Paradigm lost: What constitutes physical education in South African public schools?

Abstract

Global agencies are advocating for Quality Physical Education (QPE) and policy reform to guide meaningful and impactful practices. A national study was undertaken by 25 researchers from seven South African public universities to investigate the state and status of physical education (PE) in South African public schools. This paper draws on this nation-wide research by evaluating and critically reflecting on the implementing practices and approaches regarding PE. The paper draws on a comprehensive pool of qualitative data collected through interviews with decision-makers (66 principals or their representatives) and focus group discussions with 232 heads of department (HoDs)/teachers and 601 primary and secondary school learners. They representative of a purposeful sample of different school types, namely urban and rural, various socio-economic profiles as per quintile ranking and schools for learners with special educational needs (LSEN). Five main approaches emerged: (i) a practice with correlating dimensions of QPE; (ii) a sportfocused approach; (iii) a health-focused approach; (iv) a value-education and life skill approach; and (v) self-learning or non-teaching. Outsourcing of PE was a common practice with nongovernmental agencies as ‘life coaches’ for lower quintile schools and specialist coaches for higher quintile schools. The level of access to multiple resources tallied with the quality of experiences, whilst the level of education and motivation of teachers, being the most significant resource, were related to different implementation approaches and educational effects.