









































Pa
ge

 
1



Pa
ge

 
16

American Journal of  Physical Education 
and Health Science (AJPEHS)

Secondary School Physical Education Challenges: Case of  South-East Botswana
Israel Sayed1*, Anthony Faros1, Michael Seikan1

Volume 1 Issue 2, Year 2023 
ISSN: 2992-9679 (Online)

DOI: https://doi.org/10.54536/ajpehs.v1i2.2222
https://journals.e-palli.com/home/index.php/ajpehs

Article Information ABSTRACT

Received: November 07, 2023

Accepted: December 12, 2023

Published: December 14, 2023

The study aimed at exploring physical education challenges in secondary schools in 
southeast Botswana using an interview guide developed from UNESCO’s quality standard 
physical education guidelines for policymakers. This study used a qualitative descriptive 
phenomenological design to collect data from thirty purposively selected physical education 
teachers from fifteen randomly selected junior and senior secondary schools. A structured 
interview guide and observation were used to collect data from schools’ physical education 
teachers and schools. Descriptive phenomenology was used to analyze and report results. 
Results of  the study identified the following challenges facing secondary schools’ physical 
education; inadequate infrastructure and equipment, lack of  capacity development of  
teachers, inadequate time, inadequate school heads support, inadequate curriculum content, 
poor work conditions, no community partnership and low subject status. Positively, the 
program was inclusive, had appropriate class sizes in small schools, teachers were qualified 
to teach physical education and there was monitoring and evaluation of  the program. The 
challenges identified were the basis for program improvement. National physical education 
policy framework developed from UNESCO’s guidelines should be implemented in schools 
to guide the process of  program implementation.

Keywords
Quality, Phenomenology, 
Constructivism, Interview, 
Systems Theory

INTRODUCTION 
Secondary school physical education challenges 
contribute to low program quality and could negatively 
affect its educational status in secondary schools 
possibly culminating in low funding, low positive health 
impact on students, low status as a subject in relation 
to other subjects, low perceived societal value, low 
perceived academic value of  the subject with a resultant 
misconception of  the subject as a mere “recreation”, 
and low recognition. Consequently, this would result 
in inadequate funding from Ministry of  Education and 
Schools as funds would be diverted to more important 
school subjects and activities in publicly funded schools. 
The diversion of  funds from physical education would 
consequently culminate in marginalized subject lacking 
adequate equipment, facilities, and trained personnel. Le 
Masurier and Corbin (2006) suggested that,   
…it was time for physical education to move on from its 
status as a low-status profession to first-class status, or as 
she put it, to become the renaissance profession of  the 
new millennium. 
Physical education as a low-status school subject is still 
prevalent in the school system throughout the world. 
As a lower status subject it occupies, 60% in Africa, 
Asia 33%, Latin America 33%, Europe 15%, Middle-
East 67%, and North America 75%, (Hardman, 2016). 
The marginal, low status of  physical education has been 
reported in Chinese schools by Chingquan (2016), in the 
European Union Schools by Katsarova (2016) in the 
United States of  America, Mcloughlin et al. (2019). The 
1999 Berlin Physical Education World Summit confirmed 
the marginal status of  physical education worldwide. The 

low status of  physical education was perceived to have 
been caused by deficiencies in the quality of  program 
delivery, gender and disability inclusion, deficient 
curriculum time, subject status, and human, material, and 
financial resources (Hardman & Marshall, 2000). There 
is overwhelming evidence generated by research carried 
out worldwide to suggest that indeed there is low status 
of  physical education globally (Goslin, 2021; Hardman, 
2016; Chingquan, 2016; Katsarova, 2016; Mcloughlin, et 
al., 2019 and Hardman & Marshal, 2008). 
United Nations Educational Scientific and Cultural 
Organisation (UNESCO) is a United Nations Agency 
mandated with the responsibility of  ensuring that quality 
physical education and sports programs are provided 
to youths in schools throughout the world through 
the concerted collaborative action of  stakeholders. 
UNESCO believes that participation by youth in quality 
physical education and sports programs in schools is 
an inalienable human right. UNESCO, recognizes the 
myriad benefits of  youths’ participation in quality physical 
education and sports programs in schools. In an attempt 
to develop and ensure quality physical education and 
sports programs in schools throughout the world for all 
youth age groups, UNESCO in partnership with several 
professional organizations developed quality physical 
education guidelines for implementation by schools 
throughout the world. These guidelines form a quality 
physical education policy development matrix and the 
basis for quality physical education programs in schools. 
The UNESCO suggested guidelines for quality physical 
education include the following factors, 
inclusivity, physical education curriculum, community 

1 Department of  Sport Science, University of  Botswana, Private Bag 00702, Gaborone, Botswana
* Corresponding author’s e-mail: sayedi@ub.ac.bw



Pa
ge

 
17

https://journals.e-palli.com/home/index.php/ajpehs

Am. J. Phys. Educ. Health Sci. 1(2) 16-26, 2023

partnership, monitoring and quality assurance, teacher 
education, supply and development, facilities, equipment, 
and resources.
Inclusivity means, gender equality, the provision of  
access to participation in schools’ sports and physical 
education of  the disabled and minority groups. A quality 
physical education curriculum according to UNESCO, is 
a balanced curriculum that ensures social development, 
problem-solving competencies, and promotion of  
cooperation. It should be a hands-on curriculum 
that develops important practical skills. Community 
partnership means the establishment of  school-
community links. Physical education departments should 
establish links with community sports clubs and national 
sports organizations so that students can be provided 
with further development opportunities. Monitoring 
and quality assurance according to UNESCO means, 
‘policy implementation, and the delivery of  quality 
physical education, should be supported by clear systems 
for monitoring and quality assurance, accompanied 
by support systems that assist teachers and schools 
in developing strengths and addressing weaknesses’ 
(UNESCO, 2015). UNESCO perceives quality physical 
education delivery to be the responsibility of  well-trained 
physical education teachers. Quality physical education 
teacher education should be ensured by institutions 
responsible for teacher education. UNESCO sees the 
provision of  quality facilities and adequate equipment as 
inalienable to quality physical education in schools.  
American Medical Professional Association (2012) also 
supports the implementation in secondary schools of  
high-quality physical education programs that contribute 
to students’ well-being and lifelong health. Inadequate 
physical activity levels have been found as one of  the 
risk factors associated with chronic non-communicable 
diseases among children, young people, and adults, 
including cardiovascular diseases, chronic respiratory 
diseases, cancer, and diabetes in America (Granger, 
2017; Habyarimana et al., 2022). To prevent physical 
inactivity and its concomitant hypokinetic morbidity 
among American youth and high health costs, American 
Medical Professional Associations recommended the 
implementation of  high-quality physical education 
programs in both primary and secondary schools 
in America. According to the Medical Professional 
Associations, a high-quality physical education program 
should be a core/mandatory subject in primary, junior, 
and senior secondary schools taught by trained physical 
education teachers where material conditions in terms of  
facilities and equipment are adequate. Physical education 
class enrolment should be the same as in other subjects. 
The Medical associations also recommended daily 
physical education lessons of  150 minutes for primary 
schools and 225 minutes for secondary schools.
Low-quality physical education programs in schools 
would not accomplish the desired goals of  holistic human 
development, would not improve the health and well-
being of  students, and would not develop the desired 

