International Journal of Multidisciplinary Research and Growth Evaluation  |  ISSN (Online): 2582-7138  |  Double-Blind Peer Review  |  Open Access  |  CC BY 4.0

Current Issues
     2026:7/3

International Journal of Multidisciplinary Research and Growth Evaluation

ISSN (Online): 2582-7138 | Open Access

Reconceptualizing Human Kinetics and Physical Education Curricula in Sub-Saharan Africa: A Systematic Review of Pedagogical Trends and Policy Alignment

Author(s):

Published:

Volume: 2 | Issue: 6 | Pages: 621-632

Subject: Physical Education

Country: Benin

DOI: https://doi.org/10.54660/IJMRGE.2021.2.6.621-632

License: CC BY 4.0

Full Text (PDF)

Open Access - Free to Download

Download Full Article (PDF)

Alternative download link

Abstract

This systematic review offers a clearer, practice-oriented examination of human kinetics and physical education (PE) curricula in Sub-Saharan Africa by focusing on what is taught in schools, how instruction is delivered, and how closely current practices align with regional and global education and public health priorities. Although PE is increasingly recognised as a pathway for holistic development, health promotion, and youth empowerment, many curricula across the region remain fragmented, under-resourced, and only weakly connected to contemporary pedagogical and policy frameworks. Following PRISMA-guided procedures, peer-reviewed studies, policy documents, and curriculum frameworks published between 2000 and 2021 were systematically identified from major academic databases and regional repositories. Eligible sources were screened, critically appraised, and thematically synthesised to identify dominant teaching approaches, curriculum orientations, and the extent of policy alignment. The findings show that traditional, sport-centred, and teacher-directed pedagogies continue to dominate in many contexts. Physical education is frequently organised around drills, competitive sports, and performance outcomes, with limited integration of learner-centred methods, inclusive and adaptive teaching, competency-based progression, or culturally responsive practices. Although recent reforms increasingly reference outcomes-based education, health-enhancing physical activity, and life-skills development, there remains a noticeable gap between policy intentions and everyday classroom practice. Persistent challenges include limited teacher preparation and continuing professional development, inadequate facilities and equipment, large class sizes, and weak monitoring and evaluation systems. From a policy perspective, partial alignment exists with continental and global agendas such as the African Union’s Agenda 2063 and the Sustainable Development Goals, particularly SDG 3 and SDG 4, but these commitments are inconsistently reflected in curriculum design, assessment, and resourcing. In response, the review proposes a reconceptualised human kinetics–based curriculum model that integrates physical literacy, indigenous knowledge systems, digital pedagogy, and community-focused physical activity. By aligning pedagogical practice with policy intent, the review provides a practical framework to guide curriculum reform and support more equitable, sustainable PE systems across Sub-Saharan Africa.

How to Cite This Article

Emmanuel Ohiuya Ojeme, Ebako Faith Destiny (2021). Reconceptualizing Human Kinetics and Physical Education Curricula in Sub-Saharan Africa: A Systematic Review of Pedagogical Trends and Policy Alignment . International Journal of Multidisciplinary Research and Growth Evaluation (IJMRGE), 2(6), 621-632. DOI: https://doi.org/10.54660/IJMRGE.2021.2.6.621-632

Export Citation:

