AMBO UNIVERSITY

COLLEGE OF NATURAL AND COMPUTATIONAL SCIENCE

DEPARTMENT OF SPORT SCIENCE

THE MAJOR PROBLEM ON PHYSICAL EDUCATION PARACTICAL CLASS IN

THE CASE OF GRADE 9TH BEKELCHA BARI HIGH SCHOOL STUDENTS

JUNE 2024
AMBO ETHIOPIA

1
THE MAJOR PROBLEM ON PHYSICAL EDUCATION PRACTICAL CLASS IN THE
CASE OF GRADE 9TH BEKELCHA BARI HIGH SCHOOL STUDENTS

BY: - DEREJE TAMIR

ADVISOR ABDETA BAYISSA(PhD)

A RESEARCH FOR THE PREPARATION OF THE SENIOR ESSAY TO BE
SUBMITTED TO DEPARTMENT OF SPORT SCIENCE AMBO UNIVERSITY
NATURAL SCIENCE COLLEGE IN PARTIAL FULFILLMENT OF THE
REQUIRMENT OF BACHELOR SCIENCE (BSC) DEGREE IN SPORT SCIENCE.

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 APPROVAL SHEET
AMBO UNIVERSTY
COLLEGE OF NATURAL SCIENCE
DEPARTMENT OF SPORT SCIENCE

MAJOR PROBLEM ON PHYSICAL EDUCATION PRACTICAL CLASS IN THE

CASE OF GRADE 9TH BEKALICHA BARI HIGH SCHOOL STUDENTS

Approved by:

Name Signature Date

Student __________________ __________________ ________________

Advisor _____________________ ________________ _________________

Examiner __________________ _______________ _______________

Department Head________________ _______________ ______________

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 Table Content
Approval sheet......................................................................................................

Acronyms………………………………………………………………..................................... v

Acknowledgement……………………………………………………………………..................vi

Abstract……………………………………………………………………………………………..
......... I

CHAPTER ONE; INTRODUCTION………………………………………………………….... 1

1.1 Background of The Study………………………………………………………………. 1

1.2. Statement of The Problem…………………………………………………………….

3

1.3 Research Quotation........................................................................... 4

1.4 Objective of The Study……………………………………………………………… 4

1.4.1 General Objective…………………………………………………………………. 4

1.4.2. Specific Objective…………………………………………………………………… 4

1.5. Delimitation of the Study……………………………………………………………… 4

1.6. Limitation of the Study………………………………………………………………… 5

1.7. Significance of the Study……………………………………………………………… 6

1.8. Definition of Operation Terms……………………………………………………… 7

4
 1.9 Organization of paper.................................................................... 7

CHAPTER TWO; LITERATURE REVIEW…………………………………………………. 8

2.1. Concept and Meaning of Physical Education…………………………….

8

2.2. Reasons why Physical Education is Important in School……………………… 8

2.2.1. It’s a preventive Measure Against Disease……………………………………… 9

2.2.2. Its Program for Muscle Strength and Fitness………………………………… 9

2.2.3. Its Promotes Academic Learning……………………………………………………. 9

2.2.4. Its Build Self

Esteem…………………………………………………………………..... 9

2.2.5. It Develops Cooperation, Teamwork, and Sports Man ship Skill…………………….. 9

2.3. Factors Affecting the Implementation of Physical Education.............................................10

2.3.1. Lack of Motivation…………………………………………………………………….

10

2.3.2. Clothing Style………………………………………………………………………….

10

2.3.3. Quality of School, Facilities and Equipment…………………………………………..

11

2.3.4. Teachers’ Knowledge Skill, Experience and

Motivation……………………………... 12

2.3.5. Characteristics and Quality of Physical Education……………………………………

12

CHAPTER THREE; METHODOLOGY……………………………………………………... 13

3.1. Study Area………………………………………………………………………………….

13

3.2. Study Design………………………………………………………………………………13

5
 3.3. Study Population…………………………………………………………………………. 13

3.4. Sample, Size and Sampling Techniques…………………………………………………. 13

3.5. Source of Data…………………………………………………………………………….14

3.6. Data Collection Procedure……………………………………………………………….. 14

3.7. Method of Data Analysis………………………………………………………………… 14

3.8. Ethical Issues and Code of Conduct………………………………………………………14

CHAPTER FOUR……………………………………………………………………………… 15

4.1. DATA ANALYSIS AND INTERPRETATION…………………………………………. 15

CHAPTER FIVE SUMMARY, RECOMMENDATION AND CONCLUSION………….. 20

5.1. Summary…………………………………………………………………………………. 20

5.2. Conclusion………………………………………………………………………………...20

5.3. Recommendation………………………………………………………………………… 21

REFERENCES…………………………………………………………………………………. 22
RESEARCH QUESTIONERIES................................

List of table

6
Table 4.1 characteristics of respondents…………………………………………………………
12

Table 4.2.the respondents response on their do you participation in physical activity………….

13

Table 4.3 the respondents response on their physical activity participate……………………….

