis courts 13 9.9 7 10.1 38 41.1 45 41-9 1 2.38 .123**

Key:
* Significant
** Not significant

Table 9 shows the calculated chi-square values and their corresponding significance.
From the table it was found that none of the facilities had a significant difference in availability
between urban and rural schools.
 50

Table 10: Summary of chi-square analysis on the availability of physical education equipment
and supplies in urban and rural schools.
S/N Equipment Available Available Not available Not
supplies Urban Rural Urban available
Rural

Fo fe Fo fe Fo fe Fo fe df χ2 value Sig.
1 Table tennis 28 21.8 16 22.2 23 29.2 36 29.8 1 6.13 <.05*
2 Soccer balls 48 48.5 50 49.5 3 2.5 2 2.5 1 0.23 .631**
3 Volley balls 49 49.5 51 50.5 2 1.5 1 1.5 1 0.36 .546**
4 Hand balls 47 43.6 41 44.4 4 7.4 11 7.6 1 3.67 .056**
5 Hockey balls 6 5.9 6 6.1 45 45.1 46 45.9 1 0.00 .971**
6 Cricket balls 1 2.0 3 2.0 50 49.0 49 50.0 1 1.00 .317**
7 Cricket bats 1 2.5 4 2.5 50 48.5 48 49.5 1 1.83 .176**
8 Tennis rackets 9 7.4 6 7.6 42 43.6 46 44.4 1 0.77 .380**
9 Table tennis 19 15.3 12 15.7 32 35.7 40 36.3 1 2.46 .117**
bats
10 Tennis net 15 10.9 7 11.1 36 40.1 45 40.9 1 3.90 <.05*
11 Badminton 15 12.4 10 12.6 36 38.6 42 39.4 1 1.45 .228**
racket
12 Shuttle cork 15 11.4 8 11.6 36 39.6 44 40.4 1 2.92 .087**
13 Whistle 45 42.1 40 42.9 6 8.9 12 9.1 1 2.29 .131**
14 Stop watches 23 22.3 22 22.7 28 28.7 30 29.3 1 0.08 .775**
15 Relay batons 43 40.6 39 41.4 8 10.4 13 10.6 1 1.38 .241**
16 Starting blocks 9 7.9 7 8.1 42 43.1 45 43.9 1 0.34 .558**
17 Starting guns 4 7.4 11 7.6 47 43.6 41 44.4 1 3.66 .056**
18 Javelin 44 43.6 44 44.4 7 7.4 8 7.6 1 0.06 .811**
19 Shot put 47 42.1 38 42.9 4 8.9 14 9.1 1 6.50 <.05*
20 Discus 42 39.1 37 39.9 9 11.9 15 12.1 1 0.48 .490**
21 Measuring 42 39.1 37 39.9 9 11.9 15 12.1 1 5.89 <.05*
tapes
22 High 28 29.2 31 29.8 23 21.8 21 22.2 1 0.23 .629**
jump/crossbar
23 Hurdle stands 5 5.4 6 5.6 46 45.6 46 46.4 1 0.08 .776**
24 Relay sacs 20 18.3 17 18.7 23 32.7 35 33.3 1 1.81 .179**
25 First aid 44 35.7 28 36.3 7 15.3 24 15.7 1 12.9 <.05*
box/materials
26 Tennis balls 21 15.3 10 15.7 30 35.7 42 36.3 1 5.89 <.05*
27 Table tennis 22 17.3 13 17.7 29 33.7 39 43.3 1 3.78 <.05*
balls
28 Long jump 36 34.7 34 53.3 15 16.3 18 16.7 1 0.32 .052**
take-off board

Key:
* Significant
** Not significant.
 51

Table 10 shows the calculated chi-square values and their corresponding significance.
From the table, table tennis, table tennis net, shot put, measuring tapes, first aid box and
materials, tennis balls and table tennis balls, have significant difference in availability between
urban and rural schools.

Table 11: Table of mean utilization of physical education facilities with its corresponding t-value
between urban and rural schools.

Location N − SD t-value df p-value Decision

X
Urban 51 17.90 4.06 0.40 101 .69 **
Rural 52 17.62 3.08
Key:
** Not significant

Table 11 showed that urban schools have a mean utilization of physical education
facilities of 17.90 while rural schools had a mean of 17.62. Result of t-test showed that there was
no significant difference in mean utilization of physical education facilities between urban and
rural schools (t = 0.40, df = 101, p = 0.69).

Table 12: Table of mean utilization of physical education equipment and supplies with its
corresponding t-value between urban and rural schools.
Location N − SD t-value df p-value Decision
X

Urban 51 82.08 23.82 0.43 101 .67 **

Rural 52 83.98 21.01

Key:
** Not significant
From Table 12, urban schools has a mean utilization of equipment and supplies of 82.08

as against rural schools with a mean of 83.98. t-test result showed that there was no significant

difference in the mean scores of urban and rural schools (t = 0.43, df = 101, p = .67).
 52

Hypothesis Two

There is no statistically significant difference in the utilization of physical education

facilities between physical education teachers with 1-9yrs experience and those with experience
of 10yrs and above.
Table 13: Table of mean utilization of physical education facilities with their corresponding
t-value between teachers with 1-9yrs experience and those with 10yrs
experience and above.

Experience N − SD t-value df p-value Decision

X

1-9yrs 52 18.08 3.28 0.91 101 0.36 **

10yrs/above 51 17.43 3.88

Key:
** Not significant

From Table 13, teachers with 1-9yrs experience had a mean utilization of 18.08 while
those of 10yrs and above had a mean of 17.43. The t-test result showed that there was no
significant difference in mean utilization between the two groups (t = 0.91, df = 101, p = 0.36).
Table 14: Table of mean utilization of physical education equipment and supplies with their
corresponding t-value for teachers with 1-9yrs experience and 10yrs and above.
Experience N − SD t-value df p-value Decision
X

1-9yrs 52 85.40 24.84 1.09 101 0.28 **

10yrs/above 51 80.63 19.44

Key:
** Not significant

Table 14 above showed that teachers with 1-9yrs experience had a mean utilization score
of 85.40 while those with experience of 10yrs and above had a mean score of 80.63. Result of t-
test showed a non significant difference in mean utilization between the two groups.
 53

Hypothesis Three

There is no statistically significant difference in the availability and utilization of physical

education resources of male-only, female-only and co-educational school.
Table 15:
Summary of chi-square Analysis on the Availability of Physi8cal Education Facilities in
Male only, Female only and co-Educational Schools.

