The purpose of this research study was to investigate teachers' experiences in implementing (teaching) CAPS life skills (physical education) and to understand the impact of teachers' experiences in teaching physical education. The study found that teachers face challenges in teaching CAPS (Physical Education) life skills because teachers lack content knowledge for physical education.
Background to the Study
- Introduction
- Purpose of the Study
- Rationale
- Objectives of the Study
- Research Questions
- Significance of the Study
- Outline of Research Methodology
- Structure of the Dissertation
- chapter 1
- chapter 2
- chapter 3
- chapter 4
- chapter 5
- Conclusion
I work full time as a primary teacher, I still witness PE not being taught well. Furthermore, none of the studies conducted on physical education, including the few studies described above, have focused on teachers' experiences of teaching physical education in the primary phase.
Literature Review
Introduction
Experiences
- Reasons for Studying the Teachers Experiences
Therefore, this study examines the experiences of teachers because Morgan and Bourke (2008, p. 3) note that “teachers' experiences or personal backgrounds are important components that influence the teaching and learning process.” Morgan and Bourke (2008, p. 3) state that “a person's ability to cope with a specific situation is the result of his or her experiences”.
Life Skills (Physical Education)
- Life Skills
- Physical Education
It is worth agreeing with the idea that physical education is 'misunderstood' by teachers. It is essential to raise awareness among teachers so that they understand the importance of physical education.
The Curriculum as the robot
Therefore, it is the role of the teacher to ensure that resources are available in the implementation of physical education. The teachers' reasons for teaching physical education were based on the competence of the learner (OBE).
Curricular Spider’s Web Concepts
- Rationale (Why are they teaching?)
- Goals (Towards which goals are they teaching?)
- Accessibility (With whom are they teaching?)
- Content (What are they teaching?)
- Teaching Activities (How are they teaching?)
- Resources (With what are they teaching?)
- Teachers’ Role (How are they teaching?)
- Location and Time (Where and when are they teaching?)
- Assessment (How are they assessing their teaching?)
Conclusion
So this study will use these questions to address the curriculum issues that teachers experience in implementing physical education at the foundation stage. Furthermore, most studies have been conducted as surveys, in the form of literature and/or. There are no studies that aimed to explore teachers' experiences of teaching physical education at the foundation stage.
Therefore, this study used this research method to explore teachers' experiences in teaching life skills (physical education) in foundation phase classes.
Research Design and Methodology
- Introduction
- Qualitative Research
- Research Design
- Case Study
- Interpretive Paradigm
- Sampling
- Data Generation Methods
- Data Analysis
- Validity
- Trustworthiness
- Limitations
- Conclusion
This is how convenience sampling was used in the sample of participants who participated in this study. Therefore, in qualitative research, the researcher seeks to gain an in-depth understanding of the teachers' experiences. I used the data that I generated from the teachers to explain the situation or the teachers' experiences when teaching physical education.
Some of the issues they cited include the researcher, the participants, and the context in which the study takes place.
Data Analysis and Discussions
Introduction
Their narratives below will clearly explain the challenges teachers face when teaching physical education. There are a number of issues that teachers have stated as the reasons they experience physical education the way they do. Among the issues raised by the teachers is the lack of knowledge about the content of physical education, as well as the inappropriate environment where they work.
To the greatest extent this affects the development of students, because teachers end up not teaching physical education because of their experiences.
Teachers’ Experiences
Teachers are aware that they are not doing justice to the curriculum when they teach physical education, which concerns them, because they understand that what they do in the field does not in any way contribute to the development of students in the way it is intended. To ensure that teachers do not embarrass themselves, they do not teach physical education completely. After participating in action research, they can receive training in teaching physical education.
These narratives answer the main research question of what teachers are experiencing while teaching physical education in the foundation phase.
Theme 1: Rationale
- Discussions Theme 1: Rationale
The above story of the teachers clearly indicated that her knowledge of physical education is horizontal (everyday knowledge) because even students can do this (play football) without being taught. This clearly indicates that the rationale/reason why the teachers teach physical education is to develop the students physically. This suggests that teachers do not even think about looking at the policy document when planning physical education.
With this in mind, students may end up disliking physical education because they don't know why they are doing it.
Theme 2: Goals (Aims and Objectives)
- Discussions Theme 2: Goals (Aims and Objectives)
The report above indicates that the lack of physical resources in the school does not inspire the teachers to teach physical education. Physical education is not fully funded and this denies the learners access to physical education (Participants 1 and 2). The teachers told about their experiences in relation to their cultures (Ideological-ware) and those of the learners' cultures in the teaching of physical education.
It is not only the skills that the students need to know, but especially the knowledge (philosophy or theory) of physical education. The findings indicate that the teachers are not utilizing the role of facilitator in teaching physical education. This suggests that the teacher here knew her role or responsibility in the implementation of physical education.