BibTeX RIS EndNote

References

  1. 7. Challenges, Gaps, and Emerging Opportunities Reconceptualizinghumankineticsandphysicaleducationcurriculain Sub-Saharan Africabringsintosharpfocusadensewebofstructuralconstraints, pedagogicaltraditions, andpolicyimplementationchallenges, alongsideagrowingsetofopportunitiesformeaningfulreform. Thesedynamicsarenotisolated; rather, theyinteractinwaysthatshapehowphysicaleducationisperceived, prioritized, andpracticedacrosseducationlevelsandnationalcontexts. Understandingthislandscaperequiresattentionnotonlytowhatislacking, butalsotowhythesegapspersistandhowemergingreformscanbeleveragedtorepositionhumankineticsasacentralcontributortohealth, education, andsocialdevelopment. Oneofthemostpersistentchallengesisthemarginalpositionofphysicaleducationwithinformaleducationsystems. Althoughphysicaleducationistypicallyacknowledgedinnationaleducationpoliciesandcurriculumframeworks, itisfrequentlytreatedasasecondaryorexpendablesubjectinpractice. Schooltimetablesoftenprioritizeexaminableacademicsubjects, whicharewidelyviewedasgatewaystoemploymentandsocialmobility, whilephysicaleducationisperceivedasrecreationalratherthaninstructional. Thismarginalizationisreinforcedbyovercrowdedclassrooms, highstudentteacherratios, andcompetingcurriculardemandsthatlimittime, supervision, andinstitutionalsupportforsustainedphysicaleducationdelivery(Muwonge, Zavuga&Kabenge,2015; Wilhelmsen&S?rensen,2017\. Wherelessonsareirregularorreplaced, learnerslosecontinuityinmovementlearningandthechancetodevelopconfidence, competence, andmotivationforlifelongphysicalactivity. Capacitylimitationsrepresentanotherdeeplyentrenchedbarrier. Acrossmuchof Sub-Saharan Africa, thereisashortageofadequatelytrainedphysicaleducationteachers, particularlyinruralandunderservedcommunities. Inmanyschools, physicaleducationisassignedtogeneralistteacherswithlimitedpreparationinhumankinetics, resultinginnarrowcontentdeliveryandarelianceontraditional, command-styleinstruction. Atthetertiarylevel, teachereducationandhumankineticsprogrammesfrequentlyfacestaffingshortages, unevenresearchcapacity, andcurriculumcontentthatdoesnotconsistentlyreflectcontemporaryinterdisciplinaryperspectives, weakeningthepipelineofetal.,2020; Vazetal.,2015\. Thesecapacitygapsalsoreducethelikelihoodthatlearner-centredandinclusiveteachingstrategieswillbesustainedbeyondisolatedpilotefforts. Resourcescarcitycompoundsthesechallengesanddirectlyshapeswhatteacherscando. Manypublicschoolslacksafeopenspaces, basicfacilities, orequipmentneededtosupportvaried, developmentallyappropriateactivities. Wherefacilitiesexist, theymaybeshared, poorlymaintained, orunsuitableforinclusiveparticipation. Thispushesteacherstowardtheoreticalinstruction, repetitivedrills, orsport-onlylessonsthatrequireminimalequipment. Resourcedisparitiesbetweenpublicandprivateschoolsdeepeninequities, aslearnersinbetter-resourcedschoolsexperiencebroaderprogrammesandextracurricularopportunities, whilethosein International Journalof Multidisciplinary Researchand Growth Evaluationwww. allmultidisciplinaryjournal. com628under-resourcedsettingsreceivelimitedexposuretodiversifiedmovementexperiences(Hutzleretal.,2019; Nketsia,2017\. Suchgapsunderminepolicyclaimsaboutinclusive, qualityphysicaleducationandreproducewidereducationalinequalities. Pedagogicalconstraintsarecloselytiedtothesestructuralrealities. Teacher-centredapproachesremaindominantpartlybecausetheyarefamiliarandareseenasmanageableinlargeclasses, buttheyarealsoreinforcedbyassessmentregimesandexamination-orientedschoolingcultures. Evenwherepolicydocumentspromotelearner-centred, competency-based, andinclusiveapproaches, teachersoftenlackthetraining, confidence, andongoingsupportneededtoimplementthemeffectively. Assessmentpracticescanbeespeciallylimitingwhentheyprioritizesummativetestingortheoreticalknowledgeratherthanformativeassessmentofparticipation, movementcompetence, andpersonaldevelopment(Brinthaupt&Pennington,2019; Baker,2019\. Whenteacherscannotassesswhattheyareexpectedtoteachinpracticalways, innovationbecomesriskyandthecurriculumnarrowsfurther. Policyimplementationgapsareanothermajordriverofthedisconnectbetweenaspirationandclassroomreality. Manynationaleducationandhealthpoliciesacknowledgephysicalactivityasessentialtowellbeing, youthdevelopment, andpreventionofnon-communicablediseases, butinter-ministerialcoordinationisoftenweak. Fragmentedmandatesacrosseducation, health, youth, andsportcanproduceparallelinitiativesthatarepoorlyharmonizedatcurriculumlevel. Policiesmaybestrongrhetoricallybutlackfundingmechanisms, implementationguidelines, andaccountabilitystructures, whilemonitoringandevaluationofphysicaleducationdeliveryisoftenlimited(Abayomietal.,2020; Esan&Adewunmi,2018\. Withoutdependablefeedbacksystems, reformsremainonpaperandqualityimprovementisdifficulttosustain. Culturalandsocialfactorsalsoshapereformprospects. Inmanycommunities, physicaleducationremainsundervaluedcomparedtoacademicsubjects, limitingsupportfromparentsparticipation, especiallyduringadolescence, whilelearnerswithdisabilitiescanfaceexclusionduetostigmaandinadequateadaptivesupport. Thesesocialbarriersintersectwithresourceconstraintsandteacherpreparationgaps, reinforcinginequitableparticipationpatternsandreducingtheperceivedlegitimacyofhumankineticsasadevelopmentalandacademicfield(Reinaetal.,2019; Yada&Savolainen,2017\. Despitethesepersistentchallenges, therearemeaningfulopportunitiesforprogress. Theshifttowardcompetency-basedcurriculumreformsinpartsof Sub-Saharan Africacreatesspacetorepositionphysicaleducationasacontributortoholisticlearningoutcomes. Competency-basedframeworksemphasizetransferableskillssuchasteamwork, self-regulation, communication, andhealthawareness, aligningwithhumankineticsperspectivesthatvaluephysicalliteracyandlifelongengagementinphysicalactivity(Predoiuetal.,2020; Alexander,2018\. Wherereformsincluderevisedassessmentstrategiesandsustainedteacherprofessionaldevelopment, theyprovideastrongerplatformfortranslatingcurriculumintentintopractice. Innovationsininclusiveandculturallyresponsiveteachingalsoofferpromisingpathways. Increasedrecognitionofindigenousgames, dances, andlocalmovementtraditionsopensopportunitiestoenrichcurriculainwaysthatresonateexpensivefacilitiesorequipment. Inclusivepedagogicalstrategiessuchasadaptingrules, modifyingtasks, andusingcooperativestructuresdemonstratethatmeaningfulparticipationisachievableeveninresource-constrainedsettingswhenteachershavetherighttrainingandsupport(Wilhelmsen&S?rensen,2017; Hutzleretal.,2019\. Suchapproachescanalsopromotesocialcohesionandchallengegenderandability-basedexclusions. Technologypresentsanotheremergingopportunity, particularlythroughwidespreadmobilephoneaccess. Evenwhereadvanceddigitalinfrastructureislimited, low-costapproachesactivitytracking, instructionalvideos, peerfeedback, andsimpledigitalportfolioscansupportlearnerengagementandformativeassessment. Attertiarylevel, digitalplatformsexpandaccesstoresearchnetworks, professionallearningcommunities, andupdatedteachingresources, helpingtostrengthencurriculumrelevanceandeducatorcapacity(Brinthaupt&Pennington,2019; Vezzosi,2017\. Partnershipscanfurtherexpandtheopportunitylandscape. Regionalandglobalframeworksencouragequality, inclusivephysicaleducation, anddonor-fundedprogrammes, NGOs, anduniversity-ledinitiativeshavepilotedschool-basedphysicalactivityinterventionsandteachertrainingmodels. Wheretheseinitiativesareembeddedwithinnationalsystems, alignedwithcurriculumframeworks, andadaptedtolocalrealities, theycanprovidescalablemodelsandstrengthenpolicyetal.,2020; Abayomietal.,2020\. Overall, reconceptualizinghumankineticsandphysicaleducationcurriculain Sub-Saharan Africarequiresacknowledgingthatchallengesrelatedtomarginalization, capacity, resourcing, pedagogy, andpolicyimplementationareinterconnectedandhistoricallyshaped. Yet, thereisgenuinescopefortransformationthroughcompetency-basedreforms, inclusiveandculturallygroundedpractices, appropriateusesoftechnology, andstrongerpolicyalignmentbackedbyteacherdevelopmentandmonitoringsystems. Withsustainedpoliticalcommitmentandcontext-sensitiveimplementation, humankineticsandphysicaleducationcanshiftfromthemarginsofschoolingtobecomeastrategicdriverofhealth, equity, youthdevelopment, andlifelongphysicalactivityacrosstheregion(Muwonge, Zavuga&Kabenge,2015; Wilhelmsen&S?rensen,2017; Abayomietal.,2020\.
  2. 8. Conclusionand Implicationsfor Curriculum Reform Thissystematicreviewbringstogetherevidenceonthepedagogicaltrends, curriculumstructures, andpolicyframeworksshapinghumankineticsandphysicaleducationacross Sub-Saharan Africa. Overall, thepicturethatemergesisoneofstronghistoricalcontinuity, unevenreformefforts, andconsiderablepotentialthathasnotyetbeenfullyrealised. Inmanysettings, physicaleducationisstilldeliveredthroughtraditional, sport-centredandteacher-directedapproaches, eventhoughpolicydocumentsincreasinglyrecognise PEasimportantforhealthpromotion, holisticeducation, andyouthdevelopment. Acrossnational, regional, andglobalagendas, thelanguageofinclusion, competency-basedlearning, physicalliteracy, andlifelongphysicalactivityisbecomingmorecommon, yetthelinkbetweentheseaspirationsandwhatisdesignedincurriculaandimplementedinclassrooms