Nollaig McEvilly

TL;DR: In this article, a poststructural analysis of the discourses associated with physical education in Scotland's Curriculum for Excellence is presented, with a focus on the ways in which these discourses are likely to be taken up and deployed within Scottish educational establishments.

TL;DR: The authors provide an overview of selected academic research literature that underpins contemporary preschool physical education, highlighting and interrogating diverse rationales and beliefs that serve to influence and structure Preschool physical education in various forms.

TL;DR: More than half (56%) reported that physical education was either'very important' or 'important' while almost 40% perceived it to be of 'limited' or ''very limited importance' as discussed by the authors.

TL;DR: In this paper, the authors explore lessons learnt from over a decade of professional learning efforts by the Developmental Physical Education Group at The University of Edinburgh, and consider how more recent efforts have refocused on a longer term, participative and situated approach that appears to be having significantly more influence on teachers as professional learners.

TL;DR: The authors investigated the areas of physical education facilities, time allocation and staffing, as a contribution to the debate on the way forward for physical education at post-primary level, illuminating both issues of policy and practice.