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Micronlms Intemationcd 300 N INFORMATION TO USERS Tills reproduction was made from a copy of a document sent to us for microfilming. While the most advanced technology has been used to photograph and reproduce this document, the quality of the reproduction is heavily dependent upon the quality of the material submitted. The following explanation of techniques is provided to help clarify markings or notations which may appear on this reproduction. 1.The sign or “target” for pages apparently lacking from the document photographed is “Missing Page(s)”. If it was possible to obtain the missing page(s) or section, they are spliced into the film along with adjacent pages. This may have necessitated cutting through an image and duplicating adjacent pages to assure complete continuity. 2. When an image on the film is obliterated with a round black mark, it is an indication of either blurred copy because of movement during exposure, duplicate copy, or copyrighted materials that should not have been filmed. For blurred pages, a good image of the page can be found in the adjacent frame. If copyrighted materials were deleted, a target note will appear listing the pages in the adjacent frame. 3. When a map, drawing or chart, etc., is part of the material being photographed, a definite method of “sectioning” the material has been followed. It is customary to begin filming at the upper left hand comer of a large sheet and to continue from left to riglit in equal sections with small overlaps. If necessary, sectioning is continued again-beginning below the first row and continuing on until complete. 4. For illustrations that cannot be satisfactorily reproduced by xerographic means, photographic prints can be purchased at additional cost and inserted into your xerographic copy. These prints are available upon request from the Dissertations Customer Services Department. 5. Some pages in any document may have indistinct print. In all cases the best available copy has been filmed. U niversi^ Micronlms Intemationcd 300 N. Zeeb Road Ann Arbor, Ml 48106 8526229 Opoku-Fianko, Kwasi THE GROWTH AND DEVELOPMENT OF PHYSICAL EDUCATION AND SPORTS IN GHANA The Ohio State University Ph.D. 1985 University Microfilms I nternâtionâl300 N. zeeb Road. Ann Arbor, Ml 48106 Copyright 1985 by Opoku-Fianko, Kwasi All Rights Reserved PLEASE NOTE: In all cases this material has been filmed in the best possible way from the available copy. Problems encountered with this document have been identified here with a check mark V 1. Glossy photographs or pages. 2. Colored illustrations, paper or print ______ 3. Photographs with dark background _____ 4. Illustrations are poor copy______ 5. Pages with black marks, not original copy _ 6. Print shows through as there is text on both sides of page 7. Indistinct, broken or small print on several pages \/ 8. Print exceeds margin requirements______ 9. Tightly bound copy with print lost in spine _______ 10. Computer printout pages with indistinct print. 11. Page(s)___________ lacking when material received, and not available from school or author. 12. Page(s)___________ seem to be missing in numbering only as text follows. 13. Two pages num bered . Text follows. 14. Curling and wrinkled pages______ 15. Dissertation contains pages with print at a slant, filmed as received __________ 16. Other University Microfilms International THE GROWTH AND DEVELOPMENT OF PHYSICAL EDUCATION AND SPORTS IN GHANA DISSERTATION Presented in Partial Fulfillment of the Requirements for the Degree Doctor of Philosophy in the Graduate School of The Ohio State University By Kwasi Opoku-Fianko Dip. P.E., M.Ed. ***** The Ohio State University 1985 Reading Committee: Approved By: Dr. Donald D. Harper, Jr. Dr. Bruce L. Bennett Adviser Dr. Melvin L. Adelman School of Health, Physical Education, and Recreation Copyright by Kwasi Opoku-Fianko 1985 This dissertation is dedicated to: My mother, Ayaw and My wife, Oseiwa For their love, encouragement and understanding 11 ACKNOWLEDGEMENTS Many individuals in various agencies and organi­ zations, public and private, have contributed information, source of materials, personal time and knowledge to make this study possible and I am grateful to all of them. Also, I wish to thank the numerous academicians and the following practitioners for their kind assistance: The three-man committee of Dr. Donald D. Harper, Jr., Dr. Bruce L. Bennett and Dr. Melvin L. Adelman, for making this work readable. Honorable Michael P. Ansah, former Minister of Industries and Health in the third Republic of Ghana, Mr. Sam Nelson, Director of physical education in Ghana, Mr. G. A. Agyepong, Headmaster of Winneba Secondary School, Ghana, Mrs. E. Agbenaza and Mr. J. A. K. Agbo tutors at the Specialist Training College, Ghana, for making it possible for me to