Available Not Available

S/N Facilities m-only F-only Co-ed. m-only f-only Co-ed df χ2 - Sig.

fo fe Fo fe value
Fo fe Fo fe Fo fe Fo fe

1 Soccer field 13 13.0 36 36.0 54 54.0 - - - 0 0.00 .000***

2 Basket ball 5 4.2 18 11.5 10 17.3 8 8.8 18 24.5 44 36.7 2 10.11 <.05*
3 Volley ball 10 9.1 21 25.2 41 37.7 3 3.9 15 10.8 13 16.3 2 3.53 .172**
courts
4 Hand ball 3 3.8 17 10.5 10 15.7 10 9.2 19 25.5 44 38.3 2 8.89 <.05*
court
5 Hockey pitch 0 1.0 4 2.8 4 4.2 13 12.0 32 33.2 50 49.8 2 1.67 .435**
6 Gymnasium 0 .4 2 1.0 1 1.6 13 12.6 34 35.0 53 52.4 2 1.49 .474**

7 Badminton 4 2.0 6 5.6 6 8.4 9 11.0 30 30.4 48 45.6 2 3.14 .208**

court
8 Athletic 8 9.7 30 26.9 39 40.4 5 3.3 6 9.1 15 13.5 2 2.79 .248**
tracks
9 Athletic field 10 10.3 30 28.7 42 43.0 3 2.7 6 7.3 12 11.0 2 0.48 .788**
10 Swimming 0 .5 3 1.4 1 2.1 13 12.5 33 34.6 53 51.9 2 3.03 .220**

11 Cricket pitch 0 .4 2 1.0 1 1.6 13 12.6 34 35.0 53 52.4 2 1.49 .474**

12 Tennis court 2 2.5 12 7.0 6 10.5 11 10.5 24 29.0 48 43.5 2 6.97 <.05*

Key:
* Significant
** Not significant
 54

Table 15 shows the calculated chi-square values and their corresponding significance.
From the table, it was found that the availability of basket ball court, (X2 = 10.11, df = 2, p<.05),
hand ball court (X2 = 8.89, df = 2, p < .05) and Tennis court (X2 = 6. 97, df = 2, p<.05) were
significant. For all significant differences, the facilities were more in female-only school
followed by co-educational schools.
 55

Table 16: Summary of chi-square analysis on the availability of physical education equipment and supplies.
Availability Not Availability

S/N Equipment/supplies m-only F-only Co-ed. m-only f-only Co-ed df χ 2- Sig.

fo fe Fo fe Fo fe Fo fe Fo fe Fo fe value

1 Table Tennis boards 6 5.6 23 15.4 15 23 7 7.4 13 20.6 39 30.9 2 11.6 <.05*
2 Soccer balls 12 12.4 35 34.3 51 51.4 1 .6 1 1.7 3 2.6 2 0.62 .733**
3 Volley balls 13 12.6 34 35.0 53 52.4 0 .4 2 1.0 1 1.6 2 1.49 .474**
4 Hand balls 10 11.1 34 30.8 44 46.1 3 1.9 2 5.2 10 7.9 2 3.78 .151**
5 Hockey balls 1 1.5 6 4.2 5 6.3 12 11.5 30 31.8 49 47.7 2 1.38 .502**
6 Cricket balls 1 .5 1 1.4 2 2.1 12 12.5 35 34.6 52 51.9 2 0.63 .731**
7 Cricket bats 1 .6 1 1.7 3 2.6 12 12.4 35 34.6 52 51.9 2 0.62 .733**
8 Tennis rackets 2 1.9 10 5.2 3 7.9 11 11.1 26 30.8 51 46.1 2 8.58 <.05*
9 Table tennis bats 5 3.9 15 10.8 11 16.3 8 9.1 21 25.2 43 37.7 2 5.15 <.05*
10 Tennis net 4 2.8 10 7.7 8 11.5 9 10.2 26 28.3 46 42.5 2 2.95 .229**
11 Badminton rackets 2 3.2 14 8.7 9 13.1 11 9.8 22 27.3 45 40.9 2 6.44 <.05*
12 Shuttle cork 3 2.9 12 8.0 8 12.1 10 10.1 24 28.0 46 41.9 2 4.28 118**
13 Whistle 9 10.7 30 29.7 46 44.6 4 2.3 6 6.3 8 9.4 2 1.87 .392**
14 Stop watches 8 5.7 12 15.7 25 23.6 5 7.3 24 20.3 29 30.4 2 3.40 .182**
15 Relay batons 11 10.3 31 28.7 40 43.0 2 2.7 5 7.3 14 11.0 2 2.16 .340**
16 Starting blocks 2 2.0 6 5.6 8 8.4 11 11.0 30 30.4 46 45.6 2 0.06 .972**
17 Starting guns 1 1.9 5 5.2 9 7.9 12 101 31 30.8 45 46.1 2 0.70 .705**
18 Javelin 9 11.1 33 30.8 46 46.1 4 1.9 3 5.2 8 7.9 2 3.87 .144**
19 Shot put 13 10.7 32 29.7 40 44.6 0 2.3 4 6.3 14 9.4 2 6.44 <.05*
20 Discus 11 10.0 30 27.6 38 41.4 2 3.0 6 8.4 16 12.6 2 2.55 .297**
21 Measuring tapes 12 10.0 29 27.6 38 41.4 1 3.0 7 8.4 16 12.6 2 3.28 .194**
22 High jump/cross bar 8 7.4 21 20.6 30 30.9 5 5.6 15 15.4 24 23.1 2 0.18 .915**
23 Hurdle stands 3 1.4 6 3.8 2 5.8 10 11.6 30 32.2 52 48.2 2 6.20 .045**
24 Relay sacs 7 4.7 15 12.9 15 19.4 6 8.3 21 23.1 39 34.6 2 3.89 .143**
25 First aid box/materials 9 9.1 33 25.2 30 37.7 4 3.9 3 10.8 24 16.3 2 13.4 <.05*
26 Tennis balls 9 3.9 16 10.8 9 16.3 7 9.1 20 25.2 45 37.7 2 9.75 <.05*
27 Table tennis balls 6 4.4 15 12.2 14 18.3 7 8.6 21 23.8 40 35.7 2 3.37 .186**
28 Long jump take-off board 9 8.8 29 24.5 32 36.7 4 4.2 7 11.5 22 17.3 2 4.51 .105**

Key:
* Significant
** Not significant
 56

Table 16 showed a significant difference in the availability of the following physical

education equipment and supplies; table tennis boards [X2 = 11.58, df = 2, p<.05], Tennis
rackets [X2 = 8.58, df = 2, p<.05], Badminton rackets [X2 = 6.44, df = 2, p<.05], shot put [X2 =
6.44, df = 2, p<.05] , first aid box/materials [X2 = 9.75, df = 2, p<.05].
The availability of all equipment and supplies except Short Put was higher in female-
only schools followed by co-educational schools. Shot Put was more in co-educational school
followed by female only schools.
Table 17:
Summary of ANOVA on the level of Utilization of Physical Education Facilities
(Utilization 1) and Physical Education Equipment and Supply (Utilization 2).

Sum of Squares Df Ms F Sig.

Utilization Between Groups 5.28 2 2.64 0.20 **
1
Within Groups 1305.65 100 13.06
Total 1310.93 102
Utilization Between Groups 2525.92 2 1262.96 2.61 **
2
Within Groups 48441.92 100 484.42
Total 50967.85 102

ANOVA summary table above showed that there was no significant difference in
utilization of physical education facilities among the schools [F (2, 100) = 0.20, ns]. There was
also no significant difference in utilization of physical education equipment and supply among
the schools [F (2, 100) = 2.61, ns].
 57

Discussion

The findings of the study are hereby discussed under the following headings.
1. Availability of physical education facilities in schools.
2. Availability of physical education equipment and supplies in schools.
3. Adequacy of physical education facilities in schools.
4. Adequacy of physical education equipment and supplies in schools.
5. Utilization of physical education facilities in schools.
6. Utilization of physical education equipment and supplies in schools.
7. Differences in the availability, adequacy and utilization of physical education facilities,
equipment and supplies in schools.
8. Factors militating against the availability of physical education teaching resources in
schools.
9. Factors militating against the utilization of physical education teaching resources in
schools.

Availability of physical education facilities in schools.