13

Table 4.4 The respondent’s response on how often they learn physical education in a
week…... 14

Table 4.5 The respondents’ responses on their participation do you physical activity………….
14

Table 4.6 the respondent’s response on the time allocated for physical
education……………... 15

Table 4.7 The respondent’s response on level of interest for physical education in contracting
to other
subject……………………………………………………………………………………... 15

Table 4.8 the respondent’s response on the important role physical education in daily
life……. 16

Table 4.9 the respondent’s response on the role of physical education to avoid emotional
thinking………………………………………………………………………………………….. 16

Table 4.10 the respondent’s response on the benefit of working or performing physical
education…………………………………………………………………………………………
17

Table 4.11 the respondent’s response on during physical education teaching method in the
class………………………………………………………………………………………………18

Table 4.12. The respondent’s response on sport facilities in their school……………………….

18

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Table 4.13 the respondent’s response on participation of all student during practical
session…. 19

ACRONYMS

NASPE National Association for Sport and Physical education

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PA Physical Activity

PE Physical Education

AAHPER American Association for Health, Physical Education, Recreation

and Dance

CAHPERD Canadian Association for Health, Physical Education, Recreation and Dance

ACKNOWLEDGEMENT
First and for most, I would like to give the great thanks to the God for his helps in my doing the
research and his helps from the beginning up to the end of this.

Secondary I would like to thanks for my advisor ABDETA (PhD) for his constructed comment,
advice as well as guidance in writing this senior essay work.

Thirdly, I would like to thank all grade 9th Bekelcha Bari high school students who agreed to fill
the questionnaire.

Finally, my deep heartfelt sincerely and gratitude goes to all my family and all my friends for
their every day support, motivation encouragement as well as inspiration which greatly helped
me to sustain throughout my career.

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 ABSTRACT
The purpose of this study was focused on major problems on physical education practical class
in the case of grade 9the Bekelcha Bari High school. According to Krejcie, and Morgan, 1970,
sampling technique 40 out of 180 students in grade 9th Bekelcha Bari high school section B. was
selected as a subject by using lottery method. There were different problems that fulfillment of
facilities, time allotment and equipment. Convenient sampling was used for this study from
Bekelcha Bari high school grade 9th students. The researcher took only grade 9th section B
students for sampling. The number of respondents of this study was eighteen females and twenty
two males’ students.The data had been collected from convenient cluster sampling techniques
after the data was collected it was analyzed and interpreted through quantitative methods of data
analysis.

The researcher have been made the following conclusion the students of Bekelcha Bari high
school in grade 9th have good interest in physical education. The time allocated for physical
education was a great impact on the quality of the subject to be delivered 95 % of the students
participant replied that physical education class was provided only once a week for less than an

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hour. School should make additional opportunities for physical activity before and after school
hours should be accessible to all students
As most of the respondents replied the main factors are insufficient of the materials, the students
exercise, back ground, their practical level. Their physical fitness, the shortage of credit hours of
physical education, lack of practice behind the normal program is some of them. By the
collaborative effort of students and teachers the factors can be minimized and the school is
under great preparation to fulfill the facilities and equipment of physical education so that this
can bring a physical and psychological adaptation towards the physical education practice.

Keywords: physical activities , physical education, teaching ,student ,Exercise

CHAPTER ONE

1. INTRODUCTION

This chapter deals with the background of the study, statement of the problem, objective of
the study, significance of the study, delimitation of the study, operational definition.
1.1 BACKGROUND OF THE STUDY
The term physical education is used to refer to the area of school curriculum concerned with
developing students. Physical competence and physical education is an integral part of education
that is given mainly through physical activities to develop and maintain all aspects of
personality. A primary function of physical education is to provide opportunities for physical
activities.

According to national association for sport and physical education (NASPE), (2004) Physical activity is
essential to a children growth and development. Regular physical activity can have a positive impact on
students physical, mental and social wellbeing .In particular physical activity is likely to have an impact
on student achievement, readiness to learn behavior and self esteem. Developing and maintaining
whole some personality is the product of quality education. Success in the process of providing quality
education however is a result of creating chance for students to learn, having a meaning full instruction
content and appropriateness of the instruction itself.

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 According to characteristics of quality of physical education identified by national association
for sport and physical education providing enough instructional period for the subject, having
adequate equipment and facilities, having instruction that help to development variety of motor
skill that are designed to enhanced the physical, mental and social development of every child
and having well designed lessons that facilities students learning and provide maximum practice
opportunities for class activity affects physical education class delivery. However, school are
struggling to provide the frequency and intensity of physical education and physical activities
opportunities, school based physical education program faced numerous challenges, competing
academic priorities and budget cuts the amount time allocated to physical education, the number
of trained staff, the amount of training provided for physical education teachers, and spending on
resources required to deliver physical education in schools. The purpose of this study is to assess
the problems or factors that affect physical education activities in grade 9 th Bekelcha Bari high
school in providing quality learning to occur. The researchers interested identifying the problems
related with the structure, quality process and the outcomes in physical education learning
process.

Physical education is vital to all aspects of normal growth and development of children and
youth not only physical but social and emotional growth as well. Enhanced learning, better
concentration, improved self confidence, as well as promotion of health, positive and lifelong
attitudes toward physical activity are well documented benefits of quality physical education in
school. In addition, school physical education establishes the foundation of skills for a life time
of participation while at the same time at building at natural immunizing effect against many
sedentary life style diseases(Healthy School 2005).

CAHPERD AND AAHPERD, as Bucher and Krotee (2002) stated, all students in every grade
have right and the opportunity to experience sustained, vigorous physical activity and participate
in quality, daily physical education programs.

All aspects of a quality physical education program have a positive impact on thinking, knowing
and doing (or, the cognitive, affective and physical) domain of the live of children and youth and
that physically educated children and youth will go on to lead active, health and productive lives.

