"Physical Education under Threat: Challenges facing the teaching of Physical Education in the South African context"

Physical Education Under Threat: Challenges Facing the Teaching of

Physical Education in the South African Context

Brenda Prince, South Africa

In the past the curriculum has perpetuated race, class, gender and ethnic divisions and has emphasized separateness, rather than common citizenship and nationhood. It was therefore imperative that the curriculum be restructured to reflect the values and principals of our new democratic society.

In view of the country's history and its legacy of inequality, it is important that the principle of equity be employed to provide the same quality education for all citizens. In response to international trends and the needs of the people on the ground in South Africa, the decision was taken to move from a content-based curriculum to an outcomes-based curriculum. It was out of this thinking that the National Qualifications Framework (NQF) was developed.

The next step in the process was the development of Critical Outcomes that were adopted by the South African Qualifications Authority (SAQA). Set against this historical background and the particular curriculum design adopted by the country, it is important to note that the learning area Life Orientation absorbed and included the following traditional subjects: Physical Education, Religious Education and Guidance. The Life Orientation learning area has eight specific outcomes. Only outcome No. 8 deals with movement skills. Does this propose a threat or challenge for the future of movement programs in South Africa?

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