Pub Date : 2021-01-02DOI: 10.1080/25742981.2020.1865825
Donal Howley, M. O’Sullivan
ABSTRACT Guided by Dewey’s [1966. Democracy and education. New York: The Free Press] concept of ‘education as growth’, the purpose of this paper is to explore learners’ enactments of student voice in Physical Education (PE) at a time of curricular reform. A qualitative comparative case study design gathered data from 18 students across 10 months in a triad of Irish secondary schools using focus group interviews. Data were gathered and coded to identify emergent themes. Five experiential themes emerged: puppeteering; early enlightenment; enjoyment in living; equitable inquiry and critique; and learning to grow. Findings demonstrate how student voice encounters were necessary to enhance students’ democratic experience of PE but the extent to which student voice was enacted to improve learning and assessment of curriculum was problematic for students to assert. Implementing student voice cannot be perceived and implemented as a fixed process but rather a fluid continuum of practice allowing more transformative experiences follow.
{"title":"‘Getting better bit by bit’: Exploring learners’ enactments of student voice in physical education","authors":"Donal Howley, M. O’Sullivan","doi":"10.1080/25742981.2020.1865825","DOIUrl":"https://doi.org/10.1080/25742981.2020.1865825","url":null,"abstract":"ABSTRACT Guided by Dewey’s [1966. Democracy and education. New York: The Free Press] concept of ‘education as growth’, the purpose of this paper is to explore learners’ enactments of student voice in Physical Education (PE) at a time of curricular reform. A qualitative comparative case study design gathered data from 18 students across 10 months in a triad of Irish secondary schools using focus group interviews. Data were gathered and coded to identify emergent themes. Five experiential themes emerged: puppeteering; early enlightenment; enjoyment in living; equitable inquiry and critique; and learning to grow. Findings demonstrate how student voice encounters were necessary to enhance students’ democratic experience of PE but the extent to which student voice was enacted to improve learning and assessment of curriculum was problematic for students to assert. Implementing student voice cannot be perceived and implemented as a fixed process but rather a fluid continuum of practice allowing more transformative experiences follow.","PeriodicalId":36887,"journal":{"name":"Curriculum Studies in Health and Physical Education","volume":"12 1","pages":"3 - 19"},"PeriodicalIF":1.9,"publicationDate":"2021-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/25742981.2020.1865825","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47469147","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-12-29DOI: 10.1080/25742981.2020.1866439
Vicky Randall, Matthew Fleet
ABSTRACT Primary physical education is quickly becoming an area of academic interest with a particular focus on new entrants into the profession. This study adopts a Personal Construct methodology to identify how pre-service teachers in England construct their knowledge of primary physical education. Our findings present four themes for knowledge development, taken from four repertory grid interviews: knowledge perspectives, knowledge validation, knowledge context and knowledge application. Participants expressed they had limited provision for physical education when on a school-based placement, which was attributed to subject outsourcing and a lack of teacher and mentor confidence. The study highlights the importance of professional socialisation through initial teacher education programmes, with opportunities for pre-service teachers to engage with ‘knowledgeable others’. In the absence of opportunity for primary pre-service teachers to develop knowledge in physical education, we caution it is unlikely the issue of teacher competence will improve.
