Towards Enhancing Quality Physical Education Lessons: The Role of Improvisation

Towards Enhancing Quality Physical Education Lessons: The Role of Improvisation



Abstract Views
193

Downloads
220

Citations

Share

##plugins.themes.bootstrap3.article.sidebar##

Table of Contents

##plugins.themes.bootstrap3.article.main##

The role of improvisation is crucial in the formation of new ideas, and it is paramount where real objects are difficult to come across. However, there is little literature on the role of improvisation in the classroom teaching and teacher education context and how its practices in teaching could enhance education, as well as students learning in different contexts and domains. Therefore, this study examined the perceptions of student-teachers at colleges of education in Ghana on the role of improvisation in enhancing quality Physical Education lessons. The study adopted a qualitative approach as the research design to collect data from 10 student-teachers. The instrument used to gather the data was semistructured interviews while purposive and random sampling techniques were employed to select the participants. Thematic analysis was the main tool for the data analysis. The study revealed five themes namely: (1) promote understanding and maximise learners’ participation, (2) Reduce cost and expenditure, (3) Assist to achieve learning objectives (4) Promote creativity and innovation and (5) Make the learning experience real. These themes provide evidence of the role of improvisation in enhancing quality physical education lessons among college of education students in the Ashanti Region of Ghana. The study recommends that teachers should be creative and have in-depth knowledge of improvisation to assist in effective teaching and learning to improve learners’ experiences.

