Becoming physical education: the ontological shift to complexity

Figures & data

Figure 1. The four complexity commonalities.

Figure 2. The TIE ecological framework.

Table 1. Creating boundary spaces to initiate lifelong and life-wide PE developments.

Environmental Boundaries
Macro	What national policy support is in place for a lifelong and life-wide agenda, e.g. education, health, sport? What global literature is available to support a lifelong and life-wide agenda?
Meso	What physical activity opportunities are currently available in the local community and after school setting for students? Who are potential stakeholders within the school and community? What is their view of the purpose of PE? What expectations are placed on PE in the context of the school?
Micro	From a holistic perspective, how well prepared are students to engage in lifelong and life-long PE? What is the PE department’s history in relation to curriculum and other key topics, e.g. inclusion, gender, behaviour, school teams etc? How appropriate are the facilities and equipment for a lifelong and life-wide programme?
Individual Boundaries
Holistic	Emotionally, how prepared are department members to engage in a lifelong and life-wide agenda? Cognitively, how prepared are department members to engage in a lifelong and life-wide agenda? What is the relationship between the PE department and other stakeholders within and beyond the school?
Task Boundaries
	What structures are in place to enable the ‘rich’ discussions needed to prepare a lifelong and life-wide approach? What does a lifelong and life-wide programme look like at the different phases of schooling and in community settings? What are the holistic topics to be addressed in a lifelong and life-wide programme?