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XXl_b2) bǴj4ğ=!/d dmǘ%Ix*cJԹKX1"cnr 6zU%=*Ot2A39Cw9X}uӞ\EM] M?V.lSِ#QƟVAр]D55#lud/ev뮊,x1"4ശLrأt;踏ІaU/*Q&l2H՗:P9"K0c56'hS`bH\ @1d8ǼvFZY)S=zՁ_rZAi[OH0,hC;).# A59Y&OTaj(߮+F.S"$ԄvwN5@R0/hh8`^rt+C3NM1-/޻f86dӿ6)oZcPڕ/n9k3ٻ "kO[ɛUCt.o.ؾ)j9F936[^JJ ?@_._idwZ(W$ZAjq9ϱ*6l/ݳ=9-Ua}q1'T<:,&̀qz̹GHqc~3o:X/}0sWK7˿ `\.A^䝡לuf<9`Kä<R); ۳eK'LrN6ke;{ +WS@LF˄:pa X9{,|KJ4UH-|mC3wys*4_b l䘀UƇxT` R+uJ~4#`+/&0hB7x-7ast֘uiM2zlk絣m A`5eh C K9n5z(2GGR Ux(Ӂi6pB`DZz'vCs38di v,Etb*~)t'5u!>0p*/a1Y pȸFԸ=ʔ呖x:{#&B(v=~5 ,N8M!h~Ȱecp4HLIo:Fz{ݮ6$r8c'GQU*']"kr ^.S0_bop,RkRKVbb@"sq.1qcރ,l<~( Ҍx䓞-p̠Nk)Ao XmK!YA㧇zƉ 0@DF@΃(m=4I2B(e{\'/@@QňYXR]zpq>>"cV\3{F*븹E]( u3,0O1A#E\4g?6r|Q!GSˎCBV0C8آ'|Yc[Q-6eMpKm  a11dfjAv􇱽G ĄK+jݸƓ!SQu#."N~6Ix̓r Wn?a ?X9G\<$rEɞU5ږ@7K⑋7f)WkM2ۆQ 35$nz@Ask:oy 6c5jW}g-qhyDZ $K?Q7 UŘL&U9i|*R˨ؒ\EގpY> endobj 19 0 obj << /Type /Annot /Subtype /Link /F 4 /Border [0 0 0] /Rect [1188.83325 132.956055 1380.78467 143.453247] /A 150 0 R /StructParent 2 /Contents (https://doi.org/10.1177/1356336X12440019) >> endobj 20 0 obj << /Type /Annot /Subtype /Link /F 4 /Border [0 0 0] /Rect [1188.83325 72.971069 1387.53296 83.468506] /A 151 0 R /StructParent 3 /Contents (https://doi.org/10.1177/1356336X211059440) >> endobj 21 0 obj << /Type /Annot /Subtype /Link /F 4 /Border [0 0 0] /Rect [1300.55493 36.980225 1497.75513 47.477539] /A 152 0 R /StructParent 4 /Contents (https://doi.org/10.1191/1478088706qp063oa) >> endobj 22 0 obj << /Length 658 /Filter /FlateDecode >> stream xnY}?EG AE٢"Q!m#Б^춾[ݾ D{}РA/N2wadw^?~wzss̯`G74?/Z𱺽_rxt_V1')Y>,1>{ytzd҇ogzps"+zs}xK JPc/D)u]?|٥PQ?z5/'Հd9x3NӠVlX.c,LpIBjz0XNaPkTGr #\A@Kx)U(X͂bӣ5, hvUTAǐQIQqwГjsг!MֈbDŽ0#۩!Ú\NQ=R4 s04`m}.Ϊ"DΑ&I,2FD(YZ} ֖HH2ZBR-XP[D"YnbssX47MmyGP1BwԚ綄T5<I2,OḡS3Hjvz g}NK> endobj 24 0 obj << /Type /StructElem /S /Figure /P 23 0 R /Pg 10 0 R /A [155 0 R 0] /K [0] >> endobj 25 0 obj << /Type /StructElem /S /H4 /P 23 0 R /T (Overall, the findings indicate varying levels of alignment in P.E. policy coherence across the four U.K. jurisdictions, highlighting both shared priorities and areas of divergence in curriculum terminology, structures, aims, content, objectives and assessment. The findings also provide insight into the alignment between curriculum policy and practice through the experiences of teachers and students, particularly in relation to lifelong learning, holistic development, skill development, assessment and student engagement. This study builds on prior research exploring P.E. policy by providing a comprehensive cross-jurisdictional analysis of P.E. coherence across the U.K. The research aims to encourage dialogue and shared learning between the four nations, supporting educators and policymakers in strengthening policy coherence and informing future developments in P.E. policy.) /E (Overall, the findings indicate varying levels of alignment in P.E. policy coherence across the four U.K. jurisdictions, highlighting both shared priorities and areas of divergence in curriculum terminology, structures, aims, content, objectives and assessment. The findings also provide insight into the alignment between curriculum policy and practice through the experiences of teachers and students, particularly in relation to lifelong learning, holistic