Vol. 7, Issue 2, Part A (2025)

This research examined the perceived obstacles to the execution of the Physical Education (PE) curriculum in public basic schools located in the Asante Akyem North Municipality of Ghana. Utilizing a quantitative methodology along with a descriptive survey design, the study focused on all PE teachers across 59 public basic schools. A structured questionnaire, which was validated through a pilot study (Cronbach’s α = 0.86), was employed for data collection. A total of 285 completed questionnaires were analyzed using SPSS Version 26. Descriptive statistics revealed the top three perceived obstacles: lack of adequate teaching and learning materials (M = 4.62, SD = 0.58), lack of sufficient professional development for teachers (M = 4.45, SD = 0.65), and large student-to-teacher ratios (M = 4.38, SD = 0.71). Pearson correlation analysis indicated significant positive relationships between these obstacles: inadequate materials and professional development (r = .68, p< .01), inadequate materials and class size (r = .55, p< .01), and professional development and class size (r = .62, p< .01). These results highlight the interconnected and systemic nature of the challenges that hinder the implementation of the PE curriculum. The study advocates for comprehensive policy measures that simultaneously tackle resource allocation, teacher training, and management of class sizes to improve effective curriculum delivery in basic schools.