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While the aforementioned facts of physical education has multi faceted contribution in the lives
of children and youths, during the implementation of quality physical education and sport
program, conducting an assessment students has a paramount importance.

The evaluation of physical education, along with other educational professions, reflected
contemporary changes in society. Throughout the physical education in the public schools.

During the early 1920s many states passed legislation requiring physical education. However,
shifts in curricular emphasis were evident when wars occurred and when the results of national
reports were published. For example, as a result of the bombing of Pearl Harbor and the United
States entrance in to world war Ii, the emphasis in physical education conditioning (Hansen
Rigger, H.1969).

Similar curricular shifts were noted in 1953 when the Klaus-Weber study found that American
children were far less fit than their European counter parts. As a result of this report, the
president’s council on physical fitness was established to help combat the falling fitness levels
of American’s youth( Blucher, C.A.1999).

During the 1950s and the 1960s physical education at the elementary level experienced
tremendous growth. Today, many physical education programs emphasize overall fitness,
referred to as wellness, as well as skill development. However, since the 1970s the number of
school offering daily physical education has drastically decreased 1995 statistics from the centers
for disease control and prevention (CDC) show a drop from 45 percent in 1991 to 25 percent in
1995.

1.2. STATEMENT OF THE PROBLEM

Physical education is defined as an educational process that use physical activities as a means to
help individual juristic skill, fitness, knowledge and attitude that contribute to optimal
developments and well being’s. The study was tried to identify the major problem on physical
education practical class in the case of grade 9th Bekelcha Bari high school students.

Reason of focused on thus students was to know the various affects that have impacts on the
students’ towards physical education practical classes like back ground of student, student’s

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personal interest, the time allocation of students, the insufficiency of material and equipment and
etc.

Due to this case the researchers tried to identify:-

 How students engage in physical education.

 The major problem on physical education practical class in the case of grade 9 th
Bekelcha Bari high school.
 The major factors that prevent to fulfillment and time to allowed to physical
education in grade 9th Bekelcha Bari high school to teach physical education.
1.3. Research Question
The followings are the questions of this study to go through:-14

1. What is the level of participants among students in the physical education class?

2.what is the time shortage for physical education?

3.what are the way of teaching method used by teachers during physical education class with
age, gender?

4. Is it adequate facility and equipment for the physical education practical class?

1.4 OBJECTIVE OF THE STUDY

1.4.1 General Objective

The general objective of this study was to identify the major problem on physical education in in
the case of grade 9th Bekelcha Bari high school students.

1.4.2. Specific Objective

 To identify the level of participant among students in the physical education
class
 To identify the time shortage for physical education.
 To assess the way of teaching methods used by teachers during physical
education class with age, gender.
 To identify the adequate facility and equipment for physical education
practical class.

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1.5. DELIMITATION OF THE STUDY
The research was delimited to grade 9th Bekelcha Bari high school students .

 Interest of participants.
 Shortage of time.
 Facility and equipment.
 Teaching methods.
1.6. LIMITATION OF THE STUDY
 Lack of experience to do research.
 Unavailability of sufficient literature that related to the topic.
 Shortage of time and finance problem .
 Lack of access of material.
 Interest of respondents.
1.7. SIGNIFICANCE OF THE STUDY
The result of the investigation can be used as a source of information for concerned authorities to
design intervention strategies pertaining to quality physical education. this research is important
for the following reason. It was used as a stepping stone for other researches who was interested
to do further research in the area.

It was give the same ideas to physical education teachers, the administration, and for policy
makers in providing quality education in term of physical education

The finding of the study would be expected to have following important contribution:

 How the students understand their physical education participation in practical

performance.
 Client obtain relevant information from these study to measure themselves weather to
engaging in physically fit or not.
 Understand the benefits of physical education practical performance and its relation
with health.

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  Create awareness for teacher by bringing the values of physical education practical
class and problem in to attention in practice.
 It will help to identity the major problem that cause the students practical classes

1.8. OPERATION TERMS

Physical Education (PE):- Is an interval of education that makes an individual physical fit,
mentally alert and ensures social well being.

Physical Activity (PA):-Is any bodily movement that requires the use of muscle Contractions,
expends energy, and procedures progressive health benefits.
Motivation: refers to anything that cause people to be had as they do.

Sport performance; is a complex mixture of bio mechanical function, emotional factors, and
training techniques.

1.9 Organization of paper

The research has five chapters. The first chapter studies about the introduction, which consist of the

background of the study, statement of the problem, basic research question significance of the study,

objective of the study, Delimitation of the study, limitation of the study, operational definition of terms, and

organization of paper. The second chapter is study about the review related literature and the third chapters is

concentrated with descriptive area of study design of the study, sample population, methods of data

collection, questionnaires ,sampling technique, Data collection instrument and method of data analysis. The

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fourth chapter studies about interpretation and analysis, finally the fifth chapter deals with summery,

conclusion and recommendation.

CHAPTER TWO

2. LITERATURE REVIEW
2.1. CONCEPT AND MEANING OF PHYSICAL EDUCATION
Physical education is educational which is given mainly through physical activity to develop and
maintain all aspects of personality as physical, mental and social well being the term physical
education is the combination of “physical” and “education”. The word physical refers to the
body if it is often used in reference to development physical health and physical appearance.

