Examining the Current Status of Physical Education in Some Schools of the Zambezi Region of Namibia

Abstract

The purpose of this study was to examin e the current status of physical education in some schools of the Zambezi Region, Namibia. This study used a cross-sectional approach and quantitative method which was employed to gather data from participants. Participants were purposively selected and the sample comprised (n = 38). Data was gathered using a questionnaire, which incorporated demographic information and yes/no questions and data analysed using SPSS v21 software, interpreted in simple percentages and presented in figures and tables. The study results show that promotional subjects such as English were found to have 6 periods per week (30%), whereas Mathematics had 7 periods per week (35%), non-promotional subject s such as Physical Education were given 1 period per week (2%) and Life Skills 2 periods with (2%). The results show (n = 3) male teachers out (n = 38) 7.8% were found to have a PE qualification (degree) whereas (92%) were found to be teaching PE without a PE qualification. The study further show ed that schools had facilities and equipment such as sport fields, netball courts, soccer balls, netballs and whistles were available in all schools despite their dilapidated conditions. Furthermore, schools had some javelin and shotput (7.8%), discus and high jump kit (10.5%), soccer jerseys (78.9%) , netball jersey (84.2%). PE was allocated less time per week (40 minutes) compared to other subjects and it was found to be taught by a few qualified teachers with the majority of educators teaching the subject without a PE qualification. Lack of equipment and facilities was found to be a major barrier in most schools in the region and this made it difficult to teach PE as a school subject.