Enabling curriculum change in physical education: the interplay between policy constructors and practitioners

Abstract

Background: Curriculum for Excellence (Scottish Executive, 2004), a new national policy initiative in Scottish Schools, provides a unified curricular framework for children aged 3-18. Physical Education (PE) now forms part of a collective alongside physical activity and sport, subsumed by the newly created curriculum area of 'Health and Wellbeing' (Scottish Government, 2009). This research set out to examine the new curriculum in Scottish schools at the micro-implementation stage of the policy process within the context of practice. Purpose: The primary objective was to understand the factors that enable teachers to enact government led curricular policy. The secondary objective was to compare policy constructors' vision of Physical Education (PE) to the interpretation of PE teachers who were currently immersed in initiating curricular development. Methods and Procedures: The research adopted a mixed method survey approach. Eighty-eight secondary school physical education teachers responded to a questionnaire that explored teachers' perceptions of curriculum change. Respondents were full time physical education teachers working in secondary schools across Scotland and represented sixteen local authorities. In addition, seventeen physical education teachers within one local authority took part in semi-structured individual interviews. Comparisons were made with ten interviews conducted with policy constructors who were responsible for the initial, interim and final stages of developing and designing the experiences and outcomes for physical education. Main outcomes and results: The results from the questionnaire indicated that 66 per cent of teachers believed there was a need for change within the Scottish curriculum, however only 54 per cent anticipated that they would change the PE curriculum. Crucial in enabling teachers to enact and sustain change was the important role of agency, culture and social and material structures along with the schools capacity to manage new policy development. When comparing the data with the policy constructors the findings revealed a discrepancy between the policy constructors' understanding of the vision of physical education and teacher's interpretation. The alignment of PE within health and wellbeing was seen as an opportunity to build on the strengths of the subject; however concerns were raised that this shift may result in physical education becoming part of a fitness discourse distorting policy intentions. Conclusions : As PE teachers act as agents of change translating policy uniquely to fit with the opportunities and constraints of the school there is a fear that policy intentions may mutate as they percolate into practice.

The effectiveness of students’ preparation in physical training at the universities of various departments

“…The results of our study and a comparative analysis of given indicators complete other studies [17,18,22,23]. They also reveal the reasons that the physical preparation level of cadets exceeds the same characteristics in students.…”

“…• at the stage of admission to the educational institutions of the Ministry of Internal Affairs of Russia, applicants undergo a military medical commission and undergo physical training tests, which is combined with the results of other studies [17]; • physical training of cadets of the educational institutions of the Ministry of Internal Affairs of Russia has an applied character. It provides a larger, compared with students of a technical university, amount of physical activity with a training orientation [18]; • the system for assessing academic performance on the discipline "Physical Training" in students of the University of the Ministry of Internal Affairs of Russia imposes significantly higher requirements on the level of physical preparation of students than to technical university students.…”

Greek pre-service physical education teachers' beliefs about curricular orientations: Instrument validation and examination of four important goals

“…MacLean et al (2013) have stated that given the strength of the health discourse in modern societies, teachers may interpret the policy texts exclusively in relation to improving health, fitness and increase students' physical activity levels. So there is evidence in our study that PE teachers understand the primary PE purpose as the improvement of children's fitness, distorting the intensions of policy constructors.…”

Age dynamic of physical condition changes in pre-school age girls, schoolgirls and students, living in conditions of Eastern Siberia

“…These peculiarities shall be considered when preparing motor training programs [28]. Besides, it is recommended that members of family, peers and sportsmen were examples in programs of youth's physical activity's increasing (on example of Australia) [34].…”