An ideal educational environment should equip learners with holistic competences which promote physical, cognitive, social and emotional learning for effective engagement with the ‘real’ world (Carse et al. 2017). Learning settings are social contexts in which educators interact with learners for knowledge construction and dissemination (Rolymos 2018). The Vygotsky socio-interaction theory places high emphasis on the role of context in influencing the learning process in schools (Vygotsky 1978). In applying this theory to PE delivery, PE educators form a key part of the PE contextual environment in schools. Principals, HODs and teachers mediate PE delivery in schools; consequently, their views are vital to understanding the PE situation in schools (Foot 2014). Amongst other responsibilities, educators are responsible for ensuring PE delivery through effective teaching, fair resource allocation, impartial time allocation, authentic assessment and continuous professional development for effective interpersonal interactions and knowledge construction in schools (Ho et al. 2016).

The evolvement of PE from being a stand-alone subject to its current status as an appendage of LS is well documented in South African scholarship (Burnett 2018; Stroebel et al. 2016, 2017, 2019; Van Deventer 2014). The changes in the curriculum, which included outcomes-based education and the revised National Curriculum Statement (NCS) (up to the current NCS Grades R–12) were not easy for educators to adjust to (Stroebel et al. 2019). These adjustments compromised the pedagogical structure by allocating to it the least time in the curriculum (DBE 2011). However, socio-economic inequality affects the majority of South Africans, with 87.7% of public schools constituting no-fee schools – which accommodated 77.2% of the total school population in 2015 (Ndebele 2017:483). As a result, PE practices in South Africa cannot be assumed to be homogenous. It is therefore critical to explore nuances on the delivery of PE in public schools. A national assessment on PE delivery can result in multi-dimensional perspectives which can inform policy and lead to contextually relevant interventions (Amusa & Toriola 2010). The CAPS curriculum identifies educators as key support structures in implementing inclusive, diversified and well-managed PE programmes (DBE 2011). The question is: What does PE look like in the primary public-school system? For clarity, it is critical to explore the views of educators on the delivery of PE in schools.

The study adopted the mixed-methods research approach involving the use of qualitative and quantitative methods. Qualitative data were collected using semi-structured interviews with principals and HODs to gain information on policies and decision-making in LS and PE. With teachers, focus group discussions were conducted to gain information on content and delivery of PE programmes. Quantitative data were collected using questionnaires. Questionnaires included different sections, structured to first obtain biographical data (which included the professional qualifications and experiences of teachers), followed by perceptions and experiences of PE (implementation and ‘uptake’), the identification of good practices, challenges and recommendations. For teachers, a Likert scale delivered nuanced responses compared to that of learners who had two categorical options (‘agree’ or ‘disagree’). Open responses for recommendations for educators contributed to prioritised views and the identification of real needs. This approach also allows for the triangulation of results from the combination of both qualitative and quantitative methods to reveal the complex reality of multiple understandings where data intersect (Creswell 2013).

The participants in this study consisted of a cohort of principals, HODs and LS teachers responsible for PE in selected South African public primary schools. These participants were drawn from selected quintile 1–3 schools in rural and township areas, and quintile 4–5 schools in urban areas.

The purposive sampling method was used in the selection of participants. Principals, HODs and LS teachers were purposively selected with the mindset that they were key informants with relevant experiences concerning the research topic under investigation, and would therefore provide critical perspectives on the state and status of PF in South African public primary schools. Only participants who signed consent forms participated in the study. The participating schools were selected based on being located within a 150 km radius of a university. In the absence of a university within the stated radius, an airport was used as an initiated point of departure.

This study used semi-structured interviews and focus group discussions (qualitative data) and questionnaires (quantitative data) to collect information from the participants. In the qualitative data, trustworthiness was ascertained through credibility, confirmability and dependability criteria. The credibility criteria used in this study involved the keeping of notes on research decisions made, the coding of data, and the use of member checking to verify and validate findings. The confirmability and dependability criteria involved keeping records of the research path throughout the study from the development to the reporting of the findings. Raw data from the semi-structured interviews and the focus group discussions were transcribed verbatim for verification.

After obtaining ethical clearance (REC-01-131-2016) from the Faculty of Health Sciences, University of Johannesburg, and access to schools from the DBE, a pilot study was conducted and the necessary changes to the instruments were done. Co-ed public primary schools were selected from rural (n = 1), semi-urban (n = 1) and urban (n = 1) areas in and around Johannesburg to participate in the pilot study. These schools were excluded from the final study.

On arrival at the various schools, quantitative data (questionnaires) and qualitative data (interviews, focus group discussions) protocols were followed. With the support of the principal, a coordinator (in all cases the HOD for LS) was appointed to streamline the data collection process regarding the venue and time slot for the various activities. The questionnaire, which was successfully administered in previous research (Burnett & Hollander 2007), was adopted and, accordingly, necessary validity and reliability required for the study was guaranteed.

