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Cited by 20Physical Education and PedagogyTeacher Education and Leadership StudiesPhysical Education and Training Studies

An approach to re-skilling of in-service teachers in Physical Education in South African schools

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School for Social Sciences and Language Education, Faculty of Education, University of the Free State, Bloemfontein, South Africa, Stroebel, Leoni CE, Hay, Johnnie, School of Psycho-Social Education and COMBER Research Entity, Faculty of Education, North-West University, Vanderbijlpark, South Africa, Bloemhoff, Hermanus J, School of Allied Health Professions, Department of Exercise and Sport Sciences, Faculty of Health Sciences, University of the Free State, Bloemfontein, South Africa·2019·South African Journal of Education
DOI 10.15700/saje.v39n2a1643
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Abstract

During the past two decades, curriculum restructuring in South Africa has had some unintended consequences; one of these being the unrealistic demands expected from Life Skills (LS) and Life Orientation (LO) teachers. Physical Education (PE) finds itself within the multi-faceted subject of LS/LO, therefore the teacher, often without requisite training, has to be accountable for the dissimilar demands of this multidisciplinary subject. The continuing professional development needs are undoubtedly just as diverse as the subject itself is. The aim of the study was to explore an approach for capacitating in-service LS/LO teachers responsible for teaching PE. The research reported in this article employed a qualitative design, which comprised semi-structured interviews with 10 Subject Advisors of LS/LO in the Free State. Themes that emerged from the data analysis were assessment problems, inappropriate allocation of teachers; rotation of teachers; and lack of knowledge and understanding; which culminates in the need for in-service training. The results of this study indicate the necessity for re-skilling of in-service LS/LO teachers and propose an approach for a re-skilling programme to equip these teachers with the essential knowledge and skills to teach PE proficiently.

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  • In South Africa, learners' physical activity and fitness levels are declining.

    “In South Africa, where learners' physical activity and fitness levels are declining (Stroebel et al., 2019), the effective implementation of PE by trained PE teachers can positively influence learners.”

    From Values-Based Physical Education and Teacher Education in South Africa (2022) · cites this paper as Stroebel et al., 2019

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Authors
School for Social Sciences and Language Education, F. O. E., Stroebel, L. C., Hay, J., School of Psycho-Social Education and COMBER Research Entity, F. O. E., Bloemhoff, H. J., & School of Allied Health Professions, D. O. E. A. S. S.
Affiliations
University of the Free State (ZA)
ORCID
Venue
South African Journal of Education
Publisher
Education Association of South Africa
Published
2019-05-31
Volume
39
Issue
2
Pages
1-12
ISSN
  • 0256-0100 (ISSN-L)
  • 2076-3433
DOI
10.15700/saje.v39n2a1643
OpenAlex
W2951793716
Cited by
20
References
36
Citations by year
2026: 1 · 2025: 3 · 2024: 1 · 2023: 10 · 2022: 3 · 2020: 2
FWCI
2.88
Type
journal article
Language
en
Open access
Licence
cc-by
Locations
  • South African Journal of Education (publishedVersion, cc-by)
  • DOAJ (DOAJ: Directory of Open Access Journals) (submittedVersion)
Topics
  • Health Sciences › Health Professions › Physical Therapy, Sports Therapy and Rehabilitation › Physical Education and Pedagogy
  • Social Sciences › Education › Teacher Education and Leadership Studies
  • Health Sciences › Health Professions › Physical Therapy, Sports Therapy and Rehabilitation › Physical Education and Training Studies
Keywords
continuing teacher education, retraining, physical education teachers, curriculum redesign, teacher professional development, teacher rotation, teacher allocation, assessment challenges, South African schools

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