Theme 3: Accessibility and Resources
- Discussions Theme 3: Accessibility and Resources
Theme 4: Content
- Discussions Theme 4: Content
The LWB only provides the content for physical education as stated in the curriculum policy document. Participants indicated that the playgrounds they have at their school do not allow students to do some of the physical education activities. Teachers indicate that they do not have the necessary knowledge for effective physical education.
To ensure coherence, teachers should ensure that the content they teach is consistent with the vision, goals and objectives of physical education.
Theme 5: Teaching Activities
- Discussions Theme 5: Teaching Activities
Teachers must understand that physical education is not about games, but is an educational practice. One can conclude that teachers are not able to teach a range of activities in physical education because they do not have the knowledge of such activities. Teachers are supposed to equip themselves with the knowledge of a variety of games to ensure that physical education becomes more interesting for the learners.
However, teaching physical education in an unhealthy environment with irrelevant activities puts students' lives at risk of injury and stunts development.
Theme 6: Teachers’ Role
- Discussions Theme 6: Teachers’ Role
It can be said that the curriculum in a particular country fails because of the activities that are impractical in other parts of a particular country. The above stories from two participants show that the teachers do take the safety of the students into account. It is the teacher's responsibility to ensure that the vision of the curriculum is realized.
It can be argued that the curriculum is only practical if teachers can play their role in ensuring that they plan and secure the availability of resources.
Theme 7: Location and Time
- Location
- Time
- Discussion Theme 7: Location and Time
These comments show that teachers are aware that a space where physical education should be developed should be favorable. The main concern of teachers for the place where they practice physical education is the safety of teachers and students. Physical education in this school requires face-to-face contact and all students need the teachers' attention.
As the teachers have shown during the interviews, the time allotted for physical education is sufficient, while others disagree.
Theme 8: Assessment
- Discussions Theme 8: Assessment
- Summary of the findings
This makes it impossible for learners to participate in physical education if there are too many learners and the teacher may find it difficult to assess the learners. However, teachers still find it difficult to assess physical education because their stories above indicate that they struggle to assess physical education. One important issue that makes assessment in physical education unsuccessful is that the teachers "lack the content knowledge and this is a further significant barrier for primary teachers who assess in physical education" (Ní Chróinín &.
Currently, teachers' attention in school physical education is more focused on activities than on learning (Leirhaug & MacPhail argue that assessment should be used to ensure that what is taught is relevant, which will ensure that the correct assessment tool is used in the formative assessment (assessment for learning and assessment as learning).
Observations for Participant 3
- Discussions Participant 3 Observation
The findings of the teachers in this study show that the environment in their school is not conducive to physical education. The findings of this study show that teachers have the wrong role in teaching physical education. The findings show that some teachers have lost interest in teaching physical education due to a lack of teacher support resources.
Returning physical education to the curriculum: Problems and challenges facing schools in South African communities.
Observations for Participant 2
- Discussions Participant 2 Observation
Conclusions
Summary and Recommendations
Introduction
The key problems cited by teachers are: ignorance of the content of physical education; and the environment in which they work is not conducive to teaching and learning physical education. Teachers need some expertise in teaching physical education to overcome the challenges they face. As a result, challenges such as lack of understanding of the curriculum prevail, hindering the successful teaching of physical education.
To a greater extent it affects students because teachers end up not teaching PE (acting on their experiences) because of their experiences and it affects students' development (suffering the consequences).
Summary
Recommendations
It is recommended that teachers use the little time available to them just to familiarize themselves with different strategies for teaching physical education. Khoza (2013b) points out that physical education teachers should be mediators in order to formulate goals. The findings show that when teaching physical education, teachers use their role as an instructor, which is not relevant for teaching physical education.
Therefore, it is recommended that teachers are familiar with different types of assessment and the appropriate assessment strategy in physical education.
Implications for Teaching and Learning
Advocating for democratic assessment practices within a critical pedagogy of physical education teacher education. Classroom teachers' perceptions of the impact of barriers to teaching physical education on the quality of physical education programs. The status of physical education and its relationship with attitudes towards teaching the subject in urban primary schools in Masvingo.
The challenges of teaching physical education: Compiling the experiences of physical education teachers in Kenya and Victoria (Australia).
Additional Research Needed
Limitations
Time was a limitation as the data could only be generated after participants' work hours, but by then the teachers were exhausted and wanted to go home and rest. Furthermore, conducting research with people who do not understand how research is conducted, and for what purposes, was also a limitation because they (people) think that you (the researcher) want to expose them, which could have led to the participants tried to hide important information. information.
Conclusions
The changing phases of physical education and sport in Africa: can a uniquely African model emerge?: Physical Education. Students' perception of the teacher's personality as a determinant of students' interest in physical education at upper secondary school. Second assessment is key': engagement (or not) of three Norwegian physical education teachers with assessment for learning.
Physical education as a tool for developing health and social skills: results of a pilot study in South Africa and Sweden: Physical Education.