program outcomes for students. Such programs would 
be beset by incapacitating multitudes of  challenges that 
prevent them from benefiting students and communities. 
The identification of  challenges facing physical education 
based on universal standard quality criteria established 
by UNESCO would provide an effective impetus in 
developing a high-quality physical education program 
in Botswana. Physical education was introduced in 
secondary schools in Botswana in 2001 following the 
recommendation of  the revised national policy on 
education (Republic of  Botswana, 1994. Recommendation 
32, paragraph 5.513). Ever since its introduction as a 
school subject in the school system, challenges facing 
PE as a subject in Botswana have not been assessed. 
Through this assessment, specific challenges facing 
physical education program implementation would be 
discovered and specific context-appropriate solutions 
to improve program quality suggested. This study is 
influenced by Hardman’s study but would be using a 
context-specific case study to study in more details the 
context-specific challenges facing physical education in 
southeast Botswana using UNESCO’s quality physical 
education guidelines.    
The specific objectives of  this study are; 

• To use UNESCO’s standard quality physical education 
guidelines for policymakers (2015) to assess context-
specific challenges facing physical education program in 
southeast Botswana. 

• Use a qualitative descriptive phenomenological 
research method to assess PE challenges in secondary 
schools based on physical education teachers’ experiences. 

• Use a structured interview guide developed from 
UNESCO’s guidelines for quality physical education 
to assess physical education challenges from teachers’ 
perspectives. 

• Observe some factors such as facilities and 
equipment, physical education curriculum, lessons, and 
class enrolment.

LITERATURE REVIEW 
Hardman (2008), in a study titled, “The Situation of  
Physical Education in Schools; A European Perspective” 
used UNESCO’s quality physical education guidelines 
to review physical education in Europe to find specific 
physical education challenges and remedies geared 
towards accomplishing quality physical education in 
Europe and the World. The survey revealed the following 
challenges; inadequate curriculum time allocation 
for PE, poorly trained teachers especially in primary 
schools, inadequate facilities and equipment resulting 
from underfunding, large class sizes, insufficient physical 
education-community links and the general declining 
health status of  youth.
Several other studies conducted throughout the world 
that were not based on UNESCO’s universal guidelines of  
quality physical education found several challenges facing 
physical education. Such challenges could be categorized 
as, institutional-related, teacher-related, resources-related, 



Pa
ge

 
18

https://journals.e-palli.com/home/index.php/ajpehs

Am. J. Phys. Educ. Health Sci. 1(2) 16-26, 2023

curriculum-related, and program implementation process 
challenges. 
Institutional-related challenges facing PE in secondary 
schools include the following, marginal status within 
the school curriculum, lack of  administrative support, 
and low program quality. The general institutionalized 
marginality of  PE in school systems stems from practices 
that do not put PE on equal footing with other school-
based activities and subjects (Toprak et al., 2021; Burnett, 
2020; Garmamo, 2018; Betram & Kaleeswaran, 2017; 
Osborne et al., 2016; Aboshkair et al., 2012).
Teacher-related challenges facing physical education 
programs in secondary schools are also varied and include 
the following: lack of  trained qualified teachers, negative 
attitude of  PE teachers, lack of  content and teaching 
competency, and adequacy of  teachers. Teacher-related 
challenges were reported by, (Burnett, 2020; Gouws et 
al., 2020; Garmamo, 2018; Betram & Kaleeswaran, 2017; 
Osborne, 2016; Aboshkair et al., 2012; Habyarimana et al., 
2022; Sarwar et al., 2010). On the other hand, student-
related problems in schools relate to inappropriate 
students’ attitudes towards PE and undisciplined 
behaviour.  Student-related problems have been reported 
by (Garmamo, 2018; Osborne et al., 2016).
Lack of  resources such as adequate facilities and 
equipment, poor conditions of  sports facilities in schools, 
lack of  trained qualified teachers, inadequate funds, lack 
of  space, and lack of  materials and supplies are the 
main resource-related challenges facing PE programs in 
secondary schools. The challenge of  lack of  resources 
for PE in schools has been reported by many previous 
studies (Toprak et al., 2021; Burnett, 2020; Gouws et al., 
2020; Betram & Kaleeswaran, 2017; Osborne et al., 2016; 
Allan, et al., 2015; Aboshkair et al., 2012; Habyarimana, et 
al., 2022; Sarwar, et al., 2010). 
Curriculum issues include low syllabi content quality 
and shortcomings related to syllabus content scope, 
arrangement, skill outcomes, and processes of  syllabus 
content delivery. Studies that reported challenges related 
to the PE curriculum include (Betram & Kaleeswaran, 
2017; Osborne, et al., 2016; Habyarimana et al., 2022).
Program implementation process challenges include 

implementation issues such as time allocation, 
implementation status, class enrolment, teachers’ 
workloads, teachers’ conditions of  work, scheduling, 
examinations, and program management. Studies that 
reported implementation process challenges include 
the following. Toprak et al. (2021) in Turkey reported 
“inadequate time”, Gouws et al. (2020) in Zimbabwe 
reported “absence of  examination for the subject”, 
Betram and Kaleeswaran, (2017) reported “large classes 
and “reduced time.” Osborne et al. (2016) reported “low 
salaries of  PE teachers.” Oudat, (2016) in Jordan, reported 
“increased class enrolment.” Allan et al. (2015) also 
reported “inadequate time.” Unlike the above previous 
studies, this study would use a holistic standard approach 
in identifying context-specific physical education program 
challenges in southeast Botswana.

