The Relevance of Physical Education at Schools in Disadvantaged Neighborhoods of Port Elizabeth, South Africa

Background
Physical Education is increasingly challenged by a global turn towards more academic school subjects such as mathematics, natural sciences and languages. This master’s thesis investigates the global position on the relevance of Physical Education and compares it with the state and status of the subject in South Africa. A special focus is set on disadvantaged communities in Port Elizabeth.
Methods
A multi-method approach was applied. Thereby, data was collected by conducting (i) an extensive, evidence-based literature review (including the close inspection of 75 publications) and (ii) qualitative interviews with South African key informants (n=4; (I) a mentor for Physical Education teachers and former Physical Education teacher himself of a primary school in Machiu, (II) a principal of a primary school in Seyisi, (III) an official of the Department of Basic Education and (IV) the Head of Department of the Department of Human Movement Science at the Nelson Mandela University).
Results
A broad scientific consensus exists that Physical Education may develop physical literacy, increase social competencies and even improve academic performance among schoolchildren. Governments worldwide have acknowledged this and committed themselves to foster structures and quality of Physical Education. However, policy-practice divides are frequent and are also present in South Africa. Schools in wealthier communities of South Africa enjoy infrastructure that allows for Quality Physical Education, but in disadvantaged communities, a lack of awareness keeps the status of Physical Education low and physical and human resource provision are inadequate.
Conclusions
In South Africa, there is considerable need for change in the field of Physical Education. Developments in this regard are tied to overcoming the severe socio-economic problems of a persistent divide across population groups and the highest income inequality in the world. While experts also call for a revision of the curriculum and the provision of more physical resources, this master’s thesis found the most feasible approach in the advancement of human resources and the empowerment of stakeholders through knowledge and education. Sustainable (re)training programs for Physical Education teachers have the potential to offset the current lack of qualified personnel in disadvantaged communities. However, further research is needed for the development and successful implementation thereof.