An exploration of the experiences of grade ten Life Orientation teachers towards the teaching of Physical Education in schools under Ugu District, KwaZulu-Natal.
| dc.contributor.advisor | Khoza, Simon Bhekumuzi. | |
| dc.contributor.author | Mqadi, Leonard Simo. | |
| dc.date.accessioned | 2017-01-18T07:05:48Z | |
| dc.date.available | 2017-01-18T07:05:48Z | |
| dc.date.created | 2015 | |
| dc.date.issued | 2015 | |
| dc.description | Master of Education in Curriculum Studies. University of KwaZulu-Natal, Edgewood 2015. | en_US |
| dc.description.abstract | This qualitative study was conducted in five schools in Ugu District, KwaZulu-Natal. It explored how the five teachers experience the teaching of Physical Education in their schools. Two focus group discussions, individual semi-structured interviews and a semi-structured questionnaire were used to generate data. Purposive sampling was used to select five teachers because I wanted to allow them to interact in order to understand their experiences in the teaching of Physical Education and to address the challenges they are facing. The data generated were categorized and analysed into these ten curriculum components of the curricular spider web: Reasons for teaching Physical Education; goals of teaching PE; content; teaching activities; teacher‟s role; materials and resources; grouping; classroom; time allocation and assessment. The findings reveal that PE teachers feel that they are unprepared to teach PE. Even though they indicate the importance of teaching PE, their lessons on PE do not indicate the reasons for each PE lesson. They do not show an understanding of the goals of teaching PE. Their lesson plans do not indicate and address aims, objectives and learning outcomes. Due to their lack of information of PE content, they treat PE lessons as free periods. There are no resources for PE and as a result, teachers do not complete all the prescribed PE activities. They follow the activities as they are in the textbooks but skip those that they do not understand. Teachers have no PE classrooms but they take learners outside during PE periods. They lack adequate knowledge for organizing and managing their PE classrooms. They lack information on monitoring and assessing learners working in groups. They report that time allocation in PE is inadequate and as a result, they do not cover all the prescribed activities. Furthermore, teachers lack adequate knowledge on how to do assessment in PE. The challenges that teachers face regarding the teaching of PE have serious implications for the delivery of quality PE teaching. Overall, the findings show a collapse in the effective implementation of CAPS in PE. This study recommends that PE teachers should be developed through practical training to enable them to effectively and efficiently teach PE in their schools. They should be engaged in curriculum design, assessment and progression (Burden & Hunt, 2010). | en_US |
| dc.identifier.uri | http://hdl.handle.net/10413/13917 | |
| dc.language.iso | en_ZA | en_US |
| dc.subject | Physical education and training -- Curricula -- South Africa -- KwaZulu-Natal. | en_US |
| dc.subject | Life skills -- Study and teaching -- South Africa -- KwaZulu-Natal. | en_US |
| dc.subject | High school teachers -- Attitudes. | en_US |
| dc.subject | Theses -- Education. | en_US |
| dc.subject | Physical education teachers. | en_US |
| dc.subject | PE teachers. | en_US |
| dc.subject | Ugu District. | en_US |
| dc.title | An exploration of the experiences of grade ten Life Orientation teachers towards the teaching of Physical Education in schools under Ugu District, KwaZulu-Natal. | en_US |
| dc.type | Thesis | en_US |