travel to and fro the United States to pursue a course of study. Dr. Tommy L. Frederick, Rev. Dr. Atheal Pierce and Mr. Henry Ford of the Alabama State University- for their guidance and support during ray early years of stay in the United States. Ill Messers George Akoto, S. P. Oduro, W. P. Brown Orleans and Richard Horsley of the Embassy of Ghana, Washington, D.C., for their unlimited support during ray visit to the Chancery for data collection. Messers D. Offei Badu, Amo-Fianko, Paul Kusi, Fianko Mensah, Ofori Ntow, Frimpong Nketia, Benjamin, Eric and Kwarkye Maraphey for their assistance during my research trip to Ghana. Student Colleagues at the Ohio State University, Siisi-Essuraan Ocran, Atta Saffo, Reginald Ocansey, Robert Manford and Andrew Swanzy who helped to design, supply illustrations and read through the entire manuscript. Bruce and Helen Bennett who, at a time, when I had lost all hopes of returning home for data collection, supported me financially in making ray research trip to Ghana a possibility. Also it was kind of Dr. Bennett to have helped with criticisms and the initial design of this project. Professors Charles Mand, Seymour Kleinmann, and Edward Coates of the Physical Education School, The Ohio State University, for their professional inspiration. I am greatly indebted to Dr. Donald Harper, Jr. my academic advisor and chairman of my doctoral committee, whose guidance, encouragement continued help and support urged me to make this work a reality. iv Finally, I am grateful to Mrs. Donna Gleich for the excellent typing. K. Opoku-Fianko August 30, 1985 VITA Name: Kwasi Opoku-Fianko Born: Mampong Akwapim, Ghana, March 14, 1946 Degrees/Certificates 1966: Ghana Teacher's Certificate 'A', Methodist Train­ ing College, Aburi, Ghana 1974: Diploma, Physical Education, University of Cape Coast, Ghana 1978: M.Ed. Alabama State University, Montgomery, USA Work Experience 1961-62: Account Clerk, Africa Motors, Ltd., Accra, Ghana 1966-70: Elementary School Teacher, Volta Barracks Schools, Ho, Ghana 1974-78: Physical Education Tutor, Winneba Secondary School, Ghana 1976-78: Soccer Coach, Ghana Academicals, Accra, Ghana 1978-79: Track Coaching Assistant, Alabama State Univer­ sity, Montgomery, Alabama 1983-85: Supervisor, Student Lunch Programs, Head Coach, Girls Soccer and Track, Hastings Jr. High School, Columbus, Ohio 1978-79: Ghana Education Service Scholarship Award 1980-84; Ghana Government Scholarship Award Fields of Study Major; PHYSICAL EDUCATION Studies In: History of Physical Education and Sport; Compara­ tive Physical Education and International Sport; Professor Bruce L. Bennett Philosophy of Sport ; Professor Seymour Kleinmann Educational Administration; Professor Walter Hack VI LIST OF FIGURES Page 1. The Position of Ghana in West Africa............. 29 2. Ghana and Her Neighbors.......................... 30 3. Kingdoms of the Western S u d a n ....................37 4. Map Showing Ancient Ghana and Modern Ghana....... 41 5. Extension of British Control in the Gold Coast. 46 6. Ghanaian Youth Playing Gware......................85 7. A Puberty Dance .................................. 89 8. The Administrative Position of a Physical Education Tutor in a Ghanaian School Setting. 151 Vll TABLE OF CONTENTS Page ACKNOWLEDGEMENTS iii VITA vi LIST OP FIGURES vii Chapter I. INTRODUCTION....................................... 1 Statement of the Problem................. 3 THE PURPOSE AND SCOPE OF THE STUDY........... 6 THE SIGNIFICANCE OF THE STUDY ............... 8 MAJOR CONCERNS AND HYPOTHESIS ............... 9 LIMITATIONS OF THE STUDY..................... 9 METHODS AND PROCEDURES.......................... 10 Interviews.................................. 12 Questionnaires.............................. 14 Visits.......................................15 L e t t e r s .................................... 16 DEFINITION OF TERMS ............................ 16 II. REVIEW OF LITERATURE................................ 18 III. GHANA AT A GLANCE ...................................27 GEOGRAPHY AND CLIMATE ....................... 27 POPULATION AND ECONOMY.......................... 32 CULTURE AND RELIGION............................ 34 HISTORY .........................................36 IV. HISTORICAL DEVELOPMENT OF EDUCATION ............. 52 Traditional Informal Education............. 53 CASTLE SCHOOLS.................................. 54 THE MISSION SCHOOLS ............................ 58 Government Education in Secondary Schools and Training Colleges ........ 66 University Education........................68 The Specialist Training College, Winneba. 69 V. PHYSICAL EDUCATION AND SPORTS IN GHANA - THE PRE-INDEPENDENCE ERA.............................. 72 The Dry Season Hunting and Farming Among the Ashantis.......................
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