ABSTRACT
Contemporary issues identified reflect the changing face of curriculum PE and school sport. Physical education must reflect modern society and a society that is constantly changing. Alongside many programmes of high quality revealed in local and national Ofsted inspections, there have been findings over the last ten years that show the profession is at a crossroads and where changes in thinking are required (Graham and Stueck, 1992; Locke, 1992; O'Sullivan et al, 1994; Penney and Evans, 1999; Penney and Chandler, 2000). What will be the nature of such change? We know that for many, change is no easy process. Issues like the perceptions of new teachers into the profession, the role of ITE in equipping future teachers with appropriate knowledge and skills to deliver the PE in schools of the future need to be tackled. There are pragmatic constraints like budget cuts and reduced facilities that have direct resource implications on the practical delivery of the subject. There are changes to be made to alter feelings of deprofessionalism and marginalisation amongst colleagues and countering competency models of instruction that are more concerned with class management than deep learning, to name but a few.
