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One of the objectives of teaching Physical Education (PE) in school is to equip school
going children with fundamental motor skills and to improve students health and fitness.
Good implementation of a PE lessons leads to better development of students health and
fitness and learning of motor skills. In order to achieve this objective, PE lessons needs to be
well taught and organized. It is believed that, implementation in accordance with properly
planned processes will have a positive impact on the achievement of objectives in PE.
As in Malaysia, PE is a compulsory subject taught in all primary and secondary
schools. PE is considered important by the Ministry of Education in promoting the modern
concept of education. This concept involves the development of the whole child or a wellrounded `child. It has been incorporated in the National Educational Policy where PE is part
of the total school programme. (Ministry of Education, 1999; Malaysia Education Blueprint,
Harris (1992), pointed out that the role of the PE teacher is to develop the knowledge,
understanding, skills and attitudes through sporting activities so that students become
practitioners in the culture of sport for health and fitness.
Julismah Jani,2007 in her study stated that, PE lesson has objective from three
difference aspect to be achieve which is psychomotor, cognitive and also affective whereas it
differ from other educational subject which has only two aspect which is cognitive and
Similarly, a study conducted by Wee (2008) mentioned that, according to the
instructions of the Ministry of Education, all students should participate actively in PE classes
in school. Through the PE classes, students are given opportunities to express their emotions,
develop their mental processes, foster healthy relationships, and conduct physical activities in
a safe, conducive environment.

However, in Malaysia, the level of PE implementation in several schools has been

reported to be low because of several factors such as a lack of trained PE teachers,
inadequacy of equipment, limited areas to conduct lessons, utilization of PE lessons as
replacement classes for other subjects, and a lack of strategies and sources for teaching and
learning processes (Galecki, et al., 2011; Shabeshan, 1998; Syed Kamaruzaman & Julismah,
2010; MOE, 2008a). Thus, this writing will be discussing the impact of non PE option and
unqualified PE teachers teaching on students learning in physical education lessons.