The term hidden curriculum is not new to education or physical education. It is difficult to explain, sometimes hard to identify, but undoubtedly influential to student learning. This paper differentiates the hidden curriculum from an official curriculum. Physical Education Teacher Education (PETE) students (n ? = ? 35) in an undergraduate Curriculum Design course were asked to recall their experiences with the hidden curriculum in their formal primary and secondary school physical education experiences, identifying negative and positive outcomes veiled at the time. Eight themes emerged from participant responses and are described with specific examples. Five practices are noted for educators to manage the hidden curriculum.
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