DEBRE BERHAN UNIVERSITY

COLLEGE OF NATURAL AND COMPUTATIONAL SCIENCE

DEPARTEMENT OF SPORT SCIENCE

CHALLENGES OF TEACHING AND LEARNING PHYSICAL EDUCATION IN THE

CASE OF BASSO GENERAL PARATORY SCHOOL

RESEARCH PROPOSAL SUBMITTED TO SPORT SCIENCE DEPARTMENT IN

PARTIAL FULFILMENT OF BACHELOR DEGREE PROGRAM

PREPARED BY: - TIGABEY KASU 2163/07

DEBRE BIREHAN UNIVERSITY

DEBRE BIREHAN, ETHIOPIA

JANUARY; 2018

Table of Contents
I
Abstract......................................................................................................................................................IV
CHAPTER ONE..............................................................................................................................................1
1 INTRODUCTION....................................................................................................................................1
1.1Back ground of the study....................................................................................................................1
1.2. Statement of the problem....................................................................................................................2
1.3Objectives the study...........................................................................................................................3
1.3.1 General objectives..........................................................................................................................3
1.3.2. Specific objectives..........................................................................................................................3
1.4. Significance of the study...................................................................................................................3
1.5Delimitation of the study....................................................................................................................3
1.6. Limitation of the study......................................................................................................................3
1.7. Definition of the terms /operational.................................................................................................4
1.8. Organization of the study.................................................................................................................4
CHAPTER TWO.............................................................................................................................................5
2. REVIEW OF RELATED LITERATURE...........................................................................................................5
2.1. The meaning of physical education..................................................................................................5
2.2. Physical education and its importance.............................................................................................5
2.2.2. To avoid bad habits........................................................................................................................6
2.2.3. To avoid depression.......................................................................................................................7
2.3Challenges of physical education........................................................................................................7
2.3.1Problem of facing in teaching and learning physical education...........................................................7
2.3.2 Lack of motivation..........................................................................................................................8
2.3.3 Teaching learning environment......................................................................................................8
2.4 Teaching learning material of physical education............................................................................10
CHAPTER THREE...............................................................................................................................12
3. METHODOLOGY............................................................................................................................12
3.1 Study design and method.................................................................................................................12
3.2Description of the study area............................................................................................................12
3.3 Study population...........................................................................................................................12
3.4Source of data...................................................................................................................................12
3.5Sample and sample size....................................................................................................................12
3.6Data collection instrument...............................................................................................................13

II
 3.7Data collection procedure................................................................................................................13
CHAPTER FOUR..........................................................................................................................................14
4. WORK PLAN.......................................................................................................................................14
4.1. Time Schedule................................................................................................................................14
4.2. Budget Breakdown.........................................................................................................................15
References.............................................................................................................................................16
Appendix...................................................................................................................................................17

III
 Abstract
The main purpose of the study was to investigate challenges in physical education teaching and
learning process in case of Basso General preparatory school. Some of them are lack of
motivation, awareness, attitude, shortage of materials, environmental problem, administration of
the problem, etc. This study was conducted in Basso General preparatory school 12th students on
the challenges of physical education teaching and learning process. The researcher was taking
from the 117 total populations of the students 35 students by using random sampling by
purposive sampling techniques. The data was collected from those students based on the results
of respondents there are challenges of teaching learning physical education. Such that
insufficient of materials, lack of motivation and shortage of practical time. The study used
primary source of data. Finally the study also encompasses analysis presentation and
interpretation of data obtained from respondents and appropriate conclusion and
recommendation about the impact of problem of teaching learning process in the school is also
forwarded.

