The continuity of PE-as-sport: Exploring secondary school students' accounts of the meaning and purpose of physical education in England

Abstract

Physical education (PE) has long been contested as various discourses compete and conflict on what the subject is and what its purpose ought to be. Within these discussions, less attention has been placed on student accounts of the purpose of compulsory secondary school PE in England, and on the meanings constructed based on experiences of the subject. Therefore, this study sought to build on and extend the insights in this area from the student perspective. Drawing on data generated through six focus groups with 27 students, aged between 11 and 14, we show the obdurate nature of dominant sport discourses within PE in England. The meaning and purpose of PE were largely constructed as sport and positive experiences of PE came mostly from students who enjoyed and participated in sport. PE-as-sport was reported to broadly, and sometimes negatively, influence student experiences based on ability, gender and through lack of choice and autonomy within the subject. We do not conclude with clear ‘practical’ recommendations for change in practice, but instead suggest a continued focus on critically questioning the role of sport in PE amongst practitioners and researchers is necessary.