Evaluation of on-campus and off-campus training of Foundation Phase PE teachers

posted by / Tuesday, 10 March 2015 / Published in Latest posts, RESEARCH PAPERS

By: Movement Education, School of Education, North-West University (Dorita Du Toit & N Van der Merwe)



Optimal gross motor and perceptual motor development at a young age plays an essential role in the learner’s holistic development, as it forms the foundation for the cognitive, affective and physical domains of early childhood development. In light of the importance of motor development, the new South African Curriculum and Assessment Policy Statement (CAPS), stipulates that 2 hours teaching time per week should be dedicated to Physical Education (PE) in the Foundation phase. However, as PE has only recently been reinstated in the South African school curriculum after an absence of more than 9 years, schools face several challenges, including current teachers who are under- and unqualified to teach PE. The urgent need for Foundation Phase teacher training in PE has led to several on-campus as well as off-campus models for Foundation Phase PE teacher training at the North-West University. The purpose of this study was to evaluate on-campus and off-campus Foundation Phase PE teacher training models, in order to improve and optimise the delivery of teachers for this critical component of Foundation Phase education.

Following a quantitative research design, a total of 200 stakeholders in the on-campus and off-campus teacher training models, including students, lecturers and principals, were asked to omplete questionnaires containing questions pertaining to specific aspects of the training programmes, as well as the distance training model in comparison with the on-campus model.

Results show that practical training of fundamental motor skills and basic sport skills, improvisation of equipment, safety measures and the organisation of PE classes were considered as components of the programmes which needed more emphasis. According to the principals, the distance training model should include more encompassing support with regard to the acquisition and teaching of movement skills, especially those of a technical nature, like educational gymnastics and basic sport skills. Recommendations further included the increased use of technology, especially DVDs and video clips which can be sent by e-mail or mobile phones.


Key words: Foundation Phase Physical Education, teacher training, distance education.



Link: Full Document