Perspectives on differentiation in the physical education context : a study in local secondary state schools

Abstract

Differentiated instruction is an approach to assist educators in adjusting the teaching and learning process to fulfil the students’ needs and to enhance both their motivation and learning skills (Njagi, 2014). This research seeks to explore and comprehend the methods physical educators use to apply differentiated instruction during their lessons, as well as to acquire a concrete understanding of their perceptions, opinions and ideas on the subject. The study adopted a qualitative research design. Data was collected through semi-structured interviews, conducted with a selection of eight physical educators teaching within the secondary state sector. Educators had a minimum of three years teaching experience. A thematic analysis was the tool selected for data analysis. Findings in this study indicated that educators attributed differentiation to the unique abilities, levels, learning styles and intelligences, attitudes, social backgrounds and mentalities of students. Results pointed to a variety of factors which facilitate and hinder the implementation of a differentiated instruction approach. Educators in this study perceived differentiated instruction as the leading method that induces motivation and helps students to achieve their ultimate goals. Data suggest that support from the administration and teaching staff, together with professional development are crucial to encourage and empower educators to adequately utilise strategies that reflect their implementation of differentiation.