The data collection instrument was a self-constructed interview schedule with guidelines including four sections. The introductory section consists of the participant’s demographic information such as age, gender, education level, and participants role in the school (LO teacher or school principal). The remaining four sections included: (1) information regarding the schools’ sports development challenges; (2) participants’ views on introducing new and various sporting codes in the schools; (3) information about strategic plans to implement the promotion of sports and PAs for students; and (4) assessed facilitators that could influence sports development and promote PAs in schools (see Appendix 1). To ensure the validity of the tool, a panel of experts that included the supervisor and two lecturers familiar with qualitative research were selected to oversee the process. A pilot study was conducted with two schools to ensure its reliability.

From 10 June 2020 through 22 July 2020, the researcher held one-on-one interviews with each of the candidate. These interviews were conducted privately. At the beginning of every interview, the researcher explained the aims and objectives of the study. The opening question was about the different types of sporting activities. During the interview, the interviewer listened carefully to the participants’ answers and provided prompts when necessary. To keep a record of the interviews, the researcher took notes and used a voice recorder. Each interview took a minimum of 10–15 min and a maximum of 30 min. After collecting the data, the researcher observed the sports equipment and playing fields.

The study found that most schools participating in the research did not have the necessary sports facilities and infrastructure. Walter (2011) also reported that disadvantaged schools in rural areas often lack essential sports and recreation facilities. Similarly, Nongogo, Kubayi and Amusa (2014) noted that historically black-dominated communities had limited sports and recreational opportunities, a common issue in South African public schools. Walter (2011) emphasised that schools should be the primary site for enabling children to meet the World Health Organization’s PA recommendations, but it seems challenging as many schools’ face obstacles such as improper infrastructure.

According to Kubayi, Nongogo and Amusa (2014), public schools funded by the government and located in rural areas lack quality sports facilities. This is because of the inability of public schools to raise sufficient funds to construct and maintain the available sporting facilities. Some participants mentioned that their schools had problems with yard spacing, which hindered the proper development of sports grounds. They also faced difficulties proposing indoor sports activities and hosting tournaments on account of the lack of halls in their schools. According to Macupe (2018), rural schools in South Africa provide unsatisfactory services because of a lack of basic infrastructure and financial difficulties. Mchunu and Le Roux (2010) suggest that insufficient sports facilities in schools are a crucial factor that discourages adolescent students from participating in sports.

During the study, some participants discussed the challenge of maintaining academic and sports activities balanced throughout the year. They mentioned that some learners find it burdensome to manage their time during athletic seasons, which affects their academic performance. According to Owen (2016), time management skills are crucial for teachers and learners in schools. Additionally, Owen (2016) mentioned that there are no significant differences between the grades and overall stress levels of student-athletes who attend time management workshops.

Furthermore, some participants in the study reported that they were struggling to promote sports and PAs because of limited time as teaching and learning schedules should be given the biggest portion of time on the curriculum. With the literacy standards deteriorating, the teachers being judged by the employer based on examinable subjects, extracurricular activities such as sports are to be compromised. Eime et al. (2008) found that a lack of time management between academics and extracurricular activities is a common barrier to sports and PA participation. The British Council (2016) also highlighted the time-consuming nature of running school sports from a logical and administrative perspective, which many teachers acknowledged.

The participants of the study expressed that their workload and the nature of their work hinder them from promoting PA, even though they understand the significance of encouraging learners to engage in PA. Some participants reported that public schools do not have a balanced teacher-to-learner ratio, and teachers are burdened with the responsibility of teaching and managing overpopulated classrooms. Policymakers have mandated that teachers should integrate extra-curricular activities into their teaching to meet the integrated quality management system (IQMS) performance standards as this helps provide students with a well-rounded education and improves performance. Extracurricular activities help develop important life skills such as teamwork, leadership, time management, and communication and can lead to discovering interests and passions. The challenge which merges from this is that some unions have argued that teachers should be compensated for any time spent outside of the compulsory 1800 hours (Fedsas 2012).

According to this current study, participants have shown concern regarding the inadequacy of government funding for sports programmes in schools. The participants indicated that funds are mainly focused on academic improvement and feeding schemes, leaving insufficient resources for sports. The study’s findings have confirmed that schools with low socio-economic backgrounds struggle to support sports activities because of limited funding (Elumilade et al. 2006).

