Policy-Practice Gaps in the Implementation of the Physical Fitness Common Course for Freshman Students at Bahir Dar University: A Qualitative Study

Abstract

Introduction: The Physical Fitness common course is a pass-fail based graded course that is required by the Ethiopian Ministry of Education (MoE) for all freshman university students with an aim of promoting physical fitness and preventing hypokinetic diseases and developing life-long healthy lifestyles. Although the objectives of these are clearly set out in the national curriculum framework, the concerns being raised indicate there may be a mismatch between policy intentions and actual teaching and learning practices at the institutional level. Objective: This study was conducted to investigate policy-practice gaps in the implementation of the Physical Fitness common course at Bahir Dar University focusing on instructional delivery, assessment practices, monitoring mechanism and student engagement. Methods: Qualitative case study design was used. Data were obtained via semi-structured interviews with five purposively selected Physical Fitness course instructors, one course chair  and, focus group discussions with 72 freshman students who represented 72 sections and document analysis of MoE curriculum frameworks and relevant institutional level course guidelines. Data were analyzed thematically and an inductive approach was adopted to identify recurring patterns and implementation challenges. Results: The analysis found a number of policy-practice gaps, such as a lack of consistent commitment on the part of instructors; weak monitoring and accountability systems; assessment integrity issues linked to the pass-fail grading scheme; and uneven levels of student participation. While MoE policy focuses on inclusive participation, equity and positive health outcomes, institutional practices were found to be fragmented and inconsistent with these principles. Conclusions: The study concludes that the quality assurance mechanisms, accountability structures, and assessment procedures need to be more strengthened to effectively implement the Physical Fitness common course. Enhancing instructor commitment and institutional monitoring are critical to help bridge policy-practice gaps and maximize the intended health and educational benefits of the course for freshman students.