ABSTRACT
In Chapter 2 we direct attention to further concepts that are central to our analysis of policy and practices in examination and senior secondary physical education. Specifically, this chapter addresses: (i) legitimate and valued knowledge in/of PE; (ii) bodies of knowledge and ways of knowing; (iii) theoretical/practical dualisms; (iv) education ‘in, through and about’ movement; (v) ‘integration’, ‘intelligent performance‘ and ‘personalised learning’; and (vi) personal experiences and professional standpoints. The latter concept is explored via personal narratives from the authors that locate this research within our professional interests and experiences.
