Sport Activities Management in P.E Lesson for Physical Education Teachers (Obstacles, Solutions)

Document Type : Original Article

Author

Faculty of PE

Abstract

Sport Activities Management in P.E Lesson for Physical Education Teachers (Obstacles, Solutions)
Abdallah Abdel Halim Mohamed
Assistant professor at department of curriculum, teaching methods, training and sport movement science. faculty of P.E, University of Sadat Cit

Abdallah Abdel Halim Mohamed
Assistant professor at department of curriculum, teaching methods, training and sport movement science. faculty of P.E, University of Sadat Ci


Corresponding author
Phone: 01002699588
Email: drdrabdallah@yahoo.com

Abstract:
The aim of this research was to identify obstacles of Sports activities management during the implementation physical education teachers of P.E lessons. The researcher used the descriptive method in the survey style on a sample of P.E teachers in the government preparatory schools. The percentages and obstacles to the management of school activities in the educational process facing the teachers of the public preparatory schools during the implementation of P.E classes, and the most appropriate solutions through which to overcome these obstacles from the point of view of teachers.
Keywords: Sports activities, PE lesson, Obstacles.

Keywords

Main Subjects


Introduction

The physical activity is an activity that educational works on the education of young people balanced and integrated education respects the emotional, social, physical and mental, by land , vol multi - sport areas under the supervision of specialized leadership is working to achieve the goals of sport activities , including contributing to the achievement of the overall objectives of raising the Riad Yeh in the stages of education The different. (Gazy Al Anzy, 2019. 18)

School sports play an important role in providing appropriate growth opportunities in the preparation of healthy, integrated physical, mental, psychological and social development, which is an important factor in the process of growth and development. (Mohamed Azmi, 2007. 20)

Physical education, which represents the smallest educational unit in the school curriculum, contributes to the formation of correct concepts of school sports. Organized school sport activities contribute to the ability of students to experience, understand and modify their behavior. The physical education teacher plays an important role in planning, organizing and managing sport activities. In achieving the objectives of physical education in general and the objectives of physical education in particular. (Zakia Ibrahim et al, 2010. 33)

The researcher believes that .. Despite the existence of technological means and modern media in the current era , which relies on short idea of self - learning learners .. but the teacher remains the basic infrastructure in Any system educational Without him No The educational process are properly; where Tto Stand effective educational system On Bezel Effectiveness And its adequacy And commitment in a Implementation of Approach And the study content which includes the sport activities associated with the courses. (Frost,-R-B., 2005. 66)

And through the work of a researcher at the teaching faculty , Department of Curriculum and Instruction and during the supervision of the education students the process of schools found that there are problems and obstacles facing the work area of physical education teacher, and that there are obstacles to the implementation of the programs of sport activities .. Based upon the importance emerged and the need to study This problem has become a reality in most educational sectors, if not entire , and try to find appropriate solutions.

Therefore, the researcher considers the importance of the need to conduct this study and study the actual reality of the difficulties and obstacles facing the teacher of physical education, which prevent the progress of work and the failure to achieve the desired objectives of the exercise of sport activities, and studying the reality of sport activities and its problems contribute to finding solutions that help To achieve the objectives of the educational process in general and the goals of physical education in particular.

Hence the idea of this study To determine the reality of sport activities in the course of physical education and to explain the reasons that lead to the inability or inability of the teachers of physical education to manage and organize sport activities in an effective manner during the implementation of physical education lessons , with the researcher to develop some guidance or solutions that can be followed to manage and organize sport activities in a way effective, and thus help workers and those on the school sports in general , to know the needs of students and teachers and then, according to the results of the study can help in good planning and preparing for the sports programs and school curricula and implemented based on Scientific results.

Reseach Aims:

This research aims to exposure in the reality of sport activities by clarifying obstacles to the management and organization of school sport activities facing the teachers of the second cycle of basic education during the execution of their lessons of physical education, with the development of solutions that can be followed to manage and organize sport activities in an effective manner.

Reseach Questions:

- What are the obstacles to the management and organization of school sport activities facing the teachers of the second cycle of basic education (teachers of government preparatory schools) During their implementation of physical education classes?

- What guidance can be used to effectively manage and organize sport activities?

Methodology

Method

The researcher used the descriptive method in the survey method in order to suit the nature, objectives and research questions .

Society and Research Sample:

The community research sample in the physical education teachers from the second episode of basic education stage prep school government in Giza Governorate in 2018/2019, And the sample included a number of (434) and teachers in 17 educational management.

Tools:

1-      Interview:

Interviews were conducted with some teachers, mentors and principals in the field of education in order to collect the data that can be used to develop a general overview of the design of the questionnaire .

