ABSTRACT
This chapter briefly maps some of the ways schools are currently doing health policy and how they think about it. It draws on empirical research in the United Kingdom and New Zealand to paint a picture, albeit a 'located' one, of how young people seem to be thinking, feeling and embodying policy aspirations in their schools and homes. The chapter considers what physical cultural studies (PCS) and critical health and physical education (HPE)researchers seem to already share in terms of their orientations toward the study of physical culture and what PCS tenets potentially inspire in relation to ongoing work in the HPE sphere. It concludes by discussing to what extent examining the intersections of physical education (PE), policy and embodied pedagogies can contribute to the PCS brief and how this brief might be informed and developed by PE and other school-based interests in the future.
