Examining the Perceived Benefits of Structured and Unstructured Physical Education Lessons among high School Learners in Cape Town

Research shows a decline in adolescent physical activity in developing countries. Physical education (PE) lessons, including both structured (SPE) and unstructured (UPE) formats, are vital for promoting regular participation. While SPE is formally delivered, UPE offers an informal alternative that may enhance engagement. Despite the potential benefits of both forms of PE, there is limited understanding of their individual and combined effects.

This study is aimed at examining the perceived benefits of structured and unstructured physical education lessons, as perceived by Grade 8 and Grade 9 learners, at selected high schools in Cape Town, South Africa.

A cross-sectional design among Grade 8 and 9 learners was employed. Learners were recruited from 10 schools across Cape Town (n = 321). Purposive sampling was exercised to administer a validated survey, with data being analyzed using SPSS V28.

Grade 8 (37.1%) and 9 (62.9%) learners participated in the survey. Results showed that 45.2% of learners acquired skills in SPE, with 53.9% feeling more alert and energetic during classes. Learners (52.3%) reported improved thinking abilities, and 46.7% noted better health. In UPE, 29.9% found it more enjoyable than SPE, 38.9% felt skills learned during recess helped in SPE, and 40.5% could think creatively about new activities.

Findings highlight the significant benefits of SPE for secondary school learners, with a focus on promoting health, motor and cognitive skill development, and enhancing critical thinking abilities. However, it is important to recognise that, while SPE primarily targets motor skills development, UPE also plays an essential role in helping learners understand that PE is fundamentally centred on fitness and overall health, principles that are complementary to the objectives of SPE. The physical activities engaged in during UPE contribute to learners' overall PA levels, thereby facilitating their active participation in the more structured environment of SPE.

This study highlights the complementary roles of structured and unstructured PE in supporting adolescent development. Structured PE fosters motor skill acquisition, physical fitness, and classroom readiness, while unstructured PE encourages creativity, independent thinking, and peer interaction. By intentionally integrating both PE formats into the curriculum, educators can create more engaging and developmentally supportive environments that not only enhance physical activity levels but also contribute to learners’ cognitive, emotional, and social growth. These findings offer practical guidance for improving PE delivery in South African schools.