PE has become a crowded and contested policy space (Penney, 2008:35). Successive versions of the NCPE have differed in their prioritization of sport performance, lifelong activity or health and well-being, depending on the social and political priorities at the time of writing. It could be argued that each of these emphases has been marginalized in PE curriculum design in favour of strategies to enhance performance in examinable PE and ultimately, league table status. Provide a critique of this shifting emphasis of PE in the 14-16 age range, including a personal philosophy of the subject. This is a level 6 undergraduate paper Speaking to my lecturers they said:give a brief overview of the politics involved in the changing emphases of the NCPE but do not speak in too much depth about this.critique the statement in the question.look at how PE used to look compared to now and is PE becoming too focused on accredited qualifications. Rather than developing the pupils further and encouraging lifelong participation. are they to concerned with league table status etc.
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