Level playing fields? Addressing Physical Education delivery in three KwaZulu-Natal school contexts, South Africa

Abstract

This article focuses on the state and status of Physical Education (PE) in six KwaZulu-Natal (KZN) schools in three different school contexts: former Model-C, rural and township. This comparative case study employed a qualitative, descriptive research design with an interpretative approach. The findings, conclusions and recommendations inform a nation-wide research project under the aupices of the United Nations Children’s Fund (UNICEF) - Department of Basic Education (DBE) partnership. Adopting a social justice theoretical framework, analysis of the KZN data demonstrates the imperative to adopt a holistic, inclusive approach in the promotion of PE across school contexts. The playing fields, both physically and figuratively are not level between quintiles 2, 3 and 5 schools. The infrastructure, particularly, in the lower quintile schools, needs attention. Teachers are key resources needed to bring about change and both pre-service and in-service Life Orientation teachers require training and support to facilitate PE. It is hoped that national and provincial stakeholders will respond to the empirical data presented in this study so that PE can, with integrity, afford learners the opportunity to learn-to-move and to learn-through-movement in all school contexts. There are many tertiary institutions in South Africa, including KZN, that are well-positioned to deliver pre-service training, accredited coursework and information resources to schools in the country.