Physical education and sport in teachers colleges in Tanzania: an appraisal of the curriculum implementation

This study appraised the Physical Education (PE) and Sport Curriculum Implementation in Selected Teacher Colleges in Tanzania. The study assessed the present status and its implementation of PE and sport curriculum content taught in teacher colleges. Also the study examines the nature of facilities and equipment in terms of availability, quality as well as the accessibility of it. Furthermore the study identified various challenges that affect the teaching and learning process of PE as well as considering stakeholders opinion on strategies of improving the implementation of PE and sport in teacher colleges. Such investigations are necessary to appraise the teaching of PE and sport in teacher colleges in Tanzania. The study was done in selected teacher colleges in Southern highland zone which includes Iringa and Ruvuma regions. A descriptive case study design was employed in this study and used a mixed approach to collect both qualitative and quantitative data. The study incorporated interviews with tutors (N= 5), Principals (N=2), zonal schools inspector (N=l) as well as directors from Tanzania Institute of Education and Teacher Education Department (N=2). Questionnaires and Focus Group Discussion were also used to collect information from student-teachers (N= 40). Finally, observation method was used to collect the actual data. Purposeful sampling techniques and stratified random sampling were used to obtain colleges and participants. Descriptive statistics were used to analyze the quantitative data, while qualitative data were subjected to content analysis to determine common themes. The findings revealed that, PE and sport curriculum recent is implemented as compulsorily curriculum in twelve selected teacher colleges out of thirty four public teacher colleges in Tanzania. Also time reduction in the college time table for PE and sport, the issue of equity in terms of gender and issues related to disabilities was reported to bring about negative status. In addition, the content is well evaluated in both formative evaluation as well as summative evaluation. Other result revealed that facilities and equipment used were satisfactory in few aspects such as ballgames, sport administration and management, track and field event, other aspect in curriculum such as swimming, hockey, table tennis were not present, shortage of qualified tutors, negative attitude towards PE and sport, teaching and learning materials, teachers absenteeism were reported to be the hindrance in implementation of PE and sport in teacher colleges. To improve the current curriculum content in use, PE stakeholders suggested for either modernize the available facilities and add more required facilities and equipment, to increase the enrolment rates in higher institution especially for PE and sport course, reviewing the syllabus and encouraging tutors to be effectively in teaching such a course. Despite the fact that PE and sport curriculum being implemented as a compulsory curriculum in selected teacher colleges in Tanzania, yet the study revealed that the program is still facing obstacles. Thus, there is a need to improve the current diploma PE and sport Curriculum, as some students’ teachers and tutors suggested for addition of reflective contents in the current curriculum and construction of other field of play so as to facilitate the implementation of all suggested contents. It was recommended that PE and sport curriculum should be reviewed, and revitalization of components of curriculum content to be taught at different primary and secondary education levels.