Physical education teacher perspectives of implementing a concept curriculum and their motivations for curriculum change

This research explores teachers’ perspectives on adopting a Concept Curriculum in Physical Education (PE) as an alternative approach to a prevailing performative skills-based model. The research aimed to identify teachers’ motivations for change, the early impact on teaching and learning, and their future plans. An online qualitative survey, structured around a reflective model of questioning What, So What and Now What, was completed by 11 PE teachers who had implemented the Concept Curriculum for PE in their schools. Data were analysed using thematic analysis and presented as a playscript, a form of ethnodrama, to authentically capture teacher voice. Findings, discussed under the themes of Subject Transformation, Holistic Learning Experience, and Professional Matters, indicated that the Concept Curriculum repositioned PE from a performance-focused subject to one characterised by greater meaning, purpose, and inclusion. Teachers reported a personal sense of renewed purpose and noted significant positive shifts in students, including increased engagement, enjoyment and confidence, particularly among previously disengaged or ‘lower-ability’ students. To conclude, we argue that while the Concept Curriculum can offer a transformational model for PE in schools; however, several contextual challenges exist with implementation, including professional and personal attitudes of teachers, school logistics and the need for ongoing professional learning.