Theoretical Framework 
This study is based on the philosophical theory of  
phenomenology. Phenomenology can be defined as the 
study of  the structure of  experience. That is the study 
of  ‘phenomenon,’ how things appear according to our 
experience or the meanings we put to our lived experience. 
According to Hopkings (2005), Phenomenology is,
A philosophy of  experience. For phenomenology, the 
ultimate source of  all meaning and value is the lived 
experience of  human beings. All philosophical systems, 
scientific theories, or aesthetic judgments have the status 
of  abstractions from the ebb and flow of  the lived world.
Phenomenology is related to the educational philosophical 
theory of  constructivism that proposes that all forms 
of  knowledge are constructed from human experience. 
People naturally construct their knowledge and 
understanding of  their lived world through experience 
and reflecting on that experience. What exists is what 
we perceive to exist (Burr, 2015). Our knowledge is an 
invention of  reality not a reflection of  it (Watzlawick, 
1980). Glasersfeld defines this as “epistemological 
solipsism”. This is closely related to the autopoiesis 
theory developed by Chilean biologists Valera and 
Maturana (Antipina, 2019). The essence of  the theory 
is that “the representation of  the surrounding world 

Figure 1: Contextualised phenomenological theory  
Note: PE teachers experience all elements of  PE program in schools and construct reality out of  their perceptions



Pa
ge

 
19

https://journals.e-palli.com/home/index.php/ajpehs

Am. J. Phys. Educ. Health Sci. 1(2) 16-26, 2023

is always determined by the structure of  the cognitive 
system of  a living organism and not by the objective 
structures of  the surrounding world” (Antipina, 2019). 
The phenomenon that this study investigates concerns 
teachers’ experience of  physical education service scape 
in junior and senior secondary schools in the southeast 
region of  Botswana. The study assumes that physical 
education teachers have lived the experience of  physical 
education service-scape in public secondary schools and 
have a genuine experience and knowledge that they could 
share with this study.

Conceptual Framework 
The conceptual theoretical framework for this study is 
based on a systems theoretical framework. According 
to this theory, a system consists of  interrelated, 
interdependent parts that constitute a whole. An 
alteration of  one component is more likely to affect the 

whole system. In this study, components of  the system 
are elements of  the schools’ physical education program 
such as physical dimension, processes of  implementation, 
program management, curriculum, personnel, and 
institutional status. These elements constitute various 
processes of  program implementation and inputs. 
Shortage or inadequacy of  any of  the components 
of  [inputs and processes] would adversely affect the 
quality of  the physical education program resulting 
in a clearly definable output [high- or low-quality PE 
program]. Physical Education is perceived as a system 
that consists of  different components experienced by 
teachers daily and have constructed reality out of  their 
experiences. This study, therefore, explores the meanings 
physical education teachers attach to their experience of  
phenomena, which in this study is physical education 
service-scape in secondary schools.

Figure 2: Adapted systems management theory 
Note: PE program inputs and processes result in a specific output (high- or low-quality PE program) that forms the basis of  feedback

METHODOLOGY
Research Design 
A qualitative descriptive phenomenological design was used 
in this study. Qualitative descriptive phenomenological 
research “seeks reality in individuals’ narratives of  their 
lived experiences of  phenomena” (Yuksel & Yildirim 
2015). It allows for an in-depth and detailed exploration 
of  an individual’s thoughts, experiences, feelings, and 
interpretations Opsal et al. (2015). Lambert and Lambert 
(2012) defined qualitative descriptive research as a …. 
qualitative descriptive studies that tend to draw from 
naturalistic inquiry, which purports a commitment to 
studying something in its natural state to the extent that is 
possible within the context of  the research arena.
This study seeks to explore challenges facing physical and 
health education in secondary schools from the physical 
education teachers’ experiences and perspectives.

Participants 
The main participants of  this study were physical and 

health education teachers both males and females in 
junior and senior secondary schools in the southeast 
region of  Botswana. Physical and health education 
teachers experience physical education service-scape 
challenges in secondary schools in Botswana. 
 
Sampling Procedure 
According to Botswana Statistics (2018), the southeast 
region has twenty-seven secondary schools (27) and 
two thousand and twenty-one (2 021) total number of  
teachers for all subjects. Out of  the 2 021 teachers, fifty-
seven (57) were physical education teachers. 
Fifteen schools were randomly selected from the twenty-
seven secondary schools in the region. A purposive 
sampling procedure was used to sample two (2) physical 
and health education teachers from each of  the fifteen 
(15) randomly selected secondary schools in the region. 
The purposive sampling method was found ideal to use 
in this study because teachers have lived the experience 
of  the challenges facing physical education in secondary 



Pa
ge

 
20

https://journals.e-palli.com/home/index.php/ajpehs

Am. J. Phys. Educ. Health Sci. 1(2) 16-26, 2023

schools. Thirty (30) out of  the fifty-seven (57) physical 
and health education teachers of  the twenty-seven 
(27) secondary schools in the region were selected for 
this study. So, this study used a sample size of  56%. A 
reasonable sample size for a phenomenological study may 
range from 2-25 participants (Creswell, 2013).

Data Collection Instrument 
Data were collected using a structured interview guide from 
physical and health education teachers in their respective 
schools. The interview sought to collect demographic 
information and attempted to discover challenges facing 
PE in the various components of  UNESCO’s criteria of  
program quality. The structured interview guide consisted 
of  open-ended questions focusing on various broad 
themes such as syllabus, status in the curriculum, time 
allocation, facilities and equipment, teacher qualification, 
etc. Open interview questions give respondents latitude 
to express their thoughts, and feelings and to expand on 
their experiences. The content of  the interview guide 
was informed and guided by UNESCO’s quality standard 
physical education guidelines for policymakers (UNESCO 
2015). For example, under physical resources respondents 
were asked the following questions: “According to your 
experience as a physical education teacher, would you say 
that all the required physical infrastructure for program 
implementation is adequate and are existing sports 
facilities well cared for? What sports facilities are currently 
available in your school and which ones are not available? 
What do you think should be done to address the problem 
of  physical infrastructure inadequacy in schools?” 
After the structured interview guide was developed, it 
was given to a panel of  experts in physical and health 
education pedagogy for content, face, and construct 
validation. This panel of  experts was critical professionals 
in the professional area of  pedagogy who engaged in a 
dialogue with each other to encourage reflection upon 
the interview instrument and to establish consensus. 
Their feedback was critical in developing a credible, 
trustworthy interview guide instrument. The interview 
strived to secure information about present practices 
and conditions in participants’ current environmental 
settings. The interview guide was complemented by an 
observation method. The observation method was used to 
observe facilities, equipment, curriculum, class enrolment, 
and curriculum time.
 
Data Analysis 
A descriptive phenomenological analysis was employed 
in analyzing interview data. Interviews and notes were 
first transcribed. Transcribed data were read and re-read 
to identify themes/codes. A more focused coding was 
used to develop categories of  themes and identify data 
for each named category or theme. 
Kiger and Varpio (2020) explained thematic analysis in 
the following six steps; “familiarising yourself  with data, 

generating initial codes, searching for themes, reviewing 
themes, defining and naming themes, and producing 
the report.” A deductive approach was used to derive 
meaning and conclusions. For this study, open interview 
data was manually thematically analyzed by discovering 
repeating themes and developing a coding frame that 
captured themes in terms of  code categories. 
To improve the trustworthiness and credibility of  
the results, three members of  the research team 
independently analyzed raw data and later met to discuss 
their findings so that they would reach a consensus on the 
results. To prevent “prejudicial” influence on data analysis 
and interpretation, the three members of  the research 
team were encouraged to adopt reflective attitudes when 
reflecting on the phenomena as experienced by the 
respondents and not as experienced by themselves. The 
identified study themes were sent to the interviewees for 
approval and to establish the truthfulness of  the findings. 

