Relationship Between Learning Time In Practical Physical Education Lesson, Skill Concepts Acquisition And Retention Among Primary Schools In Ghana

  • Mukaila. Seibu
  • J.O.A Ammah
Keywords: academic learning time, motor engaged, not motor engaged, motor appropriate, not motor appropriate, allocated time, class time.


The study investigated learner involvement variables of skills concepts, acquisition and retention in practical physical education lesson among primary pupils. Six primary one classes were selected from mixed public primary schools together with their six class teachers in the Awutu Senya West District in Central Region of Ghana to participate in the study. Multi-stage sampling technique was used to select thirtysix pupils (18 males and 18 females) whose motor behaviours were observed and analyzed using learner involvement level of Academic Learning Time-Physical Education (ALT-PE) observation instrument designed by Siedentop, Tousignant, and Parker (1982). Adapted knowledge test instrument was also used to analyze pupils’ scores in pretest, posttest and retention test. Pearson product moment correlation (r) was later used to investigate the relationship between learner involvement variables of academic learning time and skill concepts acquisition and retention. The results of the study indicated that ALT-PE was the major predictor of skill concept acquisition and retention in practical physical education lessons. Learner involvement variable under ‘not motor engaged’ and ‘motor engaged’ that related positively to skill concept acquisition and retention increased academic learning time in practical physical education lesson.