Physical Education Curriculum Reform, Enrichment, and Transitions
Supervisory team: Prof Kevin Till; Professor David Morley
The National Curriculum for Physical Education (NCPE) (DfE, 2013) aims to ensure all pupils 1) develop competence to excel in a broad range of physical activities, 2) are physically active for sustained periods of time, 3) engage in competitive sports and activities, and 4) lead healthy, active lives. There is an accepted need to consider the relevance of the PE curriculum to children’s and adolescent’s developmental stage and their preparedness for transition to adulthood (Penney & Chandler 2000; Kitchin & O’Sullivan, 1999). However, the majority of this research is dated and whilst the use of models-based instruction (e.g. Teaching Games for Understanding (Penney 2012; Stolz & Pill, 2014), Sport Education (Evangelio et al., 2018)) has experienced some small-scale use and success, there is limited evidence to suggest any new PE curriculum approaches heralds curriculum reform that signifies a marked deviation from the traditional use of sports-based, (areas of activity) focussed curricula (O’Connor & Penney, 2021).
One of the key dilemmas experienced in schools is using the most relevant and developmentally appropriate curricula to support key transitions; (e.g., primary school to secondary school; secondary school to further study/employment). In PE terms, the transition from primary school includes, according to the UK’s NCPE, a focus on the application, refinement, and adaptation of fundamental movement skills into more complex movements which might then be used in examples of specific sports (DfE, 2013). Whilst this curriculum policy perspective is clear enough, it is evident that the secondary school PE curriculum is dominated by a traditional approach which sees compartmentalised, sport-based approaches to design and delivery (Penney & Chandler, 2000).
It is envisaged that this project will explore GSAL’s curriculum reform and support the development and evaluation of intervention(s), for instance movement (i.e., Move to Sport, Movement-Oriented Games Based Assessment [MOGBA]; Morley et al., 2021) and themed-based approaches to delivery, within a newly designed curriculum aimed at supporting transitions more effectively.
Further information on how to apply can be found here
Applicants are encouraged to discuss their proposals and the project with; Professor Kevin Till ([Email Address Removed]), Professor David Morley ([Email Address Removed]) and Kevin Shattock (Head of Athletic Development at GSAL; [Email Address Removed])