Unpacking University Teachers' Perspectives of Physical Education Program at the University Level in Nepal

Abstract

Physical education teachers play a central role in creating meaningful learning experiences for students through physical activities in the physical education program. The effective implementation of a physical education program largely depends on how teachers perceive its focus. In this context, the present study explored how university physical education teachers perceive the physical education program under the Faculty of Education, at Tribhuvan University, Nepal. The study adopted a qualitative descriptive research design. Altogether, 18 physical education teachers from different types of colleges participated in the study. A Facebook Messenger group where physical education teachers had joined voluntarily as members, was chosen as a data collection source. Group chats among teachers spanning from April 20, 2021, to April 20, 2023, were utilized as data. The data were abstracted to the Words file, translated and analyzed by using a qualitative content analysis approach. The analysis resulted in three interconnected themes: (a) conceptual ambiguities about the purpose of physical education (PE), (b) high expectations and critical reflections on senior faculty members in PE, and (c) anxieties about subject merger and the rise of sports science. The findings reveal a widespread conceptual ambiguity among physical education teachers regarding the primary focus of physical education programs, which shapes much of their discourse. This ambiguity also appears to fuel tensions and anxieties over potential shifts or mergers within the academic community. The findings imply the need for a critical review of both the curriculum and its implementation within broader PE programs to clarify their purpose, reinforce disciplinary boundaries, and support PE teachers in developing a coherent vision for the field.