Best practices in physical education in the BRICS countries: A comparative data analysis

Vasti Oelofse; Niekie van der Merwe; Dorita Du Toit; Hans De Ridder

doi:10.36386/sajrsper.v47i2.615

Authors

Vasti Oelofse School for Psychosocial Education, Faculty of Education, North-West University, Potchefstroom, South Africa https://orcid.org/0000-0002-6313-7800
Nico van der Merwe School for Psychosocial Education, Faculty of Education, North-West University, Potchefstroom, South Africa https://orcid.org/0000-0003-4138-0559
Dorita du Toit School for Psychosocial Education, Faculty of Education, North-West University, Potchefstroom, South Africa https://orcid.org/0000-0001-8845-2711
J Hans de Ridder Physical Activity, Sport and Recreation Focus Area (PhASRec), Faculty of Health Sciences, North-West University, Potchefstroom, South Africa https://orcid.org/0000-0001-8766-8916

DOI:

https://doi.org/10.36386/sajrsper.v47i2.615

Keywords:

Best practises, BRICS, Physical education, Teachers

Abstract

This study investigates best practices in physical education according to education experts across Brazil, Russia, India, China and South Africa (BRICS), with the aim of providing recommendations and guidelines for the enhancement of the implementation of quality physical education. Employing qualitative research within Bronfenbrenner's Ecological Systems theoretical framework, data were collected via open-ended questionnaires from 11 purposefully selected physical education educators representing the BRICS nations. Themes identified through inductive content analysis encompassed physical education activities and pedagogy, status and support of physical education teachers, community involvement and governmental policies and initiatives. Participants highlighted the need for diverse, inclusive and autonomy-supportive activities, enhanced teacher recognition and training, community and parental engagement, supportive government policies, and continuous research. Applying Bronfenbrenner's framework, the study explains how factors within microsystems, mesosystems, exosystems and macrosystems influence physical education practices and policies within the BRICS nations, and brings forth recommendations for the elevation of physical education status, equal access to quality physical education resources, supportive learning environments, and learner-centred approaches to foster engagement and promote active lifestyles across diverse contexts within the BRICS nations.

Author Biographies

Vasti Oelofse, School for Psychosocial Education, Faculty of Education, North-West University, Potchefstroom, South Africa

Vasti is a lecturer in the department of Physical and Sport Sciences, Faculty of Health Sciences and Veterinary Medicine, University of Namibia, Namibia.

vasti.oelofse@gmail.com, +264 81 733 7718, ORCID number 0000-0002-6312-7800

Dorita du Toit, School for Psychosocial Education, Faculty of Education, North-West University, Potchefstroom, South Africa

Associate Professor in the subject group Movement Education in the School for Psychosocial Education, Faculty of Education, Potchefstroom campus, Potchefstroom, North-West University, South Africa, Dorita.dutoit@nwu.ac.za, +27 82 454 8437, ORCID number 0000-0001-8845-2711

J Hans de Ridder, Physical Activity, Sport and Recreation Focus Area (PhASRec), Faculty of Health Sciences, North-West University, Potchefstroom, South Africa

Professor in the Physical Activity, Sport and Recreation Focus Area (PhASRec), Faculty of Health Sciences, Potchefstroom, North-West University, South Africa, hans.deridder@nwu.ac.za, +27 82 882 3987, ORCID number 0000-0001-8766-8916

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