What's right with PE: Exploring positive narratives in physical education

Abstract

For decades, physical education (PE) scholars have called for a change to how PE is conceptualised and enacted, highlighting that its current (and persistent) form and focus – organised around physical activities and sports – are not fit for purpose. Much of this change-oriented discourse highlights what is wrong with PE, leading to suggestions about how PE should change in and for the future, for example, by adopting critical approaches and connecting more to the lives of young people. While we do not disagree with these perspectives and ideas, it is important to note that, in general, they have had little impact on PE curricula or pedagogy. In this paper, we suggest an alternative, strengths-based approach. Drawing from discussions with a range of professionals from the PE community (teachers, undergraduate and postgraduate pre-service teachers and teacher educators) across five national contexts – Canada, England, Ireland, Norway and Scotland – we generated narratives about ‘what's right with PE’. The narratives highlighted that PE can be ‘fit for purpose’ when it connects to the wider school and community, when everyone has a shared understanding of its purpose, and when PE teachers enact a broad, holistic and inclusive curriculum. We present the narratives as a reflective tool, encouraging all professionals within the PE community to consider how they align with (or against) their current experiences. We hope that these reflections facilitate critical thinking and problem solving to ensure that the subject is (and remains) fit for purpose now and in the future.