Furthermore, the participants in the study indicated that many schools cannot introduce new sporting codes such as swimming and cricket, because of their limited annual budgets. Bisschoff and Koebe (2005) explained that each school under the provincial Department of Education (DoE) administration receives a specific amount of money at the beginning of each academic year. This funding is deposited directly into the Section 21 schools’ banking account, and should include resources for sports and recreation.

The present study found that the development of sports in schools is a challenging task as most students, especially female learners, exhibit less interest in sports as compared to their male counterparts. According to Beech et al. (2003), young girls tend to stop participating in PAs when they enter adolescence.

The participants in this study discovered that students, particularly in secondary schools, tend to become less interested in PAs and sports as they progress through school. This finding is supported by Cozett, Bassett and Leach (2016) who noted that South African adolescents are physically inactive and have concerning rates of obesity. It is crucial to encourage sports participation during this stage since adopting positive health behaviours provides an excellent opportunity for intervention (Mackintosh et al. 2011).

The study participants stated that introducing various sports programmes in schools creates excitement among learners to play, enjoy and learn through fun games. This aligns with the recommendations of WHO (2020), emphasising the importance of physical education in schools for sustained general health and well-being. World Health Organization (2020) recommends that physical education programmes should offer activities that enhance current health while teaching knowledge and skills that foster long-term commitment to PAs as part of a healthy lifestyle. The study also revealed that the participants have some knowledge about how frequent engagement in sports activities can benefit students’ health. Moreover, the participants of the study mentioned that including other sports codes in schools may encourage children to develop a competitive spirit and value teamwork. The findings of this study support Kanan and Al-Karasneh’s (2009) argument that children who participate in sports teams learn to appreciate the importance of teamwork as they play alongside their peers.

Soccer and netball are the predominant sports in most rural schools, as stated by Kubayi et al. (2014). However, this concentration on only a few sports may have negative consequences, such as the exclusion of some students, discouragement and diversion from other activities (Sport New Zealand 2015). The participants of a study have highlighted the importance of introducing a variety of sports in rural schools, which would promote inclusivity among learners. Furthermore, the study’s participants emphasised that the introduction of diverse sporting codes in rural schools would encourage more students to participate in PAs. This would benefit those students who are not academically gifted, as sports can help them stay motivated and engaged in school (Taliaferro et al. 2011).

The study’s participants expressed that physical education holds significant importance in the classroom as it can help shape and encourage skills and talents that may potentially lead to career opportunities in the future. This viewpoint agrees with Kirui, Kipkoech and Simotwo (2013)’s assertion that physical education is crucial for skills and talent development apart from academics. Evidence suggests that sports assist in maintaining balance in society by requiring individuals to work together towards setting and achieving goals (Kirui et al. 2013).

According to this study, the participants strongly believe that learners who participate in sports exhibit more discipline than those who do not engage in PA. Holt et al. (2011) found that sports participation provides social benefits such as positive relationships with coaches, making new friends, discipline and developing teamwork and social skills. This aligns with the findings of Howie et al. (2010), who suggest that children who participate in sports have better social skills than those who don’t engage in any PAs.

The participants of the study revealed that introducing physical education in schools could encourage students to stay in school and reduce their likelihood of being on the streets. While participating in sports and PA has positive social benefits, some studies suggest that negative peer pressure can affect the competitive nature of sports activities (Hansen, Larson & Dworkin 2003). However, another study before this one found that playing sports is associated with improved health outcomes, including a lower risk of emotional distress, substance abuse and crime (Taliaferro et al. 2011). In line with this, participants in the study mentioned how physical education as a school subject could help address behavioural issues among children and adolescents, such as wandering around the streets and contributing to criminal activities.

The results of the study show that the participants know that regular exercise has a positive impact on strength and muscle development. Similarly, Malm et al. (2019) have demonstrated that engaging in PA or sports is essential for achieving physical fitness.

Participants in the study have expressed awareness of the benefits of regular PA which can lead to improved academic performance, reduced stress levels, and enhanced brain function. This aligns with the findings of Cocke (2002). Furthermore, the participants reported knowledge of the positive effects of psychological wellness that can be improved through regular exercise. Taliaferro et al. (2011) supported this claim by stating that engaging in sports activities can reduce the likelihood of suicidal thoughts and intentions in comparison to those who don’t participate in any PA.