‘Same, same, but different?!’ Investigating diversity issues in the current Austrian National Curriculum for Physical Education

Abstract

Discussions on educational policy are shaped by current societal transformations associated with diversity. At the same time, the most recent reform of the Austrian National Curriculum for Physical Education (NCPE) was driven by the desire to stipulate standardised learning outcomes. Building upon Bernstein's framework, this paper explores to what extent issues of diversity are addressed in curricular documents, which inform and structure teaching and learning processes. Based on a qualitative content analysis, the General National Curriculum (GNC) and the latest NCPE were investigated. In a two-stage process, combining predetermined and emerging coding, significant themes were developed throughout the data analysis process. The findings demonstrate differing understandings of what diversity means and how it should be taken into consideration, indicating a less comprehensive way in the NCPE compared to the GNC. Since a uniform understanding of diversity is missing, this ambiguity fails to comply with a NC’s function to act as a systematic framework for teachers. There is friction at the level of education policy, as the NCPE should both reflect generally acknowledged societal transformations associated with diversity and be standardised at the same time. The paper concludes that future curriculum reforms should specifically address diversity-sensitive teaching and learning within the subject in a more comprehensive way, interlink the GNC and NCPE precisely and rethink the tension between diversity and standardisation in the NCPE.

Including students with special educational needs in physical education: An analysis of the current Finnish national core curriculum

“…Several studies from the perspective of PE teachers revealed tensions between the educative and physical dimensions of PE in Finland (Mihajlovic, 2019) and Australia (Pill & Stolz, 2015), which often stem from personal sport experiences from out-of-school settings. In line with these findings, recent studies from England and Austria confirm the PE teachers' dilemma between a more traditional view of sports and the educative dimensions of PE in the curricular approaches (Herold, 2020;Meier et al, 2021).…”

“…As previous research has revealed, only a so‐called narrow understanding of bodies—idealized through heterosexuality, binary gender and certain body ideals—are recognized as normal and healthy in PE (Giese & Ruin, 2018; Webb et al, 2008). Ambivalent positions regarding the educative dimensions of PE and the traditional view of sports can be found in the Finnish national curriculum (Kujala & Hakala, 2015) and other international curricular approaches (Giese & Ruin, 2018; Meier et al, 2021). The physical dimensions of PE are often related to a more traditional understanding of the aims of PE and student assessment which are not supportive when addressing student diversity in PE.…”

“…Until emphasizing the educational goals of PE in the current curricular shift in Finland (FNBE, 2016) and internationally, normative expectation of a healthy and functioning body capable of performing at a high level has been idealized in curriculum documents (Giese & Ruin, 2018). Still today, PE curricula with normative performance expectations are currently in use in many countries, especially if the curricula are designed output/competency orientated (Meier et al, 2021; Paveling et al, 2019).…”

“…Numerous studies have shown that PE curricula are often dominated by competitive activities that stem from traditional sport culture (Meier et al, 2021; Hakala & Kujala, 2021; Haycock & Smith, 2010; Giese & Ruin, 2018; Smith & Green, 2004). The curriculum content therefore reduces the opportunities for students with disabilities to participate in PE (Tant & Watelein, 2016).…”

“…In this respect, curricula come in the spotlight as they serve as a guide for teachers (Kirk, 2014) and simultaneously incorporate and promote the education philosophy of those in power (Penney, 2013). The PE curriculum in many countries contains exclusionary potential for those students who are not able to participate in physical activities that focus on certain normative performances or for those who do not have the ability to reflect on themselves and their learning experiences (Giese & Buchner, 2019; Meier et al, 2021). In addition, research from Germany with a special focus on health has shown that it is conceptualized in a narrow, objectifying manner in the analysed curricula, defining how bodies should be shaped in the PE class (Ruin & Stibbe, 2020).…”