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Influence of Primary School Playgrounds on Pupils’ Physical Skill Acquisition

Hafees Tosin Sulyman(1),


(1) Kwara State University
Corresponding Author

Abstract


Playgrounds are essential environments for developing children’s physical, social, and cognitive skills. This study examined the influence of primary school playgrounds on pupils’ physical skill acquisition in Ilorin West Local Government Area, Kwara State, Nigeria. A descriptive survey research design was adopted, involving 376 pupils selected from 20 public and private primary schools using simple random sampling. Data were collected through a validated checklist and rating scale, and analyzed using descriptive statistics and a t-test. Results revealed that most schools had adequate playground space and safety conditions, yet pupils’ overall physical skill acquisition remained low. Playground quality and activities significantly influenced pupils’ physical skills, while no significant difference was found based on gender or school type. The study concludes that adequate, well-equipped playgrounds enhance pupils’ holistic physical development. It recommends increased provision, supervision, and teacher engagement in structured playground activities to promote physical education outcomes.

Keywords


Physical skill acquisition; Playground; Primary school

References


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Sulyman, H. T., Abubakar, A. O., and Oladoye, E. O. (2022a). Effect of hands-on activities on pupils’ academic performance in basic science in Ilorin West Local Government Area, Kwara State. Ibadan Journal of Child Development and Educational Foundations (IJCDEF), 4(1), 110–125.

Sulyman, H. T., Ajayi, O. A., and Reuben, O. A. (2022b). Effect of animated film on pupils’ academic performance in social studies in Ilorin Metropolis of Kwara State. International Journal of Academic Pedagogical Research (IJAPR), 6(7), 77–83.

Sulyman, H. T., Ajayi, O. A., and Usman-Abdulqadri, T. (2022c). The use of performance-based assessment in early childhood centers: Pre-school teachers’ perception. International Journal of Academic Multidisciplinary Research (IJAMR), 6(8), 61–65.

Sulyman, H. T., Akorede, M. A., and Ogunsawo, T. (2022d). Effect of letters and sounds as a phonics method on preschool children’s reading abilities in Ilorin Metropolis of Kwara State. Journal of Early Childhood Association of Nigeria, 10–11, 53–68.

Sulyman, H. T., Odinko, M. N., Olorisade, O. G., and Saadu, U. T. (2022e). Pre-primary school teachers’ and classroom characteristics towards the attainment of the objectives of policy documents in early childhood education in North Central, Nigeria. International Journal of Academic Pedagogical Research (IJAPR), 6(7), 1–13.

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