Re-skilling of in-service teachers in physical education in South African schools

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Date
2018
Authors
Stroebel, L. C. E.
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Publisher
University of the Free State
Abstract
English: The status of Physical Education (PE) in South African schools, is one of a low priority subject area. Several factors contribute to the reasons for concern regarding the delivery of PE, such as a lack of sufficient resources, a decline in physical activity and the deteriorating health of children. The purpose of this study was twofold: firstly, to outline the situation with regard to PE in South Africa, and secondly, to present the results of research on PE in the Free State province (South Africa), by: 1) determining the impact of the changes in the curriculum on the state of PE as a subject; 2) assessing the specific needs and challenges of in-service Foundation Phase Life Skills teachers in the Free State, regarding PE; 3) investigating the challenges of subject advisors of Life Skills and Life Orientation in supporting in-service teachers with implementation of PE in schools in the Free State; 4) exploring the role of PE in providing opportunities to support the enhancement of school sport, “sport for all” and sport development; and 5) demonstrating the necessity for capacitating in-service Life Skills and Life Orientation teachers and explore a renewed approach to inform a re-skilling programme to effectively support teachers to teach Physical Education proficiently. The structure of the thesis constitutes five research articles, addressing the specific aims of the study. Articles 1 and 4 comprise review articles to enlighten the context. For the purpose of Article 2, the participants were Life Skills teachers (n=94) in the Foundation Phase at randomly selected schools in the five districts of the Free State. Quantitative and qualitative data were captured using a questionnaire. Data were analysed descriptively using absolute and relative frequencies and histograms. SAS Version 9.3 TS Level 1M2 was used for all the statistical analyses. For both Articles 3 and 5, the participants were ten (10) Life Skills and Life Orientation Subject Advisors, serving schools in the five districts of the Free State Province. Data collected via semi-structured interviews, were analysed by means of qualitative content analysis, via SAS 9.4 Software. The results disclosed that policy transformation had a negative impact on the implementation of PE in schools, primarily as a result of insufficient teacher development in Life Skills and Life Orientation. The necessity for re-skilling of in-service teachers is demonstrated in the fact that 96.6% (n=88) of teachers indicated it as a priority to address developments within PE, to ensure that the requirements of the curriculum are met. Subject Advisors of Life Skills and Life Orientation also experience challenges with regard to curriculum implementation. Inadequate resources, especially at historically disadvantaged schools, contribute to the implementation challenges. The The results results results results results revealed that core governmental documents and policies with regard to PE and sport in schools, are seldom implemented. Recommendations which can be used in developing an appropriate re-skilling approach for PE include that: 1) sufficient in-service training and continuing development opportunities are presented by experienced facilitators; 2) instruction regarding content, curriculum requirements, and assessment are incorporated; 3) the empowerment of subject advisors to offer sufficient support and guidance to teachers are prioritised;4) ongoing, sustainable support systems are created; and 5) collaboration between the DBE and HEI’s is established to deliver standardised, research-based, in- service training programmes. Undoubtedly, the ultimate resolution would be graduated PE teachers. However, it is evident that a re-skilling programme could serve as an interim measure. The next logical step and conceivable resolve would be the development of a strategy to establish a short learning programme in PE, which is accredited by the South African Qualifications Authority (SAQA) and the South African Council for Educators (SACE).