2-      Examination and analysis of documents and previous studies:

The access to documents and records in order to collect and extract data for teachers of physical education and the Code of Education payroll directorate in Giza Governorate and educational departments have Alta seven for the academic year 2018/2019 m.

3-      Questionnaire :

  • Design of an open questionnaire: (Appendix 2)

  The questionnaire included one open question: What are the obstacles to the management and organization of school sport activities facing the teachers of the second cycle of basic education During their implementation of physical education classes?

In order to identify all the problems related to the obstacles to the management and organization of school sport activities facing teachers of physical education .

  • Open Questionnaire: The open questionnaire was presented to (34) teachers from the preparatory public schools in Giza governorate .

- Questionnaire obstacles to the management and organization of school sport activities: (Appendix 3)

A - axes and balance of the questionnaire :

After identifying the axes (which were derived from the results of the open questionnaire), the researcher presented these axes to the experts (Appendix 1) , And the percentage of agreement was calculated for each of the proposed axes of the obstacles to the management and organization of school sport activities , as shown in Table (1):

 


Table ( 1 )Percentage of experts' agreement on the axes of the questionnaire on the obstacles of school sport activities

No.

Constraints or problems

Number of times agreed

Rate the agreement%

1

Lack of potential

5

100 %

2

dispersion of attention

5

100 %

3

Absence Frequent About Physical education classes

5

100 %

4

E. Non - response The disciples of the instructions of the teacher

5

100 %

5

Chaos And not the system

5

100 %

6

the behavior Aggression

5

100 %

7

the behavior The isolationist

5

100 %

8

Talk Non Appropriate during the implementation of sport activities

4

80 %

9

Non Bring Pupils sports clothes

4

80 %


B - Questionnaire obstacles to the management and organization of school sport activities:

Through all of the results of the open questionnaire and personal interview and survey reference to previous studies, books and scientific references No. 4 (5, 7-12, 16, 17, 20) , the researcher developed a number of vocabulary that reflects the problems of handicaps management and organization of school sport activities that teachers face government junior high schools, the number of problems were in the initial image (77) problem spread over a number (9) axes, as shown extension (3).


 

Table ( 2 )Topics and problems of the questionnaire in its preliminary form ( before experts)

 

No.

Constraints or problems

Number of vocabulary (problems)

1

Lack of potential

9

2

Dispersion of attention

9

3

Absence Frequent About Physical education classes

17

4

E. Non - response The disciples of the instructions of the teacher

9

5

Chaos And not the system

4

6

the behavior Aggression Z

13

7

the behavior The isolationist

5

8

Talk Non Appropriate during the implementation of sport activities

8

9

Non Bring Pupils sports clothes

3

Total

77

 

 

Table (3) Sample responses on the reality of school sport activities

No.

the problem

Estimated total

Relative weight

Ka 2

Ranking

Highly available

Medium-sized

Not available

Fer.

Fer.

Fer.

 Axis I: Lack of potential:

1

216

95

4

842

89.10 %

42.25

4

2

220

70

25

825

87.30 %

45.62

5

3

75

215

25

680

71.96 %

64.69

7

4

307

6

2

935

98.94 %

49.67

1

5

160

120

35

755

79.89 %

47.36

6

6

305

8

2

933

98.73 %

36.69

2

7

250

49

16

864

91.43 %

47.98

3

Total axis

1533

563

109

5834

88.19 %

39.66

the first

 The second axis: Dispersion of attention:

8

160

99

56

734

77.67 %

41.25

5

9

150

140

25

755

79.89 %

38.47

4

10

80

120

115

595

62.96 %

36.59

9

11

155

142

18

767

81.16 %

41.59

3

12

66

190

59

637

67.41 %

41.21

7

13

95

160

60

665

70.37 %

39.35

6

14

203

95

17

816

86.35 %

46.57

2

15

60

190

65

625

66.14 %

42.67

8

16

210

90

15

825

87.30 %

45.87

1

Total axis

1179

1226

430

6419

75.47 %

41.65

Fifth

 Third Axis: Repeated absence About Physical education classes :

