Abstract:

Despite Physical Education (PE) being a compulsory component of South Africa’s Foundation Phase (FP) curriculum, its implementation remains inconsistent and often marginalised, particularly in under-resourced contexts. This desktop study critically examines the preparedness, perceptions, and pedagogical practices of FP teachers in delivering PE by drawing on existing case studies and documented research conducted in both advantaged and disadvantaged primary school settings across South Africa. The review reveals stark disparities in how PE is approached, with teachers in well-resourced schools often demonstrating greater confidence and creativity in delivery, while their counterparts in disadvantaged settings face numerous systemic barriers, including inadequate pre-service training, limited in-service support, time constraints due to curriculum demands, and a lack of appropriate facilities. Notably, case studies show that where targeted mentorship and professional development have been provided, teachers report increased confidence and learner engagement in PE. This study highlights ongoing structural inequities in teacher preparation and support, and it calls for strengthened policy measures, such as the inclusion of mandatory PE modules in teacher education programmes and context-sensitive professional development. In doing so, it underscores the need to ensure that all FP teachers are able to deliver meaningful and inclusive PE, in order for all learners to benefit from the holistic aims of the curriculum.

Keywords:

Physical Education, Foundation Phase, South Africa, CPD.