Abstract
Abstract : Physical Education (PE) is globally advocated as an effective school subject to equip learners with skills and values for life-long participation in physical activities. The epidemic rise in sedentary lifestyle-related conditions such as obesity and poor motor development among children in rural areas is a poignant reminder of the need for good quality PE programmes in rural primary schools. The aim of this study was to determine the state and status of PE as a component of Life Skills in the Intermediate Phase in selected public rural primary schools in the Vhembe district of the Limpopo Province, South Africa. The study set out to establish the PE situation by investigating the nature of PE programmes, facilities, equipment and supplies. The study also explored on PE time allocation, class sizes (number of learners) and the nature of learners’ assessment in PE. The convergent parallel mixed methods approach which concurrently integrates quantitative and qualitative methods was the design used in conducting this study. Quantitative data was generated from administering learners’ questionnaires. Qualitative data was generated by means of face to face semi-structured interviews with teachers and principals, through focus group discussions with learners and by way of structured observations of facilities and equipment. The purposive sampling technique was used in selecting the participating schools and the respondents. A total of 8 schools were selected for the study. Participants comprised of Grade 6 learners, PE teachers and principals. A total of 349 learners out of the targeted 400 learners responded to questionnaires. This translated to a response rate of 87 %. A total number of 48 learners participated in focus group discussions. A total of 8 PE teachers and 8 principals participated in semi-structured interviews (the study selected 1 teacher and principal from each school). A pilot study was conducted among Grade 6 learners from a school which did not form part of the main study to determine the logistical procedures for data collection as well as to adjust the research instruments in consultation with the University of Johannesburg Statistical Consultation Services. Additionally, the questionnaire was translated using the ‘translate-back-translate’ method to the local TshiVenda language for learners to provide cogent responses within the framework of their mother tongue. The qualitative instruments were expertly reviewed to ensure that the questions addressed the objectives of the study. Trustworthiness was ascertained through applying procedures and steps that ensured credibility, transferability, dependability and confirmability of the findings....
M.Phil. (Sport Science)