Rethinking the “Impossible Subject” in HPE Policy: A Critical Examination

The recent article, The problematization of the (im)possible subject: an analysis of Health and Physical Education policy from Australia, USA and Wales, invites readers to engage in a deeper dialogue about the ways in which HPE policies construct the very subjects they purport to support. In this comparative study, the authors employ Bacchi’s “What’s the Problem Represented to be?” (WPR) approach to interrogate policy documents from Australia, the USA, and Wales, urging educators and policymakers alike to question the assumptions behind current curricular practices. 

Unpacking the Problem Representation 

At the heart of the study lies the notion that policies do not merely react to pre-existing issues but actively create and define problems. The article posits that HPE policies contribute to a persistent ‘deficit discourse’ by characterizing learners as inherently lacking. Three particular subject positions are identified: 

• The Sedentary Learner: Seen as lacking an active lifestyle, this group is expected to adopt physical activities with confidence and creativity. However, the burden of responsibility is placed solely on the learner, often neglecting broader systemic factors. 

• The Un-Educated Learner: This representation underscores a perceived deficiency in the knowledge and skills necessary to make informed health decisions, reinforcing a view where the learner must be remade into a more capable citizen. 

• The Naïve Learner: Positioned as vulnerable and at risk, the naïve learner is depicted as someone in need of protection and enlightenment—a portrayal that not only simplifies the complexity of individual circumstances but also sets up impossible expectations. 

The authors argue that these representations are underpinned by overlapping discourses such as idealism, neoliberalism, healthism, and individualism. As a result, the policies reinforce a narrative that learners are defined by their deficits, constructing an “impossible subject” who is expected to transform rapidly within limited curricular timeframes. 

Discussion: The Politics of Governing Through Policy 

The discussion within the article pushes the debate further by urging us to look beyond superficial readings of policy language. It critically examines how curricular documents, by emphasizing skills and behaviors that all learners must acquire, inevitably marginalize those whose experiences do not conform to the normative ideal. The discussion calls for a reimagining of HPE that acknowledges diverse voices and experiences—challenging educators to reflect on their own practices and the broader political, social, and cultural contexts that shape these policies. 

Importantly, the article critiques the assumption that all learners have equal access to the resources necessary to meet these high expectations. It highlights the risk of “problematizing” learners in ways that ultimately contribute to their further marginalization. The authors conclude by calling on curriculum policy writers and government stakeholders to foster a more inclusive dialogue—one that not only identifies silences and omissions within existing policy frameworks but also imagines alternative futures in which HPE is a space for genuine empowerment rather than exclusion. 

Key Takeaways for Educators and Policymakers 

• Critical Reflection: Policies embed assumptions that shape learner identities. Educators must challenge these presumptions and engage in critical dialogue to foster more inclusive practices. 

• Deficit Discourse Awareness: By recognizing how learners are constructed as lacking, teachers and policymakers can work towards approaches that celebrate strengths rather than merely outlining deficits. 

• Systemic Change: The disconnect between the idealized learner and the lived experiences of many students highlights the need for systemic reform. This involves not only reworking policy language but also ensuring that educational practices and resources align with more realistic and equitable goals. 

• Future Directions: Educators are encouraged to become active participants in policy discussions, leveraging their insights to advocate for curricular changes that better reflect the diversity of student experiences and needs. 

Ultimately, the article is a clarion call for a shift in perspective—a move away from policies that produce the “impossible subject” toward those that nurture, empower, and celebrate the full diversity of learners in Health and Physical Education. 

 Full Article:
Alfrey, L., Lambert, K., Aldous, D., & Marttinen, R. (2021). The problematization of the (im)possible subject: an analysis of Health and Physical Education policy from Australia, USA and Wales. Sport, Education and Society, 28(4), 353–368. https://doi.org/10.1080/13573322.2021.2016682 

 This blog post was written with the assistance of AI to support clarity and accessibility. It is intended to help disseminate and discuss research findings with a broader audience. However, for the most accurate and reliable information—including conclusions and practical applications—please refer to the original peer-reviewed publication on which this blog is based. The peer-reviewed article remains the most authoritative source. 

Reimagining Physical Education: Perspectives from Teachers and Students

Physical education is often the most misinterpreted subject in schools—viewed sometimes merely as a break from academics rather than as a critical component for lifelong health. The recent study, “The Secondary School Curriculum: Teachers’ and Students’ Perspectives” by Banville, Marttinen, and Rodrigues, offers an insightful look into how both educators and students experience PE. By shedding light on their contrasting priorities and shared challenges, the study calls for a balanced, engaging, and meaningful curriculum. 

