ABSTRACT
This chapter considers physical education as having intrinsic value in itself and as providing a means to achieve a wide range of goals – many not directly associated with working in the physical domain itself. In this chapter the notion of an ‘end’ describes a goal towards which an activity is practised. Characteristically this goal is viewed as closely related to the activity being conducted. An ‘end’ can, therefore, also be considered as being the intrinsic value of the activity itself. In contrast to an end, the notion of a ‘means’ identifies a purpose to which an activity can be seen to contribute which is not directly related to the activity itself. For example, the purpose or end of eating lunch is valuable in itself in satisfying hunger. However taking lunch with a prospective business associate to secure a contract would be classified as using this hospitality as a means to an end. It is suggested in this chapter that physical education is all too readily used as a means to ends beyond the specific nature and value of the subject area. This constitutes the area of the debate under discussion. The first section looks back at attitudes to the value of physical education in the past and also considers a range of current perceptions of its contribution to schooling. Some reasons for these scenarios are suggested. This will be followed by a reflection on the problems of physical education relying too heavily on making a wide variety of contributions to education. The second section starts with a consideration of the ways in which all teachers contribute to education as a whole. The concept of physical literacy will then be outlined and proposed as a valuable concept from which to build an argument to support physical education in the curriculum. The chapter will close with a challenge to all teachers of physical education to muster arguments to support the unique place of physical education in the school curriculum.