{"title":"Constructing knowledge in primary physical education: a critical perspective from pre-service teachers","authors":"Vicky Randall, Matthew Fleet","doi":"10.1080/25742981.2020.1866439","DOIUrl":"https://doi.org/10.1080/25742981.2020.1866439","url":null,"abstract":"ABSTRACT Primary physical education is quickly becoming an area of academic interest with a particular focus on new entrants into the profession. This study adopts a Personal Construct methodology to identify how pre-service teachers in England construct their knowledge of primary physical education. Our findings present four themes for knowledge development, taken from four repertory grid interviews: knowledge perspectives, knowledge validation, knowledge context and knowledge application. Participants expressed they had limited provision for physical education when on a school-based placement, which was attributed to subject outsourcing and a lack of teacher and mentor confidence. The study highlights the importance of professional socialisation through initial teacher education programmes, with opportunities for pre-service teachers to engage with ‘knowledgeable others’. In the absence of opportunity for primary pre-service teachers to develop knowledge in physical education, we caution it is unlikely the issue of teacher competence will improve.","PeriodicalId":36887,"journal":{"name":"Curriculum Studies in Health and Physical Education","volume":"12 1","pages":"20 - 35"},"PeriodicalIF":1.9,"publicationDate":"2020-12-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/25742981.2020.1866439","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45117553","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-12-17DOI: 10.1080/25742981.2020.1862683
Kelly L. Simonton, T. Layne, Carol C. Irwin
ABSTRACT Innovative Physical Education (PE) instructional and curriculum models have had a modest effect on PE programs in the United States (U.S.). In general, although several evidence-based models have been developed, there has been less adoption within schools. Notwithstanding, science, technology, engineering, arts, and math (STEAM) curriculum and Comprehensive School Physical Activity Programs (CSPAP) have proliferated in many US schools impacting most content areas, including PE. One instructional approach popular in modern education aligning with both programs, is Project-Based Learning (PBL). This article conceptualises current PBL characteristics and its potential in PE. Specifically, we explore how PBL has impacted student learning experiences and the limited research in PE thus far. PE teachers who implement PBL may simultaneously improve student learning and gain a seat at the table with other educational subjects by connecting with schoolwide initiatives. A call for more research on design and implementation of PBL in PE is provided.
{"title":"Project-based learning and its potential in physical education: an instructional model inquiry","authors":"Kelly L. Simonton, T. Layne, Carol C. Irwin","doi":"10.1080/25742981.2020.1862683","DOIUrl":"https://doi.org/10.1080/25742981.2020.1862683","url":null,"abstract":"ABSTRACT Innovative Physical Education (PE) instructional and curriculum models have had a modest effect on PE programs in the United States (U.S.). In general, although several evidence-based models have been developed, there has been less adoption within schools. Notwithstanding, science, technology, engineering, arts, and math (STEAM) curriculum and Comprehensive School Physical Activity Programs (CSPAP) have proliferated in many US schools impacting most content areas, including PE. One instructional approach popular in modern education aligning with both programs, is Project-Based Learning (PBL). This article conceptualises current PBL characteristics and its potential in PE. Specifically, we explore how PBL has impacted student learning experiences and the limited research in PE thus far. PE teachers who implement PBL may simultaneously improve student learning and gain a seat at the table with other educational subjects by connecting with schoolwide initiatives. A call for more research on design and implementation of PBL in PE is provided.","PeriodicalId":36887,"journal":{"name":"Curriculum Studies in Health and Physical Education","volume":"12 1","pages":"36 - 52"},"PeriodicalIF":1.9,"publicationDate":"2020-12-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/25742981.2020.1862683","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43003521","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-11-16DOI: 10.1080/25742981.2020.1846996
Maggi Buckley, J. Haegele, Xihe Zhu, Jonna Bobzien
ABSTRACT The purpose of this study was to understand how individuals identifying as female, an athlete and having a visual impairment experience physical education and sport experiences. An interpretative phenomenological analysis research approach was adopted, and four female athletes with visual impairments aged 23–28-years-old acted as participants. The study utilised two sources of data: semi-structured, audio-taped, telephone/video call interviews and reflective interview notes. Data were analysed thematically using a three-step process and two themes were constructed (a) Physical education was ‘just a credit’ and (b) ‘If you enjoy this, we will drive you’. The participants reported that they did not have meaningful physical education experiences. Interestingly, however, the participants noted that these poor experiences were not critical to them, as they had developed a sense of athletic identity in others, outside of school physical activity opportunities supported by family.
