Judo as a tool to reinforce value-based education in the South African Primary Schools physical education and school sport programmes

ABSTRACT

Background: Modern lives are characterized by technological comforts, safety concerns and complicated lifestyles, which all conspire to limit children's movement activities and that resulted in the waning of values in most societies. Physical Education and schools sport (PESS) programmes should have an integrated approach towards the holistic development (cognitive;psychomotor;physical;social;affective domains) of all children to instill qualities and values. Aim: The aim was to determine if judo is an appropriate educational tool in a South African schooling context to promote the values inherent in the curriculum Assessment Policy Statement (CAPS) Curriculum. Setting: Due to the Covid-19 epidemic lockdown, all interviews were conducted online, with participants and the researcher participating from their home settings. Methods: With this descriptive design and qualitative approach, a purposive sample of South African primary schools that incorporate judo as an extramural activity were identified and invited. Semi-structured interviews were conducted with sport administrators (n=6), school judo coaches (n=7), and a focus group discussion was conducted with professional school judo coaches (n=4). Narrative data obtained were analysed through line-to-line, axial and cross-thematic comparative coding. Results: Themes, guided by the conceptual framework of social justice, were triangulated and categorised. These themes include community, responsibility, inclusion and equality, physical development, leadership, cognitive development, enhanced participation, active, healthy lifestyle choices, and fairness. Conclusion: Coaches and school sport administrators, recognize the potential and actual contributions of judo at various levels, including the development of moral values, physical attributes, cognitive and psychomotor skills, and a philosophy of teamwork and togetherness. © JPES.