The Significance of Implementing Physical Education in the Foundation Phase

Abstract

Foundation Phase FP) teachers often overlook the significance of Physical Education, failing to recognise its vital role in the overall development of Foundation Phase learners. This neglect stems from the lack of knowledge or understanding of the numerous benefits that PE brings to FP learners. This study investigated the significance of implementing PE in the FP. This study was underpinned by the Constructivism Theory. This study employed qualitative research methodology. The population of this study consisted of all FP teachers, all FP HoDs, and all primary school principals within Vhuronga 2 Circuit, Vhembe West District, Limpopo Province, South Africa. Purposive sampling was employed to select 9 FP teachers, 3 FP HoDs, and 3 primary school principals from 3 schools within Vhuronga 2 Circuit, Vhembe West District, Limpopo Province, South Africa. The data collection methodology in this study involved a qualitative research approach (primary data), which was collected through observation, interviews, and document analysis. The study was focused on a descriptive research design. Data from this study were thematically analysed. The outcomes of this study assisted the teachers, learners, parents, HoDs, principals, and the DBE. The study revealed that PE plays an important role in promoting holistic development among FP learners. This study recommended that teachers further their studies and engage in CPTD in Physical Education (Life Skills).