Abstract
Ph.D. (Education)
Physical Education (PE) is an essential component of any school curriculum due to the potential life-changing benefits of the subject. Unfortunately, the majority of teachers responsible for teaching PE in South Africa are not qualified. This status quo is unlikely to change, as schools do not have the funding to employ a PE specialist. However, it is known that non-specialist PE teachers can be assisted with adequate training and support. International research identifies effective characteristics of Professional Development (PD) but, generally, these are particular to countries that have embraced the importance of PE, are rich in resources and have an abundance of qualified PE specialists. The South African context is distinctive. PE is taught in varied and unique environments, which are usually under-resourced. What each individual brings to the PE experience is different, with many of the teachers having had no previous PE experience or training and who have disparate perceptions of the subject.
This research identifies the unique features of PD that must be considered when designing future interventions to empower the non-specialist PE teachers in South African schools. A qualitative interpretive paradigm was used to conduct the case study on the PD of the sports coordinators teaching foundation phase PE in the Royal Bafokeng schools. Data was obtained using a wide range of data collection methods to ensure validity of responses and analysed using the content analysis approach. The most significant finding was that on-going training and support is not an option, but rather a necessity. Both the selection of the content and the pedagogy used to present the programme need careful consideration. Developing Pedagogical Content Knowledge (PCK) in an experiential manner is critical. Modelling of practice and engaging the participants in carefully designed practical activities to demonstrate theoretical principles is preferable to lecture-style delivery. Assisting the teachers to find a way to work within their particular contexts is imperative.
The study also exposes the barriers to PE programme implementation experienced by non-specialist PE teachers in South Africa. The most significant barrier identified is the lack of PE experience and knowledge. When combined with a dearth of...