Intra-active policy work in Ohio: curriculum, pedagogy, and assessment. Issue 3 (2nd September 2022)

• Record Type: Journal Article
• Authors: Sutherland, Sue; Walton-Fisette, Jennifer L.
• Is Part Of: Curriculum studies in health and physical education. Volume 13:Issue 3(2022)
• Page Start: 223
• Page End: 237
• Publication Date: 2022-09-02
• Subjects: Policy -- physical education -- social justice -- socio-political; Health -- Periodicals; Health education -- Periodicals; Physical education and training -- Periodicals; Health; Health education; Physical education and training; Electronic journals; Periodicals; 613.7071
• DOI: 10.1080/25742981.2022.2104652
• Languages: English
• ISSNs: 2574-2981

Abstract

ABSTRACT: Expanding on our previous work considering the impact of physical education policy on curriculum within the United States of America (U.S.), we undertake a critical reflection of the influence of policy work at the state level. Specifically, we focus on the impact of physical education policy (e.g. standards) within Ohio on curriculum, pedagogy, and state-mandated assessment. SB 210, signed into law in 2010, established the measurement of student success in attaining the benchmarks outlined in the Ohio Physical Education Academic Content Standards. We consider the impact of this legislation and resulting policy documents on the intra-active nature of curriculum, pedagogy, and assessment in the current socio-political environment in Ohio. We highlight the tension between developing socially just physical education curriculum and practices at a time when the state legislature is passing more conservative legislation within education and beyond.