As part of the ongoing Monitoring, Evaluation, and Learning (MEL) efforts, the Siyaphakama Programme conducted a round of Health-Related Physical Fitness (HRPF) testing in April 2024. The assessments were carried out across five Siyaphakama schools, involving 199 learners from Grades 4 to 7. This initiative forms part of a broader commitment to research-based practices in Physical Education (PE) within marginalised communities.

The HRPF testing focused on three core components of physical fitness:

1. Flexibility: measured using the sit-and-reach test
2. Muscular Strength and Power: assessed through the standing broad jump (lower body) and hand-grip strength (upper body)
3. Cardiorespiratory Fitness: evaluated using the 20m shuttle run test

Understanding the fitness levels of learners in township settings, such as Zwide, is vital. Having worked within the community for the third consecutive year, we continue to witness how socio-economic challenges can directly affect children's physical development. Fitness assessments like these are not only important for identifying areas of need, but also for shaping and adapting PE strategies that support the holistic development of learners.

Key findings from the April assessments:

• The Sit-and-Reach Test demonstrated the highest overall performance, with more than 73% of learners achieving a 'Good' ranking, indicating excellent flexibility. On the other hand, muscular strength and power proved more challenging. In the Standing Broad Jump, 78% of learners were ranked 'Poor', while 54% scored 'Poor' in Hand Grip Strength, highlighting a need for more targeted upper and lower body strength development.
• Cardiorespiratory fitness showed more balanced results, with 65% of learners achieving scores in the 'Average' or 'Good' categories in the 20m shuttle run. This suggests a fair level of endurance among the cohort.

Sex-based observations:

Interestingly, sex differences indicate boys outperformed girls in grip strength, with a higher proportion scoring in the 'Good' category. However, girls showed a more balanced distribution of scores in the 20m shuttle run, with 34 girls achieving a 'Good' ranking compared to just 5 boys. While both sexes struggled with the standing broad jump, other differences in fitness components were minimal.

These findings highlight the importance of continuing to provide structured PE opportunities that are sensitive to learners' diverse needs. Regular tracking not only informs instruction but also contributes to broader educational goals, including the achievement of UNESCO Sustainable Development Goal 4: 'ensuring inclusive, equitable, and quality education that supports lifelong learning opportunities for all learners'.

Our commitment remains focused on using data to inform practice, empower educators, and ultimately support to improve the health and wellbeing of the children in the Siyaphakama Programme. For further questions, please contact Dr. Danielle Dolley (danielle.dolley@mandela.ac.za) or MSc Mooveshni Dumalingam (mooveshni.dumalingam@mandela.ac.za) from the Nelson Mandela University.