Divergent Perspectives in the PE Classroom 

A primary finding of the study is the evident gap between teachers’ and students’ perceptions of what constitutes quality physical education. Teachers predominantly see fitness—particularly cardiovascular endurance—as the cornerstone of PE. Driven by the need to boost fitness test scores and combat rising obesity levels, many adopt an approach aimed at “fooling” students into moving. This often involves quick transitions into activity via games such as tag or “Simon says,” where the primary goal is to get students active rather than to impart technical or skill-based instruction. 

Students, however, often find this strategy lacking. While they acknowledge the role of fitness, many express frustration over the “roll the ball out” method, where minimal guidance leaves them feeling unprepared and disengaged. For many students, the experience of PE becomes less about learning new skills and more about simply “getting through class.” This disconnection is particularly harmful to low-skilled students who might already be at a disadvantage in traditional sports activities. 

Curriculum Content and Instruction: More Than Just Moving 

The study highlights that PE curricula are typically dominated by team sports and repetitive activities. Teachers, under constraints of large class sizes and limited resources, tend to favor sports that allow for a uniform, albeit less customized, approach. This often leads to a curriculum that is rigid and doesn't always align with students’ interests. For instance, students voiced a desire for more variety—including non-traditional activities like yoga, archery, or even outdoor adventures—that could cater to a broader range of abilities and interests. 

One of the most critical discussions in the study revolves around the balance between student choice and meaningful instruction. Although many PE teachers try to integrate choice into their curriculum, offering different activities to engage a diverse student body, the lack of adequate instruction means that these opportunities sometimes serve merely as supervised play rather than a platform for learning. This gap not only perpetuates a sense of mediocrity but may also fail to equip students with the fundamental motor skills they need for lifelong physical activity. 

The Impact of Administrative Decisions 

Another striking result of the study is the influence of administrative decisions on the quality of PE programs. Overcrowded classes, insufficient equipment, and limited physical space are recurring challenges that prevent teachers from delivering well-rounded lessons. When PE is marginalized through undervalued resources and unrealistic student-teacher ratios, both the curriculum’s effectiveness and student engagement suffer. The study’s discussion makes it clear that effective PE depends not only on innovative teaching methods but also on a supportive infrastructure where administrators champion balanced class sizes and resource allocation. 

Key Takeaways and Suggestions for Improvement 

1. Aligning Goals with Realities: While teachers focus heavily on fitness to meet accountability measures, this emphasis can limit skill development. A balanced curriculum should incorporate skill-based instruction alongside cardiovascular activities. 

1. Enhancing Instruction: The prevalent “roll the ball out” approach may increase participation but often leaves students unprepared, particularly those with lower skill levels. A more directed and supportive instructional strategy is essential to help all students build competencies. 

1. Diversifying Activity Options: Offering a variety of activities—including non-traditional sports and outdoor experiences—could better engage students with diverse interests and skill sets, making PE a space for exploration rather than obligation. 

1. Empowering Students’ Voice: Students’ suggestions—such as adjusting class schedules to reduce the disruption of changing clothes and incorporating music or varied activities—highlight the need for curricula that are more responsive to their preferences and daily realities. 

1. Investing in Resources: Administrative support in the form of manageable class sizes, sufficient equipment, and dedicated teaching spaces is crucial. A properly resourced environment empowers teachers to deliver a curriculum that is both engaging and pedagogically sound. 

In conclusion, this study calls for a reexamination of the PE curriculum—a shift that involves listening to both teachers and students. By acknowledging the pressures to improve fitness scores and the practical constraints of large class sizes, stakeholders can work together to develop physical education programs that not only meet academic and health standards but also truly inspire lifelong activity. 

 Full Article:
Banville, D., Marttinen, R., & Rodrigues, A. (2023). The Secondary School Curriculum: Teachers’ and Students’ Perspectives. Journal of Teaching in Physical Education, 42(1), 97-105. Retrieved Apr 11, 2025, from https://doi.org/10.1123/jtpe.2021-0181 

This blog post was written with the assistance of AI to support clarity and accessibility. It is intended to help disseminate and discuss research findings with a broader audience. However, for the most accurate and reliable information—including conclusions and practical applications—please refer to the original peer-reviewed publication on which this blog is based. The peer-reviewed article remains the most authoritative source.