International Journalof Multidisciplinary Researchand Growth Evaluationwww. allmultidisciplinaryjournal. com629remainsfragmented. Persistentstructuralconstraints, limitedteachercapacity, resourcegaps, andweakcoordinationacrosssectorscontinuetoslowmeaningfulchange. Foreducators, thefindingspointtotheurgentneedtoshiftpracticebeyondinheritedinstructionalroutinestowardapproachesthatimprovelearnerengagement, supportdiverseabilities, andreflectlocalrealities. Teachersarecentraltoturningcurriculumreformintoclassroomexperience, butmanyhavelimitedaccesstosustainedprofessionaldevelopmentthatwouldenablethemtoconfidentlyapplylearner-centred, competency-based, inclusive, andculturallyresponsivemethods. Strengtheninginitialteachereducationandcontinuousprofessionaldevelopmentinhumankineticsisthereforecrucial. Suchprogrammesshouldprioritisepedagogicalcontentknowledge, inclusivestrategies, assessmentliteracy, andtheintegrationofindigenousmovementpracticesalongsidesportandfitnessconcepts. Importantly, teachersneedtobesupportedasactivecurriculuminnovatorswhocanadaptlessonstocontext, ratherthanbeingtreatedaspassiveimplementers. Forpolicymakers, thereviewhighlightsthatcurriculumreformrequirescoherenceandaccountability, notonlypolicystatements. Physicaleducationneedstoberepositionedasacorecomponentofeducationandpublichealthsystemsratherthananoptionalormarginalsubject. Achievingthisdemandsstrongeralignmentacrosseducation, health, youth, andsportpolicies; dedicatedfundingforfacilities, equipment, andteachertraining; andrealisticmonitoringandevaluationsystemsthattrackbothimplementationfidelityandoutcomes. Continentalandglobalframeworkscanprovidedirection, buttheymustbetranslatedintoclearcurriculumobjectives, learningprogressions, andassessmentstandardsthatreflectbothhumankineticsprinciplesandlocalschoolconditions. Withoutoperationalclarity, policyalignmentrisksbecomingsymbolicratherthantransformative. Reconceptualisinghumankineticsandphysicaleducationin Sub-Saharan Africaultimatelyrequiresamoveawayfromnarrowperformance-drivenmodelstowardholistic, development-centredframeworks. Curriculashouldforegroundphysicalliteracy, health-enhancingphysicalactivity, socialandemotionallearning, andlifelongengagementinmovement. Integratingindigenousgames, dances, andcommunity-basedactivitiescanstrengthenculturalrelevanceandwidenparticipation, whilelow-costdigitaltoolswherefeasiblecansupportfeedback, assessment, andlearnerautonomy. Competency-basedreformsofferastrongfoundation, buttheireffectivenessdependsonaligningpedagogy, assessment, andteachersupport. Equitymustalsobebuiltintoreformdesign, ensuringmeaningfulopportunitiesforgirls, learnerswithdisabilities, andstudentsinunderservedcommunities. Futureresearchshoulddeepenandstrengthentheevidencebaseforreform. Longitudinalandinterventionstudiesareneededtoexaminehowcurriculumchangeaffectshealth, educational, andsocialoutcomesacrossdiversesettings. Cross-nationalcomparisonscouldclarifyhowdifferentpolicychoicesinfluenceimplementationsuccess. Participatoryresearchthatinvolvesteachers, learners, communities, andpolicymakerscanalsohelpco-createcurriculummodelsthataremorerealisticandcontext-sensitive. Finally, researchthatbridgeshumankinetics, publichealth, andeducationpolicycansupportintegratedandsustainablereformstrategies. Insum, humankineticsandphysicaleducationin Sub-Saharan Africasitatacriticalturningpoint. Aligningpedagogywithpolicyambitionsandwithlocalrealitiesoffersarealopportunitytorepositionphysicaleducationasastrategicdriverofhealth, equity, andlifelongphysicalactivity. Realisingthisvisionwillrequirecoordinatedactionfromeducators, policymakers, researchers, andcommunitiestoensurethatcurriculumintentbecomeslivedexperienceinschoolsacrosstheregion.
  3. 9. References
  4. 1. Abayomi AOA, Olawumi A, Sani MBS, Bichi M, Akinnubi CFA, Funmbi C, etal. Journalofhumankineticsandhealtheducationpedagogy. Journalof Human Kinetic&Health Education Pedagogy.2020;2(1\.
  5. 2. Abdulraheem Y, Ibraheem M. Predictorsof Career Choiceamong Studentsof Human Kinetics Educationin Universityof Ilorin, Kwara State, Nigeria. Jamia Journalof Education.2019;36.
  6. 3. Abubakar LI. Departmentof Human Kineticsand Health Education, Kwara State University, Malete, Kwara State. Journalof Sports Psychology Associationof Nigeria Ae AAAS.2020;13:97-105.
  7. 4. Addimando L. Theeffectofpositiveworkingconditionsonworkengagementandteachingclassroompractices: alargecross-sectionalstudyin Switzerland. Frontiersin Psychology.2019;10:2129.