17

160

140

15th

775

82.01 %

46.28

4

18

104

102

109

625

66.14 %

41.36

7

19

95

102

118

607

64.23 %

39.52

10

20

253

45

17

866

91.64 %

38.84

1

21

40

60

215

455

48.15 %

39.65

16

22

215

96

4

841

88.99 %

33.56

2

23

160

120

35

755

79.89 %

31.79

5

24

84

96

135

579

61.27 %

32.56

11

25

50

40

225

455

48.15 %

39.64

16 m

26

42

62

211

461

48.78 %

36.99

14

27

96

64

155

571

60.42 %

34.57

12

28

102

99

114

618

65.40 %

41.85

8

29

104

95

116

618

65.40 %

36.55

8 m

30

45

51

219

456

48.25 %

32.12

15th

31

205

96

14

821

86.88 %

32.50

3

32

150

140

25

755

79.89 %

32.67

5 m

33

65

42

208

487

51.53 %

36.96

13

Total axis

1970

1450

1935

10745

66.89%

35.37

Ninth

 The fourth axis : no E. Students respond to the instructions of the teacher:

34

190

61

64

756

80.00 %

36.64

5

35

195

55

65

760

80.42 %

34.38

3

36

201

96

18

813

86.03 %

31.54

2

37

65

52

198

497

52.59 %

36.22

8

38

85

75

155

560

59.26 %

32.31

7

39

218

85

12

836

88.47 %

34.18

1

40

102

96

117

615

65.08 %

36.85

6

41

150

142

23

757

80.11 %

35.64

4

42

45

48

222

453

47.94 %

34.69

9

Total axis

1251

710

874

6047

71.10 %

37.56

VIII

 Fifth Axis : Chaos and Disorder :

43

145

127

43

732

77.46 %

39.45

2

44

169

75

71

728

77.04 %

36.79

3

45

217

86

12

8 35

88 . 36 %

34.90

1

46

163

69

83

710

75.13 %

38.76

4

Total axis

694

357

209

3005

50%

38.64

second

 Sixth Axis : Aggressive Behavior :

47

147

96

72

705

74.60 %

36.78

7

48

210

95

10

830

87.83 %

35.46

1

49

195

49

71

754

79.79 %

35.42

2

50

163

98

54

739

78.20 %

35.24

4

51

191

53

71

750

79.37 %

36.65

3

52

123

125

67

686

72.59 %

36.33

8

53

105

160

50

685

72.49 %

36.31

9

54

65

48

202

493

52.17 %

39.45

13

55

120

124

71

679

71.85 %

34.77

11

56

142

68

105

667

70.58 %

45.89

12

57

143

Games

93

680

71.96 %

41.65

10

58

160

99

56

734

77.67 %

40.25

5

59

123

152

40

713

75.45 %

39.41

6

Total axis

1887

1246

962

9115

74.20 %

39.65

VI

 Seventh axis : isolation behavior :

60

150

125

40

740

78.31 %

37.45

2

61

146

164

5

771

81.59 %

36.62

1

62

93

89

133

590

62.43 %

34.61

4

63

140

126

49

721

76.30 %

33.23

3

64

94

86

135

589

62.33 %

33.20

5

Total axis

623

590

362

3411

72.19 %

39.86

Seventh

 Eighth Axis : Speaking Non Appropriate during the implementation of school activities :

65

195

89

31

794

84.02 %

34.65

3

66

105

85

125

610

64.55 %

32.36

7

67

175

102

38

767

81.16 %

33.30

4

68

208

102

5

833

88.15 %

32.12

1

69

210

81

24

816

86.35 %

33.45

2

70

163

93

59

734

77.67 %

39.57

5

71

110

97

108

632

66.88 %

38.45

6

72

95

85

135

590

62.43 %

37.15

8

Total axis

1261

734

525

5776

76.40 %

36.85

the fourth

 Axis of the ninth: Non Bring students sports clothes :

73

210

95

10

830

87.83 %

39.67

1

74

194

103

18

806

85.29 %

40.96

2

75

94

85

136

588

62.22 %

41.75

3

Total axis

498

283

164

2224

78.45 %

40.57

the third

Total questionnaire

10896

7159

5570

52576

74.18%

40.69

 

P< 0.05

 


Discussion

As for the first question, which states : What are the obstacles to the management and organization of school sport activities facing the teachers of the second cycle of basic education during the implementation of physical education classes? Where the answer is clear by discussing the following:

It is seen from the table (13) that the research sample on the axis of potential phrases views ranged percentage of them between 79.89%: 98.94%, and phrases that reflect the special reasons which lead to the lack of vocabulary The teachers of physical education to manage and organize sport activities in an effective manner are the words (1, 2, 4, 5, 6, 7) where the percentage came from 79.89 % to 98.94 % .

This refers to the difficulty of work as a result of inadequate tools and equipment in proportion to the number of pupils during the implementation of physical education lesson, as it indicates that the tools and sports available devices do not fit with some mathematical approaches that need great potential requirements, and lack of sufficient know - how for students on how to use the tools And sports equipment during the implementation of the lesson, which leads to the suspension or disruption of the lesson , as well as the lack of alternative places to implement the lesson in bad weather conditions , and the lack of educational means Help to implement the lesson of physical education , as well as the lack of means of measurement of the school, which leads to the difficulty of the teacher to evaluate the students .

