The role of physical education practice in psychological and social development in primary schools.

Abstract

This study aimed to explore primary school teachers’ views regarding the reality of physical activity practice among elementary school pupils, identify the status of physical education among school subjects, and examine its contribution to children’s psychological, physical, and social development. The study was based on the assumption that physical activity practice in primary schools remains largely symbolic and formal.

The study adopted a descriptive approach using the case study method. The sample consisted of three female primary school teachers from schools in Batna Province, Algeria, selected purposively. Unstructured interviews were used for data collection, while qualitative and quantitative content analysis was employed to analyze the data according to three main dimensions: the necessity of physical education for the child, the child’s psychological and physical state during practice, and the status of physical education among school subjects.

The findings revealed agreement among participants on the importance of physical education in promoting cognitive, psychological, and physical development, as well as enhancing social interaction and reducing shyness and isolation. The results also highlighted several constraints limiting effective practice, including lack of facilities, insufficient time allocated to the subject, absence of objective assessment, and the predominance of a symbolic and formal approach to implementation. The study concluded that despite its educational importance, physical education still does not enjoy a status comparable to core school subjects in primary education.