Various attempts have been made to emphasise the educational purpose of physical education (PE). Ennis (2011) has noted that understandings of content shift depending on curriculum. The aim of the paper is to explore what the enacted content becomes when the Practising Model is implemented in PE. Four PE teachers, in two Swedish secondary schools, enacted the Practising Model with five classes for 10–17 lessons. Qualitative data were generated in the form of video recordings of lessons, interviews with students and teachers, and student-produced material.
The findings are presented as three main content areas: (a) general-subject content, typically teacher-initiated and involving planning and evaluation; (b) subject-specific content, largely student- initiated and encompassing the adoption, appreciation, exploration, understanding, and grasping of movement qualities; and (c) persona-developing content, focusing on character development through persisting and daring. A discussion of the findings using Categorical Bildung is presented, illustrating the added value the enacted content may bring students in terms of their Bildung. The study highlights the diversity of content engagement and the fluidity between content categories.
This diversity also introduces a challenge in the changing relationship between content and teaching. The organising centre for PE and its relation to content are discussed. The paper concludes with suggestions for future research.