SPORT FACILITIES AND EQUIPMENT UTILIZATION AND THE LEARNING OF PHYSICAL AND HEALTH EDUCATION IN SECONDARY SCHOOLS

SPORT FACILITIES AND EQUIPMENT UTILIZATION AND THE LEARNING OF PHYSICAL AND HEALTH EDUCATION IN SECONDARY SCHOOLS IN ABAK LOCAL GOVERNMENT AREA

 

Abstract

The main purpose of this study was to examine sport facilities and equipment utilization and the learning of physical and health education in secondary school in Abak Local Government Area. Literature was reviewed extensively. This study adopted a survey research design. The study was a descriptive one meant to describe the effect of utilization of sport equipment/facilities and teaching effectiveness of physical and health education. The population of the study consisted of all the PHE teachers in all the eight (8) public secondary school in the study area. The total of one thousand physical and health education teachers constituted the population for the study. A sample size of two hundred (15) teachers was chosen for this study. The sample was drawn from all the eight (8) public secondary schools in the area. Simple random sampling techniques were used to select the sample and the school for the study.  The main instrument for data collection for this study is a questionnaire titled, utilization of sport equipment/facilities and teaching effectiveness of physical and health education (USE/FATEPAHEQ). The data collected were analyzed simple percentage (%).

 

 

 SPORT FACILITIES AND EQUIPMENT UTILIZATION AND THE LEARNING OF PHYSICAL AND HEALTH EDUCATION IN SECONDARY SCHOOLS

 CHAPTER ONE

INTRODUCTION

1.1      1.1 Background to the Study

Over the years, enrolment into the secondary education has been on the increase, following series of educational programmes being introduced. One of such is the Universal Basic Education (UBE) scheme. Also, successive governments have and are still allocating an appreciable percentage of their annual budgets to the provision and maintenance of school facilities meant to improve the sector. It was reported by Balderstenb (2014) and Comb (2015) that, education in Nigeria began to expand first gradually, and then dramatically.

The consequence is the demand for education in general and school facilities in particular can be enormous. This is supported by the fact that, the quality of education can be greatly affected if schools are deficient in essential facilities in the teaching/learning process. An effective school facility is responsive to the changing programs of educational delivery, and at a minimum should provide a physical environment that is comfortable, safe, secure, accessible, well illuminated, well ventilated, and aesthetically pleasing. 

The school facility consists of not only the physical structure and the variety of building systems, such as mechanical, plumbing, electrical and power, telecommunications, security, and fire suppression systems. The facility also includes furnishings, materials and supplies, equipment and information technology, as well as various aspects of the building grounds, namely, athletic fields, playgrounds, areas for outdoor learning, and vehicular access and parking. 

The subject of school facilities had received great attention from the public as well as educators in recent times. According to building educational success together with Best (2015), it was reported that the responsibility of every administrator is to ensure that every child had access to quality education in school facilities that provide an educational setting that was suited for teaching and learning. Also, implementing educational policies that resulted in high quality, high performance, and well designed and maintained school facilities had a direct and indirect influence on the teaching and learning process (Best, 2015). 

Effective facilities management therefore contributes to the success of every student in any school. In a study carried out by Hale (2012) reveals that students in class rooms with large windows, natural lighting and well-designed skylights were found to perform well from 19 to 25% better than their peers in classroom without these features. Not only environmental conditions in schools affect the students but also the staff as observed by (Hunter, 2016) which include the inoperative heating system, inadequate ventilation and poor lighting system. The overall building condition, the age of the building, and the windows as well as the instructional areas were positively related to students achievement in learning (Bullock, 2017). It is evident in their contributions that students‘ achievement depends upon the physical school facility, its age, the design and the condition of the school. 

School facilities played a significant role in directing the task of teaching and that of shaping students learning process in and out of school. No doubt, school building as a tool for instituting an effective teaching and learning process constituted sizeable investment of public funds over its development and maintenance by the administrators (Lyons, 2011).

Today, most of the school facilities which are supposed to promote and enhanced teaching, learning and extra-curricular activities in secondary education are absolute and thereby, creating serious challenges to the 21st century educational needs of the learners. Others are dilapidated and not suitable to motivate secondary students to learn.

In the world today, sports have grown globally in proportion to the extent that sport activities are deliberately encouraged within nations. In Nigeria, it is recognized as a tool for national mobilization cultural reorientation, national integration and unity (Iklioya, 2001) Onitade, 2000) sports in Nigeria have become important endevour so much that its measurement and development has become the responsibilities of governmental and non-government organization in an attempt to bring sporting activity to it peaks.

Sport forms the aspect of physical education, they are activities done for enjoyment during leisure hours and they involve competition. Some sports are done individually, with a partner such as swimming, running, jumping, throwing, and cycling lawn tennis, table tennis gout, badminton and squash. Other sports are done in teams such as soccer, volley balls, routers, among others.

