Assessment and Blended Learning: Learner-Centric Conduits to Physical Education Practical in Tertiary Learning Institutions of Zimbabwe.

Abstract

Quality physical education teaching is hinged on assessment. Meagre approaches offset the development of learners’ skill sets and movement repertoire prematurely ending envisaged aspirations. This article explored assessment and blended learning as critical learner-centric conduits providing new pigment to Physical Education pedagogical approaches. This descriptive study adopted a quantitative approach operationalized within “The Skill Theme Model” framework. A sample of 44 Physical Education lecturers and students from Great Zimbabwe University and Masvingo Teachers College was used for the study. Purposive sampling was used to draw up the study respondents. Questionnaires were used as data collection tools for the study. All data were summarised and presented in tables. Preliminary findings revealed assessment and blended learning deficiencies in tertiary Physical Education due to financial and resource scarcity. Technologically mediated expertise and learner oriented approaches remain a challenge hence learners’ critical superglue dimensions to athletic development in the psychological and physiological domain were not fully addressed. Multi-modal training batteries that developmentally test learners’ socio psychological and physiological multi-skill sets hinged on learner-centric health enhancing blended approaches are crucial. Assessment tests should be regularly administered as they form the cornerstone to the achievement of learners’ life-long capabilities.