A qualitative inquiry of the value of physical education in primary schools: A call for PE
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https://doi.org/10.70736/jrolss.497Keywords:
Educators’ views, physical education and game course, physical education teachers, primary educationAbstract
Physical education and game (PEaG) classes play a vital role in addressing the physiological and developmental needs of children while promoting healthy lifestyles. However, concerns have been raised about the quality of PE instruction in primary education due to the challenges faced by classroom teachers. To address this issue, this study explored the views of educators on the effectiveness of PEaG courses in primary education. A descriptive qualitative research design with purposive sampling strategies was employed. Semi-structured face-to-face interviews were conducted using a questionnaire containing three open-ended questions. Three overarching themes emerged from the data: (1) the challenges and conveniences faced by classroom teachers, (2) the educational value of PEaG, and (3) the urgent need for PEaG specialists. The findings revealed that classroom teachers can develop stronger relationships with students through PEaG classes. However, they often lack the knowledge and skills necessary to deliver effective PEaG instruction. As a result, the findings indicated that PEaG in primary education should be delivered by PEaG specialists rather than classroom teachers.
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