IV
 CHAPTER ONE
1 INTRODUCTION

1.1Back ground of the study

Physical and health education aims to empower students to understand and appreciate the value
of being physically active and develop the motivation for making healthy life choices. To this
end, physical and health education courses foster the development of knowledge, skills and
attitudes that will contribute to a student’s balanced and healthy lifestyle. Through opportunities
for active learning, courses in this subject group embody and promote the holistic nature of well-
being. Students engaged in physical and health education will explore a variety of concepts that
help foster an awareness of physical development and health perspectives, empowering them to
make informed decisions and promoting positive social interaction. Physical and health
education focuses on both learning about and learning through physical activity. Both
dimensions help students to develop approaches to learning (ATL) skills across the curriculum.
Physical and health education contributes a unique perspective to the development of the
attributes of the learner profile, promoting the health of individuals and communities. Through
physical and health education, students can learn to appreciate and respect the ideas of others,
and develop effective collaboration and communication skills. This subject area also offers many
opportunities to build positive interpersonal relationships that can help students to develop a
sense of social responsibility. At their best, physical and health education courses develop the
enjoyment, engagement and confidence in physical activity that students need in order to achieve
and maintain a balanced, healthy life.

Physical activity and health are of central importance to human identity and global communities.
They create meaningful connections among people, nations, cultures and the natural world, and
they offer a range of opportunities to build intercultural understanding and greater appreciation
for our common humanity. Physical and health education also helps to prepare students for
overall success in the connects directly with their participation in creativity, action, service
(CAS). CAS complements students’ demanding academic preparation with a requirement for

1
physical exertion that can contribute to a healthy lifestyle. In CAS, students continue to develop
skills in reflection that they use to undertake new challenges and plan activities including
competitive sports, personal athletic programmers’ and endurance events, and physically active
service learning projects.

The knowledge, skills and attitudes that students develop in physical and health education
courses provide a meaningful foundation for further study and help to prepare students for
careers in education, recreation and leisure industries, health sciences, sports and exercise
science, performance, coaching, and fitness and community health management

Physical Education involves teaching pre-kindergarten through grade twelve children the
performance and understanding of basic motor skills, games, and lifelong fitness activities as
well as the social and personal skills related to participating in physical activities. Physical
Educators at all levels are responsible for addressing these skills on a continuum of ability levels
to include meeting the needs of children with disabilities.

Physical education is based on the premise that the quality and productivity of each individual
life can be enhanced through participation in a comprehensive, sequential physical education
system promotes physical, mental, emotional and social well-being. It means teaching children
how to apply new knowledge and how to become lifelong learner. It implies a focus on the
whole person as opposed to a narrow range of participate regularly in physical activity, knows
the implication and benefits of involvement in physical activity, values physical activity and its
contribution to a healthy lifestyle. According to Nayak,( 2007):- physically educated person is
one who has mastered the necessary movement skill to participate confidently in many different
forms of physical activity, values physical fitness and understands that both are intimately related
to health and well-being. The most basic element of a children development is learning to move.
Even before birth children’s begin learning to move and learning through movement.

1.2. Statement of the problem

This study will focus on the current issue or challenges of physical education teaching learning
process in case of Basso preparatory school are lack of materials, enough class rooms, teachers,
environmental issue, books and low-quality education. It cannot give an integral part of the total
education of any child and not closely link to other creative and learning experience and skill

2
acquisition. Additionally it cannot program/schedule also help students develop the
competencies and low beliefs necessary for incorporating regular physical activity

The problems will be tried to answer the following questions:

1. What problem happens due to lack of teaching learning materials?
2. What are the challenges that affect teaching learning process in case of the Basso preparatory
school?
3. Does the school have the sufficient physical education materials?
4. What are the possible solutions to enhance physical education materials in school?

1.3Objectives the study

1.3.1 General objectives

The general objective of this study is to investigate the challenges in physical education
teaching learning process in case of Basso General preparatory school.

1.3.2. Specific objectives

1. To find out possible solution and that affects the major problem that facing teaching learning
physical education related material.
2. The factor that affect teaching learning process of physical education.
3. To explain the role of teacher and student to overcome the problem.
4. To recommend the solution for the problem.

1.4. Significance of the study

This study will have significance at Basso preparatory school through the following
contribution.
1. To provide source for other teachers to do further investigation on area of the
2. To recommend about how the teaching learning materials for physical education to fulfilled
in schools.
3. Give possible recommendation for the problems
4. It was help to explain the factors teaching learning physical education and sport.

