Assessing the role of Play-Based Sport pedagogies in enhancing cognitive and social skills for Early Childhood Development in Rural Vhembe schools

Assessing the role of Play-Based Sport pedagogies in enhancing cognitive and social skills for Early Childhood Development in Rural Vhembe schools

Matodzi Godfrey Sikhwari & Phumudzo Khangwelo Mulibana

Issue: Vol. 7 No.5 2026 Article 7 pp.1256 – 1270
DOI: https://doi.org/10.38159/ehass.2026757 Published online 23rd June 2026

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ABSTRACT

This study investigated the role of play-based sport pedagogies in enhancing cognitive and social skills among Early Childhood Development (ECD) learners in resource-scarce rural Vhembe District schools, South Africa, where infrastructure deficits and poverty impede holistic growth. Employing a qualitative multiple case study design, the research targeted 8 experienced ECD practitioners across 8 rural centers, using triangulated data collection over 3 months: semi-structured interviews (n=8, 45 minutes each), document analysis of 24 lesson plans, and nonparticipant observations (24 sessions, 24 hours total) with structured protocols and checklists. Reflexive thematic analysis via ATLAS.ti (version 22.0.7) of 120 transcribed pages and field notes revealed three core themes, showing practitioners’ resourceful adaptations of indigenous games like morabaraba with natural materials (e.g., stones), which drove high engagement (mean 4.2/5 Likert score) in 92% of instances; cognitive skills such as sequencing and problem-solving progressed three times faster in 85% of play sessions, while social skills like cooperation and empathy surged in 85% of interactions compared to non-play activities. These findings validate low-cost, culturally relevant pedagogies as effective for rural ECD skill-building, challenging deficit narratives and underscoring their potential for scalability. Recommendations include targeted practitioner training, policy integration into national curricula, and minimal funding for natural-material kits to improve enrollment and equity. By evidencing zero-cost, decolonial interventions in African contexts, this work advances ECD and sports pedagogy scholarship, providing a replicable framework that links indigenous knowledge to developmental outcomes and informs global education models.

Keywords: Play-based pedagogies, indigenous games, ECD, rural Vhembe, cognitive skills, social development.

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ABOUT AUTHOR(S)

Dr. Matodzi G. Sikhwari is a Senior Lecturer in the Department of Early Childhood Education at the University of Venda, Thohoyandou, South Africa. He is a qualified Foundation Phase teacher and holds a bachelor’s degree in education, as well as an MA, MEd, and PhD from Stellenbosch University. His scholarly interests include educational linguistics, gender and sexuality studies, home language teaching with a particular focus on African languages, and Physical Education in the Foundation Phase. Dr Sikhwari’s areas of specialisation are linguistics and education policy studies.

Dr.Phumudzo Khangwelo Mulibana is a Lecturer at the University of Venda’s Department of Biokinetics, Recreation, and Sport Science in South Africa. He holds a PhD in Sport, Recreation, and Exercise Science from the University of Western Cape, a Master’s in Sport Management from the University of Johannesburg, and a Bachelor’s in Recreation and Leisure Studies from the University of Venda. With more than 12 years of experience in higher education, his expertise lies in recreation programming and sports management, particularly within indigenous communities. His research focuses on the transformative potential of Indigenous games and their role in Sport for Development. Dr. Mulibana has supervised several master’s students, contributed to numerous peer-reviewed journals and serves on various committees within the University of Venda’s Faculty of Health Sciences.

TO CITE ARTICLE

Sikhwari, Matodzi Godfrey, and Phumudzo Khangwelo Mulibana. “Assessing the role of Play-Based Sport pedagogies in enhancing cognitive and social skills for Early Childhood Development in Rural Vhembe school.” E-Journal of Humanities, Arts and Social Sciences 7, no.5 (2026): 1143 – 1271. https://doi.org/10.38159/ehass.2026757