ABSTRACT
In this chapter we consider the pedagogic possibilities that emerge from varied expressions of Arnold’s dimensions in physical education in curriculum and assessment in examination and senior secondary physical education. As a means of developing conceptual coherency (Thorburn, 2007) we present futures-directed proposals for the enactment of curriculum and assessment requirements through innovative development of pedagogy. Our focus is on enabling teachers to pedagogically enact a vision of examination and senior secondary physical education, where issues of ‘in, through and about’ movement are considered to be fundamental to practice and a core point of reference for teaching and learning that spans and brings together diverse disciplinary knowledges and ways of knowing.
