Physics

Sociology

Pedagogy

Action (physics)

Medical education

Physical education

Operating system

Mathematics education

Philosophy

Psychology

Divergence (linguistics)

Curriculum development

National curriculum

Computer science

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Quantum mechanics

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Curriculum

Medicine

European Physical Education Review

This paper focuses on how physical education (PE) teachers interpreted and implemented a new, minimalist and traditionalist National Curriculum for Physical Education (NCPE) in England. Utilising a single-method, cross-sectional design, 43 teachers participated in semi-structured interviews which explored their approach to teaching the new curriculum. Constant Comparative method was used to develop significant themes through the data analysis process. The findings demonstrated that the minimalist nature of the curriculum document provided teachers with limited guidance for teaching and assessment, but was seen as liberating by some. The removal of specific assessment guidance offered curricular freedom, but opportunities for implementing innovative assessment approaches were not seized. The competitive curricular messages were noted, but teachers did not perceive a need for action because of these. The paper concludes that it is unlikely that the latest curriculum reform will have much impact on the current teaching of PE in England, with curricular stasis and divergence of practice being the most likely medium-term consequences.

‘There is new wording, but there is no real change in what we deliver’: Implementing the new National Curriculum for Physical Education in England