  8. 5. Adebayo FC. Evaluation Of Community Health Curriculum In Colleges Of Health Technology In
  9. 6. Adedoyin RA. Ariseandwalk-atheologyofexercisefor2017.
  10. 7. Adeshina YT. Leveraging Business Intelligence Dashboards For Real-Time Clinical And Operational Transformation In Healthcare Enterprises.[Publication
  11. 8. Ajayi SAO, Akanji OO. Impactof BMIand Menstrual Cycle Phaseson Salivary Amylase: APhysiologicaland
  12. 9. Akomea-Agyin K, Asante M. Analysisofsecurityvulnerabilitiesinwiredequivalentprivacy(WEP\International Research Journalof Engineeringand Technology.2019;6(1\:529-536.
  13. 10. Akpan UU, Adekoya KO, Awe ET, Garba N, Oguncoker GD, Ojo SG. Mini-STRsscreeningof12relativesof Hausaorigininnorthern Nigeria. Nigerian Journalof Basicand Applied Sciences.2017;25(1\:48-57.
  14. 11. Akpan UU, Awe TE, Idowu D. Typesandfrequencyoffingerprintminutiaeinindividualsof Igboand Yorubaethnicgroupsof Nigeria. Ruhuna Journalof Science.2019;10(1\.
  15. 12. Akuma FV. Aprofessionaldevelopmentframeworkforsupportinginquiry-basedpracticalworkinresourceconstrainedclassrooms. Universityof Pretoria(South Africa\;2017.
  16. 13. Alexander SM. Relationshipsamong Trait Emotional Intelligence, Academic Achievement, and Athletic Participationin Eighth-Grade Students. Union University;2018.
  17. 14. Amholt TT, Dammeyer J, Carter R, Niclasen J. Psychologicalwell-beingandacademicachievementamongschool-agedchildren: Asystematicreview. Child Indicators Research.2020;13(5\:1523-1548.
  18. 15. Asante M, Akomea-Agyin K. Analysisofsecurity International Journalof Multidisciplinary Researchand Growth Evaluationwww. allmultidisciplinaryjournal. com630vulnerabilitiesinwifi-protectedaccesspre-sharedkey.
  19. 16. Awe ET. Hybridizationofsnoutmouthdeformedandnormalmouth Africancatfish Clariasgariepinus. Animal Research International.2017;14(3\:2804-2808.
  20. 17. Awe ET, Akpan UU. Cytologicalstudyof Alliumcepa
  21. 18. Awe ET, Akpan UU, Adekoya KO. Evaluationoftwo Mini STRlocimutationeventsinfive Father-Mother-Childtriosof Yorubaorigin. Nigerian Journalof Biotechnology.2017;33:120-124.
  22. 19. Awe T. Cellular Localization Of Iron-Handling Proteins Required For Magnetic Orientation In C. Elegans.
  23. 20. Baker K. AMixed-methods Approachto Understandingthe Relationship Between Mental Toughnessandthe Effectof Musicon Exercise Performance.[Publication
  24. 21. Boellstorff T, Nardi B, Pearce C, Taylor TL. Cyberspace2012.
  25. 22. Brinthaupt TM, Pennington JT. Conductingexperimentalresearchinsportpsychology.[Publication
  26. 23. Brogden L, Kennedy R. Building Strong Foundations: Ashelterterminologyframeworkforhumanitarian
  27. 24. Burgers HM. Implementingtheasset-basedapproachinaresource-constrained Special School Resource Centre2017.
  28. 25. Centeio EE, Somers CL, Moore EWG, Garn A, Kulik N, Martin J, etal. Consideringphysicalwell-being, self-perceptions, andsupportvariablesinunderstandingyouthacademicachievement. The Journalof Early Adolescence.2020;40(1\:134-157.
  29. 26. Chukwurah LN, Nwadiani FO, Ngwoke OL. Levelofknowledgepossessedbyphysicaleducationteachersonobesityinsecondaryschoolsin Gboko Local Government Areaof Benue State. International Journalof Human Kinetics, Healthand Education.2018;4(2\.
  30. 27. Chung HW, Kim EM, Lee JE. Comprehensiveunderstandingofriskandprotectivefactorsrelatedtoadolescentpregnancyinlow-andmiddle-incomecountries: Asystematicreview. Journalof Adolescence.2018;69:180-188.28. interventionsamongadolescents: Asystematicreview. Journalof Advanced Nursing.2020;76(8\:2023-2045.
  31. 29. Deemuai GA, Nwankwo GO. Perceived Effectsofin Sportsamong Universitiesinthe Geo-Political Zones, Nigeria. International Journalof Scientific Researchin Education.2018;11:613-620.
  32. 30. Despres-Bedward A. Exploring Online Engineering Educationfor Sustainable Development: Universityof Toronto(Canada\;2019.
  33. 31. Dudley DA. Aconceptualmodelofobservedphysicalliteracy. The Physical Educator.2015;72(5\.
  34. 32. Ejibenam A, Onibokun T, Oladeji KD, Onayemi HA, Halliday N. Therelevanceofcustomerretentiontoorganizationalgrowth. JFront Multidiscip Res.2021;2(1\:113-20.
  35. 33. Ekuri PE, Akameze JN. Collegesofeducationhumankineticsandhealtheducationteachers'preparednessandenvisagedchallengesofe-learningforcurriculumdeliveryin South-South Nigeria. Computingand Information Systems.2016;20(3\.
  36. 34. Emmers E, Baeyens D, Petry K. Attitudesandself-efficacyofteacherstowardsinclusioninhighereducation. European Journalof Special Needs Education.2020;35(2\:139-153.
