The challenges teacher face when trying to provide high quality physical education to learners in secondary schools in South Wales

Abstract

Although research shows that the value of PE in schools is recognised by subject experts and the government, studies have discovered the presence of barriers to delivering high quality PE to learners. The current study aimed to explore teacher’s attitudes towards the implementation of the ten characteristics of high quality PE, assess what barriers teachers face when aiming to deliver high quality PE to learners and whether gender issues play a role in the delivery of high quality PE. In order to asses these aims thirty minute open, semi-structured interview took place with five experienced male and female secondary school teachers in order to discuss the practical implications of high quality PE in South Wales schools. The study adopted a qualitative design and an inductive content analysis was conducted. This lead to five main themes emerging from the data these where: high quality PE, facilities and funding, student, teacher and gender discourse in PE. The results of the study indicated that significant barriers existed when aiming to provide high quality PE with South Wales secondary schools. The findings suggest that for pedagogical change to occur the unique environment of PE needs to be considered. Barriers to high quality PE need to be recognised in order to progress pedagogical practise and ensure all learners have access to high quality learning within PE and school sport.