TTT paper for PE Matters April 2014.pdf (100.87 kB)
Testing, training and tensions: a persistently disappointing picture of 'health' in secondary physical education?
journal contribution
posted on 2015-03-04, 16:27 authored by Jo Harris, Gemma LeggettDespite government attention to PE and school sport as important in helping young people to become independently active for life (e.g. Department for Children, Schools and Families, 2008), some consider that PE has not maximized its potential in this area (Cale & Harris, 2005; Trost, 2006), making this an important topic of study to better understand why this is. This particular study explored the micro-level of individual PE teachers’ philosophies, policies and practices with respect to the expression of health in secondary school PE curricula in England and Wales (see Harris & Leggett, 2013a, 2013b for further details of the study). At the time of the study, a ‘new’ version of the National Curriculum for Physical Education (NCPE) had been introduced and, for the first time, this differed for state schools in England (Department for Education and Employment (DfEE)/Qualifications and Curriculum Authority (QCA), 1999) and Wales (Awdurdod Cwricwlwm Ac Asesu Cymry (ACAAC), 1999). Table 1 summarises the health-related requirements of the two NCPE and their overall approaches.
History
School
- Sport, Exercise and Health Sciences
Published in
Physical Education MattersVolume
9Issue
2Pages
58 - 62 (4)Citation
HARRIS, J., 2014. Testing, training and tensions: a persistently disappointing picture of 'health' in secondary physical education? Physical Education Matters, 9 (2), pp. 58 - 62.Publisher
© Association for Physical Education (afpe)Version
- AM (Accepted Manuscript)
Publisher statement
This work is made available according to the conditions of the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International (CC BY-NC-ND 4.0) licence. Full details of this licence are available at: https://creativecommons.org/licenses/by-nc-nd/4.0/Publication date
2014Notes
This article was published in the journal, Physical Education Matters [© Association for Physical Education].ISSN
1751-0988Publisher version
Language
- en