  37. 35. Esan JA, Adewunmi CM. Human Kineticsand Health Education Curriculum: AToolfor Sustainable Developmentof Nigerian Studentsin Tertiary
  38. 36. Fantaye AW, Buh AW, Idriss-Wheeler D, Fournier K, Yaya S. Effectiveeducationalinterventionsforthepromotionofsexualandreproductivehealthandrightsforschool-agechildreninlow-andmiddle-incomecountries: asystematicreviewprotocol. Systematic Reviews.2020;9(1\:216.
  39. 37. Fasina AO. Knowledge And Preventive Practices Of Type2 Diabetes Mellitus Among In-School Adolescents In Rural Areas Of Ejigbo Local Government, Osun State.
  40. 38. Forrester JA, Powell BL, Forrester JD, Fast C, Weiser TG. Surgicalinstrumentreprocessinginresource-constrainedcountries: ascopingreviewofexistingmethods, policies, andbarriers. Surgical Infections.2018;19(6\:593-602.
  41. 39. Gallicchio G, Cooke A, Ring C. Eyequietnessandquieteyeinexpertandnovicegolfperformance: an2017.
  42. 40. Greenspan SB, Fefer SA, Whitcomb SA, Kemp JM. schoolpsychologyresearchandpractice: Asystematicreview. Psychologyinthe Schools.2019;56(6\:907-927.
  43. 41. Halliday NN. Assessmentof Major Air Pollutants, Impacton Air Qualityand Health Impactson Residents: Universityof Cincinnati;2021.
  44. 42. Harerimana A, Mtshali NG. Implementinge-learninginresource-constrainednursingeducationinstitutionsin Rwanda. Researchand Reviews: Journalof Nursingand Health Sciences.2018;4(1\:1-14.
  45. 43. Hayes AM, Bulat J. Disabilitiesinclusiveeducationsystemsandpoliciesguideforlow-andmiddle-income
  46. 44. Hern?ndez-Mendo A, Gonz?lez-Hern?ndez J, Raimundi MJ, Reigal RE. Interventionandtraininginyoungathletes. In: The Routledge International Encyclopediaof Sportand Exercise Psychology. Routledge;2020. p.389-410.
  47. 45. Hill-Herndon C, Lester G, Sheperd TE, Wolfberg A. Building Partner Capacityin Africa: Keysto Success.
  48. 46. Husband CJ. Identitycrisis: amixedmethodsexaminationofexerciseidentitydevelopmentusingqualitativeinterviewsandafeasibilityrandomizedtrial.
  49. 47. Hutzler Y, Meier S, Reuker S, Zitomer M. Attitudesandself-efficacyofphysicaleducationteacherstowardinclusionofchildrenwithdisabilities: anarrativereviewofinternationalliterature. Physical Educationand Sport International Journalof Multidisciplinary Researchand Growth Evaluationwww. allmultidisciplinaryjournal. com631 Pedagogy.2019;24(3\:249-266.
  50. 48. Ibrahim OR, Afolabi JK, Adedoyin OT, Ojuawo AI. Prevalenceandriskfactorsforhypertensionamongschoolchildrenin Ilorin, Northcentral Nigeria. Journalof Familyand Community Medicine.2019;26(3\:181-186.
  51. 49. Isa AK. Ethicalopioiduseandcancerpainmanagementinlow-resourcehealthsystems: Acasestudyreview. The Scholars Time: AMultidisciplinary Journalof Researchand Development.2019;2(09\:0108.
  52. 50. Isa AK. Adolescent Drug Usein Nigeria: Trends, Mortality Risks, and Public Health Implications.[Publicationdet
  53. 51. Isa AK. Opioid Useand Mortalityin Westand Central Africa: Public Health Burden, Determinants, and Policy Responses(20172020\.[Publicationdetailsnot
  54. 52. Isa AK, Johnbull OA, Ovenseri AC. Evaluationof Citrussinensis(orange\peelpectinasabindingagentinerythromycintabletformulation. World Journalof Pharmacyand Pharmaceutical Sciences.2021;10(10\:188-202.
  55. 53. Ivanova O, Rai M, Michielsen K, Dias S. Howsexualityeducationprogramshavebeenevaluatedinlow-andlower-middle-incomecountries?Asystematicreview. International Journalof Environmental Researchand Public Health.2020;17(21\:8183.
  56. 54. Jimoh OL. Food Consumption Pattern, Physical Activityand Overweightand Obesity Among Secondary School Studentsin Kwara State, Nigeria. Nairobi, Kenya: Kenyatta University;2016.
  57. 55. Jimoh O, Owolabi BO. Developingadaptive HIVtreatmentguidelinesincorporatingdrugresistancesurveillanceandgenotype-tailoredtherapies. Int JSci Res Arch.2021;4(1\:373-92.
  58. 56. Jing T.3DVirtual Environment As ASport Psychological Rehabilitation Tool To Enhance Performance Of Volleyball Athletes.[Publicationdetails
  59. 57. Jones FL. Building Partner Capacityin Africa: Keysto Success.[Publicationdetailsnot
  60. 58. Kansanga MM. Examiningthe Impactof Participatory Agroecologyon Social Capital, Sustainable Land Managementand Nutritionin Smallholder Farming Communitiesin Malawi. The Universityof Western Ontario(Canada\;2020.
  61. 59. Kennedy KJ, Lee JCK, editors. Routledgeinternationalhandbookofschoolsandschoolingin Asia. New York: Routledge;2018.