{"title":"Experiences in physical education and sport: reflections of female athletes with visual impairments","authors":"Maggi Buckley, J. Haegele, Xihe Zhu, Jonna Bobzien","doi":"10.1080/25742981.2020.1846996","DOIUrl":"https://doi.org/10.1080/25742981.2020.1846996","url":null,"abstract":"ABSTRACT The purpose of this study was to understand how individuals identifying as female, an athlete and having a visual impairment experience physical education and sport experiences. An interpretative phenomenological analysis research approach was adopted, and four female athletes with visual impairments aged 23–28-years-old acted as participants. The study utilised two sources of data: semi-structured, audio-taped, telephone/video call interviews and reflective interview notes. Data were analysed thematically using a three-step process and two themes were constructed (a) Physical education was ‘just a credit’ and (b) ‘If you enjoy this, we will drive you’. The participants reported that they did not have meaningful physical education experiences. Interestingly, however, the participants noted that these poor experiences were not critical to them, as they had developed a sense of athletic identity in others, outside of school physical activity opportunities supported by family.","PeriodicalId":36887,"journal":{"name":"Curriculum Studies in Health and Physical Education","volume":"12 1","pages":"67 - 79"},"PeriodicalIF":1.9,"publicationDate":"2020-11-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/25742981.2020.1846996","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47626515","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-11-11DOI: 10.1080/25742981.2020.1844028
M. Thorburn
ABSTRACT This paper critically considers the pragmatic and phenomenological-informed conceptual possibilities for increasing meaningfulness in physical education via a greater emphasis on embodied subjectivity. The paper begins by considering why greater conceptual clarity is needed in this area and then focuses on why the centrality of lived-body experience in relation to educational planning can benefit from merging the phenomenology of Merleau-Ponty with the reflective awareness component of Dewey’s pragmatism. Merleau-Ponty’s exploration of how the ‘body-subject’ provides a holistic way of conceiving relations between the body and the world. Likewise, Dewey’s writings on habit are reviewed as for Dewey habits are not mere repetitious events but socially shaped predispositions which enable feelings and judgements to be shown in response to settings. The paper then reviews curriculum and pedagogical related arguments which focus on the challenges of developing experience and language concurrently and in so doing reviews some concerning critical matters professionals require to address. The paper concludes by advancing measured claims that if applied concerns could be overtaken there is sufficient theory to practice coherence to argue that a progressive programme which focused on the self and the social could become a plausible basis for arguing that physical education is meaningful.
{"title":"Can physical education be meaningful: the role of embodied subjectivity in enhancing self and social learning?","authors":"M. Thorburn","doi":"10.1080/25742981.2020.1844028","DOIUrl":"https://doi.org/10.1080/25742981.2020.1844028","url":null,"abstract":"ABSTRACT This paper critically considers the pragmatic and phenomenological-informed conceptual possibilities for increasing meaningfulness in physical education via a greater emphasis on embodied subjectivity. The paper begins by considering why greater conceptual clarity is needed in this area and then focuses on why the centrality of lived-body experience in relation to educational planning can benefit from merging the phenomenology of Merleau-Ponty with the reflective awareness component of Dewey’s pragmatism. Merleau-Ponty’s exploration of how the ‘body-subject’ provides a holistic way of conceiving relations between the body and the world. Likewise, Dewey’s writings on habit are reviewed as for Dewey habits are not mere repetitious events but socially shaped predispositions which enable feelings and judgements to be shown in response to settings. The paper then reviews curriculum and pedagogical related arguments which focus on the challenges of developing experience and language concurrently and in so doing reviews some concerning critical matters professionals require to address. The paper concludes by advancing measured claims that if applied concerns could be overtaken there is sufficient theory to practice coherence to argue that a progressive programme which focused on the self and the social could become a plausible basis for arguing that physical education is meaningful.","PeriodicalId":36887,"journal":{"name":"Curriculum Studies in Health and Physical Education","volume":"12 1","pages":"53 - 66"},"PeriodicalIF":1.9,"publicationDate":"2020-11-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/25742981.2020.1844028","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42380030","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-09-01DOI: 10.1080/25742981.2020.1826332
Fatemeh Ahmadi, M. Mehrmohammadi, Ali Montazeri, J. Vella
ABSTRACT Schools have the potential to be key settings for promoting health literacy, provided teachers are health literate. To this end, it is critical that pre-service health literacy curricula can adequately prepare teachers to meet the health literacy needs of future generations. In this study, we bring into focus the elements of a health literacy curriculum design, using the Dialogue Education approach. In an iterative process, qualitative inquiry methods were applied to develop the components of a dialogic health literacy curriculum for pre-service teacher education in Iran. The research design included two focus groups interviews with pre-service teachers, 12 face-to-face interviews with an expert panel, and a qualitative survey with 228 practicing teachers in Tehran. Data were analysed using thematic analysis, wherein they were coded and categorised in predetermined themes according to Vella’s [2008. On teaching and learning: Putting the principles and practices of Dialogue Education into Action. San Francisco, CA: Jossey-Bass] curriculum components. This paper focuses on the processes undertaken in the development of a dialogic health literacy curriculum. The curriculum is characterised by a focus on the educational needs of the learners, positioning teachers as health promotion agents and providing neophyte teachers with a range of pedagogic resources for developing key health concepts.
