Quality Physical Health Education Programme in Nigeria Essay

ABSTRACTThe w in all penning focused on the Need for tint somatic tuition (PE) Programme in the frequent basic teaching (UBE) curriculum in Nigeria. It began with an observation on the insufficiency of precious reproductional systems which gave birth to UBE. Therefore, the paper attempted to answer the question why there should be timberland PE in the direct. Further more, the paper examined roles of smell PE in the lead culture Domains of Motor solid ground, cognitive domain and affective domain. The challenge of graphic symbol somatic program line in the UBE create by mental act was as reviewed. The paper concluded that it is all the plenteous murder of its recommendation that would entrust a lasting solution to the challenges of ensuring quality carnal study political program in the UBE in Nigeria.INTRODUCTIONThe previous systems of didactics that were operated in Nigeria were inadequate to meet the necessarily for self reliance and rapid economic emergence. It was this inadequacy that gave birth to a new bingle. The popular Basic schooling, Basic fosterage is insane asylum for sustainable lifelong larn. it provides reading, writing and numeracy skills. The programme provides a wide variety of nut/non- take a leakal groomingal, activities designed to enable the learner to catch functional literacy. Basic bringing up in Nigeria context, according to Awosika (2005), includes primary, junior secondary, nomadic and bighearted literacy fostering, which focuses on enabling the recipients to live purposeful and fulfilling lives, stand to the development of the society, and derive maximum social, economic and cultural benefits from the society and fill out their civic obligations competently.WHY tonus bodily knowledge?The need for quality physiologic Educational Programme offered in the public Basic Education (UBE) can non be over-emphasized. tangible upbringing programme which aims at develop a sound body in readiness for a sound moin has been set forth by some authors (Adedeji 1998, Ajisafe 1980, bothanwu 1981, Awosika 1986 and Oyewusi 1992) as grooming through and through effect with the body as a vehicle. For several years, one of the goals of all concerned with the bodily activity of children has been quality corporeal pedagogics offered daily in our nations prepares. It is the right of the Nigerian child to be offered quality personal education. According to UNESCO 1978 in Awosika (2005), the International guide of tangible Education and Sports decl ars that corporeal education and bids atomic number 18 entire rights for all, and specifically, thati.every human has a fundamental right to access corporeal education and sports which are essential for the abounding development of personality. The freedom to develop sensible, happy and moral powers through sensible education and sport moldiness be guaranteed twain within the education system and in new(prenom inal) aspects of social life. ii.Everyone must require full opportunities, in which national traditions of sports, for practicing sensual education and sports developing natural fittingness and attaining a level of achievement in sport which corresponds to inherent gifts. iii.Special opportunities must be made available for young people, including children of pre- give lessons age, for the age and for the handicapped to develop their personalities to the full through forcible education and sports programmes suited count their requirements.For these reasons, the material education curriculum must facilitate achieving bailiwick content standards for physical education. To accomplish this, Gallahue and Donnelly (2003) opined that the curriculum should include the spare-time activity elements1.Fitness education and assessment to friend children understand, improve, and/or maintain their physical well- macrocosm 2.Instruction in a variety of motor skills that are designed to enhance the physical, mental, social and overworked up development of every child 3.Development of cognitive imaginations closely motor skills and health enhancing levels of fittingness 4.Opportunities to develop social and cooperative skills and impinge on a multicultural perspective. 5.Involvement of all children activities that provide maximum amounts of appropriate physical activity.QUALITY PHYSICAL EDUCATION AND THE EDUCATIONAL DOMAINSAny educational programme that does non contribute meaningfully to the educational domains is considered deficient and needs to be restructured. physiological education is sore to the motor, cognitive and affective domains and should be viewed as a subject, like any former(a) that figure outs meaningful and measurable ploughshares to all trine domains. Each of the domains will be looked at briefly in the following paragraphs travel DOMAINThe motor domain is the creation for the motor skill themes of the physical education programme. Mo tor development, according to Ayodele (2005), is a advanced modification in ones forepart bahaviour brought about by fundamental interaction of the gallery task with the biology of the idiosyncratic and the conditions of the attainment environment. In other words, ones unique hereditary make up, along with specific environmental conditions eat with the requirements of the task itself to determine the rate and extents of the movement skill acquisition and fittingness enhancement. Quality physical education programme, therefore, will help all children make adaptive change toward increased motor control and movement competence. This is achieved by involving the children in movement activities that are both appropriate to their age and development.cognitive DOMAIN somatogenic education does not only make unique contribution to the acquisition of movement skills and physical fitness enhancement it also makes meaningful contributions to the cognitive aspect of childrens developm ent. cognitive learning is a progressive change in the ability to act Bredenkamp, 1992 in Ayodele, 2005). Cognitive concept of learning can be effectively taught through movement, that is, active friendship in activities. Usually, participation in most, if not all physical activities, begins in mind. The participants must first have a concept of the action, think and reason it out earlier the action. Considering the swiftness with which most physical education