Interrogating assumptions of a curriculum: Queensland Senior Physical Education Syllabus

SueSee, Brendan and Pill, Shane and Edwards, Ken (2018) Interrogating assumptions of a curriculum: Queensland Senior Physical Education Syllabus. The Physical Educator, 75 (5). pp. 850-879. ISSN 0031-8981

Abstract

This study analyzes the 2004 Queensland Physical Education (PE) Senior Syllabus to ascertain to what extent it is developing physically educated students. The 2004 QSPES is a fundamental document relevant to the teaching of PE (in Years 11 and 12 of high school) in the Australian state of Queensland. Kirk’s (1988) notion of a physically educated person being an intelligent performer guides the research and frames the discussion. The 2004 QSPES syllabus was examined via content inquiry. The 2004 QSPES included concepts such as intelligent performance and complex environments, and it suggested teaching styles to meet these concept developments. It was found that the development of physically educated students was ill-defined, contradictory, and questionable. It is likely that teachers will have trouble applying, teaching, and assessing the concept of intelligent performance.


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Item Type: Article (Commonwealth Reporting Category C)
Refereed: Yes
Item Status: Live Archive
Additional Information: c. 2018 Sagamore Publishing.
Faculty/School / Institute/Centre: Current - Faculty of Business, Education, Law and Arts - School of Linguistics, Adult and Specialist Education
Date Deposited: 07 Dec 2018 05:06
Last Modified: 04 Mar 2019 05:42
Uncontrolled Keywords: Queensland Physical Education Senior Syllabus; curriculum documents; intelligent Performer; physical education
Fields of Research : 13 Education > 1302 Curriculum and Pedagogy > 130210 Physical Education and Development Curriculum and Pedagogy
Socio-Economic Objective: C Society > 93 Education and Training > 9303 Curriculum > 930301 Assessment and Evaluation of Curriculum
C Society > 93 Education and Training > 9303 Curriculum > 930302 Syllabus and Curriculum Development
Identification Number or DOI: doi:10.18666/TPE-2018-V75-I5-8258
URI: http://eprints.usq.edu.au/id/eprint/33705

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