ABSTRACT
Curriculum is linked to assessment and pedagogy. Mirroring other school subjects, particular kinds of physical education (PE) curricula with their respective pedagogies and assessment systems have life histories. The chapter aims to articulate an operational framework for each disruption of PE curriculum development through which colleagues around the world can consider the professional responsibilities and practical dimensions related to their localized context. The “scientization” and “academicization” of school PE, particularly at the senior-secondary level, is manifested in the theoretical content and prevalence of written assessment tasks. The chapter considers the involvement of multiple players in the construction, implementation and enactment process. Consultation as an essential aspect of curriculum construction ensures input and feedback from other key stakeholders. For example, the development of the national, senior-secondary PE curricula in Australia and Ireland had representatives from curriculum authorities, departments of education, tertiary institutes and teachers on the advisory panels.
