Preserving the value of happiness in primary school physical education†

Abstract

Against a background of growing concern over whether the National Curriculum for Physical Education (NCPE) in England is being delivered effectively in primary schools, this paper examines philosophically those intrinsic values which lie at the heart of physical education and should be preserved. The distinction between intrinsic and extrinsic values is explained and it is argued that the primacy of intrinsic values needs to be taken into account when considering the primary NCPE. Three distinct sources of intrinsic of value are identified: an obligation to truth; moral values; and the desire for happiness. It is argued all three sources of value can be found in physical education but the last one, the desire for happiness, is the most important. The view is defended that this source of value should be particularly prominent in the primary NCPE and its delivery. In particular, it is important at key stage one that values which are realised through play are maintained. It is concluded these values are best safeguarded by the primary school teacher who knows the children holistically, and, who, because she teaches all aspects of the national curriculum (NC), can enable children to see physical education as an integral part of the primary school curriculum. This paper was accepted under the editorship of Susan Capel.