This study sought to examine the relationship betweenteachers’ pedagogical competence and the implementation of Physical Education in selected Primary Schools in Iganga District. The study adopted descriptive research design, with both qualitative and quantitative research approaches, to collect data from a sample of 338 respondents. The data collected using questionnaires, interviews, focus group discussions and observations was analyzed using descriptive statistics using a special programme(SPSS). The findings showed positive significant associations between pedagogical methods(r = .662, p< 0.01), teacher preparation (r = .731, p< 0.01), teachers’ way of assessment(r= .711, p< 0.01) and P.E implementation.
Regression findings showed that 43.8%, 53.5% and 50.5% variations for pedagogical methods, teacher preparation and assessment respectively affected effective teaching of P.E. This is because the data showed that many teachers were pedagogically challenged on issues of necessary steps, methods, content, documentation (scheme of work, lesson plan, record of marks and registers) andinstructional materialsrequired in the effective teaching of P.E. Therefore, the study recommends thatteachers of P.E should go on refresher courses in order to acquire new steps, methods, instructional materials and documentation necessary in the effective teaching of the subject. The study also recommends that government should supply instructional materials to schools if the subject is to be taught effectively.