  62. 60. Keogh SC, Stillman M, Awusabo-Asare K, Sidze E, Monz?n AS, Motta A, etal. Challengestoimplementingnationalcomprehensivesexualityeducationcurriculainlow-andmiddle-incomecountries: Casestudiesof Ghana, Kenya, Peruand Guatemala. PLo SOne.2018;13(7\: e0200513.
  63. 61. Kiberu VM, Mars M, Scott RE. Barriersandopportunitiestoimplementationofsustainablee-Healthprogrammesin Uganda: Aliteraturereview. African Journalof Primary Health Careand Family Medicine.2017;9(1\:1-10.
  64. 62. Influencesontheimplementationofmobilelearningformedicalandnursingeducation: qualitativesystematicreviewbythedigitalhealtheducationcollaboration. Journalof Medical Internet Research.2019;21(2\: e12895.
  65. 63. Lukaszewicz A. Urban Visuality, Mobility, Informationand Technologyof Images.[Publicationdetailsnot
  66. 64. Maher R. New Perspectiveson Chokingatthe Free-throw Line. Victoria University;2020.
  67. 65. Mekonnen T, Animaw W, Seyum Y. Overweight/obesityamongadultsin North-Western Ethiopia: acommunity-basedcrosssectionalstudy. Archivesof Public Health.2018;76(1\:18.
  68. 66. Mncube D, Uleanya C, Dube M. Challenges Primary School Teachers Face In The Resumption Of Sports Events And Activities Amidst Covid-19 Pandemic. Multicultural Education.2021;7(6\.
  69. 67. Momoh DM. Administrative Determinantsof Students'Sports Participationin Nigeria. Choregia.2017;13(1\.
  70. 68. Mugendawala H, Muijs D. Educationalprocessfactorsforeffectiveeducationinresource-constrainedcountries: amultilevelanalysis. School Effectivenessand School Improvement.2020;31(3\:445-467.
  71. 69. Munthali RJ, Manyema M, Said-Mohamed R, Kagura J, Tollman S, Kahn K, etal. Bodycompositionandphysicalactivityasmediatorsintherelationshipbetweensocioeconomicstatusandbloodpressureinyoung South Africanwomen: astructuralequationmodelanalysis. BMJOpen.2018;8(12\: e023404.
  72. 70. Muwonge H, Zavuga R, Kabenge PA. Dopingacross-sectionalstudy. Substance Abuse Treatment, Prevention, and Policy.2015;10(1\:37.
  73. 71. Nketsia W. Across-sectionalstudyofpre-serviceteinclusiveeducation. International Journalof Research Studiesin Education.2017;(3\.72. viewsoninclusiveeducationandteacherpreparationin Ghana
  74. 73. J, Dania A, etal. Implicationsfor European Physical Education Teacher Educationduringthe COVID-19pandemic: across-institutional SWOTanalysis. European Journalof Teacher Education.2020;43(4\:503-522.
  75. 74. Ogundipe F, Sampson E, Bakare OI, Oketola O, Folorunso A. Digital Transformationandits Rolein Advancingthe Sustainable Development Goals(SDGs\. Transformation.2019;19:48.
  76. 75. Okebukola PA. Onthemarchtoreinventthecurriculaof Nigerianuniversitiesforimprovedrelevanceandglobalcompetitiveness. Second National Universities Commission Distinguish Lecture;2017.
  77. 76. Okolosi JE. Dietarypattern, nutritionalstatusandbloodpressurelevelofin-schooladolescentsin Edostate,
  78. 77. Oni O, Adeshina YT, Iloeje KF, Olatunji OO. Artificial Intelligence Model Fairness Auditor For Loan Systems. Journal ID.2018;8993:1162.
  79. 78. Onyekachi O, Onyeka IG, Chukwu ES, Emmanuel IO, Uzoamaka NE. Assessmentof Heavy Metals; Lead(Pb\, Cadmium(Cd\and Mercury(Hg\Concentrationin Amaenyi Dumpsite Awka. IREJ.2020;3:41-53.
  80. 79. Osabuohien FO. Reviewoftheenvironmentalimpactofpolymerdegradation. Communicationin Physical International Journalof Multidisciplinary Researchand Growth Evaluationwww. allmultidisciplinaryjournal. com632 Sciences.2017;2(1\.
  81. 80. Osabuohien FO. Green Analytical Methodsfor Monitoring APIsand Metabolitesin Nigerian Wastewater: APilot Environmental Risk Study. Communication In Physical Sciences.2019;4(2\:174-186.
  82. 81. Osabuohien FO, Omotara BS, Watti OI. Mitigating Antimicrobial Resistancethrough Pharmaceutical Effluent Control: Adopted Chemicaland Biological Methodsand Their Global Environmental Chemistry
  83. 82. Ozer EJ, Abraczinskas M, Duarte C, Mathur R, Ballard PJ, Gibbs L, etal. Youthparticipatoryapproachesandhealthequity: Conceptualizationandintegrativereview. American Journalof Community Psychology.2020;66(3-4\:267-278.
  84. 83. Pambudi AF, Sugiyanto S, Hidayatullah F, Purnama SK. Physical Activity Modelto Develop Basic Movement Skillsin Kindergarten Students Basedon Physical Literacy. Physical Education Theoryand Methodology.2021;21(4\:323-329.
  85. 84. Pathak R, Singh M, Goyal A, Agarwalla R, Goel RKD. Patternand Determinantsof Physical Activityin Ruraland Urban Adolescentsof North India: APopulation Based Study. International Journalof Nutrition, Pharmacology, Neurological Diseases.2017;7(3\.
