MERCADO SECUNDARIO Y CESIONES DE CAPACIDAD 1 Cesión de la CCDA

The South African context offers a challenge to the designers and implementers of programmes for physical education and sport in schools. South Africa needs to realise the contributions that physical education and school sport can make to the development, upliftment and redress of historically disadvantaged communities in this country. The ultimate success lay in the provision of opportunities for all and the identification and nurturing of sporting talent. Physical education (PE) and sport in South Africa is a case of extremes and inequalities. Contrast is visible in all aspects of South African life, but most significantly in education. White schools are relatively problem free, whereas black schools have been adversely affected by the past government’s apartheid and separate development policies (Walter, 1994: 108). The RDP speaks of transformation, reconstruction, nation-building, and development and that physical education/activity and sport have the potential to contribute towards those important factors spoken about in the RDP. The Department of Education evolved a new vision for the country through the National Qualifications Framework (NQF) and the first national curriculum statement. The teaching of PE (called physical development and movement) as part of Life Orientation, alongside Health Promotion, Social Development, Personal Development

and Orientation to the World of Work (RNCS, 2006). However, the inclusion of PE as part of Life Orientation is problematic because many teachers of the subject are not trained PE specialists. “The situation regarding PE in South African schools, in private and public schools are widely varied in terms of staffing, facilities, programmes and timetabling. Many of the teachers are not qualified to teach the subject where it is included in the timetable and a number of schools are poorly resourced” Katzenellenbogen, 1994).

Luzo Kgosana reports in The Educator’s Voice (Jan/Feb 2005) on the South African Democratic Teacher’s Union’s (SADTU) response to the ‘crisis in school sport’ at the National Conference for Review and Planning of School Enrichment Programmes. SADTU, as stakeholders with a deep concern for physical education and school sports made clear recommendations regarding the importance of PE and sport as part of the core and extra curriculum programme or independently forwarded the recommendations to the political leadership in both sport and education since 1994. In this time, various barriers and delaying embargoes have frustrated the government’s responsibility to formalise the proper provision regarding educationally sound programming that inspires access to, and meaningful participation in, regular physical activity for all school-going citizens of South Africa.

An example of these costly efforts to research the status quo of physical education and school sport was the Centre for Education Policy Development (CEPD) report of January 2000 (CEPD 2000) which resulted in a very important joint media statement made by the Ministers of Education and Sport on 21 February 2000. This statement unequivocally affirmed the importance of physical education and sport at schools and agreed that physical education or human movement and school sport should be reinstated in all institutions of learning as soon as possible. To facilitate implementation, a very comprehensive position report compiled by an interdepartmental education and sport task team on policy for physical education and school sport was submitted in March 2000. Since then a draft policy and implementation, protocol (especially for school sport) was commissioned in October 2000. Regrettably, these remain embargoed with no change to the status quo.

Despite UNESCO’s recognition of sports within the education system as a fundamental human right, many of South Africa’s children still do not have access to sporting facilities. Outside of private and ex Model C Schools, physical education is still non- existent for 80% of our children. This figure is made still more shocking when we consider that infrastructure and facilitates have not changed at previously disadvantaged schools. Bearing this in mind, the lack of sports facilitates, resources and trained personnel in schools are problems that have huge consequences, not only for South Africa’s performance in international sports, transformation, but also – and more importantly – for the development and maintenance of a happy and healthy South African society.

In 2002 SADTU, with other teacher formations and all provincial departments signed a declaration for ‘delivering a quality education for all’. UNESCO’s Charter of Physical Education and Sport (1978) which recognised then, and still advocates today, that physical education and sport within the education system is a fundamental human right. In 1999, the All Africa Games was held in Johannesburg. The President of the Africa Association endorsed a 10-point action statement for Health, Physical Education, Recreation, Sport and Dance (FAHPER-SD). This was supported at the Games by Professor Amusa, the Secretary General of the Supreme Council for Sport in Africa. Dr Eleyae and Dr Ken Hardman, author of the global audit undertaken by the International Councils for Sport in Africa. Dr Eleyae, and Dr Ken Hardman the author of the global audit undertaken by the International Councils for Sport and Physical Education, and the representative of UNESCO. This declaration resolved that: “Physical education is a fundamental human right and that society has a collective responsibility to ensure that the quantity and quality of physical education is adequate for all children and youth on the continent of Africa.”

