Needs and challenges of foundation phase life skills teachers in delivering physical education: Jack of all trades and master of none?

Abstract

In the current national Curriculum and Assessment Policy Statement (CAPS), Physical Education (PE) is located in the subject Life Skills (LS), which comprises four subject areas in the Foundation Phase (Grade R-3). Although the foundation for lifelong participation in physical activity is established in early childhood years, the decline of PE and deteriorating health of children indicate a disparity regarding the delivery of PE. The aim of the study was to determine the needs and challenges of LS teachers with specific focus on effective implementation and delivery of PE in the Foundation Phase in selected primary schools in the Free State Province. Primary schools (n=100) were randomly selected, from which 94 FP teachers returned questionnaires. The data were analysed descriptively using absolute and relative frequencies. SAS Version 9.3 TS Level 1M2 was employed for all the statistical analyses. The most challenging issues revealed were a lack of qualified PE teachers and resources, a need for assistance with assessment, learners with special needs and in-service training. The DBE (Department of Basic Education) should prioritise the training of LS teachers, with specific reference to PE, by collaborating with Higher Education Institutions to provide standardised in-service teacher training.

Keywords: Life Skills; Physical Education; Foundation phase; Teacher training; Curriculum and Assessment Policy Statement (CAPS); Department of Basic Education; Higher Education institutions.