Perceptions of different role-players regarding the implementation of Physical Education in schools in the North West Province, South Africa

Abstract

Although literature supports the importance of quality Physical Education (PE) for different aspects of learners’ development, various implementation challenges facing the subject in South Africa, have been reported. In the light of limited research regarding these challenges in the North- West Province, the aim of this study was to investigate different role-players’ perceptions of PE in selected schools in the province. Guided by the principles of self-determination theory and using purposive and convenience sampling, qualitative data were collected in individual and focus-group interviews with Grades 7 and 11 learners, principals, School Governing Board members, Life Orientation (LO) teachers and Heads of Department (HoD’s) of three secondary and three primary schools, as well as two schools for learners with special educational needs. Three themes emerged from the data analysis, namely approaches of participants to PE, implementation problems and challenges, as well as needs and recommendations of the participants to improve PE. Although the participants were in agreement regarding their perceptions of the value of PE, shortages of resources, the academic status of PE, time allocation, and large classes, were challenges perceived to compromise the quality of PE programmes in schools. Teachers and HoD’s indicated the need for more time allocation, and PE equipment and facilities, while learners highlighted their needs for fun and exciting activities, choice, fair practices and discipline in PE class. Recommendations included that PE should be made an examination subject, and the in-service training of LO teachers which address the needs of teachers and learners through creative teaching and equipment improvisation strategies should be addressed.