The Africa Declaration as well as the UNESCO Punte Del Este Declaration (December 1999) at which the ministers and senior officials of sport and physical education were invited to engage with the global audit on physical education and sport at schools. The outcome, of this was the ‘Berlin Agenda’, which served as the third international

conference of ministers and senior officials of sport and physical education (MINEPS III) sponsored by WHO and UNESCO, the Federal Republic of Germany and ICSSPE. On this occasion, there was a global reaffirmation of the importance of physical education and a worldwide declaration of intent to promote a culture of peace through sport. In January 2002 MINEPS again met under the auspices of UNESCO, discussed, and deliberated the implementation of the Berlin Agenda. SADTU, therefore as the biggest teacher union, demanded that the government and senior officials responsible for education and sport see to it that the Berlin Agenda and its call for action be furthered to its fullest by the implementation of policies for physical education as a human right for all children.

It recognises that quality physical education depends on well-qualified educators and scheduled time within the curriculum- both these are possible even when other resources like equipment are in short supply but as long as educators are well trained. Further to invest in initial and in-service professional training and development of educators and to support research to improve the effectiveness of quality physical education. To work with international financial institutions to ensure physical education is included as part of the definition of education. To recognise the distinctive role of physical education in healthy overall development and safe, supportive communities and to recognise that failure to provide physical education costs more in health care than the investment needed for physical education.

Investing in sport is not just sports policy, its health policy, education policy, anti-crime policy and anti-drugs policy (Tony Blair 2000). The South African context offers a challenge to the designers and implementers of programmes for sports development at schools, as contextual factors such as chronic poverty, a dire lack of resources, and unrealistic expectations may contribute to the limited success of such programmes. WHO’s report of the consultation in the African Region, on the global strategy on diet, physical activity and health held in Harare, Zimbabwe 2003. The African Regional Consultation on the development of the WHO global strategy on diet, physical activity and health adopted the following conclusions and recommendations among other that there is sound scientific evidence regarding the common risk factors underlying non-

communicable diseases (NCDs), the benefits to health of improvements in diet and increased physical activity throughout life. There is clear evidence that current transitions in diets and lifestyles in leading to a rapid rise in NCDs. There are encouraging signs of increased awareness of the importance of NCDs among political leaders and policy- makers. Populations are not sufficiently aware of the benefits of a healthy diet, physical exercise and how to make the right lifestyle choices.

Facilities for general physical activity and sports are inadequate, and physical activity and physical education in schools are decreasing. Governments have a duty to take action on diet, physical activity and health as part of their responsibility for protecting the health of their populations in the context of nation development.

The ICSSPE – World-Wide - Audit Survey (1999) reflected that “Neglecting physical education is more expensive for public health system than investing in the teaching of physical education. The repercussions of physical inactivity on health (WHO/FAO) are obesity, diabetes, cancer, cardio-vascular ailments, dental disorders, and osteoporosis and bone fractures. Imbalances in nutrient intake and physical inactivity are the main sources of chronic diseases (WHO/FAO) expert consultation on the prevention of chronic diseases, 2003). In Aruba, for example 60% of children between 9 and 12 are overweight, while over 50% of this group do not take part in any of basic physical activities required. Physical education and sport help build confidence and self-respect, increase social development and prepare people to compete – to win or lose – and to cooperate and work together (Basic elements of democratic and civic education)”.

