“Executive functions in the curriculum”: An investigation into the conceptual confusion of “modern theories of competence acquisition” using the example of Baden–Württemberg and North Rhine–Westphalia

Abstract

Educational standards, core curricula, output control, competencies are buzzwords under which linguistically euphonious and factually high demands are placed on physical education teachers. The article analyses the terms “self-regulation, ability for self-regulation, self-regulation competence and competence for self-regulation” on the basis of a current example of curriculum development with a view to Baden–Württemberg and North Rhine–Westphalia and finds a gap between the general demands on the development of educational standards and their little differentiated, rather factoid implementation in the core curricula for sport. Wishes are expressed for the further development of teaching concepts, more substantial educational standards, and for better core curricula, so that physical education enables good teaching, education, and competence acquisition not despite but because of the competence-oriented curricula.