Perceived Barriers to Teaching Movement and Physical Activity to Kindergarteners in Ghana

Abstract

Regular participation in physical activity can improve students’ health and academic achievement. It is important to develop a positive attitude toward participation in regular physical activity early in life. Thus, an understanding of factors that affect the activity levels of young children is essential. Therefore, the purpose of the study was to examine what kindergarten teachers perceived as barriers to teaching movement and physical activity. Participants included a purposive sample of 79 teachers from one district in the Upper West Region of Ghana. An 11-item served as the main data source. The questionnaire utilized a 5-point Likert scale. Data were analyzed using descriptive and inferential statistics. Results showed class sizes ranging from 12-161 pupils per teacher. The teachers identified lack of resources (62.0%), lack of support from other teachers (36.80%), lack of time (25.30%), and inadequate training (25.30%) as the major barriers to teaching movement and physical activity. Independent t-Test and One-Way ANOVA analyses found gender, class taught, and professional qualification did not significantly influence teachers’ perception of barriers to teaching movement/physical activity. There is the need for teacher education institutions in Ghana to prepare early childhood physical education specialists.

Keywords: Physical activity, kindergarten, physical education, perceived barriers, Ghana.