The Ebb and Flow of Curriculum Construction in Physical Education: A Scottish Narrative

Autor/inn/en	Gray, Shirley; Mulholland, Rosemary; MacLean, Justine
Titel	The Ebb and Flow of Curriculum Construction in Physical Education: A Scottish Narrative
Quelle	In: Curriculum Journal, 23 (2012) 1, S.59-78 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0958-5176
DOI	10.1080/09585176.2012.650487
Schlagwörter	Foreign Countries; Curriculum Development; Physical Education; Classification; Educational Change; Educational Policy; Politics of Education; Government School Relationship; Child Health; Health Promotion; Evidence; Well Being; Physical Activities; United Kingdom (Scotland) + Suchen Sie Ihr Suchwort? Ausland; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Körpererziehung; Sportunterricht; Classification system; Klassifikation; Klassifikationssystem; Bildungsreform; Politics of education; Bildungspolitik; Educational policy; Gesundheitsfürsorge; Gesundheitshilfe; Reihenuntersuchung; Evidenz; Well-being; Wellness; Wohlbefinden
Abstract	Within Scotland's new curriculum, a "Curriculum for Excellence", physical education (PE) has been relocated from "Expressive Arts" to "Health and Wellbeing". The repositioning of PE could result in a shift in the way PE is conceptualised. In order to understand this shift, we conducted in-depth, one-to-one interviews with 10 participants who contributed to the development of the new policy text for PE. The results from this study provide a narrative that describes the process of developing policy text for PE. Additionally, the participants described a process of consultation and debate, and referred to decision-making based on national initiatives linked to improving children's health. However, there was also evidence to suggest that the government controlled the process and that this control limited the extent to which the participants could make a genuine contribution to shaping the vision for PE. In making the process of developing curriculum text for PE more explicit, it is hoped that this study will encourage teachers and other key stakeholders to read the documentation that was produced in a critical way and have a greater understanding of the policy development process. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10