Title: Obstacles in the implementation of Physical Education Curriculum within Schools in

Maryland County, South-Eastern Liberia

Abstract

This research delves into the impediments encountered during the execution of the Physical

Education curriculum in schools situated in Liberia's Maryland County. The study employs a

survey design, involving a total of 334 participants, comprising 20 educators specializing in

Physical Education, 60 parents, 244 students, and 10 school administrators. The primary data

collection tool utilized for this research is a structured questionnaire. The findings unveil

noteworthy challenges that hinder the successful implementation of Physical Education,

notably encompassing inadequate teacher training, waning student enthusiasm, deficient

school resources, insufficient backing from school management, and unfavorable parental

attitudes towards the subject.

The study underscores the utmost significance of addressing these hindrances to augment the

efficacy of teaching and learning within the realm of Physical Education across schools. To

surmount these issues, the research offers a range of potential solutions, including enhancing

teacher competencies through targeted training, fostering heightened student engagement and

awareness regarding the advantages of the subject, provisioning ample physical infrastructure

and equipment, securing unwavering support and resource allocation from school

administrators, and rectifying parental misunderstandings about the pivotal role of Physical

Education in comprehensive development.

By addressing the barriers obstructing effective implementation, educators, policymakers,

and stakeholders can collaborate harmoniously to amplify the influence of the Physical
Education curriculum in schools, thereby nurturing physically and mentally robust students

equipped for a prosperous future.

Keywords: Curriculum, Execution, Physical Education, Obstacles.

Introduction

Physical Education, a discipline introduced by Friedrich Jahn in the 19th century, focuses on

educating students about the benefits of engaging in physical activities for personal

development. These activities contribute to improved physical fitness, supporting the

cultivation of healthy lifestyles. Notably, Clemenceau Urey pioneered the incorporation of

physical education into Liberian schools. Initially aimed at providing students with physical

activities during lunch hours to boost fitness levels and alleviate stress, the primary goal was

to enhance their well-being. Undoubtedly, physical education holds a paramount position

among school subjects. It empowers children to acquire knowledge, attitudes, and behaviors

essential for regular physical engagement, facilitated by a comprehensive program. Beyond

fostering learning and alleviating stress, anxiety, and melancholy, consistent physical activity

plays a crucial role in preventing significant health disorders. It is imperative to recognize

that inadequate health transcends any academic success, irrespective of a child's

achievements in other scholastic domains.

Formal physical education classes were introduced in the late 1880s, with Monrovia High

School being the first to offer gymnastics, sports, and calisthenics. Over time, activities like

baseball, track, and field, and basketball were added, mostly taught by non-experts. The

initial physical education curriculum was established by the American Colonization Society

(ACS), founded in 1817 to assist freed slaves in the US, resettling them in Liberia for total
wellbeing through the physical. The ACS introduced activities like running, jumping, and

throwing alongside track and field and calisthenics.

In the early 20th century, the Liberia Government further developed the Physical Education

curriculum and established the Liberia Physical Education Association (LPEDA) in 1924 to

promote it. However, a shortage of qualified professionals remained. In 2006, the Ministry of

Education formed the National Physical Education and Sport Commission to enhance

curriculum promotion, incorporating swimming, table tennis, and badminton. Unfortunately,

instructors, often football players without pedagogical training, struggled to effectively teach,

resulting in uninspiring classrooms.

Despite some progress in overall curriculum and teacher training, concerns persisted about

the quality of education, especially in Physical Education, compared to other countries. By

2020, only 45% of primary school students achieved minimum proficiency in reading and

38% in math. (Liberia Education Act, 2011).

In 2011, the government passed the Education Reform Act, aiming to improve education

quality to match neighbouring English speaking countries. A new curriculum, aligned with

Nigeria, Sierra Leone, The Gambia, and Ghana, was introduced. However, the obstacles to

effective implementation, particularly in Physical Education, remained unanswered.

The Act mandated Physical Education from grades one to nine, requiring a national exam

before proceeding to the ninth grade. If selected, students took the West Africa Senior School

Certificate Examination in twelfth grade. The curriculum covered skills, fitness, wellness,

and health education, emphasizing body movement skills, sports, healthy lifestyles, social

interactions, and safety management, among others. Physical Education contributes to fitness,

cognitive development, confidence, and health.

