ABSTRACT
It is stating the obvious that school PE and sport are fundamentally concerned with bodies and hence with pedagogies of/for the body. There is now a plethora of accounts, both scholarly and popular, of recalled experiences of the body in school PE and sport (see for example Kanpol, 2002; Myerson, 2005; Gard and Meyenn, 2000). Exploring the range of experiences we read on the one hand of Julie Myerson’s negative experiences and her self-definition of being “not a games person” and on the other hand of Barry Kanpol’s positive experiences in which sport offered him an education that stood in marked contrast to a repressive disciplined academic classroom context. And somewhere in the middle are the experiences of countless young people.