Education is the process of human learning by which knowledge/skill is impact. Physical

education which basically refers to the process of educational aimed activities geared toward the
development and maintains of human body. Therefore, physical education is education through
physical activities. That is takes place through activities that involve motor mechanism of human
body which result in an individual formulating behavior patterns (Smith and Clump, 2001).

Physical education is an integral part of total education. It is an education process that focuses on
the teaching of skills, knowledge and attitude through movement and process that uses physical
activity as a means to help individuals acquire skills, fitness, knowledge and attitude that
contribute to their optimum development and well being (journal of physical education, 2013,
page 217).

2.2. REASONS WHY PHYSICAL EDUCATION IS IMPORTANT IN SCHOOL

Physical education plays a vital role in student’s development and growth. According to recent
material studies, physical, well being of a student is directly related to his or her performance
whether in class or in the field. Physical education main objectives: physical development, motor
and skill development, social development and mental development. The general objectives of
physical education is preparing individual to be physically fit, mental alert, and socially
responsible (Fiber, Annulling and darts 2007) a link to good health. The value of physical fitness

17
can never over start. It is only in physical educational class rooms that students learn the value of
taking care of themselves through proper grooming, health eating and regular exercise

2.2.1. It’s a preventive Measure Against Disease

Many doctors today agree that obesity is a serious health risk. Without any form of diet
management control with the numerous processed food students in take every day compounded
by sedentary life style, a student’s health can easily be at risk to many diseases like chronic
heart disease, hypertension and diabetes. Physical education in school is preventive measure to
teach students the values of regular exercises.

2.2.2. Its Program for Muscle Strength and Fitness

Physical education develops the student motor skill and hand eye coordination. It also develops
the upper body muscle through activities like doing push-ups as well as the lower body muscles
through stationary jumping jacks, 3 minutes running and jumping exercises.

2.2.3. Its Promotes Academic Learning

Physical health allows students to function even better in class room. A good cardiovascular
system developed from regular exercises promotes excellent blood and oxygen circulation. This
means more nutrients circulated throughout the body which included the brain.

2.2.4. Its Build Self Esteem

Students who are active in physical activities like basketball, volleyball, material art and running
just to name a few are more confident with themselves according to most social school studies.
It’s probably because of the self discipline and dedication to excel in sport that bring out the
best in students.

2.2.5. It Develops Cooperation, Teamwork, and Sports Man ship Skill

Most physical education programs are holistic. The program allows student to interact together to
a common goal and that is to win and excel physically

2.3. FACTOERS AFFECTING THE IMPLEMENTATION OF PHYSICAL EDUCATION

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 2.3.1. Lack of Motivation
Motivation is one of the most important factors that affect the implementation of physical
education. For qualities of effective teaching motivational issues are featured part of rewards
used to promote excellence and positive personal interaction between teacher and students.

2.3.2. Clothing Style

School are advised to have a written policy on clothing style for physical education ensuring
both pupils and their parents air informed on acceptable wear to promote consistency across all
class in the school a written policy would help avoiding problem and in rescuing those that may
occur safe practice in physical education major uses for this dislike of physical is dressing put
student at these level have an increased awareness of their body and chance that make them
happy. Therefore, changing cloth in front of their peers is a very uncomfortable events “what
get hat and sweat” these statement like these school children suggest that student lack intrinsic
motivation (Fader, Incunabula and Darts 2007).

2.3.3. Quality of School, Facilities and Equipment.

The quality of school facilities seems to have an indirect effect on learning. In this case, the
quality of learning environment was strongly correlated with pupil’s achievement. The quality
of school buildings may be related to other school quality issues, such as the presence of
adequate instructional materials and text books, working conditions for students and teachers,
and the ability of teachers to undertake certain instructional approaches. Others factors such as
on site availability of lavatories (bathroom and toilet) and a clean water supply, classroom
maintenance, space and furniture availability all have an impact on the critical learning factor of
time on task when pupils have to leave school and walk significant distances for clean drinking
water for example, they may not always return to class (Mistake and Dow d, 1998). In general,
parents often consider the location and condition of learning environments when assessing
school quality and this can influence school participation.

Adequate equipment and appropriate facilities are provided to implement the curriculum are
adequate budget for physical education is provided on a yearly basis a part from the athletic
program, adequate number of indoor and outdoor teaching stations are available for the number

19
of students classroom space is available for school physical education program, equipment and
facilities are clean, safe and are inspected on a regular basis (Mary This-sen Milder, 2006).

2.3.4. Teachers’ Knowledge Skill, Experience and Motivation.

The more people know the more they can do. The better educated staff the better they able to
undertake quality improvement (Sallie, 1993).It is the quality of learning in the classrooms
(Bear, 1989). The quality of the teaching staff is measured by their educational level of all inputs
required to carry out an educational activity effectively (OESD, 1993). Therefore teachers are the
major component in successfully accomplishing the task. They occupy almost a crucial position
in the modern society and the educational system. Regarding this (Meyer and Gayle (1996)
mentions that, primary second cycle school teachers must be well educated and competent in
their professional skills. This emphasizes the needs for an adequate preparation in the subject to
be taught by a primary second cycle school teacher similarity, OECD (1992) argues that,
improving education quality has become a wide spread priority and in this the role of teachers in
pivotal and successful reform is realized by and through them. For teachers to accomplish this
responsibility, Mussolini (1982) suggests that, educational policy makers will need to get a much
clearer picture of who are teachers, how they view their role in the system and the type of in
centre, regulations, and training that will increase their effort and improve their capacity to
transmit knowledge to students. Among other problems the quality of teachers is most crucial,
because qualified teachers in the future should not only have knowledge, but also more important
and they should be devoted and faithful to their tasks. The influence on students by a teachers
own personality cannot be replaced by any teaching materials or technological equipment
(Gumming, 1989).

