Abstract:
The global survival and revitalization of physical education (PE) in schools have been the priority
of experts and lobbyists for decades. On the African continent, especially, efforts to reawaken PE
escalated in the recent past. A qualitative, exploratory study with comparative case study analysis
was used in a purposive sample. Gauteng public schools were used as units of analysis across
geographic area (rural, township, urban) and socio-economic categorisation (Quintiles 1 to 5). The
study was based on the research methodology described in the national analysis of the state and
status of Physical Education in South African public schools (Burnett, 2018) replicated in all nine
provinces of the country. Results were analysed according to the policy framework and curriculum
documents used, positioning of PE in schools, methods of delivery, resources and perceptions of
teachers, learners and parents. A significant conclusion which emerged from this study is the stark
contrast in the status and perceptions of PE between primary and secondary schools. An alarming
finding is the sportification and conceptual confusion of PE. It is recommended that the Department
of Basic Education (DBE) revises the PE curriculum in the CAPS policy document, especially in
secondary schools and in schools for learners with special needs. Generalist teachers should also
be orientated to the unique aspects of teaching PE. Assessment practices must be monitored and
evaluated.