However, challenges have hindered the desired outcomes of Physical Education. Issues such

as lack of attention from teachers, insufficient school resources, students' perception of the

subject, school management, and parental attitudes persist. Adequate teaching and learning

materials are crucial. Well-equipped classrooms enable teachers to explain concepts while

students read.

To effectively implement the Physical Education curriculum in schools, a structured model is

essential. This model comprises four key stages: the pre-stage phase, program factors,

process factors, and the product. These components significantly impact the successful

execution of the Physical Education curriculum within educational institutions (Fraser-

Thomas & Charlotte Beudoin, 2002).

Challenges in the Pre-Stage Phase: In this initial stage of the model, the responsibilities of

principals and teachers are pivotal. Principals are tasked with overseeing curriculum

implementation, while teachers play a dual role as presenters and implementers of the

curriculum. This encompasses various aspects such as lesson planning, initial preparation,

delivery, and the creation of assessment tools. Effective handling of feedback derived from

assessments is also imperative. The effectiveness of these tasks hinges on the teachers' depth

of knowledge in the content area and their pedagogical prowess (Siti Hauzimah, 2019). The

proficiency of teachers is influenced by their backgrounds, including qualifications and

teaching experience. Insufficient competency in these areas can pose significant challenges

during curriculum implementation (Zurich & Soukup, G. J, 2017).

Hence, teachers involved in teaching Physical Education must possess the capability to

master the subject matter and comprehend the dynamics of the classroom environment

(Nurhidayah, Mohd Norazmi, & Heivinder, 2021). The pivotal role of teachers in the

teaching-learning process cannot be overstated. They assume multifaceted roles such as

teaching, managing, leading, facilitating, motivating, and inspiring students. UNESCO

(2006) emphasizes that teaching performance is a crucial determinant of education quality.

Adeyemi (2010) defines teacher performance as the execution of duties within a specific

period to achieve educational goals.

Achieving exceptional teaching performance demands professionalism, competence,

dedication, and effectiveness (Hemphil, as cited by Jali, 2000). Teaching performance may

suffer when teachers are assigned to subjects outside their specialization. This phenomenon,

known as out-of-field teaching, has been prevalent among Physical Education teachers in

Liberian schools (Hobbs, 2015). As the Physical Education Curriculum changes, educators

must align their planning with the Ministry of Education's philosophy. Teachers' roles in

teaching Physical Education have evolved from being knowledge sources to becoming

planners, facilitators, and change agents (Liberia Education Act, 2011).

The successful implementation of the Physical Education curriculum hinges on a well-

structured model encompassing various stages, with the pre-stage phase posing initial

challenges that must be addressed by knowledgeable and competent teachers. Their pivotal

role in shaping students' education underscores the importance of specialized expertise and

adaptability in the ever-changing landscape of education.

The program/students' challenges : Student engagement in learning Physical Education (PE)

within schools remains notably low, particularly in secondary education across Liberia. This

challenge is mirrored in numerous other countries, as highlighted by Pauline & Tajul Arifin,

M. in 2020. Despite PE being an integral component of the national curriculum in Liberia, it

is currently experiencing a state of instability. Remarkably, there has been an absence of

student participation in public examinations for PE at both the West Africa Senior School

Certificate and National levels since the adoption of the new curriculum. Notably, PE is not
offered at the senior high school tier in Liberia, potentially indicative of its perceived

insignificance in the academic landscape.

This student perspective and attitude toward PE conflict with the National Philosophy of

Education, which strives to cultivate holistic individuals encompassing physical, emotional,

intellectual, social, and healthy aspects (as stated in the Liberia Education Act of 2011).

Regrettably, many schools have redirected PE time to provide additional tutoring in other

subjects, effectively diminishing its prominence. In a striking illustration of this trend, PE has

been relegated to a single credit per week, underscoring the substantial diminution of its

importance.

This situation underscores that the predicaments impeding the successful implementation of

the PE curriculum are not solely attributed to teachers; policy-makers have also contributed

to the diminishing significance of the subject.

The School Management Factor: The effective execution of the Physical Education

curriculum is significantly influenced by the presence of appropriate school physical

infrastructure and the availability of sports equipment. The absence of these facilities and

equipment poses substantial challenges to the successful implementation of the curriculum. In

numerous Liberian schools, the scarcity of sports facilities and equipment remains a

formidable obstacle to fully realizing the curriculum's objectives. The physical education

objectives must be met so that the necessary facilities and equipment are accessible. Having a

sufficient quantity of sports equipment is essential to enable each student to utilize the

equipment individually; avoiding prolonged waiting times for practicing newly taught skills.