2.3.5. Characteristics and Quality of Physical Education

According to national association for sport and physical education (NASPE) (2004)
characteristics and quality of physical education are categorized as:-opportunity to learn, having
meaning full content, appropriate instruction. While explaining the idea of opportunity to learn,
physical education program should have instructional periods totaling 150 minutes per week.
Qualified physical educations specialists providing develop mentally appropriate program, and
have adequate equipment and facilities. In terms of having meaning full contents the instruction

20
in a variety of motor skills should be designed to enhance physical, mental, and social emotional
development of every child. And there most also benefits education and assessments to help
children understand improve and maintain for physical well being. Development of cognitive
concept about motor, skill, and fitness, opportunity to improve their emerging social cooperative
skill and gain multiple culture perspective and promotion of regular amount of appropriate
physical activities now and throughout life are also the issues that should be considered in
dealing with concept of appropriate instruction NASPE suggests that physical education program
in schools try to address full inclusion of all students, create maximum practice for class
activities, develop well designed lessons that facilitate students learning, provide out of school
assignment that support learning and practice, use no physical activities for punishment and use
regular assessment to monitor and rain force student learning.

CHAPTER THREE METHODOLOGY

3.1. Study Area

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The study will be conducted in Bekelcha Bari High school in Ambo town, Oromia Regional
States, Ethiopia. Ambo town is used as the zonal capital of the West Shewa Zone. It is located at
about 112 KM West of Addis Ababa. The study will be conducted in West Shewa Zones of the
Oromia Region. Ambo district is found in the West Shewa Zone of Oromia Regional State. The
area is found at a longitude of 37° 32’ to 38° 3’ E, and latitude of 8° 47’ to 90 20’ N, and the
altitude within the district ranges from 1400 to 3045 masl. The climatic condition of the area is
23% highland,60% midland, and 17% lowland with an annual rainfall and annual temperature
ranging from 800-1000 mm and 15-29°C, respectively. The mean temperature is 18.6 °C. The
rainfall is bi-modal with a short rainy season from February to May and a long rainy season
(over 58.8% of the total annual rainfall) from June to September. Agriculture, of mixed type, is
the main occupation of the human population in the area. Major livestock reared include cattle,
sheep, goats, poultry, and pack animals. The selected zones with a population size of over
3,042,005, of whom 1,513,086 were men and 1,528,919 were women in 2014 according to the
Central Statistical Agency report (CSA, 2014). The vast majority of the people in the selected
zones reside in rural areas. Administratively, the one zonal area is organized into 22 weredas.

22
 Figure 3.1: study area

3.2. Study Design

The main objective of this study was to identify the major problems on physical education
practical class in the case of grade 9 th Bekelcha Bari high school. The research was conducted by
survey method because the study was done based on the information gathered from the
respondent through questionnaire interview and observation. The researcher also believes that
the method was best to collect reliable information in order to examine the extent of the problem
as well as opinion of the extent of the problem as well as opinion of the respondent towards the
problem.

3.3. Study Population

The total population of the research was a 180 among them 18 were female and 22 were male
students selected as sample.

3.4. Sample, Size and Sampling Techniques

The researcher forced to use Krejcie, and Morgan, 1970, sampling techniques, because of time
and money constraint to select the students. According to Krejcie and Morgan, 1970, sampling
technique 40 students grade 9th B Bekelcha Bari high school was selected simple random sample

23
techniques (lottery method) to select student participants . The student was determined using
simple random sampling techniques because the techniques allows fair way of selecting samples
by giving equal opportunity for participants for being selected.

3.5. Source of Data

The study was using primary data sources for data gathering. Primary data source were used to
collect information directly from participants through questionnaires, Interview and observation.

To gather there relevant data which concern with assessing the major problem that affect
physical education in grade 9th Bekelcha Bari high school students to identifying the problem.

The questionnaire was design to collect necessary information from sample students. The
questions distributed to sample students.

3.6. Data Collection Procedure

The first thing in collection process of data was getting permission from in grade 9 th Bekelcha
Bari high school students. After the permission the researches were introducing him selves for
the students and explain the objective of the research and ask their willingness for their
participation in full filling the questionnaire. Then, based on the roll number on the roster from
their teacher students were randomly selected and the questionnaire was distributed and
clarification was given on how they fill out.

3.7. Method of Data Analysis

The collected data from the source was analyzed and interpreted by descriptive method of
research. Then the number was converted in to percentage. Finally, the data was presented by
tables.

3.8. Ethical Issues and Code of Conduct

The ethical issue was considered in the stage of researcher process. Consent was obtained from
the participants and participant full willingness was assured before distribution, by explaining the
objective.

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 CHAPTER FOUR DATA ANALYSIS AND INTERPRETATION
This chapter deals with the analysis and interpretation of the data was gathered through
questionnaires and respondents were the students of Bekelcha Bari high school in grade 9 th
students section B. All of the respondents were presented in table form and analyzed under each
table.

