CHALLENGES PHYSICAL EDUCATION TEACHERS FACE IN SCHOOLS ACROSS INDIA

: In order to examine future trends and difficulties based on these challenges, the purpose of this study is to highlight the challenges that physical education instructors in schools across India currently face. Teachers are encouraged by a variety of variables to perform well and enhance student engagement in their lessons. However, there aren't enough PE teachers in the classroom, there aren't enough classes, there aren't enough facilities, and teachers can't enrol in modern, professional courses. More classes should be allocated, there should be more PE instructors in the school, and there should be more modern courses available if you want to make the future of PE teachers more attractive. This will foster a passion for physical education instruction. This study investigates every facet of the issue.


Introduction
In India every year thousands of students graduate in physical education (Lall, M. C., & House, C., 2005) and this is a very good number to develop the physical education system in school.This manpower advantage can help India develop sports at the grass root level.But facilities are a deep-seated problem of the school of physical education in India.Physical education helps children to develop self-respect, helps in integrating social, cognitive, and physical growth, develops knowledge of the function of aerobic and anaerobic physical programs in health, positively improves self-esteem, and enhances social, affective, and cognitive development (Talbot, 1999).Physical education or physical activity helps students in developing their physical fitness in respect of muscles, bones, tissues, etc.
Physical education and sports help students to do better in the field of academic achievement by improving their physical, mental, social, and spiritual well-being.Physical education and Sport (PES) enhance academic achievement by increasing the blood flow to the brain, enhancing mood, increasing mental alertness, and improving self-esteem (Bailey, 2006).Physical education is regarded as a subject that offers no opportunity for advancement both within and outside the formal education structure (Wamukoya, 1994).Physical education is not a compulsory subject in schools in India because of this most of the challenges have to be faced by the teachers of physical education.Physical education and sports facilities should be provided for all in school and this should be mandatory for all to take part in physical activity so that teachers help students to make them physically, mentally, and emotionally fit and healthy.Change has to be from a competitive physical education course model to a model that encompasses lifetime sport, health, physical fitness, and well-being.Physical education course curriculums should be rearranged to enable students to obtain the necessary knowledge, skills, and attitudes for a healthy and happy daily life (Arabaci, R., 2009).
There is a need to identify physical education challenges in schools because physical education teachers face obstacles such as infrastructure, facilities, equipment, content, curriculum, attitude towards physical education, a lack of courses, and so on.The goal of this research is to identify the challenges that physical education teachers face in schools across India.

Participants
7525 physical education teachers of India belonging to schools in India were selected for the study.Participants were informed about the aim and content of the study.PE teachers were necessary to give information based on practice; perception and preparedness in conducting PE activities in school (Edward, S. L., 2015).A purposive sampling was applied to select 7525 head teachers' physical education teachers during the online PE and Community Coaching Program Organized by Lakshmibai National College of Physical Education, Trivandrum, India.

Instrument
In the study, questionnaire checklists were used to gather information about challenges facing the physical education teacher in school.

Procedure
The researcher ensured that all the questionnaires' checklists (Edward, S. L., 2015) were ready, legible, and sufficient for the respondents.The researcher administered the questionnaires to the selected physical education teachers during his virtual session on PE and Community Coaching Program.

Data Analysis
For the analysis of the data, Descriptive statistics were used with the help of Statistical Package for Social Sciences (SPSS, 21) software and Google Form responses.The results were presented using tables, pie charts and bar graphs.Both quantitative and qualitative findings were reported based on the objectives of the study and conclusions and recommendations were made based on study findings.

Result and Discussion
The data was analyzed with the support of statistical software (SPSS 21) and Google Form responses for the different questions that have been asked by the researcher.The results pertaining to the description are presented in table and graph.The response rate was summarized in Table 1.The demographic information of the respondents is presented based on the educational level of PE teachers to find out their suitability and skills in the physical education field.The results of the study show that the majority 7445 out of 2059 (27.77%) of the teachers age was 41-50 years, 867 (11.6%) teachers age were between 51-60 years, 1554 (20.9%) teachers age were between 21-30 and 2965 (39.8%) teachers age were between 31-40 years.The results show that the majority of teachers' ages were between 31-40 years in the schools of India.The results of the study show that the majority 7428 out of 6482 (87.3%) of the teachers done effectively teaching and learning of physical education in school, 882 (11.1%) of the teachers did irregularly teaching and learning of physical education in school, and 168 (2.3%) teachers not done at all teaching and learning of physical education in school.The results show that the majority of teachers have done effective teaching and learning of physical education in school.The majority 7525 out of 7513 have responded to questions on Tyres of which 2923 (38.90%) of the teachers have Availability of Tyres in school and 4590 (61.10%) of the teachers have responses Not Availability of Tyres in school.The results show that the majority of teachers have not Tyres in school for teaching and learning of physical education in school.

