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

摘要

Various recent politically driven policy interventions have outlined the increasednimportance of school physical education programmes as a contributor towardsnrealising active lifelong learning targets. This paper explains the origins of the newnpolicy emphasis and describes some of the opportunities which now exist fornreviewing many curriculum orientation and fragmentation concerns. However,nin reviewing the possibilities for policy aspirations to achieve transformativeneducational benefits, the paper also outlines how a commitment towardsnprincipled progress and educational realignment could founder on the rock ofnits own ambition unless various critical conceptual questions and associatednpedagogical issues are thoroughly addressed. Following analysis of the barriers tonprogress that exist, the encouraging signs of a more coherent future are discussed.nThis occurs through analysing the progress of developmental-based programmes,nwhich aim to improve the quality and authenticity of pupils’ learning experiencesnin physical education, and by analysis of the new professional developmentnopportunities that are available to teachers.