Challenges in physical education instruction through the insights of life orientation teachers from secondary schools in the Tshwane Districts of Gauteng

Abstract

This study explored the challenges that life orientation teachers face in selected Tshwane secondary schools when interpreting and teaching physical education. With a specific focus on establishing if appointed teachers were qualified to present physical education classes, verify if the teachers attach any value to physical education, analyse the daily challenges and examine whether they could adapt in the classroom and become fully engaged in the physical education curriculum. Data was collected using a qualitative research approach where six (6) secondary schools in the three (3) Tshwane districts of Gauteng were selected with a study population of twelve (12) teachers. Interviews were conducted as a qualitative instrument to obtain the information required, and data was documented by using an audio device in which the audio was later transcribed. The content analysis method was used to analyse the data to gain a comprehensive understanding. This research is significant as the teachers' values insights endorse the issue of the study and the underlying fact that there is a lack of specialised training for the subject of Physical Education, leading to teachers lack of understanding how to teach the essential components within a physical education class to ensure holistic development of the learners. Furthermore, daily challenges outlined by teachers, such as the lack of resources, imply that it becomes the teacher's main educational task to find innovative ways and means to deal with these challenges.