Transforming physical education: an analysis of context and resources that support curriculum transformation and enactment

ABSTRACT

Background: This paper presents a counter-narrative to the long-held belief that Physical Education (PE) is impermeable to change. Transforming and enacting curriculum is incredibly challenging and sometimes impossible but if teachers have particular resources available to them over time, this makes ‘radical reform more, rather than less likely’ [Kirk, D. 2009. Physical Education Futures. London: Routledge].

Purpose: This paper addresses the on-going and pervasive issue of sustainable curriculum transformation and enactment in PE. More specifically, the purpose of this research is to examine the source, nature and purpose of resources that made curriculum transformation and enactment possible in one school.

Data collection and analysis: As part of an exemplary case study, 7 Secondary PE teachers and one Principal from an Australian Secondary school engaged in the process of curriculum transformation and enactment. Data consisted of semi-structured individuals (3) and paired interviews (6) and field notes. We drew upon the notion of ‘contextual dimensions’ and ‘activity layers’ to support the analysis. Findings suggest that the teachers were supported by resources that spanned different contextual dimensions (situated, material, external contexts and professional culture) and layers of activity. The most valued resources identified by the teachers were (i) structural and networked support; (ii) sustained leadership; (iii) a clear vision for PE in their school; (iv) professional learning; (v) time.

Conclusion: The findings suggest that while changes in policy do not necessarily prompt change in practice, particular kinds of policy are necessary if the change is to be viewed as possible and worthwhile by teachers. In this study, a layered policy landscape acted as a catalyst for the teachers to reimagine what PE could look like in their school. Moving from vision to action, it was the interplay of resources across the contextual dimensions and activity layers that the teachers drew on to support curriculum transformation and enactment.

KEYWORDS:

• Curriculum
• physical education
• professional learning
• policy
• teacher

Acknowledgements

The authors would like to extend huge gratitude to the Principal and teachers who invested so much in this project. They helped us see what is possible and gave us hope for the future of physical education. They authors also extend their gratitude for the thoughtful feedback from the reviewers that served to enhance what this paper offers to the field and the profession.

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Funding

This work was supported by Elisabeth Murdoch College [grant number Curriculum Renewal Project Grant].