Assessment of Physical Education Teachers’ Competencies in Curriculum Implementation in Osun State

Teacher competency is a pivotal factor in curriculum implementation quality and student learning outcomes in physical education. This study assesses the professional competencies of physical education teachers in implementing the national physical education curriculum in public secondary schools in Osun State, South West Nigeria. A descriptive survey design was adopted, with 150 physical education teachers across 20 secondary schools completing a validated competency assessment questionnaire and participating in structured classroom and field observations. Competencies evaluated span content knowledge, lesson planning, instructional delivery, assessment practices, classroom management, and use of technology in physical education. Findings indicate that competency levels are highest in content knowledge and basic instructional delivery, while assessment practices, inclusive teaching strategies, and integration of health education components are areas of notable weakness. Only 31 percent of teachers demonstrate competence in adapting physical education activities for students with disabilities. In-service training participation in the preceding two years is reported by fewer than 40 percent of respondents, reflecting limited professional development opportunities. Teachers with higher academic qualifications demonstrate significantly better competency scores across all domains. Recommendations include systematic in-service professional development, establishment of a teachers' physical education professional association in the state, mentoring programmes pairing experienced and newly employed teachers, and inclusion of disability-inclusive physical education content in initial teacher education programmes. Keywords: teacher competencies, physical education, curriculum implementation, Osun State, professional development