CHALLENGING DEFICIT DISCOURSES IN UK PHYSICAL EDUCATION CURRICULA: A HEALTH EDUCATION PERSPECTIVE

Abstract

This critical analysis examines the health discourses in physical education (PE) curricula across England, Northern Ireland, Scotland, and Wales through a critical discourse analysis of the curriculum documents provided to PE teachers. The study reveals that all PE curricula, with the exception of England, conceptualize health and wellbeing holistically; however, there are complex health landscapes within the curricula. The health discourses move from supporting and enabling pupil health and wellbeing to health-related learning, often associated with public health goals of promoting physical activity. While public health discourses presented in a way that suggests young people will develop knowledge and skills to support their health, a closer look highlights that they may be more associated with discourses of risk and promoting ‘healthy’ behaviours to avoid ‘ill-health.’ This study suggests that PE teachers need to challenge deficit discourses that teach students how to be healthy rather than allowing them to learn about themselves and their health.