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Abstract
This paper addresses prospective policy relationships between health and physical
education (HPE) and contemporary education policies. It specifically explores the
opportunities and challenges that contemporary education discourses present for
policy and curriculum development in HPE. Contemporary education discourses of
lifelong learning, learning communities, personalized learning, inclusivity and
excellence are critically analysed in relation to policy and curriculum development in
HPE. It is contended that these discourses present a potentially strong focus for
advocacy and that their adoption may be an astute political move for HPE. Recent
curriculum development in senior physical education in Western Australia is used to
illustrate the scope for the discourses to be embedded in curricula and for HPE to
thereby be seen to firmly connect with key education agendas.
Introduction
This paper focuses on the positioning of health and physical
1
education (HPE) in relation to contemporary (and notably
international) agendas in and for education. It is designed to
prompt engagement with discourses that may not currently be
either the first, preferred or prime reference point for many HPE
professionals. As has been highlighted on many occasions, the
history of the profession and subject is one of shifting alignments
with a range of discourses (see e.g. Kirk, 1992). This paper
neither denies nor seeks to dispel the diversity of interests. Sport
and health discourses in particular have both been a focus of
attention and critique in debates about the ‘nature’, aims and
content of HPE. Furthermore, they remain powerful points of
connection with public and political understandings of the subject
(Evans and Davies, 2004; Penney, 2000; Penney and Evans, 1997).
While there is a need to acknowledge the limitations of some of
those understandings, HPE also has to seek to simul-taneously
retain and strengthen its political and policy connections if it is to
attract
Copyright © 2008 North West Counties Physical Education Association and SAGE Publications (Los Angeles, London, New Delhi and Singapore)
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34 E U RO P E A N P H Y S I C A L E D U C AT I O N R E V I E W 14(1)
the sustained investment that all within the profession seek. This
paper is, therefore, an advocacy paper in relation to the
positioning of HPE in relation to contemporary government
policies and, specifically, education policies. The emphasis is that
this is a time of political opportunity for HPE to represent itself in
terms of contemporary educational discourses and in so doing
reposition itself centrally in education policy. In recognition of a
frequent criticism that critical commentators within and beyond
HPE need to move beyond critique to also be ‘generative of
alternatives’ (Lingard and Gale, 2007: 2; original emphasis), the
paper comprises three distinct but fundamen-tally linked sections.
The first is conceptually driven, reflecting that an essential
element of the advocacy is a particular understanding of policy
and accompanying awareness of how we can look to productively
2
engage with ‘it’. Second, discussion identifies and analyses a set
of contemporary discourses with a view to their adoption and
expression in HPE policy and curriculum development. Education
policies in New Zealand, Australia and the UK are drawn upon to
illustrate the international presence and political appeal of
particular discourses. The third and final section focuses on
enactment and expression of the discourses. Recent developments
in senior physical education in Western Australia are used to
illustrate ways in which what may seem popular rhetoric can
effectively be translated into meaningful direc-tions in curriculum
development. The paper thus aims to make a conceptual and
substantive contribution to thinking and debate about policy and
curriculum development in HPE.
for the better the communities and societies that they are a
part of, rather than merely survive or succeed in them as they
currently exist. Having a transformative social agenda in our
professional lives and adopting the sort of outlook that Andy
Hargeaves (2004) advocates is, I suggest, very different to
accepting the role of solving pre-defined social problems.
Lifelong learning
Instilling a commitment to lifelong learning, enabling and
encouraging people to become lifelong learners, providing them
with opportunities to develop ‘life skills’, are key contemporary
agendas for education internationally. Lifelong learning has been
aptly described as ‘the flavour of the times, beloved of
governments, policy makers and corporations’ (West, 2004: 138).
Nicholl and Edwards (2004) have high-lighted that lifelong
learning is a powerful political discourse with which we need to
engage critically. As an increasingly common way of framing
policy, it is being mobilised in various arenas (particularly of
education and training) for particular purposes. Therein lies the
essence of a clear challenge and perhaps unprecedented
opportunity for HPE. As HPE researchers, curriculum designers
and teachers, we are in an arguably enviable position to engage
with, and in so doing, overtly connect, multiple lifelong agendas –
of learning; participation in physical activity and sport; and
health/healthy lifestyles. I suggest that a so-called ‘hub’ position is
‘there for the taking’ or more accurately ‘making’ in policy terms.
By employing discourses with clearly shared policy appeal and
relevance, HPE has the potential to connect with and to multiple
policy arenas and agendas, and thereby position itself as a central
player in a major policy game. So called ‘joined up thinking’ is
widely acknowledged as much needed in many areas of
government, albeit difficult to achieve. In Lawson’s (2005) view it
is also critical to the sustainability of sport, exercise and physical
education professions. Figure 1 is therefore an attempt to capture
the connective potential (from a policy perspective) that arises
with learning, and specifically ‘lifelong learning ’ as the focus of and
for HPE. With attention centred on lifelong learning, the rationale for extending
professional networks and teaching, learning and research
P E N N E Y : P L AY I N G A P O L I T I C A L G A M E 39
LIFELONG LEARNING
IN
LEARNING COMMUNITIES
Personalised learning
Conclusion
This paper has sought to emphasize opportunities for notably
strategic and innovative developments in policy and curriculum
development in HPE, across all phases of education and beyond
the structural boundaries of institutions. Hargreaves’s (2004)
comments on ‘personalisation’ reaffirm that the policy agendas
and discourses that I have focused on are not merely there for the
taking, but for our shaping.
