Examining Readiness of Physical Education Facilities in Primary Schools and Their Role in Supporting Learning Activities
DOI:
https://doi.org/10.64780/ijos.v1i2.178Keywords:
Descriptive quantitative survey; , Facility readiness;, Infrastructure availability; , Physical education facilities;Abstract
Abstrak
Background: Readiness of Physical Education facilities affects whether primary-school PE can be delivered safely and through meaningful practice. Differences in availability, condition, and ownership across schools make a clear readiness profile necessary for improvement planning.
Aims: This study describes the readiness of PE facilities in public primary schools and explains their function as practical support for PE instruction.
Methods: A descriptive quantitative survey was carried out in 14 public primary schools. Observation and document review were used to complete an inventory covering the number of facility items, their condition (good or poor), and ownership status (owned, borrowed, or rented). Findings were summarized using percentage-based descriptive statistics.
Results: Across the schools, 1,939 facility units were identified, with 1,558 in good condition and 391 in poor condition. No school was categorized as “very poor” (0%). The distribution showed 35.7% of schools in the “poor” category, 28.6% “moderate,” 28.6% “good,” and 7.1% “very good,” indicating an overall readiness level concentrated in the moderate-to-good range (57.2%). In several cases, core infrastructure still relied on borrowed spaces, and aquatic learning activities could not be conducted because no supporting facilities were available.
Conclusion: Overall facility readiness is moderate to good but not evenly shared among schools. Improvement efforts should focus on securing essential infrastructure, maintaining items in declining condition, and expanding access to facilities that enable a wider range of PE learning activities.
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