Secondary School Physical Education Challenges: Case of South-East Botswana

Abstract

The study aimed at exploring physical education challenges in secondary schools in southeast Botswana using an interview guide developed from UNESCO’s quality standard physical education guidelines for policymakers. This study used a qualitative descriptive phenomenological design to collect data from thirty purposively selected physical education teachers from fifteen randomly selected junior and senior secondary schools. A structured interview guide and observation were used to collect data from schools’ physical education teachers and schools. Descriptive phenomenology was used to analyze and report results. Results of the study identified the following challenges facing secondary schools’ physical education; inadequate infrastructure and equipment, lack of capacity development of teachers, inadequate time, inadequate school heads support, inadequate curriculum content, poor work conditions, no community partnership and low subject status. Positively, the program was inclusive, had appropriate class sizes in small schools, teachers were qualified to teach physical education and there was monitoring and evaluation of the program. The challenges identified were the basis for program improvement. National physical education policy framework developed from UNESCO’s guidelines should be implemented in schools to guide the process of program implementation.