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<meta content="Penney, Dawn" name="eprints.creators_name" />
<meta content="Chandler, Tim" name="eprints.creators_name" />
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<meta content="This paper seeks to prompt professional debate about the future of physical education and, specifically,
the form that curricula should take in rapidly changing times and societies. Arguments focus upon a reorientation and restructuring of the subject to address educational needs and interests relevant to the 21st century. The current revision of the National Curriculum for Physical Education in England and Wales is used as a basis from which to present a case for a distinctly new orientation to be reflected in the design of PE curricula, units of work and lessons. The work of Bernstein and Young is utilised in deconstructing long-established practices and outlining their potential reconstruction in ways that are informed by, and express, a 'critical pedagogy for social justice' [Fernandez-Balboa (1997) Critical Post Modernism in Human Movement, Physical Education and Sport (New York, State
University of New York Press)]. A curriculum framework privileging learning achieved in and via activity
contexts, as compared to learning of activities, is presented. The developments that are proposed are identified as highly challenging but arguably long overdue in physical education, and as matters of relevance to international professional communities, not only those in England and Wales." name="eprints.abstract" />
<meta content="2000" name="eprints.date" />
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<meta content="ALEXANDER, K., TAGGART, A. & THORPE, S. (1996) A spring in their steps? Possibilities
for professional renewal through sport education in Australian schools, Sport, Education and Society,
1(1), pp. 5–22.
ALMOND, L. (1997) Sport education in schools, in: L. ALMOND (Ed.) Physical Education in Schools
(2nd end) (London, Kogan Page).
ARMOUR, K. & JONES, R.L. (1998) Physical Education Teachers’ Lives and Careers: P.E., Sport and
Educational Status (London, Falmer Press).
AUSTRALIAN EDUCATION COUNCIL (1994a) A Statement on Health and Physical Education for
Australian Schools (Carlton, Curriculum Corporation) .
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ProŽle for Australian Schools (Carlton, Curriculum Corporation). BAALPE (1998) Council statement,
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BERNSTEIN, B. (1990) The Structuring of Pedagogic Discourse. Volume IV Class, Codes and Control
(London, Routledge).
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CASBON, C. (1999) National curriculum review—key points in the review of the order, British
Journal of Physical Education, 30(1), pp. 6–7.
CRUM, B.J. (1993) Conventional thought and practice in physical education: problems of teaching
and implications for change, QUEST, 45, pp. 336–356.
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CURTNER-SMITH, M.D., TODOROVICH, J.R., LACON, S.A. & KERR, I.G. (1999)
Teachers’ rules, routines, and expectations prior to and following the implementation of the
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Physical Education
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Physical Education for Ages 5–16. Proposals of the Secretary of State for Education and the Secretary of State
for Wales (London, DES).
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Physical Education in the National Curriculum (London, DES).
EVANS, J. (1990) Ability, position and privilege in school physical education, in: D. KIRK & R.
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the politics of pedagogy, in: C. HARDY & M. MAWER (Eds) Learning and Teaching in Physical
Education (London, Falmer Press).
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and Sport (New York, State University of New York Press).
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developments, in: C. HARDY & M. MAWER (Eds) Learning and Teaching in Physical Education
(London, Falmer Press).
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PENNEY, D. (1994) ‘NO CHANGE IN A NEW ERA?’ The impact of the Education Reform Act
(1988) on the provision of PE and sport in state schools. PhD thesis, University of Southampton.
PENNEY, D. (1998a) School subjects and structures: reinforcing traditional voices in contemporary
‘reforms’ of education, Discourse: Studies in the Cultural Politics of Education, 19(1), pp. 5–18.
PENNEY, D. (1998b) Positioning and deŽ ning physical education, sport and health in the
curriculum, European Physical Education Review, 4(2), pp. 117–126.
PENNEY, D. (1999) Physical education: in changing times is it time for a change? British Journal
of Physical Education, 30(4), pp. 4–6.
PENNEY, D. & EVANS, J. (1997) Naming the game: discourse and domination in physical
education and sport in England and Wales, European Physical Education Review, 3(1), pp. 21–32.
PENNEY, D. & EVANS, J. (1999) Politics, Policy and Practice in Physical Education (London, E & FN
Spon, an imprint of Routledge).
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(London, QCA).
QUALIFICATIONS AND CURRICULUM AUTHORITY (1999b) The Review of the National
Curriculum in England: The Consultation Materials (London, QCA).
SHEHU, J. (1998) Sport education: ideology, evidence and implications for physical education in
Africa, Sport, Education and Society, 3(2), pp. 227–235.
THORPE, R. & BUNKER, D. & ALMOND, L. (Eds) (1986) Rethinking Games Teaching (Loughborough,
Department of PE and Sports Science, University of Loughborough).
