ABSTRACT
The research reported in this book and described in preceding chapters has advanced understanding of the potential development of Sport Education in physical education, particularly in England and Wales. It has provided important insights into ways in which research can be an integral element of curriculum development at the ‘chalk face’ in schools. It has shown that university based researchers can work alongside and in real partnership with teachers, and that teachers can themselves establish an identity and role as researchers. Significantly it has also directly confronted ways in which the ‘rhetoric’ of curriculum development potential can be advanced in practice, with pragmatic issues not merely acknowledged in a superficial manner, but established as critical and ongoing points of reference in development initiatives. Finally, it has given important credibility to the notion that, in looking to the future, we should not only be envisaging practice as informed by policy developments, but also be looking to the scope for practice-led policy developments.
