The perceived benefits of structured and unstructured physical education lessons: Perspectives from selected high schools in Cape Town
| dc.contributor.advisor | Titus, Simone | |
| dc.contributor.advisor | Young, Marié E.M. | |
| dc.contributor.author | Johannes, Chanté | |
| dc.date.accessioned | 2020-12-03T09:09:47Z | |
| dc.date.accessioned | 2024-04-17T12:46:11Z | |
| dc.date.available | 2020-12-03T09:09:47Z | |
| dc.date.available | 2024-04-17T12:46:11Z | |
| dc.date.issued | 2019 | |
| dc.description | Magister Artium (Sport, Recreation and Exercise Science) - MA(SRES) | en_US |
| dc.description.abstract | Over the last ten years, research has shown that adolescent activity has decreased in both developed and developing countries. One way of meeting desirable physical activity levels for adolescents in schools is through physical education. Structured physical education is the ideal form of what physical education should entail, however unstructured physical education can also be incorporated as a method to increase physical activity. Because little is known about the benefits of both these types of physical education, this study aimed to investigate the perceived benefits of structured and unstructured physical education lessons as perceived by Grade Eight and Grade Nine learners and physical education and/or life orientation educators in Cape Town high schools. | en_US |
| dc.identifier.uri | https://hdl.handle.net/10566/11298 | |
| dc.language.iso | en | en_US |
| dc.publisher | University of Western Cape | en_US |
| dc.rights.holder | University of Western Cape | en_US |
| dc.subject | Physical education | en_US |
| dc.subject | High schools | en_US |
| dc.subject | Self-determination theory | en_US |
| dc.subject | Educators | en_US |
| dc.subject | Learners | en_US |
| dc.title | The perceived benefits of structured and unstructured physical education lessons: Perspectives from selected high schools in Cape Town | en_US |