Journal ofEmerging Trends in Educational Research and Policy Studies (JETERAPS) 5(2): 258-265@ Scholarlink Research Institute Joumals, 2014 (ISSN: 2141-6990)jeteraps. scholarlinlrresearch. org

Pupils' Psychological and Sociological Gonstraints in thelmplementation of Physical Education Teaching

Syed Kamaruzaman Syed AIioMohamad Akhbar Zahidi, Rahmat Shukoro Wee A.S.S.L

Faculfy of Education,Universiti of Malaya.

Corresponding Author: Syed Kamaruzaman Syed Ali

AbstractThis study is related with the constraints in the implementation of teaching and learning of PhysicalEducation in primary school. Two constraint factors were selected as the main focus, which weresociological and psychological. By employing survey metho4 this study involved 310 PhysicalEducation teachers in primary schools. The instrument tlpe used was questionnaire, in which itcohtained questions related with psychological and sociological constraint factors. The obtained datawere descriptively analyzed by identifying mean values to determine the level of pupils' sociologicaland psychological conskaint factors in the implementation of effective PE teachings in primary school,based on the perceptions of teachers as the respondents for this study. The findings from this studyrevealed that both psychology and sociology factors have high constraint levels in the implementation ofteaching and learning of Physical Education in primary school. However, although they possess highconstraint levels, they did not have any significant ditference between one another.

Keywords: physical education, psychological constraint, socioiogical constraint, teachers, primaryschool pupils

INTRODUCTIONConstraints faced in the implementation of PhysicalEducation (PE) are normal when it is not placed as acompulsory subject (Ali Maksum, 2008). Theteaching and learning of PE cannot be effectivelyinrplemented due to several f'actors such as pupils'psychology and sociology, parents, schoolenvironment and the teachers (Mohar, 20ll). Basedon certain past studies, this paper will providecontinuity to venture ttrough this issue with regard tothe differences, relationships and identification ofconstraint factors that are mostly conhibutingtowards teachers' failures in implementing PEeffectively in primary schools.

The downtum ofPE teaching in schools has becomenormalify due to factors such as pupils who areunmotivated, lose their focus, feeling anxious andinconfident with their self-abilities (Sherman, Tran &Alves, 2008). Based on teachers' observations duringteaching processes, Syed Kamaruzaman (2004) foundthat psychological conskaint has led female pupils todisengage from physical activities due toinconfidence with their abilities especially from thephysical aspects and thus became uneasy with PEactivities. According to Mohar's (2011) observation,insufficient interest from pupils towards PE hasbecome a major problem causing teachers to not ableto effectively conduct the lessons. In a case studytowards teachers' perceptions torvards pupils' in PEsubiect, Cox (1998) found that 72.2Yo of female

pupils suffered stress based on individual reports, feltuneasy dwing body assessments and had frequentnegative thouglrts towards their body appearances"Therefore, lessons were not able to be implementedeffectively especially for female pupils (Crartford &Eklund, 1994).

Apart from that, PE teachings in schools arefrequently limited due to sociology constraints facedby pupils (lrlapolitano, 2000). Based on a study, PEteachers opined that sociology consfi'aints amongpupils include non-compliance between teammembers, lack of support among friends, uneasinessfeeling when touching with sweating friends andisolation from teams (Thorpe et al., 2006). Nadhratul(2000) also stated that teachers' problems in PEteaching processes are pupils' who dislike sports dueto others who did not bring PE attires, no supportilom teachers of other subjects, improper aftire andassumption that PE is of no benefit. This vieu' issupported by Haslindah et al. (2010) based on PEteachers' feedbacks which showed that 77.4oh oflaziness were influenced by classmates, and wasbelieved to be one of the reasons why pupils do notwear PE attire. Sociology constraint factors in PEteaching ' have created problems for teachers toconduct activities effectively (Seal & Yurkovich,2009).

Another reason that constrained the teaching of PEwas due to the constraints from the parents (Mohd