Table 4.1 characteristics of respondents

N0 Item Number of respondents Percentage

1 Sex; a) Male 22 55%

b) Female 18 45%

Total 40 100%

2 Age; a) 15-17 31 77.5%

b) 18-20 7 17.5%

c) above21 2 5%

Total 40 100%

3 Bekelcha Bari high school in grade 9th

1) Section B
40 100%

Total 40 100%

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As indicated in table 4.1 respondents were asked to fill characteristics with regarded to the first
item 22 (55 %) were male students and 18 (45 %) were female students. This table 1 no 2 show
that of the respondents 31(77.5 %) were between the age of 15-17 and 7(17.5 %) were between
the age of 18-20 and few of them 2(5 %) were above 21.According to table 4.1 number 3 show
that 40(100%) of the respondents were section B.

Table 4.2.the respondents response on their do you

participation in physical activity
No Item Number of respondents Percentage

1 Yes 34 85%

2 No 6 15%

T0tal 40 100%

According to table 4.2 about 34(85 %) of the respondents were participate in physical activities
and 6(15%) of respondents were not participate in physical activities. This revealed that the 85 %
of the respondents in participated physical activities. Generally, respondents level of attitude;
outlook and participation were encouraging and should be given serious attention for prospect.

NO Item Number of respondent Percentage

1 Indoor 3 7.5%

2 Outdoor 37 92.5%

Total 40 100%

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According to above the table 3(7.5%) of the respondents response indoor and 37(92.5%) of
respondents response outdoor.

The above result implies that the highest percentage 92.5% of the respondents participates on
the outdoors.

Table 4.4 The respondent’s response on how often they learn

physical education in a week
No Alternative Number of respondents Percentage

1 One times 38 95%

2 Two times 2 5%

3 Three times - -

4 Four times - -

Total 40 100%

As indicated in the above table 4.5 38(95%) of the respondents have one times, and 2(5%) of
respondents have two times in the learn physical education.

The above result implies the highest percent (95%) of the respondents said that leaning in the
physical education is one times per week.

Table 4.5 The respondents’ responses on their participation do

you physical activity
No Items Number of respondents Percentages

27
 1 Very high 8 20%

2 High 23 57.5%

3 Low 9 22.5%

4 Not at all - -

Total 40 100%

According to the above table 8(20%) of the respondents have very high interests for physical
education and 23(57.5%) of respondents have high interests, whereas, 9(22.5%) of respondents
have low interest for physical education.

The above result implies that the highest percent (57.5%) of the respondents verified that their
interest for physical education is high.

Table 4.6 The respondent’s response on the time allocated for

physical education
No Alternative Number of respondents Percentage

1 Yes 11 27.5%

2 No 29 72.5%

Total 40 100%

According to the above the table 4.6 shows that 11(27.5%) of the respondents responded Yes and
29(72.5%) are said No.

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The above table implies that the highest percent (72.5%) of the respondent’s time allocated for
physical education is not enough.

Table 4.7 The respondent’s response on level of interest for

physical education in contracting to other subject
No Alternative Number of respondents Percentage

1 High 6 15%

2 Medium 34 85%

3 Low - -

Total 40 100%

As indicated in the above table 4.7. 6(15%) of the respondents high interest physical education.
Whereas 34 (85%) of the respondents have medium interest for physical education in contracting
to other subject. The above result implies that the highest percent (85%) of the respondents
reflects that their level of medium to interest physical education.

4.8 The respondent's response the important role physical education in daily life

No Alternative Number of respondents Percentage

1 Strongly agree 19 47.5%

2 Agree 21 52.5%

3 Disagree - -

Total 40 100%

29
The Table 4.7 shows that as the response given to each item,19(47.5%) of the respondents were
strongly agree and 21(52.5%) of them were agree on the importance of physical education in
daily tasks.

The above information demonstrates that the highest percent 47.5% of the respondents were
strongly agree and 52% agree by the idea that physical education helps in just taking care of our
daily needs.

Table 4.9 The respondent’s response on the role of physical

education to avoid emotional thinking
No Item Number of respondents Percentage

1 Strongly agree 12 30%

2 Agree 19 47.5%

3 Disagree 9 22.5%

Total 40 100%

With regarded to the above table 4.8, the response given to each item was 12(30%) of the
respondents strongly agree and 19(47.5%) of respondents were agree, whereas 9(22.5%) of
respondents were disagree.

The above information implies that the highest percent (47.5%) of the respondents verified that
physical education helps to work off emotional thinking.

Table 4.10 the respondent’s response on the benefit of working

or performing physical education

30
No Item Number of respondent Percentage

1 Strong agree 24 60%

2 Agree 11 27.5%

3 Disagree 5 12.5%

Total 40 100%

As can be noted from the above table 4.9, 24(60%) and 11(27.5%) of the respondents response
strongly agree and agree respectively. They said that performing or working physical education
or sport is important whereas 5(12.5%) of them response disagree and performing sport is not
important.The result implies that the highest percent (60%) of the respondents verified that
performing or working sport is important for healthy and to be productive.

Table 4.11 The respondent’s response on during physical education

teaching method the class

No Item Number of respondents Percentage

1 Theoretical 6 15%

2 Practical 8 20%

3 Both equally 26 65%

Total 40 100%

As the above table 4.11 illustrates, 6(15%) of the respondents have theoretical, 8(20%) of
respondents have practical 26 (65%) of the respondents have both theoretical and practical equal,
if its conducted is the most teaching method in the class of physical education.

