Purpose The purpose of this narrative inquiry was to explore the educational meaning of managing a specialist physical education school (SPES) and to suggest policy supports. Methods Semi-structured interviews with a physical education teacher who had managed a SPES and document analysis were undertaken. Data collected were analysed using constructivist grounded theory. Results In telling, four themes were described, which include: backgrounds that the teacher took over the SPES, cases of reforming the SPES and its impacts, pressures from a private physical education alliance, and the SPES has a long road ahead. In re-telling, a need of re-conceptualizing public education based physical education career education and four policy supports were discussed. Conclusions Developing a range of models for SPES-community connection, exploring longitudinal effectiveness of managing SPES as physical education career education, and exploring effective SPES models for student-athletes are suggested as future research.
Purpose The purpose of this study is to suggest issues needed in the process of developing the next national physical education curriculum. Methods Data were collected from three different physical education curricula including the 2007 revised physical education curriculum, the 2011 physical education curriculum based on the 2009 revised curriculum and the 2015 revised physical education curriculum. Results Three findings emerged. Firstly, there was no clear conceptual relationships between physical activity value and subject competency. Secondly, the way in which physical activity value works as learning content area cannot offer helps to set the level of subject competency and to design physical education lessons that based on the subject competency. Lastly, the 2015 revised physical education curriculum has low level of clarity, usability and readability. Conclusions This study suggests the three different findings as issues that should be discussed in the development of the next physical education curriculum.
