Opportunities for all? The impact of resources on the implementation of Physical Education in Free State schools

Abstract

This study emanates from a national research project which was a joint initiative between the South African Department of Basic Education (DBE), the United Nations Children’s Fund (UNICEF) and the South African University Physical Education Association (SAUPEA). It undertook a situational analysis of Physical Education (PE) within the existing Life Orientation (LO) curriculum. The decline of physical activity among South African school children prompted these stakeholders to determine the possible factors that could play a role in the deteriorating health of the youth. The aim of the study was to identify the barriers against effective implementation of PE in schools in the Free State Province of South Africa. A qualitative research design was undertaken which included focus groups and interviews. Data were collected from a purposive sample of 7 principals, 22 LO teachers, 2 sports coordinators and one occupational therapist at seven public primary and secondary schools in the province. The schools represented different geographical settings and types (i.e. quintiles 1-5), which included a school for learners with special needs. The results indicated that inequalities exist amongst schools in different quintiles, with township and rural schools mostly affected by insufficient resources. Numerous deficits as well as challenges related to facilities, funding, training and human resources persist in the schools. Evidently, the discrepancies between schools with different quintile settings have an impact on the effective implementation of the PE curriculum, as well as on the need to provide equal opportunities for all children, regardless of the type of school they attend.