Data Collection Procedure and Ethical Issues  
The research permission was granted by the Southeast 
Education Regional Office in Gaborone under the Ministry 
of  Basic Education. Sampled schools were visited to get 
permission from school heads and to make appointments 
with physical education teachers. The researcher visited 
the physical and health education teachers at the sampled 
schools at different times convenient to them. 
At each school, the researcher introduced himself  and 
explained the study and study processes to them before 
the actual interview so that they could make informed 
consent to participate in the study by signing a study 
consent form. Participants were interviewed and their 
responses were recorded after getting their permission to 
do so. The researcher also took notes of  the interviews. 
The recorded voices were taken for transcribing and to 
identify common themes from transcribed data. Sport 
and physical education facilities, curriculum, lessons, class 
enrolment, and curriculum time were observed by the 
researcher.

RESULTS
According to table 1, thirty physical education teachers 
responded to the interview (17 male and 13 female 
teachers). Most of  the respondents were aged 30-39 
years (15, 50%), and very few aged 50-59 years (4, 13%). 
This means that most of  the respondent teachers were 
in the middle adulthood ages. Most of  them (15, 50%) 
had between five to ten years of  teaching experience. 
In terms of  teaching qualifications, many of  them (27, 
90%) had a Bachelor of  Education Physical Education 
degree and very few of  them had a diploma in secondary 
education. So, all the respondent teachers were qualified 
physical education teachers. Nineteen of  the respondent 
teachers taught physical education in junior secondary 
schools while eleven taught physical education in senior 
secondary schools.



Pa
ge

 
21

https://journals.e-palli.com/home/index.php/ajpehs

Am. J. Phys. Educ. Health Sci. 1(2) 16-26, 2023

Facilities and Equipment
The study intended to establish if  sports and physical 
education facilities were adequate and if  the existing 
sports facilities in schools were well maintained. How the 
problem of  sports facilities inadequacy in schools could 
be addressed and why there are inadequate facilities and 
equipment in secondary schools. The study found that 
sports facilities were inadequate in schools and available 
facilities were not properly maintained. The study 
discovered the need for the construction of  additional 
facilities in schools. The study found that the problem of  
lack of  sports facilities in schools could be resolved by 
using central community sports facilities. 
When participants were asked, ‘Are facilities and 
equipment adequate for implementing physical education 
program in your school, and are the existing facilities 
well maintained?’. Participant, (P3) states ‘facilities are 
inadequate for effective implementation of  physical 
education program in secondary schools.’ Participant 
(P6) from one of  the junior secondary schools in 
Gaborone stated, ‘Due to lack of  space our school has 
no sports facilities.’ They indicated a lack of  the following 
in schools in the region, swimming pools, changing 
rooms, and showers. Senior secondary schools unlike 
junior secondary schools have hard surfaced courts and 
tennis courts. It was concluded that indeed there were 
inadequate sports and physical education facilities in 
secondary schools in southeast Botswana. They indicated 
that the available sports fields are not well cared for. 
Participant (P1) stated, ‘not cared for, only graded once 
a year’. When respondents were asked to suggest ‘how 
sports infrastructure in schools could be improved’, most 
of  them suggested that additional sports infrastructure 
should be constructed in schools such as indoor sports 
halls, swimming pools, change rooms, and showers and 
that netball, volleyball, and basketball courts should be 
hard surfaced in junior secondary schools. Participant, 
(P4) states ‘if  outdoor fields and courts are not hard 
surfaced, they should at least be maintained in good 
condition throughout the year. It was indeed observed 
that facilities in most schools were not adequate. Outdoor 
facilities had grown tall grass. In all schools, there were 
no swimming pools changing rooms and showers, and no 
indoor activity halls.  When asked, ‘Is equipment adequate 
for teaching physical activities?’ Most of  the respondents 

had similar responses, (24) 80% stated that equipment is 
not adequate. Participant, (P5) said, ‘There is a serious 
shortage of  physical education equipment in secondary 
schools.’ Shortage of  equipment was also observed in 
most schools and in some instances balls and implements 
used were very old.  ‘When asked to air their views as 
to why there are inadequate facilities and equipment in 
schools?’ Their views were different. Nine (9) 30% of  
the respondents attributed this situation to lack of  funds. 
Participant (9) said, ‘Ministry of  Education cannot afford 
to construct all required sports facilities in each school.’ 
On the other hand, ten (10) 33% of  the respondents 
attributed the lack of  facilities and equipment to a lack 
of  interest in the subject by the Ministry of  Education 
Officials. Participant (P3) said, ‘Ministry of  Education 
Officials do not have the interest to develop required 
facilities in schools for physical education.’ Eleven 
(11) 37% however, attributed this problem to a lack of  
strategy in sports facility construction. Participant (P10) 
had this to say, ‘If  government through local authorities 
could build community sports facilities, then schools in a 
community could jointly use such facilities for PE lessons 
instead of  building sports facilities in each school.’

Processes
Inclusiveness
This study wanted to find out if  physical education in 
secondary schools is inclusive and whether teachers can 
provide inclusive instruction for mixed-ability classes. 
The study found that the program was inclusive and that 
teachers were not skilled enough to provide inclusive 
instruction. When asked, ‘Is the physical education 
program inclusive and are you capable of  providing 
inclusive instruction?’ Most participants indicated that the 
program in secondary schools is inclusive in compliance 
with the inclusive policy. 
However, most teachers stated that they were not well-
skilled to provide inclusive instruction. Participants (P17, 
P18, and P21) had similar responses, ‘No, our course 
on adapted physical education did not provide adequate 
information and practice on adapting physical activity 
for teaching different partially disabled students.’  For 
all the lessons observed, teaching was mainly focused 
on mainstream teaching. Special learning needs of  less 
practically inclined students were not met.

