Physical education and school sport in emerging nations: a comparison of Indonesia and Türkiye

Abstract

Introduction: This study examines physical education (PE) and school sport policies in Türkiye and Indonesia, focusing on their design, implementation, and institutional context. Both countries are emerging nations facing significant challenges in aligning curriculum objectives with available resources, infrastructure, and cultural attitudes toward PE. Methods: A qualitative research design was employed, involving semi-structured online interviews with thirty physical education teachers—fifteen from Türkiye and fifteen from Indonesia—working across different levels of public and private education. The interviews explored six key areas: curriculum objectives and applicability, school profiles, in-class sport activities, available resources, stakeholder attitudes, and extracurricular/club linkages. Results: Findings revealed common challenges in both countries, including limited infrastructure, insufficient numbers of qualified PE teachers in public schools, and a lack of systemic collaboration between schools and sports clubs. While Indonesian teachers viewed the curriculum as more adaptable, both countries struggle with resource limitations and implementation gaps. Discussion: The results highlight the need for government investment in school sports infrastructure, particularly gyms and multipurpose spaces, and for increased support for extracurricular and after-school sport programs. Formalizing partnerships between schools and local sports clubs is also essential to strengthening PE provision and long-term sports participation in both national contexts.