A case study of a Queensland senior physical education syllabus: does the rubber (ever) meet the road?

A case study of a Queensland senior physical education syllabus: does the rubber (ever) meet the road?

This paper will explore statements in the Senior Physical Education Syllabus (2004) and inconsistencies in terminology and concepts that have been identified. In 1998 the Board of Senior Secondary Schools Studies (now known as the Queensland Studies Authority) published the Queensland Senior Physical Education Syllabus. The QSA is 'a statutory body of the Queensland Government'(QSA, 2013) which provides for 'kindergarten to Year 12 syllabuses, guidelines, assessment, reporting, testing, accreditation and certification services for Queensland schools' (QSA, 2013). At the time of publication the Queensland Senior Physical Education Syllabus was credited with being 'unique' and it was suggested that 'there is very little else currently underway in the English-speaking world to match developments in Queensland' (Penney and Kirk, 1998, p.43). Whether this syllabus would translate into workable document for teachers, students and district panellist's (individuals who ensure consistency of standards and work programs throughout the state of Queensland) was another matter. This paper will review literature to evaluate Queensland Senior Physical Education Syllabus themes such as: the intelligent performer, suggesting and naming six specific teaching styles to be used; integration of theoretical subject matter and physical performance; learning in, about and through physical activity; and, assessing higher order thinking skills (HOTS) such as evaluating. It was these concepts that led Penney and Kirk (1998) to form the view that the Senior PE syllabus was innovative and cutting edge. Issues and concerns raised from this analysis will be discussed in the context of the Queensland Senior Physical Education Syllabus (2004) and the role of teachers in implementing a syllabus document which may be perceived to be based on some contentious or imprecise concepts and ideas. A doctoral study on teaching styles by SueSee (2012) highlighted the need to explore these aspects. If syllabus documents are built on concepts which could be ill-defined then it may be argued that student results will be produced which are open to uncertainty. A discussion of, and detailed scrutiny of syllabus planning and implementation issues and concerns, is important as Australia moves towards the implementation of a national syllabus document for HPE. This discussion to be undertaken will be based on research by SueSee (2012) and through experiences of a teacher of senior physical education for 19 years. This presentation seeks to highlight aspects related to the underlying assumptions of syllabus documents and their actual implementation and educational outcomes.

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