Result in table 1 revealed that physical education facilities were available in public
secondary schools in Enugu State. This finding was not surprising because the National Policy
on Education (NPE: 2004) recommends the need to emphasize the subject at all levels of
education in Nigeria. It also recommends that the subject be made relevant, practical and
comprehensive at that level of education through the provision of adequate resources. However
this finding was not in line with Alor (2006) who revealed that secondary schools in Nsukka
education zone had inadequate instructional facilities in their schools. According to Alor (2006)
majority of the physical education teachers affirmed that physical education facilities were not
available. This finding is also in line or agreement with Shehu (1996), who reported that there
was lack of instructional physical education facilities in Nigeria secondary schools.
Availability of physical education equipment and supplies in schools.
The result of the study in table 2 indicates that physical education equipment and
supplies were not available in the schools as required by the schools. This is similar to Alor
(2006) findings, which revealed that majority of the physical education teachers in secondary
schools in Nsukka education zone of Enugu State indicated that instructional equipment were
 58

not available in their schools. Also Shehu (1996) reported that there was lack of instructional
physical education equipment and supplies in secondary schools in Nigeria. Furthermore
Humbert and Chad (1998) noted that lack of appropriate equipment for physical education
classes in schools was a problem in secondary schools. This finding was not surprising since
some school administrators divert money meant for purchase of sports equipment to other areas
of school needs. This is in line with the assertion made by Ugwu (2002) that some school
heads show great apathy to physical education and sports. The effect of the attitudes are not
healthy to the development of physical education and sports and many sports stars may not be
discovered in schools.
Adequacy of physical education facilities in schools.
The study revealed that only soccer field. Out of all the physical education facilities
investigated was adequate in the schools according to the NTI (2003) recommendation of
minimum requirement of physical education facilities in schools. It was found out that all other
physical education instructional facilities were inadequate in the schools (see table 3).
This finding was in total agreement with Al-mulla (1999) that physical education
facilities in secondary schools were generally inadequate for class work. The finding was in
agreement with Ogungbero (2005) assertion that inadequate provision of required facilities and
equipment constitutes a set back to effective teaching and learning in our educational
institutions including secondary schools. It was also in agreement with Alor (2006) assertion
that the available physical education instructional facilities were not adequate in secondary
schools.
Adequacy of physical education equipment and supplies in schools.
The findings of study revealed that none of the available physical education equipment
and supplies in the schools was adequate considering the NTI (2003) recommendation for
adequacy of physical education equipment and supplies in schools (see table 4). This finding
was in agreement with Shehu (1996) who reported that there was lack of equipment for
instructional physical education in secondary schools in Nigeria. Also Humbert and Chad
(1998) noted that lack of appropriate equipment for physical education classes in schools
constituted a problem. This finding was not surprising because some school administrator were
diverting money meant for procurement of physical education equipment and supplies to other
areas of needs.
 59

Utilization of physical education facilities in schools.

Results in table 5 indicate that soccer fields, athletic tracks and field were the physical
education facilities that were effectively utilized by the teachers in physical education
instruction in the schools (see table 5). This finding was expected and therefore not surprising
because these two events are part of the events which many schools have equipment that could
be utilized in class instruction in their schools. Moreover physical education teachers may not
encounter much difficulties demonstrating skills in these two events.

Utilization of physical education equipment and supplies in schools.

The result of the study showed that the physical education equipment and supplies that
were being utilized adequately include soccer balls, volleyballs, whistle, relay batons, javelin,
shot put, measuring tape and first aid materials (see table 6). The physical education equipment
and supplies found to be utilized in table 6 above were not a surprise to the researcher since
they were complementary items along with the physical education facilities that were found to
be regularly utilized in the schools.

Differences in availability, adequacy and utilization of physical education facilities,

equipment and supplies.
The result of the study indicated that there were no significant difference in availability,
adequacy and utilization of physical education facilities, equipment and supplies in urban and
rural schools in Enugu state. This result was not a surprise since Enugu State ministry of sport
recently supplied all the secondary schools in the Enugu State (urban and rural) equal number
of sports equipment for use in their schools.
Factors militating against the availability of physical education teaching resources
in schools.
The findings of the study showed that all the factors investigated were militating against
the availability of physical education teaching resources in the schools (see table 7). This
finding was in agreement with Verela (1996) report that different factors including political
influence were affecting the availability of resources for physical education and sports.
Similarly, Ugwu (2002) noted that many school heads show apathy to physical education and
sports in their schools. The National Teachers Institute (2002) also appreciates these factors,
when it asserted that some of the major factors affecting the availability of physical education
 60

facilities, equipment and supplies included lack of funds, as well as poor maintenance of
existing facilities and equipment in the schools.

Factors militating against the utilization of physical education teaching resources

in schools.
The findings of the study revealed that of all the factors investigated, the major factor
that militates against the effective utilization of physical education teaching resources in school
was that of inadequate time allotment to physical education and sports in the school time table
(see table 8). Meanwhile this finding is in agreement with Ugwueze (1991). Who noted that in
many schools the lesson periods were too short and therefore discourages the teacher from
making use of some physical education resources within the school.
According to Offorma (1990) one of the reasons why many available materials are not
utilized by the teachers in schools and colleges is that they lack the necessary skills to operate
them. However the findings of this study agrees with that of Offorma since only (11.7%) per
cent of the respondents agreed to that.
 61

CHAPTER FIVE
Summary, Conclusions and Recommendations
Summary
This study was conducted to determine the availability, adequacy and utilization of
physical education teaching resources in Enugu State. The study population comprised of 275
secondary schools and 470 physical education teachers in Enugu State. Using proportionate
sampling method, 35 schools were sampled from the six educational zones in Enugu State. The
entire 103 physical education teachers in the 35 schools were used for the study Eight research
questions were postulated and three null hypotheses were tested.
The descriptive research design was adopted for the study. The availability and
adequacy of physical education checklist (AAPERC) and the Utilization of Physical Education
Questionnaire (UPERQ) were used for data collection. The scale was designed to measure the
availability of physical education facilities as well as equipment and supplies; the adequacy of
physical education facilities and equipment and supplies and the utilization of physical
education facilities and equipment and supplies. The reliability of the instrument was obtained
using the Cronbach alpha method of testing reliability co-efficient. Cluster A of the instrument
which elicited information on utilization of physical education teaching resources had a
reliability co-efficient of .78, Cluster B which elicited information on factors affecting the
availability of physical education teaching resources in the schools had a reliability co-efficient
of .46, and Cluster C which was on factors affecting the utilization of physical education
teaching resources in schools had reliability co-efficient of .56 (See Appendix G). These results
indicated that the instrument were highly reliable.
Data were analyzed using the SPSS Percentage, chi-square and analysis of variance (ANOVA)
were tools used for analysis. The following results were obtained.
1. Soccer field are available in all the schools studies. 16 schools have volley ball courts,
while 18 schools have basketball courts. Athletic track and field was available in 15
schools. Swimming pool and cricket pitch were not available in any of the schools.
2. For availability of physical education equipment and supplies, whistles are available is
all the 35 schools, 31 schools have relay batons and discus, 30 schools have handball,
basketball and measuring tapes. None of the schools have gymnastic tripod, Long
benches, starting blocks, and agility rings.
 62

