ABSTRACT

This chapter critically reflects on the explicit and implicit body-messages that PE teachers communicate through the use of digital technologies as part of their curriculum. The authors examine how the use of video technologies can influence judgments of bodies, often called surveillance. They describe explicit and implicit discourses about bodies and explore how body surveillance based on digital technologies may strengthen and challenge social inequalities in PE. The authors draw on the scholarly literature that pertains to the hidden curriculum, to meanings assigned to bodies and to technologies as a teaching tool. They subsequently bring these areas together in a discussion of the power of the hidden curriculum that may be embedded in the use of technologies in physical education, influencing ideas about “suitable” bodies.