Curriculum intent and lived practice in primary physical education

Primary school teachers in England are responsible for teaching multiple subjects to pupils aged 3–11. This study examined the barriers and challenges they encountered when implementing the National Curriculum for Physical Education (NCPE). A case study research design was adopted, and multiple semi-structured interviews were conducted with five primary school teachers. Data were analyzed using Reflexive Thematic Analysis. Five themes were developed: (1) constraints on teachers’ practice, (2) issues with curriculum design and assessment, (3) key factors influencing effective physical education (PE) delivery, (4) influencing factors on pupil participation in PE, and (5) consequences of poor PE delivery over time. Findings highlight a misalignment between curriculum intentions and classroom practice, suggesting that greater curricular support, including increased time allocation and professional learning opportunities, could help address the practical and knowledge-based challenges teachers face.