development, skill development, assessment and student engagement. This study builds on prior research exploring P.E. policy by providing a comprehensive cross-jurisdictional analysis of P.E. coherence across the U.K. The research aims to encourage dialogue and shared learning between the four nations, supporting educators and policymakers in strengthening policy coherence and informing future developments in P.E. policy.) /Pg 10 0 R /K [1] >> endobj 26 0 obj << /Type /StructElem /S /Figure /P 23 0 R /Pg 10 0 R /A [156 0 R 0] /K [2] >> endobj 27 0 obj << /Type /StructElem /S /Figure /P 23 0 R /Pg 10 0 R /A [157 0 R 0] /K [3] >> endobj 28 0 obj << /Type /StructElem /S /H5 /P 23 0 R /T (Themes) /E (Themes) /Pg 10 0 R /K [4] >> endobj 29 0 obj << /Type /StructElem /S /Figure /P 23 0 R /Pg 10 0 R /A [158 0 R 0] /K [5] >> endobj 30 0 obj << /Type /StructElem /S /Figure /P 23 0 R /Pg 10 0 R /A [159 0 R 0] /K [6] >> endobj 31 0 obj << /Type /StructElem /S /Figure /P 23 0 R /Pg 10 0 R /A [160 0 R 0] /K [7] >> endobj 32 0 obj << /Type /StructElem /S /Figure /P 23 0 R /Pg 10 0 R /A [161 0 R 0] /K [8] >> endobj 33 0 obj << /Type /StructElem /S /Figure /P 23 0 R /Pg 10 0 R /A [162 0 R 0] /K [9] >> endobj 34 0 obj << /Type /StructElem /S /Figure /P 23 0 R /Pg 10 0 R /A [163 0 R 0] /K [10] >> endobj 35 0 obj << /Type /StructElem /S /Figure /P 23 0 R /Pg 10 0 R /A [164 0 R 0] /K [11] >> endobj 36 0 obj << /Type /StructElem /S /Figure /P 23 0 R /Pg 10 0 R /A [165 0 R 0] /K [12] >> endobj 37 0 obj << /Type /StructElem /S /Figure /P 23 0 R /Pg 10 0 R /A [166 0 R 0] /K [13] >> endobj 38 0 obj << /Type /StructElem /S /Figure /P 23 0 R /Pg 10 0 R /A [167 0 R 0] /K [14] >> endobj 39 0 obj << /Type /StructElem /S /Figure /P 23 0 R /Pg 10 0 R /A [168 0 R 0] /K [15] >> endobj 40 0 obj << /Type /StructElem /S /Figure /P 23 0 R /Pg 10 0 R /A [169 0 R 0] /K [16] >> endobj 41 0 obj << /Type /StructElem /S /Figure /P 23 0 R /Pg 10 0 R /A [170 0 R 0] /K [17] >> endobj 42 0 obj << /Type /StructElem /S /H4 /P 23 0 R /T <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> /E <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> /Pg 10 0 R /K [18] >> endobj 43 0 obj << /Type /StructElem /S /H2 /P 23 0 R /T (Introduction) /E (Introduction) /Pg 10 0 R /K [19] >> endobj 44 0 obj << /Type /StructElem /S /P /P 171 0 R /E (Lynch, T. \(2019\). Physical education and wellbeing: Global and holistic approaches to child health. Springer. https://doi.org/10.1007/978-3-030-22266-6) /Pg 10 0 R /K [20 115 0 R] >> endobj 45 0 obj << /Type /StructElem /S /Span /K [21] /Pg 10 0 R /P 115 0 R >> endobj 46 0 obj << /Type /StructElem /S /P /P 172 0 R /E <477261792C20532E2C204D61634C65616E2C204A2E2C2026204D756C686F6C6C616E642C20522E202832303132292E20506879736963616C20656475636174696F6E2077697468696E207468652053636F747469736820636F6E746578743A2041206D6174746572206F6620706F6C6963792E204575726F7065616E20506879736963616C20456475636174696F6E205265766965772C2031382832292C20323538853237322E2068747470733A2F2F646F692E6F72672F31302E313137372F31333536333336583132343430303139> /Pg 10 0 R /K [22 116 0 R] >> endobj 47 0 obj << /Type /StructElem /S /Span /K [23] /Pg 10 0 R /P 116 0 R >> endobj 48 0 obj << /Type /StructElem /S /P /P 173 0 R /E <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> /Pg 10 0 R /K [24 117 0 R] >> endobj 49 0 obj << /Type /StructElem /S /Span /K [25] /Pg 10 0 R /P 117 0 R >> endobj 50 0 obj << /Type /StructElem /S /P /P 174 0 R /E <427261756E2C20562E2C202620436C61726B652C20562E202832303036292E205573696E67207468656D6174696320616E616C7973697320696E2070737963686F6C6F67792E205175616C6974617469766520526573656172636820696E2050737963686F6C6F67792C20332832292C203737853130312E2068747470733A2F2F646F692E6F72672F31302E313139312F3134373830383837303671703036336F61> /Pg 10 0 R /K [26 118 0 R] >> endobj 51 0 obj << /Type /StructElem /S /Span /K [27] /Pg 10 0 R /P 118 0 R >> endobj 52 0 obj << /Type /StructElem /S /H2 /P 23 0 R /T (Results) /E (Results) /Pg 10 0 R /K [28] >> endobj 53 0 obj << /Type /StructElem /S /H4 /P 23 0 R /T (In the curriculum analysis to date, key points of insight include the distinction between Health and Wellbeing and traditional P.E., the contrast between holistic approaches and lifelong healthy lifestyle promotion, and the impact of different learning domains on physical literacy \(Study 1\). ) /E (In the curriculum analysis to date, key points of insight include the distinction between Health and Wellbeing and traditional P.E., the contrast between holistic approaches and lifelong healthy lifestyle promotion, and the impact of different learning domains on physical literacy \(Study 1\). ) /Pg 10 0 R /K [29] >> endobj 54 0 obj << /Type /StructElem /S /H4 /P 23 0 R /T (In the teacher and student analysis to date, key points of insight include lifelong educational goals, the framing of P.E. as a subject, the role of holistic development and lifelong learning and approaches to skill development. Further insight is in examples of connections across subjects, references to subject-specific content, the use of formative and summative assessment, and factors influencing student engagement \(Studies 2&3\).) /E (In the teacher and student analysis to date, key points of insight include lifelong educational goals, the framing of P.E. as a subject, the role of holistic development and lifelong learning and approaches to skill development. Further insight is in examples of connections across subjects, references to subject-specific content, the use of formative and summative assessment, and factors influencing student engagement \(Studies 2&3\).) /Pg 10 0 R /K [30] >> endobj 55 0 obj << /Type /StructElem /S /H2 /P 23 0 R /T (Conclusion) /E (Conclusion) /Pg 10 0 R /K [31] >> endobj 56 0 obj << /Type /StructElem /S /H2 /P 23 0 R /T (Objectives) /E (Objectives) /Pg 10 0 R /K [32] >> endobj 57 0 obj << /Type /StructElem /S /H4 /P 175 0 R /T (To examine P.E curriculum documents across the U.K.) /E (To examine P.E curriculum documents across the U.K.) /Pg 10 0 R /K [33] >> endobj 58 0 obj << /Type /StructElem /S /H4 /P 176 0 R /T (To compare terminology, curriculum structures, and policy approaches across the four U.K. jurisdictions.) /E (To compare terminology, curriculum structures, and policy approaches across the four U.K. jurisdictions.) /Pg 10 0 R /K [34] >> endobj 59 0 obj << /Type /StructElem /S /H4 /P 177 0 R /T (To analyse contested aspects of P.E., including its aims, objectives, content, and assessment.) /E (To analyse contested aspects of P.E., including its aims, objectives, content, and assessment.) /Pg 10 0 R /K [35] >> endobj 60 0 obj << /Type /StructElem /S /H4 /P 178 0 R /T (To explore the experiences of students and teachers in P.E.) /E (To explore the experiences of students and teachers in P.E.) /Pg 10 0 R /K [36] >> endobj 61 0 obj << /Type /StructElem /S /H1 /P 23 0 R /T (TO WHAT EXTENT DOES THE U.K. P.E. CURRICULUM AND ASSESSMENT POLICIES ALIGN WITH PRACTICE IN LOWER SECONDARY SCHOOL?) /E (TO WHAT EXTENT DOES THE U.K. P.E. CURRICULUM AND ASSESSMENT POLICIES ALIGN WITH PRACTICE IN LOWER SECONDARY SCHOOL?) /Pg 10 0 R /K [37] >> endobj 62 0 obj << /Type /StructElem /S /H3 /P 23 0 R /T (Author & Affiliations) /E (Author & Affiliations) /Pg 10 0 R /K [38] >> endobj 63 0 obj << /Type /StructElem /S /H6 /P 23 0 R /T (Pippa Best PippaVictoria.Best@mymtu.ie Munster Technological University) /E (Pippa Best PippaVictoria.Best@mymtu.ie Munster Technological University) /Pg 10 0 R /K [39] >> endobj 64 0 obj << /Type /StructElem /S /H3 /P 23 0 R /T (Acknowledgements) /E (Acknowledgements) /Pg 10 0 R /K [40] >> endobj 65 0 obj << /Type /StructElem /S /H4 /P 23 0 R /T (Physical Education \(P.E.\) plays an important role in promoting young people's physical and emotional wellbeing and lifelong healthy behaviours [1]. Despite a policy shift towards broader Health and Wellbeing agendas across the U.K., research has largely focused on individual jurisdictions, creating a need for comparative curriculum policy research to better understand differences in alignment, implementation, and impact [2, 3]. This study addresses this gap by comparing P.E. curriculum policies across the four U.K. jurisdictions.) /E (Physical Education \(P.E.\) plays an important role in promoting young people's physical and emotional wellbeing and lifelong healthy behaviours [1]. Despite a policy shift towards broader Health and Wellbeing agendas across the U.K., research has largely focused on individual jurisdictions, creating a need for comparative curriculum policy research to better understand differences in alignment, implementation, and impact [2, 3]. This study addresses this gap by comparing P.E. curriculum policies across the four U.K. jurisdictions.) /Pg 10 0 R /K [41] >> endobj 66 0 obj << /Type /StructElem /S /H6 /P 23 0 R /T (Dr Joao Costa \(Supervisor\) Dr Conor Philpott \(Supervisor\)) /E (Dr Joao Costa \(Supervisor\) Dr Conor Philpott \(Supervisor\)) /Pg 10 0 R /K [42] >> endobj 67 0 obj << /Type /StructElem /S /H2 /P 23 0 R /T (References) /E (References) /Pg 10 0 R /K [43] >> endobj 68 0 obj << /Type /StructElem /S /H6 /P 23 0 R /T (Dr Joao Mota \(Supervisor\) Dr. Claire Walsh \(Advisor\)) /E (Dr Joao Mota \(Supervisor\) Dr. Claire Walsh \(Advisor\)) /Pg 10 0 R /K [44] >> endobj 69 0 obj << /Type /StructElem /S /H2 /P 23 0 R /T (Table 1. Jurisdiction & Statutory Curriculum Documents for Study 1) /E (Table 1. Jurisdiction & Statutory Curriculum Documents for Study 1) /Pg 10 0 R /K [45] >> endobj 70 0 obj << /Type /StructElem /S /P /P 23 0 R /E ( ) /Pg 10 0 R /K [46] >> endobj 71 0 obj << /Type /StructElem /S /P /P 23 0 R /E (England:) /Pg 10 0 R /K [47] >> endobj 72 0 obj << /Type /StructElem /S /P /P 