Author(s): Simon Kormla Donkor

Abstract:
This cross-sectional survey study investigated pre-service teachers’ perceptions of the influence of playing hopscotch on the physical fitness development of pupils at the University of Education, Winneba (UEW). The study was grounded in the Social Cognitive Theory and underpinned by the positivist philosophy. A sample of 891 pre-service teachers was selected using stratified random sampling to ensure representation across gender. Data were collected through a structured questionnaire, which included demographic information and five-point Likert-scale items to assess perceptions of hopscotch’s influence on physical fitness components, and perceived challenges. The questionnaire gained a reliability coefficient of 0.79 and 0.82 for perceived benefits and challenges respectively. Means, standard deviations, independent samples t-tests and Pearson’s correlation analysis were used to analyze the data. It was revealed that Pre-service teachers perceive hopscotch as a multifaceted tool that can enhance physical fitness, motor skills, and social interaction in pupils, with some variation in their beliefs about its broader and long-term benefits. Also, the analysis suggested that a combination of curriculum, training, facilities, and cultural factors affects the ability of pre-service teachers to effectively promote physical fitness in pupils. The study concluded that hopscotch is viewed as a valuable physical activity for promoting various aspects of physical fitness in pupils, and it suggested that integrating hopscotch into physical education curricula may enhance children’s fitness development.

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