Interviews were conducted with the principal and HODs regarding decision-making in PE. These semi-structured interviews resulted in viewpoints which offered context through explanations of existing policy frameworks as well as insight into the current curriculum implementation.

The focus group discussions with selected teachers (n = 6; 3 = male, 3 = female per school) followed the same design as the questionnaires but enabled the collection of narrative data, for the researcher to contextualise explanations of the empirical data obtained through the questionnaires. The study’s ethical considerations included informed consent, voluntary participation, the right to privacy, confidentiality anonymity and protection from any harm. No disruption of lesson time was allowed and, therefore, data collection occurred during break and lunch times.

Quantitative data were analysed using descriptive statistics (frequencies and percentages) using the Statistical Package for the Social Sciences (SPSS version 21). These were presented using tables and graphs. After all responses from semi-structured interviews and focus group discussions were transcribed verbatim, qualitative data were analysed using themes and sub-themes. The line by line coding method was used to generate interrelated concepts and statements. The emerging patterns were then analysed and synthesised to address the main aim of the study, which was to determine educators’ perspectives on the state and status of PE in South African public primary schools.

Ethical approval was received from the Faculty of Health Sciences Ethics Committee, University of Johannesburg, REC-01-131-2016.

Figure 1 presents the number of schools that participated in the study per province. A total of 34 primary schools participated in the study. The North West province had the highest number of schools participating in the study (26%). The Limpopo province recorded the least number of schools that participated in the study. The low response in the Limpopo province was the result of the absence of quintile 4 and 5 schools within a 150 km radius of the University of Venda, the chosen point of departure for the study.

Figure 2 presents the quintile rankings of the schools that participated in the study. The highest number of schools were in quintile 5 (32%) and were followed by schools in quintile 4 (24%). The lowest number of schools were special needs schools (3%). However, results for special needs schools are not included in this study as they are reported on a different platform.

Table 1 presents the research participants who participated in the study, the data collection techniques and the research instruments used to collect information from the respondents. The highest number of participants consisted of LS teachers (n = 102). Principals participated in semi-structured interviews and data were collected using an interview schedule. Heads of Department participated in semi-structured interviews and questionnaires. Data were collected using an interview schedule and a questionnaire. Life Skills teachers participated in focus group discussions and questionnaires.

Figure 3 shows that most HODs (67.3%) and teachers (47.2%) have 5 or more years of experience in the field of PE.

Figure 4 presents findings on LS teachers’ responses on PE activities offered in the schools. Most responses (69.9%) indicated that PE comprised structured PE. These were followed by sport activities and fitness activities, with outdoor adventure having the least number of responses.

Table 2 presents the categories of implementers who offer PE in schools per quintile. The findings show that in quintile 1 schools, most of the PE implementers were class teachers (generalists). In quintile 2 and 3 schools, a significant number of PE implementers were class educators. Specialists and external implementers were also involved in PE. In quintile 4 and 5 schools, a significant number of PE implementers were class educators and specialists. External and ‘other’ providers were also involved in PE implementation. External providers consisted of non-governmental organisations (NGOs) and franchised movement programmes such as Monkeynastix and Playball. The ‘other’ providers mainly consisted of sport coaches and members of staff who were not necessarily teachers but offered their services voluntarily to help in PE activities.

Figure 5 presents comparative findings between HODs and LS teachers’ perceptions on the challenges that they face in the implementation of PE. On aspects such as access to facilities, the availability of equipment, the quality of equipment and the quality of facilities, most, or both, HODs and teachers indicated that this was a significant problem.

During interviews, principals indicated that schools strove to abide by the necessary policies and governance structures for the teaching of PE. Principals also highlighted the value and significance of PE. The key benefit was in the potential of PE to help promote social, cognitive and psychological health and identify sport talent. Respondents highlighted the following:

However, some challenges had a negative effect on the implementation of PE. These challenges were captured in responses such as the following:

Despite some of the challenges, some principals indicated that they worked with various external stakeholders to make up for the shortcomings within the school. Some principals indicated the following:

Heads of Department agree, with relatively more of them being negative, on teachers being able to cope with the workload (24%), being equipped to teach PE (27.5%) or being in physical shape to do so (23.5%). At the time of the research, only 32 (65.3%) of HODs taught PE, which may pose a challenge in terms of them being optimally informed of teacher performances or being able to provide adequate leadership and mentorship for inexperienced and inadequately trained educators. Although as educators, both cohorts are positive about the educational value and possible benefits of PE, responses from HODs indicated that although PE was an important subject in schools, there were some key challenges which needed to be addressed. Some HODs highlighted the following:

The key challenges that were highlighted by HODs on the delivery of PE were time constraints, attitudinal problems, unwholesome teaching practices by some teachers and a lack of teaching materials. Some of the key responses were:

Most teachers indicated that they are positive, that PE is a valuable subject, and they expressed their willingness to teach the learning area, especially PE. Some teachers indicated, during several focus groups, that they are less positive due to a heavy workload and ‘too frequent assessment and lots of administration’ which leaves them with ‘little time to teach’.

