Providing ‘Opportunity For All’ Through Higher Still: A Continuing Challenge for Physical Education in Scotland.

Abstract

This paper comments on the development of Higher Still policy in general and the practice of Higher Still Physical Education (HSPE) in particular. The analysis of Higher Still policy provided by Raffe, et al . (2002) is critiqued alongside consideration of how conflicts were defined and resolved, and the extent to which weak leadership and specific implementation decisions affected HSPE progress. In reporting on HSPE practice, the author’s professional involvement in policy formation and field research from 30 semi-structured interviews with physical education teachers is considered. Findings indicate that many teachers found it difficult to follow the pedagogy and assessment practices associated with the rationale. Furthermore, ‘short termism’ through curriculum reductionism and rote preparation for assessment occurred. Accordingly, this paper provides discussion points for further policy review in an attempt to promote improved quality of learning and assessment experiences for students and feelings of self-efficacy for teachers.