In an effort to promote inclusive and quality physical education (PE) in under-resourced schools, 35 coaches from the Siyaphakama Zwide Schools – a joint programme between the Kolisi Foundation, United Through Sport, and Ubuntu Pathways and coaches from the Northern Area Schools Sports Hub (NASSH) participated in a dynamic two-day training workshop. The event was hosted under the framework of the UNESCO Chair on Physical Education and Health Promotion in Africa, with a focus on upskilling coaches to deliver structured, purposeful PE lessons that align with national curriculum goals and promote movement, participation, and lifelong wellness. The workshops were facilitated by Dr Deborah Zeller, a physical education expert from Wits University, alongside Dr Danielle Dolley and Ms Mooveshni Dumalingam from Nelson Mandela University. Together, they brought a wealth of experience and insight into evidence-based approaches to physical education, curriculum integration, and teacher development.
The workshops were divided into two streams. The Foundation Phase stream focused on integrating perceptual motor development and fundamental movement skills into structured lesson planning, supporting young learners’ physical and cognitive development. The Intermediate/Senior Phase stream introduced coaches to a Teaching Games for Understanding (TGfU) approach, with practical sessions on target, net/wall, striking/fielding, and invasion games. In fostering inclusive education, the workshop also covered indigenous games, celebrating local culture while promoting broad participation and physical literacy among learners. Coaches were further encouraged to create low-cost PE equipment using upcycled materials, supporting sustainability and ensuring accessibility in resource-limited environments.
This initiative forms part of a broader commitment by the UNESCO Chair and implementing partners to support quality, inclusive, and engaging physical education, empowering not only the learners but also the educators and coaches who guide them.