Afrikaans: Die status van Liggaamlike Opvoeding (LOV) in Suid-Afrikaanse skole, is een van 'n lae prioriteit vakgebied. Verskeie faktore dra by tot die redes vir kommer aangaande die aanbieding van LOV, soos die gebrek aan voldoende hulpbronne, ʼn afname in fisieke aktiwiteit en die agteruitgang van kinders se gesondheid. Die doel van hierdie studie was tweeledig: eerstens, om die situasie ten opsigte van LOV in Suid-Afrika te beskryf , en tweedens om die resultate van navorsing oor LOV in die Vrystaat provinsie (Suid Afrika) aan te bied, deur: 1) die bepaling van die impak van die veranderinge in die kurrikulum oor die stand van LOV as 'n vakgebied; 2) die bepaling van die spesifieke behoeftes en uitdagings van in-diens Grondslagfase Lewensvaardighede onderwysers in die Vrystaat, met betrekking tot LOV; 3) die ondersoek van die uitdagings van vakadviseurs van Lewensvaardighede en Lewensoriëntering in die ondersteuning van onderwysers by die implementering van LOV in skole in die Vrystaat; 4) die rol van LOV te ondersoek in die verskaffing van geleenthede vir die bevordering van skolesport, "sport vir almal" en die ondersteuning van sportontwikkeling ; en 5) die noodsaaklikheid van die toerusting van in-diens Lewensvaardighede en Lewensoriëntering onderwysers te demonstreer en ʼn benadering te ondersoek om ʼn heropleidingsprogram te adviseer om sodoende onderwysers effektief te ondersteun om LOV op ’n vaardige wyse te onderrig. Die struktuur van die tesis omvat 5 navorsingsartikels wat die spesifieke doelwitte van die studie aanspreek. Artikels 1 en 4 bestaan uit ‘n oorsig om die konteks te verhelder. Vir die doel van Artikel 2, was die deelnemers Lewensvaardighede onderwysers (N = 94) in die Grondslagfase by lukraak geselekteerde skole in die vyf distrikte van die Vrystaat. Kwantitatiewe en kwalitatiewe data is versamel deur middel van 'n vraelys. Data is beskrywend ontleed met behulp van absolute en relatiewe frekwensies en histogramme. SAS weergawe 9.3 TS Vlak 1M2 is gebruik vir al die statistiese ontledings. Vir beide Artikels 3 en 5, was die deelnemers tien (10) Lewensvaardighede en Lewensoriëntering Vakadviseurs, wat diens lewer aan skole in die vyf distrikte van die Vrystaat Provinsie. Data is deur middel van semi-gestruktureerde onderhoude ingesamel, en is geanaliseer deur middel van kwalitatiewe inhoudsanalise, deur middel van SAS 9.4 sagteware. Die resultate openbaar dat beleid transformasie ‘n negatiewe impak op die implementering van Liggaamlike Opvoeding in skole tot gevolg gehad het, primêr as 'n gevolg van onvoldoende ontwikkeling van onderwysers in Lewensvaardighede en Lewensoriëntering. Die noodsaaklikheid vir heropleiding van in-diens onderwysers word gedemonstreer deur die feit dat 96,6% (n = 88) van die onderwysers die ontwikkelings binne LOV om te verseker dat die vereistes van die kurrikulum nagekom word, as prioriteit uitgewys het. Vakadviseurs van Lewensvaardighede en Lewensoriëntering ervaar ook uitdagings ten opsigte van kurrikulum implementering. Onvoldoende hulpbronne, veral by voorheen benadeelde skole, dra by tot implementerings uitdagings. Die resultate het aan die lig gebring dat kerndokumente en beleide wat deur regeringsorganisasies ten opsigte van LOV en sport in skole opgestel is, selde geimplementeer word. Aanbevelings wat gebruik kan word in die ontwikkeling van 'n toepaslike heropleiding benadering vir LOV, behels dat:1) voldoende indiensopleiding en volgehoue ontwikkelingsgeleenthede aangebied word deur ervare fasiliteerders; 2) instruksie aangaande inhoud, kurrikulum vereistes en assessering geïnkorporeer word; 3) die voorbereiding van vakadviseurs om voldoende ondersteuning en leiding aan onderwysers te bied, prioriteit geniet; 4) deurlopende, volhoubare ondersteuning stelsels geskep word; en 5) dat samewerking tussen die Departement van Onderwys en Hoër Onderwys Instellings bewerkstellig word om gestandaardiseerde, navorsingsgebaseerde, indiensopleiding programme te lewer. Ongetwyfeld sal die uiteindelike oplossing gegradueerde LOV onderwysers wees. Dit is egter duidelik dat 'n heropleidings program as 'n tussentydse maatreël kan dien. Die volgende logiese stap en denkbare oplossing sou die ontwikkeling van 'n strategie wees om 'n kort leerprogram in LOV te vestig, wat deur die Suid-Afrikaanse Kwalifikasie-owerheid (SAQA) en die Suid-Afrikaanse Raad vir Opvoedkundiges (SACE) geakkrediteer is.
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Keywords
Physical education, Life skills, Life Orientation, In-service teachers, Subject advisors, Curriculum implementation, Training, Re-skilling, Free State, South Africa, Thesis (Ph.D. (Higher Education))--University of the Free State, 2018
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