Exploring the re-legitimisation of messages for health and physical education within contemporary English and Welsh curricula reform

Julie Stirrup*, David Aldous, Shirley Gray, Rachel Sandford, Oliver Hooper, Stephanie Hardley, Anna Bryant, Nicola Carse

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

Abstract / Description of output

This paper explores how messages for health and PE ([H]PE) within English and Welsh curricula are being re-legitimised through distinct performance and competence pedagogic models. Drawing upon Bernstein’s sociology of knowledge (Bernstein, 1996; 2000) data was generated through a deductive content analysis of the contemporary statutory English National Curriculum for Physical Education (NCPE) and the new Curriculum for Wales (CfW), Health and Well-Being Area of Learning and Experience (HWB-AoLE). Findings illustrate how the current English and Welsh curricula are re-legitimising discourses for (H)PE through a more prominent emphasis placed on competency models whereby the educator and learner are given greater autonomy to control the transmission and acquisition of (H)PE messages. However, the curriculum documents are beset with contradictions that to an extent reproduce discourses of performativity and individualisation. Consequently, the paper emphasises the need for educators and policymakers to be given the opportunity for critical dialogue on the implications of re-legitimising messages through competency models for all educator and learner identities.
Original languageEnglish
JournalSport, Education and Society
Early online date3 Aug 2023
DOIs
Publication statusE-pub ahead of print - 3 Aug 2023

Keywords / Materials (for Non-textual outputs)

  • curricula
  • physical Education
  • health
  • Bernstein

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