Authors: Simon Kormla Donkor (University of Education, Winneba, Ghana), Charles Domfeh (University of Cape Coast, Ghana), Sakina Acquah (University of Education, Winneba, Ghana) and Charles Inkum (Ola College of Education, Cape Coast, Gana)
Abstract: The introduction of the Standards-Based Curriculum (SBC) in Ghana marked a significant shift in pedagogical approaches, aiming to improve the quality of teaching and learning across all subject areas, including Physical Education (PE). Yet, effective execution of the SBC PE component hinges critically on teachers’ readiness and competence to enact it successfully. This study examined obstacles faced by teachers in implementing the Standards-Based PE curriculum in the Effutu Municipality’s public basic schools. Utilizing a sequential explanatory mixed-methods framework, the study gathered quantitative data via a questionnaire from 219 teachers and qualitative insights through focus group discussions. Analysis incorporated descriptive statistics alongside the thematic approach. Institutional challenges emerged as the most formidable barriers with overall (M = 4.19, SD = 0.69), followed by teacher-related challenges (3.72. SD=0.83) and student-related challenges (3.60, SD=0.98) to SBC PE implementation, reflecting strong consensus among Effutu Municipality teachers. Accordingly, the study advocates enhanced investments in teacher capacity-building, physical infrastructure and sustained stakeholder oversight, particularly for PE teachers training within Effutu Municipality to secure SBC PE delivery and optimize student physical education outcomes.