All previous findings are consistent with the study of both " Alya Abd-Ghani, 2000" However, there is a lack of material and human resources, the lack of tools and instruments for measurement in schools, the tools available are not commensurate with the numbers of students , and the study "Schliemann, 2000) to him in Los Angeles is not a decision For the construction and construction of classrooms unless there is an area of 950 meters to design the playgrounds of sport activities in the school for their interest in sports education and their knowledge of sports education in the development of the integrated personality of young people , as well as study "Osama Ibrahim, 2002"Which indicated the need to increase financial dependence to overcome the lack of material resources, and the potential to provide the necessary tools for the exercise of physical activity and devices, and the study of " Soha A. Fattah, 2003), "Mohammed Abdel-Hamid, 2011"In that there is a lack of potential sports equipment deficit, and also includes a deficit reduction in the number of physical education teachers in schools.

The researcher explained that these results indicate that the reasons for dispersion of attention or lack of attention of students during the implementation of the lesson of physical education is due to activities that are not exciting and exciting in the eyes of students cause distraction and weaken the ability to follow and focus ( focus on certain activities, For example ) .

The researcher also points out that the reasons for non-infection or distraction of students due to the presence of external stimuli During the implementation of physical education classes, and of the reasons for lack of attention is the lack of pupils guidance given to him by the teacher 's commitment, or that the student fails to implement sport activities as they should, and therefore the student is having difficulty continuing to focus while performing the tasks assigned to them or Even during play , which ultimately leads to the failure of the student to focus on details or make mistakes due to indifference during the performance of sport activities , and therefore finds that the researcher does not Must for teachers of physical education to achieve a thorough understanding of the factors which affect Z in E. Ntbah pupils and ways to improve and reduce levels of E. Anmalat dispersion.

And consistent with the above study , "Rehab G., 2004” That the reasons for not paying attention to pupils are the lack of commitment of students to the guidance given to him by the teacher, and the existence of activities that are not attractive to students .

The views of the sample of the research on the total of the questionnaire terms ranged from 66.89 % to 88.19 % in the third and first axes respectively. The axes that express the vocabulary for the reasons for the failure of the teachers of physical education To manage and organize sport activities in an effective manner are the axes (1 , 2 , 5 , 8 , 9) where the percentage is from 75.47 % to 88.19 % .

This shows that the general ranking of the total axes of the reality of school sport activities to reach the axis of potential in the first order among the axes by 88.19 % , While the focus of a thousand came Ody And not The system ranked second with a percentage of 79.50 % , And the center of sportswear in the third ranking by 78.45 % , And in the fourth place the focus of talking during the implementation of sport activities by 76.40 % , And V axis distraction attention 75.47 % % , Came the axis of behavior N Z , followed by Alta behavior Isolationist in the sixth and seventh respectively by 74.20 % , 72.19 % Respectively, and in the eighth ranking it was not the focus of the E response to the instructions of the teacher by 71.10 % , And finally in the ninth place the absence axis For physical education classes by 66 . 89 % .

As for the second question, which states : What guidance can be used to effectively manage and organize sport activities?

- Do not expand In the construction of buildings and increase Chapters on Calculation of stadiums .

- Exercises to lengthen the period Observe e, where the lack of pupils who suffer from the dispersion of attention to the ability to deal with the changes that appear around them even if they are positive changes, and that they need to be trained to organize their time and exploited in the performance of assigned its tasks, which leads to the lengthening Period of attention .

- Expand the contact base so that the school can identify the social, economic, health and psychological conditions of students .

- The teacher's insistence on the student's response to his instructions directly and firmly .

- Training the student to obtain the skills of cleanliness and order, which makes them maintain the cleanliness and arrange the school playgrounds .

- Develop and promote students' social behavior and encourage social life among them .

- Recognize aspects of isolation behavior at an early stage before this behavior is exacerbated because treatment Be easier whenever you discover the features early on.

Conclusions

-  Difficulty working due to insufficient instruments and equipment in proportion to the numbers of students during the implementation of the lesson of sports education .

-  The available sports equipment and devices do not suit the requirements of some sports curricula that need great potential .

-  Activities that are not exciting and exciting to the pupils cause distractions and weaken their ability to follow and focus .

Recommendations

- Work on adequacy Tools and devices to suit the numbers of pupils during implementation Physical education lesson .

- Cooperation between the school administration and the teacher of physical education in the needs of sports tools and devices .

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