The content of Physical Education in Sweden and South Africa

• Introduction The aim of this study is to highlight physical education (PE) content in Swedish and South African schools utilizing nation-wide stratified random samples of pupils in each country. Methods A questionnaire has been developed measuring health promotion, social development, personal development, as well as physical development and movement. The questionnaire was administered to pupils in primary and lower secondary school. The final sample consisted of 2.495 Swedish and 3.748 South African individuals. The answers of Swedish (SWE) and South African (SAF) pupils have been analyzed using ANOVA. Results In relation to health promotion, pupils’ awareness of health related benefits of physical activity was higher in South Africa than in Sweden, MSAF=4.28(.77), MSWE=3.93(.98), F(1,6136)=253.9, p<.05. Regarding social development, South African pupils reported socialization effects connected to PE to a higher degree than Swedish pupils did, MSAF=4.18(.98), MSWE=3.74(.92), F(1,6092)=307.0, p<.05. In terms of personal development, Swedish pupils reported a more positive climate during PE classes than South African learners did, MSWE=3.73(.94), MSAF=3.67(1.15), F(1,6093)=4.7, p<.05. As far as physical development and movement are concerned, Swedish pupils reported that they like and enjoy a spectrum of physical activities that was broader than that reported by South African pupils, MSWE=3.44(1.00), MSAF=3.22(.92), F(1,6138)=79.9, p<.05. Discussion Health promotion and social development are characterizing PE content in South Africa to a higher degree than in Sweden. This is in line with the fact that South African PE is part of the Life Orientation learning area (Van Deventer, 2009). On the contrary, personal development as well as physical development and movement are more evident in Swedish than in South African schools. This is in line with the strong connections between PE and physical activity in Sweden as well as the distinct efforts to empower pupils on the basis of their own capabilities and aspirations. References Toriola A, Patriksson G, Amusa L, Kougioumzis K (2010). AJPERD, 16, 327-345. Van Deventer K, (2009). SAJE, 29, 127-145.

Ämnesord

SAMHÄLLSVETENSKAP  -- Utbildningsvetenskap -- Pedagogik (hsv//swe)

SOCIAL SCIENCES  -- Educational Sciences -- Pedagogy (hsv//eng)

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