1.5Delimitation of the study

Physical education is a broad subject which embodied various section methodologies. Training
and teaching student’s background studies and attitudes of students and teachers towards
physical education are the sole to site. Due to this complex and diverse thus to choose a
problem which is manageable in size found safe. Therefore this study will delimitate to the
problem facing in physical education teaching learning at Basso General preparatory school.

1.6. Limitation of the study

During teaching learning of physical education process can be the following limitation.
3
  During questioner distribution of student and respondents are not found in the school.
 Lack of willingness among the respondents fulfills the questioner.
 During questioner distribution students and respondents are deals about we have no
time for the fulfill of that paper.
 The students shall have not sufficient knowledge for fulfill the questioner paper.

1.7. Definition of the terms /operational

1. Teaching learning:- a person by which students and teachers is exchange knowledge or
skill through physical education. William,P.(2008), making informed decision and
process about staffing and training.
2. Physical education:- is an education which is given man through physical activity to
develop and maintain all aspects of personally asa physically, mental and social well-
being. (Physical education text book of grade 9 thand 2nd edition). Revised by
MEKONNEN- AHMED in 2005 Addis Ababa and edited by DEREJE YEMI; Williams Collins
and Harper Collins (2005-2012). PANGRAZI, ROBERT (2007). Dynamic physical education
for elementary school children 15th edition.
3. Facing:- machining and altering operation of things to carry out the effect. (Adam Baez
in 2011).

1.8. Organization of the study

This research include with five chapter: - chapter one deals with introduction; - Background of
this study, statement of the problem, objective of the study, significance of the study,
delimitation of the study, limitation of the study, operational terms .Chapter two deals with: -
literature review. Chapter three deals with:- research methodology. Chapter four deals with: -
Interpretation and analysis of data:- Chapter five deals with :- summary, conclusion and
recommendation.

4
 CHAPTER TWO

2. REVIEW OF RELATED LITERATURE

2.1. The meaning of physical education
When we are speaking of physical education we are referring to a broad field of study. The
basic concern is human movement primarily in the sense of gross (large) movement rather than
the minute or timer movement of the body. More specifically physical education is concerned
with the relation between human movement and other areas of education. According to
William Collins and Harper Collins publisher (2005-2012),Panggrazi, Robert (2007) “Dynamic
physical education for elementary school children” 15 th edition. To improve academic
achievement, in 2007 articles, researcher found a proud gain in students English arts
standardized testing students who had 56 hours of physical education in year compared to like
who 28 hours of physical education a year. According to Dispoken Oleh Mazoryant on Tuesday,
22, 2011, says as physical education is an educational process which is done through the media
to develop the individual physical activity as a whole.

2.2. Physical education and its importance

Physical education is well-being insurance and explains as academic achievement as Daughter.
To help children build and maintain good health and reducing feeling of depression and anxiety.
Regular activity may, through its effect on mental health, increase students capacity for
learning. Play is so important to optimal child development that is has been recognized by the
united Nation High Commission for Human Right as a right of every child, posted on March
14,2012 by Rebecca Bag well.
According to medical reference sites are sponsored by the Cochran Firm,2012 Cochran Firm –
one of the academic trend that, find particular disturbing today is the de-emphasis physical
education in the schools. I and undoubtedly many others my age, remember when we were in
school and physical education curriculum as English, Mathematics and social studies. Those
who were athletically inclined often translated their love of physical activity into a lifelong
commitment to keeping fit health. Many of them went on to teach physical education to
others. Key to physical education contribution to developing responsible citizens is the
promotion of respect for the involvement of others. Through participation in physical activity,
pupils can encouraged to take more of a part in the social, cultural and sporting life of the

5
school “(HMIE,2008).
2.2.1. Physical education for correct body posture
Physical education focus a lot of importance for correct body posture in other words due to
effect on the good well-being. Poor posture affects the well-being of a person negatively.
According to Joseph P. Win nick-2011- students who have poor body posture or who lack
confidence in their abilities to move tend to display defensive postures that are characterized
by poor body alignment. Physical educators should play an important role in the identification.