Some of the gleaned key responses included:

The findings showed that the educators held a favourable view of PE in the selected primary schools. They particularly cited health and sport talent identification as the main benefits of participating in PE. These findings correspond with views by Bailey, Cope and Parnell (2015) who cite the holistic benefits of PE as being physical, social and emotional. However, an awareness of the benefits of PE does not always translate appropriate teaching practices into achieving these outcomes. The status of PE in schools is very low as educators often emphasise the importance of other subjects, such as mathematics and sciences (Van Deventer 2011). Findings in this study revealed that educators often only allowed their learners to participate in PE and do the necessary assessments required by the curriculum out a sense of duty.

The findings in this study showed that there was a pervasive lack of facilities and equipment in the schools. The United Nations Educational, Scientific and Cultural Organization (UNESCO 2015) mandates schools to provide quality PE through the availability of suitable and quality facilities and equipment. The findings of this study correspond with Crum (2012) and Hardman et al. (2014) that the shortage of PE resources in schools is a classic example of how policy rhetoric on PE does not correspond with practice in schools. Accordingly, PE continues to endure a peripheral and marginal status in curricular priorities (Van Deventer 2011).

Physical education activities mainly comprised sport activities, physical fitness activities and informal play. According to Stidder and Hayes (2017) as well as McDavid, Cox and Amorose (2017), diversifying PE programmes can motivate learners as a result of the multiple learning options that are offered. The findings revealed that there were nuances across quintiles on the adults responsible for delivering PE. The differences could be explained in terms of the quintile differences of the schools. Quintile 1 schools are usually rural and township schools, which are the poorest (Van Wyk 2015). In such schools’ surrounding contexts, social issues (because of high unemployment), low educational levels and high disease burdens related to inactivity are prevalent (Burnett 2018). In this study, it was revealed that these schools had no specialist PE teacher. The majority were generalist teachers who, by extension, could be classified as untrained to expertly teach PE. Petrie (2010) argues that generalist teachers normally lack the self-assurance to teach PE because of their non-specialised training in PE.

However, quintile 4 and 5 schools enjoy a relatively high percentage of specialist teachers compared to the lower quintile schools (Van Wyk 2015). The presence of specialist PE teachers in these schools augurs well for quality pedagogical practices in PE teaching and learning. Specialist teachers are perceived to be confident and competent in their delivery of PE as a result of their specialised training and preparation (Petrie 2010). Anecdotally, the presence of specialist teachers in higher quintile schools and their absence in lower quintile schools can be argued to be a reflection of how historical socio-economic inequalities still continue to feature in the provision of PE in the South African education system (Burnett 2018). The presence of multiple stakeholders in PE delivery in higher quintile schools is consistent with Pope’s (2011) call for an integrated and multi-sector approach to PE delivery, which recognises that liaison and cooperation amongst various stakeholders, within and outside the school, is key to the delivery of quality PE programmes (Michael et al. 2015). To generate some degree of bridging the inequality gap between lower quintile and higher quintile schools, continuous professional development for low quintile generalist teachers is important to connect them to new ideas and current best practices in PE teaching (Shehu 2009).

The Constitution of South Africa, 1996 (Act 108 of 1996) is the overarching document which governs all institutional, policy and legislative frameworks. Maharajh, Nkosi and Mkhize (2016) are of the view that curricular practices in schools, including the provision of PE, should reflect equality and justice, in line with the spirit of the constitution. In this study, educators’ perspectives point towards the importance of PE and its benefits for primary school learners. However, the importance of PE on paper is not matched by practical steps in terms of resources. The South African Schools Act, 1996 (Act 84 of 1996) provides that the state must fund public schools from public revenue on an equitable basis, enabling learners to exercise their right to education. It also calls for the redress of past inequalities in education provision. The perceived lack of specialist teachers, especially in the lower quintile schools compared to the historically privileged higher quintile schools, is reflected in this study. Since the 1999 Berlin Worldwide Summit drew mandates to globally improve PE in schools (Hardman & Green 2011), it seems that educators are of the sentiment that more should be done to improve the PE situation in schools.

Participants highlighted their key recommendations to improve PE delivery in schools. The key emerging recommendations included improved physical resources through building new facilities and upgrading existing ones. They also highlighted the need to train educators on PE teaching and the use and maintenance of facilities. Such a call is consistent with the Department of Higher Education’s call for a teacher to be knowledgeable about the school curriculum, unpack its specialised content, use available resources appropriately and design suitable learning programmes (Department of Higher Education and Training 2015).