Connecting policy aspirations with principled progress? An analysis of current physical education challenges in Scotland

Abstract

Various recent politically driven policy interventions have outlined the increased importance of school physical education programmes as a contributor towards realising active lifelong learning targets. This paper explains the origins of the new policy emphasis and describes some of the opportunities which now exist for reviewing many curriculum orientation and fragmentation concerns. However, in reviewing the possibilities for policy aspirations to achieve transformative educational benefits, the paper also outlines how a commitment towards principled progress and educational realignment could founder on the rock of its own ambition unless various critical conceptual questions and associated pedagogical issues are thoroughly addressed. Following analysis of the barriers to progress that exist, the encouraging signs of a more coherent future are discussed. This occurs through analysing the progress of developmental-based programmes, which aim to improve the quality and authenticity of pupils’ learning experiences in physical education, and by analysis of the new professional development opportunities that are available to teachers.