3. On adequacy of physical education facilities only soccer fields were found to be

existing in adequate number in all the schools. Basketball courts were adequate in 16
schools while athletic tracks and field were adequate in only 15 schools.
4. On adequacy of physical education equipment and supplies, result of the study shows
that none of the equipment and supplies are adequate in the schools.
5. In utilization of physical education facilities significant mean scores are those scores
that are above the standard criterion mean of 2.50. From the results, only soccer field
( x = 3.29, SD = 0.80), athletic track ( x = 2.81, SD = 1.19) and athletic field ( x = 2.73,
SD = 1.18) were found to be utilized.
6. For utilization of physical education equipment and supplies, soccer balls ( x = 3.27, SD
= 0.93), volley ball ( x = 2.83, SD = 1.12), javelin ( x = 2.67, SD=1.18), shot put ( x =
2.78, SD = 1.15), measuring tape ( x = 2.56, SD = 1.30), and first aid box materials ( x
= 2.67, SD =1.27) were found to be utilized.
7. For factors affecting the availability of physical education resources in schools, it was
found that 90.3% of respondents indicated that non placement of priority on games and
sports by schools administrators was a major factor. This was followed by low level of
income accruing to schools for games and sports 87.4%. The least factor affecting
availability was choice of sporting activities among the students with 58.3%.
8. For factors affecting the utilization of physical facilities, equipment and supplies, result
showed that 65.0% of the respondents indicated that inadequate time allotted to physical
education and sports in schools was a major factor affecting their utilization. The least
factors affecting their utilization were lack of skills of the games and sports by the
teachers and the hazardous nature of the equipment and supplies 11.7% each.
9. Result of chi-square indicated that none of the available facilities had a significant
difference in rural and urban schools.
10. Result however showed significant difference in availability of equipment and supplies
between rural and urban schools: table tennis boards (x2 = 6.13, df = 1, p< .05); tennis
net (x2 = 3.90, df = 1, p<.05); shot put (x2 = 6.50, df = 1, p< .05); measuring tapes (x2 =
5.89, df =1, p<.05); first aid box/materials (x2 =12. 87, df = 1, p<.05); tennis balls (x2 =
5.89, df = 1, p<.05); and table tennis balls (x2 =3.78, df =1, p<.05). Urban schools had
more of the equipment and supplies than rural schools.
 63

11. Result of t-test showed that there was no significant difference in mean utilization of
physical education facilities between rural and urban schools (t= 0.04, df = 101, p=
0.69).
12. There was also no significant difference in mean utilization of PE equipment and
supplies between rural and urban schools (t = 0.43, df = 101, p= 0.67)
13. There was a non significant difference in mean utilization of physical education
facilities between PE teachers with 1-9 years experience and those with experience of
10years and above. (t = 0.91, df =101, p = 0.36).
14. There was a non significant difference in mean utilization of physical education
equipment and supplies between PE teachers with 1-9 years experience and those with
experience of 10 years and above (t=
15. Result also showed a significant difference in the availability of basket ball court (x2 =
10.11, df = 2, p <.05); hand ball court (x2 = 6.97. df = 2, p<.05), and tennis court (x2 =
6.97, df =2, p< .05). These facilities were significantly higher available in female only
schools followed by co-educational schools.
16. There was a significant difference in the availability of the following physical education
equipment and supplies: table tennis boards (x2 11.58, df = 2, p<.05); tennis rackets (x2
8.58, df = 2, p<.05); badminton rackets (x2 = 6.44, df = 2, p<.05 ) ; shot put (x2 = 6.44,
df = 2, p<.05) first aid box/materials (x2 = 13.39, df = 2, p<.05) and tennis balls (x2 =
9.75, df = 2, p<.05). The availability of all equipment and supplies were significantly
higher in female – only schools followed by co-educational schools. Short put was
higher in co-educational schools followed by female – only schools.
 64

Conclusions
1. Soccer fields were available in all the public secondary schools. None of the schools had
swimming pool, cricket pitch and gymnasium.
2. Physical education equipment and supplies that were available in all the schools include;
table tennis bats, soccer balls, volley balls, basket balls, horizontal bars, stop watches, relay
batons, javelin, shot put, discus, measuring tapes, table tennis eggs (balls) and long jump
take-off board.
3. Only soccer fields were adequate in the schools, of all the physical education facilities,
equipment and supplies investigated.
4. Physical education facilities that were adequately utilized in the schools are soccer fields
− − −
( x =3.29, SD = 0.80) Athletic track ( x = 2.86, SD = 1.19) and athletic field ( x = 2.73, SD =
1.18). This contained in table 5.
5. Physical education equipment and supplies that were frequently utilized in the schools are
− − −
soccer balls ( x = 3.27, SD =0.93), volley balls ( x = 2.95, SD = 1.25), relay batons ( x =
− −
2.83, SD = 1.15), javelin ( x = 2.67, SD = 1.18), shot put ( x = 2.78, SD = 1.15) measuring
− −
tape ( x = 2.56, SD = 1.30) and first aid box and materials ( x = 2.67, SD = 1.27). Items that
are adequate are those that have means scores above the criterion mean of 2.50.
6. All the factors investigated were negatively influencing the availability of physical
education facilities equipment and supplies in the schools. This is contained in table 7.
7. Of all the factors investigated only inadequate time allotment was found to be negatively
influencing the effective utilization of physical education teaching resources.
8. There was no significant difference in availability of physical education facilities between
urban and rural schools.
9. There were significant differences in availability of equipment and supplies between urban
and rural schools in the following order; table tennis boards (x2 = 6.13, df = 1, p <.05);
tennis net (x2 = 3.90, df = 1, p <.05); shot put (x2 = 6.50, df = 1, p <.05), measuring tapes
(x2 = 5.89, df = 1, p <.05), first aid box/materials (x2 = 12.87, df = 1, p <.05); tennis balls
(x2 = 5.89, df = 1, p <.05), table tennis balls (x2 = 3.78, df = 1, p <.05). For all the
equipment and supplies results showed that urban schools had equipment and supplies than
their counterparts in the rural schools..
 65

10. Result of t-test showed that there was no significant difference in mean utilization of
physical education facilities between urban and rural schools, (t = 0.40, df = 101, p = 0.69).
11. There was no significant difference in mean utilization of physical education equipment and
supplies between urban and rural schools (t = 0.43, df = 101, p = .67).
12. There was no significant difference in mean utilization of physical education resources
between physical education teachers with 1-9 years teaching experience and those with
experience of 10 years and above (t = 0.91, df = 101, p<0.36).
13. The result of the study indicates that the availability of basket ball court (x2 = 10.11, df = 2,
p<.05) handball court (x2 = 3.89, df = 2, p<.05), and tennis court (x2 = 6.97, df = 2, p<.05)
were significant. The facilities were more in female only schools, followed by
coeducational schools and male only schools coming last.
14. There was a significant difference in the availability of the following physical education
equipment and supplies: table tennis boards (x2 = 11.58, df = 2, p<. 05), Tennis rackets (x2 =
8.58, df = 2, p<.05), Badminton rackets (x2 = 6.44, df = 2, p<.05), shot put (x2 = 6.44, df =
2, p<.05), first aid box/materials (x2 = 13.39, df = 2, p<.05) and tennis balls (x2 = 9.75, df =
2, p<. 05).
The result of the study shows that the availability of all equipment and supplies except shot put
was higher in female only schools, followed by co-education schools. Shot put was more in
co-educational schools followed by female only schools.

