Perceived Barriers to Teaching Movement and Physical Activity to Kindergarteners in Ghana

Autor/inn/en	Sofo, Seidu; Asola, Eugene F.
Titel	Perceived Barriers to Teaching Movement and Physical Activity to Kindergarteners in Ghana
Quelle	In: Journal of Education and Practice, 6 (2015) 36, S.134-140 (7 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2222-1735
Schlagwörter	Barriers; Questionnaires; Teacher Attitudes; Movement Education; Physical Activities; Kindergarten; Preschool Teachers; Young Children; Likert Scales; Statistical Analysis; Educational Resources; Teacher Collaboration; Time; Teacher Competencies; Training; Gender Differences; Intellectual Disciplines; Teacher Qualifications; Foreign Countries; Ghana + Suchen Sie Ihr Suchwort? Fragebogen; Lehrerverhalten; Bewegungsbildung; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Frühe Kindheit; Likert-Skala; Statistische Analyse; Bildungsmittel; Lehrerkooperation; Zeit; Lehrkunst; Ausbildung; Geschlechterkonflikt; Geisteswissenschaften; Lehrqualifikation; Ausland
Abstract	Regular participation in physical activity can improve students' health and academic achievement. It is important to develop a positive attitude toward participation in regular physical activity early in life. Thus, an understanding of factors that affect the activity levels of young children is essential. Therefore, the purpose of the study was to examine what kindergarten teachers perceived as barriers to teaching movement and physical activity. Participants included a purposive sample of 79 teachers from one district in the Upper West Region of Ghana. An 11-item served as the main data source. The questionnaire utilized a 5-point Likert scale. Data were analyzed using descriptive and inferential statistics. Results showed class sizes ranging from 12-161 pupils per teacher. The teachers identified lack of resources (62.0%), lack of support from other teachers (36.80%), lack of time (25.30%), and inadequate training (25.30%) as the major barriers to teaching movement and physical activity. Independent t-Test and One-Way ANOVA analyses found gender, class taught, and professional qualification did not significantly influence teachers' perception of barriers to teaching movement/physical activity. There is the need for teacher education institutions in Ghana to prepare early childhood physical education specialists. (ERIC).
Anmerkungen	IISTE. No 1 Central, Hong Kong Island, Hong Kong SAR. Tel: +852-39485948; e-mail: JEP@iiste.org; Web site: http://iiste.org/Journals/index.php/JEP
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01