Another influential factor is the School Management aspect. The active involvement of

School Administrators plays a pivotal role in effectively executing the Physical Education

Curriculum within schools. To ensure the curriculum's success, administrators must

wholeheartedly support the implementation process by providing the required materials and

facilities. (Wee & Chin, 2020). Administrators who demonstrate concern for subject

development and recognize its significance in holistic human development should allocate

the necessary resources to flawlessly execute the curriculum. Achieving the subject's

objectives necessitates administrators allocating financial resources to the department,

aligning with the national educational goals. Until this is accomplished, educators will face

difficulties in teaching the subject, and student's interest in the subject matter will wane. For

teachers to excel in the classroom, students must possess high motivation toward the subject,

a state that can only be fostered by the presence of appropriate teaching and learning

facilities. It is the responsibility of administrators to furnish these resources; otherwise,

challenges in curriculum implementation will persist. (Bolariawa, 2020).

The Objectives

The objectives of this research are to find out challenges that hinder the successful

implementation of Physical Education such as:

1. Trained and qualified teachers for teaching Physical Education curriculum within

schools.

2. The frequency of Physical Education classes per week in schools.

3. What attitudes do Students exhibit toward the Physical Education

4. Parental Perspectives on the Physical Education Curriculum.

5. The state of facilities and equipment for implementing the Physical Education

curriculum.

6. The sufficiency of facilities and equipment accessible for executing the Physical
Methods

This research aimed to investigate challenges in the implementation of the Physical

Education curriculum in schools in Maryland County, Southern Liberia. The researcher used

quantitative methods. The survey design was used in this research. The survey is more

economical because the subjects of the findings from the survey can be generalized for the

entire population. (Mitchell & Jolley, 2004).

Sample size and sample technique

Ten different schools were selected for this study with 334 participants drowns for the

population of 2000 using Slovin's formula to determine the sample size required for a simple

random sample to estimate the population size. It is commonly used in survey research to

calculate the appropriate sample size needed to ensure a certain level of accuracy in the

estimation of a population parameter.

The formula is given as follows:

n= N
1+ Ne2
n is the required sample size.
N is the total population size.
e is the desired level of precision or margin of error as a decimal.

The sample size for this research composes of 20 teachers teaching Physical Education from

the ten selected schools. 60 parents, 244 students randomly selected using a simple random

technique, and 10 schools administrators from the ten schools

Instrument
A questionnaire was the main instrument used for data collection for this research for all the

categories. The questionnaires were adapted from Ajaja, (2009) and it was modified to suit

the purpose of this research. The instrument was also compared to the Likert-type

questionnaire from Morga & Hanse, (2008). It was merged and reviewed by experts in the

field to ensure face and content validity and pretested to measure reliability. A simple

analysis was done using the percentage frequency distribution table.

Data collection procedure

The researcher acquired an official letter from the County Education Officer to facilitate a

formal introduction and enhance the schools' accessibility. The students were personally

handed the questionnaires during their classes and requested to complete them. Likewise, the

teachers were provided with the questionnaires in their offices, and the school administrators

were given the same in their respective offices. With the assistance of the Chairperson of the

Parents Teachers Association, the parents' questionnaires were also distributed and collected.

While the students' questionnaires were collected immediately, the other groups were granted

two days to complete them, after which they were collected.

Result and discussion

The researcher investigate the number of trained and qualified teachers to effectively and

efficiently teach Physical Education curriculum in schools suited to Maryland County,

Southern Liberia.

Table 1: Number of trained and qualified teachers teaching Physical Education

Number of teachers Frequency percentage

 None 6 60%

1-2 3 30%

3-4 1 10%

Above 4 0 0%

Total 10 100%

Table one revealed that 6( 60%) respond that teachers teaching Physical Education

curriculum are not trained nor qualified to teach the subject. Only 3(30%) of the respondents

revealed that 1-2 teachers are qualified to teach the Physical Education curriculum. This is a

clear indication that Heads of schools should try to hire trained and qualified teachers to

better teach the subject. The result shown above will lead to less motivation among the

students to take Physical Education as seriously as other subjects. For students to be well

motivated in a subject depends on mastering the content area and knowledge about the

pedagogical skills.

