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This article focuses on the challenges arising for primary school teachers who have responsibility for teaching physical education (PE) and who are working in particularly complex and contestable policy contexts. In New Zealand provision of physical education is identified as occurring amidst multiple, and not necessarily compatible, sets of expectations, associated with government priorities, initiatives focusing on children’s health, sport, and improved national achievement outcomes. This article examines the contemporary educational policy landscape, and the effect constantly shifting policy initiatives have on teachers’ work in physical education in primary schools. Key themes characterizing primary PE teaching/teachers’ situation currently centre on pressures to adhere to policies that have stricter accountability measures, the utilization of ‘external providers’, limited time for teacher learning and what appears to paralysis by policy. Discussion considers possible alternative approaches to the development of policy that would arguably better support teachers of physical education in primary schools.

This paper analyses the impact of a nationwide one-year physical education (PE) professional development (PD) programme on 25 generalist classroom teachers from 10 primary schools in New Zealand. This research specifically explores how a year-long PD programme, focused predominantly on general pedagogical strategies, supported in-service generalist teachers to use of pedagogies previously reserved to the classroom to enhance their PE practice, reconceptualise the place and purpose of PE, and shifted their perceptions of themselves as teachers of PE. Interviews, questionnaires, lesson observations and document analysis were used to investigate the impact a PD programme had on teachers’ knowledge and practices in PE. This research specifically explores how a year-long PD programme, focused predominantly on general pedagogical strategies, supported in-service generalist teachers to explore how the use of pedagogies previously reserved to the classroom support them to enhance their PE practice; to reconceptualize the place and purpose of PE, and shifted their perceptions of themselves as teachers of PE. It is concluded that generalist teachers benefit from PD opportunities that allow for the transfer of pedagogical strategies and skills from the classroom to the PE context. However, these learning opportunities should be balanced and connected with opportunities to develop content knowledge associated with PE.

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Working towards inclusive physical education in a primary school: 'some days I just don't get it right' Background In Aotearoa New Zealand, as it is internationally, there is a desire to ensure physical education is inclusive of all students regardless of their abilities. Yet medical discourses associated with disability continue to position students who are perceived as not having the capacity to participate fully in traditional physical education programmes as the teacher's 'helper', 'helped' or 'helpless'. As a result, these students may have negative experiences of physical education and this can impact on future involvement in movement-related activities within school and community settings. Methodology Drawing on the data from a larger critical participatory action research project we explore how one primary school teacher, Joel, attempted to work more inclusively within physical education. Specifically, we draw from personal journaling, student work and records of dialogical conversations to shed light on Joel's experiences. Conclusion Joel's experience demonstrates there is not one singular solution to inclusion within physical education and it is a combination of actions that support this process. In Joel's case this included becoming a reflexing practitioner, getting to know his students, being respective to difference in positive ways rather than seeing this as limiting, working imaginatively to reconsider what constitutes learning in physical education, and sharing ownership for curriculum design and learning with his students. Working in this way illustrates how a multi-layered approach can make a difference to how all the students in a class experience inclusion, including students positioned as disabled.