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

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

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.