School Sports: The case of south-east district of Botswana

Abstract

Evaluation of school sports activities is crucial in determining specific strengths and challenges of the programme. This study was designed to evaluate the adequacy of school sports organisation in five-factor categories: sports supplies; teacher-coaches work situation; teacher-coaches development opportunities; organisation of school sports programme and support from national sports associations. A mixed-methods design was used. A Likert type questionnaire was used to collect data from 73 teacher-coaches and sports organisers (38 men; 35 women) drawn from 10 randomly selected schools in the south-east district of Botswana. Data were analysed with descriptive exploratory factor analysis. Results showed that teachers were satisfied with the following exploratory factor variables: adequacy of sports equipment, the seriousness that teachers put into coaching, organised ball sports coaching clinics for teachers, the inclusiveness of school sports and further development opportunities provided for talented student-athletes. They were however least satisfied with the factor variables, which included school sports budget, absence of coaching allowance, inappropriate sports organisers’ qualification as well as inadequate scheduling and support from the Department of Sports and Recreation. Concerning the five-factor categories, teachers were satisfied with the organisation of school sports and level of support school sports received from national sports associations. They however showed least satisfaction on adequacy of supplies, teacher-coaches development opportunities and coaching situation in the schools. Results were discussed in light of improvements in the following factor categories required for effective and sustainable management of school sports in the South-east district of the country: provision of adequate sports supplies, professional development of teacher-coaches and fostering an enabling coaching environment.