Some of the causes of poor posture are given in the list below:
1. Defective structure
2. Poor muscular development and bone.
3. Defective vision
4. Defective hearing.
5. Improper carrying of weights.
6. Filling clothes.
7. Improper carrying of body during activity.
The famous man V. K. RAO 2009, it has various degrees of poor body mechanics. Another
source shows that a survey of 1,068 children in Chicago, Illinois, found that 36% had poor
postures, 46% had foot abnormalities 38% had flabby muscles. Therefore physical exercises
have their own role to avoid the above cause of poor posture by doing physical activities.

2.2.2. To avoid bad habits

Participating of physical education regularly for according to planning time schedule can be
used for students to develop a good hobby.
This indirectly prevent student from developing undesirable habits such as:
 Smoking
 Gambling
 Drinking alcohol

According to Phillips Lully in 2009 University College of London psychologist here are a few tips
to support you with your behavior change to get in to the habits of being more physically
active.

1. Take responsibility for your healthy-identify your motivation to exercise. Do you want to feel
better, have more energy and be able to more during your normal day to day activity?
2. Plan ways to do more physical activity even if it is just short bursts through the day leave the
car at home for short journals.

3. Do you research –find out what going on within your local community. Is there an inclusive
fitness initiative (IFI) mark gymnasium close by that you can join?

6
4. Choose activities that are fun and easy to get to-if they are convenient you have less of an
excuse and you need to make sure that you enjoy it when you are there.

5. Get an activity buddy- it’s sometimes hard to stay with a friend motivated on your own but if
you share your plans or do activities with a friend, you are more likely to stay activities.

2.2.3. To avoid depression

Different individuals with different personalities traits of the depressed individuals include
sadness, feeling of worthlessness, feeling of helplessness, dwelling of the past, gloom
irritability, worry, pessimism, low level of energy, sense of depressed and mood un happiness
lack of confidence… People that are motivated for different things that some it is many if or the
satisfaction finishing the event (example. Many London marathon runners, Barry handgun,
2008).

2.3Challenges of physical education

The teaching of Physical Education (PE) faces challenges in most countries (Hardman, 2009).
These challenges range from reduced curriculum time and a lack of adequately prepared
teachers, to the poor state of facilities and a negative perception from teachers, students and
parents (Nyakweba, 2005).

According to Van Deventer (2005), the crisis PE faces globally has both a scientific and a
political dimension, meaning that it is not only to do with curriculum content but also with the
politics surrounding the curriculum as this is developed and implemented in schools. The
following seven themes were developed. Hardman (2009) in his efforts to better understand the
nature of these challenges across the education systems in different countries: Administration is
one of the factors that affect the participation in physical education. Most of the time
administration not supports teaching learning process of physical education any sufficient means
for example if the lack of the material occurs concerned the physical education they do not
immediate solution due to problem existing that teaching learning problem so this the learning
physical education (2008; 13)reported that ‘’ it succeed in facilitating the finalization of the
education Bill in 2008.

2.3.1Problem of facing in teaching and learning physical education

This study illuminates the problem faced by physical education at Basso preparatory school. It
also explains how they said challenges can be overcome Knowledge and understanding of this
experience may be of great help to education officials, curriculum planner school boards. It may

7
help them to devise better way of supporting physical education teacher and provide professional
developments opportunities that would assist them to improve their professional practice as well
as to make physical education an enjoyable subject to students (Wanaka M.N. 2011).

Some of them are discussed below

2.3.2 Lack of motivation

That means the absence of motivation can hinder the implementation of physical education.
Motivation of students is very necessary to perform physical education in a good manner.
Motivation is no matter how good the coach, the equipment or facility. Learning in takes place
motivation is the driving force that comply people to do something, such as; climbing mountain.
People are maintaining by different things; for some it is money if on other the satisfaction of
finishing the event. Example many London marathon runners, (Barryhandgun 2008).

