Physical education in rural primary schools of Limpopo and Mpumalanga provinces, South Africa : teachers' perspectives

Abstract

This study explored the views and experiences of teachers about their teaching of PhysicalEducation (PE) in the Intermediate Phase of primary schooling. The study was conducted amongeight purposively sampled Life Skills (LS) primary school teachers in the Thulamela municipality,Vhembe district, Limpopo province and the Gert Sibande district, Mpumalanga province of SouthAfrica. Semi-structured face-to-face interviews were conducted with teachers from the selectedschools. Based on thematic data analysis, the main findings indicated that PE teachers from bothprovinces experienced challenges regarding large classes, inadequate facilities and a lack ofopportunities for professional development. These challenges negatively affected the quality of PEteaching and assessment procedures. The study concluded that these challenges were a direct resultof the marginalisation of the PE curriculum of and the disadvantages associated with schools inrural environments.