Teaching as inquiry: What has influenced the development of senior school physical education in New Zealand?

Abstract

Thirty years after the introduction of assessed senior school physical education (SSPE) in New Zealand there appears to be a mismatch between the rich movement experiences offered through physical education in the New Zealand Curriculum (NZC) and insufficient recognition of practical learning and assessment at senior level. The reality for many students is SSPE dominated by theory-based lessons, large written assessment workloads, and the apparent devaluing of practical learning. This mismatch is especially poignant given the challenges set by the NZC for teachers to employ effective pedagogy and to teach as inquiry. This article uses the process of inquiry and research by Bowes (2010) to trace the development of SSPE and examine influences causing this mismatch. It concludes with a suggestion for repositioning physical education that could make SSPE more relevant, more manageable, and more enjoyable for physical education students and teachers.