Recommendations
Based on the findings of this study, the researcher wish to make the following
recommendations were made:
1. Physical education teachers and students in public secondary schools in Enugu State
should be sensitized on the need to constructed physical education facilities and
improvise equipment. It could be achieved through class project in physical education
2. School administrators should be equally sensitized on the need and importance of
physical education and sports facilities in schools. This could be achieved through
workshops for school principals.
 66

3. The three levels of government-local government authority, the state government and
the federal government should make frantic and sincere effort towards provision of
modern physical education facilities and equipment in secondary schools.
4. Adequate time should be allotted to physical education instructional programme in the
school time table. Physical and health education should be allotted double period in
school time table.
5. Federal government should reduce import duties on sporting equipment, since it will
help to reduce the cost of sporting equipment and supplies.
6. Enugu State government should maintain and even increase its supply of sports
equipment to secondary schools. Such supplies should be planned to cover all areas of
sports in the schools’ sports programme as well as the physical education programme.
7. School supervisors should recommend and also give appropriate incentives to physical
education teachers that provide and utilize physical education facilities and equipment
in their schools.
8. Policy makers in the secondary schools should recommend and adopt the use of
practical examination to evaluate student’s performance in physical education
instructional programme.
Suggestion for Further Study
Based on the findings of this study, the researcher is of the view that a study be carried
out to ascertain the influence of physical education facilities, equipment and supplies on the
students’ rate of learning in secondary schools in Enugu State.
 67

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 77

APPENDIX A

National Teachers Institute (2003) recommendation of minimum number of facilities, equipment

and supplies for teaching in Physical Education in schools and colleges.

Item Minimum Number Required

A. PLAY AREAS, COURT AND FIELDS
Football court 1
Basketball court 1
Volleyball court 1
Handball court 1
Badminton court 2
Tennis court 2
Large indoor teaching space of 40m x 50m, for 1
gymnastics
Swimming pool 1
Squash court 1
Hockey field 1
Gymnasium 1
Storage room 1
6-8 lane athletic tracks 1
PHE Resources centre 1
B. EQUIPMENT AND SUPPLIES
Gymnastic Tripod (horses) 2
Bucks 3
Landing mats 15
Take-off boards 2
Trampolines 2
Long benches 2
Agility mattresses 20
Horizontal bars 2
Agility rings 4
C ATHLETICS
Staring blocks 10
Starting guns 4
Javelin (male) 4
Javelin (female) 4
Shot puts (male) 4
Shot put (female) 4
Discuss (male) 4
Pairs of high Jump stand 6
Aluminum cross bar 4
Landing foams for high jump and pole vault 40pairs
Converses 20pairs
Shin guards 20pairs
 78

Stockings 40pairs
Exchange batons 8pairs
Hurdle stands 60pairs
D. BALL GAMES
Soccer balls 10
Inflators 2
Handballs (male) 10
Handballs (female) 10
Volley balls 10
Basket balls (male) 6
Basket balls (female) 6
Hockey balls 10
Table tennis eggs 12
E RACKET GAMES
Tennis rackets 12
Hockey sticks 30
Table tennis bats 20
Hockey keeper kats 2 sets.
F GENERAL SUPPLIES FOR ALL SPORTS
Stop watches 2
Tape measures 5
Weighing scales 12
Maintenance equipment For all sports
Whistle (all kinds) 160
Recording sheets 160
Seeping bags 35
Camp beds 3
Life jackets 30
First Aid boxes 35
Multi gym 2
Anatomy and physiology charts 5
Physiology moulds 35
Sources: National Teacher Institute requirement for adequacy in Physical Education facilities,

equipment and supplies in schools

 79

Appendix B

Department of policy and implementation education secretariat federal capital territory Abuja

Guidelines of the establishment and operation of educational institutions in the federal capital

territory, Abuja December 2005.

10.14 In addition to the provisions in Section 10.13 (a-e) above, schools shall also provide the

following facilities:

(i) Facilities and adequate materials for computer education, local craft and multi-purpose

rooms.

(ii) Adequate sports and games equipments, as well as other recreation facilities
 80

APPENDIX C

Guidelines on minimum standard for the establishment and operation of schools in Enugu State

MINIMUM STANDARD FOR THE ESTABLISHMENT OF DAY JUNIOR

SECONDARY SCHOOLS
S/N DESCRIPTI RURAL SEMI- URBAN URBAN REASON
ON (GRADE 3) URBAN (GRADE 1) SPECIAL
(GRADE 2)
Games field 1 (football 1 (football 1 (football 1 (football To
(1.5 Hectares) field) field) field) field) accommo
1(other 1 (other 1(other games 1(other dates
games) games) games) students 1
football
field other
games
 81

APPENDIX D

LIST OF SCHOOLS BY LGA AND ZONE IN ENUGU STATE

zZONE LGA S/N NAME OF SCHOOL

1 UNION S.S AWKUNANAW
2 G.G.S AWKUNANAW
3 IDAW-RIVER G.S.S ENUGU
4 ARMY DAY S.S. AWKUNANAW
5 UWANI S.S. ENUGU
6 H.R.C. ENUGU
7 C.I.C. ENUGU
8 M/LAND S.S. ENUGU
9 C.S.S. OBEAGU AWKUNANAW
NNUGU SOUTH

10 C.S.S. UGWUAJI
11 COMPR.S.S. AKWUKE
12 C.S.S. NDIAGU AMECHI
13 MODEL H.S. AMECHI AEK
14 CHUKWU MEM. S.S.
15 G.H.S. UWANI
15
16 C.S.S. AMAGUNZE
17 C.S.S. NOMEH
18 C.S.S. AMAFOR UGBAWKA
19 B.S.S. NARA
20 UNATEZE G.S.S. NARA
21 C.S.S. ISIGWE UGBAWKA
22 C.S.S. IHUOKPARA
23 C.S.S. NKEREFI
24 C.S.S. UZAM IDODO
25 C.S.S. UBAHU
26 C.S.S. MBURUMBU
WKANU EAST

27 IGWEBUIKE C.S.S. IMEOHA

28 C.G S S ENUOGU NKEREFI
29 C.S.S AKPAWFU
30 C.S.S. OWO
31 COMP. S.S. EZIAMA IDODO
32 C.S.S. MBULU OWO
17
33 G.S.S. OBE
34 O.H.S. OZALLA
35 C.S.S. AGBANI
AGBANI

NKANU

36 AKPUGO S.S. AKPUGO

WEST

37 C.S.S. OBUOFIA AWKUNANAW

38 C.S.S. UMUEZE AWKUNANAW
 82

39 C.S.S. AKPASHA
40 G.S.S. AKEGBE UGWU
41 C.S.S. AMURI
42 MODEL S.S. AGBANI
43 C.S.S. AMODU AWK
11

LGA S/N NAME OF SCHOOL

ZONE
44 C..S,S. MPU
45 C..S.S. NDEABOR
46 C..S.S.ODUMA
47 A..H.S.NENWE
48 G..H.S.NENWE
49 O..H.S. OKPANKU
50 C..S.S.OKPANKU
51 C.S S OHOFIA ODUMA
52 C.H.S. EZINESI ODUMA
53 C S S EMUDO NENWE
54 MODEL .S.S MPU
55 U.S.S. ODUMA
ANINRI

