There is new wording, but there is no real change in what we deliver’
Implementing the new National Curriculum for Physical Education in England
Bibliographic Data
| ID | 12565325 |
|---|---|
| Authors | Frank Herold (0000-0002-6309-8442, University of Birmingham, Birmingham, England, UK, corresponding author) |
| Year | 2020 |
| Volume | 26 |
| Issue | 4 |
| Pages | 920-937 |
| Publication date | 2020-02-20 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | European Physical Education Review (JOURNAL) |
| Journal identifiers | ISSN: 1356-336X • E-ISSN: 1741-2749 |
| Publisher | SAGE Publishing (PUBLISHER • US) |
| DOI | 10.1177/1356336x19892649 |
| OpenAlex | W3007831522 |
| Language | EN |
| Citations received | 26 |
| References cited | 20 |
This paper focuses on how physical education (PE) teachers interpreted and implemented a new, minimalist and traditionalist National Curriculum for Physical Education (NCPE) in England. Utilising a single-method, cross-sectional design, 43 teachers participated in semi-structured interviews which explored their approach to teaching the new curriculum. Constant Comparative method was used to develop significant themes through the data analysis process. The findings demonstrated that the minimalist nature of the curriculum document provided teachers with limited guidance for teaching and assessment, but was seen as liberating by some. The removal of specific assessment guidance offered curricular freedom, but opportunities for implementing innovative assessment approaches were not seized. The competitive curricular messages were noted, but teachers did not perceive a need for action because of these. The paper concludes that it is unlikely that the latest curriculum reform will have much impact on the current teaching of PE in England, with curricular stasis and divergence of practice being the most likely medium-term consequences
Action (physics · Curriculum · Curriculum development · Divergence (linguistics · Mathematics education · Medical education · National curriculum · Pedagogy · Physical education · Process (computing · Sociology · Computer Science · Inclusion and Disability in Education and Sport · Medicine · Physical Education and Pedagogy · Psychology
The use of outdoor environments in school-based physical education
I CAN intervention to increase grit and growth mindset
‘No One Is Left Behind?’
Most People Hate Physical Education and Most Drop Out of Physical Activity
Physical Education and Physical Activity Promotion
Exploring students experiences of secondary school Physical Education in England
Modifying physical activities for maximizing learning opportunities
Values education
Fostering teacher agency
Developing the Tokelau National Health and Physical Education Curriculum
“It’s about portraying that we are organised …” A case study looking at understanding identity changes within one Free school’s Physical Education and School Sport (Pess) programme
New national standards for initial teacher training in physical education in Chile
The continuity of PE-as-sport
Same, same, but different?!’ Investigating diversity issues in the current Austrian National Curriculum for Physical Education
A rhizomatic exploration of a professional development non-linear approach to learning and teaching
A Model for Effective Learning in Competition
Optimization of a Sports Activity Development Model Using Artificial Intelligence under New Curriculum Reform
The Crisis of Physical Education in the Discourse of Mimicry
Exploring the re-legitimisation of messages for health and physical education within contemporary English and Welsh curricula reform
Gendered power alive and kicking? An analysis of four English secondary school PE departments
Joe Wicks, lifestyle capitalism and the social construction of PE (with Joe)
What is PE and who should teach it? Undergraduate PE students’ views and experiences of the outsourcing of PE in the UK
A comparative analysis of discourses shaping physical education provision within and across the UK
Health First’ and curriculum reform in China
Enacting a new physical education curriculum
Promoting mental health and well-being in physical education
How Schools Do Policy
The Structuring of Pedagogic Discourse
The professional developmental needs of higher education-based teacher educators
New directions, new questions
Physical Education Teachers in their Figurations
The More Things Change the More They Stay the Same
Points of tension and possibility
Complexity theory
Swedish PE teachers struggle with assessment in a criterion-referenced grading system
Physical education teachers’ perceptions of factors that inhibit and facilitate the enactment of curriculum change in a high-stakes exam climate
When an old cricketer leaves the crease’
Implementing meaningful, educative curricula, and assessments in complex school environments
Learning ‘in’, ‘through’ and ‘about’ movement in senior physical education? The new Victorian Certificate of Education Physical Education
Australian curriculum reform II
The interaction of factors which influence secondary student physical education teachers’ knowledge and development as teachers
| Unique citing works | 26 |
|---|---|
| Citations per year | 4.33 |
| Citation span | 2020 - 2026 (7) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 26 |