Individuals do not exist in a nutshell; they interact, relate, and behave in specific manners which eventually affect their health.
The schools’ curriculum should include subjects which promote health and physical education through sports to enforce correct behavioral patterns at a young age and continue this positive reinforcement until adulthood. Therefore, health promotion and physical education in the schools through sport education is of critical importance. The objective of this research paper is to consider the potential barriers to fully implementing the sport education framework into the delivery of physical education (PE) in the UK, making particular reference to one’s school sport experiences.
Physical education is a mandatory course promoting physical activity and sports mostly from grades 1 to 6. The objectives of physical education classes are teaching to ensure physical fitness, promoting regular exercises, and presenting nutrition and health subjects. In some traditional schools, however, physical education incorporates sports only as a minor endeavor with limited sports skills being honed.
In this regard, Daryl Siedentop conceived the incorporation of sports education in Ohio State University’s curriculum with the purpose of educating children “in the fullest sense, and to help develop competent, literate, and enthusiastic sportspeople (Siedentop, 1994, 4)” (Penney, Clarke, Quill & Kinchin, 2005, 5). The objective of SE is that “students will be supported in developing the skills, knowledge and understanding to progress their own and others learning, their participation in physical activity and sport, and their enjoyment of it, within and outside of the physical education curriculum. Finally, Sport Education endeavours to locate learning experiences and participation in physical activity and sport in the wider social,