While some bodies of literature address the construction of school physical education and others the construction of university study of physical activity (e.g. physical education, human movement studies), little attention has been paid to the interface between these sites.This is somewhat surprising given the significant growth and popularity of the physical activity field in universities and that together they form a cyclical relationship in that the university disciplinary knowledge is central to physical education teacher education.This paper introduces aspects of the production, reproduction, adaptation, and modification of educational discourse as students move from school physical education into human movement studies. In doing so, it will highlight dominant dimensions of the regulative discourse, the strengths and weaknesses in the classification and framing of knowledge within school and tertiary programmes, and introduce a relatively unique line of research into the construction of educational discourse in school subjects.
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Placek, J. , Dodds, P.Doolittle, S.Portman, P., Ratliffe, T. and Pinkman, K. (1995)‘Teaching Recruits’ Physical Education Backgrounds and Beliefs about Purposes for their Subject Matter’, Journal of Teaching in Physical Education14: 246–261.
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Waters, M. and Crook, R. (1990) Sociology One. Melbourne: Longman Cheshire.
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Woods, P. (1990) Teacher Skills and Strategies. Basingstoke: Falmer Press.
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Wright, J. (1995)‘A Feminist Poststructuralist Methodology for the Study of Gender Construction in Physical Education: Description of a Study’, Journal of Teaching in Physical Education15: 1–24.
67.
Young, M.F.D. ed. (1971) Knowledge and Control: New Directions in the Sociology of Education. London: Collier-Macmillan.
