This special issue raises some demanding issues about the future of health and physical education (HPE) at a time when arguments for enhanced curriculum prominence exist alongside the possibility of increased marketization in school governance arrangements. These complexities are reviewed in terms of their implications for change agendas in schools, both in regard to subject teaching and more widely in terms of their consequences for the professional boundaries which shape and define educators work. Papers in the special issue focus on two broad areas: teachers’ expertise, their curriculum development and enactment role and their accountability expectations; and secondly the future of HPE in relation to social and emotional learning, physical literacy and healthy lifestyles. Our editorial aspiration is that collectively the papers in the special issue stimulate further professional discussions and inform future research agendas.
- health and physical education
- policy enactment
- empowering practitioners