Managing Physical Education Provision for Primary School Pupils: A Case Study in Dong Thap Province, Vietnam

Abstract

This study examines the quality of physical education (PE) provision and its management in primary schools in Dong Thap Province, Vietnam, providing empirical evidence to support implementation of the 2018 General Education Curriculum. A mixed-methods design was employed, combining a survey of 640 PE teachers with semi-structured interviews and classroom observations. Quantitative results indicate that only 32.8% of teachers demonstrated good lesson preparation, while 41.5% were rated at a moderate level. Effective implementation of lesson plans was observed in 35.6% of cases, whereas shortcomings in instructional organisation and time allocation were common. Assessment and evaluation practices were identified as the weakest component, with over 45% of teachers reporting irregular or inadequately structured evaluation procedures. Qualitative findings further reveal inconsistencies in managerial monitoring and professional support. The study contributes empirical evidence from a provincial context in Vietnam, highlighting specific managerial bottlenecks that hinder curriculum reform. It proposes targeted management innovations in planning, instructional supervision, and assessment mechanisms to enhance the quality and sustainability of PE delivery in primary education.