Examinations in Physical Education: A sociological perspective on a 'new orthodoxy'

Abstract

This paper explores the rapid growth of academic examinations (GCSE and 'A'-level) in physical education (PE) from a sociological, specifically figurational, perspective. It utilises data from the author's own research in order to examine: (i) how one might explain the significant increase in GCSE and 'A'-level PE and Sports Studies sociologically; and (ii) if such growth can justifiably be said to represent the emergence of a 'new orthodoxy' or, for that matter, an orthodoxy at all-rather than merely a consensus of thought and practice among PE teachers. The paper concludes that, far from indicating a substantial change in PE teachers' 'philosophies'-towards the theory and, concomitantly, away from the practice of PE-the growth in examinations is more adequately explained in terms of a conjuncture of several interrelated processes; notably the academicisation and professionalisation of PE. In addition, it is suggested that, while the 'old' orthodoxy-of sport and team-games-can be said to represent mere agreement or consensus, the academicisation of PE can legitimately be described as an emerging orthodoxy.