Pre-service teachers’ perception of values education in the South African physical education curriculum

Abstract

Background: Since the beginning of the new democratic era of 1994 in South Africa, human rights and values concerns have been placed on the forefront of educational research to respond to the needs of the South Africa’s Constitution as well as the intentions of public school curricula. It is believed that qualified physical education teachers can address the fading of values and recession of morals in schools by promoting value-based education into their physical education lessons to provide a holistic approach to learning.

Aim: This article aims to identify the values that pre-service teachers deem are important to be taught at school.

Setting: The study was conducted in the Gauteng Province.

Methods: A questionnaire was employed to collect quantitative data (close-ended questions) and qualitative data (open-ended questions) from all final year BEd physical education students (n = 68).

Results: Sixty-eight values were identified: respect (n = 47), honesty/integrity (n = 23) and courage/perseverance/determination (n = 25) were ranked as the three values these teachers considered as important for inclusion in a physical education curriculum.

Conclusion: These pre-service physical education teachers indicated that learners could learn core values and basic human rights in a conducive and safe learning environment by employing role-play, games and modelling as the main strategies to infuse values in their physical education lessons.