Physical Education in Gauteng schools, South Africa: A case study

Abstract

The global survival and revitalization of physical education (PE) in schools have been the priority of experts and lobbyists for decades. On the African continent, especially, efforts to reawaken PE escalated in the recent past. A qualitative, exploratory study with comparative case study analysis was used in a purposive sample. Gauteng public schools were used as units of analysis across geographic area (rural, township, urban) and socio-economic categorisation (Quintiles 1 to 5). The study was based on the research methodology described in the national analysis of the state and status of Physical Education in South African public schools (Burnett, 2018) replicated in all nine provinces of the country. Results were analysed according to the policy framework and curriculum documents used, positioning of PE in schools, methods of delivery, resources and perceptions of teachers, learners and parents. A significant conclusion which emerged from this study is the stark contrast in the status and perceptions of PE between primary and secondary schools. An alarming finding is the sportification and conceptual confusion of PE. It is recommended that the Department of Basic Education (DBE) revises the PE curriculum in the CAPS policy document, especially in secondary schools and in schools for learners with special needs. Generalist teachers should also be orientated to the unique aspects of teaching PE. Assessment practices must be monitored and evaluated.