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Abstract
Physical education (PE) has a firmly established place in Scottish schools. While there is much to celebrate, evidencing pupil learning, the professional socialization of teachers, and the risk of motor development delay in the early years of schooling are among a range of factors that suggest redesign is warranted. The national Curriculum for Excellence, certificated Physical Education in Senior High School, fundamental movement skills in the early years and mental health and wellbeing among young people are discussed. Two design principles emerge. The first is a need for teachers to optimize the agency the Scottish system provides them to work within networked learning communities to improve teaching and learning. The second is to discover ways to provide evidence of pupil learning on a routine basis, to optimise further physical education's contribution within the school system. These principles will enable redesign to meet new, emerging challenges to young people's health and wellbeing.

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MLA
Kirk, David et al. “Redesigning Physical Education in Scotland.” Redesigning Physical Education : an Equity Agenda in Which Every Child Matters. Ed. Hal A Lawson. Abingdon, UK: Routledge, 2018. 145–155. Print.
APA
Kirk, D., Bardid, F., Lamb, C., Millar, J., & Teraoka, E. (2018). Redesigning physical education in Scotland. In H. A. Lawson (Ed.), Redesigning physical education : an equity agenda in which every child matters (pp. 145–155). Abingdon, UK: Routledge.
Chicago author-date
Kirk, David, Farid Bardid, Cara Lamb, John Millar, and Eishin Teraoka. 2018. “Redesigning Physical Education in Scotland.” In Redesigning Physical Education : an Equity Agenda in Which Every Child Matters, ed. Hal A Lawson, 145–155. Abingdon, UK: Routledge.
Chicago author-date (all authors)
Kirk, David, Farid Bardid, Cara Lamb, John Millar, and Eishin Teraoka. 2018. “Redesigning Physical Education in Scotland.” In Redesigning Physical Education : an Equity Agenda in Which Every Child Matters, ed. Hal A Lawson, 145–155. Abingdon, UK: Routledge.
Vancouver
1.
Kirk D, Bardid F, Lamb C, Millar J, Teraoka E. Redesigning physical education in Scotland. In: Lawson HA, editor. Redesigning physical education : an equity agenda in which every child matters. Abingdon, UK: Routledge; 2018. p. 145–55.
IEEE
[1]
D. Kirk, F. Bardid, C. Lamb, J. Millar, and E. Teraoka, “Redesigning physical education in Scotland,” in Redesigning physical education : an equity agenda in which every child matters, H. A. Lawson, Ed. Abingdon, UK: Routledge, 2018, pp. 145–155.
@incollection{8588318,
  abstract     = {Physical education (PE) has a firmly established place in Scottish schools. While there is much to celebrate, evidencing pupil learning, the professional socialization of teachers, and the risk of motor development delay in the early years of schooling are among a range of factors that suggest redesign is warranted. The national Curriculum for Excellence, certificated Physical Education in Senior High School, fundamental movement skills in the early years and mental health and wellbeing among young people are discussed. Two design principles emerge. The first is a need for teachers to optimize the agency the Scottish system provides them to work within networked learning communities to improve teaching and learning. The second is to discover ways to provide evidence of pupil learning on a routine basis, to optimise further physical education's contribution within the school system. These principles will enable redesign to meet new, emerging challenges to young people's health and wellbeing.},
  author       = {Kirk, David and Bardid, Farid and Lamb, Cara and Millar, John and Teraoka, Eishin},
  booktitle    = {Redesigning physical education : an equity agenda in which every child matters},
  editor       = {Lawson, Hal A},
  isbn         = {9781138607842},
  language     = {eng},
  pages        = {145--155},
  publisher    = {Routledge},
  title        = {Redesigning physical education in Scotland},
  year         = {2018},
}