Keywords: Colleges of Education, Improvisation, Student-teachers
  1. Aadland, H., Espeland, M., & Arnesen, T. E. (2017). Towards a typology of improvisation as a professional teaching skill: Implications for pre-service teacher education programmes. Cogent Education, 4(1), 1295835.  |   Google Scholar
  2. Agarkar, S. C. (2019). Influence of learning theories on science education. Resonance, 24(8), 847–859.  |   Google Scholar
  3. Alharahsheh, H. H., & Pius, A. (2020). A review of key paradigms: Positivism VS interpretivism. Global Academic Journal of Humanities and Social Sciences, 2(3), 39–43.  |   Google Scholar
  4. Barker, C. (2010). Theatre games: A new approach to drama training. A&C Black.  |   Google Scholar
  5. Bryson, J. R., & Andres, L. (2020). Covid-19 and rapid adoption and improvisation of online teaching: curating resources for extensive versus intensive online learning experiences. Journal of Geography in Higher Education, 44(4), 608–623.  |   Google Scholar
  6. Bryson, J. R., Andres, L., & Davies, A. (2020). COVID-19, virtual church services and a new temporary geography of home. Tijdschrift Voor Economische En Sociale Geografie, 111(3), 360–372.  |   Google Scholar
  7. Buchanan, D. A. (2012). Case studies in organizational research. In: Qualitative Organizational Research: Core Methods and Current Challenges, 5, 351–370. DOI: https://dx.doi.org/10.4135/9781526435620.n20.  |   Google Scholar
  8. Clarke, V., Braun, V., & Hayfield, N. (2015). Thematic analysis. Qualitative psychology: A practical guide to research methods, 222, 248.  |   Google Scholar
  9. Domfeh, C., & Odoom, P. K. (2018). Challenges physical education teachers encounter in teaching alongside coaching sports in senior high schools in the central region of Ghana. Journal of Education and Practice, 9(15), 122–133.  |   Google Scholar
  10. Engeström, Y. (1987). Learning by expanding: An activity theoretical approach to developmental research. Helsinki: Orienta-Konsultit Oy.  |   Google Scholar
  11. Hardman, K., and Marshall, J.J. (2000). Physical education in schools. Preliminary findings of a worldwide survey: Part II. International Council of Health, Physical Education, and Recreation Journal 36(4), 8–12.  |   Google Scholar
  12. Holdhus, K., Høisæter, S., Mæland, K., Vangsnes, V., Engelsen, K. S., Espeland, M., & Espeland, Å. (2016). Improvisation in teaching and education — roots and applications. Cogent Education, 3(1), 1204142.  |   Google Scholar
  13. Horton, R. (2020). The COVID-19 Catastrophe. Polity.  |   Google Scholar
  14. Knight, S. L., Lloyd, G. M., Arbaugh, F., Gamson, D., McDonald, S. P., Nolan Jr, J., & Whitney, A. E. (2015). Reconceptualizing teacher quality to inform preservice and inservice professional development. Journal of Teacher Education, 66(2), 105–108.  |   Google Scholar
  15. Lincoln, Y. S., & Guba, E. G. (1985). Case reporting, member checking, and auditing. Naturalistic Inquiry, 357, 10–23.  |   Google Scholar
  16. Mandigo, J. L., Spence, J. C., Thompson, L. P., Melnychuk, N., Schwartz, M., Marshall, D., & Dunn, J. C. (2004). Factors Influencing the Delivery and Content of Physical Education Classes in Alberta. Avante, 10(1).  |   Google Scholar
  17. Patton, M. Q. (1990). Qualitative evaluation and research methods. SAGE Publications, Inc.  |   Google Scholar
  18. Piaget, J. (1952). The origins of intelligence in children. (M. Cook, Trans.). New York, NY: International Universities Press.  |   Google Scholar
  19. Rainer, P., Cropley, B., Jarvis, S., & Griffiths, R. (2012). From policy to practice: The challenges of providing high quality physical education and school sport faced by head teachers within primary schools. Physical Education and Sport Pedagogy, 17(4), 429–446.  |   Google Scholar
  20. Saunders, M., Lewis, P. & Thornhill, A. (2012). Research Methods for Business Students. 6th edition, Pearson Education Limited.  |   Google Scholar
  21. Sawyer, R. K. (2011). What makes good teachers great? The artful balance of structure and improvisation. Structure and improvisation in creative teaching, 1–24.  |   Google Scholar
  22. Ugwuanyi, J. I. (2013). Availability, adequacy and utilization of physical education teaching resources in secondary schools in Enugu State. Unpublished M. Ed. thesis. Submitted to the Department of Health and Physical Education, University of Nigeria, Nsukka. Retrieved from http://www. unn. edu. ng.  |   Google Scholar
  23. Villar, E. B., & Miralles, F. (2020). Purpose-driven improvisation during organizational shocks: Case narrative of three critical organizations and Typhoon Haiyan. Disasters.  |   Google Scholar
  24. Vygotsky, L. (1931). The genesis of higher mental functions. In J. V Wertsch (Ed.), The concept of activity in Soviet psychology (pp. 144–188). Armonk, NY: Sharpe.  |   Google Scholar
  25. Vygotsky, L. (1962). Thought and language. Mansfield, CT: Martino Publishing.  |   Google Scholar
  26. Vygotsky, L. S., & Cole, M. (1978). Mind in Society: the development of higher mental processes. Harvard University Press.  |   Google Scholar
  27. Wood, D., Bruner, J. S., & Ross, G. (1976). The role of tutoring in problem solving. Journal of Child Psychology and Psychiatry, and Allied Disciplines, 17(2), 89–100.  |   Google Scholar
  28. Žižek, S. (2020). Pandemic! COVID-19 shakes the world.  |   Google Scholar

How to Cite

Aboagye, E., Armoh, E. K., Marcourt, S. R., Dougblor, V. V., & Ossei-Anto, T. A. (2022). Towards Enhancing Quality Physical Education Lessons: The Role of Improvisation. European Journal of Education and Pedagogy, 3(3), 251–256. https://doi.org/10.24018/ejedu.2022.3.3.371

Search Panel

 Emmanuel Aboagye
 Google Scholar |   EJEDU Journal
 Ebenezer K. Armoh
 Google Scholar |   EJEDU Journal
 Samuel R. Marcourt
 Google Scholar |   EJEDU Journal
 Vivian V. Dougblor
 Google Scholar |   EJEDU Journal
 Theophilus A. Ossei-Anto
 Google Scholar |   EJEDU Journal