A qualitative case study of primary classroom teachers’ perceived value of physical education in New Zealand

ABSTRACT

Health and Physical Education (HPE) has been an important learning area in the New Zealand Curriculum (NZC) since the two learning areas were integrated in the 1990s. HPE in the NZC proposed a multi-dimensional education vision, principles and values for students’ holistic development founded upon theoretical perspectives such as critical theory, humanism and socio-cultural theory. However, it is unclear whether physical education (as opposed to HPE) is still considered relevant to students’ holistic learning experience espoused by academics. Using the theoretical assumption of phenomenology, this research is a qualitative case study designed to investigate primary school classroom teachers’ perceived value of physical education in New Zealand. Four primary schools and eight classroom teachers were purposively recruited. Data were from individual semi-structured interviews, documents, observation and email. Data were analysed using thematic analysis and the constant comparative method. The findings identified six subthemes under the postulated value of physical education (physical, psychological and cognitive development): (1) ‘it has benefits for physical well-being and health’; (2) ‘students learn a lot of social skills’; (3) shaping good character and self-efficacy; (4) physical education is for fun; (5) good character and self-efficacy can bring into classroom learning; and (6) physical education as ‘a reset button’. The teachers’ perspectives indicate their understanding of the contribution physical education has to the primary school curriculum in terms of facilitating students’ holistic development in physical well-being, social skills and supporting other learning areas. We strongly suggest that teachers need to concentrate on students’ learning experiences rather than the learning outcomes.

KEYWORDS:

• Primary schools
• physical education
• classroom teachers
• qualitative case study
• teachers’ perspectives

Acknowledgements

The authors would like to thank the participants, anonymous reviewers and five academics – Dr Alan Ovens, Dr Ben Dyson, Dr Rachel Riedel, Dr Rod Philpot, and Dr Wayne Smith – for their help with this paper.

Disclosure statement

No potential conflict of interest was reported by the author(s).

Correction Statement

This article has been corrected with minor changes. These changes do not impact the academic content of the article.

Notes

1 Ministry of Education New Zealand uses deciles to decide how much funding to be granted to state and state-integrated schools. Deciles are the grade from one to ten and indicate the proportion of students from low socio-economic communities. The lower decile a school has, the more funding the school will be granted.

2 Pākehā is a Māori word for describing New Zealand citizens of European descent. Māori is the name of the indigenous people of New Zealand.