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Grade R teachers’ experiences of implementing physical education
Author(s)
De Beer, Zelda
Date Issued
2020
Type
Thesis
Publisher
Cape Peninsula University of Technology
Abstract
Concern is being expressed as there is limited specific research evidence about the Life Skills physical education component in the Foundation Phase in South Africa. Physical Education is integral to the holistic development of Grade R learners, and thus, the early childhood environment is regarded as the ideal space to develop fundamental movement skills that lay the foundation and attitudes for lifelong learning, knowledge of the body and how it moves in challenging, exploratory and problem solving ways (Burnett, 2007, South Africa. Department of Basic Education, 2011a; Krog, 2016).
This study investigates the knowledge, and experiences of selected Grade R teachers in a variety of schools (South Africa. Department of Education. 2001a:) in the Western Cape, and equates it with their implementation of physical education in their daily programmes. Hence, this study addresses the main research question: What are Grade R teachers’ experiences of physical education in Grade R?
In addressing the above-mentioned research question, a qualitative interpretive case study has been used as a research methodology. Seven Grade R teachers participated in an unstructured open-ended focus group interview, resulting in the listing of themes into an interview framework, by utilising the Interactive Qualitative Analysis method of Northcutt and McCoy (2004). This interview framework directed the semi-structured individual interview questions and observations of four Grade R teachers who implement physical education in their classrooms.
Results of this study indicate that Grade R teachers from various backgrounds and school contexts share the same needs and frustrations when they implement physical education in their classrooms, namely, an urgent need to have further and on-going quality pre- and in-service training, as well as being regularly supported by the district and provincial Life Skills Foundation Phase Subject Advisors. Training needs to include support and assistance to plan for physical education on the daily Grade R Programme, utilising the available space (outdoor play area and classroom) and the interpretation of the Curriculum Assessment Policy Statement (CAPS). Despite these challenges, it was evident that the Grade R teachers have a positive attitude towards physical education.
Based on the findings, the above-mentioned recommendations, regarding the support and implementation of quality physical education in Grade R, will be made to the Department of Basic Education, the Western Cape Education Department (WCED), the Department of Higher Education and Training (DHET), teacher training organisations as well as Foundation Phase teachers in the Cape Winelands Education District.
This study investigates the knowledge, and experiences of selected Grade R teachers in a variety of schools (South Africa. Department of Education. 2001a:) in the Western Cape, and equates it with their implementation of physical education in their daily programmes. Hence, this study addresses the main research question: What are Grade R teachers’ experiences of physical education in Grade R?
In addressing the above-mentioned research question, a qualitative interpretive case study has been used as a research methodology. Seven Grade R teachers participated in an unstructured open-ended focus group interview, resulting in the listing of themes into an interview framework, by utilising the Interactive Qualitative Analysis method of Northcutt and McCoy (2004). This interview framework directed the semi-structured individual interview questions and observations of four Grade R teachers who implement physical education in their classrooms.
Results of this study indicate that Grade R teachers from various backgrounds and school contexts share the same needs and frustrations when they implement physical education in their classrooms, namely, an urgent need to have further and on-going quality pre- and in-service training, as well as being regularly supported by the district and provincial Life Skills Foundation Phase Subject Advisors. Training needs to include support and assistance to plan for physical education on the daily Grade R Programme, utilising the available space (outdoor play area and classroom) and the interpretation of the Curriculum Assessment Policy Statement (CAPS). Despite these challenges, it was evident that the Grade R teachers have a positive attitude towards physical education.
Based on the findings, the above-mentioned recommendations, regarding the support and implementation of quality physical education in Grade R, will be made to the Department of Basic Education, the Western Cape Education Department (WCED), the Department of Higher Education and Training (DHET), teacher training organisations as well as Foundation Phase teachers in the Cape Winelands Education District.
Additional information
Thesis (MEd)--Cape Peninsula University of Technology, 2020
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