ABSTRACT
At a point in history when lifestyle choices, activity preferences and exercise habits for many children and young people are changing (Green, 2010; Piggin, Mansfield and Weed, 2018), this chapter draws attention to a range of issues relating to the physical education curriculum and teacher pedagogy and how they combine to support the inclusion of all pupils in the subject. The discussion aims to highlight the rhetoric of macro-level curriculum and policy against the reality, opportunities and challenges of localised practice in schools. Under the broad umbrella of developing an inclusive curriculum and teacher pedagogy, the chapter considers ways and means through which physical education is provided. It considers the physical education curriculum and the interpretation of the curriculum by physical education teachers and those in authority, including head-teachers and governing bodies. The debate is developed around the joined-up notion that head-teachers, school governing bodies and physical education teachers are all central agents in either supporting or challenging forms of inclusion within education and physical education. The implications for this are discussed and questions are presented regarding how schools and teachers might develop an understanding of the importance of a high-quality, inclusive physical education curriculum. The development of a more inclusive curriculum and teacher pedagogy is also discussed in relation to teacher education.