{"title":"Dialogic health literacy curriculum development for Iranian pre-service teachers: a qualitative inquiry","authors":"Fatemeh Ahmadi, M. Mehrmohammadi, Ali Montazeri, J. Vella","doi":"10.1080/25742981.2020.1826332","DOIUrl":"https://doi.org/10.1080/25742981.2020.1826332","url":null,"abstract":"ABSTRACT Schools have the potential to be key settings for promoting health literacy, provided teachers are health literate. To this end, it is critical that pre-service health literacy curricula can adequately prepare teachers to meet the health literacy needs of future generations. In this study, we bring into focus the elements of a health literacy curriculum design, using the Dialogue Education approach. In an iterative process, qualitative inquiry methods were applied to develop the components of a dialogic health literacy curriculum for pre-service teacher education in Iran. The research design included two focus groups interviews with pre-service teachers, 12 face-to-face interviews with an expert panel, and a qualitative survey with 228 practicing teachers in Tehran. Data were analysed using thematic analysis, wherein they were coded and categorised in predetermined themes according to Vella’s [2008. On teaching and learning: Putting the principles and practices of Dialogue Education into Action. San Francisco, CA: Jossey-Bass] curriculum components. This paper focuses on the processes undertaken in the development of a dialogic health literacy curriculum. The curriculum is characterised by a focus on the educational needs of the learners, positioning teachers as health promotion agents and providing neophyte teachers with a range of pedagogic resources for developing key health concepts.","PeriodicalId":36887,"journal":{"name":"Curriculum Studies in Health and Physical Education","volume":"11 1","pages":"265 - 281"},"PeriodicalIF":1.9,"publicationDate":"2020-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/25742981.2020.1826332","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42374406","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-09-01DOI: 10.1080/25742981.2020.1827548
Chris Hickey
{"title":"Editorial note","authors":"Chris Hickey","doi":"10.1080/25742981.2020.1827548","DOIUrl":"https://doi.org/10.1080/25742981.2020.1827548","url":null,"abstract":"","PeriodicalId":36887,"journal":{"name":"Curriculum Studies in Health and Physical Education","volume":"11 1","pages":"185 - 186"},"PeriodicalIF":1.9,"publicationDate":"2020-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/25742981.2020.1827548","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47637131","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-09-01DOI: 10.1080/25742981.2020.1822581
Julia Sargent
The second edition of ‘Debates in Physical Education’ edited by Susan Capel and Richard Blair was published in 2020, 7 years after the first edition. Similar to the first, this second edition provi...
{"title":"Debates in physical education","authors":"Julia Sargent","doi":"10.1080/25742981.2020.1822581","DOIUrl":"https://doi.org/10.1080/25742981.2020.1822581","url":null,"abstract":"The second edition of ‘Debates in Physical Education’ edited by Susan Capel and Richard Blair was published in 2020, 7 years after the first edition. Similar to the first, this second edition provi...","PeriodicalId":36887,"journal":{"name":"Curriculum Studies in Health and Physical Education","volume":"11 1","pages":"282 - 284"},"PeriodicalIF":1.9,"publicationDate":"2020-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/25742981.2020.1822581","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46623625","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-08-26DOI: 10.1080/25742981.2020.1811129
C. Meier, Ian Culpan
ABSTRACT This paper provides insights into political battles associated with the attempted introduction of a postcolonial bicultural dimension to the ‘Health Physical Education in the New Zealand Curriculum' (NZHPE). Limited attention has been given to the gestation period of four years between the submission, release of the draft and the final publication of the NZHPE (Ministry of Education, 1999). This paper offers an analysis of the process of producing the curriculum from a postcolonial bicultural perspective. It brings to light the impact of neoliberal forces on the NZHPE and thus, on critical elements within the New Zealand (NZ) education system. Furthermore, it investigates the extent to which Māori (indigenous people in NZ) knowledge is accepted within a NZ neoliberal context. The paper concludes that through the introduction of the Māori concept Hauora into the NZHPE, Māori culture has gotten ‘caught in the crossfire’ between numerous scholars and advocates of neoliberalism. This has entailed the risk of reducing Māori culture to a means to an end – i.e. it being appropriated by Pākehā (people of European descent) for political and ideological interests. This could eventually cause considerable damage to the culture and thus, the relationship between Māori and Pākehā.
