Foundation phase teachers’ experiences in teaching physical education at a primary school in the COVID-19 era in the Motheo district, Free State, South Africa
Foundation phase teachers encountered challenges when teaching physical education and neglected it during the COVID-19 era. They are sometimes unconfident enough to teach it, and its negligence could affect learners’ physical, social, and emotional development. This study explores the experiences of...
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| Format: | Article |
| Language: | English |
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Global Association of Educational and Research in Psychology
2024-12-01
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| Series: | International Journal of Studies in Inclusive Education |
| Subjects: | |
| Online Access: | https://pubs.ufs.ac.za/index.php/ijsie/article/view/1439 |
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| author | Patrick Mweli Lerato Mohale |
| author_facet | Patrick Mweli Lerato Mohale |
| author_sort | Patrick Mweli |
| collection | DOAJ |
| description | Foundation phase teachers encountered challenges when teaching physical education and neglected it during the COVID-19 era. They are sometimes unconfident enough to teach it, and its negligence could affect learners’ physical, social, and emotional development. This study explores the experiences of the foundation phase teachers in teaching physical education at school. This employed a qualitative approach and phenomenological research design. The results revealed that foundation phase teachers had experiences and challenges teaching physical education at a primary school during COVID-19 in the Motheo district, Free State, South Africa. Furthermore, this study recommends teaching and learning support to help teachers and pre-service teachers improve their practice before they become in-service teachers and advocate for physical education. |
| format | Article |
| id | doaj-art-8a08e24c97a549469e0d412cffed27b3 |
| institution | Kabale University |
| issn | 3008-1858 3008-1866 |
| language | English |
| publishDate | 2024-12-01 |
| publisher | Global Association of Educational and Research in Psychology |
| record_format | Article |
| series | International Journal of Studies in Inclusive Education |
| spelling | doaj-art-8a08e24c97a549469e0d412cffed27b32025-01-28T11:35:01ZengGlobal Association of Educational and Research in PsychologyInternational Journal of Studies in Inclusive Education3008-18583008-18662024-12-011281110.38140/ijsie.v1i2.14391403Foundation phase teachers’ experiences in teaching physical education at a primary school in the COVID-19 era in the Motheo district, Free State, South AfricaPatrick Mweli0Lerato Mohale1University of the Free State, South AfricaFree State Department of Education, South Africa Foundation phase teachers encountered challenges when teaching physical education and neglected it during the COVID-19 era. They are sometimes unconfident enough to teach it, and its negligence could affect learners’ physical, social, and emotional development. This study explores the experiences of the foundation phase teachers in teaching physical education at school. This employed a qualitative approach and phenomenological research design. The results revealed that foundation phase teachers had experiences and challenges teaching physical education at a primary school during COVID-19 in the Motheo district, Free State, South Africa. Furthermore, this study recommends teaching and learning support to help teachers and pre-service teachers improve their practice before they become in-service teachers and advocate for physical education.https://pubs.ufs.ac.za/index.php/ijsie/article/view/1439covid-19 eraparental involvementphysical educationsocial distancing |
| spellingShingle | Patrick Mweli Lerato Mohale Foundation phase teachers’ experiences in teaching physical education at a primary school in the COVID-19 era in the Motheo district, Free State, South Africa International Journal of Studies in Inclusive Education covid-19 era parental involvement physical education social distancing |
| title | Foundation phase teachers’ experiences in teaching physical education at a primary school in the COVID-19 era in the Motheo district, Free State, South Africa |
| title_full | Foundation phase teachers’ experiences in teaching physical education at a primary school in the COVID-19 era in the Motheo district, Free State, South Africa |
| title_fullStr | Foundation phase teachers’ experiences in teaching physical education at a primary school in the COVID-19 era in the Motheo district, Free State, South Africa |
| title_full_unstemmed | Foundation phase teachers’ experiences in teaching physical education at a primary school in the COVID-19 era in the Motheo district, Free State, South Africa |
| title_short | Foundation phase teachers’ experiences in teaching physical education at a primary school in the COVID-19 era in the Motheo district, Free State, South Africa |
| title_sort | foundation phase teachers experiences in teaching physical education at a primary school in the covid 19 era in the motheo district free state south africa |
| topic | covid-19 era parental involvement physical education social distancing |
| url | https://pubs.ufs.ac.za/index.php/ijsie/article/view/1439 |
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