Physical Education Workshops for new Coaches
A research-based physical education (PE) workshop was recently hosted at the Nelson Mandela University to assess the impact of SACE-accredited short learning programmes (SLPs) for Intermediate and Senior Phase (Grades 4–6) on the quality of PE teaching at selected Quintile 3 primary schools in Gqeberha.
The study aimed to provide evidence-based insights on how these SLPs influence PE teaching quality and to inform future efforts for enhancing PE implementation in low-income schools, ultimately improving children's physical activity levels and health. To support this goal, the recently appointed Siyaphakama coaches were invited to participate, gaining valuable skills for delivering quality PE lessons in resource-limited settings.
The topics of the workshop, which was led by Dr Deborah Zeller (University of the Witwatersrand), included:
- Teaching methods for fundamental movement skills,
- Modifying sports games to ensure inclusivity,
- Creating equipment from upcycled materials, and
- Designing effective PE lesson plans.
As part of the workshop in collaboration with the Kolisi Foundation, coaches completed pedagogical content quizzes and lesson plan assignments, and all participants received certificates of completion. The following people contributed to the success of the workshops: Mooveshni Dumalingam, Jayde Frost, Inge Jung and Prof Annelie Gresse.
Furthermore in preceding project work and assisted by NMU students and Siyaphakama coaches, over 200 children were assessed using the Test of Gross Motor Development (TGMD-3) protocol, this is an extensive test battery which evaluates 13 key locomotor and manipulative skills. Below is an overview of the coaches' results to download (e.g. fundamental movement score results and fundamental movement score mastery percentage). Grade 1 learners showed stronger ball skills than locomotor skills, indicating a need for more PE classes focused on improving locomotor abilities. Deficits in specific fundamental movement skills (FMS) could thus be identified in the Grade 1, 2 and 3 learners together with the teachers and, based on positive constructive criticism, attention and focus will be directed in future PE lessons to achieve improvements in these discovered central fundamental development areas for the schoolchildren.
For further questions please contact Dr Deborah Zeller (deborah.zeller@clutterwits.ac.za) and Dr Danielle Dolley (Danielle.Dolley@cluttermandela.ac.za).