Purpose Concepts in an Existing Physical Education Curriculum

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Abstract
Existing physical education curricula in five schools were investigated for the presence of movement purpose concepts. Curriculum domain theory was used to structure the study of purpose concepts in the formal, perceived, experiential, and operational curricula. Data collection procedures included nonparticipant observation, formal interviews, content analysis, and the Middle School Movement Purposes Inventory (MSMPI). Typological analysis, analytic induction, and constant comparative qualitative strategies and results from descriptive and ANOVA statistical procedures were triangulated to discover and verify purpose concepts across domains. Twenty-one purpose concepts were documented in the existing curriculum: nine purposes were identified in each of the four curriculum domains, five purposes were present in three domains, seven purposes were present in two domains. One purpose concept, cultural understanding, was not present in the curriculum domains in the school system under investigation.

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