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Teachers' knowledge remains mainly tacit forms of knowledge which is constructed by individual teachers from their own experiences to be appropriate for their own teaching contexts. Teacher knowledge is personalised and context-specific and its development involves the process of self-reflection on their personal experiences. The diverse nature of the curriculum for Life Orientation however requires the teachers to have constructed knowledge from a multitude of contexts. The teachers need to project themselves as social workers, psychologists, guidance counselors, career advisers as well as physical education teachers.
This article argues for how sports capital, which is referred to as the subject-matter knowledge students possess prior to their entering tertiary education, becomes a compelling factor in the acquisition of specialist sports science knowledge thus contributing towards the students becoming successful and effective teachers of physical education and sport.
Data was generated using semi-structured questionnaires that were administered to undergraduate students at university who specialised in Sports Science and Life Orientation. The findings provide insight into why the teaching of Life Orientation has not been successful and argue that the foundation provided through sports capital is the spring board to ensure quality and successful teachers of physical education and sport in South African schools.
KEYWORDS
Sports capital, subject-matter knowledge, curriculum, physical education, life orientation
Educational Research in South Africa: Practices and Perspectives 209