Material working conditions in teaching physical education

Figures & data

Table 1. Questionnaire results about the material working conditions in schools.

STATEMENT	Answer percentages (%)
	1-completely disagree	2-mostly disagree	3-neither agree nor disagree	4-mostly agree	5-completely agree
1. I regularly conduct Physical Education	3	2	0	14	80
2. I conduct every Physical Education class in the gym	23	23	18	28	7
3. Pupils are very interested in Physical Education	3	0	1	13	82
4. I think that my school's gym is sufficiently big to conduct Physical Education in classroom teaching.	14	8	4	14	59
5. I think that pupils have an adequate dressing room to wear the necessary equipment	9	8	9	19	54
6. My school's gym has a sufficient number of exercising equipment and props.	18	20	19	23	19
7. My school's gym has all the necessary exercising equipment and props.	22	22	19	23	13
8. I think it is necessary to purchase more exercising equipment and props for work in the gym	4	3	8	28	56
9. I think that the exercising equipment and props necessary for Physical Education are always available	5	18	18	31	27
10. When the exercising equipment and props in the gym are not available, I try to conduct a Physical Education class in an optimal manner	2	3	0	24	70
11. I think that I have all the necessary competences to conduct a Physical Education class well	2	2	13	30	52
12. In fine weather, I always try to conduct the Physical Education class outdoors (at the playground)	2	3	11	30	53
13. Every year I analyse the condition of the training ground and make a list of defective and worn-out exercising equipment and props.	22	21	32	12	12
14. I think that my school gives sufficient financial means for the purchase of quality exercising equipment and props necessary for the conduction of Physical Education.	4	19	29	31	16

Figure 1. Teacher’s attitudes about the regular conduction of Physical Education.

Figure 2. Teachers’ attitudes about the conduction of each Physical Education class in the school gym.

Figure 3. Teachers’ attitudes about the pupils’ interest in Physical Education.

Figure 4. Teachers’ attitudes about the sufficient size of the gym in their schools for the conduction of Physical Education classes in classroom teaching.

Figure 5. Teachers’ attitudes about an adequate dressing room and necessary clothes and footwear.

Figure 6. Teachers’ attitudes about the sufficient number of exercising equipment and props in the school gym.

Figure 7. Teachers’ attitudes about all the necessary exercising equipment and props necessary to work in their school gym.

Figure 8. Teachers’ attitudes about the need to procure more exercising equipment and props to work in the gym.

Figure 9. Teacher’s attitudes about the availability of exercising equipment and props necessary for Physical Education classes.

Figure 10. Teachers’ attitudes about the effort to conduct an optimal Physical Education class when exercising equipment and props in the school gym are not available.

Figure 11. Teachers attitudes about their competences necessary for conducting Physical Education well.

Figure 12. Teachers’ attitudes about their effort to spend most Physical Education outdoors in fine weather.

Figure 13. Teachers’ attitudes about the annual analysis of the training ground condition and listing the defective and worn-out exercising equipment and props.

Figure 14. Teachers’ attitudes about their schools’ investments for the purchase of good exercising equipment and props necessary for the conduction of Physical Education.