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ERIC Number: EJ861461
Record Type: Journal
Publication Date: 2009-Nov
Pages: 22
Abstractor: As Provided
Reference Count: 68
ISSN: ISSN-1357-3322
Curriculum, Pedagogy and Assessment: Three Message Systems of Schooling and Dimensions of Quality Physical Education
Penney, Dawn; Brooker, Ross; Hay, Peter; Gillespie, Lorna
Sport, Education and Society, v14 n4 p421-442 Nov 2009
This paper identifies "quality" as an internationally relevant concept to be problematised in contemporary debates about physical education (PE). Drawing on the conceptualisation of curriculum by B. Bernstein in 1977, pedagogy and assessment as three inter-related message systems of schooling, the paper presents and explores curriculum, pedagogy and assessment as three fundamental dimensions of "quality PE". Discussion addresses what quality in each dimension may mean in PE, and demand in practice. Contemporary initiatives in Australia and New Zealand provide a reference point for exploring the prospective application of quality conceptualised in terms of the three inter-related dimensions. Attention is drawn to frameworks in mainstream education that may be utilised in endeavours to critically review current practices, and inform developments directed towards achieving quality in PE. It is argued that achieving quality in PE requires that quality is pursued and demonstrated within and across curriculum, pedagogy and assessment, and that meanings of quality always need to be contextualised in cultural, social and institutional terms. (Contains 4 notes, 4 tables, and 2 figures.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Australia; New Zealand