Table 2: Number of hours or time Physical Education lesson is held in a week.

Number of weeks lesson Frequency Percentage

is held per week

once a week 200 82 %

Twice a week 40 16.4 %

Thrice a week 4 1.6%

Total 244 100%

Table 2 revealed that 200(82%) respondents said Physical Education lessons are held once a

week. A few 40(16%) said Physical Education lessons are held twice a week. This indication

shows that the time allotted to teach Physical Education is a clear signal that it is given less

attention.

Table 3: Sufficient accessibility of Physical Education amenities within schools

Response Frequency Percentage

Yes 3 1.22%

No 90 36.9%

Few 151 61.9%

Total 100%

From Table 3, the majority of the students indicated that there are only a few facilities

available for the practice of skills learned in class. Physical Education is a practical-oriented

subject. Without practicality the lesson is incomplete.

Table 4: Physical Education Facilities and equipment are out-dated

Responses Frequency Percentage

Strongly agree 200 80%

Agree 23 9.2%

Strongly disagree 10 4%

Undecided 17 6.8%

Total 244 100%

Table 4 indicated that with 200(80%) respondents, the school has poor facilities to implement

the Physical Education curriculum. Only 10(4%) strongly disagreed. This is an indication that

the practical aspect of the curriculum is left undone.

Table 5: Attitudes of students towards Physical Education curriculum

Response Frequency Percentage

Good 1 5%

Relative 3 15%

Bad 15 75%

No Idea 1 5%

Total 20 100%
In Table 5, 15(75%) respondents indicated that students have negative attitudes towards A

crucial aspect of the Physical Education curriculum is fostering a positive attitude among

students, as this serves as a powerful motivator for their active participation in physical

activities. Such engagement not only enhances their physical development but also

contributes to their emotional, social, and mental growth. Conversely, a negative attitude can

impede this holistic development (Shamshoum, 2003). Consequently, it becomes imperative

for teachers to inspire students and instill a favorable outlook toward the Physical Education

curriculum.

Table 6: Attitude of Parents towards Physical Education

Frequency Percentage

Response

Highly Encouraging 2 3.3%

Hardly Encouraging 8 13.3%

Not Encouraging 40 66.7%

Undecided 10 16.7%

Total 60 100%

Table 6 revealed that 40(66.7%) respondents of parents don't encourage their children to take

Physical Education lessons as seriously as other subjects. This negative attitude of parents

towards the subject by parents will hinder the effective implementation of the curriculum.

Subramanian, (1999) stated that attitude is very important in the implementation of any

curriculum because it serves as a yardstick to measure the interest of learners in the lesson

Discussion
The presence of untrained and unqualified instructors within the physical education

curriculum presents significant challenges. This essay explores the possible outcomes of

employing educators who are not adequately prepared to deliver physical education

programs. It highlights how this situation negatively affects both students' academic

accomplishments and overall well-being.

Insufficiently trained educators teaching physical education can give rise to several

detrimental consequences for the curriculum. Initially, their lack of essential knowledge and

competencies might impede the effective instruction of physical education content.

Consequently, students might not reap the complete benefits intended by the curriculum, as

they may miss out on crucial skills and fundamental concepts. Moreover, the incapacity of

untrained teachers to offer essential guidance and support may engender reduced motivation

and involvement in physical education undertakings among students. Lastly, the inability of

unqualified instructors to establish a secure and enjoyable learning milieu might heighten the

risk of injuries and lead to an overall decline in the quality of the physical education

curriculum (Gill, 2018; Koehler, 2018).

The presence of untrained and unqualified educators brings about notable challenges during

the curriculum implementation, encompassing the following areas:

Addressing Reduced Student Engagement and Motivation

Qualified physical education instructors possess the knowledge and expertise to design

captivating and demanding activities tailored to diverse student needs. Conversely, untrained

educators may lack the skills to develop dynamic and interactive lessons, resulting in

uninteresting and uninspiring learning experiences. Consequently, students may lose interest

and motivation, becoming disconnected from the curriculum and its objectives (Ennis, 2008).
Mitigating the Risk of Injuries

Safety is paramount in physical education classes. Trained teachers possess a comprehensive

understanding of injury prevention techniques and proper exercise form, thereby reducing the

risk of accidents during physical activities. Unqualified teachers, lacking profound

knowledge of safety protocols, may inadvertently expose students to hazardous situations,

potentially resulting in injuries (Branta et al., 2012).

