Developing physical education as a 'connective specialism': is sport education the answer?

This paper addresses the challenge identified by Penney and Chandler [(2000) Physical education: what future(s)? Sport, Education and Society, 5(1), pp. 71-87] for physical education to develop as a 'connective specialism' [Young (1998) The Curriculum of the Future: From the 'New Sociology of Education' to a Critical Theory of Learning (London, Falmer Press)], characterised by a commitment to engage with the complex contexts in which knowledge gained in physical education might be applied. It specifically examines the extent to which 'Sport Education' [Siedentop (1994) Sport Education: Quality PE through Positive Sport Experience (Champaign, IL, Human Kinetics)] can be regarded as a curriculum and pedagogical framework that has the potential to facilitate the development of physical education as a connective specialism. The concepts of 'situated learning' and 'legitimate peripheral participation' previously employed by Kirk and Macdonald [(1998) Situated learning in physical education , Journal of Teaching Physical Education, 17, pp. 376-387] are utilised in exploring claims that have been made about the 'authenticity' of Sport Education and specifically the learning and participation opportunities that it provides and facilitates. It is argued that further development is needed if Sport Education is to realise its potential to promote 'sustained connections' for more pupils in relation to engagement in sport