Abstract
This article explores sociocultural and education-structural factors that have exerted significant limits on national curriculum reform for school physical education (PE) in the United States (U.S.). Based on prior research and discourses, three primary education-contextual issues that circumscribe extensive curriculum reform were found: socioeconomic and cultural disparities in student population, the longstanding tradition of multiple-layered governance structure, and an deeply held conviction about an idiosyncratic/localized curricular approach among educational professionals. An overly rigid national curriculum has the potential to prompt diverse ideological issues such as inequitable learning opportunities, a hegemony of knowledge, and the reproduction of divisions among groups of students. It would seem to be advisable for extensive curricular reform for school-based PE to be initiated voluntarily at the state or local level to reduce any potential resistance or anti-sentiment from lower level government entities. PE curriculum must be socioculturally responsive, locally flexible, and aligned with the needs and interests of individual students.
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