Resources of Physical Education in School
The majority 7525 out of 7513 have responded to questions on Mats in which 5415 (71.96%) of the teachers have Availability of Mats in school and 2110 (28.04%) of the teachers have responses Not Availability of Mats in school.The results show that the majority of teachers have Mats in school for teaching and learning physical education in school.The results of the study show that the majority 7493 out of 6671 (89%) of the teachers have responded that PE is an integral Subject in school, 836 (11.2%) of the teachers have responded that PE is no an integral Subject in school, The results show that the majority of teachers have responded that PE is an integral Subject in school.The results of the study show that the majority 7423 out of 7169 (96.6%) of the teachers have shown a positive attitude towards physical education in school, and 254 (3.4%) of the teachers have shown a negative attitude towards physical education in school.The results show that the majority of teachers show positive attitudes towards physical education in school.show that 50% of teachers attended and 50% of teachers have not attended the workshop since they left college.The results of the study show that the majority 7224 out of 3083 (42.7%) of the teachers do not prepare PE professional documents/records in school, and 4141 (57.3%) of the teachers prepare PE professional documents/records in school.The results show that the majority of the teachers prepare PE professional documents/records in school.The results of the study show that the majority 7224 out of 7052 (96.2%) of the teachers like physical education teaching in school, and 276 (3.8%) of the teachers do not like physical education teaching in school, The results show that the majority of the teachers like physical education teaching in school.

Conclusion
The results show that the majority of teachers' 2965 (39.8%) have ages between 31-40 years in the school of India.
The majority of teachers (3508 (46.8%)) have a degree in physical education in India.
The majority of teachers (6482 (87.3%)) have done effective teaching and learning of physical education in school.
Out of 7493 teachers (3598 (48%)) of them had six to ten PE lessons a week.The number of lessons needs to increase in light of the growing importance of sports in today's society.
The majority of teachers (6671 (89%)) have responded that PE is an integral subject in school.
The majority of teachers (7169 (96.6%)) showed a positive attitude towards physical education in schools in India.
In the survey of 7318 teachers, 3681 (50.3%) have not attended a workshop since they left the training college.Teachers need to be updated with the latest technology and training, which will encourage students to take part in sports and physical activity.
Out of 7224 teachers, 3083 (42.7%) did not prepare PE professional documents/records in school.There is a need to modify the practices of teachers to capture the interest of students, as well as to ensure records are kept.
The majority of the teachers (7052 (96.2%)) like physical education teaching in school.

Figure 1 :
Figure 1: Age of Teachers

Figure 2 :
Figure 2: Level of Education of Physical Education Teachers

Figure 3 :
Figure 3: Effectiveness of Teaching and Learning of Physical Education

Figure 4 :
Figure 4: Resources of Physical Education in School

Figure 5 :
Figure 5: Number of Lessons Teaches by Physical Education Teachers in School

Figure 6 :
Figure 6: Is PE an Integral Subject in School Program

Figure 7 :
Figure 7: Attitude of the Teachers towards Physical Education

Figure 8 :
Figure 8: Physical Education Workshop for PE Teachers

Figure 9 :
Figure 9: Physical Education Professional Documents/Records

Figure 10 :
Figure 10: Physical Education Teaching in School

Table 1 :
Response Rate Education, Curriculum Development, Exercise Science, Injury Prevention and Rehabilitation, Physical Activity in the Prevention and Management of Disease, Physical Education and Pedagogy.Tanu Shree Yadav is a Guest Lecturer at Sports Authority of India, Lakshmibai National College of Physical Education, Thiruvananthapuram, India.She is also a PhD Scholar at Lakshmibai National Institute of Physical Education, Gwalior, India.She is a Level-1 Anthropometrist awarded by ISAK.Her main research and training interests are Women in Sports, Exercise Physiology, Sports Psychology, Education, Tennis, Swimming, Yoga & Meditation, Performance Analysis, Adapted Physical Education, Injury Prevention and Rehabilitation.Pooja Kumari worked as an Assistant Coach at Sports Authority of India, Gandhinagar and Sports Authority of India, Lakshmibai National College of Physical Education, Trivandrum, Kerala.She has completed her Bachelor's in Physical Education at Himachal Pradesh University, Himachal Pradesh and was awarded with the gold medal, Master in Physical Education from Punjabi University, Patiala.She also completed her Diploma in Coaching in Handball from NSNIS Patiala.She is also a Level-1 Anthropometrist awarded by ISAK.Her main research interest are Sports Training and coaching, Handball, Elite Sports and Performance Enhancement, Injury Prevention and Rehabilitation, Physical Education and Pedagogy, Physical Activity in the Prevention and Management of Disease.Dr. Zsolt Németh is an Associate Professor at University of Pécs, Faculty of Sciences Institute of Sport Science and Physical Education Department of Theory and Practice of Sports, Hungary.His research interests are Quantitative Social Research, Sports Psychology, Interpersonal Communication, Teacher Education, Educational Leadership.He is an expert in Football, Sports Pedagogy, Tennis, Sports Science.