Document Type

Journal Article

Publication Title

Sport, Education and Society

Volume

29

Issue

8

First Page

939

Last Page

951

Publisher

Taylor & Francis

School

School of Education

RAS ID

60321

Comments

Stirrup, J., Aldous, D., Gray, S., Sandford, R., Hooper, O., Hardley, S., . . . Carse, N. R. (2023). Exploring the re-legitimisation of messages for health and physical education within contemporary English and Welsh curricula reform. Sport, Education and Society, 29(8), 939-951. https://doi.org/10.1080/13573322.2023.2240822

Abstract

This paper explores how messages for health and PE ([H]PE) within English and Welsh curricula are being re-legitimised through distinct performance and competence pedagogic models. Drawing upon Bernstein’s sociology of knowledge (Bernstein, 1996. Pedagogy, symbolic control and identity: Theory, research, critique. Taylor and Francis; 2000. Pedagogy, symbolic control and identity: Theory, research and critique (revised ed.). Rowman and Littlefield) data was generated through a deductive content analysis of the contemporary statutory English National Curriculum for Physical Education (NCPE) and the new Curriculum for Wales (CfW), Health and Well-Being Area of Learning and Experience (HWB-AoLE). Findings illustrate how the current English and Welsh curricula are re-legitimising discourses for (H)PE through a more prominent emphasis placed on competency models whereby the educator and learner are given greater autonomy to control the transmission and acquisition of (H)PE messages. However, the curriculum documents are beset with contradictions that to an extent reproduce discourses of performativity and individualisation. Consequently, the paper emphasises the need for educators and policymakers to be given the opportunity for critical dialogue on the implications of re-legitimising messages through competency models for all educator and learner identities.

DOI

10.1080/13573322.2023.2240822

Creative Commons License

Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.

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