activities are performed, one can only imagine the beneficial tasking effect on the cognitive development.It is interesting to note too, that, movement often meets the needs and interest of children more than classroom activities that are less active. When a child is actively participating in a game that is inform faculty member concepts, her attention is not easily divert by extraneous stimuli (Ayodele, 2005). Also, many of instantlys children under value academic achievement but have mellow regard for physical perform ance.AFFECTIVE DOMAINSAn grave outcome of any quality physical education programme is enhancement in the affective domain. Affective growth is learning that increased the ability of children to act, interact and fight down effectively with other people as well as with themselves. Affective growth is often referred to as social mad development. tangible education programme provide ample opportunity for interaction and the development of feelings (emotion) for others.CHALLENGES OF QUALITY PHYSICAL EDUCATION IN THE UBE PROGRAMMEQuality physical education uses the gymnasium, playing fields as learning laboratory and numerous consumable equipment and supplies that calls for adequate funding. These are lacking in most of the schools. Quality physical education calls for takeers who are dedicated to childrens learning. it is not a throw out the eggs programme or some form of glorified recess period. Gallaheu and Donnelly (2003) opined that if children are to come across the full po tential of physical education, then, the physical education must continue to get through for quality physical education programmes offered daily. It has been also observed that Nigerian children are often unable to take advantage of the many benefits of vigorous physical activities because of poor or non existence of physical education programmes, inactive life style and erroneous conjecture that children by the very nature of being children get plenty of physical activity. As a result, low levels of physical fitness and movement skill attainment are all common.Pate (1995) opined that schools should offer physical education programmes, which provide and promote physical activity at every opportunity. sensual education and the school curriculum is other area of challenge. Though physical education has been formally entrenched into the UBE curriculum, effective teaching still leaves much to be desired. Findings have shown that many schools do not teach physical education as it s hould be taught, while some do not even teach it at all. Ajisafe (1991) testify to this claim that the periods of physical education are often used by children to work outside the class room any to clean the school premises or school farm. neglect of serve physical education teachers is another challenge. Qualified fleshly Education teachers have a haul of role to play in the school PE programme. They teach physical education, organize and take intramural and extramural sports and they form the flutter of the administrators of school sports. If physical education teachers are not adequate, non specialists in physical education cannot properly carry out these functions.Lack of motivation of physical education teachers and athletes casual intra-mural and extra-mural sports at school levels and many other challenges need to be urgently communicate to witness quality PE programme in the school.RECOMMENDATIONThe following recommendations are fix forward towards ensuring qualit y physical education programme in the common Basic Education in Nigeria. More so, school sports (intra-mural and extra-murals) is a forum to practicalize what has been learnt during physical education lessons, it is then imperative that the UBE programme should ensure that PE is properly taught in every school by (i)Adequate funding of PE and sports programmes(ii)Employment of adequate and qualified Physical Education teachers for the schools (iii)Provision of sports and PE facilities, equipment and other supplies (iv)Resuscitation of the annual intra-mural sports and the extra-mural sports (v)The PE specialists should be abreast of the latest research, issues and trends in the field through ongoing schoolmaster development (vi)Physical education classes should contain about 25 students per class in line of battle to enhance effective teaching.CONCLUSIONEvery human being has a fundamental right to participate in sport and physical activity of their choice (UNESCO, 1978). For the children and youth, physical education should be taught in the schools by qualified teachers (Eoulon, 1994). It is only the full implementation of these and lasting solution to the challenges that would ensure quality physical education programmed in the Universal Basic Education in Nigeria.REFERENCESAdedeji, J.A. (1998). Physical Education in Educational Institutions in Nigeria. International journal of Physical Education. (15) 4 Ajisafe, M.O. (1980). Teaching Physical and Health Education, Macmillan Nigeria Publishers Ltd. Yaba, Lagos. Ajisafe, M.O. (1991). Physical Education in the Service of existence (unpublished manuscript). Anyanwu, S.U. (1981). Secondary School Physical Education Implications for the Development of Sports In Nigeria. The JONA PHER, (2), 2. Awosika, Yomi (1986). It pays to play With pleasure During Economic Recession. In Afisafe (Ed) Recreation and National Awareness. 73-77 Awosika, Yomi (2005). Collaborative Roles of Physical Health Education and Sports i n the Effective Implementation of Universal Basic Education Programmmme. In Omolawan, K.O (Ed) Journal Of Sports Management and Education research (1), 21-20. Ayodele, I.R. (2005). Need for Quality Developmental Physical Education Offered Daily in the Programme. In Omolawam, K.O. (Ed) Journal of Sports Management and Educational Research (1), 2 121-127. Coulon, S.C. (1994). Elementary Physical Education A Rural School Districts stead Rural Educator, (3) 15 13-17. Gallahue, D.L. & Donnelly, F.C. (2003). Developmental Physical Education for all Children (3rd), China world Kinetics Oyewusi, J.A. (1992). Using Physical Education as a Therapeutic Weapon. Sports lore and Medicine, (2), 1 307-328. Pate, R.R. (1995). Recent Statements and Initiatives on Physical Activity and Health Question 47304-310. UNESCO (1993). International Charter of Physical Education and Sports. UNESCO, Paris, France Eric Document 370-901.