2.3.3 Teaching learning environment

Teaching and Learning ``meet'' in the teaching and learning environment. Building a good
learning environment means taking into account both the psychologist's and the instruction list’s
perspectives. Advanced Research on Learning Environments (mostly in the field of artificial
intelligence and education, see [Wenger, 1987]) can give us some insights on how to build a
good learning and teaching environment. An Advanced Learning Environment refers to a
category of educational software in which the learner is `put' into a problem solving situation. A
learning environment is quite different from traditional course-ware based on a sequence of
questions, answers and feedback. The best known example of a learning environment is a flight
simulator: the learner does not answer questions about how to pilot an aircraft, he learns how to
behave like a ``real'' pilot in a rich flying context. Experience with learning environments (like
LOGO) showed that those systems gain efficiency if the learner is not left on his own but
receives some assistance. Learning is also increased when two or more learners work together on
a problem. This assistance or co-learner function may be provided by humans or by some system
components. In our flight simulator example, the future pilot would gain from discussing his
actions with an experienced pilot. In advanced experimental learning environments, the
implementation of these agents is based on artificial intelligence techniques. In summary, we use
the word `intelligent learning environment' for learning environments which include (1) a
problem solving situation, (2) a reflective architecture that shows the students what he is doing or
even helps him to actively structure his cognitive activities, (3) one or more agents that assist the
learner in his task and monitor his learning and maybe (4) a co-learner.

8
Advanced Learning environments are difficult to implement and currently they are not cost
effective. However, ideas from this type of research have to be taken seriously and a very
important lesson is that new media should be used in a creative way. There is not much point in
investing time and money into computer technology that replicates what can be done as well
with traditional means. Now let’s look at a few postulates that can be found in such research:
The Learner must be active (again and always: people don't learn by browsing hypertext and by
answering questions!)
A learning environment should be designed to be as powerful as dedicated working
environments. It must be rich and complex reflecting the essential properties of what has to be
learned.
The environment must be structured. If the richness of a learning environment is a quality, its
complexity may reduce learning. It must provide optimal learning conditions as a function of the
learner's stage of knowledge.
Learning environments should be designed as hierarchical knowledge base generators
Learning environments should present knowledge as a communication system. A learner must
interact with agents, tutors.
Of course, such an environment is difficult to implement on the computer and even more over
the network. But educational setups can be constructed with those principles in mind! Now let's
have a more ``distant'' look at the concept of ``learning environment''.
In discussing the role of technological support in education, [Sandberg, 1994, 225,] identifies the
components of a (technologically rich) learning environment. These components must all be
there in order to optimize learning. However, they can be ``implemented'' in many different
ways. Each component has functionalities that we should insure:
``Teacher'' component: Its role is to provide something between loose guidance and direct
instruction. It can be a human agent (present or distant), an intelligent agent, instructions like
some text books provide, etc. This component provides information from the syllabus to the task
level.
Monitor component: Ensures that something is learned. A role taken by either the human teacher,
the learner (self-control) or by some program. Fellow learners'' component: Improves the
learning process (some research tries to implement artificial ones).

9
Learning material'': Contains what has to be learned in a very broad sense (knowing what,
knowing how). It can be computational in various ways (exploratory hypertext, lesson and task
oriented hypertext, simulation software, task solving environments, etc.).
External information sources'': All kinds of information which is not directly stored in the
learning material (e.g. additional material, handbooks, manuals, etc.).
Tools'': Everything which may help the learning process other then the learning material (e.g.
calculators, communication software, etc.)
School'' [a category we added]: Something that provides a curriculum.

The environment which use of each physical education is also affect the student participation.
For example insufficient sport field ors environment is difficult to learn physical education. It
comes to creating and managing an environment that supports high quality of physical education
provision. Although some aspect of this problem out of control of the head of teacher (example;
government targets, access to facility), it would appear clear that commit ant to physical
education provision by head teacher would result in greater strategic planning and use of
resource to support their staff in implementing physical education policy.

2.4 Teaching learning material of physical education

Physical education is an important part of the primary curriculum on that provides unique
problem for those involves with its teaching. Teaching primary physical education provides a
concise over view of the knowledge, skill and understanding required for the confident teaching
of physical education in primary school. According to Alberta educations program studies in
2009, “the aim of the Alberta education Kindergarten to grade 12th education program is to
enable individual to develop the knowledge skill and attitude necessarily to lead an active health
life style.’’ The curriculum is divided into 4 general out comes.

