Physical education and health as a child’s right: Reflections on the Soweto Active Schools programme

Cora Burnett-Louw

doi:10.4102/sajce.v10i1.776

Abstract

Background: In view of global health concerns about high levels of inactivity and related disease patterns of citizens, Physical Education and Health (PEH) has become an educational priority in many countries, including South Africa. Aim: The research aimed to explore and capture the effects of a multistakeholder physical education (PE) initiative that focuses on in-service teacher training and implementation of the Soweto Active Schools programme. Setting: The study was conducted in five pilot schools in Soweto, located in close proximity to the Nike Centre, where the schools take part in organised sport events as part of the programme. Methods: This pre–post (2016 and 2018) multisite case study utilised mixed methods. Qualitative data were collected through observation of PE lessons, interviews with key stakeholder representatives ( n = 6), five school principals ( n = 10) and focus group discussions with life skill/life orientation heads of department and teachers ( n = 59) and Grade 6 learners ( n = 63). Results: The main findings indicated the emergence of a new educational paradigm informed by value-based PE. Teachers reported positive behaviours by learners, whereas they applied the same values in the teaching of other classes. Learners reported the learning of new motor skills, improved social relations and improved confidence. Principals and teachers appreciated the scaled model of contextually relevant professional learning. Conclusion: The model disputes the mere outsourcing of PE that elicits the participation of teachers will not adequately equip them for teaching PE. The model can be refined and taken to scale with meaningful information for curriculum design, resource provision and effective implementation of quality PEH.

Highlights

Against a background of widespread poverty, countries like South Africa, as signatory to various international charters and pledges, have to deal with multiple societal problems (Ndebele 2017; United Nations Children’s Fund [UNICEF] 2016)
The principles are well aligned with the Designed to Move filters and focus on the transferability of knowledge, skills and attitudes that would extend beyond school hours and foster lifelong active behavioural habits
In collaboration with universities and educational institutions, in-service educational programmes should transcend traditional once-off events to constitute an authentic and contextual learning environment supported by mentors composed of external agencies and expertise within and between schools

Summary

Introduction

Against a background of widespread poverty, countries like South Africa, as signatory to various international charters and pledges, have to deal with multiple societal problems (Ndebele 2017; United Nations Children’s Fund [UNICEF] 2016). Governments are faced with much pressure to address wide societal issues within different public sectors Global agencies such as UNICEF, the United Nations Educational, Scientific and Cultural Organisation (UNESCO) and the World Health Organization (WHO) drive accountability and adherence to a human justice and development agenda as captured by the 17 Sustainable Development Goals (SDGs) for 2030 (UNICEF 2017). At the first regional conference, branded as ‘Regional Advocacy towards Sustainable Development of a Peaceful, Ethical, Healthy and Active Africa’, held in Antananarivo in Madagascar from 10 to 13 September 2019, the Antananarivo Recommendations were adopted (Burnett 2020) The latter entail the mobilisation of resources and strategies for integrating sport, PE and physical activity (PA) in adherence to the 2017 Kazan Action Plan, and call for delivery on selected SDGs. In view of global health concerns about high levels of inactivity and related disease patterns of citizens, Physical Education and Health (PEH) has become an educational priority in many countries, including South Africa

Objectives

Results

Conclusion