WALKER, R. (1998) Letter to Secretary of State for Education and Employment, 3 February.
WRAGG, E.C. (1997) The Cubic Curriculum (London, Routledge).
YOUNG, M.F.D. (1998) The Curriculum of the Future: From the ‘New Sociology of Education’ to a Critical
Theory of Learning (London, Falmer Press)." name="eprints.referencetext" />
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University of New York Press)]. A curriculum framework privileging learning achieved in and via activity
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<h1 class="ep_tm_pagetitle">Physical Education: What Future(s)?</h1>
<p style="margin-bottom: 1em" class="not_ep_block"><span class="person_name">Penney, Dawn</span> and <span class="person_name">Chandler, Tim</span> (2000) <xhtml:em>Physical Education: What Future(s)?</xhtml:em> Sport, Education and Society, 5 (1). pp. 71-87. ISSN 1357-3322</p><p style="margin-bottom: 1em" class="not_ep_block"></p><table style="margin-bottom: 1em" class="not_ep_block"><tr><td valign="top" style="text-align:center"><a href="http://eprints.utas.edu.au/2243/1/SES2000DPTC.pdf"><img alt="[img]" src="http://eprints.utas.edu.au/style/images/fileicons/application_pdf.png" class="ep_doc_icon" border="0" /></a></td><td valign="top"><a href="http://eprints.utas.edu.au/2243/1/SES2000DPTC.pdf"><span class="ep_document_citation">PDF</span></a> - Full text restricted - Requires a PDF viewer<br />212Kb</td><td><form method="get" accept-charset="utf-8" action="http://eprints.utas.edu.au/cgi/request_doc"><input accept-charset="utf-8" value="2827" name="docid" type="hidden" /><div class=""><input value="Request a copy" name="_action_null" class="ep_form_action_button" onclick="return EPJS_button_pushed( '_action_null' )" type="submit" /> </div></form></td></tr></table><p style="margin-bottom: 1em" class="not_ep_block">Official URL: <a href="http://dx.doi.org/10.1080/135733200114442">http://dx.doi.org/10.1080/135733200114442</a></p><div class="not_ep_block"><h2>Abstract</h2><p style="padding-bottom: 16px; text-align: left; margin: 1em auto 0em auto">This paper seeks to prompt professional debate about the future of physical education and, specifically,
the form that curricula should take in rapidly changing times and societies. Arguments focus upon a reorientation and restructuring of the subject to address educational needs and interests relevant to the 21st century. The current revision of the National Curriculum for Physical Education in England and Wales is used as a basis from which to present a case for a distinctly new orientation to be reflected in the design of PE curricula, units of work and lessons. The work of Bernstein and Young is utilised in deconstructing long-established practices and outlining their potential reconstruction in ways that are informed by, and express, a 'critical pedagogy for social justice' [Fernandez-Balboa (1997) Critical Post Modernism in Human Movement, Physical Education and Sport (New York, State
University of New York Press)]. A curriculum framework privileging learning achieved in and via activity
contexts, as compared to learning of activities, is presented. The developments that are proposed are identified as highly challenging but arguably long overdue in physical education, and as matters of relevance to international professional communities, not only those in England and Wales.</p></div><table style="margin-bottom: 1em" cellpadding="3" class="not_ep_block" border="0"><tr><th valign="top" class="ep_row">Item Type:</th><td valign="top" class="ep_row">Article</td></tr><tr><th valign="top" class="ep_row">Subjects:</th><td valign="top" class="ep_row"><a href="http://eprints.utas.edu.au/view/subjects/330299.html">330000 Education > 330200 Curriculum Studies > 330299 Curriculum Studies not elsewhere classified</a></td></tr><tr><th valign="top" class="ep_row">ID Code:</th><td valign="top" class="ep_row">2243</td></tr><tr><th valign="top" class="ep_row">Deposited By:</th><td valign="top" class="ep_row"><span class="ep_name_citation"><span class="person_name">Mrs Anita Cubit</span></span></td></tr><tr><th valign="top" class="ep_row">Deposited On:</th><td valign="top" class="ep_row">23 Oct 2007 11:49</td></tr><tr><th valign="top" class="ep_row">Last Modified:</th><td valign="top" class="ep_row">09 Jan 2008 02:30</td></tr><tr><th valign="top" class="ep_row">ePrint Statistics:</th><td valign="top" class="ep_row"><a target="ePrintStats" href="/es/index.php?action=show_detail_eprint;id=2243;">View statistics for this ePrint</a></td></tr></table><p align="right">Repository Staff Only: <a href="http://eprints.utas.edu.au/cgi/users/home?screen=EPrint::View&eprintid=2243">item control page</a></p>
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