Table 1: Demographic Information  
Freq % Freq %

Gender Females 13 43% Age 20-29 yrs 6 20%
Males 17 57% 30-39 yrs 15 50%

Teaching experience Below 5yrs 3 1% 40-49 yrs 5 17%
5-10 yrs 15 50% 50-59 yrs 4 13%
10-15 yrs 7 23% Qualification Diploma 3 1%
15-20 yrs 5 17% 1st degree 27 90% 

Schools Senior 11 37%
Junior 19 63%



Pa
ge

 
22

https://journals.e-palli.com/home/index.php/ajpehs

Am. J. Phys. Educ. Health Sci. 1(2) 16-26, 2023

Teacher Capacity Development
The study wanted to find out if  there had been any in-
service workshops organized for teachers in the past two 
years. It was found that teachers had not attended in-
service workshops for teacher capacity development in 
the past two years. When asked ‘have you attended any 
in-service workshop in the past two years,’ most of  the 
respondents, twenty-five (25) 83% had similar responses 
and reported having not attended any physical education 
workshop in the past two years. Only five (5) 17% 
reported to have attended a physical education workshop. 
Participants, (P6 and P1) reported to have attended ‘item 
writing and course workshop on softball, gymnastics, 
and dance. It was concluded that there was no in-service 
workshop organized for PE teachers in the past 2 years 
for teacher capacity development.

Monitoring and Quality Assurance
The study wanted to establish if  there has ever been 
monitoring and quality assurance in physical education 
in the past 5 years in secondary schools. It was found 
that there was program monitoring and evaluation in the 
past 5 years. When asked, ‘Has there been any physical 
education program monitoring and evaluation in the past 
five years?’ Sixty-three percent (63%) of  the respondent 
teachers reported that there was physical education 
program monitoring and evaluation in secondary schools 
in the following key areas, curriculum, teaching, students’ 
achievement, and program management. Participants 
(P22, P24 and P16) had similar responses and stated that 
‘there was once monitoring, and evaluation organised by 
department of  curriculum and evaluation that evaluated 
PE syllabus, teaching, students’ achievement, and 
program management.’ On the other hand, thirty-seven 
percent (37%) of  the participants had indicated that there 
had never been any evaluation and monitoring of  PE 
program in their schools. The conclusion reached here is 
that there was monitoring and quality assurance for PE in 
secondary schools.

Program Implementation Process
The study wanted to establish implementation processes 
regarding, program time allocation, class sizes, and work 
conditions.

Time Allocation
The study found that there was not enough time allocated 
for PE. When asked, ‘how many hours and minutes per 
week are allocated for physical education, and is this time 
adequate?’ All the thirty (100%) teachers had indicated 
that PE has been allotted two hours thirty minutes (2hrs 
30min) per week and that this time was inadequate to 
effectively provide enough activity levels for students per 
week and to adequately cover the syllabus. Participants 
(P13 and P12) had similar responses and stated, ‘time 
allocated for PE is inadequate, 2 hrs 30 min per week 
per class is completely not adequate for students to have 
adequate activity levels per week.’ It was concluded that 

the time allocated for PE in secondary schools is not 
adequate.

Physical Education Class Size
Regarding class sizes, the study found different class sizes 
for PE depending on the size of  the school. When asked 
to indicate their class sizes, they responded differently. 
Some indicated class enrolments of  between twenty to 
thirty (20-30) students while others indicated class sizes 
of  40 students. Respondent (19) states, ‘Since PE is an 
optional subject, PE classes are created by students from 
other classes and there are generally adequate students 
who opt for PE.’ Despite this, it was observed that class 
enrolment was appropriate in small schools but was large 
in big schools in high-population communities. Based on 
this finding, class size depends on school size, and there 
is no standard class size for PE classes.

Work Conditions
The study wanted to establish the nature of  work 
conditions that teachers did not like. The common 
abhorrent work conditions that many teachers execrated 
included the following: high workload, slow progression 
to promotion, lack of  infrastructure and materials, and 
negative attitude of  other teachers towards physical 
education and teaching outdoors. When asked to ‘state 
work conditions that they did not like in their respective 
schools?’ Participant, (P6) listed ‘lack of  equipment, 
limited facilities, negative attitudes of  staff  towards PE, 
not enough time and high workload.’ In addition to the 
above conditions participant, (P3) stated that ‘teaching 
practical activities outdoors in summer is not comfortable 
because of  the extreme heat, so most of  the time I have 
to be quick to avoid spending too much time under the 
sun.’

Program Management
Community Partnership
This was to establish whether there are physical education-
community links. It was established that there were no 
PE-community links. When asked, ‘have you established 
links with community sports clubs and or national sports 
organizations to foster talent development of  students?’ 
All thirty (30) 100% of  teachers in the southeast district 
of  Botswana quite honestly stated that they had not 
established any links with local and national sports clubs 
and organizations to foster the talent development of  
students. Participant (P17) said, “In our school, we 
have not yet established links with local clubs to open 
opportunities for talented PE students to further develop 
their talents. Students who currently participate in local 
and national sports teams do that on their own.”

Administration Support
Here researchers wanted to establish if  teachers and 
physical education programs were supported by their 
school administrations and school Heads. It was found that 
teachers and PE received adequate support from school 



Pa
ge

 
23

https://journals.e-palli.com/home/index.php/ajpehs

Am. J. Phys. Educ. Health Sci. 1(2) 16-26, 2023

administrations and inadequate support from school 
heads. When asked, ‘Do physical education program 
and teachers receive adequate support from school 
administration?’ There were mixed responses, most of  the 
respondents stated that ‘they received adequate support 
from school administration in purchasing equipment.’ 
Participant (P18) states, ‘the only support we get from the 
school administration is purchasing equipment. Since PE 
finances are not always adequate, we hardly ever purchase 
adequate equipment.’  
When asked, ‘Does your school headmaster take an active 
role in promoting physical education in the school and 
the community?’ Most of  the respondents had similar 
responses and stated that school headmasters ‘do not 
take an active role in raising awareness of  the intrinsic 
and extrinsic values of  physical education to the entire 
school population and wider communities.’ Participant 
(P11) states, ‘Our Headmaster hardly ever expresses his 
perceived value of  PE to the school community and 
parents. This is indicative of  their lack of  understanding 
of  its benefits to students and their interest in the subject.’

Physical Education Curriculum
The study wanted to know the scope of  junior and senior 
secondary syllabi contents. The study found PE syllabi 
content deficiencies in both junior and senior secondary 
schools’ curriculum and when participants were asked 
to ‘air their views regarding junior and senior secondary 
syllabi adequacy in covering all areas of  physical 
education,’ most of  them indicated syllabi content 
deficiencies. They said that the junior certificate syllabus 
is dominated by practical sports activities. Regarding the 
senior secondary (BGCSE) physical education syllabus, 
most of  the respondent teachers had similar responses 
and indicated syllabus content deficiencies in most areas 
of  physical education and felt that students at this level 
should be introduced to all the components of  physical 
education such as sociology of  sport, history of  sports, 
biomechanics, sports psychology, organization of  sports, 
anatomy and physiology, exercise physiology, leisure, 
and recreation, etc. Participant, (P7) states that ‘Junior 
Certificate (JC) and Botswana General Certificate in 
Secondary Education (BGCSE) syllabi are lacking in 
most key important content areas such as biomechanics, 
sociology of  sports, history of  sports and organization 
and administration of  sports.’ It was indeed observed 
that JC and BGCSE syllabi are activity performance-
based lacking in very key epistemological content areas 
that would assist learners understand physical education 
in its entirety.