56 G.S.S. ODUMA
57 AGBOECHARA H.S. ANINRI
58 C.S.S. AGBADA NENWE
15
59 G.S.S. OWELLI
60 COMPR.H.S. OGUGU
61 C.S.S. AMABOR-OWELLI
62 C.S.S. IHE
63 C.S.S.OGBAKU
64 G.S.S. AGBOGUGU
65 C.S.S. MMAKU
66 C.S.S. UGBO
67 B.S.S.MGBOWO
68 MMAKU H.S.MMAKU
69 G.S.S. MGBOWO
70 G.S.S. MMAKU
71 C.S.S. UGBO-OKPALA
72 C.S.S. ITUKU
73 B.S.S. AWGU
74 G.H.S. MGBOWO
AWGU

AWGU

75 C..S.S.AGBUDU AWGU
76 U.G..S.S. UGWULESHI
77 C..S.S. NKWE AWGU
 83

78 EZIOBU S S UGWUEME
79 U.S.S. AWGU
80 R.H.S. AWGU
81 C.S.S. ISU AWA
82 C.S.S. UGWUEME
83 C.S.S. OBEAGU AGWU
84 ST.VIN.S.S.AGBOGUGU

26
85 C.C.C.ACHI
86 G.S.S.ISIKWE ACHI
87 G.S.S. ACHI
88 M.C.B.S.S. INYI
89 G.H.S.INYI
90 C.S.S. ISIAMA AWLAW
91 A.H.S. AWLAW
OJI RIVER

92 A.H.S. AKPUGOEZE
93 C.S.S. UGWUOBA
94 G.H.S. UGWUOBA
95 URBAN S.S. OJI-RIVER
11

LIST OF SCHOOLS BY LGA AND ZONE

S/N NAME OF SCHOOL
ZONE LGA
96 NATIONAL GR.S. NIKE
97 ST.PAT.S.S.EMENE
98
G.S.S. ABAKPA NIKE
99 T.E.G.S.S. ENUGU
ENUGU EAST

100 NEW,H.B.S.ENUGU
101 C.S.S.UGWUOGO NIKE
102 G.S.S. EMENE
103 ANNUNCIATION S.S. NIKE
104 C.H.S. EMENE.
9
105 QUEENS SCH. ENUGU
106 C.S.S. IVA VALLEY
107 URBAN G.S.S. ENUGU
ENUGU NORTH

108 METO.G.S.S. ENUGU

109 CITY GIRLS S.S. ENUGU
110 N/LAYOUT S.S. ENUGU
ENUGU

111 DAY S.S. INDEPENDENCE L/O

112 GOVERNMENT S.S. ENUGU
113 COAL CAMP S.S. ENUGU
 84

9
114 OGO C.S.S. IKEM
115 C.S.S. NEKE
116 C.S.S. EHA-OHUALA
117 C.S.S. MBU

118 C.S.S. UMUHU

ISIUZO

119 UNION S.S. EHA-AMUFU

120 C.S.S. UMUALOR

LIST OF SCHOOLS BY LGA AND ZONE

ZONE LGA S/N
NAME OF SCHOOL
121 P.S.S. UKENE
122 C.S.S. OZALLA
123 C.H.S. EKWEGBE
124 C.S.S. OHEBE-DIE
125 C.S.S. UMUNKO
126 C.S.S. OHODO
127 B.S.S. AKU
128 C.H.S. UKEHE
129 G.S.S. AKU
130 C.S.S. UMUNA
131 C.S.S. AKU
132 ORINADU C.S.S. UKEHE
IGBOETITI

133 C.S.S. UKOPI-EKWEGBE

134 IGBO-ETITI S.S. IKOLO
135 AKUTARA C.S.S. OHODO
136 COMP.S.S. DIOGBE
16
137 S.T.C. NSUKKA
138 NSUKKA H.S. NSUKKA
139 Q.R.S.S NSUKKA
140 C.S.S. ISIENU
141 URBAN G.S.S. NSUKKA
142 OPI H. S. OPI
143 C.S.S. EDEM
144 C.H.S. UMABOR
NSUKKA

NSUKKA

145 C. S. S. EHANDIAGU
146 C. S. S. IBAGWA ANI
147 C. S. S. OBUKPA
148 C. S. S. EDOBALLA
 85

149 ST.CYP. G.S.S. NSUKKA

150 MODEL S.S. NSUKKA
151 C. S. S. LEJJA
152 C. S. S. OBIMO
153 B. S. S. NRU
154 LEJJA H. S. LEJJA
155 C. S. S. OKPUJE
156 G. S. S. OPI
157 C. S. S. ALOR UNO
158 C. S. S. OPI AGU
159 OKUTU S S OKUTU
160 URBAN B. S. S. NSUKKA
161 C. S. S. EZEBUNAGU
162 AGU-UMABOR C.S.S. UMABOR
163 C S S AKPOTORO OBIMO
164 C. S. S. BREME EHANDIAGU
165 EDEM ANI H S EDEM
166 C. H. S. AJUONA OBIMO
30
167 C S S NIMBO
168 U S S ADANI
169 C S S ABBI-UGBENE
170 U. S. S.UVURU
171 C S S NROBO
172 C.S.S. UKPATA
173 A S S NKPOLOGU
174 G S S UMULOKPA
UZOUWANI

175 B S S AKIYI-UMULUOKPA
176 C S S OGURUGU
177 W. S. S. OPANDA-NIMBO
178 C S S UGBENE-AJIMA
179 ATTA MEM. H.S ADABA
13

ZZONE LGA S/N NAME OF SCHOOL

180 IGBO-EZE S.S ENUGU EZIKE
181 M.. C.S.S. EKPOSHI
182 C.H.S. OGURUTE
IGBOEZE NORTH

183 C.S.S. IMUFU

OBOLLO-AFOR

184 C.S.S. UMUOGBO-AGU

185 A.H.S. AJI
186 C.S.S. UMUOPU
187 C.S.S. IGOGORO
188 C.S.S. AMACHALA
189 C.H.S. OKPO
 86

190 C.S.S. ISIUGWU

191 C.H.S. UMUIDA
192 C.S.S. ETTE
193 C.S.S. UDA
194 U.S.S. UGBAIKE
195 C.S.S. AGUIBEJE
196 C.H.S. OLIDO
197 C.S.S. AMAORBA-INYI
198 C.S.S. EZEAKU INYI
199 C.S.S. AMUFIE UMUITODO
200 M.S.S. ETTE
21
201 IHEAKA G.S.S. IHEAKA
202 B.S.S. OVOKO
203 G.S.S. IBAGWA AKA
IGBOEZE SOUTH

204 B.S.S. IBAGWA –AKA

205 C.S.S. IHEAKPU-AWKA
206 C.S.S. ITCHI
207 C.S.S. UNADU
208 C.S.S. ALOR-AGU
209 C.S.S. IHUNOWERRE
210 C.S.S. NKALAGU OBUKPA
10
211 C.S.S. OBOLLO AFOR
212 ADA C.S.S. OBOLLO ETITI
213 C.S.S. OBOLLO-ETITI
214 ST. PAT. M.C.S.S. OBOLLO-EKE
215 COMM. G.S.S. IMILIKE-ULO
216 C.S.S. IMILIKE AGU
217 C.S.S. EZIMO-UNO
218 EZIMO-AGU H.S. EZIMO-AGU
219 B.H.S. ORBA
220 G.S.S. OWERRE-EZE-ORBA
221 C.S.S. OGBODU-ABA
UDENU

