Abstract:
It is well recognised that curriculum policy implementation is a complex endeavour (Honig, 2006; Viennet & Pont, 2007) as policies must consider the social landscape in which they are being implemented. This research investigation aims to examine the available literature with regards to the New Zealand Health and Physical Education curriculum policy statement in the New Zealand Curriculum (Ministry of Education, 2007b) and analyse literature that discusses the influences acting on the implementation of physical education in New Zealand primary schools.
A scoping review methodology was selected utilising Arksey and O’Malley’s (2005) staged scoping study framework. Additionally, recommendations building on Arksey and O’Malley (2005) from Levac et al. (2010) and Daudt et al. (2013) are incorporated to further increase the rigour of the scoping review methodology.
The findings demonstrate there are significant influences on both the Health and Physical Education curriculum policy and the implementation of physical education within primary schools. Factors impacting on the curriculum policy statement include the influence of government agencies other than the Ministry of Education in addition to the broader socio-political environment in which education is situated. A range of influences hinder and constrain the implementation of physical education in primary schools. Government policies and policy priorities, teacher beliefs and understandings of the purpose of physical education that are not coherent with the curriculum document, as well as a lack of sufficient support during initial teacher education and teacher professional learning and development were identified in the literature.
This research investigation highlights the complexity of curriculum policy implementation, particularly when implementation does not align well to the intent of the policy. Collectively, the studies reviewed have identified that these influences on implementation of physical education in primary schools have marginalised the subject, negatively impacting upon physical education’s perceived value and potential to support student’s wellbeing and academic achievement. Future research may consider how all stakeholders can work together to individually and collectively influence the physical education of primary school students that coheres with the socio-critical approach of the curriculum.