Physical education in rural primary schools of Limpopo and Mpumalanga provinces, South Africa: Teachers’ perspectives

Abstract

This study explored the views and experiences of teachers about their teaching of Physical
Education (PE) in the Intermediate Phase of primary schooling. The study was conducted among
eight purposively sampled Life Skills (LS) primary school teachers in the Thulamela municipality,
Vhembe district, Limpopo province and the Gert Sibande district, Mpumalanga province of South
Africa. Semi-structured face-to-face interviews were conducted with teachers from the selected
schools. Based on thematic data analysis, the main findings indicated that PE teachers from both
provinces experienced challenges regarding large classes, inadequate facilities and a lack of
opportunities for professional development. These challenges negatively affected the quality of PE
teaching and assessment procedures. The study concluded that these challenges were a direct result
of the marginalisation of the PE curriculum of and the disadvantages associated with schools in
rural environments.