31
The most students teaching method during physical education (65%) of the total sample size of
population agree on both theoretical and practical method.

Table 4.12. The respondent’s response on sport facilities in

their school
No Item Number of respondents Percentage

1 Believe 7 17.5%

2 Not believe 33 82.5%

Total 40 100%

According to above the table 4.12 show that 7(17.5%) of respondents response believe sport
facilities and 33(82.5%) of the respondents response not believe in sport facilities.The above
table 4.12 information is many students have (85.5%) of the respondents were not believe sport
facilities in their school.

Table 4.13 The respondent’s response on participation of all student during practical session

No Item Number of respondents Percentage

1 Yes 25 70%

2 No 15 30%

Total 40 100%

According to above the table 4.13 shows that 25(70%) of the respondents response yes on the
participation of all student during practical session and 15(30%) Of the respondents response
said that not participation during practical session

The above information implies that the highest percent (70%) of respondents verified that all
students participate during practical session.

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 CHAPTER FIVE

5. SUMMARY, CONCLUSION AND RECOMMENDATION

5.1. SUMMARY
As it was explain under introduction, the purpose of this research was to investigate the major
problem on physical education practical class in the case of grade 9 th Bekelcha Bari high school.
In searching answer for the problem the study was conducted in grade 9 th Bekelcha Bari High
School section B with a sample of 40 participant sample only students. The study was focused on
the major factors such as facilities, time allocated teaching method for physical education class,
content of physical education, that have an impact on the provision of physical education. The
data collected through questionnaires from samples that were selected using random sampling
technique is summarized as follows.

Student’s interest to ward physical education is medium

 Physical education content is well organized in a way that helps students understand
the subject and able to meet its objectives.
 Bekelcha Bari High school in grade 9th to be short of physical education materials and
sport facilities.
 Bekelcha Bari high schools have dedicated physical education professionals.
 Student in Bekelcha Bari high school grade 9 th in active because physical education is
provided less than an hour once a week

33
 5.2. CONCLUSION
Based on the analysis and interpretation of data enables the researcher to arrive at the following
conclusion.

 The purpose of the present research was to identify the major problem on physical
education practical class in the case of grade 9th Bekelcha Bari high school students.
 During finding this research confirms how intensively physical education students
interest to the subjects not satisfactory. The reason behind may be lack of facility,
materials and equipment.
 In addition to this time allocated for physical education was a great impact on the
quality of the subject to be delivered 95 % of the students participant replied that
physical education class was provided only once a week for less than an hour. But
experts recommend high school students should involve in physical at least 180
minutes per week. This implies those students were in active throughout their school
week. Meaning they were in a way to develop life time disease and lack social,
psychological and emotional benefits physical activity can provide. Besides these
sport facilities play an important role in provision of the physical education.
 The results from the research indicate 17.5% of students were agreed and 82.5% of
students were disagreeing with them. Physical education in school is the main societal
institution for the development of physical skill and the provision of physical activity
in children and youth. For many children, school is the main environment for being
physically active, through either physical education or sport programs or after school
activities.
 Generally, school provides the main opportunity for regular, structured physical
activity as a combination of many factors such as parental concerns for safety, means
that fewer children were able to play games in non-school settings. Moreover, school
based physical education and sport offers a regulated opportunity for usually
qualified, accountable teacher to introduce physical activities and life style skills and
knowledge a structured way to all children, within a safe and supportive environment.

34
 5.3. RECOMMENDATION
Based on finding obtained the following recommendations are proposed as an alternative
situation for the problem under the consideration in the study.

 The time allowed to physical education must improve and it should be changed.
 Although there are many challenges to providing high quality physical education,
school teachers. When this fact is widely accepted and physical becomes an in
grained part of the learning experiences come overcome these obstacles by
developing strong leadership, management, and teaching skills. First school teacher
must understand the depth of the challenges they face. Its’ not enough to simply
said physical education was important. In order to lead, school teachers must be well
versed on the issues.
 The solution must come from a joint effort by government, school administration,
educators, and parents. School should create chances for students to engage in
additional vigorous or moderately intense physical activity throughout the school day;
though recess and dedicated class room activities. School should make additional
opportunities for physical activity before and after school hours should be accessible
to all students.
 It must be recognized by government officials, school administrators, teachers,
parents, and a student physical activity in school is an important learned skill for
quality life style. In the past physical activity was necessary for human survival. Our
bodies are built for continuous movement to stay healthy. Modern luxuries like
computers and television encourage children to sit for long hours each day, and it is
taking deadly toll in our society, all members of society, including our youngest, will
benefit.
 Generally, Schools can and should play a major role in both encouraging and
providing opportunities for students to be more actives.

