<![CDATA[Physical education in primary schools is frequently treated as a supplementary subject, despite its distinctive contribution to children's movement literacy, fitness, and character formation. This article examines the barriers that impede effective physical education learning at the primary level, focusing on two interlinked factors: teachers' pedagogical competence and institutional support from schools. Drawing on a narrative review of national and international literature from the past decade, three layers of barriers are identified: structural barriers (limited facilities, equipment, and time allocation), pedagogical barriers (competence gaps among non-specialist teachers and limited mastery of movement-based instructional models), and managerial barriers (weak curriculum leadership and the absence of school policies favouring physical activity). Findings indicate that these three layers form a reinforcing cycle rather than operating in isolation. The article closes by proposing a three-pronged strengthening framework encompassing sustained professional development, school policy restructuring, and cross-sector advocacy as a foundation for future intervention research.]]>
Copyrights © 2026
