Defining a Subject: the rise and rise of the new PE?

Abstract In recent years something of a moral panic has been created by the popular press and other powerful voices, around and about the teaching of Physical Education in schools. Teachers have been variously blamed for undermining the country's economic welfare and/or its capacities to achieve success in sport in international arenas. This paper examines the origins of this debate and tries to locate it within broader critiques of educational practice which have featured in educational and political discourses in Britain in recent years. It also claims that individualism is alive and well in the New PE and that initiatives (such as Health Related Fitness and new forms of Games teaching) do little to challenge conventional social categories and status hierarchies (relating to race, class, ability and sex) which prevail both inside the classroom and outside school. At its heart the paper points to the processes by which particular sorts of knowledge are legitimated and defined as worthwhile, in this case for the Physical Education Curriculum in schools.