222 C.S.S. AMALLA

223 C.S.S. UMUNDU
224 C S S ORBA

14

ZONE LGA S/N NAME OF SCHOOL

225 S G S S Oghe
EZEA
UDI

26 A B S S Oghe
GU

227 C S S OLO
 87

228 Aguobu Owa H S

229 Ezeagu S S Isiugwu Umana
230 Model S S OLO
231 C S S Awha Ndiagu
232 C S S Imezi Owa
233 C S S Obeleagu Umana
234 C S S Obinofia Ndiagu
235 C H S Umumba Ndiagu
236 C S S Mgbagbu
237 C S S Umuaji Mgbagbu Owa
238 C S S Aguobu Umumba
239 C S S Ogwofia Imezi Owa
240 C S S Aguobu Iwollo
241 G S S Aguobu Owa
242 C S S Agba Umana
243 C S S Omughu Umana
244 C S S Obinofia Ndiuno
245 C S S Awha Imezi
246 C H S Okpudo Obeleagu
247 C S S Ozom Mgbagbu Owa
248 C S S Umana Ndiagu
249 C S S Umumba Ndiuno
250 Iwollo H S Iwollo
251 U S S Ihuonyia Amansiodo
252 C.S.S. Ezema Imezi Owa
28
253 CHRIST H.S. ABOR
254 S.T.S.S. ABOR
255 ST. PAUL’S S. S. EKE
256 C.S.S. OGOR-AFFA
257 C.S.S. AWHUM
258 C.H.S. OBIOMA
259 C.H.S. AMOKWE
260 G.H.S. NACHI
261 COMP.H.S. UKANA
262 C.S.S. EBE
263 C.S.S. UMULUMGBE
264 COMP. H.S. UDI ABIA
265 C.S.S. AKPAKWUME
266 C.S.S. NZE
267 C.S.S. NSUDE
268 C.S.S. AGBUDU
269 C.S.S. AMOKWU AFFA
UDI

270 NACHI HIGH SCHOOL NACHI

271 G.S.S. NGWO
 88

272 C.S.S. OKPATU

273 C.S.S. NGWO UNO
274 C.S.S. AMOZALLA AFFA
275 C.S.S. EGEDE
 89
104

APPENDIX E

Availability and Adequacy of Physical Education Resources Checklist (AAPERC)

List of available physical education facilities. Check (√ ) as appropriate.
S/N Available Number Available Not available
1 Soccer field
2 Basket ball court
3 Volley ball court
4 Hand ball court
5 Hockey pitch
6 Gymnasium
7 Badminton court
8 Athletic track
9 Athletic field
10 Swimming pool
11 Cricket pitch
12 Tennis courts

CLUSTER A
List of available physical education equipment and supplies. Check (√ ) as appropriate
Available Number of items Available Not Available
1 Table tennis boards
2 Soccer balls
3 Volley balls
4 Hand balls
5 Hockey balls
6 Cricket balls
7 Cricket bats
8 Tennis rackets
9 Table tennis bats
10 Tennis net
11 Badminton rackets
12 Shuttle cork
13 Whistle
14 Stop watches
15 Relay batons
16 Starting blocks
17 Starting guns
18 Javelin
19 Shot put
20 Discus
21 Measuring tapes
22 High jump/cross bar
 90
105

23 Hurdle stands
24 Relay sacs
25 First aid box/materials
26 Tennis balls
27 Table tennis balls
28 Long jump take-off board
 91

APPENDIX F

QUESTIONNAIRE

Department of Physical and Health Education

University of Nigeria, Nsukka
September, 2011

Dear Respondent

A STUDY ON AVAILABILITY, ADEQAUCY AND UTILIZATION OF RESOURCES

FOR EFFECTIVE INSTRUCTION OF PHYSICAL EDUCATION IN SECONDARY
SCHOOLS
IN ENUGU STATE

This questionnaire is designed to determine the availability and utilization of resources

for effective instruction in physical education in secondary schools in Enugu state.

You are required to fill the attached questionnaire items by ticking (√) in the appropriate

boxes or columns as applied to you. Be assured that any information you give will be treated in

strict confidentiality and shall only be used for the purpose of the study.

Thanks for our anticipated co-operation.

Yours faithfully

Ugwuanyi J.I.
 92

UTILIZATION OF PHYSICAL EDUCATION RESOURCES QUESTIONNAIRE

(AAUPERQ)
SECTION A

PERSONAL INFORMATION OF RESPONDENT

1. Name of school …………………………………………………………….
2. Working experience of respondents
(a) 1 – 9 years 10 years and above
3. Gender male female
4. Type of schools.
(a) Male school
(b) Female school
(c) Co-educational
5. Location of the school
(a) Urban
(b) Rural
(3) Indicate your educational qualification below
a. Diploma/NCE in physical education
b. B.SC in physical education
c. Others (please specify)
 93
108

CLUSTER A
I. What is the utilization of the following physical education facilities, equipment and
supplies in teaching in your school? Check (√) as appropriate.
S/N ITEMS Very Often Rarely Never
often
1 Soccer field
2 Basket ball court
3 Volley ball court
4 Hand ball court
5 Hockey pitch
6 Gymnasium
7 Badminton court
8 Athletic track
9 Athletic field
10 Swimming pool
11 Cricket pitch
12 Tennis courts
13 Table tennis boards
14 Soccer balls
15 Volley balls
16 Hand balls
17 Hockey balls
18 Cricket balls
19 Cricket bat
20 Tennis rackets
21 Table tennis bats
22 Tennis net
23 Badminton rackets
24 Cricket pitch
25 Tennis courts
26 Table tennis boards
27 Shuttle cork
28 Whistle
29 Stop watches
30 Relay batons
31 Starting blocks
32 Starting guns
33 Javelin
34 Shot put
35 Discus
36 Measuring tapes
37 High Jump stand/cross bar
38 Hurdle stands
 109
94

39 Relay sacs
40 First aid box/materials
41 Tennis balls
42 Table tennis balls
43 Long jump take-off board

What other factors affect the availability of Physical Education facilities, equipment and
supplies in your school?

CLUSTER B

Which of the following factors negatively affect the availability of physical education facilities,
equipment and supplies in your school?
Tick (√) as is appropriate
1 The level of income accruing to the school for games and sports Yes No
is small
2 The priority and interest of the school principal is not on game
and sports
3 The choice of sporting activities among the students is very few.
4 School lay out or area of land available for use is small.

Do any of the following factors hamper the maximum utilization of the school physical
education facilities, equipment and supplies in your school? Check √ as appropriate.
CLUSTER C
1 Inadequate time allotted to physical education in the school time Yes No
table
2 Lack of interest on the part of the students in physical activities
3 Non inclusion of the topic that involve their utilization in the
syllabus or scheme of work.
4 The hazardous nature of the activities that involve their use in
teaching.
 95

APPENDIX G
The data below shows the enrolment of students in physical education obtained from
the headquarters of the post primary school management board Enugu between 1994-2012.
S/N Name of School Year of Total No. No. that
Exam of offered
candidates Physical
Education
1 St. Theresa’s College Nsukka 1994 158 Nill
1995 178 Nill
1996 157 Nill
1997 166 Nill
1998 190 Nill
2 Nsukka High School Nsukka 1994 112 Nill
1995 154 Nill
1996 120 Nill
1997 161 Nill
1998 163 Nill
3 Queen of the Rosary Secondary School, Nsukka 1994 142 Nill
1995 166 Nill
1996 115 Nill
1997 137 Nill
1998 137 Nill
4 Community Secondary School, Isi-Enu 1994 198 Nill
1995 204 Nill
1996 214 Nill
1997 214 Nill
1998 214 Nill
5 Urban Girl’s Secondary School, Nsukka 1994 165 Nill
1995 172 Nill
1996 177 Nill
1997 Banned Nill
1998 Banned Nill
6 Opi High School Opi 1994 130 Nill
1995 110 Nill
1996 121 Nill
1997 080 Nill
1998 101 Nill
7 Community Secondary School Edem 1994 78 Nill
1995 65 Nill
1996 Banned Nill
1997 Banned Nill
1998 Banned Nill
 96

