Exploring teachers’ perspectives on integrating theory and practice in secondary school physical education

Introduction The integration of theoretical knowledge and practical teaching remains an ongoing pedagogical challenge in school-based Physical Education. This study explored teachers' perspectives on integrating theory and practice in secondary school Physical Education. Methods A Basic Qualitative Inquiry design was employed, involving semi-structured interviews with ten Physical Education teachers selected through purposive sampling. Data were analysed through manual coding and thematic analysis to identify recurring pedagogical patterns. Results The findings indicated that theory–practice integration was commonly implemented sequentially or through informal instructional practices rather than structured lesson planning. Structural constraints, particularly limited instructional time and large class sizes, together with professional constraints related to the lack of structured teaching modules and variation in teacher competence, influenced teachers' instructional decisions. While practical instruction enhanced student engagement and motivation, insufficient theoretical integration limited students' conceptual understanding. The findings informed an inductively derived conceptual model explaining how structural and professional constraints shape theory–practice integration and student learning experiences. Discussion The study highlights the need for clearer pedagogical frameworks, structured teaching resources, and professional development to support effective theory–practice integration in secondary school Physical Education.