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The Concept of Physical Education in Current Curriculum and Assessment Policy in Scotland

curriculum frameworks on both sides of the border. The development of nationally recognised forms of assessment and certification has, moreover, finally settled the problem of the marginal status of physical education relative to the academic mainstream. Physical education teachers are trained and educated to graduate level, and opportunities for advanced study and research proliferate. What live problems, in such circumstances, can a philosophical analysis of the concept of physical education hope to address or illuminate? The assumption on which this paper is based is that it is some of the very developments just indicated which justify the need for re-opening what may look like a closed chapter. I will consider the Scottish scene specifically, since developments there in the policy and practice of curriculum development, certification and assessment in physical education may be said to bring the conceptual issues which I propose to discuss into particularly sharp focus. But before I attempt to identify the specific philosophical assumptions and commitments of current official policy (and, indeed, to show that these are profoundly mistaken, and likely to result in