Sports Participation in South African Schools. Have We Lost the Plot?

Abstract

In view of global health concerns about elevated levels of inactivity and related disease patterns of citizens, policy reform in physical education and school sport (PESS) is seen as a basic human right and tool for societal transformation. Although literature supports the importance of quality PESS for different aspects of learners’ development, various implementation challenges facing school sports in South Africa have been reported. Drawing on a nationwide research project, this paper seeks to provide empirical insights into the role and status of school sport. Addressing the question, Sport participation in South African schools. Have we lost the plot? This study adopted a blend of self-determination theory (SDT) and social justice theoretical frameworks to understand how educators’ livid experiences impact their personal and social responsibility to teach, enhance, and facilitate PESS to a diverse group of learners in a diversity of schools. Results indicated that school sport is exceptionally varied, multifaceted, and complex, with different pressures and imperatives. It is exacerbated by educators who are required to assume the dual role in schools within a pressurized school environment, which results in overload, emotional rollercoaster rides, and a lack of motivation. Without meaningful motivation, continuous reform, or the revision of policy, the delivery of PESS will remain unachievable.

Factors enabling and hindering sporting success among South African elite athletes from historically disadvantaged areas: Through a coaching lens

“…The finding was consistent with that of Vosloo and du Toit 18 who found that sports in Township and rural schools were primarily facilitated by unqualified, untrained and inexperienced educators who are keen to be involved in such a sport, and in most cases, the dominant sport offered in such schools being football. This is exacerbated by a need for more human (qualified coaches/trainers), financial, physical (sports facilities and equipment), safety (protection from crime and gangsterism) and information resources that would enable an environment for sports participation in Township schools.…”

“…The finding was supported by those of Vosloo and Du Toit 18 who reported that community sports complexes in low-income communities were supposed to facilitate school sports activities but are poorly maintained with overgrown grass, had poor ablution facilities and some were also rendered unsafe for use because of crime and gangsterism in the areas. Coaches highlighted a need for multipurpose-sport facilities in HDA to allow for a diverse range of sporting codes.…”

“…If more schools had to offer organised sport, this would increase the base where talented athletes can be selected and level the playing field in sport participation across the different socioeconomic classes. 18 The role of a coach in athlete success A fundamental role of a coach is to develop and improve an individual athlete or a team's sporting performance. A coach is central to the development of the physical, psychological, tactical and technical attributes of an athlete.…”

“…Such roles enable the coach to be able to instil life skills such as leadership, character building and teamwork in their athletes, all of which are important for their overall development and growth even outside of sports. 18 In addition to these aspects, a coach ensures that an athlete finds satisfaction, enjoyment and retention in the sport. 20 Trzaskoma-Bicsérdy et al 21 examined the perspectives and experiences of Hungarian coaches and athletes to determine the coach-athlete relationship among successful sporting codes.…”

Acceptability and perceived feasibility of the KaziKidz health promotion intervention among educators and caregivers in schools from South Africa: a qualitative descriptive study

“…The effective delivery of physical education in these schools is further hindered by high teacher workload, large class sizes, and insufficient funds. Additionally, limited opportunities for physical activity stem from the absence of, or inaccessibility to, organized sports, activity clubs, or chances for outdoor play [ 31 ].…”