The Game Dominated Physical Education Curriculum for Primary Schools in Uganda

Abstract

Purpose: The purpose of the study was to examine the nature of the learning activities of the Physical Education (P.E) Curriculum and its influence on the Pedagogy of P.E in Primary Schools in Central Uganda.

Methodology: The study employed the qualitative methodology and design. Maximum variation sampling was used where five Primary Schools were selected based on geographical locations and school categories in Uganda. In each school, two classes were chosen, primary three and six. The data collection methods included participatory observation, field notes, focus group discussions, Interviews and document analysis. The overall data generated was qualitative in nature and analysis was thematic.

Findings: It was clear that not all that was prescribed by the curriculum was always taught, but what sometimes the teachers found interesting or easy to teach or where equipment /facility was available. Most schools lacked equipment or facilities and others concentrated on the nationally examined subjects.. From the study findings, it was clear that most schools teach for exams, other than skills, competencies, etc. Thus, a need for the ministry of education /government of Uganda to come out clearly and implement the P.E pedagogy in all schools throughout the country. Besides, the P.E curriculum is masculine, dominated by games that traditionally were for boys, which put girls at a disadvantage, with boys and teachers dominating, segregating and discriminating them. Moreover, in a situation where teachers and the learners are tied up by socio-cultural stereotypes that make teachers assign most of the exciting games to boys.

Unique Contribution to Theory, Practice and Policy: There is need for strong gender policies to guide the process of curriculum reform, development and implementation; and all pedagogical processes in schools for equal access of boys and girls including those with special needs. In view of this, I developed a gender responsive pedagogy model-framework for primary schools in Uganda for the pedagogy of P.E and other subjects. Thereby embracing policies of equal opportunity and access for all learners in Ugandan schools. Lastly, this study was undertaken within ethical and moral boundaries.