Research impact: Pre-service teachers’ beliefs act as a filter during teacher education. Therefore, it is critical they are provided with opportunities during teacher education to develop awareness of their beliefs and with opportunities to reflect on these beliefs and how they align with contemporary approaches to physical education. In recent years, there has been significant curricular revisions globally and changing foci on the role of physical education in the education of young people. Overall, there is strong evidence to conclude that curriculum reform is a dynamic and complex process. This process involves teachers in the interpretation of curricular design specifications (also known as syllabi) to structure success for individual pupils. In this chapter, we present two model-based approaches to teaching and learning in physical education. Both approaches share a similar goal of lifelong participation for physical education yet present quite different priorities in content selection, pedagogies for learning and assessments of student learning. The chapter is an invitation to reflect for physical education teacher educators and pre-service teachers about the previous topics.
O’Sullivan, M., Calderón, A., & Moody, B. (2020). Can I teach what I want? Teacher autonomy in enacting a physical education curriculum. In S. Chapel & R. Blair (Eds.), Debates in Physical Education (2nd ed.), (pp. 206-219). London & New York: Routledge.