Teacher Development
This was meant to establish whether teachers were 
qualified to teach physical education. It was found that 
teachers were qualified to teach the subject. When asked 
if  they have a physical education teaching qualification or 
not, 27 (90%) of  the respondent teachers had indicated 
to have a Bachelor of  Education, Physical Education 

degree, and only 3 (1%) had a teaching Diploma. When 
asked ‘if  they were adequately prepared to teach physical 
education in secondary schools?’ Most of  the respondents 
responded positively. Participant (18) states, ‘The courses 
we received adequately enhanced our knowledge of  the 
discipline and effectively prepared us to teach PE in 
secondary schools.’

Institutional Status 
The study wanted to establish the status of  physical 
education within the secondary school curriculum and 
establish the attitudes of  other teachers toward PE. The 
study found out that PE is an optional subject in secondary 
schools and teachers’ attitudes towards the subject are 
negative. When asked to express their ‘general perception 
of  the status of  PE as a school subject and define the 
attitudes of  teachers towards the subject,’ Most of  them 
(21, 70%) had similar responses, they stated that PE is 
an optional subject and holds a low status as compared 
with other school subjects. Most of  them defined the 
attitudes of  teachers towards physical education as being 
‘negative’. They said, ‘Staff  members consider physical 
education as ‘recreational play.’ Participant, (P5) stated 
that the ‘attitude of  other subject teachers towards PE is 
negative because of  a misconception that it is just a play 
time subject.’  

DISCUSSION
UNESCO believes that youth participation in quality 
school-based physical education and sports programs 
is a fundamental human right. This fundamental 
human right is also buttressed by the American Medical 
Professional Association (2012) which also supports 
the implementation of  high-quality physical education 
and sports programs in schools to prevent hypokinetic 
morbidity and mortality among youths in America. 
Hardman (2008) used UNESCO’s quality physical 
education guidelines to review physical education to find 
specific physical education challenges and remedies for 
accomplishing quality physical education in Europe and 
the World. This study used UNESCO’s quality physical 
education guidelines to identify in detail the context-
specific challenges of  accomplishing quality physical 
education in southeast Botswana.
The challenges facing secondary school physical 
education program in southeast Botswana could be said 
to stem from the inputs and processes (adapted systems 
management theory). The input challenges include 
inadequate infrastructure and equipment in schools, lack 
of  capacity development of  teachers, and poor work 
conditions, and the process challenges include inadequate 
time allocation for physical education, lack of  school-
community partnership, inadequate curriculum content, 
and low status as a school subject. The experience of  
these input and process challenges by teachers comes as 
feedback that could be the basis for improving program 
quality in secondary schools. 
This study found inadequate facilities and equipment as a 



Pa
ge

 
24

https://journals.e-palli.com/home/index.php/ajpehs

Am. J. Phys. Educ. Health Sci. 1(2) 16-26, 2023

major challenge facing physical education in all schools in 
southeast Botswana. According to Hardman (2008), one-
third (1/3) of  countries in Europe had indicated average 
/inadequate quality of  facility and equipment provision. 
Other studies that reported inadequate infrastructure 
and equipment for physical education in schools include 
(Habyarimana et al., 2022; Toprak et al., 2021; Gouws 
et al., 2020; Burnett, 2020; Stroebel et al., 2018; Betram 
and Kaleeswaran, 2017; Kaite, 2017; Osborne et al., 
2016; Chekol, 2015; Allan et al., 2015; Sarwar, et., 2010; 
Aboshkair et al., 2012; UNESCO, 2013). Hardman (2008) 
found inadequate funding for facilities, equipment, facility 
maintenance, and teaching materials in most schools in 
central, eastern, and southern Europe. This inadequate 
funding would result in inadequate sports facilities, poorly 
maintained facilities, and a lack of  teaching materials in 
schools.
The lack of  capacity development of  teachers in 
southeast Botswana negatively impacts the quality of  the 
program as the effectiveness of  teachers is compromised. 
Capacity development of  teachers should be a priority of  
departments of  curriculum development and evaluation 
and departments of  testing and evaluation as part of  an 
in-service training program. There is a teacher in-service 
training opportunity in Botswana, but the main problem 
is the frequency of  its application.
Inadequate time was also an important challenge of  PE 
program in secondary schools in southeast Botswana. 
Hardman (2008) also found a gradual erosion of  time 
for physical education across Europe. World Health 
Organization recommended 1 hour of  physical activity 
of  moderate to high intensity every day for young 
persons aged 5 to 17 years old to accomplish mental and 
physical health benefits (WHO, 2010). Insufficient time 
for physical education was also reported by previous 
studies (Habyarimana et al., 2022; Toprak, 2021; Betram & 
Kaleeswaran, 2017; Kaite, 2017; Oudat, 2016; UNESCO, 
2013; Marshall & Hardman, 2000). An Irish physical 
education teacher commented that “PE is being squeezed 
out of  the education system by more compulsory 
academic discourses… which hold little benefit compared 
to PE” (Hardman, 2008). 
This study found high workload, slow progression to 
promotion, lack of  infrastructure and materials, and 
negative attitude of  other teachers towards the physical 
education program as poor work conditions faced by PE 
teachers in southeast Botswana. Poor work conditions 
usually negatively affect teachers’ morale. Osborne et al. 
(2016) found similar work conditions in Niteroi (Brazil) 
as, low salaries, old, dilapidated infrastructure, and lack of  
equipment, devalued physical education that is considered 
as mere recreation, lack of  indoor sports halls exposed 
teachers and students to heat, cold and dust that lead to 
headaches, sinusitis, and vocal cords problems. 
Lack of  physical education-community partnership in 
southeast Botswana constrains the development of  
talented PE students. Hardman (2008) also found low 
direct school-community links in 51% of  European 

