ABSTRACT
The purpose of this chapter is to illustrate how the proposed four threshold concepts for physical education outlined in Chapter 11 may be translated from conceptual possibilities into what Brown and Penney (2017) term ‘pedagogic realities.’ First, the chapter draws upon Calvino's ‘six memos for the millennium’ translating them into ‘pedagogic memos' that might be used to support educators in the translation of threshold concepts in 21st century PE. In exemplifying how these principles might be mapped on to curricula, we provide an illustrative case study of the Welsh Curriculum and the new Health Well-Being Area of Learning and Experience (AoLE). This case study also amplifies how a design thinking process, underpinned by ‘pedagogic memos,’ may act as a way of sensitising practitioners when enacting curricula, pedagogy and assessment practices for movement within Physical Education. In doing so, we hope to inspire physical educators to begin to ‘thinking as designers' as they plan and implement meaningful movement experiences for learners.