M. Talbot (ICSSPE) makes a case for Physical Education by stating that, “Human rights, gender equality and education for peace are important issues that can be taught to children through physical education. It is necessary to go beyond considerations relating solely to the performance aspects of sport. The accent must be on the educational and ethical dimension that should be instilled at all levels. To do this, UNESCO works to promote and contribute to the development of quality sports and physical education that integrates educational and ethical values. Numerous studies have shown that when more physical activity is included in school curricula, marks for schoolwork or general tests never go

down; on the contrary, many pupils improve their marks and their ability to acquire intellectual knowledge (R. Shepard, 1997). A comparison of children aged between 6 and 12 who exercise for five hours a week with children of the same age who exercise for only 40 minutes showed that the intellectual performance of the children who exercise more is considerably better that that of the others. Sport and leisure represent 1.5% of the Gross National Product (GNP) in the European Union (1998). Neglecting physical education is more expensive than teaching it. A 25% increase in participation in a physical activity (on a basis of 33% of the population taking part in regular physical exercise) would reduce public health costs by $778 million (reference year 1995) and would result in a productivity gain of 1-3%, in other words $2 to $5 for each dollar invested. The direct cost of encouraging exercise that is more physical would amount to no more than $191 million (B. Kidd, World Summit on Physical Education, 1999). In the United Kingdom, there are more jobs in the area of sport and leisure than in the automobile, agricultural, fishing and food industries combined”.

South Africa, like so many other countries, is facing a crisis when it comes to physical well being, nutrition and exercise. Our kids are getting larger, eating badly and exercising less. Regular physical education (PE) is not a feature in the majority of our government schools, and frantic working parents are seemingly nor successful in guiding their children to a healthy approach to what they eat, and what they do. These are the top line trends emerging from a recent SANEP (South African Nutrition Expert Panel – a Kellogg and Clover sponsored initiative) research study analysing the qualitative aspects of nutrition and exercise amongst children aged 8 to 13 years old, and their parents and teachers.

The SANEP study examined the participating children’s activities, as well as their daily nutrition, through nationwide focus groups consisting of parents, teachers and children. The study was split into two Living Standard Measures (LSM) groupings, namely LSM 4 to 6 (the developing market, facilitated in the vernacular) and LSM 7 to 10 (the developed market). The overall aim of the SANEP study was to determine what motivated children to eat and do exercise, and to establish a qualitative framework through which parents, teachers and children themselves will be able to develop a better understanding of

physical health. Dr Karen Sharwood, of UCT/MRC Research Unit for Exercise Science and Sports Medicine, highlight some of the national statistics that provide a contextual backdrop to the SANEP study. UCT recently conducted a national survey of fitness characteristics between ages including overweight and obese children. The results were horrendous, in addition, another study (Birth to Twenty) showed that less than a third (30%) of black South African children are offered PE at school while more than 40% of South African youth do not engage regularly in vigorous physical activity (Dr Karen Sharwood).

Clearly then, South Africa has a problem with its children and their approach to food and exercise. The result of this problem is not only an increasing number of overweight children, but also a looming generation of adults with bad eating habits and culture of physical activity. According to Healthy People, 2010, the two leading health indicators for the nation are lifestyle-related namely physical activity, and overweight and obesity (The 21 Century Plague, 2008: 1).

It further states that poor nutrition and lack of physical activity are responsible for an estimated 300 000 to 600 000 preventable deaths each year. Youth-at-risk are not just a bunch of kids in trouble. All youth face some sort of risk – some more than others because of their socio-economic status, environment, friends, family situation, behavioural problems physical or mental health. No one is immune to risk. At one end of the continuum is large group of youth facing low levels of risk. At the other extreme, a small group is involved in chronic anti-social behaviour, or even suicide. In between are risk situations ranging from lesser to greater degrees of risk (Impact and Benefits of Physical Activity and Recreation, 2005).

Efforts are needed at all stages to lower the risk environment and to prevent youth from moving along the continuum to situations of greater risk. According to the study ‘Impact and Benefits of Physical Activity and Recreation on Canadian Youth-at-Risk’, that within all the risk factors, low levels of physical activity are generally associated with situations At-Risk Continuum or activities of higher risk. Low levels of physical activity are more common with smoking, inadequate peer support, obesity and low socio-economic status.