General outcome A: Students will acquire skills through a variety of developmental appropriate
movements activities: dance, games, types of gymnastics, individual activities and activities in
an alternative environments: example aquatic and outdoor activities.
General outcomes B: students will understand experience and appreciate the health benefits that
result from physical activity and they participate activity to enhance their performance, to add
the abilities and also the knowledge in their physical activity.

General outcomes C: students will interact positively with others and make good relationship
with them and gather more information about physical education and to wide physical skill.
General outcomes D: students will assume responsibility to lead an active way of life and take
care about physical activity.

10
This articles focus on the problem arising for primary school teachers who have responsibility
for teaching physical education and who are working in particularly complex and contestable
policy contexts. It identifies as occurring amidst multiple and not necessarily compatible, sets of
expectations, associated with government priorities, initiatives focusing on children’s health
,sports and improving national achievement outcomes: this articles examines the contemporary
educational policy landscape, and the effect constantly stiffing police initiatives have on teacher
work in physical education in primarily schools. Key themes characterized primarily physical
education teaching teachers situation currently center of pressure to adhere to polices that have
stricter accountability measures, the utilization of external providers, limited time for teacher
learning and what appears to paralysis by policy. Dr. Kirsten Petrie October 2011.

11
 CHAPTER THREE
3. METHODOLOGY

3.1 Study design and method.

This research design will be focus to qualitative and quantitative research design and method to
identify challenges of physical education teaching learning process in case of the Basso General
preparatory school. This research will use descriptive research design and methods also mixed
qualitative and quantitative.

3.2Description of the study area

The study will be conduct at description of the institution at Basso General preparatory school
which located at Debre Berhan town. Debre Berhan town is found in Amhara region and it is
130km from the capital city of Ethiopia.

3.3 Study population

The population of this research is Basso preparatory student of grade 12th. The total number of
population is 117. Among this 76 are female students and 41 are male students. The teachers
splitting to student are to develop knowledge, skill, attitude necessary to head an active and
understand require for the confident teaching of physical education. Grade 12 th of Basso General
preparatory school students are separated by two section, these are natural and social from
natural 28 are male students and 35 are female students and from social science 13 are male
students and 41 are female students are learned.

3.4Source of data

The researcher will used record containing first hand information or original data on topic, work
created at a time of events or by a person who directly experience an event, and secondary source
any published or unpublished work that is one derived from the original source, usually describing,
summarizing, analyzing, derived from or based on primary source materials.

3.5Sample and sample size

The researcher was used stratified random sample size mainly consume population Basso
General preparatory school students of grade 12th, from all of 117 students and grade 12th A and
B students select 35 as a sample

12
 Male Female

12th – A Natural 15 5 20
science

12th –B Social 10 5 15
science

3.6Data collection instrument

Data collections will questioners and observations: the questioners are contributed to problem
facing physical education teaching learning process of Basso General preparatory school
students and physical education teachers. Regarding to the type questions the researcher will
prepared both closed and open ended questions for the respondent in order to get relevant
information’s.
Observation: is the active acquisition of information from a primary source.

3.7Data collection procedure

The researcher will be prepared questioner which is demanded appropriate to relevant data
and after that questioner will separated to fulfill by respondent and fulfill this questioner will
collect by research the information are gather after that it will group and tabulate and interpret
interims of percentage then to know by analysis procedure will use finally possible definition,
conclusion and recommendation will be forward.

13
 CHAPTER FOUR
4. WORK PLAN
Is a schedule, chart or graph that summarizes the different component of a research proposal and
how it will implement it in a coherent way within a specific time-span.