23 0 R /E (-National Curriculum in England: Physical Education Programmes of Study \(Department of Education, 2014\)\)) /Pg 10 0 R /K [48] >> endobj 73 0 obj << /Type /StructElem /S /P /P 23 0 R /E (Scotland:.) /Pg 10 0 R /K [49] >> endobj 74 0 obj << /Type /StructElem /S /P /P 23 0 R /E (-Benchmarks, Physical Education \(Scottish Government, 2017\).) /Pg 10 0 R /K [50] >> endobj 75 0 obj << /Type /StructElem /S /P /P 23 0 R /E (-Curriculum for Excellence: Health and Wellbeing - Principles and Practice \(Scottish Government\).) /Pg 10 0 R /K [51] >> endobj 76 0 obj << /Type /StructElem /S /P /P 23 0 R /E (-Curriculum for Excellence: Health and Wellbeing- Experiences and Outcomes \(Scottish Government\).) /Pg 10 0 R /K [52] >> endobj 77 0 obj << /Type /StructElem /S /P /P 23 0 R /E (Northern Ireland:) /Pg 10 0 R /K [53] >> endobj 78 0 obj << /Type /StructElem /S /P /P 23 0 R /E (-The Statutory Curriculum at Key Stage 3: Rationale and Detail \(CCEA, 2007\).) /Pg 10 0 R /K [54] >> endobj 79 0 obj << /Type /StructElem /S /P /P 23 0 R /E (Wales:) /Pg 10 0 R /K [55] >> endobj 80 0 obj << /Type /StructElem /S /P /P 23 0 R /E (-Curriculum for Wales Guidance \(Welsh Government, 2020\).) /Pg 10 0 R /K [56] >> endobj 81 0 obj << /Type /StructElem /S /H2 /P 23 0 R /T (Methodology) /E (Methodology) /Pg 10 0 R /K [57] >> endobj 82 0 obj << /Type /StructElem /S /H4 /P 23 0 R /T (Documentation analysis of statutory U.K. P.E. documents \(Table 1\).) /E (Documentation analysis of statutory U.K. P.E. documents \(Table 1\).) /Pg 10 0 R /K [58] >> endobj 83 0 obj << /Type /StructElem /S /H4 /P 23 0 R /T (Data collection was conducted via individual interviews with teachers and focus group interviews with students. These interviews were based around four themes: Aims, Objectives, Content, Assessment \(Figure 1\).) /E (Data collection was conducted via individual interviews with teachers and focus group interviews with students. These interviews were based around four themes: Aims, Objectives, Content, Assessment \(Figure 1\).) /Pg 10 0 R /K [59] >> endobj 84 0 obj << /Type /StructElem /S /H6 /P 23 0 R /T (The intended sample size comprised eight schools \(n=8\), with two schools from each of the four U.K. jurisdictions \(n=4\) \(England, Scotland, Wales, and Northern Ireland\). Each school was to provide two teacher interviews and one student focus group of six participants \(Figure 2\). However, in Wales, only one school participated, with one teacher completing an interview. In Scotland, one school completed all aspects of the study, while the second school contributed one teacher interview and one student focus group. All schools in England and Northern Ireland completed the study as intended. In total, twelve individual teacher interviews \(n=12\) were completed and six student focus group interviews \(n=6\) were completed.) /E (The intended sample size comprised eight schools \(n=8\), with two schools from each of the four U.K. jurisdictions \(n=4\) \(England, Scotland, Wales, and Northern Ireland\). Each school was to provide two teacher interviews and one student focus group of six participants \(Figure 2\). However, in Wales, only one school participated, with one teacher completing an interview. In