Abstract
UNESCO’s charter on physical education physical activity and sport (1978) (UNESCO 2019c) was revised in 2013 to declare that participation in physical education and sport was a fundamental human right. Free basic and further education for everyone is enshrined within the South African Constitution’s Bill of Rights. In 2016, 9,722,965 learners were in public schools receiving funding from the state. However, not all have access to quality physical education (QPE) or the opportunity to participate in school sport. The aim of the study is to develop a framework for the effective delivery of quality physical education and school sport (PESS) in the South African public school system to maximise its role in delivering on outcomes of national development goals. By utilising a social justice theoretical framework, the study investigates the factors that influence the practices manifesting within schools. Making use of a mixed a mixed-method research approach, data was collected from 53 schools across the country via questionnaires; by interviews held with principals (n=17) and sport directors (n=18); and 15 focus groups with educators (n=64) and 10 focus groups with learners (n=48) in 29 schools in the Eastern Cape, Gauteng, KwaZulu-Natal and the Western Cape. Data was coded and the influencing factors were grouped into three emerging themes: context, policy and strategy, and resourcing. This study offers and abstract and objective overview and reflection by going beyond simply reporting the state and status of PESS. Looking holistically at the contextual situation and the systemic issues that affect the delivery of PESS at all levels, the research found that international discourses in policies relating to international development translate to national transformative intentions in a myriad of complex ways. This policy framing from an international perspective is filtered through structures and systems to constitute certain practices in certain local contexts. However, South African policies governing PESS are crowded, fragmented and dysfunctional in its articulation with practices as government institutions are not sufficiently aligned to enable a greater sophistication of policy making and/or ensure consistency of policy uptake at the grass roots level to deliver quality PESS. iv The Practice Model provides a social justice framework for policymakers to understand the relationships between the influencing factors, the impact of international forces on policy, the social structures of society and how they manifest within physical education and sport. These key considerations are required for reform in determining legislation, delivery strategies, and how to determine the successful delivery of, and access to, quality physical education (QPE) and school sport (SS). Until the policy sectors are aligned meaningfully, there is a threat to the future and quality of PESS in South Africa.
D.Phil. (Sport Management)