Enhancing Assessment and Personalization

Proficient physical education instructors excel at evaluating individual students' strengths and

weaknesses, allowing them to tailor instruction to address individual needs. Untrained

educators may struggle to assess students' progress effectively, resulting in generic

instruction that doesn't cater to diverse learning abilities in the classroom (Kilpatrick et al.,

2006). Consequently, students may not realize their full potential and could feel frustrated

due to a perceived lack of improvement.

Promoting Health and Well-being

Physical education is integral to fostering students' physical health and overall well-being.

Skilled educators not only teach physical skills but also instill lifelong habits for maintaining

active lifestyles. Without adequate training, teachers might be unaware of best practices for

encouraging healthy behaviors, potentially leading to sedentary habits and increased health

risks like obesity and related chronic diseases (Cale & Harris, 2019).

Ensuring Consistency with Educational Objectives and Guidelines

National or state physical education curricula are designed with specific learning objectives

and standards in mind. Unqualified instructors may lack awareness of these objectives or fail

to comprehend their significance, leading to misaligned instruction and an inability to meet

curriculum requirements (SHAPE America, 2014). As a result, the intended outcomes of the

curriculum may not be achieved, compromising the overall effectiveness of the educational

program.

The Far-reaching Impact of Untrained Teachers

The consequences of employing untrained and unqualified teachers to implement a physical

education curriculum cannot be underestimated. From diminished student engagement and

motivation to the potential for injuries and compromised health, the implications are

extensive and detrimental to student learning outcomes. To ensure the success of physical

education programs and safeguard students' well-being, prioritizing teacher training and

qualifications is essential. This ensures educators possess the necessary expertise to deliver a

comprehensive and effective physical education curriculum.

Tackling Limited Time Allocation for Physical Education

When physical education is only offered once a week, several effects become apparent on the

curriculum and student outcomes:

Reduced Physical Activity: With minimal time dedicated to physical education, students

might not meet recommended health and fitness guidelines. Regular physical activity is

essential for cardiovascular health, muscular strength, and overall well-being.

Limited Skill Development: Skill development in sports and physical activities requires

consistent practice. A weekly schedule disrupts the continuous learning necessary for

progressive skill development.

Weekly classes can hinder students' ability to improve their skills in various areas.
Impact on Health and Obesity: Insufficient physical activity might lead to sedentary

behavior and increased obesity rates among students. Regular physical education classes are

vital to combat these health issues..

Content Coverage Challenge: Teachers might struggle to cover the entire physical

education curriculum within limited class time, potentially leading to a focus on specific

activities.

Increased Injury Risk: Limited classes may prompt students to overexert themselves during

the short time available, increasing the risk of injuries.

To address these effects, schools can encourage physical activity outside of school,

incorporate physical activity into other subjects, and offer extracurricular sports programs.

Up-to-date research should be consulted for specific insights. Conducting a literature search

for recent articles in reputable journals can provide current research supporting these points.

Overcoming Challenges of Poor Facilities and Inadequate Equipment

Physical education (PE) is essential for holistic student development, but poor facilities

hinder its effectiveness:

Limited Practical Application: Inadequate facilities limit access to equipment, restricting

the practical application of PE concepts. This negatively affects skill development and

interest.

Safety Concerns: Outdated or poorly maintained facilities pose safety risks, increasing the

likelihood of accidents during PE classes

Reduced Motivation: Poor facilities make PE classes unappealing, reducing students'

motivation to participate.

Health Impact: Inadequate facilities hinder fitness program design, impacting students'

physical health due to the sedentary lifestyles.

Teacher Well-being: Poor facilities stress PE teachers, leading to burnout and potential

turnover. To improve PE, institutions must invest in modern, safe facilities for

comprehensive learning environments. Recent research demonstrates the negative impact of

poor facilities on teaching and learning experiences. Ensuring quality facilities support

students' holistic growth and lifelong well-being.

Negative student attitudes toward physical education pose challenges such as:

Decline in Participation: Negative attitudes reduce active engagement in PE activities.

Impact on Teacher-Student Relationships: Negative attitudes strain relationships between

students and instructors, affecting communication and support.

