ABSTRACT
This chapter focuses on analysing a mix of internal and external claims as a means to make sense of some of the contested claims of physical education and to highlight those aims and values (or traditions) that should be a key component of school education in the future. It argues that if progress is to be made in physical education that is transformative, then the subject needs to be synthesised into a new tradition based around embodied learning and physical culture. The chapter considers that reviewing traditions in physical education represents a viable way of evaluating popular practices alongside assessing advocacy calls for greater (internal and/or external) change. To make transformative progress, there is a need to recognise that engagement in physical education needs to be synthesised with regard to both individual learners' interests and in relation to the broader ethos and culture in schools, where there is an increased expectation of shared participation and interaction with others.
