| dc.description.abstract | Participation in physical activity, Physical Education (PE) and sport has been recognised as a
powerful learning tool for education, providing a universal language for contributing to
valuable life principles. Values-based education implies that learners are educated about the
aspects determining their behaviour. Values-based PE, physical activities and sport have the
potential to transcend diversity and achieve cohesion, promote tolerance and trust and affirm
respect between individuals and communities. The goal of PE can be to contribute to the
acceptance of the infinite qualities of South Africa’s diversity and to claim the country’s
diversity as a source of strength that forms a bond of a common set of values. There has been
a global change in the interaction of learners with their environment; their lives are shaped by
forces that do not necessarily assist them to learn and apply values. A PE programme infused
with the values of Olympism and Ubuntuism can offer an investment in individual and
societal improvement as the co-evolutionary interaction of these values and how they affect
each learner can add to the celebration of human diversity. The question this study set out to
answer was how can PE be used as a tool to teach values. Thus, the study aimed to inform the
development of a values-based PE programme for the intermediate schooling phase. This
qualitative study, from a constructivist paradigm, has enhanced the understanding of
individuals’ cultures, beliefs and values, human experiences and situations. Purposeful
sampling, of 10 intermediate phase teachers from five different public primary schools sought
information-rich cases. The theoretical perspectives of the experiential learning theory were
applied to teaching PE during in-service PE teacher training workshops. The process was
documented by collecting data from multiple sources. Participatory action research was used,
determining how data were collected, analysed and presented on an ongoing, cyclical basis.
This study developed material for the intermediate phase PE curriculum that underpins the
values of Olympism and Ubuntuism as core values, which were modelled by teachers and
guided their work. The PE programme included key elements of and aligned with the study
aims of the subject Life Skills. The outcomes of using PE as a tool to teach values propose
recommendations to the Department of Basic Education of South Africa, to improve and
implement a quality PE curriculum that is applicable to practice and that will optimise the
chances of meeting National Curriculum Statement standards. Further research is
recommended on the rest of the intermediate phase PE curriculum over the entire year, which
includes other movement phenomena infused with values. | en_US |