Research also showed that strategies involving physical activity and recreation appeared particularly promising in minimising or removing risk factors at all stages of the continuum. Participation in physical activity and recreation can provide positive benefits related to psychological health, physical health, familial interactions, peer influences, academic performance, community development and other lifestyle behaviours. The study concludes by saying that those who work in the physical activity and recreation field, and who have a great deal of contact with youth, have an exceptional opportunity to make a difference.

The Healthy Active Kids, South Africa’s Report Card on Physical Activity for children and Youth (2007) concludes that children and youth are the country’s greatest resource in meeting current and future health challenges. These include high rates of cardiovascular disease, such as heart attacks and strokes, diabetes, cancer, early death due to accident and injury, as well as infectious diseases. It recognises at least four major factors- determined by both social context and individual behaviour that place young people at risk such as tobacco use, poor diet, lack of physical activity, and overweight.

Physical fitness in South African urban youth appears to be on the decline, and recent studies suggest that about 40% of children and youth are getting little or no moderate to vigorous activity each week. Vulnerable groups for inactivity are girls, 16 to 19 year olds, and children from disadvantaged communities. There is a clear lack of physical activity and sports participation culture in adolescents, with 1 in 4 indicating little or no interest!

Estimates of screen time and inactivity in South Africa suggest that 25% of adolescents watch more than 3 hours of television per day. However, average time in sedentary activities has been reported to be as high as 9 hours per day. Even in smaller towns and rural areas, up to 64% of girls and 45% of boys report little or no moderate or vigorous activity.

TABLE 4.1: PERCENTAGE OF 13 TO 19 YEAR-OLDS WHO PARTICIPATED IN INSUFFICIENT OR NO PHYSICAL ACTIVITY (N=10 000)

Males Females All

Black 33.4 42.4 37.5 Mixed Ancestry 36.8 56.8 45.6 White 28.2 37.0 29.4 Indian 40.8 36.0 33.0 RSA 34.0 43.0 37.5

Source: Youth Risk Behaviour Survey 2002

The youth policy of 2000 asserts that The National Youth Policy is a framework for youth development across the country. It endeavours to ensure all young men and women are given meaningful opportunities to reach their full potential, both as individuals and as active participants in society. The National Youth Policy identifies areas of development in transforming society as crucial to the survival of democracy.

It appreciates the conditions that still inhibit the youth in accessing good education and health, maintaining mental and physical well being, and pursuing meaningful sustainable employment. The 1996 census revealed that South Africa has a higher number of young people than previously recorded. According to the 1996 census, a full 36.2% of the total population are between the ages of 15 and 35 and that 33.9% of the population are between the ages of 0 and 14 and the remaining 29.9% are 35 years and older. The high youth share reflects comparatively by rapid population growth, estimated at around 2, 3 percent a year (Census, 1996).

TABLE 4.2: YOUTH AS A SHARE OF THE POPULATION (1996)

Source: Statistics South Africa (October Household Survey 1999)

The exclusion of black youth from cricket, rugby and other sports has been justified by the ‘merit versus quota’ argument. This presupposed that black was antithetical to merit, whereas white was synonymous with merit; that affirmative action was exclusive of merit (Sunday Times, 13 February: 17). Mbeki in his State of the Nation Address reminded South Africa and the world that our Transformation Agenda transverses all sectors of society.

The Department of Sport and Recreation like all other departments of State, must contribute to the national agenda to transform South Africa to the society of our dreams. By transformation, we do not simply confine ourselves to the demographics of national teams. Sport must contribute in an improved situation in the health of our people. In his Budget Speech of 12 April 2005, the Minister M.A. Stofile recognised the positive role that physical education and school sport can play in giving South Africa’s black youth an opportunity to unearth their talents to represent their country.

The Department of Sport and Recreation as well as the Department of Education and other role-players, as well as stakeholders should therefore ‘level the playing fields’ so that resources, policy, and infrastructure as well as school curricula, can be implemented to deliver on these goals to produce black sportspersons of merit. This also includes those indulging in sport as a career. Sport tourism, sport and recreation as part of the tourism

Age group Population in millions Percent of total population