STUDENTS’ PERCEPTIONS ON PHYSICAL EDUCATION PRACTICAL ASSESSMENTS ON THE OVERALL QUALITY OF THE BSC-PES: A CASE FOR MASVINGO REGION, ZIMBABWE
DOI:
https://doi.org/10.46827/ejpe.v0i0.840Keywords:
PE practical assessment, quality, practical aspects, criteriaAbstract
The study sought to establish students’ perceptions on Physical Education (PE) practical assessment on the overall quality of the BSC-PES Programme. The study employed the descriptive survey design to collect data through questionnaires and interviews. A purposive sample of 30 students was used in the study. Results indicated that practicals played a major role in the BSc PES programme. The study found out that practicals strengthen the PE programme and these practicals are always well handled by their tutors. Students expressed their satisfaction in the challenge that these practicals give them and they appreciated the fact that they are given ample time to practice before assessment as this ensures quality of performances. However, the study also revealed that time allocated for Weekend schools was not adequate for students to master some of the practical aspects in their practical courses. Students however expressed their concern and dissatisfaction in the fact that ZOU does not provide them with equipment to carry out their practicals. The study recommended that Practicals remain a major component in the BSC-PES programme to ensure quality of the product. The study also recommended that ZOU could consider levying PE students’ practical money so that basic equipment to be used for practicals could be bought and kept by the University.
Article visualizations:
References
Anderson, A, and Goode, R, (1997) Assessment informs instruction. JOPERD, 68, 42-50
Arbogast G.A. (2002) Assessment issues and the elementary school-age child, Part 1. Journal of Physical Education Recreation and Dance, 73(1): 21-25
Bibik J.M. (1999) Factors influencing college students’ self-perceptions of competence in beginning Physical Education activity classes. Journal of teaching Physical Education, 18, 255-276
Blakemore J. (1988) Assessment and Accountability. Geelong: Deakin University Press
Broadfoot, P. Black, P. (2004) Redefining Assessment? The first ten years of Assessment in Education. Vol 11, Issue, 2004.
Brown & Hopper (2006)
Doolittle, S. (1996) Practical assessment for physical education teachers, Journal of physical Education, Recreation and Dance 67 (8), 35-37
Frey, B.B Schmitt, V.L. and Allen, P.J. Practical Assessment, Research and Evaluation. Volume 17, Number 2 January 2012
Gardener et al (2008)
Gipps, C. and Murphy, P. (1994) A fair test? Assessment, Achievement and Equity. Burkingham, Open University Press
Hay, P.J (2006) Assessment for learning in Physical Education in D Kirk, D McDonald and M OSullivan (eds) The Handbook of Physical Education. Pp 312-325 London. SAGE.
Hay, P & Penny, D. (2013) Assessment in Physical Education: A sociological perspective. London: Routledge.
Hay, P.J. (2009) Students’ perceptions of schooling in a senior secondary education system. Australian Journal of Education, 53, 1: 54-68
Hensley, L. (1997) Alternative assessment for Physical Education. JOPERD, 68, 19-25
Hopple, C. (2005) Elementary Physical Education Teaching and Assessment: A Practical Guide. Human Kinetics Champaign, Illinois USA
Johnson, R. (2008) Overcoming resistance to achievement-based unit grading in secondary physical education JOPERD, 79, 46-49
Kirk, D. And Tinning, R. (eds) (1990). Physical Education, curriculum and culture. Critical issues in the contemporary crisis, London: Falmer Press
Kirk, D. (1999) Physical Education and Relational Analysis, Sport, Education and Society 4 (2): 63-73
Kirk, D. (2005) Model-Based Teaching and Assessment in Physical Education. The Tactical Games Model. Physical Education Essential Issues, Edited by Ken Green & Ken Hardman. Sage
Kirk, M. F. (1997) Using Portfolios to enhance student learning and assessment. JOPERD 68 (7), 29-33
Kirk, D. McDonald, D. O’Sullivan, M. (2006) Handbook of Physical Education
Leedy, P.D. (1980). Practical Research: Planning and Design. New York: McMillan
Lund, J. and Kirk, M.F. (2002)
Lund, J. (1997) Authentic Assessment its development and application. JOPERD, 68, (7) 25-28
Lund, J. and Tannehill, D. (2005) Standards-based Physical Education curriculum development. Sudbury, MA: Jones and Bartlett.
McDonald, D. and Brooker, R. (1997a) Assessment issues in a performance based subject: A case study of physical education. Studies in educational evaluation 23 (1): 83-102
McDonald, D. and Brooker, R. (1997b). Moving beyond the crises in secondary physical education: an Australian initiative: Journal of teaching in Physical Education, 16(2): 155-175
Minta, J.K. (2003) Authentic Assessment in PE: Prevalence of use and perceived impact on students’ self-concept, motivation, and skill achievement. Measurement in PE and Exercise Science, 7 (3) 161-174 Lawrence Erlbaum Associates Inc.
NASPE (1998), Appropriate practices for high school physical education, National Association for Sport and Physical Education, Reston, VA
Neutens, J.J. and Robinson, L (2002) Research techniques for the health sciences. Benjamin Cummings, San Francisco
Rudner & Schafer (2002)
Siedentop, D. and Tannehill, D. (1999) Developing Teaching Skills in Physical Education. McGraw-Hill Companies
Thomas, J.R. and Nelson, J.R. Research Methods in Physical Activity. Champaign, IL: Human Kinetics
Walliman, S.R. (2005) Your Research Project: A Step-By-Step Guide for The First Time Researcher, 2nd edition. London: Sage
Wright, M. and van der Mars, H. (2004). Blending assessment into instruction. JOPERD, 75, 29-35
Wright, L.J.M. (2000) Practical Knowledge, Performance and PE, Quest National Association for PE in Higher Education
Downloads
Published
Issue
Section
License
Authors who publish with this journal agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
