Perceptions of physical education teachers on the different learning domains : a study in local secondary schools

Abstract

Research suggests that PE has the potential to enhance children’s development within every learning domain, these being the physical, social, affective and cognitive domain which in turn enables them to develop as a whole person (Laker, 2001). This study explores the different perceptions held by PE teachers concerning the four learning domains. In addition, it investigates the degree to which PE teachers within state schools implement each domain and identifies whether these domains are prioritised within their practices. In order to answer these research questions, twelve semi structured face-to-face interviews were conducted with twelve PE teachers within secondary state schools. Findings show that the teachers consider PE as an ideal vehicle through which children can develop in a holistic manner. PE teachers are of the belief that compared to other subjects, PE has the potential to highlight the learning domains to a much greater extent. From all the four domains, the physical is perceived as the most important domain. In addition to this, when it comes to lesson planning results indicate that the physical is the domain which teachers place most of their emphasis on. Even though PE teachers perceive the social, affective and cognitive as important domains, compared with the physical domain they plan considerably less for them. Recommendations, such as increasing PE time allocation and raising more awareness regarding the holistic benefits that PE can bring about will aid in enhancing the quality of PE lessons being delivered in schools as well as the status of the subject itself.