Problems created by the (un)clear boundaries between physical education and physical activity health initiatives in schools

Abstract

This article explores the relationship between physical education as a school subject, and physical activity health initiatives in schools. Drawing on curriculum theory and discourse theory we study policy documents related to physical education and school-based physical activity initiatives. We explore the boundaries of knowledge between physical education and physical activity that can be identified in two Norwegian policy documents. We are particularly interested in these documents as ‘texts’ in both the narrow sense, studying statements, words and phrases, and in the broader sense, examining how discourses produce specific understandings, subjectivities and social relations related to physical education and physical activity in school. These analyses and readings lay the foundation for closing discussions and outline of how boundary maintenance and tools for negotiation between physical education and physical activity can be productive for the development of physical education in the future.