Implementation of inclusive physical education in primary schools in Lira city, northern Uganda

Abstract

All pupils are expected to actively participate in PE because it is an essential part of the academic program. As a result, educational institutions like schools have been recognized as places where pupils can learn the benefits of a physical education program. Even though the many advantages of physical activity have drawn much attention, little is understood about the variables that affect the adoption of inclusive PE in primary schools. By employing a cross-sectional survey methodology with 223 participants, the study investigated institutional, teacher, and pupil-related variables that influence the adoption of inclusive PE in primary schools in Lira City. The information was gathered using questionnaires, interview guides, and a documentary review guide. Both descriptive statistics (frequency, percentages, and graphs) and inferential statistics (Pearson product moment coefficient) were used to analyze the data. The results showed that institutional factors, such as large classes, inadequate time allotted for physical activity, and a lack of resources, teacher factors, such as a lack of inclusive PE training and study at all levels of education, teachers' negative attitudes toward inclusive PE, and a lack of preparation on the part of PE teachers, and pupils variables, such as PWDs' low interest in physical activity, disruption of PE lessons, and distaste for inclusive PE activities, were the main contributors. Additionally, institutional related factors had the strongest significant contribution to the prediction of implementation of inclusive PE (r= 0.614, p0<.05), followed by pupil related factors (r=0.667, p<0.01), but teacher related factors had a weakly significant positive relationship with implementation of inclusive PE (r= 0.449, p<0.05). The report suggests that administrators push for PE facilities, that PE curricula be modified to meet the requirements of different learners, and that PE teachers attend in-service courses and seminars to improve their skills in implementing inclusive PE in schools.