Scotland, one school completed all aspects of the study, while the second school contributed one teacher interview and one student focus group. All schools in England and Northern Ireland completed the study as intended. In total, twelve individual teacher interviews \(n=12\) were completed and six student focus group interviews \(n=6\) were completed.) /Pg 10 0 R /K [60] >> endobj 85 0 obj << /Type /StructElem /S /H3 /P 23 0 R /T (Figure 1. Coding Tree for Studies 2 and 3) /E (Figure 1. 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PippaVictoria.Best@mymtu.ie Munster Technological University) /Dest [10 0 R /Fit] /Parent 208 0 R /Next 265 0 R >> endobj 255 0 obj << /Title (Dr Joao Costa \(Supervisor\) Dr Conor Philpott \(Supervisor\)) /Dest [10 0 R /Fit] /Parent 208 0 R /Prev 265 0 R >> endobj 256 0 obj << /Title (Introduction) /Dest [10 0 R /Fit] /Parent 14 0 R /Prev 208 0 R /First 266 0 R /Last 266 0 R /Count -1 /Next 267 0 R >> endobj 257 0 obj << /Title (Results) /Dest [10 0 R /Fit] /Parent 14 0 R /Prev 268 0 R /First 269 0 R /Last 270 0 R /Count -2 /Next 209 0 R >> endobj 258 0 obj << /Title (Overall, the findings indicate varying levels of alignment in P.E. policy coherence across the four U.K. jurisdictions, highlighting both shared priorities and areas of divergence in curriculum terminology, structures, aims, content, objectives and assessment. The findings also provide insight into the alignment between curriculum policy and practice through the experiences of teachers and students, particularly in relation to lifelong learning, holistic development, skill development, assessment and student engagement. This study builds on prior research exploring P.E. policy by providing a comprehensive cross-jurisdictional analysis of P.E. coherence across the U.K. The research aims to encourage dialogue and shared learning between the four nations, supporting educators and policymakers in strengthening policy coherence and informing future developments in P.E. policy.) /Dest [10 0 R /Fit] /Parent 209 0 R >> endobj 259 0 obj << /Type /Font /FontDescriptor 271 0 R /BaseFont /AAAAAA+ABeeZee-Regular /Subtype /CIDFontType2 /CIDToGIDMap /Identity /CIDSystemInfo 272 0 R /W [3 [300] 28 [737 150] 30 34 300 36 [300 450] 47 [300] 53 [1050 668 630 594 682 555 535 674 715 275 430 601 511 834 705 761 581 761 617 568 545 670 640 943 607 0 0 300 0 300 0 0 0 617 594 472 613 544 348 585 592 250 259 511 346 915 592 598 613 594 399 468 397 604 533 818 500 523 472] 244 [227] ] /DW 600 >> endobj 260 0 obj << /Length 313 /Filter /FlateDecode >> stream x]n0 y C $ԁ841,QHDuI?_l^ukMgaXqo^!\q4QNqWSں[Sk,;{߼FoKn}6`e ƫ޽iV &K)>WDF+BQB4MS2_DYA}> !Qn&:R&"eD(DȔH'zEDZoQYElA_JJQeNDTWk:)sRjn赺y6n5w۲: endstream endobj 261 0 obj << /Type /Font /FontDescriptor 273 0 R /BaseFont /BAAAAA+LeagueSpartan-Bold /Subtype /CIDFontType2 /CIDToGIDMap /Identity /CIDSystemInfo 274 0 R /W [0 [342 0 0 273] 9 [833 0 403 403] 17 [349 0 0 413 753 665] 34 [596 0 784 0 753 738 580 567 829 762 308 469 787 565 946 826 877 666 867 716 672 596 744 0 1121 798 736] 70 [491] 72 [603 375] 75 [661 302 297 646 297 985 661 661] 85 [498 492 395 656 630 986 0 633] ] /DW 683 >> endobj 262 0 obj << /Length 312 /Filter /FlateDecode >> stream x]ϊ0yC1j[kWX` 1/H {H7o$QY_jk>3V{ƻWobɵQa%:Cm9f ~曳oeчZ6[5w~a`E5t,*Z#j 60ep5j\ !D󪪪3R:zN !Et"ʐIJ"#cD:Zie#uJqF婠\H] &g <=`pO~R W[ddz`>1yntjYB endstream endobj 263 0 obj << /Type /Font /FontDescriptor 275 0 R /BaseFont /CAAAAA+CAGenerated /Subtype /CIDFontType2 /CIDToGIDMap /Identity /CIDSystemInfo 276 0 R /W [0 [600] 28 [737] 35 [600] 39 41 600 59 [555 0 0 715 275] 68 [705 0 581 0 0 568 0 0 0 943] 87 [617 594 472 613 544 348 585 592 250 259 511 346 915 592 598 613 0 399 468 397 604 533 818 0 523] ] /DW 300 >> endobj 264 0 obj << /Length 326 /Filter /FlateDecode >> stream x]n0E /Edc$BJ CbR1q}'M.@:p}`dsj Iho0O7^a0$j]#L6v'RBz†7;Чl77a('UE5ɗνv#PkF &,ۋl*"'h& @J9hYu]N򊖜 ^EHyGJHϑ],C:#*;\%; H'"R^G*Z=>"9Xi]!pk!a{ b=z&st1Pw-Y:p{!8u㼸ɭ툧6 endstream endobj 265 0 obj << /Title (Dr Joao Mota \(Supervisor\) Dr. Claire Walsh \(Advisor\)) /Dest [10 0 R /Fit] /Parent 208 0 R /Prev 254 0 R /Next 255 0 R >> endobj 266 0 obj << /Title (Physical Education \(P.E.\) plays an important role in promoting young people's physical and emotional wellbeing and lifelong healthy behaviours [1]. Despite a policy shift towards broader Health and Wellbeing agendas across the U.K., research has largely focused on individual jurisdictions, creating a need for comparative curriculum policy research to better understand differences in alignment, implementation, and impact [2, 3]. This study addresses this gap by comparing P.E. curriculum policies across the four U.K. jurisdictions.) /Dest [10 0 R /Fit] /Parent 256 0 R >> endobj 267 0 obj << /Title (Objectives) /Dest [10 0 R /Fit] /Parent 14 0 R /Prev 256 0 R /First 277 0 R /Last 278 0 R /Count -4 /Next 279 0 R >> endobj 268 0 obj << /Title (Themes) /Dest [10 0 R /Fit] /Parent 14 0 R /Prev 280 0 R /First 281 0 R /Last 281 0 R /Count -1 /Next 257 0 R >> endobj 269 0 obj << /Title (In the curriculum analysis to date, key points of insight include the distinction between Health and Wellbeing and traditional P.E., the contrast between holistic approaches and lifelong healthy lifestyle promotion, and the impact of different learning domains on physical literacy \(Study 1\).) /Dest [10 0 R /Fit] /Parent 257 0 R /Next 270 0 R >> endobj 270 0 obj << /Title (In the teacher and student analysis to date, key points of insight include lifelong educational goals, the framing of P.E. as a subject, the role of holistic development and lifelong learning and approaches to skill development. Further insight is in examples of connections across subjects, references to subject-specific content, the use of formative and summative assessment, and factors influencing student engagement \(Studies 2&3\).) /Dest [10 0 R /Fit] /Parent 257 0 R /Prev 269 0 R >> endobj 271 0 obj << /Type /FontDescriptor /FontName /AAAAAA+ABeeZee-Regular /Flags 4 /Ascent 920 /Descent -262 /StemV 109 /CapHeight 700 /ItalicAngle 0 /FontBBox [-85 -262 977 920] /FontFile2 282 0 R >> endobj 272 0 obj << /Registry (Adobe) /Ordering (Identity) /Supplement 0 >> endobj 273 0 obj << /Type /FontDescriptor /FontName /BAAAAA+LeagueSpartan-Bold /Flags 4 /Ascent 900 /Descent -350 /StemV 203 /CapHeight 825 /ItalicAngle 0 /FontBBox [-167 -351 1446 1187] /FontFile2 283 0 R >> endobj 274 0 obj << /Registry (Adobe) /Ordering (Identity) /Supplement 0 >> endobj 275 0 obj << /Type /FontDescriptor /FontName /CAAAAA+CAGenerated /Flags 4 /Ascent 920 /Descent -262 /StemV 156 /CapHeight 700 /ItalicAngle 0 /FontBBox [-115 -292 1002 920] /FontFile2 284 0 R >> endobj 276 0 obj << /Registry (Adobe) /Ordering (Identity) /Supplement 0 >> endobj 277 0 obj << /Title (To examine P.E curriculum documents across the U.K.) /Dest [10 0 R /Fit] /Parent 267 0 R /Next 285 0 R >> endobj 278 0 obj << /Title (To explore the experiences of students and teachers in P.E.) /Dest [10 0 R /Fit] /Parent 267 0 R /Prev 286 0 R >> endobj 279 0 obj << /Title (Table 1. Jurisdiction & Statutory Curriculum Documents for Study 1) /Dest [10 0 R /Fit] /Parent 14 0 R /Prev 267 0 R /Next 280 0 R >> endobj 280 0 obj << /Title (Methodology) /Dest [10 0 R /Fit] /Parent 14 0 R /Prev 279 0 R /First 287 0 R /Last 288 0 R /Count -3 /Next 268 0 R >> endobj 281 0 obj << /Title (Figure 1. 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Ƽ(9 lq}\D~_+0}_-wwJq%߲]Pވ볖:f(`A!^RT L3#Bt@, FHmIdX6'3x wgvMy '{\ȏ֕/2r/zK ӄiPb 3+Ϫ;s,~t>S6xǧmBp0'8ۭ_u\MF3z6b14eoCk'?'g`'3۸ۉFbI!}Ci(49W,JH뼡醬`)R` =ޓqZ4cOPdLe1E^ r@_ D79wmɋ5/ې endstream endobj 285 0 obj << /Title (To compare terminology, curriculum structures, and policy approaches across the four U.K. jurisdictions.) /Dest [10 0 R /Fit] /Parent 267 0 R /Prev 277 0 R /Next 286 0 R >> endobj 286 0 obj << /Title (To analyse contested aspects of P.E., including its aims, objectives, content, and assessment.) /Dest [10 0 R /Fit] /Parent 267 0 R /Prev 285 0 R /Next 278 0 R >> endobj 287 0 obj << /Title (Documentation analysis of statutory U.K. P.E. documents \(Table 1\).) /Dest [10 0 R /Fit] /Parent 280 0 R /Next 291 0 R >> endobj 288 0 obj << /Title <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> /Dest [10 0 R /Fit] /Parent 280 0 R /Prev 291 0 R >> endobj 289 0 obj << /Title (Subcodes \(Samples\)) /Dest [10 0 R /Fit] /Parent 281 0 R /Next 292 0 R >> endobj 290 0 obj << /Title (Codes) /Dest [10 0 R /Fit] /Parent 281 0 R /Prev 293 0 R >> endobj 291 0 obj << /Title (Data collection was conducted via individual interviews with teachers and focus group interviews with students. These interviews were based around four themes: Aims, Objectives, Content, Assessment \(Figure 1\).) /Dest [10 0 R /Fit] /Parent 280 0 R /Prev 287 0 R /First 294 0 R /Last 294 0 R /Count -1 /Next 288 0 R >> endobj 292 0 obj << /Title (Qualitative Data Sources) /Dest [10 0 R /Fit] /Parent 281 0 R /Prev 289 0 R /Next 293 0 R >> endobj 293 0 obj << /Title (Themes) /Dest [10 0 R /Fit] /Parent 281 0 R /Prev 292 0 R /Next 290 0 R >> endobj 294 0 obj << /Title (The intended sample size comprised eight schools \(n=8\), with two schools from each of the four U.K. jurisdictions \(n=4\) \(England, Scotland, Wales, and Northern Ireland\). Each school was to provide two teacher interviews and one student focus group of six participants \(Figure 2\). However, in Wales, only one school participated, with one teacher completing an interview. In Scotland, one school completed all aspects of the study, while the second school contributed one teacher interview and one student focus group. All schools in England and Northern Ireland completed the study as intended. 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startxref 335334 %%EOF