Acknowledgements
Notes
References
Ball, S.J. (1990) Politics and Policy Making in Education: Explorations
in Policy Sociology. London:
Routledge.
Bentley, T. (1998) Learning beyond the Classroom: Education for a
Changing World. London:
Routledge.
Bowe, R. and Ball, S.J. with Gold, A. (1992) Reforming Education and
Changing Schools: Case
Studies in Policy Sociology. London: Routledge.
Burrows, L. and Ross, B. (2003) ‘Introduction’, in B. Ross and L.
Burrows (eds) It Takes Two Feet: Teaching Physical Education
and Health in Aotearoa New Zealand, pp. 13–18. Palmerston
North, New Zealand: Dunmore Press.
Curriculum Council (1998) Curriculum Framework for Kindergarten
to Year 12 Education in Western Australia. Perth, WA: Curriculum
Council.
Curriculum Council, Western Australia (2002) Our Youth, Our Future:
Post-Compulsory Education
Review. Perth, WA: Curriculum Council of Western Australia.
Curriculum Council, Western Australia (2005) Physical Education
Studies Course of Study:
Accreditation Draft. Perth, WA: Curriculum Council of Western
Australia.
Curriculum Council, Western Australia (2006) Physical Education
Studies Course of Study:
Accreditation Draft. Perth, WA: Curriculum Council of Western
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Curriculum Council, Western Australia (2007) E-newsletter, 20. Perth,
WA: Curriculum Council of Western Australia.
P E N N E Y : P L AY I N G A P O L I T I C A L G A M E 47
Résumé
Jouer un jeu politique et jouer pour une conception: politique
et développement du programme en éducation physique et à
la santé
Cet article traite des perspectives politiques entre Éducations Physique et à la Santé (HPE)
et les politiques éducatives actuelles. Il explore particulièrement les possibilités et les défis
que les discours contemporains sur l’éducation représentent pour la politique et le
développement du programme en HPE. Les discours actuels sur l’éducation sur
l’apprentissage tout au long de la vie, les communautés d’apprentissage, l’apprentissage
personnalisé, l’équité et l’excellence sont analysés de façon critique en relation avec la
politique et le développement du programme en HPE. Nous affirmons que ces discours
représentent une incitation potentiellement importante pour un soutien et que leur adoption
serait une décision politique avisée pour l’HPE. Un récent ajout dans le programme pour
l’Éducation Physique au Lycée en Australie de l’Ouest illustre l’objectif d’inclure ces
discours dans les cursus et de considérer l’EPS comme clairement connectée avec les
orientations-clés de l’éducation.
Resumen
Jugando a la política y jugando por un posicionamiento: política
y desarrollo del curriculo en la educación física y la salud
retos que los discursos educativos contemporáneos representan para la política de desarrollo
curricular en la educación física y la salud. Se analizan de forma crítica los discursos propios de
la educación contemporánea en relación con la política y el desarrollo curricular en la educación
física y la salud como el aprendizaje a lo largo de la vida, el aprendizaje comunitario, el
aprendizaje personalizado, la inclusividad y la excelencia. Se afirma que estos discursos
representan un potente foco de atención para su defensa y que su adopción puede significar
una astuta acción política en favor de la educación física y la salud. El desarrollo del currículum
de educación física dirigido a los mayores que ha sido recientemente realizado en la parte oeste
de Australia, es utilizado para ilustrar el alcance de los discursos y de su inserción en el currículo
para que la educación física y la salud se vean firmemente conectadas a las claves de las
agendas educativas.
Zusammenfassung
Spielen eines politischen Spiels und das Spiel um
Positionierung: Politik und Lehrplanentwicklung in
Gesundheits- und Bewegungserziehung
Der Aufsatz spricht eine mögliche politische Verknüpfung von Gesundheits- und
Bewegungserziehung (HPE) mit der gegenwärtigen Erziehungspolitik an. Im Besonderen
untersucht er die Möglichkeiten und Herausforderungen, welche die gegenwärtige
Erziehungsdiskussion für die Politik und die Lehrplanentwicklung für HPE bietet. Die
gegenwärtige Diskussion um lebenslanges Lernen, Learning Communities, Personalized
Learning, Inklusivität und Exzellenz werden bezugnehmend auf Politik und Lehrplanentwicklung
für HPE kritisch analysiert. Es wird behauptet, dass diese Diskussionen eine potentiell starke
Tendenz der Befürwortung aufweisen, und dass ihre Übernahme ein cleverer politischer Zug pro
HPE sein kann. Anhand der neuesten Lehrplanentwicklung in der Senior Physical Education in
Westaustralien werden die Möglichkeiten illustriert, wie diese Diskussionen in Lehrpläne und
HPE hineinwirken können, und wie diese somit in starker Anbindung an die wichtigsten
Erziehungsprogramme gesehen werden können.