Factors That Affect The Teaching Learning Process In Physical Education The Case Of Mizan Teferi Secondary And Preparatory School

The ma in objective of the s tu dy wa s to h ighlight fa ctors tha t a ffect the tea chingrnlea rning process in physica l educa tion in the ca se of Miza nTeferi High school.rnDifferent people u nde rs ta nd p hy sica l educa tion in differen t wa ys. Some seernphy sica l ed uca tion a s only e d uca tion of th e p hy sica l body. Oth ers equa te itrnsimply with sport; s till o the rs rega rd it only a s a se t of physica l a ctivitie s tha trndoes not require a lot of thinking. For these rea sons a nd others they do not give itrnth e a tte n tion it d e s e rve s . Bu t it h a s mu lti-la te ra l imp orta n ce to cre a te p rod u ctiverna nd crea tive citize n s tha t ha ve a ll roun de d good pe rsona lity . The tea chin g ofrnp h y s ica l ed u ca tion is simply th e a bility to e n ga ge th e w hole cla s s in a sy s tema ticrna pproa ch in skill de velopmen t. Th e sub ject is uniqu e a nd its ma in focus is torndevelop the individua ls physica lly , menta lly , socia lly , mora lly, emotiona lly a ndrneconomica lly to fit w ell in to society. The resea rcher cla ims schools tha t purportrnto educa te a ll studen ts a s ma ny do in th e ir mis s ion s ta teme n t mu s t re cogn izerntha t phy sica l educa tion is a crucia l pa rt of tha t ed uca tion The resea rcher u sedrnques tionna ires, observation a nd interviews to collect da ta for the s tudy a nd thernda ta collecte d from three physica l educa tiona l tea chers, 5 0 Studen ts 3 schoolrnhea ds a nd 14 depa rtmen t hea d tea chers du ring the tea ching lea rning p rocessrnThe design o f the s tudy w a s qua lita tive a nd qua ntita tive it w a s more ofrnde s crip tive in n a tu re. Th e ma jor findin g of this s tu d y a re, tea ch ers a re notrna dequa tely prepa red to tea ch physica l educa tion due to the rea sons such a s la ckrnof resource s a nd ma teria ls for tea ching physica l educa tion . To indica te fa ctorsrntha t h inde red tea chers to e ffectively implement skills a nd technique s. This is arncommon p roblem of Miza nTeferi High-school in Bench Ma ji Zone. The responsiblernorga niza tion such a s a dminis tra tive bodies a nd socia l groups ne ver encoura gerna nd help to p romote the dis tribu tion of phys ica l specia lis ts cove ring a va ila blernla nd a rea s, fa cilitie s or a ppa ra tu s a nd sa fety en vironme n ts. The o ther is it isrnobviou s incen tives a re e ncou ra ge s a w orke r to p u t in more p rod uctive e ffortsrnvolun ta ry . Mos tly worke rs a re not willing to exert them selves to p roduce a nyrnnea r their ca pa citie s unle s s their in te res t in work is crea te d by some kind s ofrnvirnrewa rd . It is clea r tha t a ppropria te bu dge ting is importa n t for in tra mu ra l a ndrnextra mura l competition a nd for tea ching lea rning p roce s s , to fu lfill th e a va ila b lerndifferent physica l a nd ma teria l resources to a ccomplish its ob jective successfully.rnBu t the ma in p roblem of Miza n High school is la ck of a dequa te b u dge t. Thernfina ncia l a nd non- fina ncia l incentives a re complementa ry a nd must go toge therrnif sa tisfa ctory results a re desired . Only fina ncia l incentives ca sh wa ges ca n notrnhelp in solving the problem of a worker for grea t a nd better ou t pu t bu t a lso nonfinarnncia l incentives mus t be in forced then the worker w ill enjoys a better life inrnhis o r he r ca ree r w hich ca n a ble h im/ he r be effective in th e a rea of h is / he rrnworking. Considering the a bove points the resea rcher trie s to a dvice for whomrnma y it con ce rn to e ncou ra ge tea che rs to w ork in ha rmon y wa y with schoolrnsocie ty . Ba sed on the finding, possible recommenda tions a lso were for wa rded.rnKey wordsrn• Tea ching lea rning processrn• Pa rticipa tion of s tu d e n tsrn• Effective te a ch ingrn• In teres t of pupilsrn• Studen ts performa ncern• Ph y s ica l a ctivityrn• Perception of students

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