Erosion of Curriculum: Negative attitudes can lead to less emphasis on PE in favor of

academic subjects thereby demotivating the interest of the students in the subject

Limiting Career Opportunities: Negative attitudes can discourage careers in sports and

physical education fields.

Fostering positive attitudes requires collaborative efforts among educators, parents, and

policymakers. Creating inclusive environments, emphasizing benefits, and promoting diverse

activities can reshape students' attitudes toward PE.

Negative parental attitudes toward physical education have several repercussions:

Limited Resource Allocation: Negative attitudes may result in reduced funding and support

for PE programs and it will lead to less attention to the subject

Reduced Class Time: Parents' emphasis on academics can lead to decreased PE class time

and less interest of the student on the subject

Teacher Morale: Negative feedback form parents and students demotivate Physical

Education teachers.

Collaboration among stakeholders is crucial. Educators, administrators, and parents must

recognize the significance of PE in fostering students' well-being and success. Encouraging

positive attitudes ensures students benefit from a comprehensive education.

To conclude, Physical education is vital for students' development, but challenges like

untrained teachers, limited time, poor facilities, and negative attitudes must be addressed.

Comprehensive solutions involve proper training, allocating sufficient time, improving

facilities, and promoting positive attitudes. By valuing and investing in physical education,

we shape healthier, more engaged individuals prepared for lifelong well-being. This unified

effort creates a brighter, healthier future for all.

Recommendations

Suggestions for Enhancing Training and Qualifications of Physical Education

Instructors

It is of paramount importance that educational institutions and policymakers place a high

priority on enhancing the training and qualifications of physical education teachers. By

offering opportunities for professional development, workshops, and certifications, we can

elevate their knowledge and teaching competencies. Ensuring that all physical education

instructors receive adequate training and possess the necessary qualifications will
undoubtedly yield improved learning outcomes for students, as well as foster a safer and

more productive learning environment

Expansion of Physical Education Class Duration

To effectively address the existing issue of limited class time, educational institutions should

contemplate increasing the frequency and duration of physical education sessions. Allocating

more time to physical education would enable students to partake in a broader spectrum of

activities, hone their skills, and foster better overall health and fitness.

Enhancement of Facilities and Equipment

Educational establishments must allocate resources to the enhancement and maintenance of

physical education facilities and equipment. The presence of well-equipped gymnasiums,

sports fields, and fitness centers is essential in creating an environment conducive to safe and

effective learning. Consistent upkeep and modernization efforts will not only guarantee

student safety but also elevate the overall quality of the physical education curriculum.

Fostering a Favorable Outlook on Physical Education

A collaborative effort involving parents, educators, and administrators is essential in

cultivating a positive attitude toward physical education. Effectively communicating the

significance of physical activity in students' holistic well-being and academic success is

paramount. Schools can facilitate parent-teacher interactions and organize workshops to

enlighten parents about the advantages of physical education and its pivotal role in nurturing

healthy and active individuals.

Incorporating Physical Exercise within Academic Disciplines

Educators possess the capability to seamlessly integrate physical activity into various

academic subjects, thereby ensuring consistent exercise throughout the school day. For

example, incorporating movement and physical activities into lessons related to mathematics,

science, or language arts can provide students with additional opportunities for physical

engagement.

Development of an Inclusive and Captivating PE Curriculum

Physical education curriculums must be meticulously crafted to cater to the diverse needs and

interests of students. Instructors can diversify the array of physical activities and sports

offered, thereby rendering the curriculum more inclusive and engaging for all students.

Furthermore, fostering a positive and supportive ambiance within physical education classes

will undoubtedly spur student participation and motivation.

Emphasis on Research and Data Collection

Educational institutions and policymakers should engage in consistent data collection and

research efforts to gauge the impact of physical education on student outcomes and well-

being. These endeavors will aid in identifying areas necessitating improvement and will serve

as a guiding compass when allocating resources and designing the curriculum.

Advocacy and Community Involvement

By championing the cause, we can heighten awareness regarding the significance of physical

education and secure support from parents, educators, and community stakeholders.

Establishing connections within the community and collaborating with local organizations

can provide supplementary resources and bolster the support network for physical education

programs.
By embracing these recommendations, educational institutions can surmount the challenges

delineated in the essay, thereby ensuring that physical education remains an integral

component of the curriculum. This, in turn, contributes to the comprehensive development of

students and paves the way for a healthier and more active generation in the future.

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