Physical Education Instruction and Facilities of Secondary Schools: Basis for Policy Making

The study used organized and verified survey methods to get information from physical education teachers and different high schools. We used statistical methods like Pearson's r, mean, standard deviation, frequency, and percentage to look at the data. This study looked at the state of physical education (PE) facilities and instruction in high schools in an unbiased way so that policies could be made. The results showed that most of the people who answered the survey have a master's degree. This includes 38 people, or 48.10% of the total. This means that most of the P.E. teachers have gone on to get their master's degrees, which shows that they are very well-educated. Instructional strategies, student engagement, and assessment practices were all rated as. Even though PE education was usually rated as being moderately well-implemented in terms of instructional strategies, student engagement, and assessment practices, the results showed that there were gaps in teacher specialty and professional training. The results showed that schools had very different amounts, types, and conditions of physical infrastructure and sports equipment. Also, correlation analysis showed that there is a statistically significant link between how well physical education is taught and how good the facilities are. This means that schools with better infrastructure tend to have better physical education instruction. The study finds that differences in the quality of teachers and the availability of facilities have a direct impact on the overall quality of Physical Education programs. Based on the evidence, policy suggestions are made to raise the standards for teacher qualifications, improve the distribution of facilities, and set minimum resource benchmarks to make sure that all secondary schools have fair and high-quality physical education.