countries. There should be a good collaboration 
between schools, local clubs, and sports federations 
to enhance elite sports pathways for students. Betram 
and Kaleeswara (2017) also identified a lack of  school-
community partnership in their study. Schools should 
establish mutually cooperative relationships with private 
and commercial organizations, and governmental and 
non-governmental organizations to open opportunities 
for students to apply their skills and knowledge in 
furthering their talents. 
This study found physical education curriculum content 
inadequacy. This concern was also echoed by UNESCO, 
(2013); Toprak (2021), and Jabir et al. (2020). This study 
therefore confirms the findings of  the above studies that 
one of  the main important challenges facing physical 
educators in public schools relates to the inadequate 
nature of  physical education curriculum that is reinforced 
and perpetuated by a lack of  school administrations’ 
interest in physical education. It is, therefore, necessary 
to transform the PE performance sports discourse 
curriculum and move the subject into the 21st century 
and beyond with a performance outcomes curriculum, 
the outcomes of  which would be related to human health 
and various professional skills.
The low institutional status of  PE was found to be a 
challenge in secondary schools in southeast Botswana. 
Hardman (2008) found out in Europe that despite 
being equal in law to other subjects in the curriculum, 
physical education occupies a lower hierarchical status 
as compared to other core subjects. Kaite (2017) also 
revealed the low status of  the subject and those of  its 
teachers as compared to other subjects and teachers in 
Zambia. The institutional, marginal status of  the program 
and its teachers is responsible for the negative attitudes 
towards the program and teachers within schools. Studies 
that found negativity of  teachers towards the program of  
physical education include (Gouws et al., 2020; Osborne 
et al., 2016; Oudat, 2016; Chekol 2015; Jenkinson & 
Benson, 2010; Sarwar, et al., 2010). Negativity towards 
the program may contribute to the low self-esteem of  
teachers and may contribute to their burnout. Toprak et 
al. (2021) also identified a low level of  significance and 
marginalized status of  PE in Turkey.   
All the above challenges negatively impacted program 
quality in secondary schools in southeast Botswana and 
most countries. These challenges should therefore be 
addressed to improve PE program quality.
Positively, the study identified the following in 
secondary schools; teachers were trained and qualified 
and the programme was inclusive; class enrolment was 
appropriate (between 20 to 30 students) in small schools 
and there was administrative support for teachers.

CONCLUSIONS
On the basis of  the above-identified challenges, the 
following recommendations were made to improve 
physical education program quality in southeast Botswana; 

• Adequate standard infrastructure and materials 



Pa
ge

 
25

https://journals.e-palli.com/home/index.php/ajpehs

Am. J. Phys. Educ. Health Sci. 1(2) 16-26, 2023

for physical education programs in junior and senior 
secondary schools be constructed and availed. If  too 
expensive, centralised community facilities for schools 
should be constructed in communities. 

• Capacity development programs for teachers should 
be prioritised. 

• Constant monitoring and evaluation of  the program 
is required so that key program implementation problems 
or challenges can be identified. 

• Appropriate adequate time-table time allotment for 
the program be determined. 

• There is a need to improve school-community 
partnerships to enable continued talent development of  
physical education students. 

• Transformation of  secondary schools’ physical 
education curriculum should be an urgent priority. 

• Schools’ administrations should strengthen their 
support to improve program status in schools. 

• Policy guidelines based on UNESCO’s policy 
framework of  quality physical education programs 
should be developed to guide program implementation in 
secondary schools in Botswana. 

• Conditions of  work for teachers; better salaries, 
facilities, and better recognition of  the subject and its 
teachers be improved.

REFERENCES  
Aboshkair, A. K., Amri, B. S., & Yee, L., & Samah, A. 

B. B. (2012). Assessment of  implementation level 
of  the physical education program in Selangor 
secondary schools,    Malaysia. WULFENIA Journal, 
19(10), 1561-882. https://www.researchgate./
publication/235959848

Allan, G., Ndungu, B. W., & Emily, J. B. (2015). Challenges 
faced by principals in implementing physical education 
in public secondary schools in Githunguri District. 
Research on Humanities and Social Sciences, 5(6), 104-
111.  iiste.org/journals/index.php/RHSS/article/
view/21140

American Medical Professional Association (2012) 
Cancer Society (ACS), Cancer Action Network 
(CAN), American Diabetes Association (ADA) and 
American Heart Association (AHA) (2012). Physical 
Education in schools-both quality and quantity are 
important: A statement on physical education from 
the ACS, CAN, ADA and the AHA. Dallas, TX: 
AHA. Retrieved April 13, 2021, from heart.org/idc/
groups/heartpublic/@WCM/@adv/documents/
downloadable/ucm_446067.pdf.

Antipina, A. (2019, October). Constructivist Perspective of  
Phenomenology. Proceedings of  the 2nd International Conference 
on Contemporary Education, Social Sciences and Ecological Studies. 
https://doi.org/10.2991/cesses-19.2019.296 

Betram, G. J. S., & Kaleeswaran, P. (2017). Challenges in 
physical education and sports sciences-A comparative 
study. International Journal of  Interdisciplinary Research 
in arts and humanities. 2(2), 107-108. https://doi.
org/10.5281/Zenodo.1037365

Burr, V. (2015). Social Constructionism (3rd Ed), London 
by Routledge. https://doi.org/https://doi.
org/10.4324/9781315715421

Burnett, C. (2020). A National study on the state and 
status of  physical education in South African public 
schools. Physical Education and Sport Pedagogy, 26(3), 
1-18. https://doi.org/10.1080/17408789.2020.1792
869.

Botswana Statistics. (2018). Secondary School Statistics 
brief  2018. http://www.statsbots.org.bw.

Chengquan, J. (2016). Analysis on factors affecting the 
status of  physical education in Chinese school. SHS 
Web of  Conferences 24, 02017. https://doi.org/10.1051/
shsconf/20162402017

 Chekol, B. (2015). Factors that affect the teaching of  
physical education in Ethiopia: An exploration of  
secondary schools in West Gojjan zone. International 
Journal of  Research Pedagogy and Technology in Education 
and Movement Sciences, 4(2), 1-14. ISSN: 2319-3050. 
Ijems.net/index.php/article/view/140/140

Creswell (2013). Research Design, Qualitative, Quantitative and 
Mixed methods approaches (3rd Ed), Saga Publications, UK.

Garmamo, M. G. (2018). Challenges of  providing quality 
physical education in some selected public secondary 
schools of  Wolaita zone, southern Ethiopia. 
International Journal of  Scientific and Research Publications, 
8(6), 37-43.  2250-3153. https://doi.org/10.29322/
IJSRP.8.6.2018. p7806.

Goslin, A. E. (2021). Global perspectives and quality 
physical education (QPE): Stagnation or new 
paradigms. African Journal for Physical Activity and Health 
Sciences. 26(4).   Ajol.info/index.php/ajpherd/article/
review/204714.

Gouws, C., Tafireyi, C., Millard, L. & Breukelman, G. 
(2020). Challenges in promoting physical education 
and sport activities in Zimbabwean primary and 
secondary schools. Journal of  Physical Education and 
Sport Management, 11(1), 1-4. https://doi.org/10.5897/
JPESM2019.0331

Granger, E. (2017). A systematic review of  the 
relationship between physical activity and health 
status in adolescents. The European Journal of  Public 
Health, 27(2), 100-107. https://doi.org/10.1093/
eurpub/ckw187.

