COMPATIBILITY OF THEORETICAL KNOWLEDGE AND PRACTICAL SKILL OF PHYSICAL EDUCATION TEACHERS IN CASE OF FINOTESELAM TOWN GENERAL SECONDARY AND PREPARATORY SCHOOL WEST GOJJAM ZONE AMAHARA REGIONAL STATE, ETHIOPIA

Abstract

The main purpose of this study was to assess the compatibility of theoretical knowledge and practical skills of physical education teachers in the case of Finoteslam town administration General Secondary Schools. 360 students, 31 physical education teachers and 9 school principals were participated from 4 Finoteselam town administration high schools. Samples were selected by using purposive sampling method. The research methodology employed in the study was a descriptive survey. Adequate amount of data was collected by using multiple data collection tools, predominantly questioner. In order to triangulate the data and to increase the validity of the research, semi-structured interview and observation also used. The data that obtained from data collection tools were analyzed quantitatively and qualitatively. Based on the analyses the findings of the study were PE teachers introducing the daily lesson objective, capable of explaining/presenting their knowledge, summarizing the theoretical lesson, using of variety of teaching methods and answering student’s question. But during practical lesson they did not demonstrate the main body of daily practical lesson did not deliver the daily practical lessons by breaking down motor skills in to small parts/movement patterns and did not participate in regular physical exercise. Due to these reason practical skillsbetter to devote their extra time to develop their practical skill and demonstrate by using different methods, peer to peer assistance between teachers, they have to watch different videos which show the correct performance of different skills.

of PE teachers not compatible with their theoretical knowledge. So to fulfill the gap they