Learners’ views on the teaching of physical education in selected South African rural primary schools

Abstract

Physical education (PE) is one of the few subjects in the curriculum, which is characterised by childhood features such as playfulness and spontaneity. The primary beneficiaries of PE programmes in schools are learners. Therefore, understanding learners’ views on PE can result in pedagogic shifts that lean towards learner-centred approaches in PE delivery. The aim of this study was to explore learners’ views on the implementation of PE in selected rural primary schools in the Limpopo province of South Africa. Qualitative research approach, guided by audio-recorded focus group interviews, was used for data collection. A purposive sampling technique was used to select the participants (48 learners from 6 schools). Data were analysed using themes generated through the systematic coding of interrelated concepts and narrations. The findings of the study showed that learners enjoyed PE in schools and derived multiple health benefits from it. However, PE was negatively affected by inadequate teacher supervision, poor classroom management, large class sizes, poor or inadequate facilities and equipment, inauthentic assessment methods, unhealthy competition and bullying. The study recommends that PE should have adequate physical resources such as facilities and equipment as well as well trained teachers to optimise its implementation in schools.