Integrating indigenous games and knowledge into Physical Education: Implications for education and training in South Africa

Abstract

Although regular and structured physical education programmes can enhance a holistic wellbeing of its participants, since the inception of outcomes-based education (OBE) physical education was phased out in the majority of government schools in South Africa. Currently movement
education is a learning outcome of Life Orientation, a compulsory subject. Yet, it is evident that due to a lack of time and qualified physical education specialists in movement education, passive youth are exposed to a myriad of health risk factors. This necessitates that educators should be trained for teaching and learning in obtaining overt educational outcomes related to the cognitive, affective, psychomotor and social development of their learners. The aim of this study was to analyse indigenous Zulu games towards integrating indigenous game skill and knowledge into physical education as part of life orientation for outcomes-based education. Qualitative data triangulated with quantitative data was collected from 274 participants, among whom were grade seven learners (n = 217) (10-17 year old), and adults (n = 57) (40 years and older). Thirteen structured games carrying traditional cultural content and provided optimal formal teaching and learning opportunities were selected. These indigenous games hold potential to be utilised and to meaningfully contribute to the physical, cognitive, social and cultural development needs of learners. It is therefore recommended that educators, especially those in training, should be educated and trained to fully utilise indigenous games and knowledge to educate their learners.

Key words: Indigenous games, Life Orientation, educators’ training