ABSTRACT
The knowledge and practice of the students and teachers regarding physical education and activity at schools, and the obstacles that may affect its appropriate application were studied among a random sample of students and teachers using two forms of self-administrated questionnaire. The students sample included 1000 second grade preparatory and secondary, male and female students. The teachers sample included 200 male and female teachers. This study revealed that, although many students agreed on the importance of practicing physical activity [88.6%6], physical education classes [PEC] at school [84.6%], and practicing physical exercises during morning queue [MO] [69%6], only 52.8% of them agreed that school helps to acquire knowledge and skills necessary to practice physical activity, 49.2% of them had regular physical exercises during MQ, 27.6 % of them regularly participate in these exercises, and 50.6% of them regularly practice physical exercises in PEC. All these percentages were significantly higher among male compared to female students. In addition, many of the students did not meet the minimal weekly requirement of the necessary moderate [22%] or vigorous [37.4%] physical activity in the past week prior to the study. On the other hand, on average school day, 44.6% of the students watched TV for 1-2 hours, 19% for 3-4 hours, and 6.1% for 5 hours or more. Among teachers, 89.5% of them mentioned the presence of a definite physical education curriculum, and many of them reported that physical education in schools is suitable for the age of the students [94.5%], has different activities [92%], aim to improve physical fitness [73%], and includes necessary knowledge and skills [72%]. Although 89% of teachers reported the arrangement of physical activity competitions within their schools, only 67% of them reported that school environment is suitable for practicing physical activities. In addition, 65.5% of them reported practice physical activities regularly, and 33% of them reported that teachers received training courses in leading physical activities. The obstacles that affect school physical education and reported by teachers were insufficient physical education teachers [31.5%], insufficient place at school for physical activities [26.5%], students are not interested in physical activities [15.5%], and School administration is not interested in physical activities [12%] and absence of definite physical education curriculum [10.5 %]