“…In a similar vein, Evans and Davies (2010: 768) point up the various assumptions that underpin the alleged capacity for PE 'to affect the dispositional resources (motivation/attitudes/willingness/desirefundamental cultural capitals) of pupils for performance or participation in sport in and out of school'. This taken-for-granted assumption -regarding the ostensible impact of PE on participation -finds expression not only among PE teachers (see Green, 2000Green, , 2003 and PE and sport science academics (Dixon, Warner & Bruenig, 2008;Corbin, 2002;Fairclough, Stratton & Baldwin, 2002;Flintoff, Long & Hylton, 2005;Haerens, Kirk, Cardon, de Bourdeaudhuij & Vansteenkiste, 2010;Harris, 2005;MacNamara et al, 2011;Shephard & Trudeau, 2000;Trudeau & Shephard, 2005;Xu, Chepyator-Thomson, Liu and Schmidlein, 2010) but also in government policy internationally (Hardman, 2005). Indeed, growing concern with young people's health over the last 30 or so years has resulted in a plethora of initiatives (Coalter, 1999) and pleas (see, for example, McKenzie, 2009) implicating PE in the promotion of physically active and sporting lifestyles among young and old alike.…”