{"title":"A Māori concept in a Pākehā world: biculturalism in health and physical education in the New Zealand curriculum","authors":"C. Meier, Ian Culpan","doi":"10.1080/25742981.2020.1811129","DOIUrl":"https://doi.org/10.1080/25742981.2020.1811129","url":null,"abstract":"ABSTRACT This paper provides insights into political battles associated with the attempted introduction of a postcolonial bicultural dimension to the ‘Health Physical Education in the New Zealand Curriculum' (NZHPE). Limited attention has been given to the gestation period of four years between the submission, release of the draft and the final publication of the NZHPE (Ministry of Education, 1999). This paper offers an analysis of the process of producing the curriculum from a postcolonial bicultural perspective. It brings to light the impact of neoliberal forces on the NZHPE and thus, on critical elements within the New Zealand (NZ) education system. Furthermore, it investigates the extent to which Māori (indigenous people in NZ) knowledge is accepted within a NZ neoliberal context. The paper concludes that through the introduction of the Māori concept Hauora into the NZHPE, Māori culture has gotten ‘caught in the crossfire’ between numerous scholars and advocates of neoliberalism. This has entailed the risk of reducing Māori culture to a means to an end – i.e. it being appropriated by Pākehā (people of European descent) for political and ideological interests. This could eventually cause considerable damage to the culture and thus, the relationship between Māori and Pākehā.","PeriodicalId":36887,"journal":{"name":"Curriculum Studies in Health and Physical Education","volume":"11 1","pages":"222 - 236"},"PeriodicalIF":1.9,"publicationDate":"2020-08-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/25742981.2020.1811129","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45711517","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-08-26DOI: 10.1080/25742981.2020.1810582
Lisa Young, J. O’Connor, L. Alfrey, D. Penney
ABSTRACT This paper utilises Bernstein's theorising of curriculum and pedagogical relations to analyse Physical Literacy (PL) assessment with implications for the field of Health and/Physical Education (H/PE). It acknowledges the significance of assessment for what knowledge and skills are valued in PL and in turn, H/PE. PL takes different forms and is assessed in a range of ways. Bernstein's concepts of classification and framing are used to analyse six PL assessment tools identified through a systematic review of literature. Findings suggest that current PL assessment tools mainly feature strong classification and framing, pointing towards enactment of PL that both tightens and narrows curriculum and pedagogic possibilities. Examples are also identified with weaker classification and framing. We conclude that PL and its assessment, could have a role to play in opening up the domains considered important for lifelong and life wide participation, across schooling and community, individually tailored to accommodate student ownership and voice. Or not.
{"title":"Assessing physical literacy in health and physical education","authors":"Lisa Young, J. O’Connor, L. Alfrey, D. Penney","doi":"10.1080/25742981.2020.1810582","DOIUrl":"https://doi.org/10.1080/25742981.2020.1810582","url":null,"abstract":"ABSTRACT This paper utilises Bernstein's theorising of curriculum and pedagogical relations to analyse Physical Literacy (PL) assessment with implications for the field of Health and/Physical Education (H/PE). It acknowledges the significance of assessment for what knowledge and skills are valued in PL and in turn, H/PE. PL takes different forms and is assessed in a range of ways. Bernstein's concepts of classification and framing are used to analyse six PL assessment tools identified through a systematic review of literature. Findings suggest that current PL assessment tools mainly feature strong classification and framing, pointing towards enactment of PL that both tightens and narrows curriculum and pedagogic possibilities. Examples are also identified with weaker classification and framing. We conclude that PL and its assessment, could have a role to play in opening up the domains considered important for lifelong and life wide participation, across schooling and community, individually tailored to accommodate student ownership and voice. Or not.","PeriodicalId":36887,"journal":{"name":"Curriculum Studies in Health and Physical Education","volume":"12 1","pages":"156 - 179"},"PeriodicalIF":1.9,"publicationDate":"2020-08-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/25742981.2020.1810582","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45404979","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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