Habyarimana, J. D., Tugirumukiza, E., & Zhou, K. 
(2022). Physical Education and Sports: A backbone 
of  the entire community in the twenty-first century. 
International Journal of  Environmental Research and Public 
Health, 19(12), 72-96. https://doi.org/10.3390/
ijerph19/27296

Hardman, K. (2016). Physical education: “The 
future ain’t what it used to be!” retrieved 
12/09/2023, from kennisbanksportenbewegen.
nl/?fi le=29948lm=1422883275&action=file.
download.

Hardman, K. (2008). The situation of  physical education 
in schools: A European perspective. Human movement, 
9(1), 5-8. https://doi.org/10.2478/v10038-008-0001-z



Pa
ge

 
26

https://journals.e-palli.com/home/index.php/ajpehs

Am. J. Phys. Educ. Health Sci. 1(2) 16-26, 2023

Hopkins, J (2005). Phenomenology. Guide for literary theory and 
criticism entry (2nd Ed), Paul B. Armstrong. Available at: 
http://litguide.press.jhu.edu/ accessed. 10/10/2023

Jabir, H. A., Saleem, M. M., & Ali, S. H. (2020). Difficulties 
facing physical education teachers in Misan 
governorate schools. European Journal of  Molecular 
& Clinical Medicine, 7(9), 834-845. Ejmcm.com/
article.3894_1322217eb57a9de.1bc9fd2db84161/
c64.pdf  

Jenkinson, K. A., & Benson, A. C. (2010). Barriers to 
providing physical education and physical activity 
in Victorian State Secondary Schools. Australian 
Journal of  Teacher Education, 35(8), 1-17. http://dx.doi.
org/.14221/ajte.2010v35n8.1

Kaite, M. (2017). Factors affecting the teaching of  
physical education in secondary schools: a case of  
selected secondary schools in Kalulushi and Kitwe 
districts of  Zambia. (Master’s dissertation, University 
of  Zambia, UNZA Repository. dspace.unza.zm/
handle/123456789/5606

Katsarova, I. November 2016. European Parliament 
Briefing. Physical Education in European Union 
Schools.

Kiger, M. E., & Varpio, L. (2020). Thematic analysis of  
qualitative data: Medical Teacher, 45(8), 846-854. https://
doi.org/10.1080/0142159x.2020.1755030.

Lambert, V. A., & Lambert, C. E. (2012). Qualitative 
Descriptive Research: An Acceptable Design. Pacific 
Rim International Journal of  Nursing Research, 16(4), 
pp 255-256. https://he02.tci-thaijo.org/index.php/
PRIJNR/article/view/5805.

Le Masurier, G. L., & Corbin, C. B. (2006). Top 10 
Reasons for Quality Physical Education. Journal of  
Physical Education, Recreation and Dance (JOPERD), 
77(6), 44-53. https://doi.org/10.1080/07303084.20
06.10597894

Marshall, J., & Hardman, K. (2000). The state and status of  
physical education in international context. European 
Physical Education Review, 6(3), 203-229. https://doi.
org/10.1177/1356336X000063001.

McLoughlin, G.M., Graber, K.C., Woods, A.M., Templin, 
T., Metzler, M and Khan, N.A. (2019). The status 
of  physical education within a nationally recognized 
school health and wellness program. Journal of  Teaching 
in Physical Education, 39(2), 274-283. https://doi.org/
https://doi.org/10.1123/jtpe.2019-0052

Opsal, T., Wolgemuth, J., Cross, J., Kaanta, T., Dickmann, 
E., Colomer, S., & Erdil-Moody, Z. (2015). “There 
are no known benefits” Considering the Risk/
Benefit Ratio of  Qualitative Research. Qualitative 
Health Research, 26(8), 1137-1150. https://doi.
org/10.1177/1049732315580109. 

 Osborne, R., Belmont, R. S., Peixoto, R. P., Azevedo, I. 
O., & Carvalho, A. F. (2016). Obstacles for physical 

education teachers in public schools: an unsustainable 
situation. Motriz; revista de Educacao Fisica, 22(4), 1-11. 
htt://dx.doi.org/10.1590/s1980-6574201600040015

Oudat, A. M. (2016). Challenges facing physical education 
teachers in Jordan from perspective of  the teachers 
themselves. Advances in physical education, 6(2), 43-51. 
https://doi.org/10.4236/ape.2016.62005.

Republic of  Botswana. (1994). The revised National 
Policy on Education. April 1994. Gaborone. 
Government Printer. 

Sarwar, M., Hussain, S., Mehmood, T., & Awan, R.U.N, 
(2010). Physical education at secondary school level 
in Gujranwala, Pakistan. Asian Social Science, 6(11), 
120-122. https://doi.org/105539/ass. v6n11p120. 
Source: DOAJ

Stroebel, L.C.E., Hay, J., & Bloemhoff, H. J. (2018). 
Challenges facing life skills and life orientation 
subject advisors in implementation of  physical 
education. South African Journal for Research in Sport, 
Physical Education and Recreation, 40(3). https://doi.
org/10.10520EJC-1297f12ad9

Thomas, J. R., Nelson, J. K., & Silverman, S. J. (2005). 
Research Methods in Physical Activity (5th Ed). USA by 
Human Kinetics.

Toprak, M., Avci, Y. E., & Cengiz, O. (2021). School 
physical education course: A study on challenges 
and on restoring their functions. Pegen Journal of  
Education and Instruction, 11(4), 306-315. https://doi.
org/10.47750/pegegog.11.04.29.

United Nations Educational, Scientific and Cultural 
Organizations (UNESCO), International Council 
of  Sport Science and Physical Education. (2013). 
“Worldwide Survey of  School Physical Education: 
Final Report. Retrieved April 13, 2021 from: unesdoc.
unesco.org/ark:/48223/pf0000229335 

United Nations Educational, Scientific and Cultural 
Organizations (2015). Quality Physical Education, 
guidelines for Policy-Makers.UNESCO. Retrieved 
April 12, 2021. Available at:en.unesco.org/
inclusivepolicylab/sites/default/files/learning/
document/2017/1/231101E.pdf.

Watzlawick, P. (1980). The invented reality: How do we know 
what we believe we know? Contributions to constructivism. (1st 
Ed).England by W.W Norton & Company.

World Health Organisation. (2010). Global 
recommendations on physical activity for health. 
Geneva. WHO. Retrieved April, 30, 2021 from 
en.unesco.org/inclusivepolicylab/sides/default/
files/learning/document/2017/1/231101E.pdf.

Yuksel, P., & Yildirim, S. (2015). Theoretical Frameworks, 
Methods, and Procedures for Conducting 
Phenomenological Studies in Educational Settings. 
Turkish online Journal of  qualitative inquiry, 6(1), 1-20. 
https://doi.org/10.17569/tojqi.5981