Sport facilities therefore, connote permanent structures built for the sporting activities such as Atheistic track, stadia, soccer pitches, basket ball court, lawn tennis court, squash court, gymnasium, among others whereas sport equipment on the other hand refers to those disposable item used in sports such as horizontal bars, weight infixing materials. Basketball posts, hockey post, racket among others. (Ogundario 2010). The most important aspect is the utilization of these sport equipment and facilities in the teaching physical and health education. Ekanem (2015) observed that the utilization of sport equipment and facilities are essential for effective teaching of physical and health education, since different types of activities require different equipment and facilities. He concluded by saying that when these equipment and facilities are utilized it will definitely brings about effectiveness in teaching physical and health education.

Oluiwen (2002) agreed with his statement when he added effective utilization of sport equipment and facilities will not only make the learners of physical and health education active, but will also create an enabling atmosphere for teacher student relationship that definitely leads to effective teaching and learning process. In most advanced countries of the world; education authorizes have realized the benefits accruing from participation in sport programmes and they have not hesitated in including physical education in their curriculum as part of the learning experience offered to the students.

Singh (2011) opine that the teaching of physical and health education in secondary schools cannot be overemphasized since the aim and objective of physical and health education is to develop human personality in its totality.

Sport activities have been seen as an instrument for national unity since it brings people from various states and schools in Nigeria together through a healthy competition. This involves the development of the physical, mental social emotional and moral aspects so as to make the individual a good citizen, in other to be able to make contribution in the process of nation building in his or her own may. Oalk (2011) asserted that Physical and Health education helps instill in the learners /students the value and skills through physical activities. Through the utilization of sport facilities and equipment the learner will learn skills necessary to perform variety of physical activities as well as its contribution to healthy life style. Physical and health education activities also provides ample opportunities to develop traits such as cooperation respect to others healthy, sportsmanship, self confidence and other qualities which help a person to make a good citizen. The objective of culture aims at developing an understanding and appreciation of one’s own local environment as well as the environment which is outside the immediate environment. Physical and health education activities such as dance and games help the participant to fully understand the history culture, tradition, religious practices and the aesthetic values associated with these activities.

 Furthermore, Adesina and Ogunsanji (2014) in their recognition of the need for a well-equipped school noted that for effective teaching and learning situations, physical facilities and educational goals should be viewed as being closely interwoven and inter-dependent. Apart from protecting students from sun, rain, heat and cold, the school building represents a learning environment which has a tremendous influence on the learners. Therefore, in order to facilitate this high level of teaching and learning process, there is need for well-planned and organized school facilities which sport facilities and equipments are included.

 

1.2      1.2 Statement of the Problem

The situation of physical and health education in Nigeria and Abak specifically is not satisfactory. This is because facilities such as court and pitches equipment such as balls, nets, javelin racket are not properly and effectively utilized. Bucher and Korfee (2002) opine that sport facilities and equipment should always be utilized in teaching physical and health education in other for the learners to understand the subject. 

It is also noticed in today’s schools, that increase population rising school enrolment city life school types (mixed and single sex), limited space and material, teacher competence are all altering the effective teaching of physical and health education in Abak Local Government Area. It was in this boundary that the researcher was interested in examining sport facilities and equipment utilization and the learning of physical and health education in secondary school in Abak Local Government Area. 

    

1.3      1.3 Purpose of the Study

The main purpose of this study was to examining sport facilities and equipment utilization and the learning of physical and health education in secondary school in Abak Local Government Area.

Specifically, the study sought to:-

(i)                  Determine the effects of sport equipment utilization in the teaching of physical and health education.

(ii)                Determine the extent to which the utilization of sport facilities and equipment affects the teaching of physical and health education.

1.4      1.4 Significant of the Study

This study will be of great benefit in the following way:-

This study will help to increase the interest of learners in the study of physical and health education since sport facilities and equipment are been utilized.

The teacher of physical and health education will benefit from this study by understanding the need for appropriate utilization of sport equipment/facilities. It will be helpful to the institution like government and non-government organization to suggest measure in the provision of adequate sport facilities and equipment for learning of physical and health education.

1.5      1.5 Research Questions

Based on the above specific objective the following research questions were raised to direct the study.

(i)          To what extent does the utilization of sport facilities relate to the learning of physical and health education in Abak local government area?

(ii)        To what extent does the utilization of sport equipment relate to the learning of physical and health education in Abak Local government area?

1.6 Research Hypotheses

The following null hypotheses were postulated to guide the study:

1.  There is significant relationship between the utilization of sport facilities and the learning of physical and health education in Abak Local government area.

2.  There is significant relationship between the utilization of sport equipment and the learning of physical and health education in Abak Local government area.

1.7      1.7 Limitation of the Study

Financial constraint was a major limitation which hampers the effective movement of the researcher during data acquisition.

1.6      1.8 Delimitation of the Study

This research was limited to the utilization of sport and facilities and equipment and learning of physical and health in selected secondary schools in Abak Local Government Area.

1.7      1.9 Definitions of Terms

Sport Equipment: Sport equipment refers to those disposable items used in sport such as balls, nets, Javelin, racket horizontal bars etc.

Sport Facilities: Sport facilities refer to permanent structure built for sporting activities such as Atheistic track, stadia, soccer pitches, tennis court etc.

Physical Education: Physical education as used in the study refers to instruction in the development and care of the body, training in hygiene, gymnastics, and the performance and management of athletic games.