4.1. Time Schedule

Description of Activities Date in E.C Remark

Title Selection March 4 - 16 Week 1 – 2

Proposal Writing March 18 – 28 Week 2 – 4

Proposal Submission March 28 – 30 Week 4

Data Collection Time May 1- 10 Week 4 – 6

Second
Data Analyzing May 11 – 18 Week 6 – 7
Semester

Report Writing May 20 – 30 Week 7 – 8

Research Submission June 1 – 6 Week 8 – 9

Final Research Submission June 7- 11 Week 9 – 10

14
4.2. Budget Breakdown
Unit Total
Items Quantity/Amount Price Price
1
Printer Paper 2 in Package 90 180
2
Paper Tray 1 in Package 50 50
3
Photo Copy Proposal 50 50
4
Pen 5 in Number 5 25
5
Flash 2 in Number 150 200
6
Telephone and Internet Service 10 5 50
7
Transportation 5 5 25
8
Document Edition Proposal 12 12
9
Document Binding Proposal 50 50
10
Personal Service 4 Month 90 360

Total 1002

15
 References
1Barry handgun (2008) introduction of psychological lack of motivation.

2.Dowden, T. 2007. “Challenging, integrative and exploratory curriculum design: Theory and
practice for middle level schooling in Australia”. The Australian Educational Researcher.Vol 3,
number 2. Pp 51–71.

3, DispokenOlehMazoryyant on Tuesday, 22, 2011; Basic concept of the secondary school

physical education.

4, Dr. Kirsten peltries October 2011; sport psychology concepts and application.
Hardman, K. (2009). A review of the global situation of physical education.International

Journal of Physical Education, 46(3), 2-21.

5, Joseph P. Win nick in 2011; National association for sport and physical education.

6, Mekonnen Ahmed in 2005; Grade 12thtext book of physical education in Addis Ababa.

7, Phillips Leally (2009) foundation of physical education (2 nd edition), University College

London.

8, Revised by SahelMicheal-Bizuneh, Messeret - Mengistu in Addis Ababa; edited by Yemane

Goss aye in 2006 Addis Ababa; Grade 11th text book of physical education.

9, (Sandberg, 1994) components of learning environment.

10, Wanyama M.N in 2011; applied sport psychology and physical education.

11, (Wenger, 1987) good teaching and learning environment.

12, William Collins and Harper Collins publisher (2005-2012), Panggrazi, Robert (2007)
“Dynamic physical education for elementary education children” 5thed.

13, Williams, p. (2008, spring), sports and, physical education.

14,Nyakweba, J.O. (2005). Status of Physical Education in Butere Division Secondary Schools,

Kenya. Master's Thesis. Kenya: Kenyatta University, 2005.

15,Van Deventer, K.J. (2005).Politics, policy and physical education.South African Journal for

Research in Sport, Physical Education and Recreation, 27(2), 143-157.

16
 Appendix
DEBRE BERHAN UNIVERSITY COLLEGE OF NATURAL AND
COMPUTATITIONAL SCIENCE

DEPARTMENT OF SPORT SCIENCE

Questionnaire for students

Objectives: The main objectives of this questionnaire are to know the challenges of physical
education teaching learning process in case of the Basso General preparatory school.

 Thanks for your cooperation!!

Introduction: don’t write your name

 Put the tick mark for your correct answer

PART ONE: back ground information
A Name of the school……………………………………
B sex: A male B female
C age: A . 18-20 B. 25-30 C. above30

PART TWO: Study based information

1. How many students are there in your class?

A.40-50 B 50-60 C. above60

2. What is your attitude towards physical education in your school?

A. High B. Medium C Low

3. Do you have any challenges regarding teaching learning process of physical education?

A Yes B no

4 If your answer for question number three is yes what is your

problem?...............................................................................................

5 How much is your motivation to learn physical education?

A High B medium C. low

6 Are there enough teaching learning materials in your physical education class?

17
A yes B no
7 How is your physical education teacher approach to you?
A very good B. Good C poor
8 Is any additional period beside regular class for sport activities?
A Yes B no
9 What is your physical education department head response when you ask for physical
activity materials?
A good B not good
10 Would please mention your assumption to over come the problems of learning physical
education?............................................................................................................................
.............................................................................................................................................
11 Would you please mention the overall problem in learning physical education?
………………………………………………………………………………………………………………………
12 Is your practical education teacher is available or present during practical session?
A yes B no

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