CHAPTER 2

REVIEW OF RELATED STUDY

The study examines how the effectiveness of the Teaching Strategies used by

Physical Education in order to draw conclusions about the extent to which these

characteristics are, in fact, linked with teacher performance. Greater clarity on the empirical

evidence can inform the wisdom of current practice, guide state efforts as they struggle with

No child left behind compliance regarding teacher quality, and provide direction for future

teacher policy decisions. It is important to note that many personal characteristics important

for a good teacher are not measured in the studies reviewed. The review of related literature

focuses on the impacts of Effectiveness of the Teaching Strategies used by the Physical

Education is on aspects of teacher background that can be translated into policy

recommendations and incorporated into teaching practice.

Related Literature

Foreign Literature

Education for All and the accomplishment of universal primary education has been

the defining preoccupation of national and international efforts to strengthen primary

education across the developing world over the past two decades. Primary enrolment in

Tanzania, Uganda and Kenya, for example, has increased substantively at varying rates, but

universal primary education has not yet been achieved in any of the East African countries

(Sumra & Mugo, 2012l UNESCO, 2013). Issues of access remain a prominent concern in the

region, particularly for students and families marginalized for various reasons (e.g., location,
poverty, language, gender, ethnicity, disability). Improvements in access and enrolment have

created new challenges and heightened concerns about the quality of education children are

receiving once they are in schools. The information synthesized in this rapid review is not

exhaustive, but it does highlight recurring perspectives teaching and student learning in the

international literature. Access and Enrolment: Getting Student into School Removing barriers

and ensuring that all children are attending school is typically the first step to improving

education. Several interventions focusing on increasing access to education are identified in

the international literature. While economic and educational interventions are most common

in literature, Petrosino et al (2012) found that interventions focused on improving school

infrastructure (e.g., school facilities, roads, and updated learning materials) 3 have the most

significant positive effects on enrolment and attendance for students in developing countries.

Children in schools with better infrastructure, however, do not necessarily perform better on

literacy and numeracy tests (Sumra & Mugo, 2012). Education interventions, in isolation of

other access-related interventions such as health and nutrition programs, do not independently

increase enrolment, but rather work in combination with each other (Petrosino et al, 2012,

McEwan, 2013). Student attendance and completion of primary school also depend on the

costs to families of schooling. The poorest families and families with girls respond well to

cost alleviation measures (Banerjee et al, 2013). Conditional cash transfers (CCT), for

example, are found to create additional incentives for education which are not present in

simple price reduction; however, there is no indication that the amount of money given has a

strong effect on attendance (Banerjee et al, 2013). However, despite reported improvements in

attendance and enrolment, no positive effects of CCTs on student performance have been

identified (UNESCO, 2013). In sum, increased access and enrolment is not consistently
correlated with improvements in student learning outcomes. Barriers to access may differ for

different subgroups of students. Enrolment and attendance of girls, for example, is most

greatly impacted by girls' experiences of sexual harassment, gender bias, and the cost of

schooling (Sumra & Mugo, 2012, Banerjee et al, 2013) independent of indicators of school

quality. Children with various types of disabilities represent another largely underserved

population in developing countries. International organizations promote inclusive education

for children with special needs, and encourage teachers to take steps to ensure that the

curriculum can be tailored to the individual needs of children with disabilities (UNESCO,

2013). In Uganda, about 60% of youth without impairments were literate, compared to 47% of

youth with physical or hearing impairments and 38% of youth with mental impairments

(UNESCO, 2013). One consequence of access efforts and attendance issues in East African

schools is the common presence of overage children in primary school classrooms. The

educational challenges associated with meeting the needs of overage children represent an

important contemporary teaching and learning issue in East African schools (UNESCO,

2013). Improving the quality of learning despite vast improvements in student enrolment and

attendance in East Africa and worldwide, many children are still not achieving desired

learning outcomes (UNESCO, 2013). Significant efforts have been made by governments and

international donors to ensure that students achieve a solid foundation in reading, writing and

mathematics at the primary school level. Some have criticized the focus on literacy and

numeracy as narrowing the learning agenda with little regard for other areas of instruction

which prepare children to be independent citizens, healthy, and employed (UNESCO, 2013).

International interest in the teaching of 21st Century skills, which include problem-solving

skills, skills for sustainable development, advocacy and communication skills, conflict-
 resolution skills, global citizenship and rights-based education (UNESCO, 2013) extends to

Africa and other regions of the developing world. It cannot be said, however, that a robust

base of research on teaching and learning for those skills exists in developing countries.

Local Literature

By the turn of the 20th century, Effectiveness of Strategies was incorporated in the physical education

curriculum as the major learning outcomes for students (Weston, 1962). The exclusive focus on

performance, however, was criticized by educator Thomas Wood (1913; Wood and Cassidy, 1930) as too

narrow and detrimental to the development of the whole child. The education community subsequently

adopted Wood's inclusive approach to Teaching Strategies . During the past 15 years, the improvement

has once again evolved to connect body movement to its consequences (e.g., teaching skills and

health), teaching children the science of healthful living and skills needed for an active lifestyle (NASPE,

2004). A summary of available evidence on and provides examples of effectiveness of the

Teaching Strategies in schools.

Strategies for promoting behavioral change need to take account of the complex

interactions between individuals and the settings in which they spend their time. While

ecological models for health promotion encompass the individual, social, and policy levels, a

systems approach and focuses on the dynamic interactions among various factors at those levels.

A systems approach to increasing teachibf skill and adolescents can help address the complexity

of this behavior within the school setting. Integrating students and key players such as school and

administrative personnel with the school and classroom environments and all levels of policy

may be the best way to influence sustainable changes in population teaching strategies

behaviors.
According to a recently released report (HHS, 2013), multicomponent school-based approaches,

which usually include enhanced physical education in conjunction with other forms of school-

related physical activity, Bottom of Form Although systematic review of the literature identify

evidence for the promise of such approaches, the context for and generalizability of this evidence

vary greatly (Salmon et al., 2007; Naylor and McKay, 2009; Craggs et al., 2011). Most of the

teachers think that they can improve their teaching practices through developing sound

knowledge of content that needs to be taught and delivered (Hill and Crevola, 2003). This is a

major drawback in many schools. The teachers lose focus on their teaching strategies and they

assume that the learners face difficulties because the content (what needs to be taught and

delivered) is complicated or not of their interest, instead of realizing the fact that the teaching

strategy (how to teach and deliver) should be more effective and as per their requirement and

needs in order to generate their interest and better learning opportunity for the students.

Furthermore, both, how and what are linked together but still far different and unique in nature.