REFERENCES

35
 Blucher C.A and Deportee M.H. (2002). Management of Physical Education and
Sport 12th Edition New York Mc Grew Hill.
 Davis, K, Burgeon, C., Brenner, N, Mc Magus, T, and Chrysler, H. (2005). The
relationship between qualified personnel and self-reported implementation of
recommended physical education practices and programs in U.S. schools. and sport,
76(2),2002-2011.
 Fraser- Thomas, J, and Baudouin, C, (2002). Implementing a physical Education
Curriculum: Two teachers experience Canadian journal of education, 27 (2/3), 249-
268.
 Ferber L., Linnaean p. and Darts p. (2007). Strategies for physical activity
promotion the physical education class room, journal of physical education,
recreation and dance.
 Healthy school (2005): Daily physical activity in schools; Ontario resource guide
https://WWW.edu.gov.on.ca/teachers/dpa4-6.pdf
 HIIG., (2009). Motivating students to be active outside of class; Hierarchy for
independent physical education activity.Journal of physical education, recreation and
dance, 80(4), 25-30.
 Gibbons, S.(1995) Curriculum implementation in elementary school physical
education: successful school /university collaboration CAHPERD, 61(4), 4-8).
 Kite J., Romero D. and Russel C., Time spent playing outdoors after school and its
relationship with independent mobility. Across sectional survey of children age 10-12
years in Sunday, Australia. International journal of nutrition and physical activity.
 Jenkins on K.A. and Benson, A.C.2009) Physical Education, Sport Education and
Physical Activity Police. Teacher Knowledge and implementation in their Victorian
state secondary Moss D. (2004). Sport and physical education equipment you can
make yourself. Burberry; physical education digest.
 Jessica L Fraser Thomas, (2002) Implementing a physical education curriculum:
Canadian journal of education 249-268.
 National Association for Sport and Physical Education. (copy right 2004). Moving in
to the future: National Standards for Physical Education (2 nd Ed.) Res-
ton,VA:Author,PP. 12-14.

36
  Maul, R. (2002). Physical Education in Schools. In: R. Maul (Eds) Sport and
Physical Education in German (PP 87-98) London: Rutledge
 Smith J., Clutch D., and Conner J., (2001). Home work in elementary physical
education; pilot study. Perceptual and motor skills.
 Water, James E(1981) “Successful Program implementation in urban school.
Educational leadership. Vol.38. No.
 West D.A. and Blucher, C.A.(1995).Foundation of physical education and sport
West, D.A. and Blucher, C.A.(1999). Foundation of Physical Education and Sport (3 rd
ed.). Boston: MC. Draw-Hill.

RESEARCH QUESTIONERIES

37
 Sex A . Male B. Female
Age A.15-17 B.18-20 C. above 21
Part two: - forward question

1.Do you participation in physical activity?

A. Yes B. No
2.More in which physical activity do you participate?

A. Indoor B. Outdoor

3.How often do you learn physical education in a week?

A. One time B. Two times C. Three times D. Four times

4.How do you express your interest for physical education?

A. Very high B. High C. Low D. Very low

5. Do you feel that the current physical education program is inclusive and caters to all
participants equally?

A.Strongly agree B. Agree C.Disagree

6.Do you believe that the time allocated for physical education is enough?

A. Yes B. No

7.In contracting to other subject how do you level your interest for physical education?

A. High B. Medium C. Low

8.Do you think that physical education has important role in daily life?

A. Strongly agree B. Agree C. Disagree

9. Is it physical education help to work off emotional tension?

A. Strongly agree B. Agree C. Disagree

38
10. Do you belief that physical education contributes to the mental development of student?

A. Strongly agree B. Agree C. Disagree

11.Do you think working physical activity is important for health and to be productive?

A. Strongly agree B. Agree C. Disagree

12.Which teaching method does your teacher prefer during physical education class?

A. Theoretical B. Practical C. Both

13.Do you believe that there is enough sport facilities within your school compound?

A. Believe B. Not believ

14.During practical session all students at time participate?

A. Yes B. NO

15. How important do you think physical education is in promoting a healthy lifestyle among
participants?

A . Extremely important B. Important C.Not important

16. How often do you engage in physical activities outside of school hours?

A. Daily B .Few times a week C. Once a week D. Never

17. Do you feel that the physical education curriculum adequately meets your needs and
interests?

A. Yes B.No C.Somewhat

18.How important do you think physical education is in promoting overall health and well-
being?

A. Very important B.Important C. No Important

39
19. Are there any specific time limitations or constraints that affect the implementation of
physical education programs at your school? A. Short class periods B. Limited time for
physical activity. C. Lack of translation time between classes.

20.In your experience, which teaching methodology has been most effective in engaging
students in physical education classes?

A. Experiential learning B.Cooperative learning C.Game based learning

21.What factors influence your level of engagement during physical education classes?

A. Variety of activities offered B.Quality of instruction C. Personal fitness goal D.Lack of

interest in physical activities

22. How often do scheduling conflicts arise between academic classes and physical education
classes due to time constraints?

A. Frequently B. Occasionally C. Rarely D. Never

23.Do you feel adequately supported by your school in terms of resources and facilities for
physical education activities?

A. Yes, fully supported B. Partially supported C. Not supported at all

24. Have you encountered challenges related to time constraints in implementing teaching
methodologies during physical education classes?

A. Yes, frequently B. Yes, occasionally C.No,not encountered

25. What is your current level of participation in physical education classes?

A. Very active B. Not very active C . moderate active D.Inactive

40
26. Have you received adequate training and support to effectively implement various teaching
methodologies in your physical education classes?

A. Yes, fully supported B. Partially supported C.Not supported

27. The time allocated to physical education per a week?

A. More then three days B. Three days C .two days D.one days

28.the practice hours of physical education per a day?

A.one hour B. two hour C. Three hour D More than hour

29. Is there sufficient equipment in your school?

A.yes B.No

30.How do time constraints impact the ability to deliver quality physical education instruction?

A. Greatly B.Moderately C. Minimally

41