ABSTRACT
This chapter examines the nature of the hidden curriculum in physical education. Initially our attention is drawn to a reconsideration of what constitutes the hidden curriculum and the means by which it is transmitted; in doing so we focus on the studies of Bain (1990), Kirk (1992) and Fernandez-Balboa (1993). In addition we analyse the significance of this so-called hidden curriculum for the formation of social relationships between teachers and pupils and pupils and pupils. As such we seek to illustrate the pervasive and potentially damaging messages that the hidden curriculum conveys and the complexity of teaching and learning in physical education. In particular we draw attention to the changing nature of teachers’ work and specifically the teaching of examinations, and contend that whilst the terrain is shifting we need to be alert to the way that examinations carry a hidden curriculum of their own.
