This Commentary provides evidence-informed policy guidance for strengthening Physical Education (PE) as a subject in South Africa by addressing long-standing inequalities in curriculum status, teacher preparation and professional development, and implementation at school level.

Drawing on South Africa’s Curriculum and Assessment Policy Statements (CAPS), UNESCO standards for quality PE, WHO frameworks, and practice-based evidence from the KaziBantu initiative, we demonstrate how coordinated partnerships and South African Council for Educators (SACE)-accredited in-service teacher training can operationalise quality PE in under-resourced schools. The Commentary offers insights for policymakers, education authorities and expert committees to support curriculum reforms and strengthen opportunities for continuing professional development for teachers, and advocates for sustainable, health-promoting school systems.

Building strong partnerships between teachers, schools, universities, non-governmental organisations and the respective Ministry of Education can support the implementation of quality PE in schools in accordance with UNESCO and WHO standards; subsequently contributing to closing the gap from evidence to policy, and ultimately to practice. In practice, partnerships to advance quality PE operate through negotiated roles and shared accountability among education authorities, universities, schools and non-governmental organisations, but are often constrained by resource dependencies and sustainability challenges.

Clear governance structures, mutual trust, long-term funding, local capacity strengthening, and alignment with national policy priorities are also key requirements. It is important to address how quality PE can be operationalised in resource-constrained settings, offering practical guidance for policymakers, teacher educators and practitioners committed to advancing equitable PE provision. If PE is to reclaim its educational, health-promoting and social value within South African schools, particularly those serving marginalised communities, actionable and scalable models of practice are required. Such models must align with CAPS, respond to contextual constraints and empower teachers, many of whom are non-specialists, to deliver meaningful learning experiences.

For further information:
Müller I, Dolley D, Gerber M, Zeller D, Nqweniso S, Arnaiz P, Adams L, Joubert N, Steinmann P, du Randt R, Utzinger J, Pühse U & Walter C. Forming partnerships and finding solutions to address challenges of Physical Education in South Africa. S Afr J Sci. 2026;122(3/4), Art. #25525. https://doi.org/10.17159/sajs.2026/25525