CHAPTER ONE
INTRODUCTION
1.1 Background to the Study
Physical and health education play a pivotal role in shaping the holistic development of individuals, fostering lifelong habits that contribute to overall well-being. The design and implementation of a curriculum in this field are influenced by a myriad of factors that extend beyond the traditional realms of education. One significant factor is the evolving landscape of health and wellness. As society grapples with an increasing prevalence of sedentary lifestyles and rising health concerns, educators must adapt their curricula to address contemporary health challenges. Additionally, cultural diversity and societal norms contribute to the complexity of physical and health education, as these factors influence perceptions of fitness, body image, and acceptable forms of physical activity. T. L., & Kolody, B. (2016).
The second crucial factor is the integration of technology into the educational landscape. In the digital age, children and adolescents are exposed to various forms of technology that can impact their physical activity levels and health behaviors. As a result, physical and health education curricula must consider how to leverage technology to enhance learning experiences while also mitigating its potential negative effects on students' physical well-being. Striking a balance between screen time and physical activity becomes imperative in crafting a curriculum that resonates with the needs of today's digitally immersed generation. , T. A. (2016).
Moreover, policy frameworks and educational standards significantly shape the contours of physical and health education curricula. Government regulations and institutional policies influence the allocation of resources, time, and personnel dedicated to this field of study. As educators strive to meet established standards, they navigate the dynamic interplay between local, regional, and national expectations, ensuring that their curriculum aligns with broader educational objectives while remaining responsive to the unique needs of their students. Timperio, A., & Ferreira, I. (2014).Top of Form
Bottom of Form
1.2 Statement of the ProblemTop of FormBottom of Form
The statement of the problem for the "Factors Affecting Physical and Health Education Curriculum" revolves around identifying and comprehensively understanding the challenges and variables that influence the effective implementation and outcomes of physical and health education programs. One primary concern is the limited prioritization of physical and health education within the broader educational framework, leading to insufficient resources, inadequate training for educators, and an overall neglect of this vital aspect of student development. Additionally, the impact of societal changes, technological advancements, and shifting lifestyle patterns on the physical well-being of students raises questions about the relevance and adaptability of current curricular structures. Moreover, disparities in access to quality physical education, both within and across educational institutions, contribute to disparities in health outcomes among students. Addressing these issues requires a nuanced examination of the multifaceted factors influencing physical and health education, leading to informed policy recommendations and curriculum enhancements that foster the holistic well-being of students.
1.3 Objectives of the Study
The main objective of the study is to examine factors affecting physical and health education curriculum. Specific objectives of the study are:
- To determine the most influential internal (school-based) and external (societal) factors shaping the physical and health education curriculum in [specific region/population].
- To evaluate the effectiveness of different curriculum design and implementation strategies in promoting student engagement, knowledge acquisition, and healthy behavior change in physical and health education.
- To explore possibilities for adapting and improving the physical and health education curriculum to address current and future health challenges and societal trends.
1.4 Research Questions
To guide the study and achieve the objectives of the study, the following research questions were formulated:
- How do factors like school leadership, teacher qualifications, resource availability, and student demographics affect the breadth and depth of physical and health education taught?
- What type of curriculum design (e.g., thematic, skills-based, competency-based) most effectively fosters student learning and engagement in physical and health education?
- How can the curriculum be adapted to address emerging public health concerns like obesity, mental health issues, and chronic diseases?
1.5 Research Hypothesis
The following research hypothesis was developed and tested for the study:
Ho: There is no statistical significant relationship between physical and health and education curriculum.
1.6 Significance of the Study
The study is important for many reasons. The following are the major stakeholders this paper through its practical and theoretical implications and findings will be of great significance:
Firstly, the paper will benefit major stakeholders and policy makers in the Human kinetics and health education sector. The various analysis, findings and discussions outlined in this paper will serve as a guide in enabling major positive changes in the industry and sub-sectors.
Secondly, the paper is also beneficial to the organizations used for the research. Since first hand data was gotten and analysed from the organization, they stand a chance to benefit directly from the findings of the study in respect to their various organizations. These findings will fast track growth and enable productivity in the organisations used as a case study.
Finally, the paper will serve as a guide to other researchers willing to research further into the subject matter. Through the conclusions, limitations and gaps identified in the subject matter, other student and independent researchers can have a well laid foundation to conduct further studies.
1.7 Scope of the Study
The study is delimited to health education, with a specific case study conducted at Uyo High School, Uyo, Akwa Ibom State. Findings and recommendations from the study reflects the views and opinions of respondents sampled in the area. It may not reflect the entire picture in the population.
1.8 Limitations of the Study
The major limitations of the research study are time, financial constraints and delays from respondents. The researcher had difficulties combining lectures with field work. Financial constraints in form of getting adequate funds and sponsors to print questionnaires, hold Focus group discussions and logistics was recorded. Finally, respondents were a bit reluctant in filling questionnaires and submitting them on time. This delayed the project work a bit.
1.9 Organization of the Study
The study is made up of five (5) Chapters. Chapter one of the study gives a general introduction to the subject matter, background to the problem as well as a detailed problem statement of the research. This chapter also sets the objectives of the paper in motion detailing out the significance and scope of the paper.
Chapter Two of the paper entails the review of related literature with regards to corporate governance and integrated reporting. This chapter outlines the conceptual reviews, theoretical reviews and empirical reviews of the study.
Chapter Three centers on the methodologies applied in the study. A more detailed explanation of the research design, population of the study, sample size and technique, data collection method and analysis is discussed in this chapter.
Chapter Four highlights data analysis and interpretation giving the readers a thorough room for the discussion of the practical and theoretical implications of data analyzed in the study.
Chapter Five outlines the findings, conclusions and recommendations of the study. Based on objectives set out, the researcher concludes the paper by answering all research questions set out in the study.
REFERENCES
Sallis, J. F., McKenzie, T. L., & Kolody, B. (2016). Effects of health-related physical education on academic achievement: Project SPARK. Research quarterly for exercise and sport, 67(3), 305-316.
Tremblay, M. S., Barnes, J. D., González, S. A., Katzmarzyk, P. T., Onywera, V. O., Reilly, J. J., & the Global Matrix 2.0 Research Team. (2016). Global matrix 2.0: Report card grades on the physical activity of children and youth comparing 38 countries. Journal of Physical Activity and Health, 13(11 Suppl 2), S343-S366.
Van Dijk, M. L. A., Timperio, A., & Ferreira, I. (2014). Understanding the role of the school environment in children's physical activity, dietary behaviors, and body composition: a systematic review. BioMed Research International, 2014, 907865.
Fu, Y., Gao, Z., Hannon, J. C., Burns, R. D., & Brusseau, T. A. (2016). Effect of the SPARK program on physical activity, cardiorespiratory endurance, and motivation in middle-school students. Journal of Physical Activity and Health, 13(5), 534-542.
