The challenges of teaching physical education: juxtaposing the experiences of physical education teachers in Kenya and Victoria (Australia)

© 2011 Michael N. WanyamaThis qualitative study compares the experiences of Kenyan and Victorian secondary school Physical Education teachers. The main aim was to discover what Kenyan PE teachers could learn from their Victorian counterparts. In depth interviews were conducted with four experienced PE teachers, two each from Kenya and Victoria, using phenomenological research methods. The participants included both male and female teachers each with an average of 15 years teaching experience. The study sought to gain the teachers’ experiences on issues regarding curriculum, pedagogy and administration of PE programmes in secondary schools. From these experiences the study identified best practice in school PE, the challenges faced by teachers and how these challenges are overcome. Analysis of documents from the respective schools was used to supplement information gained from interviews and literature review. Findings suggest that the challenges facing PE are similar across countries and that teachers from both Kenya and Victoria feel PE is marginalized compared to other traditional curriculum subjects. However, PE in Victoria is a Key Learning Area (KLA) and is thus given more prominence compared to Kenya where it is an elective and non-examined subject. Consequently, Kenyan PE teachers can learn a lot from their Victorian counterparts in matters concerning curriculum time allocation, class sizes, teachers’ professional affiliation, examination and assessment, school sport, and use of technology, among others. However, while the importance of PE is widely acknowledged, competition from other academic subjects has forced many schools to reduce or cancel some PE programmes. Therefore, there is great need for teachers to collaborate and to share information on how to improve and to strengthen the delivery of PE programmes in secondary schools. This study illuminates the challenges faced by PE teachers both in Kenya and in Victoria by comparing and contrasting their experiences. It also explains how the said challenges can be overcome. Knowledge and understanding of these experiences may be of great help to education officials, curriculum planners and school boards. It may help them to devise better ways of supporting PE teachers and to provide professional development opportunities that would assist them to improve their professional practice as well as to make PE an enjoyable subject to students