Policy and Reform in Physical Education Over Five Decades of Change

Most People Hate Physical Education and Most Drop Out of Physical Activity: In Search of Credible Curriculum Alternatives

“…Is it to inspire a level of teamwork or competitiveness? In a modern world, should PE's aim move more towards improving mental health [7,[33][34][35][36][37][38].…”

“…Indeed, questions such as these and the question of the 'value' of the subject in part instigated the transformation from a 'traditional' games-dominated PE curriculum to one which is more academically rigorous [39,40]. Recent changes in curricula, in part, have had the aim to prevent the subject status being marginalised and to initiate authentic, educational worth in a heavily contested period for curriculum space [7,41,42]. The latest iteration of the National Curriculum for PE in England [43,44] has veered towards the dynamic hybrid of both recognising the cultural value of sport in addition to the educational nature and worth of the activities that make up PE, arguably creating dissonance over both the value and purpose and creating a lack of consensus over what activities should be taught [7].…”

“…In-depth analysis within qualitative research, often in the form of sporting ethnographies [74], has revealed the complex meanings and importance that these activities represent for their devotees (see Rinehart and Sydnor, 2003 [56,71]), "for whom participation becomes a whole way of life, one that may be sustained from youth to retirement" ( [7], p. 112). Findings indicate that they possess "characteristics that are different from the traditional rule bound, competitive and masculinised dominant sport cultures" ( [75], p. 3), and many celebrate an artistic or flamboyant quality to their play [72].…”

“…In England, there are, however, an ever-increasing number of children who drop out of participating in sport and PA at the earliest opportunity, leading to an increase in sedentary lifestyles and a rise in childhood obesity [3]. With young people's commitment or interest in PA or sport being profoundly shaped by their school experiences in PE [4][5][6][7], this necessitates that those teaching PE in schools, must endeavour to foster the innate predisposition that young people have for moving and place movement of any kind central to all lesson objectives. However, while the subject has the opportunity to form enduring, positive memories and to inspire lifelong involvement, clearly, it conversely also has the influence to do the complete opposite by fashioning young people who are inactive, lack self-confidence, and avoid PA at all costs [8,9].…”