ABSTRACT
Private sector logic is invading public policy, schools, and physical education (PE) programs. Known as neo-liberalism, this invasion prioritizes outcomes-based accountability systems, cost-benefit analyses, and market-based choices. It compels all PE leaders to designate unique, important outcomes that can be achieved equitably and on a grand scale. While outcomes for students are the top priority, teacher outcomes are equally important because optimal workforce outcomes track into desirable student outcomes. Solid research is an asset in outcome determinations and evaluations. Four research-supported models merit attention: (1) Teaching personal and social responsibility; (2) Sport education; (3) SPARK; and (4) A physical activity games curriculum. A fifth model, the inherited multi-activity curriculum, lacks research supports, poses risks for uncritical adopters, and is associated with inequitable outcomes for students and teachers. Although the neo-liberal invasion poses risks, and an over-emphasis on external accountability mechanisms and cost-benefit analyses runs counter to young people’s voluntary, active play, the overall thrust is beneficial because it compels everyone associated with school PE to start with student outcomes and then specify the co-requisite connections among school policies, program designs, teacher socialization and behavior and students’ experiences.