8 Community 1994 72 Nill

Secondary 1995 74 Nill
School, 1996 69 4
Lejja 1997 91 4

1998 105 4
9 Boy’s 1994 126 Nill
Secondary 1995 154 Nill
School Nru
1996 165 1
1997 166 Nill
1998 218 Nill
10 Community 1994 120 Nill
Secondary 1995 133 Nill
School
1996 134 Nill
Obukpa
1997 128 Nill
1998 138 Nill
11 Community 1994 83 Nill
Secondary
1995 92 Nill
School,
Ibagwa-Ani 1996 92 Nill
1997 83 Nill
1998 87 Nill

12 Community Secondary 1994 44 Nill

School, Ehamdiagu 1995 61 Nill
1996 47 Nill
1997 65 Nill
1998 Nil Nill
13 Community Secondary 1994 31 Nill
School Okuje 1995 34 Nill
1996 35 Nill
1997 45 Nill
1998 55 Nill
14 Government Technical 1994 41 Nill
College, Nsukka 1995 43 Nill
1996 48 Nill
1997 41 Nill
1998 26 Nill
15 Community High School 1994 89 Nill
Umabor 1995 94 Nill
1996 98 Nill
1997 101 Nill
1998 126 Nill
 97

Name of School Yr of Total No. No that offered Physical

S/No Exam Candidates Education
1 G.S.S Aku Igbo-Etiti 2010/2011 125 Nill
2 C.S.S. Ehandiagu 2012 121 Nill
3 C.S.S. Ukpata in Uzo- 2011/2012 50 Nill
Uwani
4 C.S.S. Opi-Agu 2011/2012 250 Nill
5 Urban Girls Secondary 2011/2012 41 Nill
School Nsukka
6 G.S.S. Umulokpa 2011/2012 33 Nill
7 C.S.S. Alor-uno 2011/2012 36 Nill
8 C.S.S. Nru Nsukka 2011/2012 69 Nill
9 C.S.S. Akpotoro Obimo 2011/2012 51 Nill
10 C.S.S. Ogurugu 2011/2012 64 Nill
11 S.C.G.S.S Nsukka 2011/2012 100 Nill
12 G.S.S. Opi Nsukka 2011/2012 40 Nill
13 C.S.S. Obimo 2011/2012 58 Nill
14 C.H.S Umabor 2011/2012 100 Nill
15 Uvuru S.S. Uvuru 2011/2012 80 Nill
16 C.S.S. Ugbene Ajima 2011/2012 85 Nill
17 Igbo Etiti Secondary 2011/2012 78 Nill
School Ikolo
18 C.S.S. Isienu Nsukka 2011/2012 70 Nill
19 C.S.S. Ukopi Ekwegbe 2011/2012 64 Nill
20 M.S.S. Nsukka 2011/2012 122 Nill
21 S.T.C. Nsukka 2011/2012 178 Nill
22 Opi High School, Opi 2011/2012 123 Nill
23 Q.R.S.S. Nsukka 2011/2012 128 Nill
24 Orinandu C.S.S. Ukehe 2011/2012 113 Nill
25 Akutara C.S.S. Ohodo 2011/2012 84 Nill
26 C.H.S Ukehe 2011/2012 92 Nill
27 C.H.S Ukehe 2011/2012 92 Nill
28 C.S.S. Ozalla 2011/2012 71 Nill
29 C.S.S. Ohodo 2011/2012 158 Nill
 98

APPENDIX H

LIST OF SAMPLED SCHOOLS WITH NUMBER OF PHYSICAL EDUCATION

TEACHERS

S/N EDUCATION NAMES OF SCHOOLS SAMPLED NO OF PE TEACHERS

ZONE FOR THE STUDY
1 Nsukka Education STC, Nsukka 4
Zone MSS, Nsukka 2
QRSS Nsukka 3
CSS, Okpuje 3
CSS, Edem 3
CSS, Ibagwa-Ani 3
2 Obollo Education Igbo-Eze Secondary School Enugu Ezike 4
zone M.C.S.S Ekposhi 3
C.S.S Obollo Afor 4
B.H.S Orba 3
CSS, Ette 2
CSS, Umuogb-Agu 2
3 Udi Education zone S.T.S.S Abor 4
St. Paul’s Sec. Sch. Eke 3
C.S.S Awhum 4
CSS, Olo 2
CSS, Imezi Owa 2
4 Enugu Education Government S.S Enugu 3
zone Queens Sch. Enugu 4
Union S.S. Eha-Amufu 2
C.S.S, Ugwuogo Nike 2
New Layout S.S. Enugu 3
City Girls S.S. Enugu 4
5 Awgu Education C.S.S Ndiabor 3
Zone Mmaku H.S. Mmaku 3
St. Vin. S.S. Agbagugu 3
CSS, Ihe 2
CSS, Ogbaku 2
G.S.S Mmaku 3
6 Agbani Education G.S.S Obe 3
zone Union S.S. Awkunanaw 2
C.S.S Owo 2
Model S.S. Agbani 3
O.H.S, Ozalla 2
C.S.S. Umueze Awkunanaw 3
Total 103 Teachers
 99

APPENDIX I

1. St. Theresa College Nsukka

2. Model Secondary School Nsukka

3. Queens of the Rosary College Nsukka

4. Community Secondary school Okpuje

5. Community Secondary School Edem

6. Community Secondary School Ibagwa-Ani

7. Igbo-Eze Secondary School Enugu-Ezike

8. Mode Comprehensive Secondary School Ekposhi

9. Community Secondary School Obool-Afor

10. Boys High School Orba

11. Community Secondary School Ette

12. Community Secondary School Umuogbu-Agu

13. S.T. Secondary School Abor

14. St. Paul’s Secondary School Eke

15. Community Secondary School Awhum

16. Community Secondary School Olo

17. Community Secondary School Imezi Owa

18. Government Secondary School Enugu

19. Queen’s School Enugu

20. Community Secondary School Eha Amufu

21. Union Secondary School Ugwuogo Nike

22. Community Secondary School

 100

23. City Girls Secondary School Enugu

24. Community Secondary School Mmaku

25. Mmaku High School Mmaku

26. ST. Vin Secondary School Agbogugu

27. Community Secondary School Ihe

28. Community Secondary School Ogbaku

29. Girls Secondary School Mmaku

30. Girls Secondary School Obe

31. Union Secondary School Awkunanaw

32. Union Secondary School Owo

33. Model Secondary School Agbani

34. Ozalla High School Ozalla

35. Community Secondary School Umeze Awkunanaw

 101

APPENDIX J

1. Udi zone has 51 schools with 90 physical education teachers.

2. Obollo Afor zone has 45 schools with 95 physical education teachers.

3. Nsukka zone has 70 schools with 118 physical education teachers.

4. Enugu zone has 25 schools with 110 physical education teachers

5. Awgu zone has 52 schools with 50 physical education teachers.

6. Agbani zone has 43 schools with 55 physical education teachers.