Extra‐curricular Physical Education: More of the Same for the More Able?

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Abstract
In this paper we draw on recent research findings to take a critical look at extra‐curricular Physical Education (PE) provision in state schools in England and Wales and in particular, address issues of equality and equity. We draw particular attention to the present disadvantagement of many pupils, particularly girls and pupils of lower ability in PE, in terms of the opportunities and experiences typically available in the extra‐curricular setting. In pursuing this disadvantagement we illustrate the way in which the content, organisation and delivery of much extra‐curricular PE serves to reinforce ‘traditional’ and stereotypical views about who can and should participate in what physical activity, and the critical role that not only teachers but also pupils, parents and ‘wider society’ play in either reinforcing or challenging these views. We thereby draw attention to the many and complex ways in which inequity operates and argue that there is a need for changes in the philosophy underpinning extra‐curricular provision, in its content and delivery, and for a critical review of PE teacher training, if traditional and stereotypical views are to be challenged and the needs and desires of all pupils met in PE. However, we also identify the present climate of education in England and Wales and in particular in the ideological context in which provision is set, as far from conducive to the development of practices and attitudes aimed at the furtherment of equality and equity in PE.

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