Physical Education and the New Zealand Curriculum: Maximising the Opportunity

By Culpan, Ian | New Zealand Physical Educator, November 2008 | Go to article overview

Physical Education and the New Zealand Curriculum: Maximising the Opportunity


Culpan, Ian, New Zealand Physical Educator


Abstract

Curriculum revisions and other Ministry of Education initiatives implemented over the past two decades have drastically changed schooling in New Zealand. In particular, the 1999 release of Health and Physical Education in the New Zealand (Ministry of Education, 1999) required significant shifts in both teachers' thinking and practices of school-based Physical Education. While many teachers made these shifts, others did not, and now, nearly ten years on, teachers have another curriculum to contend with - The New Zealand Curriculum (Ministry of Education, 2007). In this paper I briefly discuss some of the challenges and promises that Health and Physical Education in the New Zealand Curriculum (Ministry of Education, 1999) has afforded before interrogating the possibilities yielded and those arguably 'lost' for Physical Education in the recently released New Zealand Curriculum. I conclude by suggesting that the 2007 curriculum document does not necessarily advance the cause of Physical Education nor address the deficiencies of the 1999 Health and Physical Education in the New Zealand Curriculum in ways that it might have.

Key Words: physical education; New Zealand curriculum; Health and Physical Education in the New Zealand curriculum; pedagogy

Introduction

In 2007 the Ministry of Education released The New Zealand Curriculum (NZC) (Ministry of Education, 2007). For teachers of Physical Education, this new curriculum emerged almost a decade after the release of Health and Physical Education in the New Zealand Curriculum (Ministry of Education, 1999) - a document that required a substantial shift in both the thinking and practice of Physical Education in schools (Culpan, 2000). As one of the writers of this 1999 curriculum, I would consider it most regrettable if Physical Education had missed an opportunity to extend and push ahead with new and fresh thinking, capture new directions, address problems evident in Health and Physical Education in the New Zealand Curriculum (NZHPE) (Ministry of Education, 1999), and provide and articulate a bolder and stronger futurist voice.

The purpose of this article is to examine the extent to which the above-outlined opportunities have been addressed. To begin, I briefly map the key aims of the 1999 Health and Physical Education in the New Zealand Curriculum (NZHPE) and trace some of the developments that have influenced teachers' capacity to realise its potential. Next, I assess the relative merits of the newly released The New Zealand Curriculum (NZC). I suggest that, while there are certainly positive aspects to this curriculum, there were significant opportunities in its development to advance the field of Physical Education that were not taken. To conclude, I claim that the profession may have lost an invaluable opportunity to revise and rework the curriculum in ways that remedy the deficiencies of the prior document.

Background

In 1999 NZHPE was released after a prolonged gestation period. Since the release of this document, a number of scholars have contributed to commentaries associated with its development, its worthiness, and its critique (Bruce and Culpan, 2005; Burrows, 2005, 2004, 2002; Burrows and Wright, 2001; Culpan, 2005, 2004, 2000,1996; Culpan and Bruce, 2007; Education Forum, 1998; Gatman, 2005; Hokowhitu, 2004, 2004a; Lind, 1997; Ross, 1998; Ross and Burrows, 2003; Salter, 2000, 2000a; Wright, 2004). While it is not my intention to review the arguments contained within these scholarly commentaries, I do wish to suggest that the discussions, debates, seminars, professional development programmes, conferences, and other symposia throughout New Zealand emerging after the NZHPE curriculum's release can usefully be regarded as manifestations of Macdonald's metaphor relating to curriculum development. As she puts it:

Curriculum change can be likened to when a stone or tree branch hits the iron roof of a chook house. …

The rest of this article is only available to active members of Questia

Already a member? Log in now.

Notes for this article

Add a new note
If you are trying to select text to create highlights or citations, remember that you must now click or tap on the first word, and then click or tap on the last word.
One moment ...
Default project is now your active project.
Project items

Items saved from this article

This article has been saved
Highlights (0)
Some of your highlights are legacy items.

Highlights saved before July 30, 2012 will not be displayed on their respective source pages.

You can easily re-create the highlights by opening the book page or article, selecting the text, and clicking “Highlight.”

Citations (0)
Some of your citations are legacy items.

Any citation created before July 30, 2012 will labeled as a “Cited page.” New citations will be saved as cited passages, pages or articles.

We also added the ability to view new citations from your projects or the book or article where you created them.

Notes (0)
Bookmarks (0)

You have no saved items from this article

Project items include:
  • Saved book/article
  • Highlights
  • Quotes/citations
  • Notes
  • Bookmarks
Notes
Cite this article

Cited article

Style
Citations are available only to our active members.
Buy instant access to cite pages or passages in MLA, APA and Chicago citation styles.

(Einhorn, 1992, p. 25)

(Einhorn 25)

1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

Cited article

Physical Education and the New Zealand Curriculum: Maximising the Opportunity
Settings

Settings

Typeface
Text size Smaller Larger Reset View mode
Search within

Search within this article

Look up

Look up a word

  • Dictionary
  • Thesaurus
Please submit a word or phrase above.
Print this page

Print this page

Why can't I print more than one page at a time?

Help
Full screen

matching results for page

    Questia reader help

    How to highlight and cite specific passages

    1. Click or tap the first word you want to select.
    2. Click or tap the last word you want to select, and you’ll see everything in between get selected.
    3. You’ll then get a menu of options like creating a highlight or a citation from that passage of text.

    OK, got it!

    Cited passage

    Style
    Citations are available only to our active members.
    Buy instant access to cite pages or passages in MLA, APA and Chicago citation styles.

    "Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn, 1992, p. 25).

    "Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn 25)

    "Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences."1

    1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

    Cited passage

    Thanks for trying Questia!

    Please continue trying out our research tools, but please note, full functionality is available only to our active members.

    Your work will be lost once you leave this Web page.

    Buy instant access to save your work.

    Already a member? Log in now.

    Oops!

    An unknown error has occurred. Please click the button below to reload the page. If the problem persists, please try again in a little while.