  86. 85. Poitras VJ, Gray CE, Borghese MM, Carson V, Chaput JP, Janssen I, etal. Systematicreviewoftherelationshipsbetweenobjectivelymeasuredphysicalactivityandhealthindicatorsinschool-agedchildrenandyouth. Applied Physiology, Nutrition, and Metabolism.2016;41(6\: S197-S239.
  87. 86. Pradhan R, Wynter K, Fisher J. Factorsassociatedwithpregnancyamongadolescentsinlow-incomeandlowermiddle-incomecountries: asystematicreview. JEpidemiol Community Health.2015;69(9\:918-924.
  88. 87. Predoiu R, Makarowski R, G?rner K, Bota A, Predoiu A, Mitrache G, etal. Keypersonalitytraitsofmartialartsimpactonfuturemartialartsspecialists. Archivesof Budo.2020;16(1\:129-142.
  89. 88. Rafferty R, Breslin G, Brennan D, Hassan D. Asystematicreviewofschool-basedphysicalactivity Reviewof Sportand Exercise Psychology.2016;9(1\:215-230.
  90. 89. Reina R, Hutzler Y, Iniguez-Santiago MC, Moreno-Murcia JA. Studentattitudestowardinclusioninphysicaleducation: Theimpactofabilitybeliefs, gender, andpreviousexperiences. Adapted Physical Activity Quarterly.2019;36(1\:132-149.
  91. 90. Rose LT, Soundy A. Thepositiveimpactandassociatedmechanismsofphysicalactivityonmentalhealthinunderprivilegedchildrenandadolescents: Anintegrativereview. Behavioral Sciences.2020;10(11\:171.
  92. 91. Safieh J. Theroleofmediainsexualandreproductivehealtheducationinlow-andmiddle-incomecountries: a University(Canada\;2019.
  93. 92. Salifu DA, Gross J, Salifu MA, Ninnoni JP. Experiencesstudy. Nursing Open.2019;6(1\:72-83.
  94. 93. Silk ML, Andrews DL, Thorpe H, editors. Routledgehandbookofphysicalculturalstudies. London: Routledge;2017. p.1-12.
  95. 94. Smedegaard S, Christiansen LB, Lund-Cramer P, Bredahl T, Skovgaard T. Improvingthewell-beingofchildrenandyouths: arandomizedmulticomponent, school-based, physicalactivityintervention. BMCPublic Health.2016;16(1\:1127.
  96. 95. Sommer M, Mmari K. Addressingstructuralandenvironmentalfactorsforadolescentsexualandreproductivehealthinlow-andmiddle-incomecountries. American Journalof Public Health.2015;105(10\:1973-1981.
  97. 96. Suleiman UO, Eze ED, Tsauri YM, Adewale JB, Abdullahi Y, Olasunkanmi OU, etal. Comparisonofphysicalfitnessofrural, semi-urbanandurbanofprimaryschoolchildrenintheirabdominalstrength, flexibilityandcardio-respiratoryenduranceinfederalcapitalterritory, Nigeria. MOJSports Med.2018;2(1\:37-42.
  98. 97. Vaquero-Sol?s M, Iglesias Gallego D, Tapia-Serrano M?, Pulido JJ, S?nchez-Miguel PA. School-basedphysicalactivityinterventionsinchildrenandadolescents: Asystematicreview. International Journalof Environmental Researchand Public Health.2020;17(3\:999.
  99. 98. Vaz S, Wilson N, Falkmer M, Sim A, Scott M, Cordier R, etalattitudestowardstheinclusionofstudentswithdisabilities. PLo SOne.2015;10(8\: e0137002.
  100. 99. Vezzosi MJ. The Effectof Video Feedbackon Sport-specific Skill Acquisitionand Performance Anxiety. Grand Canyon University;2017.
  101. 100. Walker-Stevenson GA. Sexual Education Pedagogyinthe Global South: Pub Med Datainthe Ageof Globalizatio
  102. 101. Wegner DC, Nicholas AK, Odoh O, Ayansiji K. AMachine Learning Enhanced Modelfor Predicting Pipeline Integrityin Offshore Oiland Gas Fields.
  103. 102. Wegner DC, Omine V, Vincent A. ARisk-Based Reliability Modelfor Offshore Wind Turbine Foundations Using Underwater Inspection Data. Risk.2021;10:43.
  104. 103. Wilhelmsen T, S?rensen M. Inclusionofchildrenwithdisabilitiesinphysicaleducation: Asystematicreviewofliteraturefrom2009to
  105. 2015. Adapted Physical Activity Quarterly.2017;34(3\:311-337.
  106. 104. Xu T, Tomokawa S, Gregorio ERJr, Mannava P, Nagai M, Sobel H. School-basedinterventionstopromoteadolescenthealth: Asystematicreviewinlow-andmiddle-incomecountriesof WHOWestern Pacific Region. PLo SOne.2020;15(3\: e0230046.
  107. 105. Yada A, Savolainen H. Japanesein-attitudestowardinclusiveeducationandself-efficacyforinclusivepractices. Teachingand Teacher Education.2017;64:222-229.
  108. 106. Yakubu I, Salisu WJ. Determinantsofadolescentpregnancyinsub-Saharan Africa: asystematicreview. Reproductive Health.2018;15(1\:15.
  109. 107. Zwangobani K. Convivialmulticultureandtheperplicationofrace: Thedynamicsofbecoming African Australian;2016.

Publication Information

Journal: International Journal of Multidisciplinary Research and Growth Evaluation (IJMRGE)

Publisher: Anfo Publication House

ISSN: 2582-7138 (Online)

Frequency: Bimonthly

Language: English

Open Access: Yes - This article is distributed under the terms of the Creative Commons Attribution 4.0 International License

Share This Article: